Humanities

In Lower School, Humanities is built around sharing your story and learning from the stories of others. 

MTS utilizes Teachers College Reading and Writing Workshop, a research-based curriculum that focuses on exploration and expression in an authentic environment. We “aim to prepare students for any reading and writing task they will face and to turn kids into life-long, confident readers and writers who display agency and independence.”

Mini lessons pull from mentor texts that support skill development and understanding of author’s craft. Then, students are given ample time to engage as readers and writers, practicing newly learned skills and techniques. During the workshop, teachers work with small groups or individual students, tailoring their support and feedback to enhance each student’s work. Readers learn to consider their purpose for choosing books, filling their reading material with a combination of “just right texts” and those that align with interests, content focus areas, and more. Students learn that "readers are thinkers" and learn a variety of “Stop & Jot” and notebooking techniques to keep track of their ideas, wonderings, important details, and more. 

As writers, students in Lower School are building a solid foundation to engage in their written communications. Students learn that each phase of the writing process (thinking & planning, drafting, revising, editing, publishing) are vital and important. Teachers confer with students throughout the writing process to establish purpose and goals for each phase. In thinking and planning, teachers and mentor texts help students identify the stories they want to tell. Then, students spend time drafting voraciously, focusing on getting their ideas down on paper and letting ideas flow freely. Next, students begin the revising and editing process.

Within these phases, teachers shift their mini-lessons to support elaboration techniques, vocabulary and word choice, organization and structure. They learn that spelling, grammar, and handwriting are components of their work that add strength to their communication. Throughout both readers and writers workshop, students also engage in mid-lesson shares, either to identify and share aspects of their work they are proud of, or to seek support and ideas. These opportunities enhance the cycle of learning from student to student as they inspire and learn from each other, facilitated through the expert guidance of our teachers. Finally, students celebrate their work as writers with a published piece.

Social Studies, Science, Math, and SEL are often integrated into the reading and writing work. Students are given opportunities to engage independently and with peers. Through the use of technology integration and PBL, students connect lessons and books across disciplines, in authentic and creative ways.

Kindergarten and 1st grade students begin developing their identities as readers and writers, discovering the joy, connection, and wonder provided through experiences with a wide variety of literature.

Students learn and utilize decoding strategies as a toolbox of “reading super powers” and respond to text through text-to-self and text-to-text connections.

In Kindergarten and Grade 1, students have ample opportunities to read words, read pictures, listen to reading, and retell stories. They engage both independently and with peers. Teachers read with students in a combination of whole group, small group, and with individuals. Opportunities to play with words and language through games, and bring stories and ideas to life through readers theater are beloved components you might witness in these classrooms. Students also use art and imagination to connect to stories. As writers, students begin learning the power of telling a story and taking their rich vocabulary from spoken word to print. 

They learn to write descriptively to share about topics close to their hearts. As the year continues, Kindergarten and Grade 1 students explore a variety of genres and learn specific techniques from Mentor Texts authors use to share within these genres. To support Readers and Writers workshop, Kindergarten and Grade 1 students utilize the Fundations Phonics program. At the end of these two years, the excitement is palpable as eager, confident students celebrate learning to read and expanding on these important foundational skills and strategies developed in their beginning Lower School years.

Continuing Readers & Writers workshop in 2nd and 3rd grade, students move from the “learning to read” phase to “reading to learn.”

Mini lessons and focus activities begin to expand student’s use of comprehension strategies. 2nd and 3rd grade students begin making deeper connections between texts, themselves and the world around them. They begin to “Stop & Jot” about the details within texts that support their ideas or statements. Students expand on their inferring and visualization strategies as the complexities in their books also expand. They build off their knowledge and skills acquired in K and 1, confidently applying the tools they’ve learned to tackle new complexities in text and written craft. 

2nd and 3rd grade readers also begin to engage in book clubs, reading series of books, and apply skills and strategies towards projects they are passionate about, often stretching themselves beyond what would typically be considered grade-level tasks. 2nd and 3rd grade readers and writers also become more keenly aware of the connection between being an accomplished writer and a voracious reader. They begin reading for enjoyment and studying and applying mentor texts to enhance their own work. Having explored a variety of genres in Kindergarten and Grade 1, 2nd and 3rd grade students demonstrate ownership of using a variety of genres to share their ideas and thinking - from writing songs about concepts in social studies to researching, writing, and directing a play about science content - 2nd and 3rd grade readers and writers begin internalizing their identities as powerful storytellers with an array of ways to share with others.

As writers, students begin to understand and use the Writing Process more deeply, focusing on expanding vocabulary and sensory details within their writing to bring stories to life. 

Students in Grades 4 & 5 focus on “readers as researchers.”

They are able to apply the skills and strategies they have learned in previous years to read for information and learn to synthesize across a variety of complex texts. Students read similar topics from multiple perspectives and genres, and practice using textual evidence to support their claims and analysis. In Grades 4 & 5, students read to learn about others, our country, our history, and our world. They connect threads from past to present and use their written work to communicate not only their understanding but to inspire action and change. 

Social Studies and current events are woven into students’ reading and writing experiences, with an emphasis on promoting and empowering students to utilize their skills to communicate their ideas in authentic, inspiring, and impactful ways as seen through the eyes and hearts of these double-digit aged students. Texts in Grades 4 & 5 support deeper conversations and questions, enabling students to better understand themselves and others. Students are challenged to reflect on their own experiences, those of others, and to seek justice. In Grades 4 & 5, the questions of “Whose story is being told?” “Whose story is being left out?” and “Is there justice and equity?” are directly tied to daily considerations when reading about history and current events - whether digging into California History to accurately share from the perspectives of indigenous Californians, or learning about the lives of influential women in history to share stories often left untold. Grades 4 & 5 students are empowered by their reading and writing skills to share their voices and ideas to promote action and change. Additionally, a deeper dive into grammar and vocabulary enhance the Grades 4 & 5 Readers and Writers workshop. 

The power of the LS Readers & Writers workshop from K-5 is evidenced in the wide variety of reading and writing discussions, projects, and student work and action. As students leave Lower School, the experiences they have accumulated throughout Humanities support confidence in their ability to access and analyze information, think critically, and communicate effectively and creatively to share their voices and stories with others and for others.

Our Middle School Language Arts program instills a strong academic foundation through our English, Geography, Humanities, and Social Studies curriculums.

In these courses, our students learn to think critically, effectively communicate their ideas, and develop an independent voice. We strive to create lifelong learners through inquiry-based instruction that is student-centered and comprises of collaborative and individual tasks. Students learn to take intellectual risks, approach problems thoughtfully, and develop an active appreciation for all people's experiences.

Middle School English celebrates the art of language: how to process and interpret the communications we receive as well as how to package our own messages with clarity, persuasion, and beauty. Critical thinking is another primary focus: how to think through texts and big ideas synthetically, how to engage with other perspectives openly, and how to read the word, and the world, through various critical lenses. 

To achieve these goals, we read a variety of texts from diverse voices, traditions, and genres, teaching students how to unpack literature through active reading strategies and how to discuss interpretations through inquisitive Socratic dialogue. We also continue to honor and cultivate the childhood love of reading through a robust independent reading program. Advances in vocabulary are encouraged through the computer adaptive platform Membean.

Writing instruction prioritizes analytical, argumentative composition through the writing process. Students also practice writing in informational, descriptive, and narrative modes. Students utilize personalized, regular feedback and conferencing to develop their writing confidence, precision, and voice. Additionally, grammar instruction helps students elevate the structural complexity of their sentences through sentence deconstruction and combination exercises. 

21st Century technology skills receive attention in Middle School English through regular projects involving slideshow design, public speaking, video and audio editing, and various apps and online platforms. Digital literacy -- assessing the trustworthiness of sources on the internet -- receives special focus during research projects. 

 

 

In sixth grade Humanities, we want our students to think critically, ask questions, and learn how to make their voice heard.

To that end, our students focus on reading and writing to form and inform ideas, develop and practice critical thinking skills, learn how to present, collaborate, develop effective research skills, and to recognize bias.

We teach concrete skills through a mixture of small and large group discussion-based, mini-lessons focused on reading and interpreting. The goal of these group activities is for students to internalize new skills and then use them later in a new context. The curriculum includes hands-on, project based learning where students are actively engaged in analyzing information and developing problem-solving strategies.

Throughout the curriculum we strive to create a space where students feel comfortable talking about topics and ideas that may be uncomfortable. We want students to become comfortable making mistakes, asking questions, engaging in debate, and being themselves. We aim to provide an environment where students are able to form relationships with both their peers and teachers.

Reading: The class reads texts written by a diverse group of authors (racial, socioeconomic, & family structure) to provide windows and mirrors and to learn about people who are different from them, with a focus on understanding and celebrating differences.

Writing: Students write a thesis driven, analytical essay with a focus on developing writing processes, brainstorming, drafting, revising, and continuing the drafting loop. We place specific emphasis on the process and peer editing. 

Geography

In our geography coursework, we focus on two areas: Skill and Knowledge units.

Skill units: This includes maps, globes, direction, legend reading, latitude and longitude.
Knowledge Units: Here we focus on continents - major things on the map. We talk in broad terms about demographics and culture.

Geography classes are hands-on! We work with globes, maps, do a lot of drawing, as well as collaboration when possible. Our students complete one big project per trimester:

1st trimester: A pamphlet and oral presentation on a South American country
2nd trimester: A group project focused around debunking an African stereotype
3rd trimester: A group presentation on an Asian country with a choice of medium

Highlights of the curriculum include the National Geography Bee, and a group project which utilizes the blacktop outside our classroom to draw a chalk map. 

Social Studies

Sixth grade students learn how to learn – it’s not about memorization – it’s about teaching students how to form ideas with an authentic interest. We want our students to enjoy the story of the world and its diversity, to learn about new cultures worldwide- examining both our cultural differences, and our similarities. We read proverbs and stories across cultures and explore the universal truths and wisdom woven through them all. We examine driving questions that promote discussion on how the past influences where we find ourselves today. We teach our students that looking at history through a critical lens may engender a shift in our own views- and that is okay. Highlight projects in past years for sixth graders have included the “Big Dig” archaeology project and the “Greek Festival.” 

English

7th grade English prioritizes expository writing skill-building and introductory literature exploration. Much of the first semester introduces students to the formalities and informalities of thesis-based writing. The units build from engaging, well-sourced parliamentary-style debates, all the way through the process and execution of a well-constructed, and properly cited five-paragraph essay. A robust writer’s workshop model takes students step-by-step through the crafting of sentences, paragraphs, and essays. To aid their persuasive compositions, students study rhetorical strategies, leading to more convincing and nuanced arguments. In the second semester, students apply their evidence procurement and usage skills in reading and writing a selection of dystopian literature. With the goal of building foundational eighth grade literature skills, students grapple with the impact of themes and perspectives in assigned texts. Grammar studies focus on shoring up sentence writing fundamentals: writing complete sentences, compound sentences, and complex sentences. Our seventh graders leave with a comprehensive writing skill set that they will build upon with the introduction of more complex literature and writing styles in eighth grade. 

Texts: Black Ships Before Troy, We Set the Dark on Fire, Divergent, Delirium, Anne Frank’s Diary: The Graphic Adaptation, I am Malala, and selected short stories, non-fiction, and myths.

Social Studies

The MTS seventh grade social studies curriculum focuses on medieval world history as students work their way around the globe from China to Mesoamerica. Each unit focuses on geography, a different theme in history (from trade to food), and incorporates an example from modern history of the region as well. Current events and media literacy allow students to examine how the world is interrelated and how to read and think critically. Skills practiced include close reading, corroboration of texts, note-taking of different styles, particularly Cornell notes and sticky notes in books, and research executed thoroughly and thoughtfully. Students present both in groups and alone, developing skills in presentation and in ethical and critical thinking. Creative project based learning that includes imaginative writing, visual arts, and drama allows students to engage deeply with the vastly different lives of those we study.

English

8th grade English prepares students for success in high school reading, writing, and critical thinking. Building on the development of the 7th grade expository writing skills, 8th grade English focuses on exploring literature and writing themed around personal identity and exploration of traits and values. Students author a series of vignettes centered around prompts including, but not limited to, their outdoor education experiences, role models, and personal identity. Later in the year, students will grapple with texts such as Toni Morrison’s Recitatif and begin to learn the intricacies of Shakespeare through Romeo and Juliet. In their grammatical studies, students focus on achieving sentence variety, using modifying clauses and phrases with proper comma usage in order to construct more sophisticated and stylistic sentences. The eighth grade capstone, Gratitude Day speeches, allows for personal reflection and culminates in a powerful public speaking performance. Our goal is for our graduating eighth grade scholars to contribute and listen with intention, developing their capacity to explore, interrogate, and interpret language and key messaging both collaboratively and independently.  

Texts: Recitatif, Night, Romeo and Juliet, Marshfield Dreams When I Was a Kid, and selected short stories, non-fiction, poetry, and journalism.

Social Studies

The MTS eighth grade social studies curriculum focuses on American government, history, and current events, as students study US history thematically rather than solely chronologically. We begin with a unit on government theory, which includes philosophy and close readings of several inaugural addresses. Our themes span from Immigration to Civil Rights. Current events and media literacy are studied weekly, allowing students to think critically and empathetically about where they stand in the world and their growing responsibilities. Skills practiced include close reading and annotation of primary text documents, research done thoroughly and thoughtfully, and development of clear writing skills. Skits, games, and research-based writing allow students to examine the many sides of US history. Students learn by teaching in a unit on redlining with their 5th grade buddy bears. A week spent learning off campus in the spring allows students to integrate what they have learned with issues occurring in our society today, concentrating on themes such as labor movements, housing shortages, and immigration.