This introductory course exposes students to Chinese through comprehensible input, including oral, written, and visual storytelling. The input-based approach to acquiring language focuses on the instruction of vocabulary in a highly contextualized manner. By keeping the conversation/story engaging and compelling, the learner is distracted from consciously trying to memorize vocabulary. Class time centers around developing fluency and students are encouraged to use their language skills wholistically. Emphasis is placed on fluency over precision, with a focus on students being comfortable communicating in simple sentences in Chinese.

A continuation of Chinese A, in Chinese B students continue to develop their fluency in the language. This course exposes students to Chinese through comprehensible input, including oral, written, and visual storytelling. The input-based approach to acquiring language focuses on the instruction of vocabulary in a highly contextualized manner. By keeping the conversation/story engaging and compelling, the learner is distracted from consciously trying to memorize vocabulary. Class time centers around developing fluency and students are encouraged to use their language skills wholistically. Emphasis is placed on fluency over precision, with a focus on students being comfortable communicating in more detail in Chinese.

A continuation of Chinese B, in Chinese C students continue to develop their fluency in the language. This course exposes students to Chinese through comprehensible input, including oral, written, and visual storytelling. The input-based approach to acquiring language focuses on the instruction of vocabulary in a highly contextualized manner. By keeping the conversation/story engaging and compelling, the learner is distracted from consciously trying to memorize vocabulary. Class time centers around developing fluency, and students are encouraged to use their language skills holistically. Emphasis is placed on fluency over precision, with a focus on students being comfortable communicating in more detail and elaborating on their ideas entirely in Chinese.

Why are there stories? What makes a story? How are stories told? What is our story? These essential questions guide our reading, writing, and discussion in 7th grade English. Considering the essential elements of a story leads to an exploration of the many different ways stories are told: from spoken word through literature, poetry, drama, art and song, into more modern modes like podcasts, movies, and animation. We investigate the struggle to ensure rights for all citizens by largely focusing on fictional accounts highlighting the time period between 1920 and the present. We study the tactics of great readers, learning to be aware of our thought processes while we read, developing strategies to better understand a given text. We focus on the iterative writing process and supporting our ideas with adequate details while extending the depth and quality of our work. Creative problem solving, empathy, effort, and collaboration are our cornerstones and are always honored. Possible texts:= Witness by Karen Hesse; Ghost Boys by Jewell Parker Rhodes; The Absolutely True Diary of a Part-Time Indian by Sherman Alexie;; The Book Thief by Markus Zusak; Fresh Ink: An Anthology.

The 8th grade English course focuses on identity, with narratives involving adolescent characters reflecting on their interactions and experiences, responding to injustice, and questioning the status quo. Students respond to readings in a variety of modes: collaborative projects, personal reflections, expository essays, and creative compositions. The creative assignments allow individual freedom, stimulate imagination, and inspire risk-taking. Expository pieces prompt students to reflect on and respond to their readings and typically adhere to the five-paragraph format with the iterative process involving brainstorming, outlining, drafting, and revising. Students are encouraged to explore original modes of expression such as song, video, and visual arts. In general, emphasis is placed on development of creative problem-solving, collaboration, and study skills.  Possible texts: The House on Mango Street by Sandra Cisneros; In the Heights by Quiara Alegria Hudes and Lin-Manuel Miranda; I’ll Give You the Sun by Jandy Nelson; Every Day by David Levithan; The Outsiders by S. E. Hinton; Romeo and Juliet by William Shakespeare; short stories, poems, and independent reading choices are also part of the course.

This introductory course exposes students to French through comprehensible input, including oral, written, and visual storytelling. The input-based approach to acquiring language focuses on the instruction of vocabulary in a highly contextualized manner. By keeping the conversation/story engaging and compelling, the learner is distracted from consciously trying to memorize vocabulary. Class time centers around developing fluency and students are encouraged to use their language skills wholistically. Emphasis is placed on fluency over precision, with a focus on students being comfortable communicating in simple sentences in French.

A continuation of French A, in French B students continue to develop their fluency in the language. This course exposes students to French through comprehensible input, including oral, written, and visual storytelling. The input-based approach to acquiring language focuses on the instruction of vocabulary in a highly contextualized manner. By keeping the conversation/story engaging and compelling, the learner is distracted from consciously trying to memorize vocabulary. Class time centers around developing fluency and students are encouraged to use their language skills wholistically. Emphasis is placed on fluency over precision, with a focus on students being comfortable communicating in more detail in French.

A continuation of French B, in French C students continue to develop their fluency in the language. This course exposes students to French through comprehensible input, including oral, written, and visual storytelling. The input-based approach to acquiring language focuses on the instruction of vocabulary in a highly contextualized manner. By keeping the conversation/story engaging and compelling, the learner is distracted from consciously trying to memorize vocabulary. Class time centers around developing fluency and students are encouraged to use their language skills wholistically. Emphasis is placed on fluency over precision, with a focus on students being comfortable communicating in more detail and elaborating on their ideas entirely in French.

In this course, students will examine essential questions that explore the themes of power, colonization, racism, revolution, resistance, and social change throughout the early history of the United States. The perspectives and experiences of oppressed groups including enslaved people, women, the poor, and Indigenous peoples will be brought to the forefront in our studies. Students will practice critical thinking skills and consider past and present day events through a social justice lens. Students will engage with inquiry-based projects and project based learning opportunities throughout the year.

Through a global lens, we will explore some of the major ideologies that have shaped the world, including  global citizenship & cooperation, religion, colonialism, racism, and ways of governing. We will consider how we experience the world, locally and globally. We will investigate how ideologies have influenced nations, ideas, conflict, peace, & change. We will reflect on our relationship to these ideologies and refine our ideas & opinions as engaged citizens.