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Junior High Articulation 2025

Women and Men for Others

Leaders in Service

Loyola Academy Junior High Articulation 2025 Agenda Continental Breakfast 8:30 a.m. to 8:50 a.m.

Welcome Rev. Gregory J. Ostdiek, SJ, President Nick Bridich, Vice President of Enrollment Message from Principal Tim Devine ‘88 Loyola Academy Supports: Cultivating Growth & Resilience Chris Penna, Associate Principal for Student Success Sara Cagle, Director of O’Shaughnessy Program Robert Mettelus, Bowman First-Gen Leaders Coordinator Val Galloway, Clavius Scholars Leslie Shiffrin, Dumbach Scholars Erica Nathan-Gamauf, Ricci Scholars Admissions Overview Data Sharing Tracking Student Panel Closing 10:20 a.m.

Optional Tour of New Facilities 10:20 a.m. to 10:45 a.m.

Admissions Office

Nick Bridich

VP of Enrollment nbridich@loy.org 847-920-2483

Lynn Gorman

Assistant Director of Admissions lgorman@loy.org 847-920-2481

Ramar Evans

Admissions Recruiter revans@loy.org 847-920-2487

Manuela Sanchez

Admissions Recruiter msanchez@loy.org 847-920-2496

Fall Shadow Days: Eighth grade students may shadow at Loyola Academy. Shadow reservations are made online at www.goramblers.org. If you would like all eighth graders to shadow on a particular day, please contact Mr. Ramar Evans at revans@loy.org to schedule a day. The day will be reserved for students from your school. Parents should still register through parent MyLoyola account even though the day has been reserved for students from your school.

Through the eyes of a shadow

Welcome to LA

Admissions continued Important Dates for the Admissions Process for the Class of 2030:

November 21, 2025 - deadline to request accommodations on entrance exam. Only students seeking accommodations need to adhere to this deadline. If an eighth grade student is seeking extended time or other accommodations on the entrance exam, the parent or guardian needs to complete the Request for Accommodations on HSPT Form and submit a copy of their most recent psychoeducational evaluation, as well as, an IEP/504 plan/ICEP. Please email all documents to testingaccommodations@loy.org.

No hard copies or mailed copies will be accepted. If you have any questions please email testingaccommodations@loy.org.

December 6, 2025 - students must take the entrance exam at Loyola Academy to be considered for admission and financial aid. Registration opens on November 21 and will close December 4. Registration for the exam is through the parent My Loyola account on the student checklist.

Students participating in the December 6 exam will complete the admissions application through the parent My Loyola account on the student checklist. Financial aid applications will be available to all students that tested at Loyola Academy on December 6.

December 15, 2025 - academic records (seventh and eighth grade report cards and standardized test scores) need to be uploaded as a single file through parent My Loyola account on the student checklist.

December 15, 2025 - application for admission due by midnight.

January 5, 2026 - financial aid applications due.

January 30, 2026 - letters of decision emailed.

February 23, 2026 - registration deadline for Class of 2030.

The High School Placement Test The test administered at Loyola Academy is the High School Placement Test (HSPT) produced by Scholastic Testing Service. It measures skills in two general areas: ability (verbal and quantitative) and achievement (reading, mathematics, and language).

The results of the examination are presented in percentiles which have a range from 1 to 99. The percentile lets a student know roughly where the student performs in relation to the larger group. For example, if a student earns a percentile of 75 in Reading, the score indicates that the raw score the student earned on the exam places the student above 75% of the students taking the exam.

National & Local Percentiles: The national percentiles reflect a student’s standing in relation to the general national population of eighth grade students who have taken the HSPT. The national percentile tells the student what percent of the students he or she scored above and below nationally.

The local percentiles focus on a specific group within the total group; in this case, just the candidates from Loyola Academy. The local percentile for Loyola Academy will always be much lower than the national percentile.

Sections on the HSPT Exam: Cognitive Skills Verbal skills consist of 60 items yielding the Verbal Skills score. The Verbal Skills measured are synonyms, antonyms, verbal analogies, verbal classifications, and logical reasoning.

Quantitative skills consist of 52 items yielding the Quantitative Skills Score. Number series, number manipulations, and both geometric and non geometric quantitative comparison items are included.

Basic Skills Reading consists of 62 items yielding the Reading scores for the battery. Among the major comprehensions skills measured are the ability to remember important ideas and significant details, recognizing central thought or purpose, making logical inferences, and understanding vocabulary in context.

Mathematics consists of 64 items yielding the Mathematics score for the battery.

Computation and problem-solving are evaluated, along with the student’s knowledge of important concepts and his or her ability to reason. CALCULATORS ARE NOT PERMITTED ON THE EXAM. Language consists of 60 items evaluating student skills in punctuation, capitalization, spelling, grammar, usage, and composition. This section of the exam tests the ability to use grammar correctly, explores the skills in syllabication, style, usage, and diction. In addition, the test evaluates skill in spelling.

Battery Composite score: The Composite score is the sum of raw scores on the five tests of the HSPT converted into a standard score. The battery consists of 298 items.

112 items are from the cognitive skills section of the test, and 186 items are from the basic skills sections.

Loyola Academy uses the results of the HSPT exam for both admission to Loyola and placement for freshman year. The math and language qualifying exams determine the course.

These exams do not affect the student’s track placement. After freshman year, all level placements are based on student performance.

Students with Diagnosed Learning Differences testingaccommodations@loy.org 847-920-2465

Learning Accommodations that are supported: Extended time for tests and semester exams (not exceed 50% extended time).

Preferential seating.

No scantron for tests.

Calculator

Learning Accommodations that are not supported: Curriculum modification Remediation Modified assessments One on one instruction Small group testing ESL instruction

Process for Requesting Accommodations: All requests for learning accommodations will be considered after Loyola has received/reviewed the following: Complete the Request for Accommodations on HSPT Form and submit by November 21, 2025; the form is available at goramblers.org/admissions A student’s current IEP/504 or ICEP and current psycho-educational testing (within three years).

Anecdotal information from a student’s current teachers regarding the student’s academic performance. For students seeking admission to Loyola, a review of the accommodations currently utilized at the junior high level will be required.

Students seeking accommodations on Loyola Academy’s entrance exam must submit psycho-educational testing and an IEP, 504, or ICEP by November 21, 2025 to testingaccommodations@loy.org.

Please note: The presence of a learning disability does not automatically mean that a student will receive academic accommodations. Loyola will carefully review all relevant information to determine if there is a significant discrepancy between measured cognitive ability and academic achievement. This is consistent with the process College Board and ACT use to decide whether students are eligible for accommodations on their exams.

If a determination is made to support learning accommodations, Loyola will formalize an Academic Achievement Plan for the student that will specify his/her accommodations. This plan will be shared with a student’s parents, classroom teachers, and counselor and can be used when requesting standardized testing accommodations during high school. The Academic Achievement Plan will be reviewed on a yearly basis.

Math & Language Qualifying Exams The Math Qualifying Exams are OPTIONAL. Students placed in level 6 or 9, may take the exam to be considered for Geometry. Students placed in Algebra 1, level 1, may take the STAR exam to have the summer school requirement reviewed and to be considered for Algebra 1 level 6. If a student does not take a Math Qualifying Exam, the student’s math course placement will not change. Students will choose their exam date during online registration. These exams will be offered on the following dates and times: Tuesday, March 24, 2026 Thursday, March 26, 2026 Saturday, March 28, 2026

4:30 p.m. to 6:00 p.m.

4:30 p.m. to 6:00 p.m.

8:00 a.m. to 9:30 a.m.

Pre-registration is required. Students will pre-register during online registration.

Scientific/Graphing TI-83, TI-84 calculators are permitted only for the students taking the exam to be considered for Geometry. Graphing TI-89 or TI-92 calculators are not permitted.

All students who have been placed in Algebra 1 level 6 or Algebra 1 level 9 will take the Geometry Qualifying Exam. A calculator is allowed on this exam.

All students who have been placed in Algebra 1, level 1 will take the STAR exam in Februrary. No calculator is allowed on this exam.

There is no fee for the qualifying exams. Students should bring two #2 pencils with erasers to the exam.

If you have questions about the Math Qualifying Exams, please contact Mr. Nate KelpLenane at nkelplenane@loy.org.

The Language Qualifying Exams are OPTIONAL. All incoming freshman who have previous experience in Latin, French, Spanish, and Chinese should take the Language Qualifying Exam to be considered for year 2 of language or above. The Language Qualifying Exam is offered on the following dates and times:

Wednesday, March 25, the exams open at 3:00 p.m. & close Thursday, March 26, at 10:00 p.m.

Saturday, March 28, the exams open at 10:00 a.m. and close Sunday, March 29, at 8:00 p.m.

Pre-registration is required. Students will pre-register during online registration.

No fee is required for the qualifying exam.

Language translators are not permitted on the qualifying exam.

If you have questions about Language Qualifying Exams, please contact Dr. Tina Melstrom at tmelstrom@loy.org

Academic Supports

Chris Penna Associate Principal for Student Success cpenna@loy.org 847-920-2442

Academic Supports

Program Overview: Student success centers on programming to support students on their academic journey. At Loyola Academy, we aim to assist all students in achieving their academic potential. In doing so, we offer numerous academic supports for all students in all grades and track levels.

Those supports include O’Shaughnessy, Magis, peer tutoring programs, Math Resource Lab, Science Resource Lab, and Mary McCarthy Hughes Writing Lab. Additionally, our Academic Drop-In Center provides all students on-the-spot faculty and peer support throughout the day. Our goal is to promote an active and supportive learning environment for Loyola students beyond the classroom.

Testing Accommodations: Loyola Academy is able to support students who need limited accommodations to be successful in a college preparatory high school. Students with diagnosed learning differences have been successful in all placement tracks offered at Loyola. A complete psycho-educational or neuropsychological evaluation, within the last three years, must be submitted to Loyola for consideration of accommodations. The presence of a learning disability does not automatically mean that a student will receive academic accommodations. Loyola will carefully review all relevant information to determine if a student qualifies under Loyola Academy’s criteria. Loyola’s accommodations are limited to: 50% extended time on tests and semester exams No scantron Preferential seating Calculator

Academic Resource Offerings: O’Shaughnessy Program – serves freshman and sophomore students who would benefit from improving literacy and executive functioning skills to succeed in a college preparatory environment. Admission to the program is based on entrance exam scores, junior high standardized test scores, junior high academic performance and/or psycho-educational testing. Incoming freshmen admitted into the O’Shaughnessy program are required to successfully complete a summer school course prior to freshman year. Depending on test scores, some incoming freshmen may also be required to complete Algebra 1 during the summer.

Peer Tutoring - One-to-one tutoring by peers to provide individualized instruction, practice, repetition, and clarification of concepts within the school day to serve students with extracurricular commitments or who feel they would benefit from working with a fellow Loyola Academy student. Peer Tutors are available for drop-in support throughout the day in the Academic Drop-In Center.

Magis – is an intensive short-term intervention for students in academic crisis. The goal is to help students acquire the organizational and academic skills needed to be successful as independent learners.

Math Resource Lab - The Math Resource Lab is a resource for students who need shortterm assistance with math. The Math Resource Lab is where students with specific questions on homework, quizzes, and tests can get the help they need. The Lab is open from 7:15 – 9:15 a.m. and during lunch/flex. The Lab is staffed with Loyola math teachers and is located in the Academic Drop-In Center.

Science Resource Lab - The Science Lab is staffed by members of the Science Department and provides students with specific science support during lunch/flex in the Academic Drop-In Center.

Mary McCarthy Hughes Writing Lab - The Writing Lab is a resource where students with specific questions about writing in any subject can get help: including how to write a thesis, embed textual evidence, and organize an essay. The Lab is located in the Academic Drop-In Center and is open during all lunch/flex.

School Psychologist - For Ramblers seeking more individualized academic support, our school psychologist can be a great resource. A school psychologist is here to help students succeed in school and feel their best. They support students with learning, emotions and behavior. If your feeling stressed, having trouble in class, or just need someone to talk to, the School Psychologist can help you figure out what’s going on and work with you, your teachers, an your family to find solutions.

Counseling Formation

Tyler Vradenburg

Department Chair tvradenburg@loy.org 847-920-2521

Counseling Formation

Program Overview: The Counseling Department, rooted in our Jesuit, Catholic tradition, aims to provide all students at Loyola Academy counseling programs that are developmental, preventative, and comprehensive based on student competencies in the areas of academics, personal/social growth, and college/career development. We offer support groups.

The Formation Program is a unique element of the Loyola Academy Counseling Program. It is our four-year sequence of counseling curriculum that enhances Loyola Academy’s distinct Jesuit vision by promoting the growth of students to become women and men for others who are Religious, Intellectual, Physically-Emotionally Fit, Loving, Open to Growth, Committed to Doing Justice. The Formation Program also incorporates the State of Illinois’ Social Emotional Learning (SEL) Standards: Students will develop self-awareness and self-management skills to achieve school and life success.

Students will use social-awareness and interpersonal skills to establish and maintain positive relationships.

Students will demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts.

Students attend Formation class facilitated by their school counselor. They explore relevant topics to high school students through activities and discussions. Outside professional agencies and local community resources present on relevant adolescent topics which promote positive life choices. Assignments for Formation include personal assessments, journal writing, presentations, and group projects.

Essential Skills for Freshman Year of Studies: Organization and time management Communication skills and self-advocacy Self reflection Develop positive and healthy peer relationships

Freshman Course Offerings: Loyola Academy requires that all students complete 1.0 credit of Formation (.25 credit per year) for graduation. In order to earn the annual .25 credit, students must maintain regular attendance, complete all assignments, and actively participate in Formation sessions.

Formation will be reflected on student transcripts and students will receive a grade of Pass or Fail.

Total Number of Course Offerings: Freshman, Sophomore, Junior, and Senior Formation

English

Jenni Anderson

Department Chair janderson@loy.org 847-920-2641

English

Essential Skills for Freshman Year of Studies: Addressing all levels of Bloom’s Taxonomy for reading, writing and vocabulary Knowing and applying common literary terminology Knowing, applying and analyzing standard English grammar and usage Emphasizing unity and coherence in paragraph and essay composition - no need for "term papers" Reading and writing in timed experiences on a regular basis Reading and writing lessons rooted in critical thinking skills leading the student to metacognition

Freshman English course descriptions by track: English 1 (E111)

1.0 credit (1 level) This freshman English program includes the following content strands: language, writing, library research, and literature. This course introduces the fundamentals of grammar, usage, vocabulary, and spelling, as well as study skills, research techniques, literary genres, and literary terms. With significant instructional support, students are expected to regularly use critical thinking skills to complete course assignments. This course is for students in the O’Shaughnessy Program; enrollment in this course is determined by the Director of the Academic Resource Center and the English Department Chair.

English 6 (E116)

1.0 credit (6 level) This freshman English program includes the following content strands: language, writing, library research, and literature. This course builds on basic skills and emphasizes the application and analysis of grammar, usage, vocabulary, spelling, study skills, research techniques, and literary terms and genres. With some instructional support, students are expected to consistently use critical thinking skills to complete course assignments. Literary texts are assigned by the teacher.

Honors English 1 (E119)

1.0 credit (9 level) This freshman Honors English program places significant emphasis on the mastery of grammar, usage, vocabulary, literary terms, expository and argumentative writing skills, and close reading of selections from all literary genres. The course expects independent inquiry of students who regularly participate in classwork and homework with resourceful, critical and creative thinking. Assessments in this course require application, analysis and synthesis of content. Literary texts are assigned by the teacher.

Textbooks for all freshman English levels are “Three Dimensions of Vocabulary Growth" to "Vocabulary Power Plus for College & Career Readiness - Level 9"

Total number of English Department course offerings: 20

iPad Applications most frequently used: Showbie, Good Notes, iMovie, FlipGrid, NearPod, Quizlet, Kahoot, Noodle Tools, Google Suite

English ER W O P

T T T U U U O O O K K K R R WWWOOOR Honors English 1 Short Story Unit

Literary Analysis Paragraph Essay What is literary analysis?

Prompt Conduct a literary analysis of one of the short stories from this unit, focusing specifically on examining character. Your task will be to construct a claim about how the character develops or functions within the story and how that development relates to a larger theme. Then, in a welldeveloped paragraph, support your claim with relevant evidence from the text, providing compelling interpretations to demonstrate how your evidence works to prove your point.

Structure (P.E.A.L.) Point: Make a debatable claim.

Evidence: Use direct quotes (2) from the text to support your claim.

Analysis: Provide a clear interpretation/commentary on both pieces of evidence.

Link: Demonstrate how your evidence supports your larger claim.

MLA Use Times New Roman, 12 point font, double spaced, 1” margins 7-10 sentences and about ¾-1 full page in length Cite your sources using MLA 8th edition. A good resource: OWL. No “telling” writing; e.g. do not write “This quote shows that…”

Heading: Your Name Teacher Name Class (E119) Date (Day Month Year)

HOW TO WRITE A CLAIM EXAMPLE CLAIM In The Most Dangerous Game, Richard Connell characterizes General Zaroff as a privileged but vicious antagonist in order to construct a villain whose facade of civility covers a moral depravity, ultimately demonstrating how social refinement does not make a person “civilized.”

BREAKING IT DOWN Step #1: Include an introductory clause that states the author and the text.

In Richard Connell’s The Most Dangerous Game, Grammar note → Introductory clauses are dependent clauses that provide background information or "set the stage" for the main part of the sentence.

Step #2: Focus your claim on a specific element from the story. Think: what is the observable thing that your author is “doing” or “using” in the text that’s worth thinking about? This portion of the claim is usually a literary element. ...he characterizes General Zaroff as a privileged but vicious antagonist

Step #3: Assert the function of the literary element (#2). Tip: use the phrase “in order to.” ...in order to construct a villain whose false facade of civility covers a moral depravity

Step #4: Provide a greater purpose. Think: What larger significance does this literary element have within the context of the story? What theme might it illustrate for the reader? Why do we care? … ultimately demonstrating how social refinement does not make a person “civilized.”

NOTE: A claim does not include any personal pronouns (“I”).

Writing Step #1: Brainstorm + Claim Review the short stories we read in class. Think of a character (or characters) who you find particularly interesting or troubling. Reread your annotations on that character. Answer below: what’s interesting about how the author describes him/her? How does this character help us to understand the larger meaning of the story?

Reflect here: _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Record pages numbers with passages about the character of interest: Page #:

Your thoughts:

Page #: Page #: Page #: Construct a 4-step claim: #1:

_________________________________________________________________________________

#2:__________________________________________________________________________________ #3:__________________________________________________________________________________ #4:__________________________________________________________________________________

E116 English Julius Caesar Act 1:1 Rhetorical Analysis/Annotation of Marullus’s Speech The power of words to change the opinions of others is a dominant feature of this play. Marullus’s speech, in blank verse, contains a variety of rhetorical devices to manipulate the crowd. Annotate as we dissect this speech.

Key Terms: Rhetorical questions, anecdotes, syntax, personification, repetition (anaphora), imperatives, ethos, pathos, logos.

Wherefore rejoice? What conquest brings he home?

What tributaries follow him to Rome To grace in captive bonds his chariot-wheels?

You blocks, you stones, you worse than senseless things, O you hard hearts, you cruel men of Rome, Knew you not Pompey? Many a time and oft Have you climb’d up to walls and battlements, To towers and windows, yea, to chimney-tops, Your infants in your arms, and there have sat The livelong day, with patient expectation, To see great Pompey pass the streets of Rome.

And when you saw his chariot but appear, Have you not made an universal shout That Tiber trembled underneath her banks To hear the replication of your sounds Made in her concave shores?

And do you now put on your best attire?

And do you now cull out a holiday?

And do you now strew flowers in his way That comes in triumph over Pompey’s blood?

Be gone!

Run to your houses, fall upon your knees, Pray to the gods to intermit the plague That needs must light on this ingratitude.

Frosh E111

Poetry Project

PART 1. Your wreath poem: You are to write a poem modelled on Marilyn Nelson’s Sonnet #1 (page 5).

The poem should be an octave describing what flowers or plants would be in your wreath, symbolizing your personality. (10 points) GUIDELINES: MLA Header Must be an octave: 8 lines Must have AT LEAST 2 words per line Must reference AT LEAST 2 flowers or plants +2 extra credit points for a successful rhyme scheme: abba abba Must be typed and submitted to Showbie on time according to your OnCampus Assignment Calendar.

PART 2. Tree Ring Poem: You are to write a 14-line poem modelled on “Rings not Letters” by Juanita Havill (10 points) GUIDELINES: MLA Header Must be AT LEAST 14 lines long Must have AT LEAST 2 words per line Your DICTION must match the life events described—happy language for joyful events, etc.

There does not need to be a rhyme scheme, although you may certainly have one Must be typed and submitted to me on time according to your OnCampus Assignment Calendar.

PART 4. Food Poem: Write a poem that describes a favorite food in loving detail. Your imagery should make me want to eat your favorite food! (10 points) GUIDELINES: MLA Header Must be AT LEAST 14 lines long Must have AT LEAST 2 words per line Must have AT LEAST 2 kinds of imagery, clearly labelled. (ex: imagery appealing to smell and to taste) There does not need to be a rhyme scheme, although you may certainly have one Must be typed and submitted to me on time according to your OnCampus Assignment Calendar.

PART 5. Object Poem: Using Marilyn Nelson’s “Sonnet #2” as an example, write a poem that personifies something nonhuman (so an object, place, or nonhuman being). (10 points) GUIDELINES: MLA Header Must be AT LEAST 14 lines long Must have AT LEAST 2 words per line Must have AT LEAST 3 instances of personification, clearly labelled. (ex: “the fog tiptoed carefully over the hillside”) There does not need to be a rhyme scheme, although you may certainly have one

Must be typed and submitted to me on time according to your OnCampus Assignment Calendar.

PART 6. Comic Strip: Using the comic strip “I Wandered Lonely as a Cloud” as an example, you are to DRAW the poem “Hope is a thing with feathers” as if it were a comic strip. (10 points) GUIDELINES: MLA Header Must use all of the boxes Must follow the narrative of the poem in the boxes in the proper order.

Must include all the words of the original poem Be creative!

Does not need to be typed.

May use color, but color is not required Submit a photo of your hard copy OR Notability document of your digital drawing to Showbie according to your OnCampus Assignment Calendar.

PART 7. Acrostic Poem: Using Marilyn Nelson’s “Sonnet #15” as a model, write an acrostic poem for someone you admire. You may use their first name, last name, or nickname. (10 points) GUIDELINES: MLA Header Must be AT LEAST 6 lines long Must have AT LEAST 2 words per line Must have AT LEAST 2 figurative language devices, clearly labelled (simile, metaphor, or personification) Must have AT LEAST 2 examples of alliteration, clearly labelled.

There does not need to be a rhyme scheme, although you may certainly have one Must be typed and submitted to me on time according to your OnCampus Assignment Calendar.

PART 8. Music as Poetry: See Additional Handout for specific instructions (15 points) PART 9. Favorite Thing Poem: Now that we have studied various poetry terms and looked at various examples, it’s time to apply your knowledge in a formal poem of your own creation. (15 points) GUIDELINES: Write about a “favorite thing” other than food! Favorite place? Favorite animal? Favorite sport?

Favorite team? Favorite hobby? Favorite season? Favorite musician? You get my point….

16 line minimum clear rhyme scheme at least 3 examples of alliteration at least 1 use of onomatopoeia at least 1 use of anaphora at least 1 use of simile, metaphor, or personification use of diction that makes your tone clear. Avoid simple words like happy, sad, good, bad, etc.

TYPED! MLA Header

Fine Arts

Patricia Patterson Department Chair ppatterson@loy.org 847-920-2526

Fine Arts

Performing Arts Essential Skills for Freshman Year of Studies: Loyola Academy welcomes incoming students with all levels of experience in the performing arts. Also be aware that the following courses may be taken during the freshman or sohomore years in lieu of Physical Education.

Freshman Course Offerings: Beginning Instrumental / Level 6 This course is designed for students with no instrumental background. This is a discovery course where students will be permitted to learn from a selection of instruments. Students enrolled in this course will build and maintain musical stamina, vocabulary, and appropriate concert etiquette through the rehearsal and performance of level-appropriate music. It is designed to help the student integrate into advanced level courses as they continue to progress through the performing arts program at Loyola Academy. Students should be prepared to obtain or rent their own instruments, though the school may be able to provide one on a case-by-case basis should cost be a factor.

Concert Band / Level 6 and 9 (level 9 requires Band Director approval) This course is for the high school musician who has previous instrumental experience in grammar/middle school. Students perform developmentally appropriate music and expand their musical vocabulary through the performance and critique of a standard band repertoire. This course is offered to students in grades 9-12.

Percussion Ensemble / Level 6 and 9 (level 9 requires Band Director approval) This course is designed for students from grades 9-12 with prior musical experience in percussion or prior piano experience AND approval from the Band Director. Emphasis is placed on the fundamentals of a comprehensive percussion arts education, which includes skill development on concert snare drum, bass drum, keyboard/mallet percussion, drum set, and rudimentary music theory. During the fall, Percussion Ensemble will focus on Marching Battery technique in conjunction with the full Marching Band. In addition to performing their own pieces, Percussion Ensemble members also perform with the Concert Band.

Symphonic Band / Level 6 and 9 (level 9 requires Band Director approval) This course is for advanced high school musicians who have signifcant experience playing an instrument. Students work on emotionally expressive and technically challenging music while refining musical and technical fundamentals. This course also focuses on refining other elements of music, such as history, music theory, performance and rehearsal etiquette. Prerequisites include Concert Band and/or by audition.

Fine Arts continued Performing Arts continued Symphony Orchestra / Level 6 and 9 (level 9 requires Orchestra Director approval) Symphony orchestra is a performance-based course that is open to any student who plays violin, viola, cello, string bass, harp, or piano. This class offers students the opportunity to explore and develop their musical abilities through ensemble playing, emphasizing teamwork, as students work together to create a harmonious sound, develop their listening skills, and practice precise timing in a group setting. Under the guidance of a skilled conductor, students rehearse and perform a wide range of genres such as classical, jazz, pop, and cultural music pieces, allowing them to gain a deeper understanding and appreciation of different styles and musical genres. This class introduces students to more advanced playing techniques in preparation for audition into the Honors Symphony Orchestra.

Concert Choir / Level 6 Lift up your voice with Loyola Academy’s Concert Choir. This choir welcomes students of all musical backgrounds; no experience or audition necessary. Singers in this choir develop skills in harmonizing, vocal technique, and performing choral music from across genres including jazz, gospel, classical, and pop. Experience singing alongside guest musicians from string quartets, jazz bands, and more as part of Loyola’s choir concerts. Come and plug into Loyola’s musical community with Concert Choir.

Beginning Guitar / Level 6 The beginning guitar class is designed for students with little to no experience playing the guitar. This class offers comprehensive instruction on the fundamentals of playing the instrument, including proper hand placement, basic chords, strumming techniques, and reading guitar notes as well as diagrams. Students will learn how to tune the guitar, develop good playing posture, and practice basic finger exercises to strengthen their hand muscles.

Students will also be introduced to various music styles and genre such as classical, folk, jazz, and rock, allowing then to gain a well-rounded understanding of the guitar and its versatility. This class prepares students for the Guitar Ensemble.

Symphony Orchestra / Level 6 and 9 (level 9 requires Orchestra Director approval) Symphony orchestra is a performance-based course that is open to any student who plays violin, viola, cello, string bass, harp, or piano. This class offers students the opportunity to explore and develop their musical abilities through ensemble playing, emphasizing teamwork, as students work together to create a harmonious sound, develop their listening skills, and practice precise timing in a group setting. Under the guidance of a skilled conductor, students rehearse and perform a wide range of genres such as classical, jazz, pop, and cultural music pieces, allowing them to gain a deeper understanding and appreciation of different styles and musical genres. This class introduces students to more advanced playing techniques in preparation for audition into the Honors Symphony Orchestra.

Fine Arts continued Dance 1 / Health (A Physical Education Course) Students interested in entering our Dance Program as freshman take the Dance 1/Health course offering through the Physical Education Department.

Theater Experience / Level 6 This course is open to students in grades 9-12. Students actively explore the communicative art of live theater. Areas of concentration include acting, theater history, theater appreciation, technical theater, theater production, and play writing. Students participate in group projects that stress the collaborative aspects of the theater arts. This course may be taken during freshman or sophomore year in lieu of Physical Education.

Honors Theater Studio Level 6 and 9 This course is open to students in grades 9-12, and recommended to students with previous experience in theater or a strong desire to engage in the theatrical arts. Students gain an introduction to how theatre works for an artist and audience. Students engage actively each day in acting, directing, playwriting, technical theatre skills, as well as theatre for social change. Emphasis is placed on the process of creating, as well as the work of the artists who create theatre and film. This course is project-based and it is meant to be a beginning course for future theatre studio courses. This course may be taken during freshman or sophomore year in lieu of Physical Education.

Visual Arts Essential Skills for Freshman Year of Studies: Loyola Academy welcomes incoming students with all levels of experience in the Visual Arts. Following is a list of courses taught at the beginning level. Students who can demonstrate advanced skills can be considered for a higher level class.

Freshman Course Offerings: Architecture I / Level 6 This full-year introductory course is an exciting project-based inquiry into the world of architectural design through the development of drawings and physical models. First semester student projects include the exploration of spatial considerations through the creation of architectural plans, elevations, sections and 3-D models. Second semester, student teams continue building skills from the first semester to design and document a project based on the best-practice delivery methodologies used in today’s architecture industry. Upon successful completion of the course, students may enroll in Honors Architecture-II. Ceramics / Level 6 Students in this year long foundational ceramics class will learn the techniques of wheel throwing, hand-building, extrusion and assembly in the context of making idea driven work where they practice employing their own artistic voice. Students will learn the material science of ceramics, firing processes and glazing techniques

Fine Arts continued Visual Arts continued Studio 1 / Level 6 This full year art foundations course introduces students to a broad range of materials and techniques in order to help them visually communicate their own thoughts and feelings.

Students will gain an understanding of the elements and principles of art and design while also developing critical thinking and problem solving skills. Students will draw, paint, print, and hand build 3 dimensionally in clay. No previous art experience is necessary. This course is offered to students in grades 9 through 12.

3D Studio / Level 6 This is a full year studio based sculpture class where students will work conceptually to communicate their ideas through various mediums such as cast and carved plaster, ceramics, wood sculpture, soft goods and wearables. This course will expose students to a variety of hand and standing power tools with a focus on safety. Students will also have the opportunity to earn 3D modeling and printing as well as how to utilize a laser cutter for art making purposes. In conjunction with learning how to safely work in a shop environment and to access digital fabrication technologies students will be exposed to a host of problem solving and critical thinking skills and will learn how to speak about the work they make and the work of others in an informed way.

Graphic Design / Level 6 This is both a theoretical and hands on full year course that immerses students in all aspects of the visual side of print media. This course introduces students to Adobe Creative Cloud softwares like Photoshop, Illustrator, and Indesign. Students also learn how to visually communicate their own thoughts and feelings through design software. Topics for study include design, layout, typography, color, illustration, photography, information, and information graphics. Students develop skills in digital typesetting, and the creation of digital documents including ads, posters, flyers, and graphics through a computer lab and studio experience.

Photography / Level 6 This full-year course is designed for beginning photography students. Students will learn how to use digital and analogue SLR cameras to create images grounded in the elements and principles of art. Students will work in the darkroom using traditional techniques, while also using Photoshop to edit their work. Students develop their artistic process by focusing on conceptualization and personal voice.

Math

Nathaniel Kelp-Lenane Department Chair nkelplenane@loy.org 847-920-2760

Math Math

Essential Skills for Freshmen Year of Studies: 1. Show all work 2. Focus on the depth of understanding rather than the breadth of topic coverage 3. Understand the reason why algebraic steps are taken 4. Understand concepts algebraically, graphically, numerically and verbally 5. Persevere in solving difficult problems 6. Construct logical arguments and critique the reasoning of others 7. Model with mathematics 8. Be precise and rigorous 9. Look for and express regularity in repeated reasoning

Freshman Course Offerings: Algebra 1 / Level 1, 6 and 9 This is a first year course in algebra. Topics include operations with polynomials and factoring, solving linear equations and inequalities, linear and quadratic functions, systems of linear equations and inequalities, radicals and rational exponents, and statistics. To move out of level 1 Algebra and summer school, students must pass the STAR Exam. To move out of level 6 or level 9 Algebra 1, students must pass the Geometry Qualifying Exam.

Geometry / Level 6 and 9 This course introduces mathematical proof and logical structure including both plane and solid geometry. Topics include the basic concepts of geometry, properties of triangles, quadrilaterals, polygons, circles, solids, congruence, similarity, area, and volume.

Prerequisite: Algebra 1.

Incoming freshmen who wish to enroll in this course must pass the Geometry Qualifying Exam or successfully qualify for and complete the Honors Algebra 1 summer school course prior to their freshmen year.

Algebra 2 / Level 9 This course covers a second year of algebra. The topics include solving rational and radical equations and inequalities, complex numbers, and functions. Linear, polynomial, rational, exponential, and logarithmic functions and their graphs are all covered in addition to conic sections. Prerequisites: Algebra 1 and Geometry. This course will expect independent inquiry of students who regularly perform in class work and homework with resourceful, critical and creative thinking. Assessments in this course require application, analysis and synthesis of content.

Incoming freshmen who wish to enroll in this course must pass both the Geometry Qualifying Exam and the Algebra 2 Qualifying Exam or pass one of these exams and successfully complete the remaining course during summer school prior to their freshmen year.

Math continued Total Number of Course Offerings: 11

Math Department Program of Studies Algebra 1 Geometry Algebra 2 Precalculus AP Calculus/ Track 6 Calculus

AP Statistics/Honors Statistics AP/Honors Computer Science Principals AP Computer Science A Multivariable Calculus/Linear Algebra Discrete Math

Advancement in Mathematics *Students can advance to Geometry by: Passing the Geometry Qualifying Exam.

OR Achieving a minimum score on the Geometry Qualifying Exam and then taking a required six-week, two-hour per day course in summer school called Geometry Prep (this is an Algebra 1 Review course).

Score ranges will be determined by student history and our own students’ baseline performance.

OR Successfully completing Honors Algebra 1 in summer school (this is a six week, four-hour per day course in summer school).

Level 9 – Honors Accelerated College Prep Level 6 – Accelerated College Prep Level 1 – College Prep

Geometry Qualifying Exam Topics Linear Expressions and Equations in One Variable Simplify expressions using order of operations Evaluate variable expressions Solve linear equations in one variable Determine if a value is a solution to a linear equation.

Rearrange formulas to solve for specific variable (literal equations) Write linear equations, and expressions in one variable to model situations Solve absolute value equations Solve proportions Solve percent problems, including tax and discount problems Perform rate conversions given a conversion chart Use unit rates to compare values Linear Inequalities Solve linear inequalities in one variable Use substitution to check solutions to inequalities Write linear inequalities in one variable to model situations Express the solution to a linear inequality as a graph Solve, graph, and write the solution to compound linear inequalities in one variable Solve absolute value inequalities Functions Define domain, range, and function Determine if a relation is a function Evaluate functions Interpret statements that use function notation Move fluidly between graphs, tables, words, and symbols and understand the connections between different representations Combine functions using arithmetic operations and composition of functions Identify the intervals where a function is increasing, decreasing, positive, or negative when given a function represented by a graph or table Sketch the graph of a function when given key features of a function Arithmetic Sequences Identify, evaluate, and write arithmetic sequences using explicit formulas Linear Equations and Inequalities in Two Variables Find average rates of change (slope) from functions given ordered pairs, a graph, or a table Interpret the meaning of the rate of change in the context of the problem Graph a linear function given an equation, a table, a point on the line and slope, or xand y-intercepts Determine if a given point is a solution to a linear equation Identify and write equations of parallel and perpendicular lines Define variables from a given problem scenario Write and solve an equation given a problem scenario Graph linear inequalities Write equations of lines in slope-intercept, point-slope and standard form Find x - and y - intercepts

Geometry Qualifying Exam Topics - c0ntinued Systems of Linear Equations Solve a system of linear equations by graphing Solve a system of linear equations using substitution Solve a system of linear equations using elimination Create and solve linear systems based on real-world scenarios (cost-quantity, break even, mixture problems, etc) Solve systems of linear inequalities in two variables Polynomials & Factoring Identify the coefficients, constant, and variable Classify polynomials by degree and number of terms Add & subtract polynomials Multiply polynomials Simplify expressions with negative exponents Factor polynomials (including greatest common factor, factor by grouping, difference of squares, trinomials where a=1 and a1, and polynomials that require more than one technique) Rational Expressions Simplify rational expressions Multiply and divide rational expressions Roots & Radicals Identify the parts of a radical expression – radical, index, radicand, coefficient Simplify radical expressions (including with an index other than 2) Perform operations on radical expressions (add, subtract, and multiply) Rationalize denominators with square root monomials Quadratic Functions Solve quadratic equations by factoring Solve quadratic equations by taking square roots Solve quadratic equations using the quadratic formula Write and use quadratic equations in one variable to solve word problems (including projectile problems) Graph a quadratic function Identify the intercepts, vertex, maximum or minimum, and axis of symmetry on the graph of a quadratic function Statistics Make a dot plot, frequency distribution table, histogram, and/or box plot for a given set of data or from data collected by the student Analyze data from dot plots, frequency distribution tables, histograms, and box plots Given a set of data, find the mean, median, mode, and range Determine if the mean or median is the most appropriate measure of center for the data Identify outliers

Algebra I Level 6 Qualifying Exam Topics Algebraic Expressions Evaluate algebraic expressions with integers and rational numbers Simplify algebraic expressions involving whole number exponents Simplify algebraic expressions using order of operations Evaluate variable expressions Linear Equations Construct an algebraic proof (distributive, commutative, associative, identity, inverse) that justifies each step in the solution process using properties Solve linear equations in one variable Determine if a value is a solution to a linear equation Rearrange formulas to solve for specific variable (literal equations) Write linear equations, and expressions in one variable to model situations Draw a diagram to represent a situation Solve absolute value equations Solve proportions Solve percent problems, including tax and discount problems Perform rate conversions given conversion chart Linear Inequalities Solve linear inequalities in one variable Use substitution to check solutions to inequalities Write linear inequalities in one variable to model situations Solve compound linear inequalities in one variable

Math Department Outcomes Problem Solving Our students will: ● Find and develop innovative solutions to problems through exploration, reasoning, and analysis. ● Justify conclusions numerically, graphically, algebraically, and verbally. ● Apply their knowledge of mathematics to real-life situations, including social justice issues. ● Persevere in problem solving and recognize successful strategies.

Content Knowledge Our students will: ● Use prior knowledge to anticipate and discover new concepts. ● Demonstrate a conceptual understanding of topics and a computational fluency. ● Connect topics across the curriculum.

Self-Advocacy Our students will: ● Learn from their mistakes by reflecting, correcting, and understanding the source of the error. ● Understand how they learn, seek help from teachers when needed, and seek meaningful feedback from their peers.

Communication Our students will: ● Provide constructive feedback by analyzing and evaluating the mathematical strategies of others. ● Discuss, explain, and justify their reasoning mathematically in both written and oral form. ● Present solutions to their peers using precise mathematical language to explain and defend their reasoning.

Our students will: ●

Technology

Enhance learning and understanding through the appropriate and ethical use of technology. ● Use digital media to communicate and work collaboratively to support individual learning. ● Cultivate an openness and flexibility towards emerging technologies.

Denise Damasco

Program Coordinator ddamasco@loy.org 847-920-2607

LAPTMS Math

Program Overview: Loyola Academy is offering a program for talented junior high math students. The Loyola Academy Program for Talented Math Students (LAPTMS) will seek to develop the talents of the area’s brightest math students by offering an accelerated math curriculum in which participants will have the opportunity to complete Advanced Placement Calculus and postCalculus courses by the end of high school. Students may begin the program in seventh or eighth grade.

Honors Algebra 1: The LAPTMS qualifying exam for Honors Algebra will take place at Loyola Academy on February 21, 2026, from 8:00 a.m. to 10:15 a.m. No calculators are permitted.

In order to take the LAPTMS qualifying exam, students must have a score of 88th percentile or above in math on the most recent standardized test and have a recommendation from a current math teacher or principal.

Students must earn a qualifying score on the LAPTMS exam in order to be invited to the program.

Forms for registration for the qualifying test and teacher recommendations are available online.

Registration and recommendation are due on February 12, 2026.

Honors Geometry: The LAPTMS qualifying exam for Honors Geometry will take place at Loyola Academy on May 2, 2026, from 8:00 a.m. - 10:45 a.m. The test will include a full year Algebra exam.

In order to take the LAPTMS qualifying exam, students must have a score of 88th percentile or above in math on the most recent standardized test and have a recommendation from a current math teacher or principal.

Students must earn a qualifying score on the LAPTMS exam in order to be invited to the program.

Students enrolled in LAPTMS Honors Algebra 1 who maintain an B average or above are automatically eligible for LAPTMS Honors Geometry.

Forms for registration for the qualifying test and teacher recommendations are available online.

Registration and recommendation are due on April 24, 2026.

Scientific calculators, TI-83 and TI-84, are permitted for the LAPTMS Honors Geometry qualifying test. TI-89 ,TI-92 , or calculators with a QWERTY keyboard are not allowed.

O’Shaughnessy Program

Sara Cagle

Director scagle@loy.org 847-920-2743

O’Shaughnessy Math Program

Program Overview: Through a research-based team approach and a structured, nurturing academic support system, the O’Shaughnessy Program helps scholars develop lifelong independent learning, literacy and self-advocacy skills. Scholars will work with trained teachers who collaborate on a team to coordinate skill building across the curriculum. The goal of the O’Shaughnessy Program is to holistically meet scholars’ needs and develop academic strategies and confidence so they can thrive in a college prep environment and beyond.

Skills Developed by Scholars in the Program: The skills that O’Shaughnessy scholars develop are research-based and intended to meet the needs of 21st century learning. These skills are embedded in their content classes and also explicitly taught in the Literacy and Learning course.

Literacy

Comprehend reading material utilized in the curriculum using annotation, questioning and summarizing Develop strategies for independently reading complex texts Consistently and actively engage in class discussion and reflection Use evidence and reason to organize information into a written argument Embrace writing as a process that requires time spent brainstorming, drafting, revising and editing Learning and Executive Functioning

Refine active learning, time management, and organization skills Build communication skills in order to be an independent self-advocate Systematize note-taking to enhance literacy skills and test preparation Engage in multimodal learning in order to both understand the curriculum and apply the skills independently Make inferences, connections and independent conclusions between classes Redefine learning by understanding the science of the brain Scholars are grouped in teams and enrolled in Level 1 courses for English, Theology, and World Studies. Scholars are also scheduled to take a Literacy and Learning resource class, which teaches these fundamental literacy, learning and executive functioning skills. Level 1 courses offer scholars a college prep curriculum with reduced student-teacher ratio. There is an additional fee for the program and it is for one or two years.

Admission to the program is based on entrance exam scores, junior high standardized test scores and junior high academic performance. Incoming freshmen admitted into the O’Shaughnessy Program are required to successfully complete a summer school course in Literacy and Learning prior to freshman year. Some students may also be required to complete Algebra 1 Essentials during the summer. Incoming freshman placed in O’Shaughnessy are eligible to take the STAR Reading assessment to be considered for Level 6 courses. The assessment is optional – if a student does not register to take it, placement will stay the same. Registration for the assessment will be available after acceptance letters are sent to families.

Science

Marissa Cervantes-Flores Department Chair mcervantes@loy.org 847-920-2568

Science Math

Essential Skills Developed During Freshman Year: NGSS Science and Engineering Practices Asking questions and defining problems Developing and using models Planning and carrying out investigations Analyzing and interpreting data Using mathematics and computational thinking Constructing explanations and designing solutions Engaging in argument from evidence Obtaining, evaluating, and communicating information

Freshman Course Offering: Physics / Level 1, 6 and 9 This course emphasizes a conceptual understanding of physics laws. Students will build a foundation of scientific literacy by engaging in the practices of inquiry. Students taking this course will develop their analytical and problem-solving skills and will be acquainted with practical application of concepts developed. Using STEM principles, students will explore new ideas and learn by doing. The freshman physics curriculum is aligned to the NGSS standards and incorporates a modeling technique defined by the AMTA (American Modeling Teachers Association). Honors students develop both a conceptual and quantitative understanding of physics.

Total Number of Course Offerings 23 courses including five advanced placements and nine STEAM electives

iPad Applications most frequently used: Notability, Hudl, Motion Shot, Data Analysis, EdPuzzle, Periodic Tab Lite, Carolina Metric Practice, Pic Collage, Showbie, Nearpod, Free GraCalc, Gene Screen, NGSS, Vernier Graphical Analysis, Desmos, Google Suite (Slides, Sheets, Docs).

Battery Powered Vehicle (BPV) Lab

AMTA Curriculum

Honors Physics

Pre-lab discussion Let the vehicle move across table and ask for observations. List observations on the whiteboard; Lead them to observe that the BPV moves at constant speed: i.e., that it travels equal distances in equal time intervals.

Ask which items are quantifiable, and can be varies to investigate the motion of the BPV. Write all suggests on the board (Honor all input). After the comprehensive list has been created, lead the classroom discussion to narrow the list. The end result will be variables of position and time. It is possible to have groups also investigate direction of travel. If this comes up, have that group investigate the direction of motion (investigate the BPV starting at non-X=0 and moving towards x=0) Teacher notes: For teacher knowledge. It is not necessary to have students identify the independent variable. It is more useful to have some group graph time vs. position to illuminate the story the slopes. (m/s) vs. (s/m) • The dependent variable is position (x). Emphasize that we are dealing with position, not displacement or distance traveled.

• The independent variable is time (t). Emphasize time as a clock reading and not an interval of time.

(Why make time independent? Because when time is graphed on the horizontal axis the slope will be equivalent to velocity.)

Lab performance notes • Slow-moving vehicles make it easier for students to mark the position without the use of high-tech apparatus. The constant speed buggies can be made to move more slowly by wrapping one of the batteries in electrical tape, then in aluminum foil.

• However you choose to have the students collect the data, they should be reminded to perform multiple trials with at least 6 data pairs/trial. Averaging the values of position helps them develop a sense of the precision they should carry through the analysis.

Some methods include: having students place pieces of tape on the floor (or mark position with a dry erase marker) at the BPV's position every 2-3 seconds or on metronome clicks.

Students should ideally analyze the motion of two different experiments, in which either the speed, starting position or direction of the motion is changed. A few examples are shown below.

x

x

x

Post-lab discussion t

t

t

• Focus discussion on the position versus time relationship.

• Use slope-intercept form to write equation of line.

• Discuss the slope of the line as being a constant. Introduce the label units of slope (m/s).

• Identify v (velocity) as the slope in the slope-intercept equation.

• Discuss the vertical intercept and the "5% rule-of-thumb". Except for those cases in which the initial position is not the zero reference point, the intercept is negligible.

• From the specific equation, write the general mathematical expression. This can also be written.

Social Studies

Chris Masello

Department Chair cmasello@loy.org 847-920-2505

Social Studies Math

Essential Skills for Freshman Year of Studies: Within the Social Studies department at Loyola Academy, it is our goal to have a clearly defined common purpose within our classes, as varied as they might be. From World Studies to Psychology, all of our class activities aim to build towards student achievement within these three areas: Students will analyze various types of information to develop their own thoughts and opinions Students will develop verbal, written and creative communication skills Students will understand the relevance of our content to their lives and the world

Freshman Course Offerings: World Studies Honors World Studies AP Human Geography Note: World Studies is Loyola’s standard College Prep course for freshmen. Students placed into honors have a choice between taking Honors World Studies or AP Human Geography.

Total Number of Course Options: 21

iPad Applications most frequently used: GoodNotes, Google Suite (Drive, Docs, Sheets), Showbie

The Cornell Method of Note Taking A student will often be asked to read a section in their textbook and rather than have them complete a study guide or answer recall questions every time, they will be asked to take reading notes. The notes should be completed using the Cornell Method. It is also recommended that students use this method for lecture notes.

Cornell Method: With the Cornell method, different parts of the notebook paper have different functions.

The Left Column- Either the main idea or an essential question of that paragraph or subsection Right of the Column- Notes to remember the key points of the paragraph or subsection as related to what you wrote in the left column The Bottom (or back)- A three to four sentence summary of your notes in your own words Directions for using the Cornell Method for book notes: Use loose leaf notebook paper and divide the paper vertically by drawing a line from top to bottom about 2" from the left side of the page Read one section or subsection at a time Consider what the main idea(s) or essential question(s) are for that section and record one or two of those ideas on the left side of the page Go back and reread to record on the right side of the page the concepts, people, places and any information that you need to make certain you remember the key points. You should also be sure to define any vocabulary as it appears When you are finished with the section, look back over your notes and write a short paragraph summary (3-4 sentences) on the bottom or back of your notes

Reading Skills In recent years, the usage of historical documents within the Social Studies discipline has grown as educators realize the benefits of engaging students in uncovering history rather than simply “telling” them history. Starting in World Studies and advancing to the AP courses, students at Loyola Academy will be asked to read primary source documents often in the Social Studies discipline.

Since this activity can be difficult for learners given the complexity of sources used, we try to teach students to read historical documents using three different procedures: Sourcing: looking first at the source of the document before reading the text itself to consider how the bias might have affected the content of the document Context: considering how the time or place in which the document was written might have affected its content or perspective Corroboration: comparing and contrasting documents with one another Guiding Questions at the Junior High Level: As you work with students at the junior high level, a set of guiding questions within these three areas may greatly assist students in focusing attention to these aspects of historical documents. Some potential guiding questions might include the following: Sourcing Who produced this document?

What biases did the author or authors have?

How might these biases have affected the content of the document?

Context When was this document produced?

Where was this document produced?

What was occurring in the time and place that this document was produced?

How might the historical context have affected this document?

Corroboration What information in this document is similar to that of other documents (previously read or being read at the same time in your lesson)?

What information contradicts information in other documents?

How might the source or the context explain some of the contradictions?

What is not said in this document that should be included? How does what is left out relate to the source and context?

Writing Skills World Studies teachers have identified the following areas as “trouble spots” for students in their freshman year of studies: Writing a clear thesis statement Organization of the opening paragraph and how to set up the body paragraphs with the thesis Selecting appropriate evidence (students often choose too many or too few facts) Using that evidence to support the thesis (students struggle with relating the fact back to their thesis) The Layout for a 5-Paragraph Historical Argumentation Essay 1. Opening Paragraph (should go in this order): Grabber: an opening sentence that catches the reader’s attention to the topic that is about to be discussed Background Information: a few sentences about the era, place, etc. that is about to be discussed Restatement of the question: put the question in your words, and it leads well into your argument.

Thesis: The thesis is your argument, or position, on the question. This sentence should introduce the main points of your argument that will be supported in your body paragraphs.

2, 3, 4. Body Paragraphs (5 sentences or more): Topic Sentence: an argumentative claim aligned with one of the main points in the thesis.

Evidence 1: This should be the first major fact (or facts) that will be used in the paragraph.

Argument 1: For each piece of evidence, there should be an argument that helps to build on the thesis Evidence 2 Argument 2 Evidence 3 Argument 3 5. Concluding Paragraph: Concluding Sentence: Restate the main argument with fresh conviction and new words Wrap-Up: Can either elaborate more on the concluding sentence or use it as a connection to later historical events or modern era.

Honors Course Options for Freshmen Honors World Studies This introductory survey course helps students understand how the world has arrived at its present condition through studies of past developments. The course is organized under the themes of geography, population & migration, culture, economics, politics, and war & peace.

In addition, there is an emphasis on skill development for subsequent courses in the department. Mastery of this content helps students learn to view the world through various social sciences - as historians, geographers, political scientists, economists, and sociologists.

Honors World Studies will be faster paced and more rigorous than the Level 6 course.

Students will delve deeper into each unit theme and be challenged to demonstrate higher standards of document analysis, critical thinking and writing skills.

Honors World Studies curriculum units 1. Introduction to social sciences and history 2. Population and settlement patterns 3. Culture and religion 4. Economic systems 5. Political systems 6. War and peace

AP Human Geography This course will focus on the distribution, processes, and effects of human population on the planet. The content of the AP Human Geography course helps students develop critical thinking skills through the understanding, application and analysis of the fundamental concepts of geography. It aims to introduce students to the basic concepts of human geography and provide a geographic framework for the analysis of current world problems through the use of historical and modern case studies. The course develops the students’ ability to ask geographic questions; acquire, organize and analyze geographic information; and answer geographic questions. The AP Human Geography course is designed to prepare all students for the College Board’s AP Human Geography examination in May. Students are required to take the national AP Human Geography exam at the end of the course and may earn college credit.

AP Human Geography curriculum units: 7. Basic geography skills 8. Population and migration studies 9. Cultural geography 10.Political geography 11.Agriculture and rural land use 12.Cities and urban land use 13.Industrial and economic development

Theology

Joshua Hooker

Department Chair jhooker@loy.org 847-920-2672

Theology Math

Freshman Course Offering: Foundations of Theology [Level 6 and 1] In Foundations of Theology, students will be invited to experience themselves as beloved

by God and members of the Loyola community through self-reflection and dialogue.

Through the co-creation of a classroom community, students will be invited to engage with questions about themselves, the communities they belong to, and the God revealed in Scripture. These questions will be explored through the careful integration of foundational biblical interpretation and the Ignatian Spiritual Tradition. The course traces the movement of salvation history in Scripture, culminating in a response to the call to leadership as contemplatives in action.

Freshman Course Outcomes:

Essential Skills for Freshman Year of Studies: Reading for Comprehension Using evidence to support a thesis Symbolic thinking Reflection on experience that leads to action Synthesis & Integration

Most Frequently used iPad Apps: Google Suite, Google Drive, Good Notes, Digication, EdPuzzle, Showbie, Nearpod, Quizlet, iMovie

World Languages

Tina Melstrom

Department Chair tmelstrom@loy.org 847-920-2589

World Languages

Essential Skills for Freshman Year of Studies: Organizational skills Study skills: note taking, scanning a reading for class directed information, nightly vocabulary retrieval practice, using context clues and cognates to infer meaning Being pro-active by asking questions when in need of help Self-advocating by always reaching out to teacher regarding class assignments, grades and other concerns

First Year Course Offerings: All first year language classes, regardless of track, are taught as if students have never studied the language before. Students with previous language experience who would like to continue studying that language should take the Language Qualifying Exam that will be offered in the spring prior to their freshman year.

Latin 1 */ Level 6 and 9

This introductory course focuses on Latin with precision and understanding, and includes the study of grammar, syntax, and vocabulary, as well as Roman life and classical lore.

Students in this course will use the Suburani Latin Program.

Greek 1 / Level 6 and 9 This course introduces the grammar, syntax, and vocabulary of ancient Attic Greek.

Emphasis is placed on reading Greek prose. The readings provide an introduction to the culture of Fifth Century Athens.

Chinese 1 * / Level 6 and 9 This course will introduce students to the fundamental elements of Chinese. Pronunciation and basic oral expression, including the use of tones will be the primary focus. Students will learn how to listen for understanding, speak, read and write common characters. The course will also function as an introduction to Chinese culture and history.

World Languages continued

French 1 * / Level 6 and 9 This course is an introduction to French language and culture which focuses on acquiring reading, writing, listening, and speaking skills as a means for communication. The pace of the level 9 class is accelerated to adequately prepare students for the Honors French 2 course.

Spanish 1 * / Level 6 and 9 This course is an introduction to the Spanish language and Spanish-speaking cultures. The focus of this course is on oral proficiency, comprehension, and reading and writing skills.

The pace of the level 9 class is accelerated to adequately prepare students for the Honors Spanish 2 course. *Freshman may enroll in second year of language (or higher) per results of qualifying exam.

Total Number of Course Offerings: 45 total course offerings in the Language department.

iPad Applications most frequently used: eText apps, GoodNotes, Quizlet, Showbie, Conjuguemos, Blooket, Gimkit, Quizizz and PicCollage

Chinese Qualifying Exam Expectations for Placement into Chinese 2: Students taking the Chinese Qualifying Exam at Loyola Academy for placement into Chinese 2 should be familiar with the following:

百，千，万 年、月、日、星期 点，半，刻，分，过，差 你好，叫， 姓，名字，小名，几岁，多大 兄弟姐妹 长，短，高，矮，胖，瘦

Count numbers 1-100: Tell the date, day of the week, month, year: Tell time: Greeting and names: Talk about family members: Use adjectives to describe appearance: Talk about nationalities, languages spoken Job titles How to go to school, to work, means of transportation …

Make appointments, describe home address in the Chinese word order, phone number Invite guests, make offers, apologize Talk about daily schedule: …… , ….. / Describe clothes and colors, express likes/dislikes: Talk about school, classes, sports, hobbies: …… ……

Use radicals to figure out meaning: , etc.

Form questions using question words: Measure words:

接，送，开车，走路，先 然后

从 到 一会儿， 以前 以后 颜色，喜欢，穿 一边 一边 氵，亻，艹，辶 吗，呢，什么，几，多少，哪，哪儿，谁，怎么 个，口，只，门 The Chinese Qualifying Exam tests listening, reading and writing. The exam consists of multiple choice questions, answering questions by typing Chinese characters and hand written paragraphs.

The current textbook used in Chinese 1 at Loyola Academy is Chinese Made Easy 1 (Yamin Ma and Xinying Li, Joint Publishing Hong Kong, 2014).

Specific questions regarding the Chinese Qualifying Exam should be directed to Ms. Yuling Guo (yguo@loy.org).

French Qualifying Exam Expectations for Placement into French 2: Students taking the French qualifying exam at Loyola Academy for placement into French 2 should be familiar with the following: Nouns pertaining to the classroom and everyday items Greetings and goodbyes; expressing likes and dislikes Expressing opinions about classes/schedules for school Adjectives: their placement and agreement Numbers 0-100 Days, months, seasons Family members and possessive adjectives Food and drink vocabulary Question words and est-ce que Present tense of common –er,–ir, and –re verbs Sports and musical instruments and the use of faire and jouer with them Irregular verbs être, aller, avoir, and faire in the present -ir verbs like dormir, sortir, partir, and servir Common irregular verbs in the present (prendre, pouvoir, vouloir, voir, lire, mettre, devoir, savoir, connaître) Partitive Passé composé (avoir with regular verbs) Passé composé (avoir with irregular past participles) Please Note: The passé composé with être is not tested on the French Qualifying Exam, nor is it expected that students will have a mastery of this more complicated use of the passé composé; however, some students have demonstrated an understanding of the passé composé with être on the writing portion of the exam.

The French Qualifying Exam tests listening, reading, and writing. The qualifying exam consists of multiple choice questions and writing prompts The current textbook used in French I at Loyola Academy is Reporters Francophones 1 (Klett World Languages, 2024).

Specific questions regarding the French Qualifying Exam should be directed to Mr. Tom Sapp (tsapp@loy.org).

Latin Qualifying Exam Expectations for Placement into Latin 2 Level 6: By the time of the Qualifying Exam: Nouns: All cases in declensions 1, 2, 2 neuter, 3 Write out a chart of the above Identify the case of underlined words in a passage Adjectives: 2-1-2 adjectives Verbs: Present, imperfect, perfect (active voice) Regular and irregular verbs (no “eo,” “malo”) Write out a chart of the above Identify the tense of underlined words in a passage Translation: Of verb tenses Of short passage By the end of the year: All of the above, plus: Adjectives: Third declension Verbs: All tenses (active voice), regular & irregular verbs (no “eo,” “malo”) Translation: Same as above

Expectations for Placement into Latin 2 Level 9: By the time of the Qualifying Exam: Nouns: All declensions (including neuters) Write out chart Identify case and use of underlined words in a passage Adjectives: 2-1-2 patterns 3rd declension Demonstratives Pronouns: Personal pronouns Verbs: All tenses - present, imperfect, future (no 3, 3io, 4) perfect, no pluperfect or future perfect Regular and irregular (no “eo,” “malo”) Translation: Of verb tense Of short passage

Latin Qualifying Exam continued By the end of the year: All of the above, plus: Nouns Place constructions Adjectives: Comparative and superlative forms, regular & irregular, demonstrative Verbs: Chart and translation Active Infinitives (all tenses except future passive) Translation: Indirect statement

Students not meeting the above expectations but who have had Latin will be placed into Latin 1, 9 level or Latin 1, 6 level depending on their Loyola Academy entrance exam scores.

The current textbook used in Latin 1 at Loyola Academy is Suburani 1 (Hands Up Education, 2020).

Specific questions regarding the Latin Qualifying Exam should be directed to Mrs. Amanda Pagnotta (apagnotta@loy.org).

Classics Tour

Spanish Qualifying Exam Expectations for Placement into Spanish 2: Students taking the Spanish qualifying exam at Loyola Academy for placement into Spanish 2 should be familiar with the following: Grammar Concepts Definite and indefinite articles Noun-adjective agreement Forming questions in Spanish Numbers 0 - 100,000 Possessive adjectives Telling time Present indicative tense (vosotros form included for all forms): regular ar, -er, -ir verbs yo – go verbs (decir, tener, venir, hacer, poner, salir, traer) stem-changing verbs (e > ie, o > ue, e > i) (poder, pensar, dormir, querer, pedir, preferir, jugar, etc.)

Irregular verbs (ir, estar, ser) gustar Tener expressions Saber and conocer Present progressive indicative tense (estar + gerund) Preterit indicative tense of regular verbs Vocabulary: From SENDEROS 1 text Greetings and goodbyes, introductions, courtesy expressions Classroom and school life, fields of study / school subjects, days of the week, school schedules Family, descriptive adjectives, professions Pasttimes, sports, places in the city Travel and vacation, months of the year, seasons, weather Clothing and shopping, negotiating a price and buying, colors, clothing adjectives The Spanish Qualifying Exam tests listening, reading, and writing. The test consists of multiple choice questions, present/preterit/imperfect tense verb production and several short answer writing prompts.

The current textbook used in Spanish 1 at Loyola Academy is Senderos 1 (Vista Higher Learning, 2023).

Specific questions regarding the Spanish qualifying exam should be directed to Dr. Tina Melstrom (tmelstrom@loy.org).

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