Master curriculumnight2012 13

Curriculum Night
2012-2013
Inspired by the power of collaboration, the Lab School
challenges students to soar intellectually and to act
bravely in our complex world community

Curriculum Night

—  Welcome and Introductory Remarks
¡  Brooke Jackson, Principal
—  School Mission and Habits of Lab Learners
¡  Mark Berkowitz, Assistant Principal and Dean of Students

¡  Christina White, Assistant Principal and Director of Student
Services
—  Inclusion and Guidance
¡  Jennifer Schatz – 10th and 12th Grades

¡  John Ngai – 9th and 11th Grades

—  Academic Departments
—  Parents Association
¡  Michael Saccio, PA President

—  Closing Remarks

Curriculum Night 2012

GUIDANCE, COLLEGE &
SPECIAL EDUCATION

Guidance
&
College
Oﬃces

—  School
counselors
&
director
of
college
counseling

are
a
unique
group
of
educators
who
collaborate

with
all
members
of
the
school

community
to
posi=vely
impact
the
academic

achievement,
postsecondary
preparedness,
and

personal-‐social
development
of
LAB
school
students.

Staﬀ
Members

—  John
Ngai-‐
9th
&
11th
grade
guidance
counselor

—  Jennifer
Schatz-‐
10th
&
12th
grade
guidance
counselor

—  Nicole
Israel-‐
part
=me
guidance
counselor

—  Kay
Rothman-‐
director
of
college
counseling

—  Counselors
will
loop
with
students
for
their
en=re

high
school
tenure

Curriculum

—  9th
&
10th
Grade
Peer
Advisory

—  11th

&
12th
Grade
College
Advisory

—  Special
workshops
for
students
&
families

Special
Educa=on

—  Inclusion
program
involves
the
implementa=on
of

good
teaching
prac=ces,
adapta=on

and

modiﬁca=on
of
instruc=on
as
needed
to
beneﬁt

ALL
students

—  ICT-‐
Integrated
Co
Teaching

—  SETSS-‐
Special
Educa=on
Teacher
Support
Services

Staﬀ
Members

—  Teachers
and
Paraprofessionals

—  Teachers
anchor
with
academic
departments

—  Paula
Andros,
Sharmilla
Araya,
Rene
Bosolet,
Lisa

Cocchi,
Lauren
Coles,
Jessica
Davis,
BeWy
Grayson,

Kashawn
Hicks,
Chris=ne
Lynch,
Meaghan
Lynch,

Claire
O Connor,
Kaitlyn
Spillane,
Jorge
Vasquez


ENGLISH DEPARTMENT

The Story to the Scholar: English at Lab

12th grade:
Rhetorical analysis & Cultural critique
Library, Research & Style Manual skills
Expanding the essay structure

11th grade:
9th grade:
American Literature
Classical Literature
Shakespeare's Hamlet
& Mythology
Literary Criticism
Root Words and
Writing with Research:
Foundational
Joining the Academic
Grammar
Conversation
Writing as
Thinking: Textual 10th grade:
Analysis World Literature
Critical Theory
Writing Process: Persuasive Writing
M S . B R U N I , M S . FA B R I C A N T, M S . G R U N D M A N , M S . S L A T K I N

Music Curriculum at Lab
2012-2013
Faculty: Andy Lagrimas

Music Sequence at Lab
Freshman Year:
Required Music
Course-Music 9
Grades 10-12:
Advanced Music
Electives;
Independent
Study

Music 9
Students are
introduced to
fundamentals of:
-Music Theory
-Music Composition
-Music Analysis
-Music Performance

Music Dept. Grading Policy
Music performance
assessments (pieces,
scales, etc.)
Composition projects
Music theory quizzes/
midterms
Written reﬂections
Good musician habits
(based on Habits of
Lab Learners)

Sample Class Repertoire:
“Ode to Joy” -Beethoven
“The Entertainer”-Scott
Joplin
“Canon in D”-Pachelbel
“Musette” -J.S. Bach
“Moonlight Sonata”-
Beethoven
“Clocks”-Coldplay
“Imagine”-John Lennon
“Wedding Dress”-Tae
Yang

Music Electives (gr. 10-12)
-Intro to Music Theory -Lab Chorus
-Advanced Keyboarding -Independent Research

Music Elective-Lab Chorus
-Music performance ensemble-grades 9-12
-Open to all students without audition
-Winner of NYSSMA Gold Rating Award in 2012

Music Elective-
Intro to Music Theory
Course aimed at Prepares students for
advanced music ﬁrst-year college music
students; enrollment study
through instructor
Recommended for ALL
approval
music ﬁelds in college
Focus on analysis of (instrumental or vocal
Western Classical music: majors, technology,
Rhythm, Pitch, Harmony, composition, history,
Melody, Form therapy, theatre, etc.)

Music Electives:
Keyboarding 1-6
Continue development
of piano performance
skills learned in Music
9
Opportunities for
further independent
study and public
recitals
Blues, Popular, Musical
Theatre, Rock genres
explored


ART DEPARTMENT
Pat Dawkins

Freshmen Drawing at Frost Valley

Observational Drawing Exercise:
Positive/Negative Space

Observational Drawing Exercise
Positive/Negative Space

Senior Independent Projects: Self-
Portrait Painting

Senior Independent Projects: Clay
Sculpture

Senior Independent Projects: Ink
Drawing

Senior Independent Projects: Abstract
Painting


TECHNOLOGY
DEPARTMENT

Technology Available at Lab

—  Computer Lab with 35 Macintosh Desktops
—  New iMac desktop and Lexmark printer in
every classroom
—  Eno Board or Projection capabilities in every
classroom
—  4 Laptop carts for classroom use and student
check out under supervision (Not to Take
Home!)
—  Focused on Cloud apps (using GoogleDocs to
collaborate with other students and teachers)


MATH DEPARTMENT

Math Sequence

Integrated Algebra

Geometry

Algebra 2/Trigonometry

Precalculus AP Statistics Math Drafting

AP Calculus AB

Integrated Algebra 1A/B

—  First exposure to high school level math
—  Students learn how to develop an approach to a
problem, to show their processes, and to present
their work clearly.
—  Students learn to analyze and interpret function,
both linear and non-linear.
—  5 Major Units:
—  Foundations for Functions
—  Linear Relations and Functions
—  Nonlinear Expressions, Equations, and Functions
—  Advanced Functions and Equations
—  Data Analysis

Geometry 1/2

—  Geometry builds students’ ability to:
¡  Reason, justify, and prove!

¡  Visualize, including objects in 3-dimensional space

¡  Process, recall, and re-use multiple concepts day after
day (Geometry Took Kit GTK)

Algebra 2/Trigonometry A/B
—  Builds on skills learned in Integrated
Algebra and Geometry
—  Focuses on computation with some
application to real world problems
—  Preparation for Pre-Calculus and Calculus
—  Includes topics new to students, such as
logarithms, functions, and trigonometry

Mathematical Drafting

—  This is not an art class of self expression – it is a
mathematical drawing class!
—  This is a class of communication that requires math
and art (applications of geometric principles) to
produce precise pictorial narratives of objects.
—  Key elements: be concise and produce drawings that
have a single interpretation (what you’ve imagined has
to coincide with what you’ve drawn)
—  You will improve your understanding of geometry
—  You will develop skills in planning, articulating with
peers, fabricating models, and seeing your plans come
to fruition.
—  This class will consist of lots of hands on activities, that
takes the form of drawing, cutting, and gluing.

AP Statistics

—  This class will:
—  Teach to understand the world of data: collecting,
organizing and analyzing, making inferences from
—  Expose students to fast-paced rigorous college-level
work
—  Emphasize contextual interpretation and clear
communication
—  Students will:
—  Collect and analyze real world data
—  Evaluate and present the results of their own
research
—  Think critically about data represented in the media

Pre-Calculus

—  Review all previously learned
mathematics (functions, advanced
algebra, trigonometry, logarithms).
—  Learn how to think about the big picture,
creating mental pictures to understand a
situation
—  Explore a new topic: LIMITS!
—  Return to doing math without a
calculator

AP Calculus AB

—  Students will think of calculus as a “limit
machine,” which generates new formulas and ideas
from existing functions and ideas studied in
previous courses.
—  The actual study of calculus involves three stages
of mathematics: pre-calculus (linear, parabolic,
higher order functions, trigonometric, logarithmic,
exponential, power, etc), the limit process (limits
approaching to a single point and limits
approaching infinity), and new calculus
formulations as a result of the limit process.


SPANISH DEPARTMENT

Departamento de Español

NELY VALENTÍN
JASON KOCH
JANE BERENTSON
RENE BOSOLET

Spanish Sequence at Lab

—  Spanish 1 & 2
—  Advanced Spanish (7)
—  Online AP Spanish Language

Spanish 1 & 2

¡  First year Spanish, no background necessary
¡  Thematic units include:
÷  Food – Students create menus to use in skits for a scene
in a restaurant
÷  The city – Students make maps of their neighborhoods,
identifying places in Spanish
÷  Pobre Ana – Students read a short novel entirely in
Spanish, then write their own sequel to it

Spanish 3 & 4

¡  Second year of high school Spanish
÷  Students
have either completed Spanish 2 or passed
Proficiency test
÷  Las noticias – Students collaborate to create Lab School
newspapers/magazines in Spanish
÷  La niñez – Students create photo albums and describe
childhood games while learning the preterite and
imperfect tenses

Spanish 5 & 6

¡  Regents level
÷  NYS Regents eliminated last year, but NYC equivalent
starting this June 2012
÷  Fairy tales – Students write their own versions of classic
stories in Spanish
÷  Spanish and Latin American cooking – Students research
and write about the origins of a dish, then write their own
recipe and prepare the dish

Advanced Spanish Options

—  Advanced Spanish
¡  Spanish cinema and readings including works by Julio
Cortázar, Jorge Luis Borges, Gabriel García Márquez,
and others, with a special focus on Magical Realism
¡  Discussions based on current events and issues in
Spanish speaking countries, with an emphasis on
human rights
—  Online AP Spanish Language
¡  Allows opportunity for students to take college level
Spanish in a high school setting


PHYSICAL EDUCATION
DEPARTMENT
AND
LMU SPORTS

Physical Education

—  Physical Education Staff Members
¡  Benjamin Newman

¡  Lauren Coles

Benjamin Newman-Physical Education

—  Physical Education Statement: The ultimate goal for
our Physical Education program is to give students the
skills and confidence needed to participate in recreational
activities outside of the school. Providing students with
these specifics will allow them the opportunity to also
become life-long fitness achievers and live a healthy
lifestyle.
—  Tasks, games and activities are all based around an
adventure learning curriculum model and team sports are
introduced based around a 3-4 year cycle (so sports are
not repeated year after year).

Benjamin Newman-Physical Education

—  The skills are garnered through various tasks, activities,
games and sports. This year Physical Education has three
themes to help guide the curriculum (1. Risk-Taking 2.
Creativity/Thinking Flexibly 3. Leadership).
—  Risk-Taking: helping students to identify responsible
risks, physically, mentally and emotionally.
—  Creativity/Thinking Flexibly: guiding students to think
outside the box to problem solve
—  Leadership: every student when given the opportunity
and right situation can be a successful leader. Physical
Education will help each student to find their strengths
when in a leadership role.

Lab Museum United

—  Fall Sports
¡  Boys Soccer – George Anagnostopoulos
¡  Girls Soccer – Dragos Herinean
¡  Boys and Girls Cross Country – Robert Polchinski
¡  Girls Golf – Jacob Skinner
¡  Girls Volleyball – Jessica Baptista
—  Winter Sports
¡  Boys Basketball – Benjamin Newman
¡  Girls Basketball – Katie Jungers
¡  Indoor Track – Robert Polchinski
—  Spring Sports
¡  Baseball – Brad Ashley
¡  Softball – Charles Jessup & Jessica Baptista
¡  Boys Golf – Jacob Skinner
¡  Girls Tennis – Andy Lagrimas

Lab Museum United

—  Lab-Museum United Athletics: Winter and Spring sport
tryouts will all take place during the month of October. All
students are encouraged to tryout for any of our highly
competitive Varsity level sports. Please visit the PSAL website
(www.PSAL.org) for a list of all our team offerings. Please
continue to check the Lab School website for up to date tryout
and informational meeting schedules.
—  PLEASE NOTE: ALL STUDENTS MUST HAVE A PSAL
MEDICAL FORM FILLED OUT BY A DOCTOR AND A
PSAL PARENT CONSENT FORM COMPLETED BEFORE
THEY ARE ALLOWED TO PARTICIPATE. BOTH
FORMS MUST BE PSAL FORMS OTHERWISE IT IS
NOT VALID.


SCIENCE DEPARTMENT

Science Core Values

—  Driven by inquiry and kinesthetic learning
—  Labs are the connections between text & tests and
the real world
—  Questioning, hypothesizing, experimenting,
modeling, analyzing and presenting
—  Lab reports are a touchstone, not a “handout” to
be filled in.

Sequence of the Sciences

The Living Environment Chemistry (Regents
(Biology-Regents Course) Course) Physics (Regents Course)

AP Physics AP Biology AP Psychology

Science Department Teachers

—  Living Environment: Ms. Jungers and Ms. Davis
—  Chemistry: Ms. Reckhow, Mr. Scharf, Mrs. Coles
and Ms. Lynch
—  Physics/AP Physics: Mr. Coughlan and Ms. Araya
—  AP Biology/AP Psychology: Mr. Rajan and Ms.
Cocchi

Living Environment

—  In our class our mission is to create an
environment where students are engaged and
excited about science, leading to asking
questions and develop skills necessary to
investigate and analyze
—  8 UNITS (Inquiry, Ecology, Organization,
Homeostasis, Genetics, Reproduction,
Evolution and Human Impact)
—  Second semester final is the Regents.

Chemistry

—  13 Units of study (Starting with measurement,
Atomic theory and ending in Nuclear Chemistry)
—  Final for this course is the Regents on June 18th
2013 at 9:15 am
—  This course is embedded in several curricular
and personal goals.
¡  Students are proficient in reading and writing.
¡  Students learn how to write through third-party
perspective.
¡  Students learn why chemistry is relevant in their lives.

¡  Students learn the real life application of chemistry.

Regents Physics
—  Units of Study
¡  Semester 1
÷  Kinematics– the equations of motion
÷  Dynamics – the addition of forces
÷  Mechanics – energy analysis

¡  Semester 2
÷  Electrostatics
– electrical charge
÷  Electrodynamics – magnetics fields
÷  Wave mechanics – how waves propagate
÷  Modern Physics – quantum models

—  Our goal is to master general problem solving through
organized thinking and mathematical modeling

AP B Physics

¡  Building of Regents Physics with added complexity

¡  Incorporates fluid mechanics, thermodynamics and some
rotational mechanics

—  “B” stands for broad base. We cover a lot of
topics, but there is no in-depth calculus analysis

Forensics

¡  12 units
÷  PhysicalEvidence
÷  Ammunition/ballistics
÷  DNA
÷  Fingerprinting

—  Goals for this course include:
¡  Prepare students for college readiness

¡  Learn how to write in 3rd Party perspective

¡  Learn how to think critically and learn through
application

AP Biology

—  15 Units of study including Cytology, Genetics,
Human Body Systems, Evolution, Ecology.
—  Goals for this course include:
¡  Learn the complex language of Advanced Biology and
are able to decipher advanced college text.
—  This course emphasizes that the
approach to scientific discovery is more
about thinking than memorization.

—  A.P. Exam is on May 13, 8 a.m.

AP Psychology

—  14 main units of study including Social
Psychology, Research Methods, Learning,
Cognition, Personality, States of Consciousness,
Motivation and Learning.
—  Students will be asked to think like
psychologists and ultimately try to
acknowledge, understand and explain for
the behavior and thought processes
surrounding us.

—  A.P. Exam is on May 6, 12 noon


HISTORY DEPARTMENT

Our History Department Teachers

—  Global Studies 1: Rene Bosolet, Alan Duffy
—  Global Studies 3: Aaron Wark, Meaghan
Lynch, Claire O’Connor
—  AP US History: Deb Taylor, Lisa Cocchi
—  Human Rights Studies: Mark Berkowitz,
Claire O’Connor

Global Studies 1

—  Students examine ideas and interactions
between cultures over time.
—  In-depth study of Belief Systems, Empires,
earliest examples of Globalization and Cultural
Diffusion.
—  Project Profile: Crusades Radio Project:
Students create Radio Reports about key
events as if they were on-the-ground reporters
in the middle of these historic events

Global Studies 3

—  Centered on major ideologies and the ways
ideas have impacted History.
—  Explores the connection between ideas
developed during the Enlightenment and
European Imperialism in Africa and Asia,
specifically the Belgian Congo and British
India.
—  Nationalism studied in the context of the
evolution of the modern nation state, the
collapse of imperial powers, and political self-
determination.

US History/AP US History

—  What does it mean to be American? Whose story is America’s story?
These are the two essential questions that 11th grade US History students
will be exploring throughout the school year.
—  In order to do this thoroughly and thoughtfully, students will be reading
and writing and thinking about the history of America, not only through
the study of the greats of American history (ex; Thomas Jefferson,
Theodore Roosevelt), but through the unheard voices of what historian
Howard Zinn has characterized as, “the non-elites.”
—  Students will continuously practice the skills of professional historians:
sourcing, close reading, contextualizing, evaluating and corroborating
evidence.
—  The year long course is divided by the fall and spring semesters – in the fall
we begin with examining the settlement/colonization of North America to
the era of Reconstruction and in the Spring we pick up with the Gilded
Age and end the year with exploring issues of modern day America.

Human Rights Studies

—  Enables students to develop conceptions of
Human Rights: their philosophical and moral
foundation; their strengths and limitations in
theory and in practice. Questions explored in
this course deepen students understandings
of Civics and Economics with each unit
seeking to answer the overarching Question:
What Obligations Do Citizens of A Society
Owe To One Another and How Do Such
Obligations Arise?

Master curriculumnight2012 13

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