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We will plan a mini-unit for Jr. High students exploring issues of first amendment rights and personal responsibility using the lens 90s rap music.

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After we finish orientation we will be moving on to a study of self identity and gender expression.

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Tracking Data Across a students career at Sequoyah.
-What is worth keeping track of?

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TH/EP/O's are going to be collaborating on a new PBL math curriculum (most likely looking into a curriculum called CGI!

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In the Pond we spend the first few weeks of school doing orientation. The students are getting to know their new environment, teachers, classmates, schedule and expectations. We play a lot of "getting to know you" games. We allow much time for both teachers and second year students to model the ways to be successful students, and socially, a productive member of a community. Once we get to know the individual personalities of the class, we design a theme for the first unit of study. Most often this includes a focus on self, family, and diversity via personal sharing and storytelling.

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Egret's Perch: How do we use electricity in our daily lives? I'd also like to do some collaborative work with Peter and/ or Roxana - maybe Roxana and I can return to our house design project.

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Junior High: physics and chemistry Here are some sample questions to guide our work: How can you predict the motion of objects? How can you create a machine to perform a specific task? Why do some things react and others remain inactive when combined?

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The Backyard class begins the year with our Orientation curriculum design. Our goal is to get to know the students and the group, to support student comfort, independence, involvement/understanding of class/school rules, expectations, and the habits of mind.

We include various assessment activities, an orientation exhibition for parents, and segue into our work on the Alphabet hot lunch

*We'd like to meet with other teachers to establish cross class collaborations.

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Climate Change Earth Forces Chemistry Magnets and Motors

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Human Body Plant science Soil Water

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Habitats Weather Sound Light Sinking and Floating Magnets Electricity

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Desert Force & Motion Changes of Matter Sunlight & Shadows

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Senses
Myself and Others
Desert
Mixtures

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In the language arts section of Jr. High, our curriculum will revolve around the Bill of Rights. We will look at landmark cases, as students render their own Supreme Court decisions after studying the laws and relevant issues. Our essential questions include: How does the Bill of Rights affect my community and me? How and why has the interpretation of the Bill of Rights changed over time?
How would I like to see the rights associated with these 10 Amendments interpreted and applied differently? Each Amendment will be accompanied by either a project or an activity. The literary selections (novels and short stories) will tie into this theme as well.

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I will be doing a combined theatre and media elective with OT and OB. Students will work in small groups to identify social or political issues that are important to them and will create short 2-3 minute theatre pieces or mini docs based upon these topics.

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I will be collaborating with the OT and Ron on a project about the Japanese American internment camps and the effects on the lives of young people during this historical period. This is a reboot of a project I did with Ann and the Eagles Nest some years ago.

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Liberty and Justice for All_ A Theatre Project (1) - Susie Tanner.docx

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In the second half of the year, I am hoping to do a microfinancing unit with my students. Students will leave junior high as young and experienced businesspeople, empathetic and compassionate global learners and leaders of the future. Students must think creatively and critically as they devise business plans, convince potential funders that their ideas will be successful, and put math to work in practical terms as they explore the costs and benefits of their businesses. Their success then allows them to repay their loans and use the profits to become ‘lenders’ themselves, through Kiva.org, where they connect with and loan to the ‘unbankable’ around the world to help alleviate poverty.

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Micro financing Unit Backwards Design UbD Sketch - Catherine Tung

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Microfinance Unit Backwards Design Template (adapted from http://www.kristengoggin.com/microfinance/) Stage 1 - Desired Results Established Goal(s): Students will leave junior high as young and experienced businesspeople, empathetic and compassionate global learners and leaders of the futu...

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For the first half of the year, I am planning a poverty unit. In this unit, students will explore what it means to have a livable wage, what local organizations in Pasadena/Los Angeles are doing to alleviate poverty/homelessness, look at what factors can lead to poverty, what circumstances can fuel long-term poverty, and how can poverty affect succeeding generations.

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Homelessness Unit Backwards Design UbD Sketch - Catherine Tung

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Poverty Unit Backwards Design Template   Stage 1 - Desired Results Established Goal(s): What relevant goals (e.g., Content Standards, Course or Program Objectives, Learning Outcomes etc.) will this design address?  Essential Question(s): How do we as future working citizens/permanent resi...

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I want to do a unit in September/October on Hispanic Heritage that will coincide with the national Hispanic Heritage Month. Possible questions include: What does "Hispanic" Mean and how does it differ from "Latino"? What is my heritage and why is it important to celebrate Latino Heritage? What contributions have Latinos made in the US?

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SS will be looking at society through its inventions; how do inventions reflect and reinforce a society's needs and wants?

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Catalina Ocean Life (2nd half of the year.)

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The PE department is exploring record keeping over the course of a students time at Sequoyah. What should be kept track of in PE? What use is the data? Does record keeping improve ownership? How can we effectively and efficiently record the data without tripping up the flow of class.

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Using primarily iPads, students will record, produce and compose original music to video (possibly original content). We will learn basic production skills like how to set up and use mics, how to record live instruments using GarageBand and how to use digital instruments. Students will also explore basic composing techniques learning simple musical progressions that can elicit emotional responses from an audience. They will also make decisions about instrumentation, timbre, tempo and when to use music.

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I would like to truly collaborate on a performance piece with the Art and Music teachers using an area of study that appeals to all parties involved. This would of course include the lead and associate teacher of that class.

Also, I would like to collaborate with the P.E. teacher or the Science teacher or the Spanish teacher or all of them on a parent share.

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l would like to examine US history using the theme of IDEALS AND MARGINALIZATION, MYTH AND REALITY. What are American myths? How are they true or false? What purpose do they serve? How are they created and communicated? How do they change over time?

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kUS History with a focus on multiple perspectives. Contrasting the Eurocentric viewpoints of history with those of Native Peoples and slaves.