PROGRAMANDSCHEDULE
AcademicSchedule
Winsor’sLowerSchoolacademicschedulerotatesona7-daycycle,consistingof60-minuteperiods. Mostcourses meetforfive60-minuteperiodspercycle,butatcertaingradelevels,somecoursesmeetlessoften. Winsor’syearly calendarhastwosemesters,semester1(alsocalledthefallsemester)andsemester2(alsocalledthespringsemester).
Ateverygradelevel,allLowerSchoolstudentstakeEnglish,math,science,history,alanguage,visualorperforming arts,health,physicaleducationandatechnologycourse. Inaddition,ouracademicschedulecontainsabandof communitytime,devotedtoclubs,advisory,performingartsensembles,studyhallsandtownmeetings.
LowerSchoolstudentsareaskedtomakesomechoiceseachyearregardingartsandotherelectives.
Attheendoftheacademicyear,allLowerSchoolstudentsleadaconferencewiththeirparents/guardiansandfaculty advisor Inlinewiththeschool’scommitmenttostudent-centeredlearning,theyshareevidencefromtheirlongitudinal portfoliosandreflectontheirevolvingunderstandingofthemselvesaslearnersandmembersoftheWinsor community
ClassI
EnteringClassIstudentsneedtochoosealanguageandaperformingartsensemble(orchestraorchorus) InClassI, history,math,English,scienceandphysicaleducationmeetfivetimesperseven-dayrotation Languageandartsmeet fourtimesperrotation AllClassIstudentstake alibraryskills/technologycourseandhealth,bothofwhichmeetone timeperrotation
ClassII
AllClassIIstudentswillneedtochooseaperformingartsensembleandeithergeneralmusicorastringsworkshopfor theirmusicclass. ClassIIstudentsareexpectedtocontinuewiththelanguagetheystartedinClassI,andnewstudents chooseoneofthefourlanguagesoffered.InClassII,history,math,English,scienceandlanguagemeetfivetimesper seven-dayrotation. Physicaleducationandartsmeetfourtimesperrotation. Inaddition,allClassIIstudentstakea codingcourseandhealth,bothofwhichmeetonetimeperrotation.
ClassIII
AllClassIIIstudentswillneedtochooseanartselectiveforeachsemesterandmayalsoelecttocontinueparticipation inaperformingartsensemblebyselectingorchestra,chorusordance. ClassIIIstudentsareexpectedtocontinuewith thelanguagetheywerestudyingtheprioryear. InClassIII,history,math,English,science,artsandlanguagemeet fivetimesperseven-dayrotation Physicaleducationmeetsthreetimesperrotation Inaddition,allClassIIIstudents takesemester-longelectronicscourse,asemestercoursein2D/3Dfabricationandhealth,allofwhichmeetonetime perrotation
ClassIV
AllClassIVstudentswillneedtochooseanarts electiveforfirstsemesterandmayalsoelecttocontinueparticipation inaperformingartsensemblebyselectingorchestra,chorusordance ClassIVstudentsthenparticipate inthe ShakespeareProjectinplaceofanartselectiveinthespring ClassIVstudentsareexpectedtocontinue withthe languagetheywerestudyingtheprioryear InClassIV,history,math,English,science,artsandlanguagemeetfive timesperseven-dayrotation Physicaleducationmeetsthreetimesperrotation Inaddition,allClassIVchoosea semester-longSTEM“studio”andhealth,eachofwhichmeetsonceperrotation
Thepagesthatfollowcontaindetaileddescriptionsofeachdepartment’scoursesandprogram. ENGLISH
ClassI
Strongreading,writing,andthinkingskillsarethefocusofthiscourse.Literature-basedunitsaredesignedtohelp studentsmakeconnectionsbetweentextsandtothinkaboutthelayersofmeaningincomplexstories.Byusingactive readingstrategies,studentsrespondtoliteratureanddevelopreadingcomprehension,interpretation,andanalysisskills. Writingskillsaredevelopedthroughworkinavarietyofexpositoryandcreativeforms.Inrespondingtoliterature, studentspracticewritingstrongparagraphsandsupportingopinionswithspecificdetails.Manycreativewriting opportunities,includinganovel-writingandpoetryunit,allowstudentstofollowthestepsofthewritingprocess. Technologyisatoolthatstudentswillusetocommunicate,collaborate,andcreatewhiledevelopingtheircritical thinkingskills.
ClassII
Thiscoursefocusesonbuildingreading,writing,andcriticalthinkingskillsthroughcarefullychosentextsandwriting projects Inourcomparativemythologyunit,studentsalsodeveloptechnology,research,andpresentationskillsasthey worktogethertounderstandhowmythreflectsaculture’svaluesandhowdifferentcultures’mythscompare withone another Literatureunitsonfantasy,mythology,andmulticulturalfictionallowstudentstodeepentheirunderstanding ofcharacter,theme,plot,andsetting Apoetryunit reinforcesclosereadingandcreativewritingskills Narratives, dialogues,analyticalparagraphs,shortessays,andreflectivewritingarealsowovenintothecurriculum Largeand smallgroupdiscussionsenablestudentstodeveloptheirideasandtopracticeexpressingthem Throughout eachunit, studentspracticerevising,editing,andproofreadingtheirwork
ClassIII
Studentsworkonreadingaccuratelyandindepthbystudyingavarietyofgenresinthiscourse.They learntermsof literaryanalysisandexplorehowplot,characters,andthemesdevelop.Studentsalsolearntotakeusefulandconcise notesastheyread.Writtenassignmentsfocusondeveloping aneffectivewritingprocessandincludeanalytical paragraphs,shortessays,andshortstories.There isalsoregulargrammarstudyfocusingonpartsofspeechand functionsofthenoun.Worksmayincludeacollection ofshortstories, theplay The Miracle Worker, andthenovel To Kill a Mockingbird.Aunitonthegraphicnovel The Arrival focusesonvisualanalysisandincludesaresearchproject onimmigration.
ClassIV
Inthiscourse,studentsstudy The House on Mango Street, A Separate Peace,avarietyofpoems,andaShakespeare play,whichtheywillperformintheirdramaclasses Theydevelopanalyticalskillsthroughclosereadingofthesetexts andthroughvisualanalysisduringourmedialiteracyunit Duringfrequentwritingassignments,studentsdeveloptheir abilitytostructureparagraphsandlongerpieces,towritethesisandtopicsentences,andtoincorporateevidence There iscontinuedemphasisonthewritingprocess,includingbrainstorming,outlining,andrevising ClassIVstudentsalso studycreativeandpersonalwritingandcompletearesearchproject Grammarstudycontinueswithareviewofparts ofspeechandfunctionsofthenounandanintroductiontodependentclauses
ClassI
AllClassIstudentsbegintheyearwithafocusonmusicfundamentals,singing,dancing,andlearningtobepartofan ensembletheaterproduction,culminatinginfullclassparticipationintheClassIMusical.Studentsspendthesecond halfoftheyearwithafullsemesterofvisualartsstudy. Inaddition,allClassIstudentsbuildafoundationinmusic and/ordanceperformancethroughrequiredparticipationinthePerformingArtsBlockbyjoiningeitherthe chorus, danceensemble,oraninstrumentalensemble.
ClassII
AllClassIIstudentsstudyafullsemesterofvisualartsandafullsemesterofperformingartsdividedintosixweeks eachofdance,drama,andmusic,settingafoundationformoreelectivechoiceinClassesIIIandIV Forthesixweeks ofmusic,twooptionsareavailable:generalmusicorabeginningstringsworkshop(ifenrollmentpermits) In addition,allClassIIstudentswillbuildafoundationinmusicand/ordanceperformancethroughrequiredparticipation inthePerformingArtsBlockbyjoiningeitherthe chorus,danceensemble,oraninstrumentalensemble
ClassesIIIandIV
InClassIIIandthefirstsemesterofClassIV,studentswillbeginanexcitingelectiveprograminthearts Students willchooseoneartscourseeachsemesterfromavarietyofofferingsinvisualarts,music,danceanddrama Second semester,allClassIVstudentswillparticipatein agradeleveldramaexperienceintheformofaShakespeareplay, supplementedbyotherperformingartsopportunitiesinmusic,costuming,technicaltheater,anddance Studentsin ClassIIIandIVwillalsohavetheoptiontocontinue participationinthePerformingArtsBlockbyjoining thechorus, danceensemble,oraninstrumentalensemble.
ClassIIICourses: VisualArts
Animation
Inthisclass,studentswillexploreseveraldifferentmethodsofstorytellingthrougharangeoftraditionalanddigital techniquesofanimation,fromflipbookstocharcoaldrawingsandpapercutoutstoClaymation;studentswilllearnhow tousestoryboardingandlayouttoplaneachframeofastoryandwillbecomefamiliarwithdifferentprograms includingiStopMotion,iMovie,andtimelapse.Offeredfirstsemester.
Sculpture
Inthisclass,studentswillexploreclay,plaster,wire,and papier mache,aswellasavarietyoftechniques,suchas building,carvingandmodeling Completedsculptureswillrangeinsizefromaheadofgarlictoalargeinstallationon ourschoolcampus Wireand papier mache animals,abstractplasterformsinspiredbyartistssuchasConstantin BrancusiandHenryMoore,andwearableartmadefromavarietyofmaterialsincludingpaperclips,ducttape,and bubblewrapwillbecompleted Offeredfirstsemester.
Design and Drawing
Throughassignmentsthatrangefromsculptureandceramicstodrawing,paintingand printmaking,studentslearnto applytheelementsofdesignandtheprinciplesofdrawingbothtwoandthreedimensionally Studentsworkfromtheir imagination,observationandfromphotographsonprojectsthatincludepapersculptures,abstractcollages,celebrity portraitsanddigitaltessellations Thiscoursemarks thebeginningofaseriesofbothlowerandupperschoolcourses thatcompriseour“DrawingandPainting”track,andisanexcellentfoundationforanyfurtherworkinthevisualarts. Offeredsecondsemester.
Ceramics
Inthisclass,studentswilllearnmanyhand-buildingtechniques,includingpinching,coiling,andslabbing,andprojects willrangefrompinch-potanimalstodecorativecoilvesselsbasedonancienttraditionalforms.Throughout alloftheir work,studentswillconsiderthree-dimensionalformandsurfacetreatmentastheydevelopcraftsmanshipandpersonal expression Useofvarioustoolsanddifferentglazingtechniqueswillalsobeincluded Offeredsecondsemester.
ClassIIICourses: PerformingArts-Dance
Making Dances
Inthisclass,studentswilllearnsetrepertory(existingdances),experimentwithmovementimprovisation,createtheir owncompositionsandchoreography,andperforminclassforeachother.Theclassallowsstudentsto takerisks,try newthings,andseewhatitisliketocreatetheirowndances.Itisnotfocusedonperformanceinordertoallowfor creativeexplorationandrisktaking.Offeredfirstsemester.
ClassIIICourses: PerformingArts-Theater
Stagecraft
Inthiscourse,studentswillbeintroducedtotechnicaltheaterpractices Thiswillincludelearninghow touseavariety oftoolsinthesceneshop,learnbasicconstructiontechniques,andhowtosetupandbepartofthetechnicalcrew duringperformancesandeventspresentedinthetheater Thestudentswillbetrainedinacollaborativeenvironment thatintroducesaspectsofprofessionaltheatre Offeredfirstsemester.
Scripted/Unscripted
Studentswillread,rehearseandperformseveralscenesandmonologuesandlearntocreateavarietyofdifferent charactersusingcluesfromthetext Thiswillbe pairedwithanintroductiontoimprovisationthroughgames, exercise,skitsandsketches Studentswilllearntothinkontheirfeetandcreatescenesoftheirown Offeredsecond semester.
ClassIIICourses: PerformingArts -Music
Drum, Strum, and More
Studentswillplayavarietyofinstrumentsincludingpercussioninstruments,acousticguitar,andmalletinstruments. Theywilldeveloptheirsingingvoicesbystrengtheningtheirtechniqueanddevelopingtheirear.Theirfirst performancewillbefortheUndertheLightspeprally.Studentswilllearntoplaythe12-barbluesonguitar,bass, piano,xylophone,andpercussionwhileimprovisingusingthepentatonicscale;theirpreparationswillculminateina rockbandbluesjam. Studentswillalsoplayandsinginvariousgenreswithandwithoutscores,improvise,compose, andperforminensembles.Theywillhaveseveralperformances duringthesemester.Offeredfirstsemester.
Ebony and Ivory
Studentswilllearnbasicpianoplayingtechniquefromthestandardsoloandduetpianorepertoire Theywillwork individuallyattheirownpaceonexercises,basicsightreadingandsolopiecesattheirparticularlevelofdevelopment Studentswillalsoworkinpairsandsmallgroups,andtheywillhaveregularopportunitiestoperformwithandfor theirclassmates Studentswilllearntodobasicimprovisationusingthechordprogressionlearnedinclass Usingthe computerswiththepianos,studentswillexplorecreatingtheirownmusicusingGarageBandonthecomputer Offeredsecondsemester.
Intro to Music Composition
Studentswilllearnthefundamentalsofcreatingtheirownoriginalmusicthroughthestudyofmusictheory,different musicalgenresandstyles,andvariouscomposers Studentswillexploreimprovisation,andtheywillalsolearnhowto usemusicnotationsoftware. Thisclasswillcover thefollowingmusicalstyles:12-barblues,rock/pop,classical,and more. Studentswillhaveopportunitiestoperformcompositionsinclass. Thiscourseisopentoall studentswhoare comfortablereadingmusic.Offeredsecondsemester.
ClassIVCourses: VisualArts
Introduction to Darkroom and Digital Photography
Inthiscourse,studentswilllearnhowtomakebothanaloganddigitalphotographsandwillexplorethepossibilitiesof creatingimagesasameansofcommunicationandself-expressionthroughagrowingunderstandingofhowtoapply theprinciplesofphotography.Startingwiththemostbasicformofacamera,alight-tightchamberwithatinyhole, studentswillusepinholecamerasandwillthengoontousebothfilmanddigitalcamerastocompleteassignments rangingfromportraitstoarchitecture. Offeredfirstsemester.
Painting and Color
Thiscourseintroducesstudentstoarangeofapproachestoworkingwithpaintandothercolormedia,suchassoft pastel,pastelpencilandmarkers,whilecontinuingtoreinforcethefundamentalsoftwo-dimensionaldesignincluding composition,line,color,formandvalue.Technical approachesrangefromthetraditionalstylesofunderpaintingused bytheoldmasterstomoreexperimentalmixedmediausefavoredbycontemporaryartists Subjectsincludelandscape, animals,stilllifeandportraiture Whileworking frombothphotographsandfromobservation,studentswilldrawfrom theirimaginationinanattempttotransformtheirsubjectmatterinawaythatreflectstheirartisticvoice Offeredfirst semester.
ClassIVCourses:PerformingArts-Theater
Introduction to Costuming
Studentswillbeintroducedtothemyriadofskillsnecessarytobringthecostumedesignofaproductiontogether The coursewillintroduceconceptsinscriptanalysis,rendering,costumedesign,andtechnology Asa project-based course,studentswillworkcollaborativelytocreatecostumepiecesforcharactersfromplaysandforuseinfuture productionsontheWinsorstage.Thecourseisan opportunitytolearnpracticalsewingtechniquesanddevelop students’creativityandproblemsolvingskills.All levelsofsewinganddrawingexperiencearewelcome.Offered firstsemester.
Tech Theater
Inthiscourse,studentswillbeintroducedtotheatreprinciplesthroughanexplorationoflighting,set,andsound.This willincludelearninghowtooperatethesoundandlightboard,howtouseavarietyoftoolsinthesceneshop,andhow tocreatedifferentpaintingtechniques.Thestudents willbetrainedinacollaborativeenvironmentthatintroduces aspectsofprofessionaltheatre.Allstudentsare welcome!Offeredfirstsemester.
ClassIVCourses:PerformingArts-Music
Noteworthy Women in Music
Studentswilllearnaboutadiversegroupofpowerfulfemaleperformers,composers,conductors,andbandleaderswho haverevolutionizedtheworldofmusicthroughouthistory Thisproject-basedcoursewillbeamix ofmusichistory, musicappreciation,theoryandcomposition,andtheclasswillcovermusicfromavarietyofgenresincluding classical,country,jazz,pop,latin,soul,R&B,rap,andmore! Throughdailylisteningactivities,students willdevelop andusetheiractivelisteningandmusicalanalysisskillstowritemusicreviewsforschoolperformances,createtheir ownmusic,anddistinguishcharacteristicsamongmanymusicalstyles Allstudentsarewelcome! Offeredfirst semester.
Rock On: A Survey of American Music
StudentswilllearnaboutandperformmusicfromTaylor SwifttotheBeatles,andfromhip-hoptotheblues. They willexplorethepopularmusicoftheUnitedStates,thenchoosespecificsongstolearnoninstrumentsincludingguitar, bass,piano,drumkit,xylophone,andvariouspercussioninstruments.Theywillpracticesingingstylistically while developingharmonysinging,microphonetechnique,stagepresence,andpersonalexpression.Thesemester will concludewithafinalperformance.Offeredfirstsemester.
ClassIVCourses:ShakespeareProject(Semester2)
AllstudentsparticipateintheannualShakespeareProject,whichinvolvesperformingtwoadaptationsofa ShakespeareplaythatstudentsreadintheirfirstsemesterEnglishclass. Inadditiontoactinginoneoftheshows, studentswillsupplementtheprojectwiththeirworkincostumeandsetdesign,music,anddance,withtheoverallgoal ofenhancingthedramaticexperienceinShakespeareandexposingstudentstovariousaspectsoftheproduction process. Theprojectwillculminateinperformances forUpperandLowerschoolstudentsinMay,alongwitha separateparentperformance.
LowerSchoolPerformingArtsBlock
PerformingArtsBlockensemblesareafullyearcommitment.
LSDanceEnsemble
TheLSDanceEnsembleisfocusedondevelopingbodycontrol,coordination,andbasicdancetechniquesforjumping, leaping,falling,turningandcarvingspace Studentslearnanoriginalcontemporarydancethatblendspopandmodern danceinthefall Inthespring,studentsworkonsmallgroupchoreographyprojects TheLSDanceEnsemble performs informallyfortheLowerSchoolinthefallandspring
LowerSchoolInstrumentalEnsembles
Theseensemblesprovideanopportunityforinstrumentaliststoplaymusicinanensemblesetting Studentsofall levelsandabilitiescanparticipateinoneofthefollowinggroups:BeginningStringEnsemble,BeginningWind Ensemble,andLowerSchoolOrchestra. Studentswillneedtocompleteabriefauditionatthebeginningoftheschool yearsotheycanbeplacedintheappropriategroup.Allgroupsperformthroughouttheschoolyear. Studentsneedto providetheirowninstruments.
LowerSchoolBeginningStringEnsemble
Thisgroupisopentoviolin,viola,cello,andbassstudentswithapproximately0-3yearsofplaying experience. Studentswilldevelopfundamentalskillssuchastoneandintonation,strengthentheirnote reading,andlearnhowtoplaywithothersinalargerensemble.Studentsneedtoprovidetheirowninstrument.
LowerSchoolBeginningWindEnsemble
Thisgroupisopentowoodwindandbrassstudentswithapproximately0-3yearsofplayingexperience. Studentswillbuildfundamentalskillssuchastoneproductionandintonation,strengthentheirnotereading, andlearnhowtoplaywithothersinalargerensemble Studentsneedtoprovidetheirowninstrument
LowerSchoolOrchestra
Thisgroupisopentointermediatetoadvancedstring(violin,viola,cello,bass,harp),woodwind(flute,oboe, clarinet,bassoon),brass,percussion,andpianostudentswithatleast3yearsofplayingexperience Students willstrengthenmusicianshipandensembleskillswhilelearningadiversesetofrepertoire Allstudents should becomfortableplayinginavarietyofkeysignatureswithupto4sharpsandflats,andstringplayersshouldbe abletoshifttodifferentpositions Pleasenotethatthereisverylimitedspaceforpianists All string, woodwind,andbrassstudentsneedtoprovidetheirowninstrument
LowerSchoolChoralGroups
LSChoruswillbedividedintotwosections.Eachgroupwillhaveachancetolearnitsownrepertoireaswellasmusic thatbothgroupswillsingasalargechoralensemble.LSChoruswilllearnmusicfromtheSAandSSAstandard literaturetohelpdevelopbasicchoralsingingskillswhilelearninggoodtoneproduction,intonation,breathcontrol, phrasing,diction,basicsightsingingskills,useofdynamicsandarticulation,andfollowingaconductor.LSChorus willhaveseveralopportunitiestoperformduringtheyear.
Chorus1
OpentoClassIandIIstudents.
Chorus2 OpentoClassIIIandIVstudents.
HEALTHANDWELLNESS
ClassI
StudentsspendtheiryearinHealthclassfocusingonbuildingasafe,trustingcommunityofpeers;exploringphysical, emotionalandsocialhealth;goalsetting,decisionmakingandcommunicationskills,navigatingrelationships, understandingthebasicsofhumandevelopmentandpuberty;andpracticinghealthyselfmanagementbehaviors.
ClassII
Studentscontinuetheirexplorationofpubertyandadolescentdevelopment,withaparticularemphasisonthe developmentofsocial-emotionalskillsandhealthydecision-making,bothinreallifeandonline.Inaddition,they focusondefiningfamily,recognizingpositiveandnegativeinfluencesintheirlives,healthynutrition,fitness,andthe importanceofeffectivecommunicationinrelationships Thegirlsparticipateingroupprojects,inweeklyjournal activities,inspecialclassdiscussionswithUpperSchoolPeersupporters,andinconversationswithadultsintheir familiesandcommunities
ClassIII
StudentsprepareformiddleschoolsociallifeinHealthClass,exploringself-esteem,healthycommunication,moral andethicalpeerinteractions;andwaystopreventandstanduptoexclusionandunkindness Inadditionstudents practicewaystocopewithstress,theimportanceofsleep,andthenegativeimpactofalcohol,drugsandtobacco Throughsafediscussions,groupprojects,andtheuseofmediaandtechnology,thegirlslearntointeractwithand participateinsocietyinstrongandresponsibleways.
ClassIV
Studentsdelvemoredeeplyintoquestionsabouttheirowndevelopmentandlifepath,anddevelopimportantskillsto takecareofthemselvesandadvocateforothers.A specialemphasisispaidtomentalhealth,analyzingpositiveand negativeinfluences,sexuality,effectivecommunicationskillsincludingsocialnetworks,practicingrefusaland decisionmakingskills,managingstress,andfinally,makingasuccessfultransitiontoUpperSchool.
HISTORY
ClassI:EarlyAmericanHistory
ClassIHistorywillintroducestudentstotheearlyhistoryoftheUnitedStatesandthedynamicsinvolvedinforginga youngAmericannation.Wewillexplorethequestion, “WhatdoesitmeantobeanAmerican?”aswestudy someof thepeople,events,values,andconflictsthatshapedearlyAmerica’ssenseofitselfandthatcontinue todefineusasa nationtoday.Thecoursewillbeginwiththeperiod ofearlyAmericancolonization,withafocusonthe cooperation andconflictbetweentheEuropeansettlersandNativeAmericans.Next,wewillexplorethepolitical,religious,social, andeconomicinstitutionsthatdefinedthecolonialera.Wewillthenconsiderthecausesandconsequences ofthe AmericanRevolution,followedbythedevelopmentoftheUSConstitutionanditssignificanceasthefoundationofthe newAmericanrepublic.Anequallyimportantaimof thiscourseistoteachWinsorgirlstothinkand readlikea historian Wehopetofosteravarietyofspecific skillsthatmakeWinsorstudentsactiveanddiscriminating learners In particular,wewillemphasizehowtoanalyzeahistoricalsource,howtocraftacohesiveandpersuasiveargument (bothorallyandonpaper),andhowtocontextualizeapersonoreventinordertounderstanditsimportancefully
ClassII:AncientCultures
Inthiscourse,studentswilllearnabouttheancientworld'slargestandarguablymostimpactfulcivilizations:Greece andRome Whileimportanthistoricaleventsandpeople willbediscussedthroughoutthecourse,ourbiggerfocuswill beonhowandwhythesecivilizationsriseandfall Asstudentswillsee,agreatnumberoffactorscontributedtothe trajectoryofeventsstudied Eachcivilization’sstoryisgreatlyaffectedbythegeographyofitssurroundingterritory andareasitconquered Thediverseculturesthat combinedtoformulatethesecivilizationsmakesthemtrulyspecialin thattheywerethefirstgenerationofglobalempires.Eachcivilizationtookitsownuniquepath,filledwithgreat opportunityandachievement,aswellaschallengesandtragedy.Whiletheancientworldmayseemremote anddistant, studentswilllearnboththatthesetwocivilizationshaddramaticimpactsontheworldtodayandthattheempiresofthe ancientworld,forbetterorworse,maynotbesodifferentthanmajorpowersinthemodernworld.
ClassIII:CulturalTraditionsandCulturalEncounters
ClassIIIstudentswillexplorethethemeofculturalexchangethroughthelensoftwohistoricalencounters,theSilk RoadandtheCrusades.Inthefirstsemester,webeginourstudyoftheSilkRoadbylearningaboutTang China–its government,religion,culture,values,andtraditions.WethenexplorethefoundingofIslam,theexpansionofthe empirethroughouttheMiddleEast,andtheachievementsofmedievalIslamicscholars.Thesetwounitscome together attheendofthesemesterwithourstudyoftheSilkRoad,alargelypeacefulencounteramongdifferentcultures.Inthe secondsemester,weexaminetheCrusadesbyfirststudyingJudaismandChristianity,followedbyaclose investigationoflifeinmedievalEurope Theyear concludeswithanin-depthstudyoftheCrusades,anoften-violent encounter StudentswilllearnaboutCrusaderandMuslimmotives,battletactics,andtherichexchangesthatoccurred duringtimesofpeace Ultimately,thiscourseisthestoryofhowculturesinteract,whathappenswhentheymeet,and whysomeencountersarepeacefulandsomearenot
ClassIV:TheBirthofModernEurope
InClassIV,HistorystudentscontinuewiththethemeofculturalencountersandculturalexchangesdevelopedinClass IIIHistory ThiscourseexploreshowEuropeanstates emergedasdominantworldpowersbythe1500sdespitetheir lackofunityandfinancialstrengthattheconclusionoftheCrusadesinthe1200s Inparticular,weconsiderhow Europeanwaysofthinkingshiftedasitscitizensenteredthemodernage SignificanttimeisspentexaminingtheBlack Death,thedevelopmentofcapitalism,theRenaissance,theReformation,andtheadventofstrongmonarchs.Students willalsoconsiderhowtheseeventsshapedthewayEuropeanssawthemselvesaswellasthosearoundthem.Finally, wewillexaminehowEuropeansusedtheirnewknowledgeandpowertoconquerandsubjugatethecitizensofthe NewWorld.
MATHEMATICS
AllstudentsinClassIandClassIIhavemathclassinheterogeneouslymixedgroups.StartinginClassIII,studentsare groupedhomogeneously.Algebra1isalsoofferedto qualifyingClassIIIStudents.
ClassI
Studentsstudyarithmeticusingwholenumbers,fractions,anddecimalstounderstandconceptsandstrengthenskills. Manipulativesareusedtohelpillustratesomeconcepts.Othertopicsincludemeasurement,geometry, andestimation. Mentalandwrittencomputationisemphasized,butcalculatorsorcomputersareusedforappropriateactivities. Studentsworkindividuallyaswellasingroupswhenappropriate.
Throughouttheyear,studentsmoveawayfromrotearithmetictoapplicationsandproblemsolving Learninghowto applyskills,bothinandoutofthecontextinwhichtheyweretaught,providesstudentswithadeeperunderstandingof howandwhytheywillusemathematicsasavaluabletoolintheirlives
ClassII
Themathematicscurriculumincludesfractions,decimals,percents,numbertheory,orderofoperations,measurement, two-dimensionalgeometry,dataanalysis,andanintroductiontonegativenumbers Studentsdevelopbasicfinancial literacythroughacomputersimulationproject All topicsinvolveindividualandgroupactivitiesandsolvingavariety ofproblems Scientificcalculatorsareintroduced Computerspreadsheetsarealsointroducedandusedduringthe studyoffinancialliteracyanddataanalysis StudentsparticipateintheElementarySchoolMathOlympiads
ClassIII
Introduction to Algebra
Thecourseincludeswritingalgebraicexpressionsandsolvingequations,three-dimensionalgeometry,ratioand proportion,andprobability.Applicationofthese topicsisbuilt-inthroughoutthecourse.Studentsalsolearncreative problemsolvingbyparticipatingintheMiddleSchoolMathOlympiad.
Algebra 1
Thecourseincludessolvingandgraphinglinearequationsandinequalities,exponents,polynomials,solvingand graphingquadraticequationsandsolvingsystemsofequations.Duringtheyearstudentsdevelopandrefinetheir problem-solvingandcriticalthinkingskills,andavarietyofwordproblemsandapplicationsareintroduced.Graphing calculatorsareintroduced StudentsparticipateintheMathOlympiad
ClassIV
Algebra 1
Thecourseincludessolvingandgraphinglinearequationsandinequalities,exponents,polynomials,solvingand graphingquadraticequationsandsolvingsystemsofequations Duringtheyearstudentsdevelopandrefinetheir problem-solvingandcriticalthinkingskills,andavarietyofwordproblemsandapplicationsareintroduced Graphing calculatorsareintroduced StudentsparticipateintheMathOlympiad
Algebra 2
AllstudentswillstudythecoretopicsofAlgebra 2:linear,quadratic,radical,rational,exponential,andlogarithmic expressions,andtheequationsandfunctionsthatinvolvethem.Complexnumbers,systemsofequations,andinverse functionswillalsobestudied.Thealgebraicand graphicalaspectsofeachtopicwillbeemphasized.Additionaltopics suchasanalyticgeometryanddataanalysiswillbeincludediftimepermits.Theapplicationsofthe TI-NspireCX graphingcalculatorwillbeintroduced.Thiscourse isopentostudentswhohavecompletedafullyearofAlgebra1at Winsor.
Eachyear,studentsarerequiredtoparticipateininstructionalphysicaleducationseveraltimespercycleduringthe schoolday. Additionally,afterschoolsportsoptions areavailableforstudentsbeginninginClassII. Belowisalistof unitsthatstudentswillrotatethroughduringthedifferentseasons.
ClassI
Fall
Cooperativeandfitnessrelatedgames,fieldhockey,kickball,soccer
Winter
Basketball,floorhockey,swimming
Spring
Lacrosse,racketsports,softball
ClassII
Fall
Fieldhockey,nitroball,ProjectAdventuregames, soccer
Winter
Basketball,PolarGoFitfitness,squash,swimming
Spring
Fitness,lacrosse,racketsports,softball
ClassIII
Fall
Fieldhockey,“moveit”games,soccer,volleyball
Winter
Basketball,fitness,floorhockey,swimming
Spring
Fitness,lacrosse,softball,squash
ClassIV
Fall
FitnessI,flagfootball,nitroball,ultimatefrisbee
Winter
FitnessI&II,floorhockey,squash,volleyball
Spring
Olympicgames,racketsports, softball,spikeball
SCIENCE
ClassI
Closeobservationoftheenvironmentistheunderlyingthemeoftheyear.Naturalecosystemsandhowtheyfunction arefocalpointsthatareenhancedbyfieldwork.Studentsbecomerecordersoftheirenvironmentbykeepinga year-longnaturejournalastheylearntorecognizethefloraandfaunaofMassachusetts.Bypartneringwith conservationorganizations,studentscollectdataandparticipateincitizenscienceprojects.Topics ofstudyinclude: scientificclassification,ecology,trees,fungi,birds,marineorganisms,endangeredspecies,andfamousfemale naturalists.Experimentsandactivitiesformthebackboneofthecurriculumasstudentsdiscoverthediversityand interconnectednessoflifeonearth.Problem-solvingskillsarecultivatedthroughsmall-scaleengineeringdesign challenges.
ClassII
Studentsundertakeaguidedinquiryintothemajorsystemsofthehumanbody Infrequentlaboratoryexercises,they honetheirobservation,datacollection,andanalysisskills,whiledevelopinganunderstandingofthedigestive, respiratory,circulatoryandmusculoskeletalsystems Cellstructureandprocesses,aswellasmicroscopeskills,arealso introducedsostudentscanunderstandthehumanbodyatbothcellularandsystemiclevels Studentsdevelopand analyzemodelstoincreasetheirunderstandingofthestructureandfunctionofbodysystems Theypractice engineeringskillsthroughtwodesignchallenges,collaboratingtoinvestigateandtestdifferentinsulationmaterialsand tobuildaprostheticarmcapableofcompletingaseriesofdexteritychallenges Inthespring,studentsconduct independentresearchonahumanbodytopicoftheirchoiceandcreateanelectronicmagazinearticle
ClassIII
Throughinquiry-basedexperimentationandmodeling,studentsinvestigatebroadtopicsinearthscienceincluding geologictime,theearth’sinterior,platetectonics,andclimatechange.Studentsbuildanunderstandingofconcepts, problemsolve,andapplytheirknowledgetonewsituations.Animportantcomponentofthecourseisalong-term collaborativeprojectfocusedonlearninghowdifferentculturesaroundtheworldareaffectedbyearthquakes.Students thenusetheirknowledgeofstructuraldesigntechniquesandtheengineeringdesignprocesstoconstruct earthquake-resistantbuildings.
ClassIV
Introductoryphysicalscienceisalaboratory-basedcourseinwhichstudentsinvestigatethephysicalandchemical propertiesofmatteraswellasthephysicsofforces. Practicinglaboratoryskills,solvingproblemsduringexperiments, collectingandanalyzingdata,andwritinglaboratoryreportsaremajorlearninggoalsofthecourse Studentsusetheir understandingofpropertiesofmatterinacollaborativeexerciseinwhichtheyseparateandanalyzethecompositionof anunknownmixture Theyapplytheirknowledgeof physicsinanengineeringdesignchallengeinwhichthey constructamousetrapcar Finally,studentsdesignandconductanindependentinvestigationandpresenttheirresultsin ascientificposterasaculminationoftheirlaboratoryexperiences
French
ClassIFrench
Who am I as a learner? And who do I want to be? What does learning French look like and feel like? Learningin FrenchIisguidedbyexplorationofthesequestions.Asweworkonlistening,speaking,reading,andwritingskills, studentsdevelopthedispositionsrequiredofeffectivelearners,includingtenacity,resilience,receptivitytofeedback, andcarefulobservationskills.Studentswillexplorethefundamentalsofgrammarandsyntax:number (singular/plural),gender,verbconjugation,spelling,andpronunciationconventions.Asstudentslearn todescribe themselves,theirpeersandthewiderworldinFrench,theywillactivelycontributetobuildingtheirunderstandingof theFrenchlanguage Emphasizingcreativity,communication,andculturalawareness,theFrenchIcurriculum encouragesstudentstoapproachlanguagelearningfrommanyanglesandtodiscoverwhichstrategiesandtoolsare bestforthemaslanguagelearnersalongtheway
ClassIIFrench
How do careful observation and listening contribute to problem solving? How are problem-solving and language-learning connected? What can I learn from making a map of a city? What can a map tell us about a city’s inhabitants? What do I learn about my classmates from the maps they create? StudentsinFrenchIIwillengagewith theseessentialquestionsthroughouttheyearastheypracticelistening,speaking,reading,andwritinganddevelop theirculturalcompetencyskills Inajoyful,vibrantandcreativesetting,studentsperformskits,sing,andcreateworks ofartastheyacquirethebasicsoftheFrenchlanguageanddevelopthedispositionsofeffective,independentlearners. StudentsbegintheyearinFrenchIIcreatingamapofaFrench-speakingcityandconsideringwhataspectsofacity’s structurearenecessaryforaculturetoflourish.Thisconsiderationofcitylifewillcontinueinsecondsemester,when studentspursuearesearchprojectonacityfromtheFrancophoneworld.Throughouttheyear,students willcontinue todeveloptheirmasteryofthefundamentalsofgrammarandsyntaxandaddtotheirvocabularybase.They willlearn toexpresspreferences,todescribetheirfamily,school,andtheworldaroundthem.Astheydoso, studentswill activelycontributetobuildingthecontentanddrivingthecurriculumofthiscourseandwillbeencouragedtotake chargeoftheirlearning,givethemselvesfeedback,anddeveloppersonalstrategiestoachieveexcellence.
ClassIIIFrench
How do the patterns I observe in the language lead to understanding? Where is French spoken in the world? What does it mean to be a French speaker? What does it mean to me to be learning French? InFrenchIII,studentswill activelyengagewiththesequestionsastheycontinuetostrengthentheirlistening,speaking,reading,writingand culturalcompetency Studentswillcontinuetohonetheircriticalthinkingskillsrelatedtolanguagelearningandwill beencouragedtoactivelyreflectonwhotheyareasalearnerandhowtheylearnbest InFrenchIII,studentswill developtheirresearchskillsastheyexplorethewiderangeofculturesintheFrancophoneworld They willencounter newnuancesofthelanguageastheyexpandtheirvocabularybase,discovernewverbfamilies,andwillbeableto describefutureevents,formquestions,anddevelopricherandmorecomplexsentences Usingculturallyauthentic sources,studentswilllearntonegotiatetravelplansandconsiderdifferencesandsimilaritiesinfoodculture Students willalsodevelopandextendtheirreadingcomprehensionskillsastheyengagewiththeshortmysterynovel Le voyage de sa vie
ClassIVFrench
What do I learn about myself and my own culture by engaging with other cultures? How does what I am learning in French class connect to who I am in the world? How can I be a more independent learner? Thesequestionswillserve astouchstonesforourclassthroughouttheyearasstudentscontinuetodeveloptheirlistening,speaking,reading, writingskills,aswellastheirculturalcompetency.Buildingonpreviousyears,FrenchIVemphasizes criticalthinking skillsrelatedtolanguageacquisition,andstudentsactivelyreflectonhowtheylearnaswellaswhattheyarelearning. Linguistically,studentswillreview,refine,andbuildupontheirfoundationofgrammarandvocabulary,andtheywill acquirenewstructures,suchasthepassécomposé,thatwillexpandtheirabilitytoexpresstheirthoughtsinFrench. TheywillfurtherdeveloptheirreadingcomprehensionskillsandpracticecriticalanalysisinFrenchastheyreadand
discussworksofshortfiction.Theywillengageinmorecomplexwritingassignments,includingshortessaysand creativewriting. StudentswillcontinuewiththeirexplorationoftheFrancophoneworldastheydelveintothestudyof theprovinceofQuébec.
Latin
ClassILatin
Who am I as a learner? And who do I want to be? What does it mean to me to be excellent? What will I do to achieve excellence? Duringthiscourse,studentswillunpacktheanswerstothesequestionsastheydiscovertheLatinlanguage andvariousaspectsofRomanculturethroughstoriesintheformatofagraphicnovelaboutthedailylivesand adventuresofaRomanfamilypostedinnorthernBritainattheendofthefirstcenturyC.E. Theyacquire asufficient knowledgeofLatingrammarandvocabularytobeabletocarryonaLatinconversationandreadandwritesimple storiesinLatin TheyenrichtheirEnglishvocabulary bymakingconnectionsbetweenEnglishwordsandtheirLatin roots,therebydeepeningtheirunderstandingofEnglishgrammar Theyalsoexplorethearchaeologicalfinds thathave contributedtoourknowledgeofRomanlife,beginningwithaninvitationtoabirthdaypartywrittenonaparchment scrollanddiscoveredintheregionwherethestoriestakeplace Latinstudentswillworkwiththeirpeersinother languagestoresearch,experience,andmakeconnectionsbetweenthecuisineofancientandmodernsocieties Withthe helpofthestoriesonGreekandRomanmythologyincludedineachchapterofthetextbook,studentsencounteran aspectofRomanculturethatinformsbothancientandmodernliterature
ClassIILatin
What do I learn from making the map? What do I learn about the other map-makers from the maps they have created? What can I learn from a map about a society and the individuals who comprise it? How does careful observation and listening lead to problem solving? ThinkingaboutaspectsofRomanlifelearnedin thepreviousyearandwhattheyimagineaboutRomandailylife,studentsbegintheyearbycreatingamapofan ancientRomancity.Usingthemapasalens,studentsinLatinIIwillcontinuetoexploretheclassicalworldwiththe Minimus series.Theywillexpandtheirknowledgeof Latingrammarastheyencounterthepresentandimperfect tenses,theimperativemood,aswellasthenominative,accusativeandablativecases.Studentswillcontinuetoexplore mythologyandhistoryastheyfollowtheadventuresofaRomanfamilystationedinBritain.Thestudy ofLatinin ClassIIperfectlycomplementstheexplorationofAncientGreeceandRomeinhistoryclasses,enablingstudentsto makedeeperconnectionsastheypreparefortheGreeksymposium.Inaddition,Latinstudentswilljointheir classmatesstudyingmodernlanguagesincompletingaprojectabouttheancientcity.Aworkshopatthe HarrisonGray OtisHousewillhighlighttheinfluenceoftherediscoveryofthecityofPompeiiandofclassicalartandarchitectureon thecityofBostonintheearly19thcentury StudentsultimatelygrowintheirappreciationoftheechoesofRoman architectureandengineeringthatarestillevidentintheworldtoday
ClassIIILatin
How do the patterns I observe in the language lead to understanding? What role do the arts play in how people experience their culture? How can the arts teach me about people’s lives and the history of their culture? Thecourseis basedonareadingapproachtolanguagelearning,usingthe Ecce Romani textbookseries Inthisimmersionmethod, studentslearngrammarandvocabularybyreadingpassagesinLatinanddeveloptheirabilitytousedeductivelogic AsstudentslearnhowLatinworksasalanguage,theydrawcomparisonsbetweenLatinandEnglishandother languagestheymayknow Theyalsomakevocabulary connectionsandlearntousetheirknowledgeofLatinwordsto decodethemeaningofunfamiliarwordsinEnglish. Avariedrangeofclassactivitiesandprojects servesto accommodatethelearningstylesofallstudents.The classdoesaresearchprojectfocusingonthestructureofthe Romanvilla,aswellassmallerprojectsrelatingtoartisticexpressionsofRomanmythologyandculture.Reading skillsarereinforcedorallythroughthecreationofdialoguesandskits. Theonlinetextbookactivities andvariousiPad appsareusefulresourcesforindividualpracticeandpartnerwork. Throughthestudyoflanguage, history,mythology, art,architecture,andgeography,studentsdiscoverthemultifacetedaspectsofRomancivilizationandtheinfluenceof ancientRomeonmodernculture.
ClassIVLatin
What do I learn about myself and my own culture by engaging with other cultures? How can I be a more independent learner? StudentsexploretheanswerstothesequestionsastheycontinuetheirstudyofLatinusingthereading approachofthe Ecce Romani textbookseries.Asthey encounterpassagesofincreasingdifficulty,studentswill continuetohonetheirdeductivelogicinordertogainmasteryofLatingrammarandvocabulary.Studentswillnot onlygrapplewiththeintricaciesofLatingrammar,butwillalsodelvedeeperintheirhistoricalandcultural understandingoftheGreco-Romanworld.Toaccommodate thelearningstylesofallstudents,thecoursereinforces readingskillsorally,includesvariouscreativeactivitiesandprojects,andencouragestheexplorationofwaystouse technologyasadailylearningtool.StudentswillreadexcerptsfromtheworksofancientRomanauthors,perform simplescenesinLatin,taketheNationalLatinExaminMarch,andcreateelectronicmodelsofimportantbuildings andmonumentsinancientRome.TheClassIVLatin courseculminatesinthewritingandperformanceofaLatinplay. StudentswillcompletetheyearnotonlyreadytofacethechallengesofaLatin2class,butalsoequippedwitha thoroughunderstandingofanancientworldsocloselylinkedwiththeworldweliveintoday
Spanish
ClassISpanish
Who am I as a learner? And who do I want to be? What does it mean to me to be excellent? What will I do to achieve excellence? ExplorationofthesequestionsguidesstudentlearninginSpanish Whileworkingonlistening, speaking, reading,andwritingskills,studentsalsodevelopthedispositionsrequiredofeffectivelearners,includingtenacity, resilience,receptivitytofeedback,andcarefulobservationskills,amongothers Focusingondescribingthemselves, theirpeersandthewiderworldinSpanish,studentsactivelycontributetobuildingthecontentanddrivingthe curriculumofthiscourse. Emphasizingcreativity,spontaneity,andtheArts,studentsapproachlanguage learningfrom manyangles,discoveringwhichstrategiesandtoolsarebestforthemalongtheway.
ClassIISpanish
What do I learn from making the map? What do I learn about the other map-makers from the maps they have created? How does careful observation and listening lead to problem solving? Theseessentialquestionsguidestudentlearning throughouttheyearastheypracticelistening,speaking,reading,writingandculturalcompetencyskills,anddevelop thedispositionsofaneffective,independentlearner. Focusingonexpressingpreferences,negotiatinglifeina community,anddescribingtheworldaroundtheminSpanish,studentsactivelycontributetobuildingthecontentand drivingthecurriculumofthiscourse.Inajoyful,vibrantandcreativesetting,studentsperformskits,sing,andcreate worksofartastheyacquirethebasicsofSpanishlanguage.Inthisclass,studentsarealwaysencouragedtotakecharge oftheirlearning,givethemselvesfeedback,anddeveloppersonalstrategiestoachieveexcellence.
ClassIIISpanish
What is the pattern? What does it tell me? How will I use it? What does carefully engaging with the Arts teach me about myself and the world? ThesequestionsserveasthethroughlinesforSpanishIII Allyear,students workto developlistening,speaking,reading,writingandculturalcompetencyskillstoreachthecommunicativebenchmarksof thiscourse Usingmanytraditionalartforms,includingAfro-Caribbeandrummingandtraditionalfolkmusic,students exploretheirrelationshipstocommunities,localandglobal Forexample,studentsresearchhealthchallengesfacedby Boston-areaLatinocommunities,anduseDesignThinking strategiestocreateauthenticwellnesspostersthatare displayedthroughoutthecity Asinpreviousyears, thiscourseemphasizescriticalthinkingskillsrelatedtolanguage learning,encouragingstudentstoactivelyreflectonhowtheylearn Studentswilldeveloptheskillsanddispositions neededtoguidetheirownlearningwithclassesstructuredtoprovidesupportandscaffoldingfortheindividuallearner.
ClassIVSpanish
What do I learn about myself and my community by taking a stand? How does understanding the immigrant experience deepen my understanding of my country? How can I be a more independent learner? Thesequestionswillserveas touchstonesthroughouttheyearasstudentsdeveloptheskillsets,listening,speaking,reading,writingandcultural competency,thatarenecessarytoreachthecommunicativebenchmarksofthiscourse. Inthecontent-rich,culturally appropriatecontextprovidedinclass,studentslearntodiscusssocialissuesthatinterestthemaswellastakingpolitical action,theydeepentheirunderstandingofthelanguagebyexploringthejourneysofimmigrantfamiliesintheUS,and
thecomplexnarrativesaroundimmigrationinthiscountry. Buildingonpreviousyears,thecoursecontinuesto emphasizecriticalthinkingskillsrelatedtolanguageacquisition,andencouragesstudentstoactivelyreflectonhow theylearnaswellaswhattheyarelearning. Studentswilldeveloptheskillsanddispositionsneededtoguidetheir ownlearning,withtheclassstructuredtoprovidethesupportandscaffoldingneededbytheindividuallearnerto achievegoalsshesetsforherselfwithinthecontextoftheexistingcurriculum.
Chinese
ClassIChinese
Who am I as a learner? What does learning Chinese look like and feel like? ClassIlanguageemphasizescritical thinkingskillsrelatedtolanguageacquisitionandencouragesstudentstodevelopaproductiveandproactive“language acquisitionstance” Studentswillbeaskedtoconsciouslydevelopandstrengthenspecificskillsandwillalwaysbe askedtoexplainwhattheyknowandhowitisthattheyknowit ClassIMandarinstudentswillbegintoacquirethe phoneticspellingsystemPinyinwithtones,andthebuildingblocksofChinesecharactersthroughdrawingandacting ThiscoursealsoservesasanintroductiontothegeographyoftheChinesespeakingworlds Studentswillconsider questionssuchas:WhospeaksChinese?Whatarethe culturesoftheseplaceslike?Studentswillexplorevarious aspectsofChina’sculturesthroughstories,rhymes,games,andvideos Studentswilldeveloptheskillsand dispositionsneededtoguidetheirownlearning,withtheclassstructuredtoprovidethesupportandscaffoldingneeded bytheindividuallearnertoachievegoals
ClassIIChinese
What does my learning look like? What does learning in a group look like? How does careful observation and listening lead to problem solving? What do I learn from making the map? What do I learn about the other map-makers from the maps they have created? InClassIIMandarin,studentswillcontinuetodeveloptheircriticalthinkingskills, andpracticeusingavarietyofthinkingroutinestoacquirenewmaterials.Studentswillbedevelopingfiveskillssets astheyrelatetolanguageacquisition:listening,speaking,reading,writingandculturalcompetency.Pinyin–the mandarinphoneticsystemwillbeemphasized,withaparticularfocusontypingChinesecharactersusingPinyin.At thesametime,studentswilllearntowritesomemostcommonlyusedChinesecharacters,fromstrokestostroke orders,radicals,andformationofcharacters.MiniresearchonChineseculturaltopicswillbeconducted,including hands-onexperiencewithcalligraphy,papercutting,andorigami.ThecoursewillusetheiPadasatool toenhance everydaylearning.Studentswilldeveloptheskillsanddispositionsneededtoguidetheirownlearning,withtheclass structuredtoprovidethesupportandscaffoldingneededbytheindividuallearnertoachievegoals.
ClassIIIChinese
How and when do I learn the best? What motivates me? What do I learn about my own culture by engaging with other cultures? ClassIIIMandarinwillcontinuetointroducestudentstotheofficialChineselanguage(Putonghua),its writingsystem(simplifiedcharacters)anditsculture Studentswillstartwithareviewofpronunciationrulesand graduallymoveuptobuildingthevocabularyfoundationneededfordailyconversationsrelatedtoone’scommunity StudentswillmakeconnectionsbetweentheChinesecultureandtheirhomeculturethroughviewingeducational videosthatexplorevariousculturaltopics This classwillhelpstudentsdevelopaproductiveandproactiveapproach thatworksforthemasstudentsoflanguage
ClassIVChinese
What is the pattern of my learning? What does it tell me? How will I use it? How can art teach me about people’s lives and the history of their culture? Thiscoursewillsupportstudentsastheyassimilatemorecomplexgrammarand vocabulary,andastheychallengethemselvestothinkinChinese.Studentswillacquirenewexpressionsneededfor askingandansweringquestionsaboutone’spastexperiencesandfutureplans.Thecoursewillprovidestudents with feedbackontheirspeaking,writing,listeningandreadingperformanceaswellastheirlearningprocessandstrategies. Studentswilllearntolookforpatternsintheirownworkandmakeuseofthoseobservationsbywayofreflectionthat helpsthemdesignandprioritizelearninggoals.StudentswillalsoencountertheChineseculturethroughhistorical eventsthathappenedintheUSandaroundtheworld.TheywilluncoverhiddenconnectionsbetweenChinese languageanditsmanyforms,learningabouthowChineseidentitieslookedindifferenttimesandplaces.Afteratripto
BostonChinatown,studentswillattempttobringtheirknowledgeofthelanguageandtheirunderstandingofhistory togethertocreateashortstorybook.Thiscourse isconductedprimarilyinMandarin.
LOWERSCHOOLSTEMCOURSES
ClassI:LibraryandTechnologySkills
Inthiscourse,studentslearntoaccessqualityinformationforpleasurereadingandresearchinbothprintbooksand digitallyusingtheonlinelibrarycatalog,subscriptiondatabases,andsearchengines. Theylearntoask probing researchquestions,assesssourcesforreliabilityandobjectivityaswellaspracticegoodscholarshipbyaccurately paraphrasinginformationandcitingsourcesusingMLAformat. Thesecondsemesterisprimarilydevoted toeach studentcompletingaresearchprojectofherchoosing. Studentsalsoexploredigitalcitizenshipandonlinesafety.
ClassII:CodingForEmbeddedSystems
Inthishands-oncourse,studentslearnhowtoprogramacomputertocreatedynamicmultimediaoutputusingthe Processinglanguage(Java-based)andtowritecodeformicrochipsembeddedwithinelectronicsusingtheArduino language(C-based) Studentsdeveloptheskillsoftext-basedsyntaxandgainexperiencewithvariousdatatypes, conditionals,functions,userinputs,graphics,physicalcomputing,andmore
ClassIIISTEMCourses
StudentsinClassIIItakebothofthecoursesdescribedbelow,oneeachsemester HalfoftheClassIIIstudentswill takeCircuitsandElectronicsfirst,andtheotherhalfwilltakeCADfor2D&3DFabricationfirst
ClassIII:Circuits,ComponentsandSignals
Inthiscourse,studentsbuildontheirknowledgeofprogrammingfromClassIIanddevelopadeeper understandingofelectronicsbylearningtobuildanddesigncircuitsusingavarietyofcomponentssuchas LEDs,servomotors,potentiometers,piezobuzzers,andproximitysensors,tonameafew. Students prototype,testandrevisetheircircuitsonbreadboards. Inaddition,embeddedcodingisusedtointerfacewith theirdesigns.
ClassIII:ComputerAidedDesignfor2Dand3DFabrication
UsingComputerAidedDesign(CAD)softwaretorender andfabricateprecisegeometriesformechanicalparts andinterestingforms,studentswillpracticemethodsin3Dvisualization,additiveandsubtractive manufacturing,rapidprototyping,measurement,andqualityassessment.Intheprocess,theywillgain experiencewithtolerance,precision,andmaterialsofvaryingcharacteristicsthroughthelensofengineering design.3Dprintersaswellaslasercutters/engravers,operatingin2D,willbeusedregularly.Studentswillalso learnabouthowthesemachinesfunction,howtheyaremaintained,howtodesignfortheirstrengths,andhow totesttheirdesignsasthebasisforimprovement
ClassIVSTEMStudios
ClassIVstudentshavethechoiceofadesignteam wheretheywillhavetheopportunitytoapplytheskillslearnedin theirClassI-IIISTEMclassestointerdisciplinaryengineeringchallenges Teamsarethematicinnature andfollowa design-thinking or project-based learning model Allprojectsinvolvesomecoding,electronics,and3Ddesign,ina contextchosenbythestudents Allstudentsselect onesemester-longcoursefromthelistbelow The othersemester, studentsmayelecttoparticipateonanotherteamortohaveastudy
TheAutomationLab
Withmillionsofyearsofevolutionaryexperience,naturehasfoundwonderfulsolutionstocommonproblems. Withoutleadership,antsorganizefoodcollectionlines,in-the-darkbatsadapthighfrequencysoundto“see”, andthebranchingpatternsoftreesoptimizetheircollectionofsolarenergy.Thus,studentsinthe Automation Labwillapproachtheirprojectsfromtheperspectiveof“biomimetics,”drawingfrombiologyfordesign inspiration.Studentswillintegrateprogramming,electronics,3Ddesign,andotherprototypingskillsand applythemtocreatemachinesorrobotsthatfunctionautonomously.Theywilldevelophabitsofprototyping, engageinadesigncycle,furthertheirfabricationskills,establishmethodsofqualitycontrol,andparticipatein interdisciplinaryproblemsolving.
DataAcquisitionTeam
Buildingdevicestomakerealmeasurements,youcouldfinallysettlequestionsaboutwhocanmakethemost noiseandwhichisthesmelliestcheese,youcouldanswerlocalenvironmentalquestionsaboutthepollutants aroundusandnearbysoilquality,youcouldbeginscientificinvestigationsintoheartrateandelectrical activityinmuscles,oryoucouldfollowcuriositytoallowustohearwhatbatswouldsoundlike,ifonlywe couldhearultrasonicfrequencies.Asamemberof theDataAcquisitionteam,studentswillbuildand use scientificinstruments,thenvisualizedatatoilluminatetheinvisibleandexperiencethehidden.Studentswill beintroducedto“bigdata”andfindagencythroughinformation.Theywillintegrateprogramming, electronics,3Ddesign,andotherSTEMskillsandapplythemtotheacquisition,processing,andapplicationof data.Studentswilldevelophabitsofprototyping,engageinadesigncycle,furthertheirfabricationskills, establishmethodsofqualitycontrol,andparticipateininterdisciplinaryproblemsolving
ThePrototypingLab
Foranyonewhoeverwantedtheirumbrellatotellthemwhentobringit,theirvacuumtocheckacalendarand operateitself,theirfishtobefedbyamobileapp,orforanyonewhoevernoticedthatalotofthingscouldbe better,thePrototypingHousewillrethinkandredesignthecommonplacetobesmarter,moreefficient,more interesting,andmorecapable Studentswillintegrateprogramming,electronics,3Ddesign,andother prototypingskillsandapplythemtotinkerwiththethingsaroundusandtofabricateoriginalideas Theywill develophabitsofprototyping,engageinadesigncycle,furthertheirfabricationskills,establishmethodsof qualitycontrol,andparticipateininterdisciplinaryproblemsolving
ManifestArtsSTEAMStudio
Arthasalwayshadarelationshipwithtechnology.Paintersneededcanvasandsculptorsneededchisels,and youhaveLEDs,servomotors,infraredsensors,3Dprinters,computers,andsomuchmore.IntheManifest ArtsStudio,studentswilldesignphysicalobjectsthatchangeorevolveovertimeandinrelationtotheir environment.Theywillintegrateprogramming,electronics, 3Ddesign,andotherprototypingskillsandapply themtoproduceworksofartwithwhichwephysicallyinteract.Studentswilldevelophabitsofprototyping, engageinadesigncycle,furthertheirfabricationskills,establishmethodsofqualitycontrol,andparticipatein interdisciplinaryproblemsolving.
TemporalArtsSTEAMStudio
Performingartsareexperiencedtemporally,asafunctionoftime,andtheyhavealsoevolvedovertime,as technologydefinedthesoundofeachera’smusic,advancedcomplexstageproductions,andcreatedfilmfrom staticpictures Whenwepushtechnologyforward, wecanadvanceartitself TheTemporalArtsStudio will engineerequipmentforcreatingworksofsoundandmotion Studentswillintegrateprogramming,electronics, 3Ddesign,andotherprototypingskillsandapplythemtoproduceartthatweexperiencethroughperformance Theywilldevelophabitsofprototyping,engageinadesigncycle,furthertheirfabricationskills,establish methodsofqualitycontrol,andparticipateininterdisciplinaryproblemsolving
InteractionDesignStudio
Designisproblemsolving,butalsomuchmore Designersmaketheartofourdailylives,theyshape technologyforhumanneeds,theyapplythoughttorationallymakedecisionsfromtheminutiaeoffontsonan interfacetotheoverarchingarchitectureofamachineandbeyond,andtheybridgefieldsfromengineeringto art.MembersoftheInteractionDesignStudiowillexercisebrainstormingtechniques,utilizemethodsofrapid prototyping,conductqualitativeresearch,iterate,andputhumaninteractionfrontandcenter.Studentswill exploresolutions,lookingbeyondmerelyovercomingtechnicalhurdlestomakethingsthatreflectthepeople theyaremadefor.Theywillintegrateprogramming, electronics,3D/2Ddesign,andotherprototypingskills andapplythemtodesigntheproductswithwhichweinteract.