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Curriculum Night 2013-2014 Inspired by the power of collaboration, the Lab School challenges students to soar intellectually and to act bravely in our complex world community


Curriculum Night —  Welcome and Introductory Remarks

Brooke Jackson, Principal School Mission and Instructional Focus ¡  Mark Berkowitz, Assistant Principal and Dean of Students ¡  Christina White, Assistant Principal and Director of Student Services Inclusion and Guidance ¡  Jennifer Schatz – 9th and 11th Grades ¡  John Ngai – 10th and 12th Grades Academic Departments Parents Association ¡  Jodi Harawitz, PA President ¡ 

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—  Closing Remarks


Instructional Focus —  Our instructional focus is to develop students’ ability to

Soar Intellectually. We will do this when: —  Students possess the self-awareness and know-how to identify the next hardest skill for their development academically, within each course, and affectively, in the world. —  We teach into the How (processes) & the Why (significance of) learning as it relates to each of our courses and academic disciplines. —  We embrace: The RULER Approach to Social Emotional Learning; The Habits of Lab Learners; The Growth Mindset


Curriculum Night 2013 GUIDANCE, COLLEGE & SPECIAL EDUCATION


Guidance &  College  Offices   —  School  counselors  &  director  of  college  counseling  

are a  unique  group  of  educators  who  collaborate   with  all  members  of  the  school   community  to  posi=vely  impact  the  academic   achievement,  postsecondary  preparedness,  and   personal-­‐social  development  of  LAB  school  students.  


Staff Members   —  John  Ngai-­‐  10th  &  12th  grade  guidance  counselor   —  Jennifer  Schatz-­‐  9th  &  11th  grade  guidance  counselor   —  Nicole  Israel-­‐  9th  and  11th  part  =me  guidance  counselor   —  Kay  Rothman-­‐  director  of  college  counseling   —  Counselors  will   loop  with  students  for  their  en=re  

high school  tenure  


Curriculum —  9th  &  10th  Grade  Peer  Advisory   —  11th    &  12th  Grade  College  Advisory   —  Special  workshops  for  students  &  families  


Special Educa=on   —  Inclusion  program  involves  the  implementa=on  of  

good teaching  prac=ces,  adapta=on    and   modifica=on  of  instruc=on  as  needed  to  benefit   ALL  students   —  ICT-­‐  Integrated  Co  Teaching   —  SETSS-­‐  Special  Educa=on  Teacher  Support  Services  


Staff Members   —  Teachers  and  Paraprofessionals   —  Teachers  anchor  with  academic  departments   —  Paula  Andros,  Sharmilla  Araya,  Rene  Bosolet,  Lisa  

Cocchi, Jessica  Rubinstein,  BeVy  Grayson,  Kashawn   Hicks,  Chris=ne  Lynch,  Meaghan  Lynch,  Claire   O Connor,  Kaitlyn  Spillane  


Curriculum Night 2013 ENGLISH DEPARTMENT


9th Grade English —  This is an introductory English course designed to hone those skills--

reading, writing, speaking, listening, collaborating--necessary for success throughout the NYC Lab School English sequence. The course content will revolve around an active (often dramatic!) exploration of the roots of story: why do we, as human beings, create stories? From where do these stories come? How do we craft stories? To what extent do we need stories as individuals and as a collective? What kinds of stories are most important to hear and tell? Course texts include Salman Rushdie's Haroun and the Sea of Stories, Edith Hamilton's Mythology, Joseph Campbell’s The Power of Myth, Sophocles' Oedipus Rex and Antigone, Euripides' Medea and a study of various "banned" books (The Perks of Being a Wallflower, Speak, The Color Purple, Catcher in the Rye, and How the Garcia Girls Lost Their Accents among others).


10th Grade English —  This semester-long inquiry of satire and dystopian literature invites us

to think critically about literature as it relates to our own world through reading, writing, discussion, debate, and presentation. Over the course of the Fall semester, we seek to answer the following question: Can literature persuade us to change our views about society and, therefore, our behavior? In the final project, students will present a response to this question in an iMovie presentation of a satirical or dystopian novel. We will also engage in a shared reading of George Orwell’s 1984 that will culminate in an argumentative researchbased essay. In addition, we will read works by Jonathan Swift, Luisa Valenzuela, Kurt Vonnegut, Shirley Jackson, among others. Our study will also include an investigation of contemporary political cartoons, television, blogs, music, visual art, and film.


11th Grade Film Studies —  Film Studies: This is an intense and fast-paced English

course that focuses on the careful, close reading of filmic texts and critical analysis of these texts. This course serves as an introduction to the reading and the comprehension of film as a language and cinema as an institution. Film is multi-layered – it is of course entertainment but also culturally laden in ways that are important to study and analyze. We will focus on film through the lens of genre. How do films conform to and/or challenge the assumptions and labels that come with the conventions of genre? Our Film Studies course is roughly divided and organized according to existing film genres. This class is heavy in writing -- we will be writing over a dozen essays over the course of one semester!


11th Grade Gender Studies (2nd Semester) —  Gender Studies (English 6): Gender Studies is an intense and fast-

paced English course that focuses on careful, close reading of fictional literature, feminist and queer theory, and non-fiction essays, as well as the critical analysis of these various texts. The lens through which we will read, write, and experience this class is the study of gender. Throughout the semester, we will ask critical questions about the meaning of gender in society. We will explore the complex ways in which gender interacts with class, race, ethnicity, sexuality and age. In this class, we are preparing you for collegiate level discourse; therefore, we are always reading and writing; it never stops! Texts include: Ernest Hemmingway’s The Sun Also Rises, Sylvia Plath’s The Bell Jar, Toni Morrison’s Sula, and other various texts, including works by Audre Lorde, Adrienne Rich, and Amy Bloom.


11th Grade AP Language and Comp —  AP composition is a college-level composition

course. We read articles, essays and creative nonfiction, which we annotate, summarize, organize, and write about intensively. Goals include: Increasing our reading fluency ¡  Improving our college-level expository writing a consideration of structure and essay writing practice ¡  Understanding the power of rhetorical strategy ¡  Negotiating timed written tests, and writing under pressure ¡  Learning to utilize standard research methods and MLA style ¡ 


12th Grade English —  Students will hone their reading and writing skills by examining the power of language in

a variety of genres. Throughout the course we will ask ourselves, “Why do we read? Why do we write? How can we read more deeply, enriching our understanding? What makes writing powerful? What do we want to communicate when we write? How can we communicate more effectively?” —  We will look at works of fiction with an eye to dissect what makes the texts work: how do words on the page unfold to convey convincing emotions and provocative ideas? We will explore the power of words in a combination of close reading and creative exercises, culminating in a literary analysis essay. We will also study creative nonfiction and memoir. How does creative nonfiction use some of the same techniques of fiction? How does the craft of creative nonfiction differ from that of fiction? We will read and analyze texts while simultaneously turning our attention inward, exploring ways of writing about our own experiences. Ultimately students will write and revise a personal essay that they may submit with their college applications. Additionally, we will look at a broad spectrum of nonfiction texts, preparing students to access, digest, and analyze factual information. In addition to studying the conventions of different types of informational texts, we will practice writing for a variety of purposes and audiences. We will also study and practice the skills necessary to write an educated and engaging research-based argument.


12th Grade AP Literature —  AP Literature is a challenging college-level course that will

engage us in the close reading and analysis of a challenging set of literary works from a range of genres including the novel, short story, poetry, and drama. The focus of the course will be on intensive reading and discussion of literature. We will also engage in reading secondary critical essays for discussion and evaluation. This class is for those who are passionate readers and writers. Some of our key texts include: William Shakespeare's Macbeth, Kate Chopin's The Awakening, Sherman Alexie's Reservation Blues, Charlotte Perkin Gilman's "The Yellow Wallpaper," and Ken Kesey's One Flew Over the Cuckoo's Nest. We will be reading and writing constantly. The students have been eager and ready to dive in!


Curriculum Night 2013 MUSIC DEPARTMENT Leah Pilon


9th Grade —  Introduction to music through listening, seeing and

doing. Students are given many projects where they are able to work solo or with a partner to interpret music and share it with others. Projects will involve body rhythms, singing, keyboarding, writing, talking and discovering according to topical requirements and personal goals. By the end of this course everyone will be able to speak and understand the language of music.


10th Grade – Music History —  This course explores music from its early beginning

during the medieval time period up to present day pop and rock. With each time period there will be a hands on approach to further understand musical structure and performance practice.


11th Grade Keyboarding —  This class will focus on keyboarding skills and more

advanced composition techniques along with experimentation of musical style. We will have monthly masterclasses where students will perform a new piece he/she has worked on that month. There should be a progression in difficulty.


12th Grade Keyboarding —  This elective expects a commitment to music and

advanced composition projects. We will have monthly masterclasses where students will perform a new piece he/she has worked on that month. There should be a progression in difficulty.


Curriculum Night 2013 ART DEPARTMENT Pat Dawkins


Freshmen Drawing at Frost Valley


Studio Art 3: Food Sculpture


Studio Art 3: Food Sculpture


Studio Art 3: Food Sculpture


Studio Art 5: Cubist Collage


Studio Art 5: Cubist Collage


Observational Drawing Exercise: Positive/Negative Space


Observational Drawing Exercise: Positive/Negative Space


Observational Drawing Exercise Positive/Negative Space


Senior Independent Projects: SelfPortrait Painting


Senior Independent Projects: Clay Sculpture


Senior Independent Projects: Ink Drawing


Senior Independent Projects: Abstract Painting


Senior Independent Projects: Abstract Painting


Senior Independent Projects: Abstract Painting


Curriculum Night 2013 TECHNOLOGY DEPARTMENT


Technology Available at Lab —  Computer Lab with 35 Macintosh Desktops —  New iMac desktop and Lexmark printer in

every classroom —  Eno Board or Projection capabilities in every classroom —  4 Laptop carts for classroom use and student check out under supervision for in school use —  Focused on Cloud apps (using GoogleDocs to collaborate with other students and teachers)


Classes Available —  Graphic Arts ¡  Working in the Computer Lab to develop skills in digital design —  Intro to Coding ¡  Introduction to many different types of Computer Languages —  Newscast ¡  Early morning class in which students: write, edit, film and produce a newscast for the school —  Theater Arts (Freshmen Art) ¡  Focused on History of Theater, the Community of Theater and Performance


Curriculum Night 2013 MATH DEPARTMENT


Math Sequence Algebra 1

Geometry

Algebra 2/Trigonometry

Precalculus

AP Statistics

Math Drafting

AP Calculus AB The math department will help each student identify their needs in order to work with them and help them succeed in math and in school.


Algebra 1 —  First exposure to high school level math —  Students learn how to develop an approach to a

problem, to show their processes, and to present their work clearly. —  Students learn to analyze and interpret function, both linear and non-linear. —  5 Major Modules: —  —  —  —  — 

Relationships Between Quantities and Reasoning with Equations and Their Graphs Descriptive Statistics Linear and Exponential Functions Polynomial and Quadratic Expressions, Equations, and Functions A Synthesis of Modeling with Equations and Functions


Geometry —  Geometry builds students’ ability to: ¡  Reason, justify, and prove! ¡  Visualize, including objects in 3-dimensional space ¡  Process, recall, and re-use multiple concepts day after day (Geometry Took Kit GTK) ¡  Understand the Structure of the World We Live In


Algebra 2/Trigonometry —  Builds on skills learned in Integrated

Algebra and Geometry —  Focuses on computation with some application to real world problems —  Preparation for Pre-Calculus and Calculus —  Includes topics new to students, such as logarithms, functions, and trigonometry


Mathematical Drafting —  This is not an art class of self expression – it is a — 

— 

—  — 

— 

mathematical drawing class! This is a class of communication that requires math and art (applications of geometric principles) to produce precise pictorial narratives of objects. Key elements: be concise and produce drawings that have a single interpretation (what you’ve imagined has to coincide with what you’ve drawn) You will improve your understanding of geometry You will develop skills in planning, articulating with peers, fabricating models, and seeing your plans come to fruition. This class will consist of lots of hands on activities, that takes the form of drawing, cutting, and gluing.


AP Statistics —  This class will: — 

— 

— 

Teach to understand the world of data: collecting, organizing and analyzing, making inferences from Expose students to fast-paced rigorous college-level work Emphasize contextual interpretation and clear communication

—  Students will: —  — 

— 

Collect and analyze real world data Interpret and present the results of their own research Think critically about data represented in the media


Pre-Calculus —  Review all previously learned

mathematics (functions, advanced algebra, trigonometry, logarithms). —  Learn how to think about the big picture, creating mental pictures to understand a situation —  Explore a new topic: LIMITS! —  Return to doing math without a calculator


AP Calculus AB —  Expose students to fast-paced rigorous college-

level work and allow an opportunity to get a college credit —  Help students improve their problem-solving skills, mathematical accuracy, intuition —  Utilize ALL knowledge students have learned in ALL prior math courses —  Help students see the connections between mathematics and the rest of the world: physics, economics, everyday life etc.


Curriculum Night 2013 SPANISH DEPARTMENT


Departamento de Español NELY VALENTÍN JASON KOCH JANE BERENTSON KAITLYN SPILLANE PAULA ANDROS


Spanish Sequence at Lab —  Spanish 1 & 2 —  Spanish 3 & 4 —  Spanish 5 & 6 —  Advanced Spanish (7) —  AP Spanish Language


Spanish 1 & 2 First year Spanish, no background necessary ¡  Thematic units include: ¡ 

÷  Food

– Students create menus to use in skits for a scene in a restaurant ÷  The city – Students make maps of their neighborhoods, identifying places in Spanish ÷  Pobre Ana – Students read a short novel entirely in Spanish, then write their own sequel to it


Spanish 3 & 4 ¡ 

Second year of high school Spanish ÷  Students

have either completed Spanish 2 or passed Proficiency test

¡ 

Thematic units include: ÷  Las

noticias – Students collaborate to create Lab School newspapers/magazines in Spanish ÷  La niñez – Students create photo albums and describe childhood games while learning the preterite and imperfect tenses


Spanish 5 & 6 LOTE Exam ¡  Thematic units include: ¡ 

÷  Fairy

tales – Students write their own versions of classic stories in Spanish ÷  Spanish and Latin American cooking – Students research and write about the origins of a dish, then write their own recipe and prepare the dish


Advanced Spanish Options —  Advanced Spanish ¡  Spanish cinema and readings including works by Julio Cortázar, Jorge Luis Borges, Gabriel García Márquez, and others, with a special focus on Magical Realism ¡  Discussions based on current events and issues in Spanish speaking countries, with an emphasis on human rights


AP Spanish —  This course builds on the knowledge gained from

Advanced Spanish and it is intended for students who wish to challenge themselves with a course comparable in difficulty to college level. —  Thematic Units Include: Families and Communities ¡  Science and Technology ¡  Beauty and Aesthetics ¡  Contemporary Life ¡  Global challenges ¡  Personal and Public Identities. ¡ 


Curriculum Night 2013 Philosophy


Intro to Philosophy – Jason Koch —  "Philosophy begins in wonder," says Socrates in Plato's

Theaetetus. This course assumes no previous knowledge of philosophy, but requires a sense of wonder and the desire to explore some of the most fundamental questions facing all humans. We begin by asking, "What is philosophy?" and then explore the philosophical method, acquiring some of the tools philosophers use through the study of informal logic. The semester is then organized around philosophical topics, in part determined by student interest, including philosophy of religion, metaphysics (the inquiry into the nature of being or reality), epistemology (the study and theory of knowledge), and social and political philosophy.


Curriculum Night 2013 PHYSICAL EDUCATION DEPARTMENT AND LMU SPORTS


Physical Education —  Physical Education Staff Members ¡  Benjamin Newman


Physical Education —  Physical Education Statement: The ultimate goal for

our Physical Education program is to give students the skills and confidence needed to participate in recreational activities outside of the school. Providing students with these specifics will allow them the opportunity to also become life-long fitness achievers and live a healthy lifestyle. —  Tasks, games and activities are all based around an adventure learning curriculum model and team sports are introduced based around a 3-4 year cycle (so sports are not repeated year after year).


Physical Education —  The skills are garnered through various tasks, activities,

games and sports. This year Physical Education has three themes to help guide the curriculum (1. Risk-Taking 2. Creativity/Thinking Flexibly 3. Leadership). —  Risk-Taking: helping students to identify responsible risks, physically, mentally and emotionally. —  Creativity/Thinking Flexibly: guiding students to think outside the box to problem solve —  Leadership: every student when given the opportunity and right situation can be a successful leader. Physical Education will help each student to find their strengths when in a leadership role.


Lab Museum United —  Fall Sports ¡  ¡  ¡  ¡  ¡ 

Boys Soccer – George Anagnostopoulos Girls Soccer – Dragos Herinean Boys and Girls Cross Country – Robert Polchinski Girls Golf – Jesse Johnson Girls Volleyball – Jessica Baptista

—  Winter Sports ¡  ¡  ¡ 

Boys Basketball – Benjamin Newman Girls Basketball – Mike Lloyd Indoor Track – Robert Polchinski

—  Spring Sports ¡  ¡  ¡  ¡ 

Baseball – Brad Ashley Softball – Jessica Baptista Boys Golf – Jacob Skinner Girls Tennis – TBD


Lab Museum United —  Lab-Museum United Athletics: Winter and Spring sport

tryouts will take place during the fall/winter months. All students are encouraged to tryout for any of our highly competitive Varsity level sports. Please visit the PSAL website (www.PSAL.org) for a list of all our team offerings. Please continue to check the Lab School website for up to date tryout and informational meeting schedules. —  PLEASE NOTE: ALL STUDENTS MUST HAVE A PSAL MEDICAL FORM FILLED OUT BY A DOCTOR AND A PSAL PARENT CONSENT FORM COMPLETED BEFORE THEY ARE ALLOWED TO PARTICIPATE. BOTH FORMS MUST BE PSAL FORMS OTHERWISE IT IS NOT VALID.


Curriculum Night 2013 SCIENCE DEPARTMENT


Science Core Values —  Driven by inquiry and kinesthetic learning —  Labs are the connections between text & tests and

the real world —  Questioning, hypothesizing, experimenting, modeling, analyzing and presenting —  Lab reports are a touchstone, not a “handout” to be filled in.


Sequence of the Sciences —  Freshmen ¡  The Living Environment (Biology Regents Course) —  Sophomore ¡  Chemistry (Regents Course) —  Junior ¡  Earth Science ¡  Physics (Regents Course) —  Senior ¡  Advanced Physics ¡  AP Psychology ¡  Forensics


Science Department Teachers —  Living Environment: Ms Jungers and Mrs

Rubinstein —  Chemistry: Ms Reckhow, Mr Keough and Ms Lynch —  Physics/Advanced Physics: Mr Coughlan —  AP Psychology: Ms Rothman, Mr Hamlin and Mr Bosolet —  Earth Science/Forensics: Mr Keough and Ms Araya


Living Environment —  In our class our mission is to create an

environment where students are engaged and excited about science, leading to asking questions and develop skills necessary to investigate and analyze —  8 UNITS (Inquiry, Ecology, Organization, Homeostasis, Genetics, Reproduction, Evolution and Human Impact) —  Second semester final is the Regents.


Chemistry —  13 Units of study (Starting with measurement,

Atomic Theory, and ending in Nuclear Chemistry) —  Final for this course is the Regents June 24th 2014, at 9:15 AM. —  This course is embedded in several curricular and personal goals. Students are proficient in reading and writing. ¡  Students learn why chemistry is relevant in their lives. ¡  Students learn real life chemistry applications. ¡  Inquiry based labs solidify student content acquisition ¡  Frequent assessments to regularly monitor student progress. ¡ 


Regents Physics —  Units of Study ¡  Semester 1 ÷  Kinematics

– the equations of motion ÷  Dynamics – the addition of forces ÷  Mechanics – energy analysis ¡ 

Semester 2 ÷  Electrostatics

– electrical charge ÷  Electrodynamics – magnetics fields ÷  Wave mechanics – how waves propagate ÷  Modern Physics – quantum models

—  Our goal is to master general problem solving through

organized thinking and mathematical modeling


Earth Science —  8 Units encompassing all 5 disciplines of Earth

Science: Geology, Oceanography, Meteorology, Astronomy, and Environmental Science —  Final for this course is the Regents on June 19th, 2014 at 1:15 PM. —  Goals of the course: To expand students view of the world around them by exploring the many interacting systems of Earth ¡  To solidify content while increasing critical thinking skills through student manufactured inquiry based lab experiments. ¡ 


Advanced Physics —  Advanced Physics covers topics typically found in a first-year

introductory college physics course. This course includes a laboratory component designed to illustrate the principals and problems encountered in each unit. The course assumes proficiency in regents physics and seeks to connect commonalities within the many disciplines within physics: ¡  kinematics ¡  solid, fluid, rotational, wave, and quantum mechanics ¡  statics ¡  electroodynamics ¡  circuits ¡  optics ¡  particle and nuclear physics


Forensic Science —  General overview of a variety of techniques in the field

such as: ¡  ¡  ¡ 

Fingerprinting Crime Scene Processing Physical Evidence Examination

—  Hands on learning through execution of techniques we

are learning. —  Guest lessons from experts currently in the field of forensic science. —  Goals: ¡  ¡ 

Learn critical thinking and deductive reasoning skills applicable to everyday life. Explore the applications of science to our criminal justice system.


Curriculum Night 2013 HISTORY DEPARTMENT


Our History Department Teachers —  Global Studies 1: Rene Bosolet, Alan Duffy —  Global Studies 3: Drew Hamlin, Rene Bosolet —  US History: Pat Sprinkle, Sharmilla Araya —  AP US History: Pat Sprinkle —  Participation in Govt./Human Rights: Rebecca

Wood, Lisa Cocchi


Global History and Geography 1 —  Students examine ideas and interactions

between cultures over time. —  In-depth study of Belief Systems, Empires, earliest examples of Globalization and Cultural Diffusion. —  Project Profile: “Crusades Radio Project:” Students create Radio Reports about key events as if they were on-the-ground reporters in the middle of these historic events


Global History and Geography 3 —  Centered on major ideologies and the ways

ideas have impacted history, exploring the connection between ideas developed during the Enlightenment through to European Imperialism, and the phenomenon of growing global nationalism. —  The course is taught through an emphasis on engaging, relevant, rigorous learning so as to foster student ownership, grit, and Lab School Habits of Learning.


US History 1 —  The fundamental aim of this course is to help students develop

the reading, writing, speaking, and listening skills necessary for college and beyond. —  Through an analysis of primary and secondary sources, students will become historians, developing, discussing, and refining historical arguments. —  Examples of primary sources include: •  LBJ, Great Society Speech, University of Michigan •  Letters from Indentured Servants during Colonial America •  City on a Hill Speech, John Winthrop (1620)


Participation in Govt./Human Rights —  Explores U.S. society and government with a focus on the

roles and responsibilities of government and citizens. We'll try to answer how to balance freedoms and authority as well as whether certain rights extend to all humans and what that means for moral choice in our society and government. We'll uncover important political myths & focus on how to protect & nourish true democracy. —  Enables students to apply textual analysis and other higher-level thinking skills to explore our topics —  Builds civic discourse & understanding via direct, studentto-student address including respectful agreement/ disagreement with rationale; extends iterative learning process frequently to writing —  Through this practice and collaborative projects, we'll exercise the skills for a healthy democracy -- & become ready shapers of society!

Curriculum Night 2013-2014  

The presentation from the NYC Lab School of Collaborative Studies Curriculum Night. September 30th, 2013

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