Program
Middle School

Grade 5

List of 10 items.

  • Health and Wellness

    BODY HEALTH
    • Understand the growth and change that occurs during puberty
    • Understand and further explore concepts of sexuality and gender identity
    • Develop media literacy skills
    • Understand and explore why we eat and how nutrition fuels bodies
         
    SOCIAL HEALTH
    • Refine and reflect on the 12 Toolbox Project Tools
    • Use language for creating positive friendships and healthy conflict resolution
    • Develop self-advocacy skills such as asking for help and requesting personal space
           
    EMOTIONAL HEALTH
    • Assess and apply the 12 tools to living in the community
    • Celebrate personal Identity
    • Understand and live values of the Hamlin Creed
    • Develop and apply skills to manage uncomfortable feelings
        

  • Humanities

    TOPICS:
    Latin America and Regions of the United States

    LENSES FOR ANALYSIS:
    Art; Daily Life; Economy; Geography; Government; History; Legends; Religion

    CORE RESOURCES: 
    Social Studies Alive! Regions of our Country published by Teacher’s Curriculum Institute Teachers College Reading and Writing Project, Lucy Calkins

    READING TEXTS:
    Home of the Brave by Katherine Applegate; Out of My Mind by Sharon Draper; The Circuit by Francisco Jimenez

    POSSIBLE LITERATURE CIRCLE CHOICE BOOKS:
    Every Living Thing by Cynthia Rylant; So B. It by Sarah Weeks; Baseball in April and Other Stories by Gary Soto; Brown Girl Dreaming by Jacqueline Woodson; Olive’s Ocean by Kevin Henkes; The Watsons Go to Birmingham by Christopher Paul Curtis

    ADDITIONAL TEXTS:
    Articles; Non-Fiction Essays; Poems; Short Stories

    GRAMMAR AND WRITING REFERENCE BOOKS:
    English Workshop: First Course published by Holt, Rinehart and Winston; Elements of Language Introductory Workbook published by Holt, Rinehart and Winston; Step Up to Writing published by Voyager Sopris

    VOCABULARY PROGRAM:
    Word Wisdom published by Zaner-Bloser, Inc.

    FORMS OF WRITING:
    Expository (paragraphs and essay introduction); Memoir; Hero’s Journey Newspaper Articles; Personal Narratives; Poems; Short Stories; Fiction 
  • Language Arts

    LEARNING GOALS FOR READING:

    • Read and comprehend grade-level text proficiently and independently
    • Re-read to deepen understanding
    • Understand plot development
    • Identify main idea/salient points
    • Summarize text
    • Make predictions and inferences
    • Make connections to text, self, and world
    • Determine themes of texts including stories, plays, and poems
    • Find evidence in text to support interpretation
    • Analyze point of view (both narrator as well as characters)
    • Compare/contrast characters
    • Read grade-level text orally with fluency and expression
    • Use context to figure out meaning of words
    • Identify figurative language including metaphors, personification, and similes
    LEARNING GOALS FOR WRITING:
    • Use writing process: brainstorm; plan; write; revise; edit; publish
    • Write for a range of purposes and for a variety of audiences
    • Give and receive feedback from teachers and peers
    • Write opinion pieces on texts/topics
    • Write informative/explanatory texts
    • Write descriptively
    • Choose and use words that convey meaning appropriately
    • Write in a variety of time frames
    • Organize ideas clearly and logically
    • Practice developing topic sentences
    • Support with factual information and/or supporting details
    • Produce effective concluding statements
    • Produce multi-paragraph essays
    • Show understanding of vocabulary words in writing
    • Use conventions of grammar

    LEARNING GOALS FOR LISTENING AND SPEAKING:

    • Actively engage in a variety of discussions including one-on-one, groups, and teacher-led
    • Effectively prepare for discussions
    • Carry out assigned roles in discussions
    • Generate questions based on the discussions
    • Present information clearly and in a logically sequenced fashion

     

  • Library & Information Literacy

    (interwoven throughout the curriculum)

    CORE RESOURCES:
    Standards for the 21st century Learner AASL
    Adaptation of California School Library Recommended Library Skills
            
    • Choose appropriate research information from print and online resources
    • Develop keyword phrases
    • Use Boolean search techniques
    • Evaluate web-based resources for comprehensiveness, readability, and alignment with research projects


  • Music

    Philosophy of Zoltán Kodály and Carl Orff

    LEARNING GOALS FOR MUSIC:

    • Learn basic recorder fingerings and transfer knowledge of music reading to the instrument
    • Read and write musical notes from musical score and through identification of rhythmic motives or melodic patterns
    • Explore singing diatonic songs
    • Practice playing and singing in different meters
    • Reinforce knowledge of extended pentatonic scale
    • Practice two- and three-part singing, playing, speaking through rounds, speech ensembles, body percussion, songs and Orff instrumental pieces
    • Research musicians and performers of various genres
    • Explore use of body for expression in singing through simple choreography of songs
    • Create and compose pieces individually and collectively in small groups
    • Strengthen performance skills in recorder, singing, and playing percussion and Orff instruments
  • Physical Education

    LEARNING GOALS FOR PHYSICAL EDUCATION:

    • Demonstrate sportsmanship
    • Combine locomotor skills (e.g., running, hopping, sliding)
    • Combine non-locomotor skills (e.g., bending, twisting, stretching)
    • Strengthen body awareness; hand/eye coordination; foot/eye coordination; balance; and ball skills
    • Participate in cooperative games
    • Develop skills for individual and team sports
    • Engage in fitness activities
    • Develop skills for dance
    • Use pedometer for goal setting
    • Engage in team building activities and challenges
    • Understand importance of fitness
  • Science and Engineering/Computer Science

    THEME: Applied Science
    TEXTS (publishedby Prentice Hall):
    Science Explorer From Bacteria to Plants
    Science Explorer Animals

    UNITS:

    Archeology and Evolution
    Life Science
    Civil Engineering

    LEARNING GOALS FOR SCIENCE AND ENGINEERING:

    • Begin to use criteria for testable research question
    • Ask scientific questions
    • Start to use “because” in hypotheses
    • Read and write scientifically
    • Make graphs by hand and computer
    • Write lab reports using the scientific method
    • Start to implement experiments independently
    • Practice Engineering Design Process
    • Identify problem, brainstorm, design, build, test, evaluate, redesign, and share solution
    • Conduct research online
    • Use and apply technology skills
    • Learn and practice lab equipment skills

    TECHNOLOGY

    EQUIPMENT TYPICALLY USED: Cameras; document cameras; iPod®; 1:1 laptop program; USB microphones
     
    APPLICATIONS TYPICALLY USED: Animation software; Dreambox; Email applications; Google™Apps; iLife® Suite; Internet browsers; Microsoft® Office Suite; photo editing software; RAZ Kids; video editing software

    PROGRAMMING

    CORE RESOURCES: Scratch, MIT Media Lab; SketchUp, Trimble Navigation; Tinkercad, Autodesk, Inc.; Minecraft, Mojang AB

    LEARNIN
    G GOALS
    • Motion (move, turn, change x,y, point in direction)
    • Pen (set pen down/up, set pen width, set pen color, clear)
    • Looks (change size by, change costume, show/hide)
    • Sound (play sound, change volume, change tempo)
    • Controls (repeat, wait, forever, if/then, if/then/else)
    • Develop understanding of four quadrants, x,y coordinates, fractions
    • Develop understanding of conditional statements, Boolean values, variables
    • Create objects that follow a curved path
    • Create virtual objects in a 3D environment
    • Scale, ratio, and proportion (smaller objects represent larger objects)
    • Dimensions (x, y, & z axis)
    • Collaborate with peers (working together to solve a common problem)
    • Resource allocation (combining resources strategically to create new resources)
    • Explore and create virtual 3D spaces
    • Develop understanding of area and volume in a 3D environment

    MATHEMATICS

    CORE RESOURCE: Bridges in Mathematics, Math Learning Center
    Context for Learning Mathematics, Catherine Twomey Fosnot

    LEARNING GOALS FOR MATHEMATICS:

    NUMB
    ER SENSE AND OPERATIONS
    • Develop and use efficient and accurate procedures to find quotients involving multi-digit dividends and divisors
    • Estimate sums, differences, products, and quotients
    • Perform all operations with whole numbers
    • Develop fluencywith procedures, including standard algorithms, and understand why procedures work
    • Develop fluency with prime numbers, composite numbers, divisibility rules, factors and multiples, Greatest Common Factor (GCF), Lowest Common Multiple (LCM), and equivalent fractions
    • Read,write, and compare decimals and fractions
    • Solve and interpret word problems involving all forms of numbers and operations
    • Develop an understanding of the order of operations
    • Explore contexts that students can describe with negative numbers
    ALGEBRA AND FUNCTIONS
    • Use a letter to represent an unknown number; write and evaluate simple algebraic expressions in one variable
    • Identify and graph ordered pairs in the four quadrants of the coordinate plane
    • Work with variables in area formulas
    • Evaluate variable expressions according to the order of operations in using formulas
    • Use variables to generalize patterns observed in order to derive area formulas/volume
    • Graph simple equations arising from patterns, models, and relationships
    • Use these same contexts to write and solve simple equations and inequalities
    GEOMETRY AND MEASUREMENT
    • Apply United States customary and metric units of measure
    • Identify, describe, and classify polygons with an emphasis on types of quadrilaterals and triangles
    • Use a protractor to measure and draw angles; identify types of angles
    • Identify diameter, radius, center, and circumference
      • Find the area and perimeter of rectangular shapes
      • Describe and identify number of edges, faces, vertices, and types of faces (connection to 2-D geometry)
      • Understand volume as an attribute of 3-D space
      • Estimate and measure volume and surface area using appropriate units, strategies and tools
      • Find and justify relationships among the formulas for the areas of different polygons (square, rectangle, parallelogram, triangle, trapezoid)

    STATISTICS, DATA ANALYSIS, AND PROBABILITY
    • Know the concepts of range, mean, median, and mode
    • Write ordered pairs and graph
    • Determine the probability of simple events
    • Collect data during experiments
    • Understand and make bar graphs, double bar graphs, and circle graphs
    • Read, interpret, and construct properly labeled tables, bar graphs, line plots, pictographs, circle graphs, and line graphs
    • Use graphs to find the mode, median, and range of a data set, as well as to draw, support, and communicate conclusions
  • Social Studies

    LEARNING GOALS FOR SOCIAL STUDIES:

    • Understand multiple perspectives
    • Recall, analyze, and interpret information
    • Understand chronologies 
    • Understand cause/effect
    • Summarize and paraphrase information
    • Begin to use text to support opinions
    • Apply geography and mapping skills, paying attention to the physical and political worlds
    • Recognize the interrelatedness of geography, economics, culture, belief systems, and political systems within history
    • Understand movement of people, goods, and ideas
    • Evaluate sources
    • Check for validity
    • Begin to recognize bias
    • Use Internet to find appropriate sources
    • Gather and organize information
    • Use technology to present information
    • Begin to understand how the world is linked together on multiple levels
    • Begin to write bibliography in Modern Language Association (MLA) format
    • Differentiate between primary and secondary sources 
     
  • Visual Art

    Drawing, Ink, Painting, Printmaking, Scratch Art, Sculpting, Technology
    Art projects in Grade Five connect to the Humanities and STEM curricula

    LEARNING GOALS FOR VISUAL ART:

    • Differentiate between negative and positive space
    • Understand art in the context of a culture and community
    • Create a relief print
    • Build and carve with clay
    • Use technology to create art
    • Explore sculpture and mixed media technique

    LEARNING GOALS FOR OBSERVING ART:

    • Describe image
    • Make connections to image
    • Interpret, analyze, and evaluate image

     

  • World Language: Spanish

    TEXTBOOK: Ven Conmigo: Adelante Level A published by Holt, Reinhart and Winston
    ADDITIONAL TEXTS: TPRS; Letters, advertisements, websites, recipes, and articles about culture in Spanish-speaking countries
    CULTURAL CONTENT: Spanish-speaking countries: Mexico; Spain; Caribbean; school customs and etiquette; geography; festivals; ways of life and traditions; music

    LEARNING GOALS FOR SPANISH:

    • Geography
    • Traditions
    • Engage in conversation (introductions, needs and wants, describe classroom, describe bedroom, describe people and things, describe family, discuss likes and dislikes, tell time, describe schedules, weather and seasons, tell where people and things are, free time activities, discuss problems and give advice, etc.)
    • Develop listening comprehension
    • Develop pronunciation skills
    • Understand, use, and practice in written and oral communication beginning vocabulary words
    • Use grade-level grammatical structures accurately
    • Develop and strengthen reading skills
    • Summarize text
    • Write dialogues, short descriptive paragraphs, letters, and poems
    • Edit peer writing
Please note: The K-8 Curriculum Guide is an articulation of the core aspects of the academic program at Hamlin; it is not intended to capture every concept and skill that is taught. Moreover, the K-8 Curriculum Guide will not reflect additional topics of study, which are inspired annually by student interests, teacher creativity, and current events.

List of 1 frequently asked questions.

  • We inspire girls to find the best in themselves and to contribute with energy and distinction to the world around them.

Contact Information

The Hamlin School
2120 Broadway
San Francisco. California 94115
Tel. 415.922.0300 • Fax. 415.674.5409
Tax ID #: 94-1393894

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The Hamlin School educates girls to meet the challenges of their time and inspires them to become extraordinary thinkers and innovators, courageous leaders, and  women of integrity.

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