Curriculum Guide 2024-2025
Middle School @ The Willows
THE WILLOWS MIDDLE SCHOOL students grow through the years on a single DK-8 campus in a balanced yet academically challenging, creative environment. We believe, and research supports, that both academic achievement (IQ) and emotional intelligence (EQ) are essential to a student’s education. So, each year of our integrated program is designed to promote both the academic and social-emotional growth of our students.
Our Middle School students are diligent, empathetic, and confident. They become leaders and role models. Our DK-8 setting is a distinct advantage that allows our older students to shine, spread their wings, take risks, and thrive in a safe, nurturing atmosphere.
Philosophy & Goals
Middle school is an exciting time, marked by profound cognitive, social-emotional, and physical growth. Adolescents face new challenges and opportunities both academically and socially as they become increasingly independent and able to reflect on their goals and values. Parents, too, face new challenges, finding ways to provide structure and support as a child negotiates for greater privileges.
The goals of the Willows’ Middle School program are:
• to foster cognition through an academic program that is both intellectually challenging and relevant to adolescents
• to nurture the sense of self and develop personal responsibility, empathy, and respect
• to strengthen organizational skills that will enable students to approach academic tasks with independence and success
We strongly believe that communication between parents and faculty helps to foster children’s growth. We keep parents aware of Middle School events through newsletters, evaluations, phone calls, emails, and updates on our website.
Our hope is that parents feel well-informed about their child’s school experience and increasingly comfortable in their evolving relationship with their child. We appreciate the support of our parents and look forward to developing strong relationships with them.
Course Descriptions
MIDDLE SCHOOL CORE
Middle School Core is the integration of Language Arts and Social Studies based on the California State Frameworks for both of these disciplines. Middle School students explore history and study English through an integrated approach. The focus of the Core program is on developing reading, writing, and critical thinking skills. Students read widely and extensively, tackling increasingly sophisticated texts independently and in class discussions. The writing program hones students’ skills through daily instruction and practice. The Core program is designed to prepare students for the rigor of high school English and history classes.
This year in 6th, 7th, and 8th grade Core, classes utilize units based on The Reading and Writing Project at Mossflower, originally developed at Teachers College, Columbia University. The goal of these workshops is not simply to create students who read and write, but students who ARE readers and writers. To maximize their potential in these areas, students will critically read texts in a variety of genres and write everything from realistic fiction to research-based essays. They will learn strategies to tackle challenging material and assignments with a growth mindset and recognize that learning may be tough, but it is a rewarding process.
6TH GRADE CORE
Nicole Lipshutz, Marissa Weiss Core is the integration of English and Social studies. In sixth grade, students focus on the legacies of ancient civilizations and consider the following central questions while exploring their own cultural and personal identity: Who am I? How is our identity formed? How does identity shape our experience? Using materials developed by Facing History and Ourselves, we investigate concepts such as power, empathy, inclusion/exclusion, the individual vs. society, and choices and their consequences. Through this lens, 6th graders study the geography, beliefs, achievements,
governments, and social roles of selected ancient cultures and consider how they inform the contemporary American experience. In this course, students critically read texts in a variety of genres and write for a variety of different purposes and audiences.
READING UNIT
Sept-Oct • The Giver by Lois Lowry
• Self-selected fiction reading: Character, setting, theme
WRITING UNIT
• Problem/Cause/Solution Essay based on Social Issue (research/persuasive writing)
SOCIAL STUDIES UNIT
• Who am I and what does it mean to belong?
• What components make up a culture?
• What do artifacts tell us about a culture?
• World geography and early humans; Election, Ancient Greece and the start of democracy
Nov-Dec • A Midsummer Night’s Dream (William Shakespeare)
• Self-selected reading: Myths and mythological figures
• Greek mythology project
Jan-Feb
• American Born Chinese (Gene Leun Yang)
• Self-selected reading: memoir/graphic novel
Mar-Apr
• Oh Rats! (Albert Marrin)
• Self-selected non-fiction reading: Main idea, summary and synthesis
• Comic- Memoir: Family and identity- Emphasis on Figurative Language
• The ancient Greeks: What role did mythology play in influencing behavior?
• How did different approaches to city-states of Athens and Sparta form one’s sense of self?
• The ancient Chinese: How did their achievements and spiritual beliefs define them?
May-June
• Fantasy series book groups: the human condition, character archetypes, and metaphor
• Research-based information book
• Suitcase of Identity
• The ancient Egyptians: How were lives shaped by geography?
• How did they express themselves through the arts?
• Circling back: Who am I now and where do I belong?
7TH GRADE CORE
Dakota Smith
7th grade begins with an examination of the United States, learning about the structure of our federal government and the election process, as well as researching key historical events through the decades, from the 1950s-2000s. From there, we move outward, investigating revolutionary movements of the 20th century in countries around the world. These include the Russian Revolution, the Iranian Revolution and the fall of Apartheid in South Africa. We then return to our own country to learn about the Civil Right Movement, culminating in a trip to Georgia and Alabama. Each unit makes use of various primary and secondary sources to enrich students’ understanding. In Reading and Writing Workshop, students critically read texts in a variety of genres and develop their written expression stylistically, analytically and mechanically. Public speaking and presentation skills are emphasized through each unity of study. The overarching goal of 7th grade core is to make connections between historical events, works of literature, and our own experience.
READING UNIT
Sept-Oct
Nov-Dec
• The Outsiders (S.E. Hinton)
• Self-selected fiction reading: Academic reading, character, setting, theme, symbols
WRITING UNIT
• Structured literary analysis: Schaffer paragraph
SOCIAL STUDIES UNIT
• How the U.S. government and our elections work
• U.S. through the decades
• Animal Farm (George Orwell)
• Self-selected reading: Historical fiction and allegory
• Persuasive essay: Ethos, logos and pathos
• Companion book project
Jan-Feb
• Persepolis (Marjane Satrapi)
• Self-selected reading: Graphic novels
• Personal narrative: Defining moments project
• Poetic devices, sensory details, dialogue, writer’s voice
• What is the impact of the government on the individual?
• What responsibilities come with power?
• Russia and the USSR
• Communisum
• What are impediments to peace?
• After a revolution, what happens?
• Iranian Revolution
• Theocracy
• Growing up in turmoil
• Issues of gender
Mar-Apr
READING UNIT
• Born A Crime (Trevor Noah)
• March: Book One (John Lewis)
• Folk tales
WRITING UNIT
• Research-based argument essay: Gathering and synthesizing information
SOCIAL STUDIES UNIT
• How can one person make a difference?
• What are the lasting impacts of historical atrocities?
• How do we cope with our differences?
• Colonialism
• Apartheid
• Field trip to the South: Focus on the Civil Rights Movement
May-June
• The Curious Incident of the Dog in the Night-time (Mark Haddon)
• Literary essay: An examination of theme across multiple works of literature
• World culture independent study: Issues of human rights
8TH GRADE CORE
Lil Mingail, Brian Tousey
Core is the integration of English and history, using the California State Frameworks for these disciplines. In eighth grade, students study American history from 1860 to the present, with an emphasis on examining how the past relates to current events in terms of identity, race relations and tolerance. The year begins with a unit on civil rights in America, highlighting the Civil Rights Movement. We then explore the Civil War and Reconstruction, the Women’s Suffrage Movement, Immigration, World War I, the Roaring Twenties, the Great Depression and World War II. While practicing effective strategies for reading non-fiction and refining their note taking and writing skills, students build a strong foundation for the history and language arts courses that they will encounter in high school. In addition, students develop research skills through several research assignments, including an independent research project in which students explore an American history topic of personal interest and create an in-depth lesson plan and presentation that incorporates a study of a related film.
In each unit of study, students read related literature in a variety of different genres. They explore issues of plot, theme, character development and author’s craft, while refining their writing skills with an emphasis on voice and style and with a continued focus on the thesis-driven essay. The 8th grade will continue to approach the material by applying the core concepts of Media Literacy, honing students’ ability to access, analyze, evaluate, create and participate with all forms of communication, from print to digital media.
READING UNIT
SepOct
• March Books 2-3 (John Lewis)
• Night (Elie Wiesel)
WRITING UNIT
• Literary essay: identifying universal themes in fiction
SOCIAL STUDIES UNIT
• The Civil Rights Movement
• The Holocaust
• Field trip to Washington, D.C.
• Film study: 4 Little Girls (dir. Spike Lee) and A Face in the Crowd (dir. Elia Kazan)
NovDec
• A Raisin in the Sun (Lorraine Hansberry)
• Persuasive writing: Proposing new monuments/memorials
• Examining character through sensory figure portraits
• The American Dream
• Redlining
• New monument/memorial design
• Film study: 13th (Ava Duvernay)
JanFeb
• The Drummer Boy of Shiloh (Ray Bradbury)
• An Occurence at Owl Creek Bridge (Ambrose Bierce)
• Fast Food Nation (Eric Schlosser)
MarApr
• Witness (Karen Hesse)
• Bernice Bobs Her Hair (F. Scott Fitzgerald)
• Of Mice and Men (John Steinbeck)
• Immigrant essay
SOCIAL STUDIES
• The Civil War
• Reconstruction
• Immigration
• Film study: The Godfather Part II (dir. Francis Ford Coppola)
MayJun
• The Hate U Give (Angie Thomas)
• Creative writing
• Research-based writing
• Independent film study
• World War I
• Women’s Suffrage
• The Roaring 20s
• The Great Depression
• Film study: Of Mice and Men (dir. Gary Sinese)
• World War II
• Civil Rights Movement today: LGBTQ+ rights, Black Lives Matter movement and the rise of antisemitism
• Film study: Saving Private Ryan (dir. Steven Spielberg)
MIDDLE SCHOOL MATHEMATICS
Erin Carter, Paul Casillas, Maggie Hoyt, Stuart Knox, J.R. Lebert, John Lee, Liz Stocksdale, Marissa Weiss
The goals of the Middle School math program are to engage students in the study of mathematics, to help them develop a deep understanding of concepts and skills, and to foster the use of mathematical reasoning and critical thinking to approach complex problems. Math classes are separated by gender and occur opposite P.E./Life Skills. Research and our own experience have shown that adolescents, in a general sense, can benefit socially and academically from this learning environment.
We emphasize a balanced approach that includes hands-on activities, collaborative learning, and real-world applications to make mathematics both accessible and relevant. Students use a variety of materials and methods to develop skill fluency, conceptual understanding, and efficient solution strategies, and they engage in activities that incorporate physical and virtual models to represent mathematical ideas. Through interactive lessons, technology integration, and individualized support, the program encourages students to build confidence, persistence, and a growth mindset. Homework allows students to strengthen skills and reinforce new concepts. Assessments, both formative and summative, are used to track progress and provide targeted feedback, ensuring that each student can achieve their full potential in mathematics.
Middle School math classes are: 6th Grade Math, Pre-Algebra, Algebra, and Geometry. All middle school students will have completed at least the Algebra course by the end of their eighth grade year. Students are assigned to classes based on their mathematical understanding and readiness for a particular course as determined by teacher recommendations, previous class performance, and test scores.
6TH GRADE MATH
Textbook: Big Ideas Math Grade 6: Modeling Real Life CC 2022
OVERVIEW
Sixth grade math focuses on strengthening and enhancing foundational mathematical skills and deepening number sense. Emphasis is on topics such as order of operations; calculating with fractions, decimals, and integers; understanding proportional relationships; introduction to algebraic expressions, equations, and inequalities; essential geometry concepts; and vocabulary and applications of data and statistics.
UNITS COVERED
• Numerical Expressions & Factors
• Fractions and Decimals
• Ratios & Rates
• Algebraic Expressions & Properties
• Equations
• Area, Surface Area, & Volume
• Integers, Number Lines, & The Coordinate Plane
• Statistical Measures
• Data Displays
PRE-ALGEBRA
Textbook: Big Ideas Math Grade 7 Accelerated: Modeling Real Life CC 2022
OVERVIEW UNITS COVERED
Pre-Algebra combines 7th-grade and 8th-grade math concepts, providing a challenging curriculum to prepare students for Algebra I the following year. It covers a wide range of topics, including operations with rational numbers, simplifying and solving simple expressions, equations, and inequalities. Students are introduced to the concepts of linear equations and systems of equations. They create visual representations by hand and with use of digital tools, then work to identify and find solutions. The course also dives into geometry, exploring concepts like congruence, similarity, and the Pythagorean Theorem, along with surface area and volume of three-dimensional figures.
ALGEBRA I
Textbook: Big Ideas Math Algebra I: AGA CC 2022
• Operations with Rational Numbers
• Numerical and Variable Expressions
• Equations & Inequalities
• Ratios & Proportions
• Percents, Probability, & Statistics
• Geometric Shapes & Angles
• Surface Area & Volume
• Angles & Triangles
• Graphing & Writing Linear Equations
• Exponents & Scientific Notation
• Real Numbers & The Pythagorean Theorem
OVERVIEW UNITS COVERED
Algebra I provides a comprehensive introduction to high school algebra, aligned with Common Core standards. It covers key algebraic concepts, including solving linear equations, inequalities, and systems of equations; identifying characteristics of various functions (linear, quadratic, and exponential); operations with polynomials; factoring quadratic equations; and simplifying rational and radical expressions. The textbook emphasizes graphing techniques, problem-solving, and modeling real-world situations using algebraic methods. Students learn to analyze and interpret data, solve equations, and explore the connections between algebraic and graphical representations.
GEOMETRY
Textbook: Big Ideas Math Geometry: AGA CC 2022
• Solving Linear Equations
• Solving Linear Inequalities
• Graphing Linear Functions
• Writing Linear Functions
• Solving Systems of Linear Equations
• Exponential Functions & Sequences
• Graphing Quadratic Formulas
• Solving Quadratic Equations
• Radical Functions & Equations
• Data Analysis & Displays
OVERVIEW UNITS COVERED
Geometry focuses on foundational and advanced geometry concepts, aligned with Common Core standards. It covers topics such as reasoning and proof, properties of parallel and perpendicular lines, transformations, congruence, similarity, and trigonometry. The textbook also explores the relationships within triangles, quadrilaterals, and circles, as well as the concepts of area, surface area, and volume of various geometric shapes. Emphasis is placed on logical reasoning, problem-solving, and real-world applications, helping students develop a deeper understanding of geometric principles. Through engaging activities, visual models, and interactive lessons, students learn to connect algebraic skills with geometric concepts, preparing them for higher-level math courses.
• Basics of Geometry
• Reasoning & Proofs
• Parallel & Perpendicular Lines
• Transformations
• Congruent Triangles
• Relationships Within Triangles
• Quadrilaterals & Other Polygons
• Similarity
• Right Triangles & Trigonometry
• Circles
• Circumference & Area
• Surface Area & Volume
• Probability
MIDDLE SCHOOL SCIENCE
Erin Carter, Paul Casillas, Ann Istrin, Liz Stocksdale
We believe that science is an essential tool for students to understand the world around them. Good scientists have active imaginations, ask meaningful questions, make careful observations, and design and conduct methodical investigations. They draw reasonable conclusions and make connections between science concepts and everyday phenomena. Science at The Willows is a hands-on, lab-based experience designed to make concepts accessible, relevant, and engaging.
The Middle School science curriculum is based on the concepts and skills suggested by state and national standards. We want middle school students to enjoy science and find it meaningful; to that end, students spend about half of their class time conducting laboratory experiments. Class time is also spent interpreting data, drawing conclusions, discussing findings, and reading nonfiction science texts.
We present science concepts in a manner designed to appeal to the varied interests and learning styles of the students. Students often create illustrations and build scientific models in order to solidify their understanding of concepts. Additionally, students have occasional opportunities to choose the manner in which they present their scientific reports. They are encouraged to demonstrate their understanding of science concepts through creative methods that highlight their particular strengths and interests.
Grade 6 General Science Forensic Science, The Scientific Process Chemistry, Earth Science Neuroscience
Grade 7 Life Science Scientific Inquiry
Cell Biology Genetics, Human Body Systems
GEMS (Great Explorations in Math and Science) units, AIMS (Association for the Integration of Math and Science) units
Prentice Hall Science Explorer: The Nature of Science and Technology, Cells and Heredity, Human Biology and Health, FOSS (Full Option Science System) units
Grade 8
Prentice Hall Science Explorer: Motion, Forces, and Energy, Chemical Building Blocks, and Chemical Interactions
MIDDLE SCHOOL LATIN
Maggie Hoyt, J.R. Lebert
The Middle School Latin program is a three-year course of study that provides students with a standard high school Latin I curriculum, as well as a focus on ancient Roman history and culture.
In the language component of the course, students study Latin grammar and vocabulary, which provides students with a better understanding of the English language and of the origin of many English words. As they begin to tackle reading the stories, they develop valuable problem-solving skills, while also broadening their understanding of the structure and flow of both Latin and English. All students use the online version of The Cambridge Latin Course, Unit I and Unit II, 5th Edition.
Students have ample opportunities to put themselves in the sandals of an ancient Roman through dramatic interpretation, artistic endeavors, writing, or projects involving the use of technology. As students develop an understanding of the past, they are better able to understand and interpret current events.
6th GRADE
• Grammar, vocabulary, and syntax from Stages 1-6 of the Unit 1 CLC eBook, including nominative singular and plural, accusative singular, and present, perfect, and imperfect tenses
• Roman culture from the city of Pompeii, including typical houses, daily life, business and the forum, the theater, and slavery
• English derivatives from Latin and Greek roots
• Translation, reading comprehension, and problem solving skills
7th GRADE
• Review and reinforcement of material from 6th grade
• Grammar: verb tenses, subject-verb agreement, new case endings, superlatives, indirect objects, pronouns
• Stages 7-12 of Unit I CLC eBook
• Gladiators, baths, education, elections, Vesuvius, and Ancient Britain
• Reading, translation, and reading comprehension
• Yearlong study of etymology: prefixes, suffixes, & roots
8th GRADE
• Continued review and reinforcement of material from 6th and 7th grades
• Grammar: infinitives, relative clauses, pluperfect tense, ablative case, noun-adjective agreement
• Further study of ancient Roman and Greek culture
• Reading, translation, and reading comprehension
• Yearlong study of etymology: prefixes, suffixes, & roots
TECHNOLOGY
Wendy Amster, Middle School Faculty
At The Willows, we have long embraced technology as a tool for learning, promoting the idea that students use technology to be more creators than consumers. Our interdisciplinary, and often project-based approach values integrating technology into all disciplines and classrooms. Furthermore, we strive to provide students with choices as they become more fluent with the equipment and applications.
Through the school’s 1:1 laptop program, students use technology as an integral resource to enhance curricula at all levels. Instruction and exploration take place school-wide, and our technology specialists work closely with students and faculty members to ensure that our learning goals are achieved. Across the curriculum, students explore ways to create relevant, interactive, and visually stimulating projects and presentations.
Willows Middle School students learn and have the opportunity to use Technology as they participate in:
• Digital citizenship dialogues
• Communicating and analyzing with spreadsheets, databases, and discussion threads
• Group and individual projects, such as project based learning, and Maker classes
• Computer programming through LOGO, JavaScript, Python, HTML writing, Scratch, Snap, MakeCode, and LEGO, Thymio, Ozobot EVO, Finch, and Hummingbird with micro:bit robotics.
• Multimedia projects and presentations including: Animation, photography, songwriting, and movie making
• Digital design and fabrication - 2D designing for cutting machines and laser cutters and 3D modeling and printing.
• Research – finding, evaluating, analyzing, processing, and using information responsibly
• Language and grammar skills
• Mathematics extensions, enrichment, and practice
• Hands-on, digital science data collection through probe-ware and investigations
Computers and peripheral equipment along with appropriate software support the subject areas of the Middle School. In addition, classrooms are equipped with interactive projectors, which allow students to share their tech-based creations.
Applications used by Middle School students include:
• Adobe Creative Cloud Apps
• Animation-ish & Comic Life
• Apple Productivity Apps (Pages, Keynote, & Numbers)
• CODAP Data Analysis Platform
• Desmos Math Tools
• Logic Pro
• Google Workspace for Education
• Google Earth & Sketchup
• iMovie /Photos /iTunes / GarageBand
• iStop Motion
• Microsoft Office 365
• Tinkercad and Tynker
• Web, Cloud, and iPad based apps
Some of the goals of the technology program are achieved through the participation in the Middle School Maker courses. The designLab is our dedicated space for students to create sophisticated projects with many resources and tools beyond the computer. As part of the curriculum, 6th and 7th grades will focus on Lego Spike Prime robotics building and programming, woodworking, and micro:bit with Hummingbird robotics kit. 8th graders are encouraged to use the tools they’ve acquired for various integrated class projects and assignments. Students also have the opportunity to use the tools and space with teacher support outside classroom time to pursue long-term projects and personal passion projects, including during electives, lunch, recess, and after school.
MIDDLE SCHOOL MUSIC PROGRAM
Greg Blum, Rina Schloss, Mike Stocksdale
The Middle School music program is designed to inspire and empower young musicians to explore a diverse range of musical avenues while increasing overall understanding. Whether someone is a budding producer, a strings enthusiast, a vocal aficionado, or a future rock sensation, our department provides expert instruction, state-of-the-art equipment, and a supportive community to help music become an enjoyable and integral part of students’ lives.
Advanced Electronic Music
This is a song composition course where students create songs using the computer. Curriculum includes lyrical analysis and writing, musical genre exploration, basic keyboarding skills, and advanced recording techniques. Using the software Logic Pro, students work separately or collaboratively to write and record a collection of songs culminating in a polished “radio-ready” album.
Guitar
This course helps students build fundamental skills as musicians, guitarists, and ukulele players. As they learn to play increasingly challenging songs, building strumming technique and memorizing chords, instrumentalists are fine-tuning listening skills, practicing improvisation, and expanding their knowledge of music theory. Students are also given opportunities to study independently, where they use online resources to guide them in learning to play their favorite songs.
Choir
The focus of the choral program is to inspire the students to deepen their sense of musicianship by developing singing technique, music-reading skills, and by singing with a group. The pieces we choose are merely the tools used to reach the goal of improving individual skills and thereby improving the group’s ability to work as a successful whole. The Choirs participate in two concerts, one in December and one in May. They sometimes have other opportunities to perform throughout the school year at assemblies and other events, as well.
Rock Band
This elective is open to singers and instrumentalists looking to gain experience performing with other musicians in a live setting. Various combinations of students come together weekly to rehearse assigned songs, and teachers offer insights on how to improve. These trimester-long classes often culminate in live concerts for The Willows Community.
VISUAL ART
Jean Magers
Our visual art classes aim to develop understanding and enjoyment of art, and to encourage students to observe, record, and wonder about the world around them. Art is a way to process thinking about our world and students discover techniques and skills to express themselves visually. Projects often connect with other areas of the curriculum, the school-wide theme, our social-emotional program, world events, and cultural celebrations. We will begin this year celebrating the Willows’ 30th birthday, exploring the school-wide theme of “Hope,” analyzing visual media related to politics, and highlighting Dia de los Muertos. We aim to develop students’ visual literacy through on-going discussion about their own work and that of others from different time periods and cultures. A wide range of media is explored including painting, drawing, textiles, digital media, ceramics, sculpture, printmaking, and photography. We place as much emphasis on the creative process as the final product. Whether working collaboratively or individually, our goal is to empower students to see, to feel, and to create. For two trimesters, students will have an hour and 45 minute art class each week. They also have the opportunity for additional art electives each week.
DANCE
Marissa
Weiss
Dance is a key component of the Middle School Performing Arts Program offering an opportunity for students to express themselves creatively through movement while boosting confidence. Dance performances are integrated into school life. Dancers often collaborate with music students who sing or play instruments and with arts students who create costumes. Willows dancers perform throughout the year at special school functions and community events such as Poetry Night, Family Arts Night, and Grandparents’ Day. The annual Celebration of Dance is a culmination of the year in dance.
Students of all skill levels participate in dance through weekly P.E. classes, Middle School electives, and Honors Dance. Students audition during the 7th grade year to participate in our Honors Dance Program, which is open to all interested 8th grade dancers.
DRAMA
Lil Mingail, Liza Monjauze, Rina Schloss
Drama is an art form through which students develop awareness and empathy, heighten their perception and cognition, learn to manipulate language and movement, and improve their ability to function comfortably in front of others. The Middle School drama program is both process and performance oriented. Students have the opportunity to participate in all aspects of theatrical production and creative dramatics.
All Middle School students have the option of taking part in musical theater productions through electives. During the third trimester, all 8th grade students participate in a theatrical production as either cast or crew.
POETRY
Deb Studebaker, Willows Faculty
For three weeks in the fall, the Middle School Art Studio becomes an Art/Poetry Studio. Art and poetry fit together organically. Both disciplines invite students to notice and interpret the details of their world using common elements of image, line, rhythm, texture, and space.
In this creative laboratory, middle school students warm up with movement activities to inspire the flow of ideas. They brainstorm during free-writing/sketchbook time, tackle prompted writing challenges, and listen, read, and respond to the work of influential poets and artists. Discussions are typically thoughtful and lively!
After capturing their original ideas on paper or laptop, students have an opportunity to share their words with others in the classroom. Students will also have dedicated revision time, and individual attention during the editing process. While the work of all students is reflected in the school poetry anthology, some students may also choose to participate in our annual Poetry Night presentation.
Willows Faculty
Electives provide Middle School students with an opportunity to choose classes that coincide with personal interests. Whether a student enjoys drama, science, writing, reading, foreign languages, computers, or art, there are related elective courses. A major goal of the Middle School is to prepare students for upcoming challenges both socially and academically. Allowing students to determine, in part, their own course of study provides them with increased feelings of independence and accountability. The Willows understands the myriad interests of our student body. Our goal is to create a place for individuals to explore what excites them most. Recent course offerings include:
SCHOOL-WIDE THEME
Each school year since 2000-2001, our faculty and students come together across grade levels to explore a school-wide theme. Launched each fall, the annual theme is incorporated into curriculum through classroom projects, the arts, and athletics. Hope is the 2024-2025 school-wide theme.
MIDDLE SCHOOL INTERSESSION
Cross-curricular connections and flexibility are key components of a Willows education. Intersession is an inter-disciplinary, multi-age exploration of a single topic that takes place the week prior to Spring Break in March. Intersession provides an opportunity to explore a new thematic idea throughout the Middle School. For one week, the middle school students choose one project-based class that incorporates the school wide theme. The theme is applied to the central academic subjects of Core, Math, Latin, and Science; in addition, the school-wide theme is explored during Intersession. Robotics Junior
Art Portfolio Rock Band
THE LIFE SKILLS PROGRAM
Wendy Amster, Madison Besser, Steve Futterman, Doug Klier, Lil Mingail, Dakota Smith, Mike Stocksdale
Objective
The Willows Life Skills program helps students develop skills in communication, problem solving, and decision-making. Students meet regularly to explore the issues of making good behavioral choices in school, off campus, and online. We address issues of peer relationships, drug and alcohol use, and human development. In addition, we incorporate RULER skills from Yale’s Center of Emotional Intelligence to enhance students’ social emotional wellbeing and strengthen their ability to regulate emotions using RULER tools.
Many of our activities focus on developing students’ communication skills. We believe that children should learn to be their own advocates in their relationships with peers, parents, and teachers.
Doug Klier, Middle School Dean, oversees and co-teaches our middle school Life Skills program alongside faculty members. We also bring in outside experts to enhance our program. Additionally, students have guest speakers as well as special assemblies and workshops throughout the year, such as Miles To Go, specialists in drug education.
Curriculum
Some of our Life Skills curriculum springs from the day-to-day needs of the student body. More often, however, we follow a curriculum that we have designed to be age-appropriate for each grade level. We use The Social Institute’s #WinAtSocial curriculum, which focuses on equipping students to make positive and healthy choices as they navigate the complex intersection of well-being, social media, and technology. In addition to covering current events, some of the major topics addressed in each grade are listed below.
6th grade: independence, digital citizenship, media literacy, online safety, peer relations, personal goals and self-esteem, nutrition and body image, RULER skills, managing stress, and puberty education
7th grade: organization and study skills, digital thinking and citizenship, media literacy, online ethics and social media, social groups and cliques, drug and alcohol education, RULER skills, identity, human development and reproduction
8th grade: leadership, high school admission application support and interview skills, drug and alcohol education, artificial intelligence, decision-making and the media, identity, relationships and sex education, making good choices after leaving The Willows
DEVELOPING EMOTIONAL INTELLIGENCE AT THE WILLOWS
The Yale Center of Emotional Intelligence RULER Approach
We are excited to continue our implementation of the Yale Center for Emotional Intelligence’s RULER program, an evidence-based approach to social and emotional learning that helps school communities integrate the teaching of emotional intelligence into daily life. RULER teaches five key emotional intelligence skills:
R ecognizing emotions in oneself and others.
U nderstanding the causes and consequences of emotions.
L abeling emotions with a nuanced vocabulary.
E xpressing emotions in accordance with cultural norms and social context.
R egulating emotions with helpful strategies.
RULER integrates these skills into the academic curriculum and provides opportunities for students and all the key adults involved in their education—teachers, administrators, and family members—to learn and apply these skills.
Decades of research shows that emotional intelligence is essential to effective teaching and learning, sound decision making, physical and mental health, and success in school and beyond. Research also shows that when schools and homes partner to support children’s emotional development, children not only feel better, but they do better.
We partner with our parents to continually share more about the RULER approach and RULER resources. We also offer RULER workshops to help parents practice the skills of emotional intelligence at home and learn about how it’s being implemented in the classrooms.
During the Middle School Retreat in September, students will create a Middle School Charter. The charter is a mission statement for learning that students pledge to maintain. It focuses on how students want to feel, what needs to happen for those feelings to be consistently present, guidelines for handling uncomfortable feelings and conflict, and methods for creating and sustaining a positive learning environment. We’re proud to be a school community who understands that “emotions matter” and that how children feel has profound implications for learning, success, and wellbeing. Our goal is to equip The Willows’ children for success today, and for life.
Student Groups
There are different groups to support students in the Middle School. Student groups strengthen the entire community by increasing the opportunities for students to find support, connection, and a voice at The Willows.
PHYSICAL EDUCATION
Braulio Archer, Brevin Archer, Samantha Potter, Marc Weiss
The Physical Education program at The Willows is designed to develop and strengthen students’ athletic skills while promoting self-confidence and sportsmanship. Four times a week, students participate in P.E. class, receiving a combination of whole group, small group, and individual instruction so as to best meet each individual’s needs.
The Middle School’s physical education classes are separated by gender. This allows both boys and girls the space and freedom to take risks in class, to build confidence, and to participate in new activities in a supportive environment that is tailored to their specific developmental needs. Female students also have the option to take dance once a week, and male students have the option to participate in boys’ choir.
Throughout the year, students participate in activities that strengthen motor skills and foster team spirit. We emphasize the importance of personal health and encourage students to focus on lifetime activity skills. Our goal is for students to develop both skill and confidence – important tools that students need to remain physically active and healthy throughout their lives. Students also participate in martial arts once a week for two trimesters and yoga once a week for the remaining trimester.
The Middle School Physical Education program reinforces skills learned in prior grades and incorporates refined development of specialized skills and sport instruction. Students practice correct techniques and learn the fundamental strategies of offense and defense. They participate in activities designed to improve hand-eye and foot-eye coordination. They also apply problem solving skills within a team environment, exploring conflict resolution techniques and cooperative activities.
Twice yearly, students participate in personal fitness assessments and compare their scores to health related standards. They test areas of muscular strength, muscular endurance, cardiovascular endurance, flexibility, speed, and agility. Students evaluate their skills, monitor their progress, and set goals for future improvement.
Middle school students also:
• Examine those activities that strengthen the heart muscle
• Perform activities which help them to understand how different muscles are required to perform a wide range of physical activities
• Use different conditioning exercises to improve the amount of force a muscle can exert
• Understand the function of the major muscles of the body through a stretching and conditioning program
• Have fun and develop fundamental skills in a variety of team and individual sports
COMMUNICATION
The faculty strives to foster a sense of responsibility in middle school students. We encourage students to seek help as often as necessary and to communicate their successes as well as their frustrations.
It is also important that parents feel able to communicate with teachers. Parents may call or send an email to any of their child’s teachers, indicating any questions or concerns for the teacher. Parents may also call the school and leave a message. Teachers will call or email a response at their earliest convenience within a 24-hour period, except in the case of an emergency.
We hold parent-teacher conferences in November, March, and June, and send home information about conference schedules one month before their date. If we feel that a conference is necessary prior to November, we will contact you. We also make an effort to call when we can share good news about a child’s successes.
The academic year is divided into two semesters. Parents receive written evaluations from teachers at the close of each semester, in December and in June. Each evaluation is comprised of a short descriptive narrative as well as a percentage grade.
A sample of the written evaluation form can be found below.
A variety of programs enrich a students’ Middle School experience at The Willows.
Overnight Trips
6th grade Outdoor Education
Students stay in cabins and enjoy group activities that build teamwork and cover topics such as outdoor science, character education, primitive living skills, and ropes courses.
7th grade Trip to Georgia and Alabama
As a complement to their study of the Civil Rights Movement and the history, the politics, and pop culture of that time, students see history come to life as they visit the 16th Street Baptist Church, Legacy Museum, and The National Memorial for Peace and Justice.
8th grade Trip to Washington D.C.
The 8th grade students spend a week each fall exploring monuments, museums, and institutions to enhance their study of American history from 1860 to the present.
LEADERSHIP OPPORTUNITIES
Student Ambassadors – Our 7th and 8th grade students lead and engage with younger students and our extended community by providing tours to prospective families. They also share their experiences by speaking at Open Houses and various school events. To be a volunteer, students complete a questionnaire and meet with a teacher for volunteer training.
Community Service Projects – In the past, Middle School students have participated in projects to serve our local and global community either by grade or through elective courses. They collected items to benefit Good Shepherd Shelter, read to preschool students at Westside Children’s Center and hosted a collaborative literacy project with them, bagged lunches weekly to feed the homeless through the OPCC program, an organization that helps people struggling to make ends meet, providing shelter, food and job counseling. In addition, over an eight-week elective course, students participated in the “Memory Project” drawing detailed portraits of 32 children in Peru from photographs of children in residential care. We hope to be able to offer these types of experiences in the near future.
The Willows Service Learning Trip is a voluntary trip offered to Middle School students through a partnership with student travel experts, such as EF Explore America and Grand Classroom, usually during the first week of Spring Break. Willows faculty also chaperone the trip. Past trips included going to Peru to assist the Sacred Valley Project’s efforts to enrich the lives of indigenous girls, a trip to Patagonia, AZ and the Windsong Peace and Leadership Center to work on sustainability projects, and also an excursion to Nicaragua to support the Free the Children projects and learn more about global community issues.
Student Schedules
Throughout the day in The Willows Middle School, our students express a zest for learning. They are engaged in experiential learning, deep critical and creative inquiry, real-world problem solving, and innovative, out-of-the-box thinking. Learning comes to life each day at The Willows.
As students grow with us in Middle School, they develop a strong sense of connection–to each other, to the school, and to the greater community. This connection enables our students to transition successfully to high school and the world beyond.
8:00-08:15 Middle School Meeting
8:15-9:05
Boys’ Math/ Girls’ PE or Dance
9:10-10:00
Girls’ Math/ Boys’ PE or Choir
8:00-8:15 Homeroom
8:15-9:05
Girls’ Math/ Boys’ Yoga/Martial Arts
9:10-10:00 Boys’ Math/ Girls’ Yoga/Martial Arts
8:00-8:15 Homeroom
8:15-9:05
Girls’ Math/ Boys’ PE
9:10-10:00
Boys’ Math/ Girls’ PE
8:00-8:15 Homeroom 8:00-8:15 Homeroom
8:15-9:05
Boys’ Math/ Girls’ PE
8:15-9:05
Boys’ Math/ Girls’ PE
9:10-10:00 Girls’ Math/ Boys’ PE 9:10-10:00 Girls’ Math/ Boys’ PE
10:00-10:20 Recess 10:00-10:20 Recess 10:00-10:20 Recess 10:00-10:20 Recess 10:00-10:20 Recess
10:25-11:15 Core 10:25-11:15 Core 10:25-11:15 Latin 10:25-11:15 Core 10:25-11:15 Music
11:20-12:10 Core 11:20-12:10 Core 11:20-12:10 Core 11:20-12:10 Core 11:20-12:10 Music
12:15-12:45 Lunch 12:15-12:45 Lunch 12:15-12:45 Lunch 12:15-12:45 Lunch 12:15-12:45 Lunch
12:50-1:40 Latin 12:50-1:40 Science 12:50-1:40 Art & Maker Rotation 12:50-:40 Science 12:5-1:40 Electives
1:45-2:35 Latin 1:45-2:35 Science 1:45-2:35 Art & Maker Rotation 1:45-2:35 Science 1:45-2:35 Electives
2:35-2:45 Homeroom 2:35-2:45 Homeroom 2:35-2:45 Homeroom 2:35-2:45 Homeroom 2:35-2:45 Homeroom
8:00-08:15 Middle School Meeting
8:15-9:05
Boys’ Math/ Girls’ PE or Dance
9:10-10:00 Girls’ Math/ Boys’ PE or Choir
8:00-8:15 Homeroom
8:15-9:05 Girls’ Math/ Boys’ PE
9:10-10:00 Boys’ Math/ Girls’ PE
8:00-8:15 Homeroom 8:00-8:15 Homeroom
8:15-9:05 Girls’ Math/ Boys’ PE
9:10-10:00 Boys’ Math/ Girls’ PE
8:15-9:05 Boys’ Math/ Girls’ Yoga/ Martial Arts
9:10-10:00 Girls’ Math/ Boys’ Yoga/ Martial Arts
8:00-8:15 Homeroom
8:15-9:05 Boys’ Math/ Girls’ PE
9:10-10:00 Girls’ Math/ Boys’ PE
10:00-10:20 Recess 10:00-10:20 Recess 10:00-10:20 Recess 10:00-10:20 Recess 10:00-10:20 Recess
10:25-11:15 Core 10:25-11:15 Core 10:25-11:15 Science 10:25-11:15 Latin 10:25-11:15 Core
11:20-12:10 Core 11:20-12:10 Core 11:20-12:10 Science 11:20-12:10 Latin 11:20-12:10 Core
12:15-12:45 Lunch 12:15-12:45 Lunch 12:15-12:45 Lunch 12:15-12:45 Lunch 12:15-12:45 Lunch
12:50-1:40 Science
Music 12:5-1:40 Electives 1:45-2:35 Science 1:45-2:35 Art & Maker Rotation 1:45-2:35 Core 1:45-2:35 Music 1:45-2:35 Electives
Art & Maker Rotation
Core
2:35-2:45 Homeroom 2:35-2:45 Homeroom 2:35-2:45 Homeroom 2:35-2:45 Homeroom 2:35-2:45 Homeroom
8:00-08:15 Middle School Meeting
8:15-9:05
Boys’ Math/ Girls’ PE or Dance
9:10-10:00
Girls’ Math/ Boys’ PE or Choir
8:00-8:15 Homeroom
8:15-9:05 Girls’ Math/ Boys’ PE
9:10-10:00 Boys’ Math/ Girls’ PE
8:00-8:15 Homeroom
8:15-9:05
Girls’ Math/ Boys’ Yoga/ Martial Arts
9:10-10:00
Boys’ Math/ Girls’ Yoga/ Martial Arts
8:00-8:15 Homeroom 8:00-8:15 Homeroom
8:15-9:05 Boys’ Math/ Girls’ PE
8:15-9:05
Boys’ Math/ Girls’ PE
9:10-10:00 Girls’ Math/ Boys’ PE 9:10-10:00
Girls’ Math/ Boys’ PE
10:00-10:20 Recess 10:00-10:20 Recess 10:00-10:20 Recess 10:00-10:20 Recess 10:00-10:20 Recess
10:25-11:15 Science 10:25-11:15 Cor 10:25-11:15 Core 10:25-11:15 Latin 10:25-11:15 Science
11:20-12:10 Scienc 11:20-12:10 Core 11:20-12:10 Core 11:20-12:10 Core 11:20-12:10 Science
12:15-12:45 Lunch 12:15-12:45 Lunch 12:15-12:45 Lunch 12:15-12:45 Lunch 12:15-12:45 Lunch
12:50-1:40 Core 12:50-1:40 Latin 12:50-1:40 Music 12:50-:40 Art 12:5-1:40 Electives
1:45-2:35 Core 1:45-2:35 Latin 1:45-2:35 Music 1:45-2:35 Art 1:45-2:35 Electives
2:35-2:45 Homeroom 2:35-2:45 Homeroom 2:35-2:45 Homeroom 2:35-2:45 Homeroom 2:35-2:45 Homeroom
Mission Statement
At The Willows, we believe each child brings our community an extraordinary gift: a curious mind, ready to explore and eager to learn. Our mission is to grow that gift by challenging our students to uncover meaning and significance in the world around them and to become capable, confident individuals who demonstrate character, engagement, and a joyful passion for creative inquiry across a lifetime.
“We connect with our students and stay connected when they leave The Willows. We want our students to be curious people. We want them to be responsible people, and we want them to have a sense of purpose.”
–Lisa Rosenstein, Head of School