The Hewitt School

Curriculum Overview

2014-2015

Grade 7

English Pg. 1

Foreign Language Pg. 3

History Pg. 6

Physical Education Pg. 7

Math Pg. 8

Science Pg. 10

Technology Pg. 11

Performing Arts Pg. 14

Visual Arts Pg. 18

1

English 7

Course Description:

The seventh grade English curriculum explores works of literature that focus on the theme of coming of age. We examine each literary text for the major story elements such as plot, character, setting, and conflict and study how these elements illuminate essential questions such as, How do we mature in an imperfect society?, What are the forces that shape who we are? and How does injustice impact people’s lives? Students investigate these questions through class and small group discussions and learn to use these discussions as starting points for literary analysis essays. Critical writing is a major emphasis of the course, and students are taught to incorporate textual evidence into their arguments. Project-based learning and writing-to-learn strategies are at the heart of the curriculum; students write daily to shape their collaborative investigation of a text. Grammar and vocabulary instruction is reinforced through the drafting and revision process for expository and creative writing pieces.

Topics of Investigation and Rationale:

Seventh graders will begin the year by exploring their summer reading book, A Tree Grows in Brooklyn, while reviewing major literary elements. They will also develop a creative project highlighting one of their summer reading independent selections. The girls will then move into reading the dystopian, science fiction novel The Giver, where they will examine what it means to grow up in an imperfect society. They will explore questions of personal and historical memory through class discussions, written pieces, and projects. The Giver will also launch the start of our work on literary analysis essays. Students will continue to explore questions of coming of age through To Kill a Mockingbird, in which we will specifically explore the impact of prejudice and injustice on one’s personal growth. At the beginning of the second semester of English 7, students will continue to explore justice, conformity, and memory, and the ways in which they shape one’s identity. Specifically, the girls will read A Raisin in the Sun, The Member of the Wedding and The Pearl. Throughout this semester, students will explore these issues through different genres, including poetry, vignettes, and essays. The course will conclude with students using The House on Mango Street as a mentor text as they write a series of vignettes based on their own experiences.

Educational Resources:

Cisneros, Sandra. The House on Mango Street. New York: Vintage, 1991. Print.

Hansberry, Lorraine. A Raisin in the Sun. New York: Vintage, 2004. Print.

Killgallon, Don. Sentence Composing for Middle School: A Sentence Composing Approach.

Portsmouth, NH: Boynton/Cook, 1997. Print.

Lee, Harper. To Kill a Mockingbird. New York, NY: Warner, 1982. Print.

Lowry, Lois. The Giver. New York: Laurel Leaf, 2002. Print.

2

McCullers, Carson. The Member of the Wedding: A Play. New York: New Directions, 2006.

Print.

Steinbeck, John. The Pearl. New York: Penguin, 1993. Print.

3

French 7

Course Description: Seventh grade French provides students with the confidence and skills to speak, read, write, and understand French with increasing fluency. The course builds on previously acquired grammar and vocabulary, emphasizing oral proficiency, reading and writing skills, and listening comprehension. At this level students are exposed to more formal grammatical structures so that they gain the confidence to express themselves correctly in basic everyday situations. Technology is fully integrated into the curriculum, thereby providing students with endless opportunities to practice further drills, listen to and view authentic material online related to their topics of study. Students read a short story entitled Le voyage de sa vie in which they will discuss in detail the grade’s theme of “rights and responsibilities”.

Topics of Investigation and Rationale:

Semester I:

General review of material covered previously.

Vocabulary, grammar, and culture related to various themes, such as: travel, nature

vacations, formal and informal letter writing in French and school life.

Listen to contemporary songs and watch short videos and news clips based on the

themes studied.

Project: a travel brochure electronic or traditional format.

Project: a recorded interview of a classmate on the topic of school life.

Semester II

Vocabulary, grammar, and culture related to various themes, such as: the home,

shopping and currencies.

Literature: Le voyage de sa vie.

Project: description of your room and house

Project: enacting scenes from a reading.

Educational Resources:

Poletti, Marie-Laure : Adosphère 1 (Livre de l’élève/Cahier d’activités)

Poletti, Marie-Laure : Adosphère 2 (Livre de l’élève/Cahier d’activités)

Le voyage de sa vie.

Age-appropriate excerpts of different French and francophone films.

4

Spanish 7

Course Description: In seventh grade, students of Spanish now have the confidence to approach their study of the language by building on the various skills they have acquired. They have learned to recognize a wide range of vocabulary and grammatical structures and to use them in context. This aspect is emphasized and reinforced. Students also develop reading skills while learning about life in Spanish-speaking countries. Technology is fully integrated into the curriculum, thereby providing students with endless opportunities to practice further drills, listen to and view authentic material online related to their topics of study. By the end of the academic year, students are able to converse at an intermediate level and to discuss the customs and different everyday aspects of life in the Hispanic world. Cultural readings in the text as well as research projects focus on the theme for the year “rights and responsibilities”.

Topics of Investigation and Rationale: Semester I:

Review of basic vocabulary and grammatical structures

Introduction to new thematic vocabulary: Travel and Vacation, Months of the Year,

Seasons and Weather, Ordinal Numbers, Clothing and Shopping, Negotiating and

Price and Buying, Colors and Adjectives.

Comprehensive review of complex structures such as Estar with conditions and

emotions, the present progressive, differences between Ser and Estar, direct object

pronouns, Saber and Conocer, indirect object pronouns, preterite tense of regular

verbs, demonstrative adjectives and pronouns.

Culture: Las Cataratas del Iguazú, Punta del Este, Los Mercados al Aire Libre,

Carolina Herrera, La Siesta, El Mate.

Lectura: Turismo Ecológico en Puerto Rico, Real Liquidación en Corona, Cuba.

Semester II

Detailed review and consolidation of more complex structures: reflexive verbs,

indefinite and negative words, preterite of Ser and Ir, verbs like Gustar, preterite of

stem-changing verbs, double object pronouns, comparisons, superlatives, irregular

preterites, verbs that change meaning in the preterite, pronouns and prepositions

Introduction to new thematic vocabulary: Daily Routine, Personal Hygiene, Time

Expressions, Food, Meals and Descriptions, Parties and Celebrations, Personal

Relationships, Stages of Life.

Culture: Frutas y Verduras de las Américas, Ferrán Adrià: Arte en la Cocina, Semana

Santa: Vacaciones y Tradición, Festival de Vina del Mar.

Lectura: La Vida Diaria en Perú, Gastronomía en Guatemala, y la Vida Social en

Chile

5

Educational Resources: Blanco, J. A., Descubre 1B Textbook and Workbook. - Vista

Descubre 1B Supersite: www.vhl.com

6

History 7 20th Century America

Course Description: History 7: 20th Century America: Power & Responsibility is a yearlong exploration of twentieth century America. Combining a traditional chronological approach and project-based learning, students will examine America’s rise as a global power and its struggle to extend social and economic justice to all.

Topics of Investigation and Rationale:

The course is divided into three extended units, each guided by project-based learning. In the first unit, students will examine the Progressive Era, First World War, and the 1920s through reading a short history and viewing a celebrated history of women leaders of the Suffrage Movement. Also in the fall, students will explore how Americans navigated the midcentury crises of the Great Depression, World War II, the Holocaust, and the Cold War by reading a diary of the period. This unit culminates with a student-researched and written, online blog highlighting an event from the mid-twentieth century. History 7 concludes with a study of the social and economic changes of late twentieth century America by learning about the Civil Rights Movement through reading a biography of young woman in the Segregated South and writing MLA style research paper profiling a human rights activist from the late twentieth century. Class trips, author visits and an active-history notebook make this class fun and rewarding.

Educational Resources:

America: History of Our Nation

Gibson Girls and Suffragists: Perceptions of Women in 1900 to 1918

Free at Last; a History of the Civil Rights Movement

Claudette Colvin; Twice Toward Justice

Soundtrack for a Revolution

War, Women, and the News: How Female Journalists Won the Battle to Cover World War II

A Guide to MLA Documentation

7

Physical Education 7

Course Description: In grade seven the physical education curriculum focuses on trimester electives that support each student’s life-long physical, social, and cognitive development. The electives range from a foundational level to a more advanced physical level. Students are encouraged to select an elective that will provide the guidance to reach their personal goals. Each elective will begin with an introduction to the physical concepts, skills, and literacy pertaining to the specific physical education course. This will involve building on the foundation established in 5th – 6th physical education. Students will then be guided and challenged in the application phase, in which they will utilize the information and skills learned earlier to perform at their personal best. The students will finish the elective with the ability to continuously support their physical development and engagement in an active lifestyle. Electives that are offered include but are not limited to: team concepts, fitness, adventure activities.

8

Algebra I

Course Description: Algebra I provides the foundation for upper school mathematics. In Algebra I, students learn to represent their mathematical ideas both orally and in writing. Students will explore expressions and functions as tools for modeling situations. Special attention is paid to linear functions, occurring independently and within a system, as a means for representing data and developing predictions. The year concludes with non-linear functions and polynomials, including an in-depth investigation of quadratic equations, factoring, and radicals.

Topics of Investigation and Rationale: This course is designed to build a mathematical foundation based on true conceptual understanding, critical thinking, and problem solving strategies. The course is formatted so that the mathematical concepts come from necessity. Each topic will be introduced as the mathematics requires it so that students begin to see the power and interconnectedness of the discipline.

Students will examine modeling situations using algebraic expressions as a tool to represent our ideas. Next students will study situations that change over time as an introduction to functions and how to evaluate these functions at specific values. The concept of a constant slope initiates an exploration of linear functions and their many applications. They then study the relationships between linear functions and how they can be used to predict patterns and solve real world problems. Students then discuss fitting a line to data so that future predictions can be made.

The second semester moves to functions that are non-linear. The class explores the idea of a higher order polynomial and begins working with them. As they begin working with polynomials they will review the exponent laws and begin a discussion on factoring and its uses. Once students have a firm foundation in manipulating polynomials they will try to solve a quadratic equation, which will necessitate a conversation about radicals. They will then look at quadratic equations that cannot be solved using square roots, and factoring will re-enter the conversation. They will then compare methods and appropriate times to use each method.

This course gives the students a chance to be immersed in mathematics. They will be creating their own problems. They will be representing their mathematical ideas orally and in writing. They will be asked to analyze and critique multiple solutions to the same problem. Critical thinking and discussion will be daily occurrences.

9

Algebra IA

Course Description: In this course, the year begins with a look at the connections between different types of numbers and the principles of set theory. After a review of order of operations, students will then explore linear equations and inequalities and study ratios, percents, and proportions, all with a focus on deep conceptual understanding. The year concludes with an investigation on exponent laws and radicals. Each unit will include a focus on constructing an argument and expressing mathematical ideas orally and in writing so that students will master concepts and not procedures. In addition, the course will focus on problem creation that enables the students to take ownership of the material.

Topics of Investigation and Rationale: This course is designed to build a mathematical foundation based on true conceptual understanding, critical thinking, and problem solving strategies. The course begins with an in-depth exploration of the set of real numbers. The students will look at our number system and tell how the different categories of numbers are connected and how they differ. Then we will begin to look at modeling situations using algebraic expressions as a tool to represent our ideas. A review order of operations will be incorporated here so that the class can proceed to an in-depth study of solving for an unknown. Solving linear equations and inequalities will be a big component of the course, as well as studying ratios, percents and proportions. These topics will all have a focus on deep conceptual understanding. The year concludes with an investigation on exponent laws and radicals.

Algebra IA gives the students a chance to be immersed in mathematics. They will be creating their own problems. They will be representing their mathematical ideas orally and in writing so that they will understand the concepts more fully and make connections between ideas. They will be asked to analyze and critique multiple solutions to the same problem. Critical thinking and discussion will be daily occurrences.

10

Life Science 7

Course Description: Science 7 takes on the focus of environmental science and the natural world, while evaluating the various systems that compose the living and non-living environment. Students will learn about several parts of the environment, as well as how humans interact with, and often negatively affect, those systems. Students will also practice a variety of scientific skills including designing and conducting experiments, analyzing, graphing and interpreting data, as well as a variety of writing exercises, including traditional lab reports, but also designing and creating info graphics. Each unit will have a summative project for assessment.

Topics of Investigation and Rationale: This course investigates 5 big ideas in environmental science, which will be covered in three units, each with a major project.

1. Natural phenomena can be modeled as systems of inputs and outputs which are used

and modified through natural processes.

2. Climate is a system with input from the sun, which is modified and used in the

natural process of heat exchange in the atmosphere, to produce long-term, average

temperature and precipitation patterns.

3. Living things are organized into several levels with unique properties, including

ecosystems, communities, and populations.

4. Evolution, the gradual change of populations over time, is primarily the results of the

process of natural selection, which results in adaptations to the environment.

5. Human activities negatively affect and alter naturally occurring systems.

Resources: Interactive Science: Water and the Atmosphere (Pearson, ISBN-13: 978-0-13-368486-5) Interactive Science: Ecology and the Environment (Pearson, ISBN-13: 978-0-13-368488-9) These textbooks are interaction, with spaces for answering questions, summarizing ideas and analyzing charts build in. The majority of homework assignments will be from these textbooks.

11

Digital Literacy/Citizenship

Course Description: This course provides in depth and interactive instruction on how to be responsible digital citizens. By analyzing the role of digital news media and applications being used in today's virtual world, students will gain hands-on experience using digital tools to build news packages that include video, audio, text and interactive elements. This course integrates the acquisition of technical skills with those developed through the study of geography, current events, and news writing.

Topics of Investigation and Rationale:

Students will learn the importance of maintaining a positive online reputation, protecting online privacy, and ways to avoid cyber-bullying. Students will also learn the permanency of their digital footprint and how to ‘flag’ inappropriate online content. Additionally, students will explore the art of news reporting while visiting websites, electronic exchange of information, conducting Skype interviews, and forging global partnerships with students abroad. Learning how news is different in different parts of the world and why accuracy in reporting is at the center of any good news story will be introduced early in the semester. Exploring, researching, filming, note taking and editing will be a constant thread throughout the year.

Educational Resources:

Common Sense Media http://www.commonmediasense.org

100 Powerful Search Engines You May Not Know About

http://edudemic.com/2012/07/best-search-engines/

News Toolbox http://www.journaliststoolbox.org/archive/daily-news-sites/

The Power of Photographs

http://www.youtube.com/watch?v=RMEOzOBHqDw&feature=youtu.be

Cell Phone Etiquette – Let’s Talk.com http://www.letstalk.com/promo/unclecell/unclecell2.htm

Ms. Bowllan’s Pinterest Page - http://www.pinterest.com/amybowllan/digital-literacy-lesson-plans/

12

Robotics 7

Course Description: In this computer science course, students learn to build and program robots using GoGo Board microcomputers, Legos, and other materials. Each project focuses on finding automated solutions to a design problem, such as creating a system that can provide light when it is needed, so the use of robotics always has a real-world purpose. Students learn fundamental programming concepts, including basic program structure, functions, conditional statements, iteration and recursion, as well as the robotics concepts of input, output, the use of sensor data, and motors. Students will exhibit their robots during the year at various events.

Topics of Investigation and Rationale: In the first semester, students design solutions for problems involving interactions among people. The first problem engages students in inventing ways to add digital and electronic interactivity to product packaging with robotic components and programming. In the process of creating “ePackaging” students will identify the need for sensor input and programming conditional behavior so the robot can react to the actions of consumers. In the second project students will design and build EZ Pass gates for Leco cars using sensors to trigger the gates to open.

During the second semester, students will explore physical computing by connecting sensor input from the robot directly to the computer through the use of the Scratch program interface. Students will use this system to control a computer game they have programmed, and they will design and 3D print custom game controllers to play the games. In the final project they will design and program mobile autonomous robots that solve engineering problems, such as following line courses and autonomously staying on a table or avoiding objects.

Each project will follow a sequence of steps in the design process. Students begin by identifying a problem. After brainstorming possible solutions, they choose one and create and test a prototype. They evaluate the prototype’s success and identify areas for improvement, creating a second solution that is an improvement on the first. Each project ends with a presentation of their final solution prototype and a discussion of what they learned during the iterative process.

Educational Resources:

Tinker programming website: http://tinker.learninginventions.org/

13

Arts Rotation: Grade 7

Course Description: In grade seven, students participate in a comprehensive rotation in the arts, including ceramics, drama, music history and critical listening, photography, studio art, textiles, and art history. Over the course of their middle school years, girls develop a deepening understanding of each of the artistic disciplines as well as a keen sense of the resonances and connections between and among all the arts.

Course in the arts rotation include the following:

Middle School Choir

Middle School Handbell Choir

Dance

Public Speaking

14

Middle School Choir

Course Description:

The Seventh/Eighth Grade Choir is part of the Hewitt School’s graded choral program and

builds on skills developed in the Lower School, expanding students’ vocal repertoire,

technique, and performance skills. Repertoire is chosen from variety of genres, from the

13th century to the present, with an emphasis on Western art music: traditional folk songs,

art songs, and musical theatre. Global song is used to expand the curriculum whenever

possible. Thorough instruction in proper breathing technique, proper posture, vocal

production in the bel canto tradition of singing, and effective performance technique are the

core of each class. Music literacy is a goal of the middle school choir as all students are

expected to be able to navigate a multi-part vocal score effectively. Students will participate

in performances at the Middle/Upper School Fall Concert, the All-School Holiday Concert

and the Middle School Spring Concert.

Topics of Investigation and Rationale:

The first semester will allow the development of a rigorous and effective rehearsal technique.

Ample time each class will be spent on proper body positioning for singing, deep breathing

exercises, vocal warm ups, and music literacy. Sight singing excerpts are from the current

repertoire to maximize effectiveness. Whenever possible, students will learn about the

historical context and develop a cross-curricular understanding of their repertoire.

Once the rehearsal technique of the first semester becomes second nature, less emphasis can

be placed on breathing and posture instruction. Further time can be spent working toward

students’ comprehensive music literacy. Further exploration in the unison art song

repertoire, musical theatre repertoire, spirituals, and global song will allow each the choir to

perform during a forum for their peers, as well as performance in the Middle School Spring

Concert.

Educational Resources:

Anthems and Octavos from the Hewitt Music Library

Experiencing Choral Music, 2nd edition.

15

Middle School Handbell Choir

Course Description:

The Seventh/Eighth Grade handbell choir is a survey performance ensemble open to students in the seventh and eighth grades. The group will rehearse and perform literature written or transcribed for handbell choir from the twelfth century to the present. The class centers on process, with a large portion of rehearsal devoted to the procedures needed to decipher written sheet music and realize it for performance. The class culminates in two concerts at the end of each semester, for which the students rehearse throughout the year.

Topics of Investigation and Rationale:

The seventh/eighth choir begins by continuing to develop proper handbell technique, including ringing techniques and extended techniques. Students will concurrently develop their facility as music readers, with emphasis placed on memorization of the pitches on the grand staff and rhythmic notation up to and including whole, half, quarter, eighth and sixteenth note rhythms. Each class will begin with a sight reading exercise, after which the choir will rehearse the selections for the fall and winter concerts. Students are assessed in daily participation grades and on monthly music reading, rhythm skills and performance technique rubrics. Grading and assessment is done both via CourseWeb and during rehearsal.

The difficulty of the musical selections is noticeably increased during the second semester, taking advantage of the larger rehearsal period prior to the Spring Concert. Special emphasis is placed on meter and rhythm studies, with the note values studied expanded to include all dotted rhythms and ties. The grading system will continue as in first semester.

Educational Resources:

Five-octave set of Schulmerich Handbells

Three-octave set of Yamaha tone chimes

Various Existing Sheet Music from the pre-Renaissance period to the present, AHM

Levels 3 to 5

Compositions and arrangements by the instructor

Notation software: Noteflight (freeware, download)

16

Dance

Course Description: Dance is a single semester overview course for 7th and 8th graders. Students learn about the importance of movement as a tool for communication and self-expression. The class is divided into technical study, dance analysis and dance creation. Exercises, combinations, choreography and observation are the major components of learning.

Topics of Investigation and Rationale: This course covers all of the building blocks of dance beginning with body mechanics and warm-up, and leading up to a study of the three major disciplines of dance: ballet, jazz and modern. Each unit will include technical work as well as a study of a major choreographer and his/her influence on the discipline. Cultural dance will also be examined within a social/historical context, in addition to a unit of study on physical theater.

Students will learn how to analyze dance and it’s role as a device for character development and plot advancement. Basic choreography structures will be introduced with the use of technology.

Grading is based on the following assessment:

Class participation

Dance technique

Dance combinations

Written assignment

Choreography project

Educational Resources:

- Choreography applications, articles and videos.

17

Speech and Communication

Course Description: The seventh and eighth grade Public Speaking class primarily seeks to give the students the tools for communication, for expression and individuality in their public speaking. Through ideas, activities and theatre exercises the students will gain confidence when speaking in front of their peers and a public audience. They will learn to use speaking as a way of self-expression and communication. In the end of the semester the students will perform a famous speech by a public figure they admire.

Topics of Investigation and Rationale:

The students in the Seventh and Eighth grade speech elective will gain confidence in themselves and obtain communication skills to use in their everyday lives, finding their presence and voice. The students will learn to follow their instincts by speaking in front of their peers in every class. They will be performing many different types of text. They will obtain skills in how to stay calm and relax when speaking in front of an audience. Through voice training and basic acting skills they will become more confident not only in public speaking but in their everyday lives.

Educational Resources: Texts

The Ultimate Improv Book- Edward J. Nevraumont and Nicholas P. Hanson

The Complete Book of Speech and Communication by Carol Marrs

Speechcraft An Introduction to public speaking by Brent Oberg

18

Arts Colloquium 7: Textiles

Course Description:

Students will explore the art of using various fabrics to create original works, from digital quilts to fashion design. By the application of both traditional and digitized techniques, such as painting, block printing, embroidery, beading, and photo manipulation, students will creatively enhance a surface’s structure. Throughout the course, students will learn how different fabrics perform and how to make the best choices for their applications. For inspiration, students will learn about the designs and creative traditions of cultures around the world.

Topics of Investigation and Rationale:

Students will learn and demonstrate understanding of textile design in a variety of projects. They will also be able to demonstrate original thinking as well as artistic expression through a variety of child-centered projects. Projects may include Digital Image Quilts, African Textiles, and Fashion Design. Girls will learn and experiment with the following skills: two- dimensional design; mixed media assemblage; collaborative teamwork; drawing; painting; sewing; unity and variety; texture and pattern.

Educational Resources:

Bard Graduate Center

Museum of Arts and Design

Metropolitan Museum of Art

Fashion Institute of Technology

Parsons School of Design

19

Digital Arts 7

Course Description:

Digital Arts 7 is a trimester course that introduces 7th grade girls to digital photography and builds upon the Adobe Photoshop digital imaging skills they learned in 6th grade. Students explore using digital cameras as a means of self-expression and risk-taking in the creation of still images. Digital Arts 7 students also analyze professional works of art and use writing to build upon and reflect on their art making.

Topics & Themes:

Intermediate Adobe Photoshop explorations (ex: magnetic lasso, magic wand, filters, etc.)

Creative writing in response to professional and personal works of art

Digital storytelling (ex: found object art-making, personal stories)

Identification and manipulation of stock photographs

Digital photography

Scanning as a visual art tool

Visual art collaboration

Educational Resources:

http://maggietaylor.com/ http://www.madmuseum.org/ http://whitney.org/ http://www.moma.org/

20

Studio Art 7

Course Description: Studio Art 7 encourages students to develop their technical and creative skills in a series of lessons that involve a variety of media and an increasing personal voice. Landscape and figure work are the main foci along with creative two-dimensional composition.

Topics of Investigation and Rationale: Students will begin the semester with observational contour line drawing, building on their previous experience, and rendering more complex subjects. Then, they will spend considerable time drawing their classmates from observation, using basic drawing principles of seeing edges and shapes and not their preconceptions. Students will then use those drawings, enlarged with a copier, for large creative figure compositions that include prints from carved printing blocks designed on original themes. This will be followed by an immersion in landscape painting in Central Park, influenced by the color mixing and brushwork of Impressionist and Post-Impressionist painting.

Educational Resources: Metropolitan Museum Impressionist and Post-Impressionist paintings In-class book and poster Impressionist and Post-Impressionist resources