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ELA (K/1) Kindergarten, First Grade Lower School Grade(s) Division Course Description: The Kindergarten and First Grade ELA course is designed to develop foundational literacy skills and foster a love for reading and writing in young learners. Through a balanced approach of phonics, sight words, vocabulary development, and comprehension strategies, students will develop the necessary skills to become proficient readers and effective communicators. Course Objectives: 1. Phonics and Word Recognition: Students will learn letter sounds, phonemic awareness, and decoding skills to read and spell words. 2. Sight Words: Students will develop a sight word vocabulary to enhance reading fluency and comprehension. 3. Vocabulary Development: Students will expand their vocabulary through exposure to a variety of texts and engaging activities. 4. Reading Comprehension: Students will learn and apply strategies to understand and interpret texts, including retelling, making predictions, and asking questions. 5. Writing Skills: Students will develop basic writing skills, including letter formation, sentence structure, and creative expression. 6. Listening and Speaking: Students will practice active listening and effective communication skills through discussions, presentations, and storytelling. Teaching Methods: The course will utilize a combination of whole group instruction, small group activities, and individualized learning experiences to meet the diverse needs of students. Teachers will incorporate hands-on activities, interactive read-alouds, guided reading sessions, and writing workshops to engage students in meaningful learning experiences. Assessment: To measure growth in reading, students complete a 1:1 reading assessment using the Fountas & Pinnell Benchmark Reading Assessment at the beginning and end of the semester. Throughout both units, we monitored student progress and performance through pre and post assessments, observations, class discussions, independent writing samples, small group work, and 1:1 conferences. To measure growth in writing, students complete a pre and post assessment aligned to The Writing Revolution approach. This explicitly teaches students the parts of a sentence and how to add more information to answer questions about the subject of the sentence. Assessment will be ongoing and varied, including observations, informal assessments, and formal assessments such as reading fluency checks, sight word recognition, and writing samples. These assessments will inform instruction and provide feedback to students and parents on progress and areas for growth. < 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

< Back Jamal Obi Sullivan Secretary Jamal Obi Sullivan received his MFA in Film, Video and Computer Animation from the University of Southern California and his BFA in Electronic Studio from Howard University. Along with his mother, Melba Nicholson Sullivan, PhD, he is the father of Jamal Kai Sullivan, a blossoming student here at Lang. As a professor, he has domestic and international experience. He is currently a tenured Associate Professor and Program Coordinator at BMCC. Most recently he has taught as visiting faculty at Pratt Institute and part-time faculty at the Art Institute of New York. He also helped establish the Multimedia and Film program at the American University of Nigeria. As a student he helped shape the Electronic Studio major at Howard University and was the first graduate of that program. He continued to refine that major after returning to his alma mater to teach after more than a decade of industry experience. As an artist, he is very much interested in continuing to explore animation as art as well as expand his practical knowledge of animation as craft. His personal focus is on character animation, visual storytelling and expressing global messages.

< Back Seth Consigli Upper School Science Teacher & Middle School Inwood Co-Advisor ST. JOHN’S UNIVERSITY - BS, MS & PHD CORNELL UNIVERSITY MEDICAL CENTER - POST DOCTORAL FELLOW I am truly blessed to be a part of The Lang School community as one of its science teachers for both the Middle and Upper Schools. I have taught many different science courses at various institutions since 2005 including AP Chemistry, IB Environmental Science, Chemistry, Biology and Nutrition to different levels of learners. My educational philosophy is that each child can learn when provided with a caring, secure and stimulating atmosphere in which to grow and mature emotionally, intellectually, physically and socially. Before undertaking my second career as a science teacher, I held marketing and sales positions at various scientific corporations including Bio-Rad Labs, Nikon, and Olympus. I enjoy spending time with my family, whether traveling or just relaxing and reading a book, or listening to music. My hobbies include building furniture, working with stained glass, and metalworking. seth.consigli@thelangschool.org ​

< Back Caroline Blasco School Psychologist (Lower School) LOYOLA MARYMOUNT UNIVERSITY - BA FAIRFIELD UNIVERSITY - MA, SYC I am a certified school psychologist who enjoys working with the wonderful and dynamic lower school students here at Lang. As a school psychologist, I love helping students feel genuinely known and supported, while helping them develop skills and strategies to help them navigate obstacles in their lives. Prior to my career as a school psychologist, I worked in private higher education to support international high school students across the globe as they prepared to attend university in America. This required extensive travel to international schools all over the world, which then inspired my transition to working directly to support K-12 students as a school psychologist. In my free time, I love traveling, gardening, taking my dog Reny on walks around Brooklyn, and spending time with my family in Maine. caroline.blasco@thelangschool.org ​

French II Ninth Grade, Tenth Grade, Eleventh Grade, Twelfth Grade Upper School Grade(s) Division By an instruction based on a cultural and historical aspects of the francophone world, the student will be able to understand very simple sentences about familiar subjects in daily life. They will grasp what a conversation is about, participate in a simple exchange and understand the key information in a short article or written document. They will learn to speak about their daily life and express their feelings and opinions and apply their skills so that they can manage in shops and in situations such as at the railway station. < Back

< Back Ronnie Scott Physical Education Teacher TENNESSEE STATE UNIVERSITY — BA EXERCISE SCIENCE NORTHCENTRAL UNIVERSITY — MA ATHLETIC COACHING Born and raised in Brooklyn New York, I grew up the oldest of three kids and was always active as a child. I played all sports, but was most serious about football and track and continued to pursue them in high school. I was grateful to have two coaches who helped me become a better athlete and person who I am today. I received a track scholarship to Tennessee State where I competed in sprints and field events. After college, I worked a few different jobs such as security, management, and as a personal trainer for some time training adults at Crunch Fitness. It was my passion for fitness and sports and the idea of helping people especially the younger generation that became my primary focus. Prior to joining the Lang School community, I worked as a fitness instructor coaching kids on different movement techniques and training methods that can help them in whatever sport they decide to pursue. My goal is to use my talents and expertise to help the youth progress positively in any way shape or form. I also want to show them that there are positive male figures that care about them and can relate to them as well. ronnie.scott@thelangschool.org ​

Perspectives in Literature Eighth Grade, Ninth Grade, Tenth Grade, Twelfth Grade Middle School, Upper School Grade(s) Division Perspectives in Literature is an upper school English Language Arts course that examines the essential question: How does one’s identity influence one’s experience and perspectives? This yearlong course covers the essential skills for reading, writing, speaking, and listening as it aligns with grade level standards. The work is centered around three main novel studies as well as supplementary texts such as short stories, news articles, poetry, and historical documents. Students engage with a variety of text types and practice writing in various forms. There are three main areas of focus in learning throughout the year: reading narrative stories and producing creative/narrative writing; reading nonfiction texts and writing informative/explanatory text focused on discipline-specific content; and evaluating technical texts and other nonfiction sources to distinguish among fact, opinion, and reasoned judgment in a text as well as researching and presenting their opinions in well-organized arguments to support claims with clear reasons and relevant evidence. Students learn content specific vocabulary along with conventions of grammar, spelling, capitalization, and punctuation. There is an emphasis on critical thinking skills, communication, and discussion or learning protocols. < 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

Medieval History Tenth Grade Upper School Grade(s) Division Medieval History (Global History II) - Early Modern to Today Course Description: This course will serve as a college-level survey of the history of the modern world. Students will cultivate an understanding of World History by delving into the profound changes occurring due to the Industrial Age that shaped the contemporary world. Students will further investigate how events from the past historical events led to the complex world we live in today. Students will Students will develop and use the necessary skills and methods used by historians by analyzing primary and secondary sources, implimenting historical arguments, discover the connections within history, and utilizing reasoning about comparison, causation, and continuity and change. This course will examine World History through the lens of one or more themes in each unit: Humans and the Environment, Cultural Developments and Interactions, Governance, Economic Systems, Social Interactions and Organizations, and Technology and Innovation. We will trace these themes throughout the year, emphasizing their interconnectedness and effect on shaping changes throughout World History. Students will become empowered, informed global citizens capable of understanding, critically assessing, and participating in the complex dynamics of the modern world. It encourages social-emotional growth and the development of essential executive functioning skills for success in an interconnected global society. Essential Questions: 1. How have world events and movements influenced the development of today's world? 2. How do historical conflicts, revolutions, and innovations impact the decisions made by contemporary leaders? 3. How do innovations affect how we produce, exchange, and consume goods and services? 3. How does history inform our understanding of contemporary global issues and our role in a rapidly changing world? Key Topics: 1. The World in 1750 CE - Powerful Eurasian States, Coastal African Kingdoms, European Maritime Empires, and the interaction between them all. 2. The Enlightenment and Age of Revolutions 3. Unresolved Global Conflicts: World Wars and Their Impact: Causes, consequences, and the birth of the United Nations. 4. Decolonization and the Rise of Nationalism: Independence movements and their impact. 5. The Cold War: Superpower rivalry, proxy conflicts, and the collapse of the Soviet Union. 6. Tension Between Traditional Cultures and Modernization 7. The Global Economy: Economic systems, globalization, and the digital age. 8. Contemporary Global Challenges: Climate change, terrorism, and human rights. 9. Emerging Global Powers: The Rise of China and India. 10. Digital Age and Social Media: The influence of technology on society and politics. Learning Outcomes and Objectives: Students will investigate and develop an understanding of the key concepts, people, groups, and events in this course's scope and sequence. Develop and apply historical thinking and reasoning skills to studying World History. Develop knowledge of historical content through the application of thematic learning objectives. It builds on an understanding of cultural, institutional, and technological precedents that, along with geography, set the human stage. Explore and interpret a variety of primary sources and secondary texts related to World History. 1. Analyze and interpret historical events, primary sources, and cultural artifacts. 2. Explain the significance of key historical figures, movements, and periods. 3. Recognize the impact of globalization on contemporary society. 4. Develop strong research, critical thinking, and communication skills. 5. Formulate connections between past and present, fostering a global perspective. Areas for Social-Emotional Learning & Executive Functioning Growth: 1. Empathy: Students will develop empathy and perspective-taking by learning about various cultures, points of view, and diverse societies. 2. Effective Communication and teamwork: Learned through collaboration and class discussions. 3. Time and Self-Management: The development of EF skills through independent research, assignments, and projects. 4. Decision-Making: The examination of historical strategies will foster effective decision-making skills. < Back

A Library Program that Centers Our Students and Reflects Their Exceptionality Sophie Rose Anger Apr 29 5 min Assessment, Conferences and the Power of Partnerships Mark Silberberg Apr 16 4 min

< Back Ahmed Mohammad Upper School Physics Teacher CAIRO UNIVERSITY - BA IN ASTROPHYSICS CAIRO UNIVERSITY - MS IN QUANTUM PHYSICS GEORGIA TECH UNIVERSITY - MS FOCUSING ON MACHINE LEARNING (IN PROCESS) I am thrilled to serve The Lang School's vibrant learning community as a Physics and Astronomy Teacher; I am inspired each day by its students, families, and colleagues alike. Before coming to The Lang School, I have taught over the past 16 years physics and astronomy in three different countries (Egypt, Qatar, and the United States). In the Physics and Astronomy department at Cairo University, I taught for over eight years. During this time, I taught undergraduate physics, mathematics, and astronomy courses, In addition, I spent one-year teaching physics at a STEM American school in Cairo. Also, I have worked as an instructor of physics for the Mathematics, Statistics, and Physics department at Qatar University in Doha, Qatar for one year. In my teaching experience in the United States, I taught physics at Rising Star Academy High School in New Jersey for four years, as well as serving as an adjunct professor of physics and astronomy at Union County College for two years. In addition to teaching at the Lang School, I also teach astronomy and physics at Manhattan College. I believe that teaching kids science (particularly physics and astronomy) in an inquiry-based manner will motivate them to become interested in these important fields. Cultivating this deep student interest is my goal at The Lang school. ahmed.mohammad@thelangschool.org ​