Upper School

World Literature

What we do:

World literature reinforces the influential writers of different races, cultures, creeds, and ethnicities of the world in a constantly changing global landscape. Students read a variety of works from each major genre, such as Fiction, Non-fiction, Poetry, Drama, and Folk Literature.

Students are taught the importance of active reading—the act of engaging and making connections with what they read. They are encouraged to examine relationships between characters, conflicts,     and situations that often occur in literary works. Also, students are asked to read aloud to strengthen reading and comprehension skills, which enables them to strengthen their vocabulary skills.

How we do it: (Accommodations)

Direct Instruction:

• Structured Overview
• Lecture
• Explicit Teaching
• Drill & Practice
• Compare & Contrast
• Didactic Questions
• Demonstrations

Indirect Instruction:

• Problem Solving
• Case Studies
• Reading for Meaning
• Reflective Discussion
• Writing to Inform
• Concept formation
• Concept Mappings / Graphic Organizer
• Concept Attainment

Experimental Learning:

• Narratives
• Storytelling

Independent Study:

• Assigned questions

Interactive Instruction:

• Brainstorming
• Discussion
• Cooperative Learning

Instructional Skills:

• Explaining
• Demonstrating
• Questioning
• Questioning Techniques
• Wait Time
• Levels of Questions

Others:

• Alternative Assessments
• Guided Assisted Reading
• Guided Reading & Thinking
• Mind Mapping

American Literature

What we do:

The eleventh-grade student will be able to make and analyze informative and persuasive oral presentations, with attention to the accuracy of evidence and the effectiveness of delivery. An examination of how media influences beliefs and behaviors will be introduced. The student will continue to develop and expand vocabulary. The study of both classic and contemporary American literature will enhance the student’s appreciation for literature. The student will be able to identify the prevalent themes and characterizations present in American literature, which are reflective of history and culture. Students will also use nonfiction texts to draw conclusions and make inferences citing textual support. The student will be able to write clear and accurate personal, professional, and informational correspondence and reports for research and other applications. Grammar development will continue through the application of rules for sentence formation, usage, spelling, and mechanics. The student will develop informative and persuasive writings by locating, evaluating, synthesizing, and documenting information following ethical and legal guidelines.

How we do it (accommodations)

Direct Instruction:

• Structured overview
• Lecture
• Compare and contrast
• Didactic Questions

Indirect Instruction

• Inquiry
• Reflective Discussion
• Concept Formation

Experimental Learning:

• Simulations
• Role Playing
• Focused Imaging

Independent Study:

• Computer Assisted Instruction
• Assigned question

Interactive Instruction

• Debate
• Discussions
• Cooperative Learning
• Peer Partner Learning

Instructional Skills:

• Explaining
• Questioning
• Questioning techniques
• Levels of Questions
• Wait time

Others:

• Assessments

British Literature

What we do:

The twelfth-grade student will use organizational skills and both verbal and nonverbal presentation skills to plan and deliver an effective oral presentation, choosing language and tone appropriate to the audience and purpose. Students will use technology and understanding of media to create, organize, and display knowledge in ways others can access, view, and use. The student will expand general and specialized vocabulary through speaking, listening, reading, and viewing. The student will analyze British literature and literature of other cultures, recognizing major literary forms and their elements. Using nonfiction texts, students will analyze and synthesize information to solve problems. Writing will include the production of informational, expository, and persuasive/argumentative papers, logically organized demonstrating knowledgeable judgments, and effective conclusions. The student will also produce a well-documented major research product, by locating, evaluating, synthesizing, and documenting information following ethical and legal guidelines. The student will demonstrate advanced knowledge of grammatical conventions through writing, editing, and speaking.

How we do it: (Accommodations)

Direct Instruction:

• Structured overview
• Lecture
• Compare and contrast
• Didactic Questions

Indirect Instruction

• Inquiry
• Reflective Discussion
• Concept Formation

Experimental Learning:

• Simulations
• Role Playing
• Focused Imaging

Independent Study:

• Computer Assisted Instruction
• Assigned question

Interactive Instruction

• Debate
• Discussions
• Cooperative Learning
• Peer Partner Learning

Instructional Skills:

• Explaining
• Questioning
• Questioning techniques
• Levels of Questions
• Wait time

Others:

• Assessments
• Guided Reading and Thinking

American Sign Language, Arabic, Chinese, French, Latin, and Spanish.

What we do:

Through a partnership with Virtual Virginia, students can choose from American Sign Language, Arabic, Chinese, French, Latin, and Spanish. Students develop communicative competence by interacting orally and in writing as well as, understanding oral and written messages. They communicate on a variety of topics at a level commensurate with their study, using more complex structures and moving from concrete to more abstract concepts. They comprehend the main ideas of the authentic materials that they listen to and read and are able to identify significant details when the topics are familiar. Courses are taken online in the course of the school day and students develop the ability communicate efficiently.

How we do it:

Direct Instruction

• Drill & Practice
• Compare & Contrast
• Didactic Questions

Indirect Instruction

• Reading for meaning
• Reflective Discussion
• Concept Mapping

Experimental Learning

• Games
• Storytelling
• Role-playing

Interactive Instruction

• Role-playing

Instructional Skills

• Explaining
• Demonstrating
• Wait time

American Sign Language, Arabic, Chinese, French, Latin, and Spanish

What we do:

Through a partnership with Virtual Virginia, students can choose from American Sign Language, Arabic, Chinese, French, Latin, and Spanish. Students develop communicative competence by interacting orally and in writing as well as, understanding oral and written messages. They communicate on a variety of topics at a level commensurate with their study, using more complex structures and moving from concrete to more abstract concepts. They comprehend the main ideas of the authentic materials that they listen to and read and are able to identify significant details when the topics are familiar. Courses are taken online in the course of the school day and students develop the ability communicate efficiently.

How we do it:

Direct Instruction

• Drill & Practice
• Compare & Contrast
• Didactic Questions

Indirect Instruction

• Reading for meaning
• Reflective Discussion
• Concept Mapping

Experimental Learning

• Games
• Storytelling
• Role-playing

Interactive Instruction

• Role-playing

Instructional Skills

• Explaining
• Demonstrating
• Wait time

American Sign Language, Arabic, Chinese, French, Latin, and Spanish

What we do:

Through a partnership with Virtual Virginia, students can choose from American Sign Language, Arabic, Chinese, French, Latin, and Spanish. Students develop communicative competence by interacting orally and in writing as well as, understanding oral and written messages. They communicate on a variety of topics at a level commensurate with their study, using more complex structures and moving from concrete to more abstract concepts. They comprehend the main ideas of the authentic materials that they listen to and read and are able to identify significant details when the topics are familiar. Courses are taken online in the course of the school day and students develop the ability communicate efficiently.

How we do it:

Direct Instruction

• Drill & Practice
• Compare & Contrast
• Didactic Questions

Indirect Instruction

• Reading for meaning
• Reflective Discussion
• Concept Mapping

Experimental Learning

• Games
• Storytelling
• Role-playing

Interactive Instruction

• Role-playing

Instructional Skills

• Explaining
• Demonstrating
• Wait time

American Sign Language, Arabic, Chinese, French, Latin, and Spanish

What we do:

Through a partnership with Virtual Virginia, students can choose from American Sign Language, Arabic, Chinese, French, Latin, and Spanish. Students develop communicative competence by interacting orally and in writing as well as, understanding oral and written messages. They communicate on a variety of topics at a level commensurate with their study, using more complex structures and moving from concrete to more abstract concepts. They comprehend the main ideas of the authentic materials that they listen to and read and are able to identify significant details when the topics are familiar. Courses are taken online in the course of the school day and students develop the ability communicate efficiently.

How we do it:

Direct Instruction

• Drill & Practice
• Compare & Contrast
• Didactic Questions

Indirect Instruction

• Reading for meaning
• Reflective Discussion
• Concept Mapping

Experimental Learning

• Games
• Storytelling
• Role-playing

Interactive Instruction

• Role-playing

Instructional Skills

• Explaining
• Demonstrating
• Wait time

Algebra

What we do:

Algebra I is taught using the traditional objectives.  The course is taught at each individual student’s pace to ensure mastery of the course objectives. The classroom is structured to provide students with ample opportunity to practice and demonstrate the content being presented.  Each day the class begins with a Warm-up exercise based on the homework from the previous day.  The class is then presented with the lesson for the current day with a follow on exercise for students to practice and demonstrate.  It is during the practice and demonstration phase that the teacher works with individual students who may be encountering difficulty or need acceleration and a more challenging exercise.

How we do it (accommodations)

Direct Instruction

• Lecture
• Explicit Teaching
• Drill and Practice
• Didactic Questions

Indirect Instruction

• Problem Solving
• Inquiry
• Writing to Inform
• Concept Formation
• Concept Attainment

Experiential Learning

• Simulations
• Games
• Storytelling

Independent Study

• Essays
• Computer Assisted Instruction
• Research Projects
• Assigned Questions

Interactive Instruction

• Peer Partner Learning
• Discussion
• Problem Solving

Instructional Skills

• Explaining
• Demonstrating
• Questioning
• Questioning Techniques
• Levels of Questions

Algebra

What we do:

Algebra I is taught using the traditional objectives.  The course is taught at each individual student’s pace to ensure mastery of the course objectives. The classroom is structured to provide students with ample opportunity to practice and demonstrate the content being presented.  Each day the class begins with a Warm-up exercise based on the homework from the previous day.  The class is then presented with the lesson for the current day with a follow on exercise for students to practice and demonstrate.  It is during the practice and demonstration phase that the teacher works with individual students who may be encountering difficulty or need acceleration and a more challenging exercise.

How we do it (accommodations)

Direct Instruction

• Lecture
• Explicit Teaching
• Drill and Practice
• Didactic Questions

Indirect Instruction

• Problem Solving
• Inquiry
• Writing to Inform
• Concept Formation
• Concept Attainment

Experiential Learning

• Simulations
• Games
• Storytelling

Independent Study

• Essays
• Computer Assisted Instruction
• Research Projects
• Assigned Questions

Interactive Instruction

• Peer Partner Learning
• Discussion
• Problem Solving

Instructional Skills

• Explaining
• Demonstrating
• Questioning
• Questioning Techniques
• Levels of Questions

Geometry

What we do:

Geometry is taught using the traditional objectives with a strong emphasis on Algebra I skills maintenance and development.  The course is taught at each individual student’s pace to ensure mastery of the course objectives.    The focus of the course is geometric identities, theorems, postulates, and corollaries as well as algebra applications with an emphasis on theory supporting application. Students are assessed at regular intervals to ensure mastery of the content during the specified period.  If a student demonstrates deficiencies on an assessment the teacher will conduct a re-teach of the material to ensure mastery to an appropriate level as math is a constantly building curriculum and mastery of each objective becomes essential for further study.

How we do it:

Direct instruction

• Lecture
• Explicit Teaching
• Drill & Practice
• Didactic Questions

Indirect Instruction

• Problem Solving
• Case Studies
• Inquiry
• Concept Formation
• Concept Mapping

Experimental Learning

• Games
• Model Building

Independent Study

• Computer Assisted Instruction
• Learning activity packages
• Assigned Questions

Interactive Instruction

• Peer Partner Learning
• Discussion
• Problem Solving

Instructional Skills

• Explaining
• Demonstrating
• Questioning
• Wait Time

Others

• Alternative Assessments
• Graphic organizers

Algebra II

What we do it:

Algebra II is taught using the traditional objectives.  The course is taught at each individual student’s pace to ensure mastery of the course objectives.  The focus of the course is advanced Algebra applications with a component being the theory supporting the application. Each day the class begins with a Warm-up exercise based on the homework from the previous day.  The class is then presented with the lesson for the current day with a follow on exercise for students to practice and demonstrate.  It is during the practice and demonstration phase that the teacher works with individual students who may be encountering difficulty or need acceleration and a more challenging exercise.

How we do it:

Direct instruction

• Lecture
• Explicit Teaching
• Drill & Practice
• Didactic Questions

Indirect Instruction

• Problem Solving
• Inquiry
• Concept Formation
• Concept Mapping

Experimental Learning

• Games
• Model Building

Independent Study

• Computer Assisted Instruction
• Learning activity packages
• Assigned Questions

Interactive Instruction

• Peer Partner Learning
• Discussion
• Problem Solving

Instructional Skills

• Explaining
• Questioning
• Wait Time

Others

• Alternative Assessments
• Graphic organizers

Pre-Calculus

What we do:

This course is designed to cover topics in Algebra ranging from polynomial, rational, and exponential functions to conic sections.  Trigonometry concepts such as Law of Sines and Cosines will be introduced.  Students will then begin analytic geometry and calculus concepts such as limits, derivatives, and integrals.  This class is important for any student planning to take a college algebra or college pre-calculus class.

How we do it:

Direct Instruction

• Lecture
• Explicit Teaching
• Drill and Practice
• Compare and Contrast
• Didactic Questions

Indirect Instruction

• Reading for Meaning
• Reflective Discussion
• Concept Formatting

Experimental Learning

• Focused Imaging

Independent Study

• Learning Activity Packages
• Assigned Questions

Interactive Instructions

• Debates
• Discussion
• Cooperative Learning
• Problem Solving

Instructional Skills

• Explaining,
• Demonstrating
• Questioning
• Levels of Questions
• Wait time

Others

• Guided Reading and Thinking
• Self Monitoring Strategies

Algebra

What we do:

Algebra I is taught using the traditional objectives.  The course is taught at each individual student’s pace to ensure mastery of the course objectives. The classroom is structured to provide students with ample opportunity to practice and demonstrate the content being presented.  Each day the class begins with a Warm-up exercise based on the homework from the previous day.  The class is then presented with the lesson for the current day with a follow on exercise for students to practice and demonstrate.  It is during the practice and demonstration phase that the teacher works with individual students who may be encountering difficulty or need acceleration and a more challenging exercise.

How we do it (accommodations)

Direct Instruction

• Lecture
• Explicit Teaching
• Drill and Practice
• Didactic Questions

Indirect Instruction

• Problem Solving
• Inquiry
• Writing to Inform
• Concept Formation
• Concept Attainment

Experiential Learning

• Simulations
• Games
• Storytelling

Independent Study

• Essays
• Computer Assisted Instruction
• Research Projects
• Assigned Questions

Interactive Instruction

• Peer Partner Learning
• Discussion
• Problem Solving

Instructional Skills

• Explaining
• Demonstrating
• Questioning
• Questioning Techniques
• Levels of Questions

Geometry

What we do:

Geometry is taught using the traditional objectives with a strong emphasis on Algebra I skills maintenance and development.  The course is taught at each individual student’s pace to ensure mastery of the course objectives.    The focus of the course is geometric identities, theorems, postulates, and corollaries as well as algebra applications with an emphasis on theory supporting application. Students are assessed at regular intervals to ensure mastery of the content during the specified period.  If a student demonstrates deficiencies on an assessment the teacher will conduct a re-teach of the material to ensure mastery to an appropriate level as math is a constantly building curriculum and mastery of each objective becomes essential for further study.

How we do it:

Direct instruction

• Lecture
• Explicit Teaching
• Drill & Practice
• Didactic Questions

Indirect Instruction

• Problem Solving
• Case Studies
• Inquiry
• Concept Formation
• Concept Mapping

Experimental Learning

• Games
• Model Building

Independent Study

• Computer Assisted Instruction
• Learning activity packages
• Assigned Questions

Interactive Instruction

• Peer Partner Learning
• Discussion
• Problem Solving

Instructional Skills

• Explaining
• Demonstrating
• Questioning
• Wait Time

Others

• Alternative Assessments
• Graphic organizers

Algebra II

What we do it:

Algebra II is taught using the traditional objectives.  The course is taught at each individual student’s pace to ensure mastery of the course objectives.  The focus of the course is advanced Algebra applications with a component being the theory supporting the application. Each day the class begins with a Warm-up exercise based on the homework from the previous day.  The class is then presented with the lesson for the current day with a follow on exercise for students to practice and demonstrate.  It is during the practice and demonstration phase that the teacher works with individual students who may be encountering difficulty or need acceleration and a more challenging exercise.

How we do it:

Direct instruction

• Lecture
• Explicit Teaching
• Drill & Practice
• Didactic Questions

Indirect Instruction

• Problem Solving
• Inquiry
• Concept Formation
• Concept Mapping

Experimental Learning

• Games
• Model Building

Independent Study

• Computer Assisted Instruction
• Learning activity packages
• Assigned Questions

Interactive Instruction

• Peer Partner Learning
• Discussion
• Problem Solving

Instructional Skills

• Explaining
• Questioning
• Wait Time

Others

• Alternative Assessments
• Graphic organizers

Pre-Calculus

What we do:

This course is designed to cover topics in Algebra ranging from polynomial, rational, and exponential functions to conic sections.  Trigonometry concepts such as Law of Sines and Cosines will be introduced.  Students will then begin analytic geometry and calculus concepts such as limits, derivatives, and integrals.  This class is important for any student planning to take a college algebra or college pre-calculus class.

How we do it:

Direct Instruction

• Lecture
• Explicit Teaching
• Drill and Practice
• Compare and Contrast
• Didactic Questions

Indirect Instruction

• Reading for Meaning
• Reflective Discussion
• Concept Formatting

Experimental Learning

• Focused Imaging

Independent Study

• Learning Activity Packages
• Assigned Questions

Interactive Instructions

• Debates
• Discussion
• Cooperative Learning
• Problem Solving

Instructional Skills

• Explaining,
• Demonstrating
• Questioning
• Levels of Questions
• Wait time

Others

• Guided Reading and Thinking
• Self Monitoring Strategies

Algebra

What we do:

Algebra I is taught using the traditional objectives.  The course is taught at each individual student’s pace to ensure mastery of the course objectives. The classroom is structured to provide students with ample opportunity to practice and demonstrate the content being presented.  Each day the class begins with a Warm-up exercise based on the homework from the previous day.  The class is then presented with the lesson for the current day with a follow on exercise for students to practice and demonstrate.  It is during the practice and demonstration phase that the teacher works with individual students who may be encountering difficulty or need acceleration and a more challenging exercise.

How we do it (accommodations)

Direct Instruction

• Lecture
• Explicit Teaching
• Drill and Practice
• Didactic Questions

Indirect Instruction

• Problem Solving
• Inquiry
• Writing to Inform
• Concept Formation
• Concept Attainment

Experiential Learning

• Simulations
• Games
• Storytelling

Independent Study

• Essays
• Computer Assisted Instruction
• Research Projects
• Assigned Questions

Interactive Instruction

• Peer Partner Learning
• Discussion
• Problem Solving

Instructional Skills

• Explaining
• Demonstrating
• Questioning
• Questioning Techniques
• Levels of Questions

Geometry

What we do:

Geometry is taught using the traditional objectives with a strong emphasis on Algebra I skills maintenance and development.  The course is taught at each individual student’s pace to ensure mastery of the course objectives.    The focus of the course is geometric identities, theorems, postulates, and corollaries as well as algebra applications with an emphasis on theory supporting application. Students are assessed at regular intervals to ensure mastery of the content during the specified period.  If a student demonstrates deficiencies on an assessment the teacher will conduct a re-teach of the material to ensure mastery to an appropriate level as math is a constantly building curriculum and mastery of each objective becomes essential for further study.

How we do it:

Direct instruction

• Lecture
• Explicit Teaching
• Drill & Practice
• Didactic Questions

Indirect Instruction

• Problem Solving
• Case Studies
• Inquiry
• Concept Formation
• Concept Mapping

Experimental Learning

• Games
• Model Building

Independent Study

• Computer Assisted Instruction
• Learning activity packages
• Assigned Questions

Interactive Instruction

• Peer Partner Learning
• Discussion
• Problem Solving

Instructional Skills

• Explaining
• Demonstrating
• Questioning
• Wait Time

Others

• Alternative Assessments
• Graphic organizers

Algebra II

What we do it:

Algebra II is taught using the traditional objectives.  The course is taught at each individual student’s pace to ensure mastery of the course objectives.  The focus of the course is advanced Algebra applications with a component being the theory supporting the application. Each day the class begins with a Warm-up exercise based on the homework from the previous day.  The class is then presented with the lesson for the current day with a follow on exercise for students to practice and demonstrate.  It is during the practice and demonstration phase that the teacher works with individual students who may be encountering difficulty or need acceleration and a more challenging exercise.

How we do it:

Direct instruction

• Lecture
• Explicit Teaching
• Drill & Practice
• Didactic Questions

Indirect Instruction

• Problem Solving
• Inquiry
• Concept Formation
• Concept Mapping

Experimental Learning

• Games
• Model Building

Independent Study

• Computer Assisted Instruction
• Learning activity packages
• Assigned Questions

Interactive Instruction

• Peer Partner Learning
• Discussion
• Problem Solving

Instructional Skills

• Explaining
• Questioning
• Wait Time

Others

• Alternative Assessments
• Graphic organizers

Pre-Calculus

What we do:

This course is designed to cover topics in Algebra ranging from polynomial, rational, and exponential functions to conic sections.  Trigonometry concepts such as Law of Sines and Cosines will be introduced.  Students will then begin analytic geometry and calculus concepts such as limits, derivatives, and integrals.  This class is important for any student planning to take a college algebra or college pre-calculus class.

How we do it:

Direct Instruction

• Lecture
• Explicit Teaching
• Drill and Practice
• Compare and Contrast
• Didactic Questions

Indirect Instruction

• Reading for Meaning
• Reflective Discussion
• Concept Formatting

Experimental Learning

• Focused Imaging

Independent Study

• Learning Activity Packages
• Assigned Questions

Interactive Instructions

• Debates
• Discussion
• Cooperative Learning
• Problem Solving

Instructional Skills

• Explaining,
• Demonstrating
• Questioning
• Levels of Questions
• Wait time

Others

• Guided Reading and Thinking
• Self Monitoring Strategies

Earth Science

What we do:

Earth Science is designed to be a study of the Earth and Space from their formation to the present. The course content focuses on geology, weather, climate, biogeochemical cycles and space, as well as lab skills needed to perform and analyze experiments.

How we do it:

Direct Instruction

• Structured Overview
• Lecture
• Explicit Teaching
• Drill and Practice
• Compare and Contrast
• Didactic Question

Indirect Instruction

• Problem Solving
• Case Studies
• Inquiry
• Reflective Discussion
• Writing to Inform
• Concept Formation
• Concept Attainmen

Experimental Learning

• Conducting Experiments
• Simulations
• Games
• Storytelling
• Focused Imaging

Independent Study

• Essays
• Computer Assisted Instruction
• Research Projects
• Assigned Questions

Interactive Instruction

• Brainstorming
• Peer Partner Learning
• Discussion
• Problem Solving
• Structured Controversy

Instructional Skills

• Explaining
• Demonstrating
• Questioning
• Questioning Techniques
• Levels of Questions
• Wait Time

Biology

What we do:

Biology is the study of the living world, including microscopic organisms, fungi, plants, and animals. In Biology it is important to attempt to understand life and life processes. This biology course, therefore, is aimed at introducing principles and concepts that apply to life at all levels of organization, no matter how simple or complex they may be. The course begins by examining those general characteristics that are shared by all living things. These include similarities in chemical makeup, energy usage, ability to reproduce and community involvement. Other themes developed as the course progresses include:

• Relatedness among living things.
• Adaptation for survival among living things.
• The interactions of living things with their environment.

How we do it:

Direct Instruction

• Structured Overview
• Lecture
• Compare and Contrast
• Didactic Questions

Indirect Instruction

• Reading for Meaning
• Inquiry
• Reflective Discussion
• Writing to Inform
• Concept Mapping

Experimental Learning

• Field Trips
• Conducting Experiments
• Simulations
• Games
• Field Observations
• Role Playing
• Model Building

Independent Study

• Computer-assisted Instruction
• Research Projects

Instructional Skills

• Explaining
• Demonstrating
• Questioning
• Questioning Techniques

Other

• Alternative Assessments
• Graphic Organizers
• Science Fair

Chemistry

What we do:

Chemical concepts, such as atomic theory and its relation to chemical behavior, chemical bonding, the mole and stoichiometry, molecular kinetics, energy relationships, solution dynamics, acids-bases, equilibrium, organic and biological chemistry, and nuclear interactions. Emphasis is placed on the utilization of mathematical, analytical, data acquisition, and communication skills as well as interdisciplinary approaches to discovery. Concepts and skills are reinforced by a strong emphasis on hands-on laboratory experiences and the integration of other branches of science. Applications to society, individuals, and the utilization of technology are included.

How we do it

Direct Instruction

• Structured Overview
• Lecture
• Compare and Contrast
• Didactic Questions

Indirect Instruction

• Reading for Meaning
• Inquiry
• Reflective Discussion
• Writing to Inform
• Concept Mapping

Experimental Learning

• Field Trips
• Conducting Experiments
• Simulations
• Games
• Field Observations
• Role Playing
• Model Building

Independent Study

• Computer-assisted Instruction
• Research Projects

Instructional Skills

• Explaining
• Demonstrating
• Questioning
• Questioning Techniques

Other

• Alternative Assessments
• Graphic Organizers

Physics

What we do:

This course is a standards-based study of fundamental chemical concepts, such as atomic theory and its relation to chemical behavior, chemical bonding, the mole and stoichiometry, molecular kinetics, energy relationships, solution dynamics, acids-bases, equilibrium, organic and biological chemistry, and nuclear interactions. Emphasis is placed on the utilization of mathematical, analytical, data acquisition, and communication skills as well as interdisciplinary approaches to discovery. Concepts and skills are reinforced by a strong emphasis on hands-on laboratory experiences and the integration of other branches of science.

How we do it

Direct Instruction

• Structured Overview
• Lecture
• Compare and Contrast
• Didactic Questions

Indirect Instruction

• Reading for Meaning
• Inquiry
• Reflective Discussion
• Writing to Inform
• Concept Mapping

Experimental Learning

• Field Trips
• Conducting Experiments
• Simulations
• Games
• Field Observations
• Role Playing
• Model Building

Independent Study

• Computer-assisted Instruction
• Research Projects

Instructional Skills

• Explaining
• Demonstrating
• Questioning
• Questioning Techniques

Other

• Alternative Assessments
• Graphic Organizers

Western Civilization

What we do:

Western Civilization begins with The Rise and Fall of the Roman Empire; the Middle Ages; the Renaissance; and the Reformation. The course then dives into major themes and developments in Western history since 1600. Topics include the French Revolution, the emergence and development of the modern nation-state, industrialization, new ideologies such as Marxism, Imperialism, World War l, Russia at the time of the revolutions of 1917, the rise of totalitarianism, and World War II.

How we do it:

Direct Instruction

• Structured Overview
• Lecture- PowerPoint
• Drill and Practice
• Didactic Questions

Indirect Instruction

• Case Studies
• Reading for Meaning
• Reflective Discussion
• Writing to Inform

Experimental Learning

• Narratives
• Games
• Storytelling
• Focused Imaging

Independent Study

• Essays
• Computer Assisted Instruction
• Assigned Question

Interactive Instruction

• Debates
• Role Playing
• Brainstorming
• Peer Partner Learning
• Discussion
• Think, Pair, Share
• Cooperative Learning

Instructional Skills

• Explaining
• Questioning
• Wait Time

Others

• Alternative Assessments
• Graphic Organizers
• KWL
• Picture Word Inductive Model
• Story Mapping

Eastern Civilization

What we do:

History of Eastern Civilization focuses on the history of Japan, China and Southeast Asia from a topical approach. The social, cultural and religious backgrounds of this region are examined with special attention paid to, the “modern histories” of Japan and China, largely focusing on the nineteenth and twentieth century’s.

How we do it:

Direct Instruction

• Structured Overview
• Lecture- PowerPoint
• Drill and Practice
• Didactic Questions

Indirect Instruction

• Case Studies
• Reading for Meaning
• Reflective Discussion
• Writing to Inform

Experimental Learning

• Narratives
• Games
• Storytelling
• Focused Imaging

Independent Study

• Essays
• Computer Assisted Instruction
• Assigned Questions
• Learning Centers

Interactive Instruction

• Debates
• Role Playing
• Brainstorming
• Peer Partner Learning
• Discussion
• Think, Pair, Share
• Cooperative Learning

Instructional Skills

• Explaining
• Questioning
• Wait Time

Others

• Alternative Assessments
• Graphic Organizers
• KWL
• Picture Word Inductive Model
• Story Mapping

American History

What we do:

This course examines the major turning points in American history beginning with the events leading up to the American Revolution, the origins of our constitution, reform movements, Manifest Destiny, the Civil War and Reconstruction, the impact of the frontier, the changing nature of business and government, World War I, the Great Depression, World War II, the growth of the United States as a world power, the Cold War and the struggle to achieve class, ethnic, racial, and gender equality. The course extends to the modern day. Contemporary world issues such as globalization, economic interdependence, terrorism and world cultures will also factor into our analysis of international conflict and cooperation

How we do it:

Direct Instruction

• Structured Overview
• Lecture
• Drill and Practice
• Didactic Questions

Indirect Instruction

• Case Studies
• Reading for Meaning
• Reflective Discussion
• Writing to Inform

Experimental Learning

• Narratives
• Simulations
• Games
• Storytelling
• Focused Imaging

Independent Study

• Essays
• Computer Assisted Instruction
• Learning Activity Packages
• Assigned Questions

Interactive Instruction

• Peer Partner Learning
• Discussion
• Think, Pair, Share
• Cooperative Learning

Instructional Skills

• Explaining
• Questioning
• Wait Time

Others

• Alternative Assessments
• Graphic Organizers
• Guided Reading and Thinking
• Picture Word Inductive Model
• Story Mapping

American Government

What we do it:

American Government is a full year study of the structures, processes and issues of national, state and local government. The course gives emphasis to the responsibilities and rights of citizenship, the skills necessary for critical thinking, and the knowledge appropriate for wise decision making. National government is the focus of one semester. State and local governments are stressed during the second semester.

Critical Components

In order to satisfy the state graduation requirement, American Government classes should deal significantly with:

• Government: Definition, Formation, and Function Comparative Forms of Government
• Politics: Citizenry and Government The legislative Branch of Federal Government
• The Executive Branch of Federal Government The Judicial Branch of Federal Government
• State and Local Government

How we do it

Direct Instruction

• Structured Overview
• Lecture
• Drill and Practice
• Didactic Questions

Indirect Instruction

• Case Studies
• Reading for Meaning
• Reflective Discussion
• Writing to Inform

Experimental Learning

• Narratives
• Simulations
• Games
• Storytelling
• Focused Imaging

Independent Study

• Essays
• Computer Assisted Instruction
• Learning Activity Packages
• Assigned Questions

Interactive Instruction

• Peer Partner Learning
• Discussion
• Think, Pair, Share
• Cooperative Learning

Instructional Skills

• Explaining
• Questioning
• Wait Time

Others

• Alternative Assessments
• Graphic Organizers
• Guided Reading and Thinking
• Picture Word Inductive Model
• Story Mapping

What we do:

Computer Programming: Students are introduced to object-oriented programming and basic concepts in software development, including control structures, simple data structures and objects. The course provides hands-on experience solving common programming problems.

How we do it:

Direct Instruction

• Lecture
• Explicit Teaching
• Drill and Practice
• Compare and Contrast
• Didactic Questions

Indirect Instruction

• Problem Solving
• Case Studies
• Reflective Discussion
• Writing to Inform
• Concept Formation

Experimental Learning

• Simulations
• Games
• Storytelling
• Focused Imaging
• Field Observations
• Role Playing
• Surveys

Interactive Instruction

• Role Playing
• Brainstorming
• Peer Partner Learning
• Discussion
• Problem Solving

Instructional Skills

• Explaining
• Demonstrating
• Questioning
• Questioning Techniques
• Levels of Questions
• Wait Time

Others

• Alternative Assessments
• Picture Books and Illustrator Studies
• KWL

What we do:

Computer Programming: Students are introduced to object-oriented programming and basic concepts in software development, including control structures, simple data structures and objects. The course provides hands-on experience solving common programming problems.

How we do it:

Direct Instruction

• Lecture
• Explicit Teaching
• Drill and Practice
• Compare and Contrast
• Didactic Questions

Indirect Instruction

• Problem Solving
• Case Studies
• Reflective Discussion
• Writing to Inform
• Concept Formation

Experimental Learning

• Simulations
• Games
• Storytelling
• Focused Imaging
• Field Observations
• Role Playing
• Surveys

Interactive Instruction

• Role Playing
• Brainstorming
• Peer Partner Learning
• Discussion
• Problem Solving

Instructional Skills

• Explaining
• Demonstrating
• Questioning
• Questioning Techniques
• Levels of Questions
• Wait Time

Others

• Alternative Assessments
• Picture Books and Illustrator Studies
• KWL

What we do:

Computer Programming: Students are introduced to object-oriented programming and basic concepts in software development, including control structures, simple data structures and objects. The course provides hands-on experience solving common programming problems.

How we do it:

Direct Instruction

• Lecture
• Explicit Teaching
• Drill and Practice
• Compare and Contrast
• Didactic Questions

Indirect Instruction

• Problem Solving
• Case Studies
• Reflective Discussion
• Writing to Inform
• Concept Formation

Experimental Learning

• Simulations
• Games
• Storytelling
• Focused Imaging
• Field Observations
• Role Playing
• Surveys

Interactive Instruction

• Role Playing
• Brainstorming
• Peer Partner Learning
• Discussion
• Problem Solving

Instructional Skills

• Explaining
• Demonstrating
• Questioning
• Questioning Techniques
• Levels of Questions
• Wait Time

Others

• Alternative Assessments
• Picture Books and Illustrator Studies
• KWL

What we do:

Computer Programming: Students are introduced to object-oriented programming and basic concepts in software development, including control structures, simple data structures and objects. The course provides hands-on experience solving common programming problems.

How we do it:

Direct Instruction

• Lecture
• Explicit Teaching
• Drill and Practice
• Compare and Contrast
• Didactic Questions

Indirect Instruction

• Problem Solving
• Case Studies
• Reflective Discussion
• Writing to Inform
• Concept Formation

Experimental Learning

• Simulations
• Games
• Storytelling
• Focused Imaging
• Field Observations
• Role Playing
• Surveys

Interactive Instruction

• Role Playing
• Brainstorming
• Peer Partner Learning
• Discussion
• Problem Solving

Instructional Skills

• Explaining
• Demonstrating
• Questioning
• Questioning Techniques
• Levels of Questions
• Wait Time

Others

• Alternative Assessments
• Picture Books and Illustrator Studies
• KWL