Grade 6 Language Arts begins the formal development of and appreciation for written language. Students learn to:

• Further hone and practice mechanics (grammar, punctuation, spelling, and vocabulary), specifically developing automaticity with all parts of speech
• Practice writing in various styles (expository and narrative, formal and personal, poetry)
• Explore critical thinking skills to recognize inferences and nuance, find deeper meaning to text, and analyze literary elements
• Translate that critical thinking into formal essay writing
• Practice various note-taking methods, layout, and organization, including proper highlighting and annotating, effective use of
• post-its for quick notation
• Create optimal learning situations for self including recognize their learning style and learning needs; use personal learning strategies, study skills, and habits of mind
• Appreciate literature and the power of the written word
• Develop confidence in both written and verbal expression.

Guerilla Grammar – In addition to active practice of learned grammar by applying it to their writing, direct grammar instruction is also taught through a class called Guerilla Grammar where, through physical activities, students develop an innate understanding of mechanics in their bodies as well as their minds.

Word Voyage, an online program focusing on root meanings and word cousins, challenges students to develop a rich and varied vocabulary and practice proper grammar and usage.

Texts may include: Home of the Brave, Farewell to Manzanar, Esperanza Rising, The Odyssey, Stealing Freedom, The Misfits, Wanting Mor, Monster, Countdown, Out of the Dust, The Liberation of Gabriel King, and Witness.

The primary thrust of the Mathematics program at this level is fluency. Fluency is the term we use to describe an individual who can perform skills and solve problems efficiently (i.e., with speed and accuracy) without teacher support. Students in Grade 6 will be working toward fluency across a range of elementary math concepts appropriate to their readiness and personal goals. FIRST IN MATH (FIM) is an online tool we use for math facts assessment, self-guided practice and math enrichment. While the program emphasizes improvement in numerical fluency and mathematical skills, the activities are also designed to strengthen problem-solving, reasoning and communication skills. FIM is used, as appropriate, to augment the hands-on classroom investigations and collaborations. Texts include Hart McDougal Mathematics, Visible Learning.

The focus of their year is to:

● demonstrate automaticity in math facts – addition and subtraction to 20, multiplication and division to 144;

● fluently multiply and divide multi-digit numbers using efficient algorithms;

● apply and extend understanding of numbers to rational numbers, while constructing an understanding of integers;

● extend and generalize patterns and arithmetic procedures by using variable expressions;

● work confidently with ratios to solve problems involving proportions;

● collect, analyze, summarize and interpret data using appropriate statistical methods; and

● investigate, measure accurately (customary and metric) and solve problems involving area, surface area and volume.

Marine Science is a hands-on course designed to introduce students to the study of the ocean, both its physical and living elements. It is intended to give students the experiences, information, and concepts they need to become informed citizens and good stewards of our Earth.

During the first trimester, emphasis on field work allows students to work with and see ecology concepts in action. Field work includes quadrat-type surveys of shoreline creatures and plants, and water quality testing using digital probeware and water chemistry test kits. Thus, the class contributes to monitoring the health of the coastline at Stamford Cove. Each week’s trip is used to reinforce concepts, practice scientific fieldwork techniques, and discuss our progress. The Fall Project ends with the class preparing and writing a report on their findings.

The second trimester project focuses on marine mammals. Students each conduct research on a whale of their choice and write a formal research paper, complete with citations. Classes in the third trimester include a unit on hurricanes, climate change, and coastal resilience, and a unit voted on by the students, either sharks, coral reefs, sea turtles, or the deep ocean. The year ends with a four-day trip to Cape Cod to reinforce the ecology concepts covered throughout the year, and go on a whale watch.

Grades 5 and 6 social studies curriculum follows a biennial format; one year is “World Religions” and the next is “Ancient Civilizations.” Both courses start with guiding questions intended to develop critical thinking skills required to study another culture or period in history. The goals of both curricula are to develop skills required to investigate history and cultures. These skills include reading non-fiction texts, research and formal writing and note-taking.

In World Religions, we ask students to consider the following questions: What is a fact, an assumption, and an opinion? What is sacred to you? Why? Can we appreciate that people hold different beliefs about what is sacred? Where and when did the major religions originate? To where did they spread? We seek, through this comparative study of world religions, to inspire a greater understanding of our own worldview and culture. Our goal is to learn to appreciate our own perspective so that we may respectfully study other religions and cultures. The students will focus on the origins and basic beliefs of five world religions: Hinduism, Judaism, Christianity, Buddhism and Islam. The course has been designed to address the knowledge and assumptions the students have, along with what they want to know. We ask the students to think critically and sensitively about the religious world. We believe that to inspire independent, creative thinkers, students must be informed as global citizens. As our primary texts, we will utilize The Kids Book of World Religions, by Jennifer Glossop, and World Religions, Grades 6-8, by Teacher Created Resources. We also will view film and internet-based tools to further learning. Finally, we will visit houses of worship for each religion studied to provide real world, experiential context to the class.

In Ancient Civilizations, we ask students to consider the primary question: What is a civilization? The primary text for the curriculum is World History: Ancient Civilizations published by McDougal Littell. We will investigate the ancient civilizations of Mesopotamia, Egypt, Rome, and China through the following themes that form the foundation of the standards issued by The National Council of Social Studies.

Grade 6 marks the beginning of formal grammar instruction, therefore this is the first year of a more rigorous course that will lead to the completion of the requirements to enter Spanish 2 in 9th grade. The course is taught with the aid of an interactive online video produced by The BBC, “Mi Vida Loca.” Grammar, vocabulary, and projects will follow the sequence of the episodes. Special projects designed to spark the interest of the students are assigned during the course of the year. Special attention is given to describe and celebrate the festivities and traditions important in Hispanic culture. A weekly quiz and quarterly tests are given, and homework is assigned on weekdays, as needed. At the end of the year, students will be able to understand the grammatical differences between masculine, feminine, singular, plural in nouns and adjectives and they will have a clear knowledge of Present Tense, and Future with ‘ir’ of regular and irregular verbs in –AR, -ER, and –IR. They will be able to express likes and dislikes, talk about themselves, and they will comfortably have short conversation using the vocabulary learned. Texts include: ¡Avancemos!1.

In Grade 6, students have the option of taking Advanced Winds and Horns, in which students in their second year of instrument study go into more depth in their learning of the flute, clarinet, saxophone or trumpet; they play more difficult pieces, achieve greater fluency, and develop crucial ensemble skills. The Grade 6 Music curriculum also features Rock Band, in which students focus primarily on piano, guitar, drums, and vocals; these students study popular music, pick a song to learn, and then rehearse and perform it. Recorder Ensemble is an elective that is available to these students as well; in this rigorous, exciting mixed-age class, they study classical music, work on reading music, and perform a number of times throughout the year. Choral singing is an option: in Serious Singers, students practice vocal harmony as they learn songs from a variety of musical traditions; while singing, they also learn important ensemble skills and breathing technique. Sound Tech is another curriculum available to some Grade 6 students. In Tech, children learn how to use and maintain our sound equipment in the auditorium and the Music Room, and they run our performances by being a Soundboard Operator or a member of the Backstage Crew. Children have many opportunities to share their work in front of an audience, no matter what instrument they play; stage presence and learning how to perform effectively is a big part of the Grade 6 curriculum.

The goal for Grade 6 is for students to express their importance in the world through projects that emphasize their ideas and power to change. Open Studio Times are available for students to come into the Art Center to work independently.

● M.C. Esher – rendering eyes realistically through observation;

● Faces – drawing the head inspired by graffiti artists Barry McGee and Margaret Kilgallen;

● Collage – investigating the work of Romare Bearden;

● Value in Value – group mural of a humanitarian hero;

● Sewing – recycled patchwork grocery totes;

● Self Portraits – painting of inspired by the work of Kehinde Wiley; and

● Clay – pottery wheel and hand building techniques.

The Physical Development Curriculum consists of four areas: Team Sports, Beginner Fitness, Team Building Activities and New Sport Exposure to emphasize overall Healthy Lifestyle patterns. As in all curriculum areas, each child’s learning is observed in relation to Mead’s Seven School Skills: TO THINK, TO INTUIT, TO IMAGINE, TO RECEIVE, TO ACT, TO EXPRESS, TO RESPECT.

Team Sports – The primary objective of this activity is to allow each child the opportunity to experience being a member of a team. Practicing individual and group skills and learning to face the challenges of game situations are important aspects of this experience. Soccer, basketball and softball are offered as the primary sports with games scheduled against other schools our size. All students have the opportunity to participate in games. Game Rules, Sportsmanship, Fair Play and “doing your best” are highly reinforced.

Beginner Fitness – Classes offer a unique opportunity for students to work on coordination, agility, balance, cardiovascular endurance and muscle strength using their own body weight. Hand-eye and foot-eye coordination, movement, spatial awareness, force, energy, anatomy and physiology will all be learned through Beginner Fitness. Individual challenges are presented. These classes will help students learn how the body can create force to control speed and strength while pushing themselves to limits they never knew they could. Confidence may be built in a way they’ve never experienced.

Team Building – Through team formatted activities, students will learn the importance of working in a team environment including how to cooperate with others and how to compromise to get to a goal. Adaptivity and creativeness will be widely used to reach activity goals and to learn how to solve issues in more than just one manner. Positive reinforcement and encouragement among peers will be reiterated. Team competition will be present, as well as reaching goals as an entire class. Elimination games, such as Dodgeball, will not be held!

New Sport Exposure – This will be a great opportunity for students to experience new sports. Some sports that will be implemented include: Volleyball, Badminton, Cricket, Cross Country and more traditional sports like Flag Football and Hockey. Students will be able to try sports that they never have before while applying skills learned through previous Physical Development experiences.

Grade 6 Drama curriculum is called the Improvisational Theatre Project. ITP begins the year with improvisation, moves to scene work from plays and ends in a rehearsed scene from a play or a one-act play. The class challenges students to continue to hone their improvisational skills. Collaboration, respect, receiving and deep listening are essential skills that students learn through exercises and games. Our improvisational work builds on principles of various acting techniques. As the year progresses, the students will learn how to apply these principles of acting to their individual character and scene work.

The Mead School Light Tech program is multiyear program with the main goal being that each tech student will learn and have experience in all aspects of theatrical backstage and lighting production. Students will learn stage management skills, how to program and run a lightboard, as well as how to use and run a spotlight. The Mead School tech student takes on the responsibility of all backstage and technical aspects for the productions on our main stage.

Grade 7 Language Arts further develops in students an appreciation for written language. Students now actively deconstruct the ideas and techniques of writers. Students refine their abilities to:

● Competently employ mechanics (grammar, punctuation, spelling, and vocabulary), and develop self-editing skills with 70% accuracy;

● Practice writing in various styles (expository and narrative, formal and personal, poetry); imitate writer styles to appreciate those techniques;

● Employ critical thinking skills to identify inference and nuance, reach deeper levels of meaning to text, and analyze literary elements;

● Translate critical thinking into the formal rhetoric argument essay;

● Use various note-taking methods, layout, and organization, including proper highlighting and annotating, effective use of post-its for quick notation;

● Consistently apply optimal learning situations for self, based on their learning style and needs; develop personal learning strategies, study techniques, and habits of mind;

● Appreciate literature and the power of the written word; and

● Display confidence in both written and verbal expression.

Guerilla Grammar – In addition to active practice of learned grammar by applying it to their writing, direct grammar instruction is also taught through a class called Guerilla Grammar where students become fluent with the different jobs in a sentence, such as direct/indirect objects, predicate nouns/adjectives, appositives, noun/ adverb/adjective clauses, and verbals. Students also explore different sentence constructions, manipulating words, phrases, and clauses to craft the most articulate sentence possible.

Word Voyage, an online program focusing on root meanings and word cousins, challenges students to develop a rich and varied vocabulary and practice proper grammar and usage.

Texts may include: Home of the Brave, The Odyssey, The House on Mango Street, The Rock and the River, Before We Were Free, The Crucible, Our Town, Between Two Rivers, Of Mice and Men and The Outsiders.

The primary thrust of the Mathematics program at this level is fluency. Fluency is the term we use to describe an individual who can perform skills and solve problems efficiently (i.e., with speed and accuracy) without teacher support. Students in Grade 7 will be working toward fluency across a range of middle school math or pre-algebra concepts appropriate to their readiness and personal goals. A short descriptive list of concepts for each curriculum is provided here for your information. FIRST IN MATH (FIM) is an online tool we use for math facts assessment, self-guided practice and math enrichment. Texts include Hart McDougal Mathematics, Visible Learning.

Math 7:

● Demonstrate automaticity with whole number and integer facts;

● Use efficient strategies when working with rational numbers in any form;

● Apply understanding of ratios, rates, percentages and proportional reasoning to solve real-life problems, such as those relating to consumer needs;

● Use unit rates and dimensional analysis techniques to convert between units of measure (any to any);

● Solve problems using algebraic expressions and equations that define the relationships between variables;

● Investigate population sampling methods and draw inferences from data; ● Find probabilities of compound events;

● Create scale drawings and use geometry tools appropriately; and

● Solve problems involving angle measure, compound area, surface area and volume.

Pre-Algebra:

● Extend number sense and computational techniques to handle exponents, square roots, LCM and GCF concepts;

● Express relationships and patterns using variables, expressions and algebraic equations;

● Solve fraction and decimal equations;

● Work flexibly with percent, ratio and proportion;

● Analyze and summarize data – bar, line, pie, box-whisker; statistical analysis;

● Data analysis and graphing (algebraic) – number lines, scatter plots, linear regression;

● Extend geometry concepts and skills to transformations on the coordinate plane;

● Operations with polynomial expressions ;

● Probability (e.g.; Counting Principle, theoretical vs. experimental, independent & dependent events); and

● Critical Thinking (e.g.; introduction to deductive reasoning, problem-solving strategies).

The Grade 7 and 8 Science curriculum follows a biennial format; one year is Physics and the next is Chemistry.

Grade 7 and 8 Physics introduces students to basic physical science laws and concepts and examines them in depth. In class, cooperatively taught with the math department, we work on putting the laws of Physics into the context of our daily lives, and discover how math can be used to explain and predict the things we study. Concepts are introduced during class, and are worked with in lab. Labs and projects challenge the students’ investigation and problem-solving skills and encourage them to use each other as resources. Weekly homework prepares students for, or reinforces, weekly topics. Note-taking, data recording, and formal lab reports are emphasized to help students hone their skills of clear written expression.

The first trimester project covers the topics of gravity & laws of motion, through the theme of “egg safety.” An “egg drop” project is held at the end of this term. Simple machines are covered in the 2nd trimester. During the 3rd trimester students use the information learned during trimester 2 to design and build a compound machine that accomplishes a given task, and write a paper explaining how the concepts relate to the working of their machine.

Grade 7 and 8 Chemistry introduces students to basic chemistry laws and concepts. The class uses both traditional laboratory equipment and chemicals, and everyday items and foods. We also cover the methods scientists use to conduct careful research. The concept of the week is introduced in class and worked with in lab. Weekly homework prepares students for, or reinforces, weekly topics, or gives students the opportunity to interpret their lab findings. Subjects covered include: atoms, elements, bonds, compounds; physical properties of substances; chemical reactions; scientific method. In the winter trimester the class researches natural dyes, and in the spring we study the chemistry of food and cooking.

The Grade 7 and 8 Social Studies curriculum on Social Justice follows a biennial format; one year is Immigration, and the next is Civil Rights.

Immigration is an investigation to understand the experience of immigration and the issues surrounding it. To frame this investigation, we ask the essential question: “What are the social justice issues in the immigration experience?”. Students begin the year by defining social justice, ands then begin the study of the current issue of political refugees. This focus begins through the summer reading, which may include Home of the Brave, the story of a Sudanese refugee resettling in America, and Aruna Kenyi’s memoir, Between Two Rivers. We investigate the challenges of refugees, their transition to a new country, and the United Nations’ statistics of refugee numbers, etc. We move on to an overview of U.S. immigration history through the treatment of Chinese and Irish immigrants to this country beginning in the mid 1800’s. In our third unit, the students explore the controversial topic of border crossings through an investigation of migrant workers who have crossed our border from Mexico. The course culminates with students taking the current United States Citizenship exam. The textbook for the course is prepared by the Social Studies faculty, drawing upon primary source documents and selections from the text U.S. Immigration Policy in an Unsettled World, prepared by The Choices Center, Watson Institute for International Studies, Brown University. We also reference articles from periodicals, newspapers and magazines.

In the Civil Rights curriculum, students learn about the Voting Rights issue within the Civil Rights Movement. Our essential question in this curriculum is “What constitutes Social Justice and how does change happen in America?” The study begins with the summer reading, which may include the book Revolution by Deborah Wiles. Focusing on two historical voting rights moments, Freedom Summer and the Selma March, students investigate the many different components involved in analyzing issues of social justice. The textbook for the course is prepared by the Social Studies faculty, drawing upon primary source documents and selections from the text Freedom Now: The Civil Rights Movement in Mississippi, prepared by The Choices Center, Watson Institute for International Studies, Brown University. Special activities include a reenactment of a Voter Registration experience from that period; a research project focusing on the use of primary source documents; an oratory project; and a study of the sources of Oppression, Power, and Privilege.

The Grade 7 Español course will cover the book ¡Avancemos!1. It is a challenging curriculum that is taught inductively through, for example, the audio material of the book, readings and role playing, but also deductively through drills, guided activities, and group activities. Projects play an important role and are chosen in accordance with the interests of the class in order to instill a love for learning the language and the culture. Students describe and celebrate the traditions and festivities important in the Hispanic culture. A weekly quiz and quarterly tests are given, and homework is assigned on weekdays, as needed. At the end of the year, students will be able to understand and participate in structured conversations, write short responses in Spanish, make linguistic and cultural connections and comparisons, speak in past tenses, formulate basic questions to solicit opinions, and gather information.

In Grade 7, students have the option of taking Advanced Winds and Horns, in which students in their third year of instrument study go into more depth in their learning of the flute, clarinet, saxophone or trumpet; they play more difficult pieces, achieve greater fluency, and develop crucial ensemble skills. The Grade 7 Music curriculum also features Rock Band, in which students focus primarily on piano, guitar, drums, and vocals; these students study popular music, pick a song to learn, and then rehearse and perform it. Grade 7 students have the opportunity to take songwriting; in this class, they study song structure, and they learn to create original melodies and lyrics that are meaningful to them. Recorder Ensemble is an elective that is available to these students as well; in this rigorous, exciting mixed-age class, they study classical music, work on reading music, and perform a number of times throughout the year. Choral singing is an option: in Serious Singers, students practice vocal harmony as they learn songs from a variety of musical traditions; while singing, they also learn important ensemble skills and breathing technique. Sound Tech is another curriculum available to some Grade 7 students. In Tech, children learn how to use and maintain our sound equipment in the auditorium and the Music Room, and they run our performances by being a Soundboard Operator or a member of the Backstage Crew. Children have many opportunities to share their work in front of an audience, no matter what instrument they play; stage presence and learning how to perform effectively is a big part of the Grade 7 curriculum.

The goal for students in Grade 7 is to refine their skills while working towards individual goals, conceptual thinking and self-expression. There are two elective classes offered each trimester for the students to choose from. One class being pictorial and the other hands on physical building. Open Studio Times are available for students to come into the Art Center to work independently.

Elective Offerings

● Drawing- a study in drawing techniques where students learn to draw what they see through a variety of approaches;

● Sculpture – build forms in space through through a series of project that study artist work;

● Painting – A history of painting through movements of the 20th century;

● Push Carts – Small groups work together to design, build and race their carts through a variety of tracks;

● Video – Storytelling through the short film. Students compose, act, film and edit a variety of shorts, working individually and through group work;

● Set Design – design and construct theatre sets for the Shakespeare Play;

● Fashion – Design and sew garments. The class culminated with a fashion show;

● Photography – learn how to build a pinhole camera, take pictures and develop them in a darkroom;

● Quilting – students make their own quilt while investigating a variety of sewing techniques;

● Textiles – A survey of textile design and techniques throughout the world; and

● Ceramics – pottery wheel and hand building vessels and objects.

The Physical Development curriculum consists of four areas: Team Sports, Beginner Fitness, Team Building Activities and New Sport Exposure to emphasize overall Healthy Lifestyle patterns. As in all curriculum areas, each child’s learning is observed in relation to Mead’s Seven School Skills: TO THINK, TO INTUIT, TO IMAGINE, TO RECEIVE, TO ACT, TO EXPRESS, TO RESPECT.

Team Sports – The primary objective of this activity is to allow each child the opportunity to experience being a member of a team. Practicing individual and group skills and learning to face the challenges of game situations are important aspects of this experience. Soccer, basketball and softball are offered as the primary sports with games scheduled against other schools our size. All students have the opportunity to participate in games. Game Rules, Sportsmanship, Fair Play and “doing your best” are highly reinforced.

Beginner Fitness – Classes offer a unique opportunity for students to work on coordination, agility, balance, cardiovascular endurance and muscle strength using their own body weight. Hand-eye and foot-eye coordination, movement, spatial awareness, force, energy, anatomy and physiology will all be learned through Beginner Fitness. Individual challenges are presented. These classes will help students learn how the body can create force to control speed and strength while pushing themselves to limits they never knew they could. Confidence may be built in a way they’ve never experienced.

Team Building – Through team formatted activities, students will learn the importance of working in a team environment including how to cooperate with others and how to compromise to get to a goal. Adaptivity and creativeness will be widely used to reach activity goals and to learn how to solve issues in more than just one manner. Positive reinforcement and encouragement among peers will be reiterated. Team competition will be present, as well as reaching goals as an entire class. Elimination games, such as Dodgeball, will not be held!

New Sport Exposure – This will be a great opportunity for students to experience new sports. Some sports that will be implemented include: Volleyball, Badminton, Cricket, Cross Country and more traditional sports like Flag Football and Hockey. Students will be able to try sports that they never have before while applying skills learned through previous Physical Development experiences.

Grade 7 and 8 students Drama curriculum follows a biennial format. One year the students are offered Actors and Directors, and the alternate year the students participate in our Shakespeare Program.

Actors and Directors is an advanced theatre workshop. This class concentrates on the fundamentals of acting and directing. From there, we will concentrate on the comprehensive examination of the character and script analysis. The introduction to classic dramatic literature, which is age-appropriate, will provide a basic introduction to the history of theatre as well. We will begin with the fundamentals and move into scene work taken from both plays and musicals. This class will help the students understand how important it is to bring a playwright’s vision to life and that the art of theatre is a tool for society to learn about itself.

The Shakespeare program is a multi-faceted experience. In the fall trimester, the students meet once a week for a focused Shakespeare class. First, we will explore Shakespeare’s personal life, the history of the time of his writings from 1589-1613, and the English language of the period. Then, we will investigate in depth the play that has been chosen until students feel not only comfortable, but also fully versed in the elements of this play and the language of the text, as well as the issues and themes presented in the play. Students will then form their own interpretation of this play, developing and personalizing the play’s themes in order to demonstrate their understanding of the play. From there, the students begin the play production process. They audition for parts, get cast in their roles, begin to rehearse starting at the end of the fall trimester for approximately eight weeks, choose production jobs including: set design, props design, costume design, lighting design, stage management and publicity. Starting at the beginning of the winter trimester, the students are simultaneously rehearsing for the play and building all the aspects of production. Finally, at the end of the winter trimester, students will present their production which brings to life our collective vision of the play.

Alongside the Shakespeare curriculum, the grade 7 and 8 students participate in a Conditioning class. Conditioning is designed to enhance their Shakespeare experience by helping them to realize their verbal and nonverbal expressive potential, and to, in turn, strengthen performance skills. It is imperative for students to be able to recognize their bodies as essential instruments in the craft of acting so that they can effectively communicate purpose, feeling and intent to the audience. Students learn basic mindful meditation techniques to work on relaxation. Students will participate in exercises for vocal projection and articulation using Kristin Linklater, Edith Skinner and Kate Fitzmaurice techniques. Students will also participate in exercises focusing on increasing strength, flexibility and stamina, as well as improving alignment and posture through the use of yoga and the Alexander Technique. As the class progresses, they will “try on” movement characteristics to help enhance character portrayal a technique coined Viewpoints and the Suzuki Method of Acting. All of these techniques combined together will provide them with tools to use not only on stage but also in their everyday life.

The Mead School Light Tech program is multiyear program with the main goal being that each tech student will learn and have experience in all aspects of theatrical backstage and lighting production. Students will learn stage management skills, how to program and run a lightboard, as well as how to use and run a spotlight. The Mead School tech student takes on the responsibility of all backstage and technical aspects for the productions on our main stage.