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Language Arts
Social Studies
Social Emotional Learning
Physical Education
Language Arts Summary

Live Oak School builds students’ literacy skills by incorporating meaningful situations into their lesson plans. Across all grades, students read and write daily in whole class, small group, and independent activities. Students read for information and write to express understanding, gaining appreciation for real-world application of their practice. Using a workshop structure, teachers constantly assess student skills and craft lessons to strengthen their abilities to comprehend texts and express meaning through the written language. Strategies for listening and speaking are an integral aspect of the daily lessons in all classrooms, as students actively participate in small group explorations, class discussions and presentations, and whole school assemblies.

Kindergarten Language Arts

Reading Focus: Exploring language through experience, children's literature, and student writing. Reading Skills: Building on previous knowledge of sounds, letters, and words; understanding the elements of story (main idea, character, beginning, middle, end); gaining confidence in reading through decoding, context, and memory; enjoying books at various levels independently. Writing Focus: Developing a variety of ways to explore and express ideas. Writing Skills: Using pictures and dictations to write stories with beginning, middle, and end; using symbols, letters, sight words, and environmental print to convey meaning; participating in shared writing experiences of poems, books, and letters. Listening & Speaking Focus: Gaining confidence and comfort being a member of a group, as well as a leader. Listening & Speaking Skills: Listening to others for meaning; following directions; identifying words that rhyme and create rhyming pairs; comparing and contrasting initial and ending sounds in words; speaking clearly to convey ideas and stories, and to describe events sequentially; speaking with adults and peers in appropriate ways; developing comfort in speaking to a group.

First Grade Language Arts

Reading Focus & Skills: Concepts of print and parts of books; decoding strategies; context and picture cues; phonemic awareness; word study; sight words; just right books; fiction and nonfiction texts. Writing Focus & Skills: Writing notebooks, letters, lists and stories; rules of capitalization and punctuation; generating ideas, revising and editing in the writing process. Listening & Speaking Skills: Following multi-step directions; listening to the ideas and opinions of others; determining the difference between comments and questions; speaking clearly in conversation; using descriptive language to tell stories in sequence; asking questions, offering explanations and sharing information and opinions; speaking in front of a small group; monitoring volume and tone of voice appropriately. Highlight: Publishing Fractured Fairy Tales.

Second Grade Language Arts

Reading Concepts: Develop a rich reading life, deepen comprehension through discussion and writing about reading, reading identities. Reading Skills: Make book choices that support independent thinking and personal interest, read independently for extended periods of time, identify and study story elements, use text in discussions to ask thoughtful questions or support theories, make inferences and predictions that reflect deep comprehension, apply appropriate strategies for understanding informational texts. Decode multisyllabic words, analyze the structure of words, new vocabulary acquisition, read aloud fluently and expressively. Writing Concepts: Develop rich writing life, personal narratives, poetry, nonfiction writing. Writing Skills: Brainstorm and develop ideas, plan before writing, move through the writing process, consider audience, revision strategies, include details that help develop meaning, edit for spelling and punctuation, illustrate to delight an audience, conduct research, mastery of print handwriting. Listening + Speaking Skills: Listen to gain information and for pleasure, follow multi-step directions, stay on topic in conversation and contribute relevant information, speak with detail and in complex sentences, use of formal and informal language for appropriate purpose - to inform, give directions, or entertain. Highlights: Publishing parties, book clubs, poetry assembly.

Third Grade Language Arts

Reading Focus: Reader's Workshop framework, nonfiction reading, character study, comprehension skills, book clubs. Reading Skills: Self-monitor for meaning and self-correct while reading; analyze parts of words, structure of words, and context to read unfamiliar words; read fluently with expression; analyzing story/text; writing about reading; nonfiction reading for information and note taking; digging deep into a character to understand his/her motivations; discuss literature with peers. Writing Focus: Who Are We As Writers?; creative writing and nonfiction; using authors as mentors; using perspective and culture to enhance stories; and paragraph writing. Writing Skills: Independently manage the writing process, focusing on developing ideas, revising and editing own work, responding to revisions; organizing writing for clarity using complex sentences and paragraphing; using punctuation including quotation marks, commas, and apostrophes; adjusting writing style for different purposes; using strong and creative leads in writing; using descriptive language to enhance writing; spelling previously-studied words and words that follow regular patterns; applying knowledge of root words and word parts, representing each sound, to spell unfamiliar words; following a structure to gather and organize information into a research report; begin use of cursive handwriting. Listening & Speaking Skills: Listen attentively focusing on speaker; follow multi-step directions; analyze and interpret what is heard; ask specific questions to clarify understanding; use precise language and vocabulary to express ideas.

Fourth Grade Language Arts

Reading Focus: Reader's Workshop framework, literature circles, class read aloud books, independent reading, social studies research. Reading Skills: Reading grade-level narrative and expository text independently and fluently, understanding and learning from texts, discussing texts by making connections with experience and other texts; recognizing and identifying story components and making inferences; expanding ideas, knowledge, and vocabulary by reading; summarizing and explaining what has been read. Writing Focus: Writing notebook, personal narratives, poetry, personal essays, research writing. Writing Skills: Identify and implement the steps of the writing process to write fiction and non-fiction that focuses on a central idea or message in appropriate style and voice; use and understand sentences and paragraphs; use capitalization, punctuation, parts of speech, agreement, and complex sentences in writing; spell previously-studied words and words that follow regular patterns; use resources to spell unknown words accurately; evaluate and revise writing to enhance clarity, detail and organization; use description, comparisons and details to create imagery; gather and organize information for research writing; use of cursive handwriting. Listening & Speaking Skills: Listen attentively, retell components of stories in sequence, highlight main ideas; differentiate between fact and opinion; use presentation to influence listener; lead whole class and small group discussions; organize ideas before speaking; choose appropriate vocabulary for audience. Highlight: Fort Ross Animal Research Project, 1969 Historical Digest.

Fifth Grade Language Arts

READING FOCUS: Reader's Workshop framework for delving deeply and comprehending diverse informational, historical, and fantasy texts. READING SKILLS: Independently apply reading strategies; develop vocabulary through wide reading; analyze and interpret fiction and nonfiction; respond creatively to show understanding of text; select literary forms and genres for appropriate purpose, including research. WRITING FOCUS: Short stories; expository writing; speeches. WRITING SKILLS: Effectively communicate, learn, teach, document, and create through various verbal forms; use multi-step writing process for fiction and non-fiction projects; develop writing traits (ideas and content, organization, word choice, fluency, language conventions, voice, presentation); explore purpose of English language spelling and grammatical conventions; apply conventions in context; evaluate and revise writing for meaning, focus and organization. LISTENING & SPEAKING SKILLS: Share and develop ideas during class discussions; synthesize multiple points of view; actively listen and share in small group meetings; organize ideas before speaking. HIGHLIGHT: Write and deliver a 5th grade graduation speech to the lower school.

Sixth Grade Language Arts

Integrated with social studies in a humanities course. FOCUS: Concepts of self and group identity; empathy; loyalty; belonging and community membership; grammar study. ROUTINES: Reading journals; critical thinking activities; fishbowls and other literature discussions; vocabulary building; thinking routines; literary responses and reviews; reading strategy notes; student-guided book clubs; building personal reading routines; read-aloud; reading informational texts, fiction and poetry. LITERATURE: myriad sources/texts/novels including "The Crossover," "The Giver," "The Outsiders," independent choice books, and book clubs. PROJECTS: Book reviews; poetry writing and performing; persuasive letters and advertisements; summarizing and responding to current events; headlines; creative writing with NaNoWriMo; watercolor and illustrated reflections.

Seventh Grade Language Arts

Course content is interdisciplinary with Social Studies. Focus: Writing workshop, reading from myriad sources/texts/novels, vocabulary study, grammar workshop. Routines: Literary analysis, class novels, independent reading, thinking routines, literature discussions, vocabulary, spelling quizzes, grammar/conventions quizzes, read aloud, and reading response activity. Literature: "City of Saints and Thieves," "Akata Witch," "A Single Shard," "Year of Impossible Goodbyes," "Abina and the Important Men," "Good Masters! Sweet Ladies!," "Lord of the Flies," "Once," and other novels. Projects: Literary response essays, perspective writing, folktales, creative writing, and historic fiction.

Eighth Grade Language Arts

Integrated with social studies in middle school humanities program. FOCUS: U.S. Constitution, Slavery, Civil War, Reconstruction, Migration, Civil Rights Movement. ROUTINES: Journal writing, literature discussions, independent reading, read aloud, group work, visible thinking. LITERATURE: A variety of books united by theme in book clubs PROJECTS: book reviews, literary essays, oral history projects, original constitutions, Civil Rights research papers.

Mathematics Summary

The goal of the Live Oak Mathematics curriculum is for students to approach mathematical problems with confidence, curiosity, and the ability to apply problem-solving strategies with speed and success. Teachers incorporate real world investigations that build understanding of mathematical concepts and their applications in meaningful contexts. Students are exposed to a variety of strategies and algorithms for solving problems and are expected to be able to articulate how they arrive at an answer. Across all grades, students build skills and understanding in mathematical strands including numeration, computation and operations, measurement, geometry, data collection, patterns, and functions. The program utilizes discussion, daily routines, yearlong projects, independent, partner and small-group activities, games, manipulatives, and home-school partnerships.

Kindergarten Mathematics

Focus: Building foundations for mathematical understanding. Concepts: Number sense; patterns; attributes; measurement; place value to hundreds. Skills: Comparing and ordering numbers; identifying even and odd numbers; forward and backward counting; skip counting; creating and extending patterns; reading and writing numbers to 100; estimating; graphing; sorting; recognizing math symbols, and integrating mathematical concepts into everyday situations.

First Grade Mathematics

Concepts: Sorting and counting, number sense, basic geometry, measurement, place value, addition and subtraction Skills: Reading and writing numbers; identifying place value, skip counting by 2s, 5s, and 10s; using tally marks; solving addition and subtraction stories and equations; using mathematical symbols; reading and creating graphs. Highlight: Math Madness.

Second Grade Mathematics

Concepts: Students focus on addition and subtraction, place value, shapes, and length measurement. They practice working with time, money, and data collection and representation. They are introduced to the concept of equal groups of objects to gain foundations for multiplication. Skills: Become fluent with addition and subtraction facts with numbers to 20; add and subtract with numbers up to 1,000; measure length and solve problems involving lengths; identify, describe, compare, put together, and take apart shapes.

Third Grade Mathematics

FOCUS CONCEPTS: Operations & Algebraic Thinking (multiplication and division); Number & Operations in Base Ten (multi-digit addition and subtraction); Number & Operations—Fractions; Measurement & Data; Geometry. SKILLS: Represent and solve problems involving multiplication & division; Understand properties of multiplication and the relationship between multiplication and division; Multiply and divide within 100; Solve problems involving the four operations, and identify and explain patterns in arithmetic; Use place value understanding and properties of operations to perform multi‑digit arithmetic; Develop understanding of fractions as numbers; Solve problems involving measurement and estimation of intervals of time; Represent and interpret data; Geometric measurement: understand concepts of area and relate area to multiplication and to addition; Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures; Reason with shapes and their attributes. MATHEMATICAL PRACTICES: Make sense of problems and persevere in solving them; Reason abstractly and quantitatively; Construct viable arguments and critique the reasoning of others; Model with mathematics; Use appropriate tools strategically; Attend to precision; Look for and make use of structure; Look for and express regularity in repeated reasoning.

Fourth Grade Mathematics

Focus: Problem solving, algebraic and logical reasoning, data collection and interpretation, geometry, measurement, fractions, decimals, multi-digit multiplication, place value to the millions. Concepts and Skills: Developing and using thinking routines, estimating, making generalizations, measuring area and perimeter, representing and comparing fractions and decimals, communicating mathematical thinking, developing automaticity with multiplication and division math facts, recognizing patterns, applying concepts to real world math situations.

Fifth Grade Mathematics

CONCEPTS: Problem solving with very large and very small numbers, relative magnitudes of numbers, representation and manipulation of parts of a whole as decimal numbers, fractions, and percentages; measurement of plane and solid figures; data collection and presentation; estimation; synthesis and application of mathematical problem-solving skills in real-world situations. SKILLS: Multiply and divide with large numbers; long division with multi-digit divisors; compare very large numbers; prime factorization; measure and calculate area and perimeter of polygons and complex plane shapes; measure and calculate surface area and volume of solid figures; collect and analyze data; represent data graphically; communicate mathematical thinking verbally and through writing.

Sixth Grade Mathematics

FOCUS: To gain an understanding of data collection, analysis and representation; sampling and probability; integer operations; order of operations; introduction to variables and writing expressions; fraction and decimal operations; percent calculations; application of variables to algebraic patterns; introduction to proportional reasoning; introduction to coordinate graphing and linear functions; deriving formulas for area and volume of right prisms. PROCESS + SKILLS: Students develop a repertoire of strategies for solving problems and work to explain their processes in order to learn from and with classmates who may approach problems differently. Different ways of seeing, thinking, and reasoning are encouraged, celebrated, and explored in order to deepen connections and further develop understanding. HIGHLIGHT: Tiny-House Design for Sustainability Project

Seventh Grade Mathematics

Content: Pre-Algebra: mathematical terminology; basic operations with rational numbers; solidifying fraction, decimal, percent, ratio, and proportion skills; solving one and two-step algebraic equations; data analysis and graphing skills; inequalities and absolute values; exponents; 2-D and 3-D geometry; problem-solving strategies; historical perspectives of mathematics.

Eighth Grade Mathematics

Content: Algebra: Appropriate use of mathematical terminology; operations with real numbers; solving multi-step algebraic equations and inequalities; solving simultaneous systems of equations and inequalities; graphing of functions on the Cartesian coordinate system; linear, exponential, rational, and quadratic functions; operations with polynomials; algebraic representations of real-life situations.

Social Studies Summary

The Social Studies curriculum at Live Oak explores the relationships that affect and define people and place over time.  Students begin with their own personal experiences, then reference that understanding in exploring the more abstract experiences of the distant past or faraway places. Concept-driven investigations at all grade levels encourage students to see patterns and themes in the study of the human experience that paves the way for future studies. Classroom activities in social studies compel students to actively participate in making sense of their world. Students work with primary documents, from a variety of resources, and through many simulative experiences in order to build critical understanding of the interaction between history, geography, economics, culture, government, citizenship, and technology in creating society.  

Kindergarten Social Studies

Focus: Self and others in the school and the neighborhood; how is my family similar or different from others?; how is my world affected by the past? Concepts: People's jobs and their societal importance including the tools they use; diversity in the classroom and world; why change occurs as time passes. Skills: Similarities and differences in people's characteristics, habits and living patterns; differences between past and present.

First Grade Social Studies

Focus: Friendship; food; post office. Concepts: Community; interdependence. Skills: Understanding roles, routines and communication within a community; how we rely on others; exploring cultural customs and traditions; recognizing ways in which culture influences people's habits and living patterns; identifying symbols, events and customs of various cultures. Highlight: Running a school post office.

Second Grade Social Studies

Concepts: Personal identity and role within a community: How can I help my classroom community? How can I help my school community? How can I help my neighborhood community? Skills: Practice strategies for effective interpersonal communication (listening and speaking) and conflict resolution; Learn shared social emotional vocabulary to support relationships; Ask and answer questions to gain understanding; Gather and present information to an audience. Highlights: Self-portraits; garden projects; interview projects; service learning field trips to San Francisco community spaces (parks, beaches, libraries).

Third Grade Social Studies

Focus: San Francisco, communities, culture, geography and diversity. Concepts and Skills: People and their community. Identify the similarities and differences in communities around the world; locate and map local community in relation to the world; understand the historical significance of individuals who have helped make a difference in their community; using nonfiction text to gain knowledge and information. Highlights: Experiential field trips around San Francisco.

Fourth Grade Social Studies

Focus: Geography of California, Native Americans in California, European expansion into California and the Americas, social change in the the 1960s and 1970s. Concepts & Skills: Causes of migration into and within California; social, political, economic and cultural forces that shaped the lives and interactions among people from the pre-Colombian societies through the 1970s; creating time-lines and maps; researching and reading non-fiction, representing past through oral presentations, writing, role-playing, and creating models. Highlight: A living history overnight field trip to Fort Ross during which every student takes on the role of a person who lived in Fort Ross in the year 1812.

Fifth Grade Social Studies

FOCUS: Application of careful research and imagination to understand United States history; multiple perspectives, service learning at St. Gregory's Food Pantry. CONCEPTS: Historical empathy; the story of the development of a nation; Native American cultures and geography; ongoing encounters between Native Americans and European-American colonists; United States slavery; the promises of the Declaration of Independence; American Revolution; social justice. SKILLS: Triangulating and synthesizing knowledge from multiple sources in research; analyzing primary and secondary sources, questioning and critical thinking; using strategies to select topic, plan approach, locate information, organize and prepare a research project.

Sixth Grade Social Studies

Integrated with language and literacy in a humanities course. FOCUS: democracy, social justice and civic engagement; interaction of peoples and communities throughout time; ancient river valley civilizations. ROUTINES: observing and analyzing patterns and themes between peoples and time periods; comparing and contrasting; map studies; taking notes; analyzing multiple perspectives; using primary and secondary sources. TEXTS: "Teaching Tolerance," "History Alive," atlases, "Facing History and Ourselves," news. PROJECTS: self- and group-identity exhibit; current events discussion, writing, and connecting geographically; ancient civilizations research project with one-pagers and regular presentations; multidisciplinary environmental impact study and awareness campaign.

Seventh Grade Social Studies

Course content is interdisciplinary with language and literacy. This is a world history survey class that focuses heavily on a study of belief systems. FOCUS: Regions: Korea, West Africa, Europe and the Holocaust. CONCEPTS: Identity, Communism, Capitalism, Democracy, Imperialism, Anti-Semitism, Borders, Conflict, and White Supremacy. ROUTINES: Geography investigations, thinking routines, critical thinking activities, note-taking, research, experiential activities, vocabulary studies, use of primary sources, assuming multiple perspectives, identifying recurrent themes and patterns that connect the units. TEXTS: "History Alive," "Sundiata," "Holocaust and Human Behavior," "Race and Membership," "Decision-Making in Times of Injustice," "Conflict on the Korean Peninsula," "The History of Korea" (Djun Kil Kim), "Instrok module" (Korea Foundation), "Abina and the Important Men," "The Royal Kingdoms of Ghana, Mali, and Songhai," "Scramble for Africa" (Al Jazeera), "Race: The Power of Illusion," "Captives as Commodities," PROJECTS: Mapping, Research Essays, Time Travelers Journal, Postcards to Home, and Historic Re-enactment.

Eighth Grade Social Studies

Integrated with Language Arts in Middle School Humanities program. Focus: U.S. Constitution, Westward Expansion, Civil War, Reconstruction, Civil Rights Movement, Criminal Justice, Poverty. Literature: "The Absolutely True Diary of a Part-Time Indian," "Narrative of the Life of Frederick Douglass, an American Slave," nonfiction books centered around themes of injustice, "House on Mango Street," "American Born Chinese," "To Kill a Mockingbird." Skills: Journal writing, literature discussions, independent reading, read aloud, group work, visible thinking. Projects: book review, analytical essay, oral history project, original constitutions, poetic prose, justice monument proposals.

Science Summary

At Live Oak, Science is an integral part of learning, which capitalizes on children’s natural curiosity about their world. By applying scientific skills and thinking routines, students develop an understanding of the universe and practice using that understanding to help others. The curriculum includes the use of research materials, experiential activities, discussion, cooperative learning and field trips, and covers the physical, life, and earth sciences. Throughout the grades, students are expected to be actively involved in the scientific process, becoming keen observers, modelers, debaters, and teachers.

Kindergarten Science

Focus: Building foundations for scientific understanding in the physical and life sciences. Concepts: Class pets, five senses, states of matter, building and engineering, water, technology. Skills: Observation, prediction, classification, recording, the ability to articulate these ideas as well as use simple tools in which to gather data, integrating scientific concepts into everyday situations.

First Grade Science

Focus: Rocky seashore; light and sound. Concepts: Using scientific knowledge to be helpful; biomes, habitats, and life cycles; light and sound sources and communication; investigable questions and experimentation. Skills: Using scientific practices to be helpful; vocabulary development; using tools and technology to gather information; scientific observation; recording data; design and construction. Highlight: Pillar Point tide pools and Exploratorium field trips.

Second Grade Science

Concepts: Science is the process of studying systems in order to help others, and scientists are people who study systems in order to help others. Topics we have studied in the past: worms, plants, bridges, and simple machines. Skills: Identify parts and processes of a system or structure, observe and record information, work collaboratively to gain knowledge through research, observation, and hands-on experiments. Highlight: Maintaining a neighborhood garden.

Third Grade Science

Focus: Earth materials; human body and metric measurement. Concepts: Properties and characteristics of rocks and minerals; characteristics and knowledge of the basic structural systems of the human body and how these systems work together to provide movement; the use of appropriate tools in situations calling for measurement. Skills: Asking questions; investigating, observing, predicting, recording, classifying and grouping; drawing conclusions from results; choosing correct tools to conduct investigation, using nonfiction text to gain knowledge and information. Highlights: Building human joint models; dissecting owl pellets; Geology Rocks! play.

Fourth Grade Science

Focus: Weather and climate; electricity; models and design. Concepts: Energy sources and conversions; the relationship between geographical location and climate; factors that characterize weather; design and construct conceptual and physical models. Skills: Asking questions, investigating, observing, predicting, recording, classifying, drawing conclusions from results, using and creating tools to collect scientific information, using technology to gather information, investigating properties and motion of objects. Highlights: Electricity Generator Model Fair.

Fifth Grade Science

FOCUS: Science as the process of studying systems in order to help others; scientists as people that study systems in order to help others. CONCEPTS: What plants need to grow; engineering simple plant growth systems; photosynthesis; digital modeling; circuitry. SKILLS: Determining basic needs of plant systems; design plant growth systems for fictional space station; describe role of atoms and molecules involved in photosynthesis; create digital model to teach others about photosynthesis; program a computer-controlled lighting system to grow plants. HIGHLIGHTS: Three-day field science program at Marin Headlands Institute; Scratch modeling and presentations; Arduino computer language.

Sixth Grade Science

FOCUS: Environmental science: River formation and the effects of rivers on Earth's landscape including erosion, weathering, deposition, and the formation of soil; botany (plant structure and function, photosynthesis) and the role of plants in the cycles of matter; how water carbon, nitrogen, and oxygen move throughout the environment; ecology, energy, and natural resources including how energy and resources are used, moved and exchanged in the environment; climate change and the causes, correlations, and impacts of a changing climate; human impact on the environment and conservation of resources. PROCESS + SKILLS: Observation and synthesis of data in order to draw clearly supported conclusions; use of hands-on laboratory experiences and projects to analyze the natural world and realize the role of scientists in science and the environment; becoming safe and productive participants in a science lab; keeping detailed lab journals with clear observations, questions, and evidence-based conclusions; investigating science developments in grade appropriate news stories through personal science blogs. HIGHLIGHT: End of year culminating Environmental Changemaker Project.

Seventh Grade Science

FOCUS: Life science: cells and body systems, reproduction and heredity, natural selection, populations and ecosystems. PROCESS & SKILLS: The central focus of the year is how we use our understanding of living things--from the smallest scale (cells and microbes) to the largest (marine mammals and ecosystems)--to construct evidence-based explanations of the natural world. Students ask questions and define problems, examining how human behaviors and decisions impact life around us. Project-based lab experiences and research projects are incorporated heavily throughout the year, as well as off-campus experiences that put students into the role of scientist-in-the-field. Student understanding is evaluated through project presentations, visual displays, model building, and design challenges. HIGHLIGHT: Ocean Ambassador’s Marine Conservation Project.

Eighth Grade Science

FOCUS: Physical Science: waves and their applications in technology, energy, matter and its interactions, chemistry, simple machines, Newton’s Laws of motion in the universe. PROCESS + SKILLS: Students engage in engineering design challenges, argument-driven inquiry, plan and carry out investigations, and are pushed to think about their place in the world as they analyze concepts and questions that have far reaching implications: Who gets access to energy in the world and who doesn’t? What are the physics of global temperature rise and what can we do about it in our time and place? Eighth grade science ties together many different fields of inquiry and prepares students to enter high school with the skills and knowledge they will need for success. HIGHLIGHT: Global Energy We Share Solar Project.

Social Emotional Learning Summary

All Live Oak students participate in developmentally-appropriate activities designed to enhance and strengthen their social emotional fitness. Important elements of the curriculum include developing their skills around self-awareness, empathy, advocacy, collaboration, and global awareness. Live Oak students learn about taking responsibility for their actions, how to have ownership over their learning, and how to solve problems independently and with integrity.

Kindergarten Social Emotional Learning

Focus: Becoming a thoughtful member of the Live Oak community. Concepts: Building social strategies that help in new situations and in expressing new ideas; creating new friendships; using "I" statements and cooperative problem solving; being able to work independently as well as part of a group. Skills: Developing confidence in social situations; being able to articulate needs and interests to others; respecting peers, adults, and materials.

First Grade Social Emotional Learning

Focus: Friendship and building identity as a learner and as a member of a community. Skills: Building self-confidence; taking initiative and learning self-direction in the classroom; sustaining attention to work; developing personal interest in learning and flexibility in problem solving; building cooperative skills in whole class, small group and partner work; conflict resolution and negotiation skills; developing a sense of personal responsibility for self and environment.

Second Grade Social Emotional Learning

Concepts: Communication and action, understanding our thinking, relationships, peacemaking strategies/conflict resolution. Skills: Collaboratively determine standards for classroom communication and action, establish personal goals and indicators, demonstrate personal reflection, recognize and nurture individual values, internalize a systems approach to the learning process, personalize and apply strategies for peaceful communication and conflict resolution.

Third Grade Social Emotional Learning

Focus: Personal responsibility. Skills: Self-advocacy as a learner; self-reliance; independence; flexibility in problem solving; empathy; becoming a peer mediator for conflict resolution.

Fourth Grade Social Emotional Learning

Focus: Collaboration and interdependence. Skills: Working productively in teams across all areas of the curriculum, solving social conflicts, balancing assertiveness with generous compromise, and communicating ideas effectively with classmates.

Fifth Grade Social Emotional Learning

FOCUS: Kindness, community, and leadership. SKILLS: Use mindful speech and actions to promote joyful industry and social inclusivity in the learning community; negotiate personal interest and the interest of the group; listen to understand others' perspectives; participate in individual and class initiatives to contribute to the community as leaders of the lower school. HIGHLIGHT: Weekly participation in the St. Gregory’s Food Pantry.

Sixth Grade Social Emotional Learning

Focus: Self, diversity and difference, leadership, decision-making. Students focus on building self-awareness including understanding of one's emotional self, how to take care of one's self, knowing and expressing personal boundaries, how to make independent contributions to a community, how to resolve conflicts and how to effectively communicate ideas and advocate for oneself.

Seventh Grade Social Emotional Learning

Focus: Self and Community, Diversity and Difference, Leadership, Decision Making. Students focus on building healthy relationships in a community, expressing oneself in emotional relationships, making choices, understanding other's perspectives and perceptions, and responding to community values. Students explore their role as mentors to younger members of the community, examining stereotypes and bullying in the community and the ways in which they can model positive relationships.

Eighth Social Emotional Learning

Focus: Self and society, diversity and difference, leadership, social justice. Students examine their role in the school and in the larger world and how to effect change. Areas of focus include: activism, lobbying, and community service. Students take on service projects on a variety of levels. Students examine the positive results of active participation in society versus the consequences of complacency and ignorance.

Art Summary

Across all grades, Live Oak's art program encourages and inspires students to use and display their creativity. In addition to making art, Live Oak's program is concentrated on developing an appreciation and understanding of art across the globe,  now and throughout history. Exploration of a variety of mediums is designed to improve motor and thinking skills, including creative problem solving and self-understanding. Students learn to appreciate art through the experience of viewing and discussing artwork from a wide range of viewpoints and cultures. The students’ year of art study culminates in Live Oak’s Art Show in May, featuring pieces that showcase student learning and expertise.

Kindergarten Art

Support for classroom curriculum with emphasis on multicultural aspects. Concepts: line variety, color mixing, geometric and organic shapes, two and three- dimensions, texture, sphere, and cube. Example Projects: watercolor resist, print-making, recycled sculpture, textured clay sculptures, sewn pouches, cooperative collages.

First Grade Art

Support for classroom curriculum with integrated activities. CONCEPTS: understand the use of line and rhythm in a work of art, understanding function and form, show space, simple overlapping, and perspective, recognize texture and symmetry, understanding basic color theory. EXAMPLE PROJECTS: representational drawing and painting from still life, combines, printmaking, illustrating emotion, texture collages, slab, and additive clay hand building and experimental tape paintings.

Second Grade Art

Support for classroom curriculum with emphasis on literacy and book arts. Concepts: awareness of size relationship and proportion, positive and negative space, design in natural organisms, simple color theory. Example Projects: cardboard portraits, pattern collages, Donald Judd-inspired paintings, printmaking with press and cyanotype processes, painting from still life, using and mixing primary colors, naturalist observations, clay slab or coil planters.

Third Grade Art

Support for classroom curriculum with integrated activities. Concepts: proportion, composition, architectural design, abstract stylization, one point perspective, warm/cool colors, three-dimensional sculpture, radial balance and symmetry. Example Projects: Papier-mâché Dia de los Muertos masks, cooperative mural painting, clay masks, collagraph printing, blind contour figure drawings and portraits, torn paper collages family portraits, and urban style portraits.

Fourth Grade Art

Support for classroom curriculum with an emphasis on fabric arts. Concepts: contrast in color, human proportion, cultural identities, contextual observation, human facial proportion, two-point perspective. Example Projects: Biomorphic sculpture, recycled material collagraph prints, paper sculpture, Digital transfers, cyanotype printing, Chuck Close inspired portraits.

Fifth Grade Art

Support for classroom curriculum with integrated activities. CONCEPTS: realism, abstraction, human proportion, light and shadow, pattern, use of line to show three dimensions, symbolism, radial symmetry, difference in art from a variety of cultures, graphic design, foreshortening, center of interest and balance. EXAMPLE PROJECTS: Gustav Klimt-inspired figure painting with emphasis on pattern, Romare Bearden-inspired mixed media collages, William Kentridge-inspired pen and ink drawing/prints, clay storytellers inspired by the work of Helen Cordero, and Urban art study.

Sixth Grade Art

Sixth through eighth grades share a three year rotation program that builds an awareness of and excitement about existing imagery and sculpture. Focus Examples: 19th and 20th century artists and styles, Basquiat expressive symbolism portraiture, Ruscha perspective study, Marisol clay sculpture, van Gogh color study and texture drawing, Close portraiture and abstraction, Saar found object and wood sculpture shadowboxes, Haring collaborative murals, Noguchi akari lanterns and 3D sculpture, Warhol cylinder, cube, color, and design study, Calder's Circus and mobiles, study of Voduo and effigies. Routines: sketchbook practice, Surprise Bag Draw (drawing hidden objects from touch), favorite object draw. Skills: materials manipulation: wire, wood, clay, fabric, soft sculpture, printing, design and planning, drawing.

Seventh Grade Art

Sixth through eighth grades share a three year rotation program that builds an awareness of and excitement about existing imagery and sculpture. Focus Examples: 19th and 20th century artists and styles, Basquiat expressive symbolism portraiture, Ruscha perspective study, Marisol clay sculpture, van Gogh color study and texture drawing, Close portraiture and abstraction, Saar found object and wood sculpture shadowboxes, Haring collaborative murals, Noguchi Akari lanterns and 3D sculpture, Warhol cylinder, cube, color, and design study, Calder's Circus and mobiles, study of Voduo and effigies. Routines: Sketchbook practice, Surprise Bag Draw (drawing hidden objects from touch), favorite object draw. Skills: materials manipulation: wire, wood, clay fabric, soft sculpture, printing, design and planning, drawing.

Eighth Grade Art

Sixth through Eighth grades share a three year rotation program that builds an awareness of and excitement about existing imagery and sculpture. Focus Examples: 19th and 20th century artists and styles, Basquiat expressive symbolism portraiture, Ruscha perspective study, Marisol clay sculpture, van Gogh color study and texture drawing, Close portraiture and abstraction, Saar found object and wood sculpture shadowboxes, Haring collaborative murals, Noguchi akari lanterns and 3D sculpture, Warhol cylinder, cube, color, and design study, Calder's Circus and mobiles, study of Voduo and effigies. Routines: Sketchbook practice, Surprise Bag Draw (drawing hidden objects from touch), favorite object draw. Skills: materials manipulation: wire, wood, clay fabric, soft sculpture, printing, design and planning, drawing.

Music Summary

Live Oak’s Music program seeks to develop in students an affinity for music and dance from around the world, an increased understanding of and ability to express oneself through music and movement, and skills and techniques for reading, writing, and playing music. Classroom activities engage students in the experience of music and movement using percussion and other Orff instruments, choral singing, and structured and unstructured dance. Students in the lower school share their musical skills with the community in the Music Festival in January, while students in the middle school perform for the community in the Music Festival in early spring.

Kindergarten Music

Concepts: Singing as a form of expression; beat and rhythm; fast/slow, high/low, soft/loud and other comparatives. Skills: Singing; active listening, chanting, and dancing; stepping and clapping a beat, playing Orff instruments, improvising movements, Dalcroze Eurythmics - reading rhythms and moving to those rhythms.

First Grade Music

Concepts: Identifying beat and rhythm; singing; active listening; using  solfège syllables; playing Orff instruments, early music notation; music vocabulary: pitch, tempo, and staff. Skills: Singing, active listening; Dalcroze Eurythmics - reading rhythms and moving to those rhythms; learning and performing songs with choreographed movement; improvisation.

Second Grade Music

Concepts: Beat; rhythm; pitch; rests and melody; music notation; active listening; creative and expressive movement. Skills: Reading and writing rhythm and pitch; choral ensemble skills; playing Orff instruments; structured folk dancing; improvising melodies and movement; participating in song-writing activities to create original music.

Third Grade Music

Concepts: Canons and two-part harmony; complementary rhythms; playing recorders; absolute note names; different meters (2/4, 3/4, 4/4 time). Skills: Singing and performing rounds, learning folk dances; expanding vocal range; learning choral ensemble skills; reading and writing pitch and rhythm, playing and performing on recorders and ukeleles.

Fourth Grade Music

CONCEPTS: Two-part harmony, up to five-part instrumental ensemble pieces; history of music in American culture. SKILLS: Singing and performing longer and more complex music; ensemble playing; reading and writing on the staff; participating in song-writing activities to create original music.

Fifth Grade Music

FOCUS: The fifth grade music program includes choral singing, playing instruments, and movement games. Studies include basic music theory. Explores the development of American Music. FOCUS EXAMPLES: African drumming, study of the Harlem Renaissance and contributions of African-Americans to the development of American Music. ROUTINES: Choral warm-ups, music notation, movement games, practice of performance material, and class discussions with themed cultural perspectives. SKILLS: Understanding solfège, introduction to music notation, song forms, and cultural interpretation through performance.

Sixth Grade Music

FOCUS: The sixth grade music program includes choral singing, playing instruments, and movement games. Explores music theory from different points of view (writing, singing, playing). Includes a diverse perspective of cultures that influenced American music. FOCUS EXAMPLES: Study of African drumming, Mardi Gras Indians, and other cultures that influenced New Orleans; Introduction of traditions specific to New Orleans, such as first and second line. ROUTINES: Choral warm-ups, music notation, movement games, practice of performance material, and class discussions with themed cultural perspectives. SKILLS: Understanding solfège, music notation, song forms, and cultural interpretation through performance.

Seventh Grade Music

The seventh grade music program includes choral singing, playing instruments, and movement games. FOCUS: Explores music theory from different points of view (writing, singing, playing). Cultural study of the contribution of African-Americans from slavery to post-slavery that have influenced our music. FOCUS EXAMPLES: African drumming, work slave songs, spirituals, and the blues song form. ROUTINES: Choral warm-ups, music notation, movement games, practice of performance material, and class discussions on themed cultural perspectives. SKILLS: Understands active listening, solfège, music notation, blues song form, and cultural interpretation through performance.

Eighth Grade Music

The eighth grade music program includes choral singing, playing instruments, and movement games. Explores music theory from different points of view (writing, singing, playing). And, the study of the development of American Music through blues and jazz. FOCUS EXAMPLES: Explores contributions and social conditions of African-Americans through the development of blues and jazz. The philosophy of blues and jazz around social justice, freedom and democracy. ROUTINES: choral warm-ups, music notation, movement games, practice of performance material, and class discussions on themed cultural perspectives. SKILLS: Understands active listening, solfège, music notation, jazz and blues song forms, blues songwriting, and cultural interpretation through performance.

Physical Education Summary

The Physical Education program at Live Oak is designed to help students acquire lifetime fitness habits, develop both fine motor and gross motor skills, and build a strong foundation of personal health and safety. The program exposes children to a wide variety of physical activities from ball sports to dance. Students learn to move with balance, coordination and agility as they participate in physical activities that encourage skill development, teamwork, and an understanding of the strategies behind the play. Another important theme of the program is social emotional development which includes: self awareness, self management, social awareness, relationship skills, and responsible decision making.Students in fifth through eighth grade have the opportunity to participate in After School Athletics. Live Oak competes with other Bay Area schools in basketball, cross country, volleyball, and futsal.

Kindergarten Physical Education

Skills: Running, jumping, rolling, skipping, hopping; responding to verbal directions; cooperative group/team play skills. Concepts: The health benefits of physical activity, the role of practice in learning new skills; the role of the individual in maintaining safety in group games; fairness in play.

First Grade Physical Education

Skills: Movement skills going under, around, to the side of objects; throwing, kicking and catching balls with a partner; participating in sustained large- group games to increase heart and lung functioning; using equipment properly. Concepts: Using feedback to improve performance; the purpose of rules in games; the role of activities in developing strength and endurance; exploring effective teamwork skills such as cooperation; being an effective partner during practice and games; and responding responsibly to challenges, successes, and failures.

Second Grade Physical Education

Skills: Moving with increasing agility, balance and control; kicking and hitting a ball with hand; playing by the rules; increased endurance through running, sprinting, and tag games, taking responsibility for role in group games. Concepts: Explore strategy in game playing, the role of competition and cooperation in team play, and healthy conflict resolution; understand role of strength exercises in fitness.

Third Grade Physical Education

Skills: Using movements and sport-specific skills for basketball, soccer and baseball; participating in cooperative activities; contributing to positive and safe group experiences in games. Concepts: Practice and conditioning for improved performance; explore opportunities for physical activities in and out of school.

Fourth Grade Physical Education

Skills: Using sequence of movements, balancing on objects, warm-up and cool down exercises, sport-specific skills, sport-specific strategies; participation in cooperative activities and instilling a positive group mentality; developing fitness goals and plans to achieve them. Concepts: Role of stretching, warm-up and cool down for physical health; internal and external motivation for success and fitness. Learning to respond to winning and losing with dignity and respect. Respecting individual differences in skill and motivation, including strategizing to challenge an opponent utilizing outstanding skill, strategy, or teamwork.

Fifth Grade Physical Education

Skills: Using appropriate sequence of movements for specific purposes; balancing and techniques to practice balancing; using sport-specific skills in games; participating in cooperative activities and contributing to positive group mentality; proper warm-up, cool down and stretching routines, calculating maximum and target heart rate. Concepts: Offense, defense, team mentality, understanding the benefits of physical activity, internal motivation for personal fitness.

Sixth Grade Physical Education

Skills: Using strength building activities to increase muscle and endurance; warm-up, cool down and stretching routines; make positive contributions to group in cooperative activities; sport -specific skills; offensive and defensive strategies during team games. Concepts: Examining strategies for success or failure; understanding the role of cardiovascular fitness in overall health; understanding target, maximum and resting heart rate; the comparative health benefits of foods.

Seventh Grade Physical Education

Skills: Intermediate sport-specific skills for individual, dual and team sports; using offensive and defensive strategies in sports; choosing appropriate strength building activities. Concepts: Physiological benefits of regular physical activity, basic training principles that improve fitness, proper attitudes towards winning and losing, cardio and respiratory endurance, the role of exercise and nutrition in body composition.

Eighth Grade Physical Education

Skills: Advanced sport-specific skills for individual, dual and team sports; uses both offensive and defensive strategies regularly in sports; apply locomotor, nonlocomotor, and manipulative skills to team physical activities. Concepts: Planning a personal physical fitness plan in collaboration with the teacher; long-term psychological benefits of regular participation in physical activity including self-image and stress reduction, relationship between exercise intensity and body's response to activity. Defining and accepting roles for group members in a game or activity. Modeling support and inclusivity for all individuals.

Spanish Summary

Beginning in the fourth grade, all Live Oak Students participate in a Spanish program designed to develop an appreciation for the Spanish language and Spanish speaking cultures, an increased understanding of the structures of spoken and written language, and the ability to communicate in Spanish.  Classes are led in Spanish with students engaged in interactive games, skits, dialogues, cultural discussions, and in-depth projects that encourage real world application of their developing language skills. In grades six through eight, Live Oak offers small advanced classes designed to meet the needs of native Spanish speakers and students who have attended a Spanish immersion program in the elementary grades.

Fourth Grade Spanish

Cultural Goals: To begin developing an appreciation for the Spanish language. To learn the significance of some traditions and celebrations from Spanish-speaking countries. Communication, Reading, & Writing Goals: Students will learn basic vocabulary and expressions; they will be able to apply them in context, in oral and written form. Students will know how to introduce themselves, ask and respond to simple questions, and express likes and dislikes. Also, students will learn vocabulary that will enable them to read, understand, and write about a series of basic stories. Content: likes, dislikes, days of the week, body parts, the family, the house, colors, animals, introductions and farewells, classroom expressions, numbers 1-10. Grammar: masculine, feminine, singular and plural nouns, most common verbs, adjectives and adverbs.

Fifth Grade Spanish

Cultural Goals: To be aware of the importance and usefulness of learning Spanish as a second language. To begin to acknowledge the cultural diversity that exists among Spanish-speaking countries. Understand basic geography (where Spanish-speaking countries are located.) Communication, Reading, & Writing Goals: Students will further develop their listening and verbal skills. They will expand their vocabulary range, as well as the necessary skills to be able to communicate orally in Spanish. Students will recognize, understand, and articulate sounds of vowels and consonants from the alphabet in Spanish. Students will know how to count in Spanish from 1 to 30. Students will write basic sentences to describe situations. Students will write short, original stories. Students will read aloud and translate text. Content: the school, food, ordering and offering food, days of the week, months of the year, types of weather and the seasons, extended family members, parts of a house, and basic places in a city. Grammar: definite and indefinite articles, personal pronouns, introducing third persons, masculine, feminine, singular, plural, basic verb conjugation (regular verbs in present tense), common adverbs and prepositions.

Sixth Grade Spanish

Cultural Goals: To identify the location and most important features of Spanish-speaking countries, and the overarching similarities and differences among them. To know what constitutes Hispanic culture and be able to recognize its influence over the United States. Communication, Reading, & Writing Goals: To articulate personal information, ask and respond to basic questions, and describe characteristics of people and places. Also, to distinguish between the informal and formal structures; to speak, read, and write in the present tense using complete sentences. Content: Present and near future tenses of both regular and irregular verbs, adjectives, definite and indefinite articles, introduction to direct and indirect objects, personal pronouns, prepositions, telling time, discussing schedules, and sentence construction. Literature: "Pobre Ana" and "Patricia va a California."

Sixth Grade Advanced Spanish
Cultural Goals: To identify the rich and different cultural nuances that exist among Hispanic countries, and to get to know these differences through literature, poetry, songs, movies, geography, history. To understand basic features of Aztec culture and the events that led to their fall upon european arrival. To learn the significance of the Day of the Dead. To explore the life of a migrant child. Communication, Reading, & Writing Goals: Basic Spanish literature analysis will lead students to master the skills of reading comprehension, and written expression using techniques for summarizing, extracting main ideas, and for essay and creative writing. Students will learn to use online dictionaries. Students will learn Spanish orthography and grammar. Spanish will be applied orally in the forms of read aloud, poetry, story telling, performing plays, singing, and expressing opinion during class discussions. Students will be engaged in discussions about movies, literature and culture. Content: Review of the correct use of the following tenses in Spanish: past tenses: preterit/imperfect, present perfect; future and conditional tenses. Reflexive verbs, direct and indirect objects; accentuation in Spanish. Literature: "El Ascenso de Europa" by Daniela Forni, "Doña Josefa y sus conspiraciones" by Ediciones Tecolote, "De lo que le contaron al fraile" by Ediciones Tecolote, "Escudos Rotos" by Ediciones Tecolote, "La ciudad de los dioses. Cajas de cartón" by Francisco Jimenez.

Seventh Grade Spanish

Cultural Goals: To effectively compare and contrast cultural aspects of the different Latin American countries. To identify the various traditions, famous sites, foods, history and geography of Latin American countries. Communication, Reading, & Writing Goals: To express oneself in a variety of ways and articulate thoughts more automatically. Students have a breadth of vocabulary that assists them in accurate expression and to use the language not only to transfer information, but also to be convincing and speak with more depth of thought. Reading is a tool for vocabulary building and to understand concepts. Students write in paragraph form and concentrate on refining their sentence structure. Content: simple present, present progressive and preterite verb tense conjugations, commands (formal, informal, and plural), possessive and demonstrative adjectives, por vs. para, direct and indirect objects, idiomatic expressions with tener, and their combinations, family, traveling, activities, discussing likes and dislikes. Literature: "Casi se Muere," "Pobre Ana bailó el Tango," and "El Viaje de su Vida."

Seventh Grade Advanced Spanish

Cultural Goals: To identify the rich and different cultural nuances that exist among South American countries, and to get to know these differences through literature, poetry, songs, movies, geography, and history of South America. To learn about the life of a migrant farm worker and his family. Communication, Reading, & Writing Goals: Literature reading and analysis, research projects, essay writing techniques, summaries, main ideas, and glossaries. Oral exercises through plays, class discussions to state and support opinions, give advise, express doubts, and in oral presentations of given subjects or projects to help students master grammatical concepts and fluidity in the language. Content: To review past tenses (preterit/imperfect), the future and conditional tenses in the indicative mode, to provide instructions, advice, orders through the study of the negative and affirmative uses of the imperative mode, to study the present subjunctive mode and some of its typical expressions, and to review accent placement in Spanish. Literature: "Incas" by Ediciones Tecolote, "Cuentos de la Selva" by Horacio Quiroga, "El Dueño de los Animales" by Jorge Accame, "Lo que cuentan los Tehuelches" by Miguel Ángel Palermo, "Lo que cuentan los Onas" by Miguel Ángel Palermo, "Lo que cuentan los Iroqueses" by Márgara Averbach, "Lo que cuentan los Inuit" by Olga Monkman.

Eighth Grade Spanish

Cultural Goals: Students will continue to learn about the similarities and differences among Spanish-speaking countries. They will begin to develop a broader understanding of these comparisons and see their impact on the Latin world. Projects will move beyond finding facts, to producing written and presented ideas and opinions on several subjects that are culture specific. Communication, Reading, & Writing Goals: Students are now speaking, reading, and writing entirely in Spanish with fluidity and refinement. Their writing has more clarity and they are now able to write a paper and can communicate their ideas in multiple ways. Content: Preterite and imperfect tenses (past), reflexive verbs, recent past, immediate future, time phrasing, comparatives, superlatives, debating opinions, giving advice and directions, health, community, media, and restaurants. Literature: "Mi Propio Auto" and "¿Dónde está Eduardo?"

Eighth Grade Advanced Spanish
Cultural Goals: Focus on Spain: culture, regions, traditions, history and celebrities through literature, poetry, songs, movies and documentaries. Focus on Latin American immigration and its influence on American culture. Communication, Reading, & Writing Goals: Students will advance in their Spanish oral fluidity and analytical skills to express opinions, doubts, dreams, questions, and regrets, as well as hypothetical situations in the present and the past tenses of the subjunctive mode. They will express their opinion in debates and class discussions, and will be able to present subjects orally in class. Reading comprehension skills will be enhanced through reading fiction and non- fictional literature, essays, articles and informative texts. Writing skills will be refined through the writing of essays, research papers, articles, summaries and creative writing. Students will learn to recognize and use figures of speech in creative writing, and will learn how to write informative, persuasive, and opinion essays applying more advanced and sophisticated connecting words in their speech. Content: Students will be introduced to advanced structures of Spanish syntax to be prepared for high school Spanish placement exams; this will be done through the review of conditional tense, imperative mode, and present subjunctive mode, and the study of imperfect, present perfect and past perfect tenses in the subjunctive mode. The use of the passive and active voice will be studied as well as indirect and direct speech. Literature: "Don Quixote" by Miguel de Cervantes, "Lorca y su Duende" by Sara Cordón, "Pizarro, El hijo del sol" by Patxi Irurzun, "El Cid Campeador" by Esteban Rodríguez Serrano, "Cervantes, El ingenioso" by Sara Cordón, "Goya y sus caprichos" by Esteban Rodríguez Serrano, "Pequeña Historia de España" by Manuel Fernández Álvarez, "El Capitán Alatriste" by Pérez-Reverte. Más allá de Francisco Jiménez.

Drama Summary

Live Oak's middle school drama program encourages  an appreciation for the dramatic arts while developing students' theatrical skills. Students participate in dramatic play, explorations of drama theory, visits to local dramatic performances, and a variety of dramatic productions. In addition, students read plays, study the history of theater, explore theater in various cultures, and learn dramatic techniques such as concentration, voice production, characterization, and text analysis.  Drama classes contribute to students’ self-esteem and comfort in presenting to an audience, in addition to their building an understanding of the theatrical arts. A Fall performance and a full-scale middle school drama production in the Spring offer students opportunities to work on many aspects of the theater including lights, sound, sets, costuming, front-of-house duties, and programs.

Sixth Grade Drama

Topics: Acting techniques, story creation, plays and playwrights, theater history, business of theater. Skills: Scenework, improvisation, utilize verbal and non-verbal communication, develop empathy and new perspectives, enhance psychological well-being, appreciate aesthetic. Concepts: Responsibility, creative problem solving and decision making, individual and specialized work, expanding knowledge of plays, as well as other art forms.

Seventh Grade Drama

Topics: Acting techniques, story creation, plays and playwrights, theater history, business of theater. Skills: Scenework, improvisation, utilize verbal and non-verbal communication, develop empathy and new perspectives, enhance psychological well-being, appreciate aesthetic. Concepts: Responsibility, creative problem solving and decision making, individual and specialized work, expanding knowledge of plays, as well as other art forms.

Eighth Grade Drama

Topics: Acting techniques, story creation, plays and playwrights, theater history, business of theater. Skills: Scenework, improvisation, utilize verbal and non-verbal communication, develop empathy and new perspectives, enhance psychological well-being, appreciate aesthetic. Concepts: Responsibility, creative problem solving and decision making, individual and specialized work, expanding knowledge of plays, as well as other art forms.