Advanced Literature Seminar Ninth Grade, Tenth Grade, Eleventh Grade, Twelfth Grade Upper School Grade(s) Division The essential question shaping our work in Advanced L:iterature invites students to reflect on what it means to “come of age,” and how different societies facilitate or impede the process for their young. While contemplating this, students will hone their literacy skills and probe what it means to become an adult– is it just turning 18 and being legally recognized as such, or do certain experiences propel us across the threshold, leaving childhood forever in our wake? Furthermore, in what ways does our identity have an impact on how society helps or hinders us through the process of maturation? To wrestle with these questions, we adopt a three-pronged approach to balanced literacy, focusing on reading, writing and language as individual, albeit intimately connected, aspects of our work. Learning objectives for each of these elements are listed below: I. Reading Students will fortify their analytical and interpretive skills as we read across genres in Advanced Lit. Specifically, we will be practicing active, close reading and annotating to observe how authors use literary elements and devices to deal with the theme of coming of age in their texts. By pairing poems, short stories, film clips and non-fiction articles with the plays, novels and memoirs we read, we will see how an author's choice of genre also shapes his/her/their treatment of the theme. II. Writing Some sort of writing will transpire in class every day. Writing exercises and practices will range from informal (SYB exercises to begin class, stop-and-jot on class handouts and notes, free writes to generate ideas, journals, letters, etc.) to formal (critical analysis essays, book reviews, final creative pieces taken through the writing process, etc.). Much attention will be paid to generating complex, provocative thesis statements and supporting them with the use of textual evidence. Additionally, when delving into more creative writing, we will experiment with different styles, forms and techniques used by the writers we have studied in class. III. Language Through formalized language study, we will build vocabulary and deepen our understanding of Standard English Grammar rules. The goal is to bolster students' mindfulness and intentionality when making choices as speakers and writers, so their communication is cogent, compelling and original. Activities will include a study of morphemes and parts of speech, sentence structure analysis and reflection on how diction and syntax create a writer's voice. Some of the longer form texts we will be reading include: Narrative of the Life of Frederick Douglass, The Color of Water, Speak, Woman Hollering Creek, Their Eyes Were Watching God and The Awakening. Regarding social and emotional learning, students will build their empathy by engaging in perspective taking from multiple characters' points of view. When considering the touchstone texts we share as a class, students will write from non-narrating characters' perspectives and identify biases in the narrator's and/or author's recounting of the tale. Similarly, in creative writing, students will tell a personal story but displace themselves as the protagonist and write from a third party's point of view. Additional projects, like mock trials where characters are held to count for plot events that transpire, will promote students' ability to infer psychological factors, desires and environmental circumstances that impact one's behavior. < Back

Drama (4/5) Fourth Grade, Fifth Grade Lower School Grade(s) Division This class continues the work and build on skills developed in earlier grades, and is geared towards creative theatrical play, with students additionally beginning to appreciate the art and skills of improvisation and spontaneous theatrical creativity. Beginner and more advanced theater games and exercises, with an emphasis on imagination and collaboration, are key areas of attention. Further attention on voice projection and gestural, physical language. Overarching goal and continued learning/growth is for students is to understand and appreciate life skills concepts such as collaboration, acceptance, self- confidence, support of the ensemble and cooperation. Fundamentals of the rules and aims of theater games and exercises are developed, with a continual emphasis on acceptance/agreement and ensemble spirit. All of these skills, and more, are engaged with on a weekly basis. Throughout the year, students continually work on active participation and peer support. Summative assessment based on consistent engagement, effort and success, especially with preparations/rehearsals and performance in two showcases during the academic year (Winter and Spring). < Back

Music (K/1) Kindergarten, First Grade Lower School Grade(s) Division In Music A, students build new skills as budding musicians and have fun in the process. Students explore the different ways music can make you feel using the Zones of Regulation. Musical instrument families are introduced, and students are given the opportunity for expository play with an instrument of each family. Ear training and music notation concepts are introduced and reinforced each class. Students work on ensemble playing skills and improvisation in varied formats. Students also explore musical composition using various digital tools. < Back

French III Eleventh Grade, Twelfth Grade Upper School Grade(s) Division At this level, the students will understand the key points of an everyday conversation, or a radio or television broadcast. In class, they will work on expressing themselves on personal subjects and on taking part in a conversation on subjects that they are familiar with. They could, for example, talk about a film that they have seen and explain or justify their opinion of the film. In reaching this level, they will be able to handle most situations that someone would typically encounter while travelling in a francophone country. < Back

Social Justice & Change Sixth Grade, Seventh Grade, Eighth Grade, Tenth Grade Middle School, Upper School Grade(s) Division The essential question shaping our work in Social Justice and Change asks students to consider how and why all literature is, necessarily, a form of protest, either endorsing or condemning various social, cultural and political structures. Furthermore, the course asks students to identify the ways in which a text can act as a mirror for our society and, simultaneously, as a vehicle to transform that society. Students will hone their literacy skills by engaging with texts that are intentional in their desire to effect change and by asking how they, themselves, can harness the power of language to shape the world they want to live in? To wrestle with these questions, we adopt a three-pronged approach to balanced literacy, focusing on reading, writing and language as individual, albeit intimately connected, aspects of our work. Learning objectives for each of these elements are listed below: I. Reading We will be working on our analytical and interpretive skills as we read across genres in ELA. Specifically, we will be practicing active, close reading and annotating to observe how authors use literary elements and devices to deal with the theme of social justice and change in their texts. By pairing poems, short stories, film clips and non-fiction articles with the plays, novels and memoirs we read, we will see how an author's choice of genre also shapes his/her/their treatment of the theme. II. Writing Some sort of writing will transpire in class every day. Writing exercises and practices will range from informal (SYB exercises to begin class, stop-and-jot on class handouts and notes, free writes to generate ideas, journals entries, letters, etc.) to formal (critical analysis essays, book reviews, final creative pieces taken through the writing process, etc.). Much attention will be paid to generating complex, provocative thesis statements and supporting them with the use of textual evidence. Additionally, when delving into more creative writing, we will experiment with different styles, forms and techniques used by the writers we have studied in class. III. Language Through formalized language study, we will build vocabulary and deepen our understanding of Standard English Grammar rules. The goal is to bolster students' mindfulness and intentionality when making choices as speakers and writers, so their communication is cogent, compelling and original. Activities will include a study of morphemes and parts of speech, sentence structure analysis and reflection on how diction and syntax create a writer's voice. Some of the longer form texts we will be reading include: Tangerine, Some Kind of Hate, Brown Girl Dreaming, Witness, and Internment. Regarding social and emotional learning, students will build their empathy by engaging in perspective taking from multiple characters' point of view. When considering the touchstone texts we share as a class, students will write from non-narrating characters' perspectives and identify biases in the narrator's and/or author's recounting of the tale. Additional projects, like mock trials, debates around current events issues and original, creative pieces will promote students' ability to recognize and appreciate multiple points of view and sides of an issue. Our culminating project for the year invites students to select a social justice issue meaningful to them, personally, and then craft original works that address the topic they’ve chosen and inspire activism in their intended audiences. < Back

Chemistry Tenth Grade, Eleventh Grade Upper School Grade(s) Division Fall: The Fall semester began with the history of chemistry leading to how chemists study the natural world through the process of inquiry utilizing the scientific method. Students learned about the history of the atom in the atomic theory unit and got to “Indirectly Measure the Atom” as Rutherford did in his historic experiment to determine that the atom is mostly empty space. The students have been working on the metric system, conversions, significant figures, and scientific notation in order to prepare them for more advanced equations and problem solving in up-coming chemistry units (moles, molarity). The last semester topic covered was the trends in the periodic table in which students connected the introductory lessons on atoms, and why they react with each other based on their molecular characteristics. Spring: This semester, the students continued to explore chemical interactions with molecules through the various types of bonding. The topics covered in bonding included: Lewis Structures, Polar Covalent Bonds, Nonpolar Covalent Bonds, Ionic Bonds, Metallic Bonds, and Intermolecular Forces. Next, the last unit exposed the students to utilizing both the qualitative and quantitative nature of moles in chemical reactions. Key Objectives Fall: Lab Safety, Scientific Method, Atomic Theory, Metric System, Conversions, Significant Figures, Scientific Notation, Periodic Table, and Introduction to Moles Spring: Types of Bonding, Lewis Structures, Polar Covalent Bonds, Nonpolar Covalent Bonds, Ionic Bonds, Metallic Bonds, Intermolecular Forces, Moles, and Molarity. Students will work on executive functioning skills of planning, organization and time management through projects, and presentations. Teacher will work with students 1:1, along with supplying rubrics, and checklists. < Back

KidWorks: Music/Sound Kindergarten, First Grade, Second Grade, Third Grade, Fourth Grade, Fifth Grade Lower School Grade(s) Division Music & Sound Kidworks provides Lang's lower school students the opportunity for exploratory sonic play. Students often choose to explore music synthesis and electronic music making, as well as improvisation on various instruments. If interested in playing as a group, the instructor helps facilitate ensemble playing, and allows the students to choose songs to play. Kidworks is student led, and creativity/ exploration are actively encouraged. < Back

Mentorship Eighth Grade, Ninth Grade, Tenth Grade, Eleventh Grade Middle School, Upper School Grade(s) Division Mentorship with Greg gives students focused time to work collaboratively on bigger projects. Currently, students are creating a short film with plans to submit to student film festivals. < Back

The Lang School celebrates diversity, prioritizing inclusivity, equity, belonging, and social justice to create a supportive, enriching environment for all. ABOUT US HEAD OF SCHOOL'S MESSAGE OUR MISSION DIVERSITY, EQUITY & BELONGING BLOG: LANGLEARNS OUR BOARD STRATEGIC PLAN OUR TEAM CREATE Diversity, Equity, Inclusion, Belonging and Social Justice The Lang School celebrates diversity and understands that we all learn and grow best in an environment rich in differences — different racial and ethnic backgrounds, experiences, cultures, abilities, genders, inclinations, interests, expertise, and perspectives. Lang embraces and prioritizes inclusive practices and an inclusive mindset, extending that mindset to all staff, students, and their families. We are committed to examining work through an equity lens: looking at the intersections of identities and the identities of the students and colleagues with whom we work, and reflecting on opportunities to learn and grow. Diversity, Equity, Inclusion and Belonging (DEIB) are part of our daily practice of teaching and learning. At Lang, we build and create a strong sense of community and equity through our mission, curriculum, and daily interactions. We model culturally competent practices and have mindful and meaningful conversations all with the ongoing purpose of forwarding DEIB work and social justice initiatives. Diversity, Equity, Inclusion & Belonging Some Guiding Principles for our DEIB work Civility, self-reflection, growth-mindset, and community are central to the learning experience at The Lang School. Our teachers lean into challenges, own their impact, speak up and stand up for equity and social justice to model these core practices. Additionally, the culture of The Lang School reflects and supports the school's mission in a number of important ways: Celebration of Exceptionality: The Lang School's culture embraces and celebrates the exceptional abilities and diverse learning profiles of our students. Rather than viewing learning differences as obstacles, our school's culture fosters an environment where students feel valued and empowered for their unique strengths. This culture of acceptance and celebration encourages students to embrace their exceptionalities and recognize their potential for success. Empowerment and Self-Advocacy: Our school culture places a strong emphasis on fostering independence and self-advocacy skills in students. Lang students are encouraged to take ownership of their learning, express their needs, and advocate for the support they require. The culture reinforces the belief that students have a voice and can actively participate in shaping their educational experiences, thus empowering them to become self-advocates throughout their lives. Nurturing Passion and Purpose: The Lang School's culture recognizes the importance of nurturing students' passions and talents. We provide an environment where students can explore their interests and develop their skills in various domains. Through personalized instruction, project-based learning, and ample opportunities for creativity and self-expression, the culture of the school supports students in finding their purpose and pursuing their passions. Commitment to Equity and Social Justice: Lang’s culture is deeply rooted in principles of equity and social justice. Students are encouraged to critically examine societal issues, engage in discussions, and undertake projects that promote fairness, inclusivity, and positive change. By fostering a culture that values and addresses social justice, we equip students with the knowledge, skills, and mindset necessary to be agents of change in their communities. Collaboration and Community: The culture at The Lang School emphasizes collaboration and community-building. Students, teachers, leadership, parents/guardians, and trustees work together in a supportive and inclusive environment. Open lines of communication, collaborative problem-solving, and a shared commitment to the mission create a strong sense of community and foster a culture of belonging and mutual support. STRATEGIES, PRACTICES AND INITIATIVES THAT SUPPORT OUR CULTURE Our school culture plays a vital role in ensuring that students thrive academically, socially, and emotionally, while embodying the principles and values at the core of the school's mission. These keystones of our school culture serve as the foundation for the various strategies and practices through which we create and maintain a respectful environment for all members of our community: through various strategies and practices: Valuing Diversity: We recognize and value the diverse backgrounds, experiences, and perspectives of our students, teachers, leadership, parents/guardians, and trustees. We seek to foster an inclusive culture that appreciates and respects the uniqueness of each individual, thereby promoting a sense of belonging and acceptance. Clear Expectations: The Lang School endeavors to set clear expectations for behavior and communication that emphasizes the importance of respect, empathy, and active listening. Students are encouraged to engage in constructive dialogue, express their thoughts and opinions, and listen attentively to others. These expectations apply to all members of the community and are consistently reinforced by teachers, staff, and leadership. Social-Emotional Learning: We incorporate social-emotional learning (SEL) into our curriculum and daily practices. SEL helps students develop skills such as empathy, self-awareness, self-regulation, and responsible decision-making. By focusing on these areas, we foster a culture of respect, kindness, and understanding among our community members. Conflict Resolution and Restorative Practices: We provide resources and support for conflict resolution and restorative practices when disagreements or conflicts arise. Students are taught constructive ways to address conflicts and resolve them through open communication, empathy, and consensus. Teachers and leadership play an active role in facilitating these processes and guiding students towards peaceful resolutions. Professional Development: We invest in ongoing professional development for our teachers and staff. This includes support for the growth of pedagogical practices as well as training on cultural competency, diversity, equity, and inclusion. By equipping educators with the knowledge and skills that are required to create a respectful and inclusive environment, we ensure that the values of respect and acceptance are consistently upheld. Communication and Feedback: We work to maintain open lines of communication among all stakeholders. Regular channels of communication, such as parent-teacher conferences, newsletters, and community meetings, provide opportunities for dialogue, feedback, and collaboration. We encourage active participation and involvement from parents/guardians, ensuring that their perspectives and voices are heard and respected. Policies and Procedures: Our policies and procedures explicitly address respect and inclusivity. These policies outline expectations for behavior, consequences for misconduct, and guidelines for fostering a respectful environment. We endeavor to ensure that these policies are communicated clearly to all members of the community and consistently enforced. Through the implementation of these strategies, we have created and continue to maintain a respectful environment where we hope that all individuals feel valued, heard, and supported. Our commitment to respect and inclusivity are central to our culture and serve as a foundation for the cultivation of positive relationships and meaningful learning experiences. The principles of diversity, equity, inclusion, and belonging are integral to our efforts to create a respectful environment. These principles are reflected in initiatives that seek: Value in Diversity: We recognize and celebrate the diversity of our student body, which consists of twice-exceptional (2e) children with a range of learning differences. The school embraces students from various backgrounds, cultures, and identities, promoting an inclusive community where differences are seen as strengths. The acceptance of diverse perspectives and experiences fosters an environment where all students feel valued and respected. Equity in Education: We are committed to providing an equitable education for our students. Recognizing that each student has unique learning needs, we tailor our curriculum, instructional practices, and support systems to address individual strengths and challenges. By prioritizing equity, we seek to ensure that every student has access to the resources and opportunities necessary for their academic and personal growth. Support for Inclusive Practices: We strive to incorporate inclusive approaches into our teaching and learning practices. Teachers employ differentiated instruction to meet the diverse needs of students, adapting their approaches to accommodate various learning styles and abilities. We promote collaboration, cooperation, and teamwork, creating a sense of belonging where students learn from and support one another. Cultivation of a Sense of Belonging: We are committed to creating a welcoming and supportive community where all students feel a sense of belonging. This is achieved through intentional efforts to foster strong relationships among students, teachers, and families. We emphasize the importance of social-emotional learning, ensuring that students develop self-confidence, self-advocacy skills, and a strong sense of identity within the school community. To Address Bias and Stereotypes: At Lang, we actively address bias and stereotypes by promoting awareness, understanding, and empathy. Teachers facilitate discussions and activities that encourage critical thinking and challenge stereotypes, fostering a culture of respect and appreciation for diversity. By engaging in these conversations, we help students develop a deeper understanding of social justice and equity. Greater Parent and Community Engagement: The Lang School recognizes the importance of engaging parents/guardians and the wider community in fostering a culture of diversity, equity, inclusion, and belonging. We actively encourage parents/guardians involvement in the learning life of their child, seek their input to help inform program design, and encourage their participation in school activities. This collaborative approach strengthens the connection between the school and our families and promotes a shared commitment to creating an inclusive and supportive environment. By incorporating these principles into our daily practice of teaching and learning, The Lang School works to ensure that diversity, equity, inclusion, and belonging are not only valued concepts, but actively embraced and integrated into the school's culture and practices. At Lang, we build and create a strong sense of community and equity through our mission, curriculum, and daily interactions. We model culturally competent practices and engage with students in purposeful, meaningful and action-focused dialog about diversity, equity and inclusion. Our school's commitment to these principles helps to create a safe and empowering space where all students can thrive academically, socially, and emotionally.

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Indie Studies Advisory Sixth Grade, Seventh Grade, Eighth Grade, Ninth Grade, Tenth Grade, Eleventh Grade Middle School, Upper School Grade(s) Division The IndieStudies class challenges students to define and propose a long term project. Students brainstorm areas of interest/inquiry, conduct research, and develop a project proposal. Students then present their proposals to a small panel of teachers and fellow students. The panel members pose questions and offer constructive feedback and suggestions, when necessary. Once a project idea is approved, students proceed to develop in more detail the proposed project with advisors and coaches taking a role in scaffolding and supporting the project. Coaches endeavor to help students find credible sources, seek out experts in the field (mentors), and take part in relevant field trips (if applicable) to support this student-driven study. Along the way, coaches teach and support executive functioning skills as they relate to individual projects and the unique needs of each student. IndieStudies concludes with an end-of-year Roundtable, at which students present and defend their finished project to a panel of teachers and students. < Back