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Academics

Middle Division

Building on the Primary and Intermediate Division programs, which lay the foundations for inquiry and project-based integrated learning, the Middle Division of The School continues to foster the academic and social-emotional development of our students. Our goal is to help students become their best selves: intrinsically motivated self-advocates who develop a clear understanding of themselves as learners and co-creators of the world around them. Teachers differentiate instruction in the classroom to both challenge and scaffold a wide range of learners. Student-to-teacher feedback is conducted in a variety of formats including assessments, letter grades, checkpoints, homework and class engagement.  

Strong interpersonal relationships, executive functioning, and social-emotional learning are fostered through our advisory program. In addition, Columbia University Mailman School of Public Health partners with The School to provide gender and sexuality education as part of our Life Skills curriculum. We cover a full range of topics from developing healthy relationships, affirmative consent, and identity development to cyber safety.  

Students have many opportunities to explore leadership in the Middle Division. We encourage both formalized leadership roles such as in student government, as well as fluid leadership opportunities through a wide array of athletics, clubs, curricular and annual activities.

Culminating a K-8 Social Justice curriculum and myriad service learning opportunities throughout their time at The School, the capstone project of the Middle Division is the Social Action Project in Grade 8. Every student identifies a cause—local, regional, national or international—they are passionate about, and determines ways they can help move it forward. At the end of the year, they present their projects to The School community at an exhibition, so other students and families can learn about, and possibly also contribute to, their cause.

Beginning in the spring of Grade 7, Middle Division students begin the high school placement process, in which they apply and gain entry to a range of public, private, boarding, and parochial schools in the tri-state area and beyond. The School's goal is to place every student in a school environment in which they will continue to thrive. Families and students collaborate with our High School Placement Office on an individualized process to research and choose schools that best fit each student's needs and personality. As part of this process, The School offers test preparation for standardized testing for high school entry.

The Middle Division at The School at Columbia is an academic and energetic environment, in which children continue to realize their strengths, develop their focus, and grow as students.

Jason Singleton
Middle Division Director
                                                                  

Academics: Middle Division

                                                                  

Grade 6

List of 11 items.

  • English

    During the first months of school, Grade 6 students engage in the grade-wide Identity theme in English class by considering the power of empathy, assumptions, appearances and stereotypes. Compelling students to examine their own emerging identities, students explore identity in poetry and write a poetic self-portrait. We then look at the ways in which authors portray characters in the short stories they craft. Continuing from their summer study of the graphic novel “New Kid,” students start the year reading a collection of pieces by authors such as Emily Dickinson, Langston Hughes, Tupac Shakur, Jacqueline Woodson, Ray Bradbury, Toni Cade Bambara, Naomi Shihab Nye and others. Students read these pieces to gain a deeper understanding of characterization, dialogue, plot structure and figurative and descriptive language. Aligning with our literary studies, students write a collection of pieces including poems, secondary character perspectives, a short story ending and their own original characters and short fiction. 

    As November approaches, students write interactive fiction pieces during an integrated humanities and technology project. Using Inklewriter, a user-friendly tool for creating interactive stories, students take their original characters and storytelling abilities into the platform where readers can then make choices that impact the narrative. At this point in the semester, students continue to read a variety of self-selected books independently, regularly visiting The School’s library. Starting in December, as a class students read Katherine Applegate’s “Home of the Brave,” a novel written entirely in free verse. Students follow up this text with the completion of an “Exquisite Corpse” art project involving the creation of a three-piece visual representation of a favorite character, highlighting their growth and development across the book. The culminating project for this course of study is the writing of a formal literary analysis essay, attending to the question: How does my character grow and change across “Home of the Brave”?

    In the spring, students embark on an enriching journey exploring the themes of utopias, dystopias and identity through a pre-reading activity centered around Lois Lowry's novel, "The Giver". Through their exploration, students dive into critical societal aspects such as healthcare, leisure activities, judicial and governmental systems, family structures, education, leadership selection and careers. Drawing from their insights into societal formation, students are tasked with envisioning and presenting their own utopian societies. Subsequently, our integrated study of "The Giver" prompts students to examine the trade-offs inherent in utopian societies, as seen through the perspective of the twelve-year-old protagonist, Jonas. Engaging with the novel, students contemplate and discuss the ideal societal organization, the concept of a life devoid of extremes, and the significance of collective and individual memory. To conclude this study, students undertake an integrated writing and art project, reflecting on a vibrant personal or familial memory. Furthermore, they demonstrate their deeper comprehension of the novel through analytical writing in a multilayered project. 

    In nurturing the natural inclination of sixth graders towards persuasion, the English curriculum concludes with a comprehensive writing process to craft persuasive essays. This layered writing course involves selecting original topics, meticulous research with an evidence tracker, constructing logical arguments supported by evidence and justification, and employing powerful language and imagery. Leveraging credible sources and emotional appeal, students hone their persuasive writing skills, mastering the art of ethos, pathos and logos to articulate compelling multi-paragraph essays.

  • Life Skills

    The Life Skills curriculum provides opportunities for students to gain the knowledge and skills needed to make decisions that support a healthy social-emotional and physical growth. Discussions and activities center on developing self-awareness and communication skills that promote positive social interactions. Students learn, discuss and practice strategies related to a range of topics including feelings identification, coping skills/mindfulness, friendships/social problem-solving, digital character, puberty and gender sexuality education. Through experiential and project-based learning students progress toward objectives in areas of self-awareness, self-management, social skills, relationship (friendship) management, decision making and responsibility

    During the beginning of the spring term, the Gender Sexuality Education (GSE) curriculum is co-taught by guest educators from Columbia University’s Mailman School of Public Health. GSE topics include personal values, family dynamics, puberty, gender identity and expression, sexuality, reproduction, communication and relationships. Life Skills continues through the end of the spring term and focuses on providing a review of concepts learned during the fall term and preparations as students transition to seventh grade Life Skills.

  • Mathematics

    In Grade 6 Mathematics, students begin the year with an exploration of number theory, divisibility rules, prime and composite numbers and the fundamental theorem of arithmetic. They use prime factorization to find all factors of large numbers and write prime factorization in both long string form and short exponent form. Students study alternative methods—stacking and ladder—for computing greatest common factors and least common multiples of two or more numbers. They also use these concepts to solve real-world problems. The fractions unit extends students’ understanding of addition and subtraction of fractions to fractions with unlike denominators, improper fractions and mixed numbers. Students also build fluency with multiplying and dividing fractions solving real-world fraction problems by utilizing all four operations. For enrichment, students explore Egyptian fractions using the greedy algorithm and investigate garden paths to develop an intuitive understanding of probability and fractions. Students then move into decimals where they strengthen their understanding of place value and rounding. They explore the relationship between fractions and decimals, learning how to convert fractions to decimals and vice versa. Students learn to fluently add, subtract, multiply and divide multi-digit decimals using the standard algorithm for each operation. For enrichment, students predict which fractions have terminating decimal representations and repeating decimal representations. The spring term ends with students exploring order of operations and the use of variables in mathematical expressions. Students learn to write expressions and equations that correspond to given situations, evaluate expressions and use expressions and formulas to solve problems. Students apply and extend their previous understanding of numbers to the system of rational numbers and in particular negative integers. They learn that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge), then use positive and negative numbers to represent quantities in real-world contexts.

    In the spring term, students apply and extend their previous understanding of numbers to the system of rational numbers and in particular negative integers. Students explore the Order of Operations and the use of variables in mathematical expressions. They learn to write expressions and equations that correspond to given situations, to evaluate expressions and to use expressions and formulas to solve problems. For the two-dimensional geometry unit, angles, triangles, quadrilaterals, area and perimeter topics are covered by blending Math, Art and Social Studies classes. Students learn about shapes and their applications through Islamic art. Using a tessellation creator, students design their own art based on semi-regular tessellations. For the unit on three-dimensional geometry, students build on previous knowledge of formulas for surface area and volume to calculate them for three-dimensional shapes such as rectangle prisms and cylinders. Students put their knowledge into practice by designing a cake to feed 200 people using rectangular prisms or cylinders or a combination of both. Students create a foam model of the cake and decorate it. For enrichment, students have the opportunity to research a mathematical topic of their choosing. Through the Math Madness projects, students become experts on a mathematical topic. Topics have included the Binary, Infinity, Cryptology and Fermi Problems.

  • Music

    In Music class, students continue to review and solidify skills building music fundamentals, including rhythm, instrument technique, musical terms, theory concepts and vocal production. Sixth grade students develop and refine their technique on both pitched and unpitched percussion instruments. Emphasizing technique allows ease and comfort when improvising and composing. Improvisation and composing, both original expressions of oneself, are studied as a component of the Grade 6 theme Identity. Students listen to and analyze compositions by influential musicians who incorporate their unique identity into their work as a further connection to the grade-level theme. The class learns how to tune their ukuleles and practice chord forms, eventually learning to play both simple and complex chords. We play and sing songs like “Day-O” by Harry Belafonte and “Hound Dog” by Big Mama Thornton. Students also play rhythm games and learn new dances to further develop their rhythmic skills and understanding of steady beat.

    In the spring, sixth grade students discuss musicians whose identity shaped their own compositions and playing styles. The class listens to pieces by Bobby McFerrin, Joseph Bologne and George Harrison of the Beatles. Students polish their ukulele skills, learn about seventh chords and play songs like “Freight Train” by Elizabeth Cotton and “Hound Dog” by Big Mama Thorton. Working in small groups, sixth graders play games like “Bump Up Tomato” and “Four White Horses” to further develop rhythmic and vocal accuracy. To refine their aural skills and strengthen their ensemble playing, children sing rounds and develop harmonies while performing body percussion pieces like “My Heart Goes Thump.” Students create beautiful melodies, sing with joy, develop sophisticated musical skills, encourage their peers to take risks, and continue to share their vibrant ideas with each other this spring.

  • Performing Arts: Elective

    Students participate in a yearlong Performing Arts class (PAC). The following courses are offered: Concert Band, Concert Choir, Dance Ensemble, Drama Ensemble, Improvisation & Composition, Instrumental Ensemble and Tap Ensemble. Groupings include Middle Division students from each of the three grade levels and each group performed in two evening concerts at Miller Theatre. Through involvement in these groups, each student has the opportunity to develop their creative and artistic expression in a supportive and encouraging environment.

  • Science

    The Grade 6 science curriculum begins with an introduction to the scientific method. We look at the cyclical nature of the process, from questions to hypotheses to tests to interpretations and onto further questions. Next, we begin our study of water and weather involving a great deal of practical experimentation. Students are consistently asked to refine their experimental technique and challenged to analyze their results to draw appropriate conclusions. Each week, they write their lab reports, learning how to organize their thinking and to present it consistently and professionally. Students learn about the makeup of the atmosphere at different altitudes and about what causes the seasons. We notice how differential heating of the atmosphere leads to differences in pressure and density of the air which leads to winds and ultimately to weather. Sixth graders learn about the air’s capacity to hold water, humidity and how it changes with temperature. They are reintroduced to the water cycle in a more detailed and sophisticated way. Students record information in their notebooks, learning how to construct tables and graphs to organize their data. They complete lab reports each week, structuring their reports according to a provided template. 

    During the second semester, we continue onto the Space unit covering our solar system. They compare the scale of the solar system to the scale of the galaxy, and the distances between galaxies. Students contemplate the number of stars and planets, using a range of computer simulations and video clips to grasp the enormity of the numbers involved. The Space unit is followed by a detailed study of the process by which stars and planets are formed and eventually die. Students learn about the role fusion plays and the stages of progressively heavier atoms forming in the core of stars. They learn about Red Giants, White Dwarfs, Black Dwarfs and Black Holes. 

    The final unit of the year is the Development of Modern Science which introduces students to cultures that have achieved mechanical, engineering, medical or mathematical sophistication, including civilizations from the Americas, Ancient India and China and Egypt, sub-Saharan Africa and the Middle East. We go on to look at the beginnings of naturalistic explanations for phenomena in Ancient Greece and Rome, followed by the contribution of Islamic science in the middle ages. We finish by looking at the scientific revolution in the 16th and 17th centuries in Italy and the rest of Europe, focusing particularly on the work of Galileo and Newton. We continue conducting experiments each week and submitting lab reports.

  • Social Emotional Learning

    The Social Emotional Learning curriculum provides opportunities for students to participate in discussions regarding issues impacting positive social interactions. During Grade 6 Life Skills classes and advisory, students learn, discuss and practice strategies related to a range of topics including building healthy relationships, being a positive community member, digital citizenship, organization and emotional regulation.

    The Social Emotional Learning (SEL) curriculum further presents students with opportunities to participate in dialogues related to creating a positive and healthy school community and being a positive community member. Some topics that are discussed and explored include identity development, positive social interactions, managing transitions and expressing gratitude. Working in groups with grade-level teachers and the Social Emotional Learning team, students progress toward SEL objectives in areas of self-awareness, self-management, social awareness, relationship management, decision making and responsibility.

  • Social Studies

    The year begins with a unit in which students explore their personal histories as individuals and as part of a collective. Students engage in various projects that focus on analyzing their personal identities and perspectives and how they affect self-expression and understanding. Through the study of advertising, students also learn about the dangers of making assumptions, expressing bias and believing stereotypes. They examine how advertisers target their identities, and how the choices they make online might affect the information they come across. This unit on digital literacy continues with students learning to be critical and discerning readers in their search for “true news” online. Students learn to analyze and detect bias in a variety of news sources and photographs. They begin an ongoing study of current events that continues for the duration of the academic year. The themes of privacy, bias, credibility and motive are all at the forefront of this study. 

    Students explore personal histories and perspectives as they engage in a project entitled “Humans of TSC” (based on the similarly named blog and book: “Humans of New York”), in which students develop interview skills, story telling, and take away the value of getting to know others on a deeper level. From there students are introduced to an ongoing study of current events. They learn to analyze and detect bias in a variety of news sources and photographs. They examine headlines, captions, word choice, quotes used, what is reported and what is omitted and tone. The goal is for students to become discerning readers as they strive to understand world events. Students continue to a unit on Religion, with a focus on the three monotheistic religions that continues into the second semester. In this unit students build research skills including creating a good research question, note taking, and synthesizing information.

    In the second half of the year, students participated in an in-depth study of the monotheistic religions: Judaism, Christianity, and Islam. Students learn the basic tenets and origins of each faith as well as examine the historical and geographic contexts of Mesopotamia, Israel, medieval Europe and the Arabian peninsula. In this unit students build on their research skills including creating a good research question, note taking and synthesizing information. Sixth grade students engage in independent research projects and presentations about each religion that entail learning about and practicing each step of the research process from forming good research questions, to taking notes, to organizing notes and ideas, to bringing research together in a cohesive and informative presentation. Throughout the academic year students continue to discuss current events regularly and engage in discussions about world news. 

  • Spanish Language/Literacy

    Students begin the sixth grade school year by learning basic conversation skills in which they are giving and receiving information about each other in Spanish. They create their own conversations that they share orally with the class. During the second unit, students create their own biographical poems in Spanish. They begin by learning how to gather information about themselves by analyzing different ways to use pronouns and verbs while writing the poems. Students connect to our study of Mecca through an exploration of the history of important cities in Islamic Spain. They compare maps of present-day Spain to Al-Andalus, study the Alhambra and take a virtual tour of the site, describing and answering questions about their observations. Students learn to use common regular and irregular verbs and practice the agreement between adjectives and nouns. Students continue practicing formulating basic questions and building vocabulary through activities that require listening, reading and speaking skills.

    Sixth graders complete their study of Al-Andalus by learning more about the different cultures that coexisted during this time period and about the Alhambra. Students learn to describe places and things using prepositions of place, architecture vocabulary and the verbs ser, estar, tener and ver. 

    Students learn about the important pieces of literature including “Don Quijote de la Mancha” by Miguel de Cervantes, learning about its relevance, its characters and the author’s biography. Sixth graders work within groups to prepare and perform a section of the book in Spanish for the class as they continue to practice their Spanish pronunciation skills. In connection with our study of Florence, students explore and analyze the Spanish Renaissance, consisting of a study of the biography and work of the renowned Spanish painter Diego Velázquez. Sixth graders study Velázquez’s life and describe his art using varied vocabulary and grammatical structures. Students learn to analyze Renaissance paintings while using definite and indefinite articles and practicing noun-adjective agreement. Students also use the regular and irregular verbs in the present tense such as "gustar", "tener", "ir", "ser" and "estar". They learn the expression "hay" (there is) as well. Throughout the cultural units, students engage in various activities that encourage them to take risks in order to enhance their listening, speaking, reading and writing skills.

  • Visual Arts

    Sixth graders begin the fall semester with an examination of the grade-wide Identity theme. Students experiment with ways to visually represent who they are through portraiture. They begin with a study of observational drawing through facial features. Students pay close attention to line, size, shape, value and texture to express the varying facial features, taking time to observe each person’s unique characteristics. This becomes the entry point for the self-portrait unit. As a class, a wide range of artists are introduced and discussed including Bisa Butler, Jordan Casteel, Kehinde Wiley, Mickalene Thomas, and Yayoi Kusama, who use a variety of different portrait styles. Students learn to mix their own unique skin color and how to incorporate personal style into their self portraits.

    Grade 6 students continue to develop their creative and critical thinking skills while reinforcing their ability to work in a shared art studio. Students complete self-portrait units using tempera painting before beginning a clay unit where they create pots using the ceramic wheel. In collaboration with the English curriculum, students create a character study using the format of an Exquisite Corpse. Through this project they explore proportions of the body and symbolism. Students also learn about the principles of Islamic art and how religious and social beliefs influence artistic expression. They then create Islamic inspired tessellation printmaking designs in the art studio. The reduction printing technique allows students to print using a series of colors while slowly reducing the contents of the plate.

  • Wellness

    The goal of the Wellness program at The School at Columbia University is to promote the advanced development of physical skills, strategies, and positive attitudes toward physical activity. In addition, the Wellness curriculum is designed to empower students to make intelligent life choices in a global community. The program’s goal is to inform those in our school community about and provide them with opportunities to experience the various components of Wellness and what means are available to do so both in school and out in the community. The sixth grade Wellness curriculum consists of a variety of activities designed to enhance the importance of cooperation and utilizing effective communication strategies to help students grow individually and as a community. Students shape their identity through curricular connections presented in the classroom. Though the skills and ideas do not always create obvious connections to those learned in other subject areas, the activities presented during Wellness class allow students to see things from different perspectives. The five components of health related fitness (muscular strength, muscular endurance, cardiovascular endurance, flexibility and body composition) and the seven components of overall fitness (occupational, environmental, physical, spiritual, emotional, intellectual and social) are woven into the goals and objectives of the Wellness curriculum and all lessons are guided by both the National Standards for Physical Education and the National Standards for Health Education.

    Over the course of the school year, sixth grade Wellness class emphasizes the importance of cooperation, utilizing effective communication strategies to help students learn as a community. Students begin learning about the five health-related components of fitness (cardiorespiratory endurance, muscular endurance, muscular strength, flexibility, and body composition) and thinking about how they apply to them as individuals. In the spring, students participate in top rope climbing, pickleball and softball units. These units develop strength, communication, hand-eye coordination, agility, accuracy, teamwork, self-discipline, problem solving and social and personal responsibility. Students complete the school year revisiting the five health-related fitness components and discuss the importance of living a healthy, well-balanced and active lifestyle. The goal of this unit is two-fold: first, to provide students with greater understanding and knowledge of the five components of health and fitness; and second, to provide opportunities for students to explore and find activities of interest that can lead to continued activity over the summer and a lifetime of physical activity and engagement.
                                                                  
                 

Grade 7

List of 11 items.

  • English

    In Term 1, students apply their understanding of Self and Society to analyze a variety of literature. As readers, students identify theme and support their ideas with evidence from the text. When reading narratives, students analyze how elements of plot affect one another. Students identify multiple points of view within the texts and how those points of view contribute to the character's perspectives. When reading informational texts, students analyze how events, individuals and ideas are related to each other. For example, when looking at news articles, students consider who is interviewed, what information is included and consider the author’s slant or point of view. This term, students also consider a variety of media. They compare a book to a movie or television show and analyze the effects of the media on the portrayal of the story, the theme and the characters. Seventh graders also begin evaluating the quality of a text. As experienced writers of argument, they are also able to trace and evaluate the development of an argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient. As readers they continue to make connections to other texts, ideas, cultural perspectives, eras, and personal experiences.
     
    As writers, students write arguments with a clear claim and support. They continue to develop strong structure with an introduction, supporting evidence, precise vocabulary, transitions and a conclusion. Students write strong paragraphs about a topic as definition, classification, compare/contrast and cause and effect. In their narrative writing, students rewrite a story using a different point of view. They develop visuals that help their reader envision the story with setting, action and dialogue. They use transitions, precise language and develop a conclusion that communicates their message. 

    At the start of Term 2, students began an informational project to research topics of individual interest. We began by employing the  Question Formulation Technique to help develop deep questions. Students then began researching their topic using multiple resources and taking notes. As readers of informational texts, students use established criteria to evaluate the quality of the sources and make connections to other texts, ideas, and experiences. They also took notes and collected information for their presentations. Projects culminated in presentations, sharing their learning through a variety of mediums.
     
    Next, students explored poetry to learn about structure, interpretation, figurative language and theme. They read poems by over 16 authors to experience a variety of styles and forms. To coincide with the eclipse, students explored the form of Blackout poetry. They also had the opportunity to work with the art department to “lift a line” and illustrate a line of poetry in the form of an art book.
     
    To coincide with the study of the American Revolution in Social Studies, students engaged in historical fiction book clubs to build the skills of collaborative discussion. Students prepared discussion questions and annotations for each meeting. They engaged in a range of collaborative discussions with diverse partners; expressed ideas clearly and persuasively, and built on those of others. Students learned to pose questions that elicited elaboration and responded to others’ questions and comments with relevant observations and ideas that brought the discussion back on topic as needed. 
     
    Across the term, students read texts in book clubs, independently and as a class. They worked to identify multiple themes within a text and support their ideas with evidence from the text. Students analyzed how elements of plot contribute to the meaning or message of the text. In literary texts, students analyzed how an author develops and contrasts the point of view and the perspectives of different characters or narrators. 
     
    As writers, students write multi-paragraph responses with a clear claim and support. They continue to develop a strong structure, with an introduction, supporting evidence, precise vocabulary, transitions and a conclusion. They also develop personal narratives to illustrate answers to specific prompts. These responses speak to one of their values and illustrate their character.

  • Life Skills

    The Life Skills curriculum aims to help students understand that the decisions they make every day impact themselves and their community grounded on their personal values. The overarching goals of the year is a focus on personal responsibility and strategies to manage common stressors, such as school work and relationships, conflict, and self-advocacy. This is achieved through discussions of a variety of topics, including values, communication, emotional regulation, interpersonal relationships (friendships), gender roles/identity, and sexual development.

    The Social and Emotional Learning (SEL) curriculum presented students with opportunities to participate in dialogues regarding issues affecting positive social interactions. Working in groups with grade-level teachers and The School’s psychologists, students progressed toward SEL objectives in areas of self-awareness, self-management, social awareness, relationship management, decision-making, and responsibility. 
     
    The Grade 7 SEL curriculum, implemented in conjunction with Life Skills, focused on the high school placement process. Lessons included researching high school options, mock test-taking for high school entrance exams, high school essay writing, high school applications, and interview preparation.

  • Mathematics

    This semester begins with the prerequisites for building a strong foundation in algebra. Students are challenged to explore their sense of numbers, describe patterns, and evaluate variables, expressions, and integers. They begin to think algebraically as they investigate repeated multiplication using the formulas for area and perimeter, as well as powers, exponents, and the order of operations. Students learn how to evaluate variable expressions, perform operations with integers, and plot points in a coordinate plane. Students use mathematical properties to simplify variable expressions, and write and solve one- and two-step equations and inequality equations. Student work is extended and deepened through project work. In addition to nightly homework assignments, weekly quizzes, tests, and project assignments, the mathematics curriculum is further differentiated through independent work.

    During the second semester, students extended their skills to investigate proportional relationships and use this understanding to solve real-world problems involving discounts, interest, taxes, and scale drawings. Students deepened their understanding of rates, ratios, scale factors, constants of proportionality (unit rate), and proportional relationships, before solving multistep problems that involved fractions and percentages. Students built on earlier experiences with graphing on a coordinate plane, and graphed proportional relationships using the constants of proportionality. Students researched the Fibonacci sequence and the Golden Ratio. 
     
    Students used skills and concepts from our ratio, rates, and proportions unit to draw two-dimensional geometric shapes using rulers, protractors, and compasses. Students built on their study of geometry and angles to solve problems that involved supplementary angles, complementary angles, vertical angles, adjacent angles and corresponding angles. Students also wrote and solved equations to represent relationships between angles and find missing angle measurements. 
     
    Students concluded the year in pre-algebra with a real-world creative design project.

  • Music

    Grade 7 students begin the year collaborating with Dance class to learn about and perform African drumming and dance with a Ghanaian guest artist. This work highlights the African roots of jazz and leads into an in depth study of that genre. Students study jazz history and practice singing, moving to, and playing simple jazz forms such as call and response and the blues. They begin to study the structure and history of the Blues in more depth and start to write original Blues lyrics. Within this unit, students will increase their musical proficiency and technique with a variety of instruments to play Orff arrangements of jazz pieces. They will start to explore swung eighth notes, sixteenth note rhythm patterns, syncopation, melodic notation, and vocal and instrumental improvisation. 

    Grade 7 students concluded their study of jazz with an instrumental and vocal performance of St. Louis Blues using their original lyrics.  They then studied and performed Duke Ellington’s Duke’s Place,  which integrated the musical concepts of basic blues chord changes, walking bass, tritones, swung eighth notes, syncopation, melodic notation, and vocal and instrumental improvisation. To finish the year, the students participated in a study and performance of Salsa and other Afro Caribbean styles, in collaboration with their Spanish class.

  • Performing Arts: Elective

    Students participate in a yearlong Performing Arts Class elective. Groups are comprised of students from the entire Middle Division and each group performs at Winter and Spring concerts during the school year. 

    The following courses are offered: Concert Band, Concert Choir, Dance Ensemble, Drama Ensemble, Improvisation & Composition, Instrumental Ensemble, and Tap Ensemble. Through involvement in these groups, each student has the opportunity to develop their creative and artistic expression in a supportive and encouraging environment.

    Students are expected to participate actively with a positive and respectful attitude, be prepared with necessary materials, willingly take risks, and demonstrate that they have made progress with regard to relevant skills.





  • Science

    In seventh grade, students explore life sciences through project-based units. The five primary themes focus on ecology, evolution, cell structure and function, genetics and human biology. To learn key concepts, students participate in lab experiments to study and analyze data collected in the lab, conduct research, collaborate together and discuss their findings.
     
    Students began the year exploring ecology-focusing on biomes, population and key factors impacting organism survival. Delving into the world of partnerships, students then examined how various relationships affect survival. The unit concluded with students examining human impact on ecosystems.
     
    Creating 3D cell models, students internalized cell structures and functions. Various cell processes from photosynthesis to mitosis and osmosis were examined. Sharpening their microscopy skills, students examined a variety of specimens to differentiate between plant and animal cells. Using a centrifuge, students extracted strawberry DNA.
     
    Students concluded this term with a glimpse into the world of human biology in anticipation for their studies in genetics and evolution in the spring. An exploration of the digestive, respiratory and circulatory systems enabled students to gain better understanding of how the body functions.

    Life sciences began the spring semester with an exploration into genetics. Students examined the differences between inherited and acquired traits. Various components such as heredity, probability, as well as the role of DNA and chromosomes were analyzed. Students interpreted pedigree charts and explored variation in traits across generations. 
     
    Next, our scientists delved into the world of human body systems. The digestive system focused on how the body breaks down and absorbs nutrients. Students learned how nutrients are processed through the body in the circulatory system. Focus then shifted to learning about the intricacies of the respiratory system.
     
    Students developed an understanding of evolution and further explored topics relating to natural selection, sexual selection and how populations change over time. The year concluded with an independent study project with students researching a life science topic to present to the class. 

  • Social Emotional Learning

    The Social and Emotional Learning (SEL) and advisory curriculum present opportunities for students to participate in dialogues regarding issues affecting positive social interactions, perspective taking, empathy building, and identity development. Working in groups with grade-level advisors and Social and Emotional Learning teachers, students progress toward SEL objectives in areas of self-awareness, self-management, social awareness, relationship management, decision-making, and responsibility. Students work to identify their individual and collective needs in order to establish group norms and uphold group expectations. Through experiential and project-based learning, students practice observing and describing their thoughts and feelings from a nonjudgmental stance, explore the layers of their personal, social, and cultural identities, and reflect on how different perspectives impact experiences and relationships.

    The Grade 7 SEL curriculum, implemented in conjunction with Life Skills, focused on the high school placement process. Lessons included researching high school options, mock test-taking for high school entrance exams, high school essay writing, high school applications, and interview preparation.

  • Social Studies

    The Social Studies curriculum is guided by our 7th Grade theme, Self and Society: The Courage to Act. We consider examples of courage from both past and current events. Students weigh the importance of decisions that people make or elect not to make, as well as how individuals and groups can create social change. 
     
    Our opening unit on Argument and Logic gives us a language to evaluate the primary and secondary texts that make up our study of European conquest in the Americas; students analyze documents through a critical lens to deepen their understanding of initial colonization of the Americas. We begin in the Caribbean, learning about the Taíno people who had settled throughout the region in the millennium prior to contact with Columbus. Students consider Columbus’ own journals, the Doctrine of Discovery, and King Ferdinand’s letter to the indigenous people, sourcing them as they embark on ongoing projects. In our unit on the American Independence movement, students are challenged to identify the complex decisions of the principals involved and realize that outcomes are far from guaranteed. We evaluate causes and effects related to how and why different figures took real and significant risks in pursuing independence. There is also an emphasis on often untold perspectives and “hidden” historical narratives related to the period, with a focus beyond the traditional narrative that centers certain “founders” and excludes other key groups such as women, African Americans, and indigenous peoples. Various independent and collaborative projects provide students with opportunities to sharpen their research, presentation, and cooperative skills. Consistently throughout the term, students engage with current events and pressing issues, which are a crucial element of classroom discussions. 

    In the second term, seventh graders investigate and critically analyze events, dilemmas, and persistent issues throughout history relating to the seventh grade theme, Self and Society: The Courage to Act. Students strive to understand both history and current events - the history they are living - using diverse primary and secondary sources. They examine how power and perspective affect the telling of a story, whether past or present. They also look at ways pre- and post-colonial histories shape nations and their people today. Students examine independence movements in the American colonies and India. They explore collective responses to European imperialism and colonialism’s lasting impact, with a focus on methods of resistance, decolonization efforts, and the challenging of dominant, “master” narratives that still prevail today. Various projects give seventh graders opportunities to make choices according to their interests, strengths, and passions, as well as sharpen their research, critical analysis, creative writing, and presentation skills. 

  • Spanish Language/Literacy

    Seventh Grade Spanish begins by reviewing language skills acquired in previous years and building upon them. With our first unit of study, All about Myself, students work on forming their own full sentences and paragraphs to describe themselves and their families. We then transition to a short unit on the school. The linguistic focus of this progression is acquiring new verbs and interrogation words to form open-ended questions and conversations. They then move on to explore their city. By studying city vocabulary, students practice how to ask and give directions to get around the city. Through map work and navigating various Latin American-influenced neighborhoods in New York City, they then move on to South American cities. 
     
    This city unit is used as a springboard into a study of the independence efforts led by Simón Bolívar and the
    formation of La Gran Colombia. This particular focus serves as an interdisciplinary connection with their Social
    Studies unit on Philadelphia, thus helping to further reinforce important themes in both domains. Students are presented with the challenge of engaging in spontaneous conversations when discussing these historical events and expressing their ideas, opinions and viewpoints.
     
    All of this takes place in an immersive Spanish experience. Students learn and review new vocabulary, verbs and other forms of communication and sentence structures through interactive activities, music, stories, games and exciting projects. 

    Students began the second semester by researching Mexico’s general geography and culture. Collaborating in small groups, students focused on a Mexican city of their choice to further their research. With this information, students created a travel agency to promote the city they learned about. This background about Mexico served as a springboard for the following unit: the Mexican Revolution and the Muralist Movement.
     
    Students studied the Mexican Revolution and the Muralist Movement in Mexico, which emerged from the ideas of the revolution. Students were exposed to murals by well-known artists such as Diego Rivera, which express the remaining sentiments of the revolution. Students demonstrated newly acquired vocabulary and historical knowledge by writing an expressive and dramatic soap-opera based on the main ideas of the revolution while adding their own creative flair. 
     
    During the remainder of the school year, students delved into a study of Latin America and its connections to West Africa with our Afrolatinos unit. Students explored the history of the transatlantic slave trade and its lasting cultural and social impact in Latin America and North America.
     
    The main linguistic focus of the second semester was continuing to develop reading, writing, listening and verbal skills through primary-source and student-generated materials. New verb tenses, vocabulary, and grammar structures were introduced throughout the second semester to enrich students’ expressive abilities. 

  • Visual Arts

    In Visual Arts this year, seventh grade students continue to develop visual arts skills while working with materials. They add to their expressive repertoire and strengthen their confidence as artists. Students begin the year with the Personal Typography Project. Using their own name or initials, students design letter forms and use line, shape, texture, and color in the creation of a Personal Typography composition. This is followed by a Watercolor Painting Unit. Students gain experience in the materials and techniques of watercolor painting, and explore the expressive potential of watercolor painting in a series of abstract watercolor paintings inspired by African Drumming and jazz music. The project is integrated with the Grade 7 Music and Dance curriculums and focuses on the correspondences between the language of painting and the language of music and movement. The semester finishes with an Observational Drawing Unit. Students are introduced to contour drawing, gesture drawing and tonal drawing. Next, students choose their own drawing approach, media and subject matter in a final observational drawing that combines their observational drawing skills and techniques.  

    In the spring semester, Grade 7 students expanded on their study of poetry to create a book that explored a single line from poems that they studied in English class. The accordion book style gave students the opportunity to create a sequential composition, using materials such as tempera paint, collage, and drawing to express the emotions and images derived from their chosen text. Returning from spring break, students were able to work on the pottery wheel. They learned how to center their clay on the wheel, throw their own pots and glaze their bisqueware with colors and designs of their choice. They also continued to explore mixed media with the creation of a painted cardboard relief inspired by memory and their imagination. Students were tasked to create a landscape with three-dimensional qualities and use different imagery to create an imaginative place that incorporates perspective, scale, and a figure. They were inspired by painters such as Francisco Goya and Caspar David Friedrich, as well as contemporary artists who work with non-traditional materials, such as textiles and fabric. In collaboration with the 7th grade team, 7th grade ended the year exploring the artwork of the Harlem Renaissance. 

  • Wellness

    Grade 7 students began their year in Wellness learning about and participating in a variety of fitness activities. Since one goal of the Wellness program is to help students find ways to stay healthy throughout their lifetimes, students completed assessments that revealed their current levels of fitness and gave each student a benchmark from which to compare their scores throughout the year. Students return to fitness assessments during the spring semester so they can see how the physical activities in which they participated throughout the year affected their fitness levels.
     
    After the first foray into fitness, Grade 7 students focused on the skills, rules, and teamwork involved in team sports. More specifically, students were immersed in the study of soccer. While the students studied Africa in the classroom, in Wellness they worked on the sport-specific skills of soccer and read about the sport’s impact on people’s lives. Students examined further the country of South Africa, social justice, and the effect soccer had on political prisoners who were imprisoned with Nelson Mandela on Robben Island during the era of apartheid.
    Students recreated the Makana Football Association, founded by inmates imprisoned on the island. They created their own soccer league, practices, games, and conducted a tournament under their own rules and laws that they developed.
     
    Additionally, at different points in the semester, students participated in several cooperative games and activities from around the world. These cooperative games and activities teach students how to play with, rather than against, each other. The focus is shifted from the outcome of a game or activity to the experience of playing it.
    The cooperative games and activities are designed to build students’ self-worth through cooperation, acceptance, inclusion, and fun.

    During the second semester, Grade 7 students finished their study of Top Rope Climbing. In addition to contributing to students’ overall physical fitness, Top Rope Climbing provides opportunities for social-emotional skill building, including self-knowledge, self-confidence, and self-reliance. Ultimately, our climbing activities provided a setting for real-life experiences in meeting challenges, traveling beyond one’s comfort zone, and developing character.  
     
    After Top Rope Climbing, students’ focus returned to the skills, rules, and teamwork involved in team sports. Specifically, the students were immersed in the study of Cricket. While the students studied India in the classroom, they also worked on the skills of the sport, including bowling and batting. Additionally, students watched a documentary and read about the sport’s impact in India. Finally, the students revisited the Fitness unit to compare their fitness scores in the Spring to those of the Fall. They were encouraged to reflect on the changes in their scores and to plan for improvement and maintenance in the future.

Grade 8

List of 12 items.

  • English

    We launched our year in English by reading poems by Billy Collins and Walt Whitman as an introduction to poetry and to reinforce literary criticism techniques begun last year. Reader response criticism is a new approach for the students, but they still have opportunities to perform other methods, including formalism (based on literary devices employed by writers), gender studies, economics, and historical criticism. In addition to this writing, students also choose among original, creative pieces inspired by our readings.

    Our first long work, Walter Dean Myers’ “Monster”, spurred discussion of many compelling topics. Ken Burns’ “Central Park Five” was an ideal source for interdisciplinary work with Social Studies, and a catalyst for various writing exercises. Here, and with other selected texts, themes revolve around our year-long exploration of
    social justice.

    We have begun work on grammar with an eye towards editing for usage errors. The students’ own essays provide the “text” for this ongoing unit. Ultimately, students may be able to use increasingly sophisticated structures intentionally, but can meet with success simply by incorporating them intuitively.

    Finally, students continued a vigorous independent reading program, They read in school and are expected to read at home They should track and review their reading online.

    After Winter Beak, students initiated their work on Richard Wright’s “Black Boy.” They wrote essays examining various characters in the text, employing elements of descriptive language. For enrichment, students considered other texts by authors whose work or was influenced by Wright. These writers included Jesmyn Ward, Ralph Ellison, Angie Thomas, Toni Morrison, and Zora Neale Hurston. Students independently developed their own points of comparison between the texts, drawing on what they found compelling in each.

    Students also studied Martin Luther King’s “Letter from Birmingham Jail”, examining the events leading to MLK’s writing and the letter’s place in the Civil Rights movement. In addition to gaining important background for their future consideration of the Childrens’ March on Birmingham in Social Studies, students came to appreciate the rhetoric and intentionality of the “Letter”, identifying various argumentative techniques that King employs.

    The winter grammar unit challenged students to identify parts of speech and diagram the parts of sentences. They then focused on structures - primarily phrases - that they can use to achieve greater clarity, precision, and conciseness in their own writing. The “text” they used was compiled from content in Social Studies, Math, and Science. In the final months, they will explore the most common errors in usage, adding to a list of “mistakes we used to make.” Ultimately, all of their grammar work was designed to improve proofreading and editing skills, as students seek to effectively craft, and sometimes combine, their own sentences. Writing is a process, and the goal was to be experienced in every stage of it.

    In April, students began our study of Maus I, again with an eye towards interdisciplinary work. The themes they considered informed their experience of the Holocaust Museum on our trip to D.C. Their vigorous independent reading program continued to the end of the year.



  • Life Skills

    The Social and Emotional Learning (SEL) curriculum is taught to students during Life Skills class, which includes Gender Sexuality Education (GSE) and topics that provide students the opportunity to gain knowledge and skills necessary to make decisions that promote a healthy body and healthy mind. The curriculum focused on Gender Sexuality Education from January to May. GSE educators from Columbia University’s Mailman School of Public Health collaborated with The School to teach topics that included relationship management, types of communication, sexual orientation, decision making/sexual decision making, and sexually transmitted infection (STI) facts and prevention. Life Skills content was covered from May until the end of the school year. Topics covered during Life Skills classes included the transition to high school, stress management/organization, nutrition and healthy habits, and drug and alcohol prevention. During Life Skills, students progressed towards meeting objectives in the areas of self-awareness, self-management, social awareness, relationship management, decision making, and responsibility.

  • Mathematics

    The semester begins with a review of order of operations and an introduction to set theory. Students learn about the real number system and many of its subsets, as well as the properties of real numbers. They then move on to solving multi-step equations involving the distributive property, fractions, decimals, and multiple variables (literal equations). They finish their unit on equations with a review of ratios, rates, proportions, and percents. Students then translate their skills with solving equations to solve multi-step inequalities, compound inequalities, and absolute value equations and inequalities. They also look at classic algebraic problem-solving topics such as distance, rate, and time. For each of these topics, students use their knowledge of set theory to represent solutions
    in multiple ways.

    After their extensive study of equations and inequalities, they continue with an introduction to mathematical functions. Students are introduced to the concepts of relations and functions, domain and range, and writing function rules. They then explore properties of linear functions and their graphs. Students apply their knowledge
    of functions and the coordinate plane to solve systems of equations graphically, in addition to solving by substitution and elimination. Throughout each unit, students are encouraged to explain and write about their thoughts, ideas, and processes, and to reflect on the practical applications of the content covered in class.

    The second semester began with a unit on linear functions. Students learned how to apply and graph various forms of linear equations, studied properties of parallel and perpendicular lines, and found lines of best fit of scatter plots. Students applied their knowledge of linear equations to solve systems of equations by graphing, substitution, and elimination.

    In February, students began a computer programming project using processing. Students wrote programs in Java to create interactive artwork in the coordinate plane. They learned about many fundamental concepts of computer science and their relation to algebraic functions and broader mathematics.

    After Spring Break, students looked at properties of exponents, exponential functions, and exponential growth and decay. This informed the following unit on operations with polynomials. Students learned how to add, subtract, multiply, and divide polynomials, as well as several methods for factoring polynomials.

    The semester continued with a comprehensive study of quadratic equations and functions. Students solved quadratic equations by factoring, completing the square, and using the quadratic formula. They concluded by studying the graphs of quadratic functions and their properties.


     

  • Performing Arts: Elective

    Students participate in a yearlong Performing Arts Class elective. Groups are comprised of students from the entire Middle Division and each group performs at Winter and Spring concerts during the school year. Students are expected to participate actively with a positive and respectful attitude, be prepared with necessary materials, willingly take risks, and demonstrate that they have made progress with regard to relevant skills.



  • Music

    The music curriculum for the fall semester of Grade 8 included a mini-course selected by the students. The elective music offerings provided the students with the experience of choosing classes that suited their interests. The Music Department offered four choices: Community Fun: Embracing and Engaging Our Elders, History of
    Your Music, Music of Chance, and Songwriters Workshop. Courses are hands-on and experiential, ranging from research techniques to a wide variety of compositional techniques.

    During the second semester of Music, the 8th-grade students dedicated their time and energy to the production of 8th Grade Musical, performed at Columbia University’s Miller Theatre in May. Each child actively engaged with all aspects of the theater including costumes, set design, publicity, lighting, sound, vocal production, acting, and staging.



     

  • Science

    The first semester in Grade 8 Science includes an investigation of basic chemistry: the study of matter. Students begin with an examination of the properties of matter, and consider the differences between physical and chemical properties. They focus on the physical property of density and test their scientific skills in an
    investigation of the density of various substances. They determine the density of nine different materials, and use that information to predict how the objects would act when placed into a variety of liquids. They examine how different states of matter act and what causes matter to change from one state to another. This is followed by an effort to classify matter into categories, which contributes to the beginning of an understanding of the Periodic Table of Elements. Most recently, they have been studying the development of human understanding of the atom.

    In the Spring Semester students will continue their study of matter, by examining how and why certain atoms bond to form molecules while others do not, and investigating how chemical reactions cause matter to completely alter its properties. Throughout the study, students capitalize on the scientific inquiry skills they have been
    developing over their time at The School. Asking and testing good scientific questions is a crucial skill that is continually reinforced, as students prepare to continue their scientific education in high school.

    In the second semester, students continued building on the work they did in the fall, applying newfound understanding of atomic theory and structure. They began by exploring the series of discoveries that led to current understanding of atomic structure. Then, they investigated how atoms bond to form molecules, studied both ionic and covalent compounds, and learned how the molecular structure of each dictates the properties of the actual substance.

    After returning from Spring Break, students turned attention to developing understanding of chemical bonding and to a study of chemical reactions. They learned how to preserve the law of conservation of matter by balancing chemical equations. They then wrapped up a formal chemistry study with an examination of five types of chemical reactions, and an investigation into the role of catalysts, reaction rates, and limiting reactants.

    Throughout their study, hands-on lab experience and critical analysis skills were stressed. Careful observation and analysis was regularly required. For example, they created a precipitate and conducted a quantitative analysis of the reaction to determine how much of the reactants they recovered. They also tested the conductivity of various liquid compounds and aqueous solutions, and used their data to determine whether the substances were likely to be bonded ionically or covalently. In the chemical equations unit, students performed a number of reactions, and developed the ability to predict which reactions will proceed and which will not.

    Over the course of the whole year, students have been required to share their understanding and their conclusions both through written lab analyses, and by articulating their ideas aloud during class discussions. Content mastery was assessed through a combination of their labwork, classwork, oral and written participation, as well as formal tests and quizzes.



  • Social Action Project

    In the second half of the year, the students spent considerable time developing their Social Action Projects (SAP). Building on The School’s project-based-learning approach, students learned how to identify a passion, and then take an idea and put it into action. Working with one or more adults at the school as mentors, students created a blueprint for their project, did research on their topic, identified and strategized how to effect positive change, took socially-and-environmentally-responsible action, and presented their work to the larger school community on June 7. In addition to becoming empowered by the knowledge that one can make a difference in the world, skills learned included but are not limited to: analysis of stakeholder interests, research, formal writing, problem solving, group dynamics, organization, action, and presentation.

  • Social Emotional Learning

    The Social Emotional Learning curriculum focuses on supporting students as they prepare for the high school placement process and manage relationships. The objective is to help students develop both academic and social skills necessary to navigate this transition, including how to effectively weigh risks and develop healthy strategies to deal with stress, learn executive skills to balance multiple demands, and manage relationships effectively. 

    The Social and Emotional Learning (SEL) curriculum presented students with opportunities to participate in dialogues regarding issues affecting positive social interactions. Working in groups with grade-level teachers and Social Emotional Learning Teachers, students progressed toward SEL objectives in areas of self-awareness, self-management, social awareness, relationship management, decision-making, and responsibility.

    Students then focus on the transition to high school. The objective is to help students develop both academic and social skills necessary to navigate this transition, including how to effectively develop healthy strategies for dating and relationships, drug and alcohol abuse prevention, sexuality and disease prevention. Students also learned and had the opportunity to practice stress management and communication strategies.



  • Social Studies

    The Grade 8 Social Studies curriculum starts with the concept of government. They begin with the birth of the nation’s government and continue looking at how government works. At the end of the unit, students examine various Constitutional issues, and several Supreme Court cases and the implications of when they are
    overturned. Later in the semester, students begin to analyze the context leading up to the Civil War and the significance of the 13th, 14th and 15th amendments in the battle over slavery. They also examine the effects of these amendments on equal citizenship of African-Americans and their lasting impact through the Reconstruction Era, the Civil Rights movement, and into today.

    Following the study of the U.S. Constitution, students explored the American Civil War through the civil rights movement. This covered slavery through abolition, as well as the Reconstruction period, the Jim Crow era, and the civil rights movement of the 1960s. These events and ideas, along with current events issues, helped students understand how and why history is important to society today and in the future.

    Concluding the year, students examined the causes of World War II and the Holocaust. They analyzed and studied the rise of totalitarian dictatorships and the events that led to the Holocaust. Furthermore, they considered the importance of personal reflection as they discussed how these powerful world events shape understanding of social justice and inspire people to promote equality in their own communities. They end-of-year trip to Washington, D.C directly reflected their study of social action and included a visit to the U.S. Holocaust Memorial Museum, as well as other museums. Students were compelled to consider the concept of reflection as they focused on their individual and collective roles and responsibilities to help create a more just society.



  • Spanish Language/Literacy

    During the first part of the school year, the Spanish Language curriculum connects students to the grade-wide study of Social Justice through an exploration of Latino immigration to the United States. Students answer questions such as, “To where do Latinos immigrate and why?” “What is the American Dream and does it really
    exist?” and “What are some of the challenges Latino immigrants might face in this country?” Students then move into discussions on relevant current events such as immigration reform. Finally, they shift their focus from the national to the urban as they examine and discuss the richness and diversity of Latino New York City. Students expand their learning of Spanish through speaking, reading and writing activities. They read and discuss articles from authentic digital and print sources. Students study the present progressive, preterite and imperfect tenses, direct object pronouns, and comparatives, among other grammar concepts. 

    Eighth-graders kicked off the second part of the school year with an oral history project. The project included a research component, an interview, and multiple written components. It was conducted entirely in Spanish. Students used what they learned during their study of immigration to help shape interview questions. Additionally, they applied what they had learned of the past tense throughout their writing.

    After concluding this project, the grade embarked on a unit entitled Los latinos y la lucha por los derechos civiles. This study developed in tandem with their work around the civil rights movement in Social Studies. Students discussed, in Spanish, questions such as: What are civil rights? How do we defend our rights? Who were some important Latino civil rights leaders and why were they important? How have Latinos in the U.S. contributed to the fight for civil rights? What are some modern civil rights issues that are important to Latinos? Students discussed the groundbreaking case Méndez v. Westminster, the life and works of César Chávez, and the current debate around farmworkers’ rights in the U.S. Students explored Dulce Pinzón’s photography through the virtual exhibit “Latino Superheroes,” challenging themselves to analyze the motivation behind Pinzón’s work.

    During this unit of study students continued the work they began in the fall with the past tense. They discussed the different usages of the preterite and the imperfect, and they learned to identify each tense in text. They learned how to manipulate both regular and irregular verbs in the past. Additionally, students learned how to manipulate direct and indirect object pronouns and form comparative statements in Spanish.

    During the rest of the school year students delved into a study of poetry from the Spanish-speaking world. They explored the work of diverse poets beginning with Latin American poets such as Luis Alberto Ambroggio and U. S. Latino poets such as Gina Valdés, and ending with poetry from Spain written around the time of the Spanish Civil War. During this unit they also continued deepening their understanding of Spanish language structures by learning how to identify and use informal commands, as well as learning how to form the future and conditional tenses in Spanish.

    Finally, students worked with partners to create their own Spanish children’s books, applying their knowledge of multiple time frames in their writing.



  • Visual Arts

    Grade 8 students began the year in Visual Art with an exploration of negative and positive space in a black and white collage. They built on their experience with negative and positive shapes to create their own icon designs for their diploma and graduation invitations. Students then discussed the work of El Anatsui, and explored the
    meaning of transformation in art. Starting with a cardboard box, students made changes to transform it into their own work of art. The remainder of the semester was dedicated to art electives where students have a chance to experience different creative mediums. Students divided into four groups and explored one of the following
    courses: Altered Books, Printmaking, Fiber Arts, or Drawing. After Winter Break, Grade 8 students will brainstorm and plan for the set design of the annual musical performance.

    The eighth-graders began the second semester designing the set and props for the class production of the musical performance. During IPW, students worked together to realize their ideas by painting and constructing the set and props for the musical. This winter, students explored visual storytelling through the graphic novel format. They wrote their own narratives and created an original graphic novel. This spring, students had the opportunity to choose from four elective courses: Paper Mache Sculpture, Handbuilding with Clay, 2-D Collage, and Digital Photography. After electives, their final project will be a self portrait in different mediums.



  • Wellness

    Students begin the semester working on cooperative games, and continue to work on positive effective communication strategies and working as a team, with emphasis on the theme Social Justice. Next, students work on fitness. They focus on the components of fitness (cardiovascular strength, muscular strength, muscular endurance, and flexibility). The third unit is Create a Game. As an example, students study the game of speedball. This game blends the skills and rules of basketball, football, and soccer into one fast-paced activity. Students are assessed on their knowledge throughout the year through written assignments, quizzes, self-assessments and skill tests.

    During the second half of the year, 8th-graders in Wellness had the unique opportunity to experience a variety of games and activities. Students worked together in small groups to create their own unique game or activity through the create-a-game unit. These projects gave students the chance to create a game by combining the skills, strategies, and rules from previous sports or activities they participated in during Wellness classes. The content included teamwork and the components of fitness (muscular strength, muscular endurance, flexibility, and cardiovascular). Then they began rock climbing. They emphasized the safety and teamwork of challenging one’s physical and mental limits, while still creating a safe environment.

    The goal for students in this final semester is to leave school with the ability to maintain their physically active lifestyles as they move forward in their lives, and to maintain understanding of the seven dimensions of Wellness: physical, intellectual, emotional, social, spiritual, occupational, and environmental.



                                                                  

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