SIXTH THROUGH Social Studies: through Eighth Grade and writing mechanics as they progress n Sixth, Seventh, and Eighth Grades, have different teachers for he main objective of the Sixth through from Sixth to Eighth Grade. By the end of each academic class, which fosters an increasing independence as they Eighth Grade social studies program Eighth Grade, students are able to formu- T travel from class to class for different subjects throughout the day. With the is to give students a foundational knowl- late coherent thesis statements and write exception of math and Eighth Grade , all of the classes are a hetero- edge of historical content, foster writing, five-paragraph essays with textual sup- geneous mix of abilities. As the students progress across the grades, they are reading, research, and analytical skills, port for their argument. In the spring, given more responsibility and are able to take on leadership positions, as and help the students to become inde- each Eighth Grader uses their writing well as make the most of opportunities to speak in public, study topics in pendent thinkers and responsible, active skills and oral skills to write depth, perform on stage, lead on the athletic fields, spearhead community serv- citizens. Lessons utilize both primary Iice efforts, and delve into . and deliver a speech to the whole school sources and hands-on experiential during assembly. activities. Whenever possible, history is

integrated with other disciplines to assist tudents in Grades Six through Eight students in exploring topics from multiple read texts across a wide variety of S perspectives and make connections genres, and they employ a variety of between concepts. The following time strategies to understand and analyze periods and topics are covered: what they are reading. The teachers

consistently reinforce the idea that • Sixth Grade: reading is an active process, and they • The class focuses on world geography and involve the students in discussions, world cultures. Students start with the projects, and assignments that allow premise that all humans have certain basic needs, and that differences in culture are the the students to use higher order thinking result of varying strategies to meet these needs. skills. Over the course of the year, The students use texts, images, and artifacts literature may include the following: to understand the similarities and differences between world cultures and gain an appreci- ation and respect for diverse, global cultures. • Sixth Grade: The Giver by Lois Lowry, • and Eighth Grade: The Hobbit by J.R.R Tolkien,The Adventures • Through reading a variety of primary and of Ulysses by Bernard Evslin, I am Malala secondary texts, conducting research, and (Young Readers Edition) by Malala Yousefzai, participating in class discussions, projects, and Stories from 1,001 Arabian Nights and debates, the students learn about the retold by Geraldine McCaughrean significant events and themes in American • Seventh Grade: The Miracle Worker by History. In Seventh Grade, the class focuses complete, on average, ten polished William Gibson, A Midsummer Night’s Dream English: Sixth Grade through on the time period from the Age of Exploration by William Shakespeare, Of Mice and Men Eighth Grade written pieces over the course of the through the Pre-Civil War Era. In Eighth Grade, by John Steinbeck, Fever 1793 by Laurie year, using the writing process to brain- the class focuses on American History from he Upper School English curriculum Halse Anderson, and Lord of the Flies by the Civil War through to modern times. strengthens students’ skills in reading, storm, organize, and outline their ideas, William Golding T writing, listening, and speaking through write a rough draft, edit, and revise • Eighth Grade: To Be a Slave by Julius Lester, Math: Sixth Grade through modeling, repeated practice, reading with input from the teacher and peers, Chasing Lincoln’s Killer by James Swanson, Romeo and Juliet by William Shakespeare, Eighth Grade increasingly challenging texts, explicit and complete a final draft. Night by Elie Weisel, and To Kill a Mockingbird he math program in Sixth through writing assignments build in length and instruction in writing skills with frequent by Harper Lee Eighth Grade is taught in achievement- feedback, and rich discus- complexity, and the students display a T based groupings so that each student sions. On each grade level, the students greater mastery of grammar, spelling,

Upper School Educational Program through all of the steps of the scientific days per week. By studying other lan- process. Students conduct experiments, guages, students nourish their ability to perform dissections, use interactive think and communicate, gain an under- websites for simulations and virtual standing of other cultures, and begin to laboratory experiments, create models see themselves as global citizens. and diagrams to explain different Throughout the language curriculum, stu- phenomenon, read books and articles, dents learn through modeling, repetition, can be challenged. Students begin with participate in class discussions, analyze audio-visuals, guided practice, projects, a math program, progress data, draw conclusions, and present dialogues, role-playing, listening into Pre-Algebra, and have the opportu- scientific information through writing, activities, games, and iPad apps and nity to take Algebra I, , and Al- visuals, and oral presentations. The simple programs such as Linguascope, gebra II, depending on the instructional following units in Life Science, Earth Duolingo, and Makey Makey. Classes level of each student. Honors placement Science, and Physical Science are are interactive, and teachers assess is determined based on developmental taught in different grade levels: readiness, teacher recommendations, students’ progress and needs through classroom observation, quizzes, tests, and grades. • Sixth Grade: experiment, collects data, analyzes the and projects. Between Sixth and Eighth • Taxonomy, Exploration of the Animal data, and draws conclusions. The stu- he curriculum is designed to explicitly Kingdom, Human Biology, and Earth Studies Grade, the study of grammar, vocabu- dents write a formal lab report and create teach foundational skills and concepts • Seventh Grade: lary, and syntax gradually intensifies, but T a display board to explain and report while fostering a deep understanding • Forces and Projectile Motion, Chemical the main focus of the program remains Building Blocks and Chemical Reactions, their findings. During the Science Sympo- of as a real-life problem on helping students to communicate with and Earth’s Characteristics and the Spheres sium event, the students present their work solving tool. The teachers create a of the Earth fluency and to see themselves as part of to visiting scientists, parents, teachers, and dynamic, supportive classroom culture • Eighth Grade: a larger world. • Living Environment: Grade-Level Class other students. Many students choose to that encourages participation and ■ Ecology and Biodiversity, Biochemistry, participate in the Science Symposium risk-taking. Through teacher modeling, Cellular Biology, Genetics, Animal Leadership Program: Eighth school competition which is judged by guided practice, the use of models Kingdom, and Microbiology Grade ■ The Eighth Grade science curriculum visiting scientists from the Cold Spring and manipulatives, interactive activities, t the beginning of the year students prepares students to take the Living Harbor Laboratory. In addition, each projects, games, and class discussions, learn about the mission and program Environments Regents Examination, year some students also use their projects A students learn how to solve different if needed for placement in high school. of several non-profit organizations. As a to participate in the Long Island Science kinds of problems using a wide variety • Genetics: Honors Class group they select one organization to ■ Cellular Interactions, DNA Form and and Engineering Fair (LISEF), which is of strategies and demonstrate their ability support with a year-long project that they Function, Genetics, Biotechnology a regional contest to identify the best to explain the thought processes involved. and Applications in Society must create and carry out together. Their Through daily informal assessments, tests, science projects on Long Island. Overall, work includes volunteering time, as well and quizzes, the teachers assess each s part of the science curriculum, all the Science Symposium projects allow as obtaining donations to support the student’s level of mastery and differenti- Astudents in Grades Six through Eight students to engage in the work of scien- program. At the end of the year, the stu- ate their instruction to meet the needs of complete an independent experiment tists and share their learning with the dents present their completed project to each child. and participate in the East Woods broader community. the school community and write a paper School Science Symposium. In order to discussing what they have learned. Science: Sixth Grade through prepare for the Symposium, each student World : Sixth Grade Eighth Grade decides on a question or problem to through Eighth Grade tudents in Sixth through Eighth Grade investigate, plans and completes an tudents in Grades Six through Eight Slearn to think as scientists and to work Stake either Spanish or French, five

Upper School Educational Program Sixth – Eighth Grade