5th grade curriculum statements 2018-2019 · 2018-10-17 · 5th grade curriculum statements...

5th Grade Curriculum Statements

2018-2019

Table of Contents

Language Arts 2

Social Studies 3

Math 4

Science 5

Spanish 6

Art 8

Music 9

Drama 10

Techxplorations 11

Physical Education 12

Advisory 14

Administration and Student Support 15

Green Acres School ● 5th Grade Curriculum Statements ● 2018-2019

2

Language Arts Teacher: Marcia Balmadier Class Time: Five classes per six-day rotation Class Size: 11-13 students Skills and Concepts:

● Reading comprehension skills with fiction and poetry ● Learning the writing process through creative and expository writing ● Developing presentation and discussion skills ● Organizing materials ● Producing creative projects ● Reading and writing poetry ● Applying grammatical concepts to written work ● Understanding parts of speech and sentence and paragraph structure ● Reviewing and applying spelling rules ● Deciphering vocabulary word meanings through contextual clues and dictionary usage

Texts and Supplementary Materials:

● George by Alex Gino ● Amelia Lost by Candace Fleming (Book Festival visiting author) ● Becoming Naomi Leon by Pam Munoz Ryan ● Tuck Everlasting by Natalie Babbitt ● Grammar & Punctuation 5 Workbook ● Writers’ Express Handbook

Ongoing Activities: Projects, creative story writing, reading/writing workshop, reading personal choice selections, book clubs Marcia Balmadier 5th and 6th Grade Language Arts, 6th Grade Advisor

● Began teaching at Green Acres in January 2010 ● Started teaching in 1992 ● Hometown: Buffalo, NY ● Undergrad: Ohio Wesleyan, Theater ● Graduate School: Teachers College Columbia University, Elementary Education, Curriculum

Instruction ● Hobbies & Passions: Cooking, walking, traveling ● Contact info: [email protected] and x160


3

Social Studies Teacher: Michael Simzak Class Time: Four classes per six-day rotation Class Size: 12 students Skills and Concepts:

● Interpreting maps ● Developing skills to work effectively in groups ● Developing presentation and discussion skills ● Organizing materials ● Developing research skills and report writing ● Developing test taking techniques ● Producing hands-on creative projects ● Applying grammatical concepts to written work

Materials Used:

● World History Early Ages ● Teacher-created texts and videos ● Primary/Secondary Sources

Units of Study

● Geography ● Economics ● Civics and Government ● Ancient Egypt ● Ancient Greece ● Ancient Rome

Assessments and Projects

● Current Events Presentations ● A variety of writing assignments, including (but not limited to) compare/contrast essays,

creative pieces, document-based expository writing, and self-reflections ● Differentiated assessments based on choice and skill level, including (but not limited to) mock

debates, persuasive speeches, podcasts, blogs, mock news presentations, music videos, oral presentations, skit writing and production, etc.

Michael Simzak 5th and 6th Grade Social Studies, 5th Grade Advisor, 8th Grade Yearbook

● Began teaching at Green Acres in 2017 ● Started teaching in 2011 ● Hometown: Philadelphia, PA ● Undergrad: Howard University ● Graduate School: Villanova University ● Hobbies & Passions: I enjoy sports and appear as a sports radio correspondent and columnist. I

also enjoy history, music, and travelling. ● Contact info: [email protected] and x137


4

Math

Teachers: Marylouise Bracho Class Time: Five classes per six-day rotation Class Size: 11-13 students Essential Questions:

● What are numbers? ● How is mathematics used to represent the world around us? ● What is a reasonable answer? ● What strategies can you use to observe and describe patterns and relationships? ● What mathematical process should I use? ● How do we calculate, measure, or model objects?

Enduring Understandings:

● Understand numbers, ways of representing numbers, relationships among numbers, and number systems

● Understand meanings of operations and how they relate to one another ● Compute fluently and make reasonable estimates ● Apply math concepts to real-world applications

Skills and Concepts:

● Understand the place-value structure of the base-ten number system and be able to represent and compare whole numbers and decimals.

● Recognize equivalent representations for the same number and generate them by decomposing and composing numbers.

● Develop understanding of fractions as parts of unit wholes, as parts of a collection, as locations on number lines, and as divisions of whole numbers.

● Recognize and generate equivalent forms of commonly used fractions, decimals; understand various meanings of multiplication and division.

● Understand the effects of multiplying and dividing whole numbers and decimals. ● Identify and use relationships between operations, such as division as the inverse of

multiplication, to solve problems. ● Add, subtract, multiply, and divide whole numbers, fractions, and decimals. ● Select appropriate methods and tools for computing with whole numbers from among mental

computation, estimation, calculators, and paper and pencil according to the context and nature of the computation and use the selected method or tools.

● Convert like measurement units within a given measurement system. ● Classify two-dimensional and three-dimensional figures into categories based on their

properties. ● Graph points on the coordinate plane to solve real-world and mathematical problems. ● Generate two numerical patterns using two given rules and identify apparent relationships

between corresponding terms. ● Measure volume.

Texts and Supplementary Materials Used: In-class work consists of homework revision, instruction, practice problems, discussion, and hands-on learning opportunities. The following instructional items are used:


5

● Pearson enVision e-textbook ● IXL ● Think Tanks ● Math Labs ● Strategy games and computational games (“24,” Equate, Chess) ● “Contexts for Learning Mathematics” Activities

Marylouise Bracho 5th Grade Advisor, 5th Grade Math/Green Acres Camp Director

● Began teaching at Green Acres in 1984 ● Started teaching in 1984 ● Hometown: Germantown, MD ● High School: Seneca Valley High School ● Undergrad: Catholic University of America, BS, Early Childhood Education ● Graduate School: Loyola of Maryland, MA, Education Leadership ● Hobbies & Passions: Jewelry making, Reading, Baking ● Contact Info: [email protected] and x135 and 122

∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞

Science Teachers: Nic Ryba and Liz Bullock Class time: Four classes per six-day rotation Class size: 12 students The Essential Practices of Science and Engineering (A Framework for K-12 Science Education: Practices, Cross-cutting Concepts, and Core Ideas) Skills and Concepts:

● Asking questions (for science) and defining problems (for engineering) ● Developing and using models ● Planning and carrying out investigations ● Analyzing and interpreting data

o Measuring accurately using metric units o Recording and analyzing data using maps, tables, and graphs

● Using mathematics and computational thinking ● Constructing explanations (for science) and designing solutions (for engineering) ● Engaging in argument from evidence

o Formal debates o Guided lab reports

● Obtaining, evaluating, and communicating information o Researching independently using text and online sources. o Organizing and citing information for research projects


6

Units: ● Fifth grade students engage in collaborative, scientific labs and engineering challenges

throughout the year. These units require integration and basic understanding of concepts in the major areas of science: earth, chemistry, physics, and biology.

● How do the structure and atmosphere of the earth affect human communities? ● How do humans affect the environment?

Nicola Ryba 4th and 5th Grade Science, 6th Grade Science

● Began teaching at Green Acres in 2009 ● Started teaching in 2009 ● Hometown: All over Germany and UK! ● Undergrad: Brunel University London, BSc Biochemistry ● Graduate School: University of Kent at Canterbury (UK) PhD Biochemistry and Biotechnology ● Hobbies & Passions: Cooking with friends and family, Hiking, Foreign movies ● Contact Info: [email protected] and x151

Liz Bullock 5th Grade Science/6th Grade Math and Advisory/7th and 8th Grade Drama and Musical/Sustainability Coordinator

● Began teaching at Green Acres in 2012 ● Started teaching in 2012 ● Hometown: Bethesda, MD ● Green Acres Graduate ● Undergrad: Clark University, BA in International Development and minor in Spanish ● Graduate School: Clark University, Master's Degree in Environmental Science ● Hobbies & Passions: Ultimate Frisbee, Yoga, Playing with her pet parrot and dog, Environmental

and Ocean Science ● Contact Info: [email protected] and x168

∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞

Spanish Teacher: Ingrid Carvajal-Bullock Class Time: 4 classes per six-day rotation Group Size: 12 students Skills & Concepts: The goal of this Spanish course is to provide students with the opportunity to learn the Spanish language in an active, dynamic, and fun manner. The emphasis of the instruction is on the four basic language skills: oral communication, listening comprehension, reading and writing. The course uses a “direct methodology” that is practical and emphasizes questions/answers, repetition, and conversation. Grammar is introduced as a specific communicative skill and students continue building vocabulary skills. To any extent possible, classes are conducted in Spanish which helps create a Spanish-speaking environment and in itself teaches students a number of essential words and expressions.


7

Emphasis is placed on role-play techniques to encourage dialogue and activities including games, songs, poems, and projects. Students explore Hispanic cultures via discussions, presentations, videos, and supplementary reading. It allows for understanding and appreciation of cultures as they explore similarities and differences among Spanish-speaking people. Texts & Supplementary Materials: Realidades etextbook from Pearson Education Company; Realidades workbook (vocabulary/grammar); Worksheets; Projects Units: Para Empezar – En la escuela – greetings; introductions; responding to classroom directions; using numbers; telling time; identifying pares of the body; En la clase – talking about things in the classroom; asking questions about new words/phrases; using the Spanish alphabet to spell words; talking about things related to the calendar; El tiempo – describing weather conditions; identifying the seasons; comparing weather in the Northern and Southern hemispheres Grammar – conjugation of simple present tense of regular/irregular -ar, and -er ending verbs; pronouns (tu vs usted), nouns, punctuation/accent marks, vowels, cognates, negatives, expressing agreement or disagreement, definite/indefinite articles, word order: placement of adjectives Mis Amigos y Yo - Que te gusta hacer; Como eres; culture – el mundo hispano (Espana; El Caribe) La Escuela - Tu dia en la escuela; subject pronouns (tu vs usted); Tus sala de clases; culture – el mundo hispano (Mexico/America Central) Los Pasatiempos - Adonde vas; asking questions; activities outside of school; present tense of irregular verb jugar; culture - el mundo hispano (Estados Unidos historico/contemporaneo; America del Sur norte/sur) Ingrid Carvajal-Bullock 5th Grade Spanish and Advisory/6th Grade Spanish

● Began teaching at Green Acres in 2002 ● Started teaching in 1992 ● Hometown: New York, NY ● Undergrad: Iona College, Bachelor's of Arts in Communication and Advertising/Marketing ● Graduate School: Bridgeport University ● Hobbies & Passions: Music and Dance ● Contact Info: [email protected] and x184


8

Art

Teacher: Shellie Marker Class Time: Two classes per six-day rotation for one semester Class Size: 12 students Concepts:

● What is art? Who gets to say what is art and what is not? ● What is the purpose of art? ● How is art connected to other disciplines? ● How is art an important part of our daily lives? ● How does art reflect the culture and society in which it was created?

Skills:

● compare/contrast works of art ● analyze/summarize ● research ● record ideas and processes in sketchbook ● communicate expressively through visual art and writing ● reflect/contemplate ● use iPad/ iMovie to document and reflect on work ● work collaboratively and independently

Visual art skills/concepts

● observation/drawing skills (contour drawings) ● elements of design (line, shape, color, form, texture) ● model three-dimensional form ● printmaking ● creative communication of ideas ● understanding the language of art ● cultural diversity/history as inspiration ● bookmaking techniques ● using recyclable materials to make art

Texts and Supplementary materials, evaluations

● Use of sketchbooks throughout the semester. Self-evaluation and reflection. “Videolicious” or iMovie clip reflecting completed artwork during the semester

● Use of art DVDs, Internet, school library ● Teacher chosen Internet clips illustrating the lives of artists and the art of different cultures. ● critiques ● self-evaluations

Units and Activities (possible themes/projects) This year students will learn about recycled art. They will create different types of art using recyclable materials:

● Drawing Skills: Students learn facial proportions for self-portraits; perspective for landscapes; line quality


9

● Painting: Students develop different techniques to create expressive paintings in a variety of styles

● Printmaking: Students learn about positive and negative space, repetition, and color by carving and printing a rubber block.

● Sculpture: Students use a variety of materials to create 3-dimensional forms. ● Art History: Students study art/artists from different historical periods and create a work of art

that reflects what they learned while also incorporating personal ideas and reflections. ● Art from Different Cultures: Students study different cultures and create art, such as collages,

masks, bowls and other artifacts. ● Recycled art: using recyclable materials to create works of art.

Shellie Marker 5th and 6th Grade Art, 7th Grade Advisor, 7th and 8th Grade Ceramics

● Began teaching at Green Acres in 2015 ● Started teaching in 1996 ● Hometown: Ocala, Florida ● Undergrad: University of Florida, Bachelor's Art Education, Bachelor's Fine Art (Ceramics) ● Graduate School: The George Washington University, Master's of Art History ● Hobbies & Passions: Yoga, Making jewelry, Hiking ● Contact Info: [email protected] and x.182

∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞

Music Teacher: Jeremy Levine Class Time: Two classes per six-day rotation for one semester Group Size: 12 students Skills and Concepts: Essential questions for the year are:

● How is sound organized to create music? ● How is melody created? ● What does harmony add to music? ● What is the purpose of rhythm? ● What makes music a universal language? ● How is music notated?

Skills developed in music class will include:

● Performing on a variety of instruments with rhythmic and tonal accuracy ● Performing Zimbabwean mbira and marimba music ● Performing Ghanaian songs and percussion patterns ● Reading standard and grid notation ● Playing solo and as part of an ensemble ● Collaborating effectively and compassionately with peers towards creative ends

Texts and Supplementary materials used:

● Original arrangements composed by Jeremy and students


10

● Pitched mallet instruments, mbira, djembe, gankogui, axatse, hosho, and guitar ● Multiple library and music resources, records, sheet music, and videos

Units and Activities: At the beginning of the semester the music class focuses on a study of the music of Zimbabwe. We play and compose marimba music, and construct and play mbiras. We will also learn standard as well as grid notation to aid in ensemble rehearsals. During the second half of the semester, we will shift our focus to Ghana and other West African musical traditions. We learn polyrhythmic music, practice percussion techniques in drum circles, and incorporate a larger variety of instruments. We will also study music of the African diaspora throughout the globe, where students will have a chance to incorporate modern Western instruments into more traditional African music. Jeremy Levine 3rd-8th Grade Music

● Began teaching at Green Acres in 2017 ● Started teaching in 2014 ● Hometown: Rockville, MD ● Green Acres Graduate ● High School: Walter Johnson High School ● Undergrad: Northwestern University – Bienen School of Music ● Graduate School: Graduate courses in ethnomusicology at the University of Illinois,

Champaign/Urbana ● Hobbies & Passions: Hiking, yoga, composing original music ● Contact info: [email protected] and x177

∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞

Drama

Teacher: Stephen Michel Class Time: Two classes per six-day rotation for one semester Group Size: 12 students

Performance-Based Class Students will read, analyze, and devise a performance of scenes from Shakespeare plays.

Skills and Concepts: ● Ensemble Building: Students will play games and work on tasks designed to build dramatic

collaboration, trust, and observational skills. ● Movement: Students will develop skills in physical storytelling both individually and as a group,

and will explore tableaux and characterization through movement. ● Stagecraft: Students will learn basic stage technique such as stage direction, projection, and

performing open to the audience. ● Character Building: Students will explore objects and tactics through a variety of games and

activities. ● Text Analysis: Students will learn the structure of Shakespeare language and paraphrase text

into their own words.


11

● Performance: Students will memorize lines, take direction, and make choices about blocking and character as part of a rehearsal process towards performing their scenes at the end of the semester.

Text/Supplementary Materials Used: ● Scenes from various plays by William Shakespeare, with supplementary material such as

synopses and character notes. ● Shakespeare lexicons and glossaries for text analysis ● Various materials about Shakespeare lifetime and historical period

Stephen Michel 5th & 6th Grade Drama/7th Grade Social Studies and Advisory Assistant Director of Service Learning for 5th & 6th Grade ● Began teaching at Green Acres in 2015 ● Started teaching in 2010 ● Hometown: Washington, DC ● High School: St. Andrew's Episcopal School ● Undergrad: Hamilton College, B.A., Concentration in Theater, Minors in Education and

Psychology ● Graduate School: Bank Street College of Education, M.S. Ed. in Childhood Education ● Hobbies & Passions: Theater, Board games, Movies, Graphic Novels, Running ● Contact Info: [email protected] and x150

∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞

Techxplorations Teacher: Nic Ryba Class Time: Two classes per six-day rotation for one semester Group Size: 12 students Concepts

● Are robots useful in helping populations affected by natural disasters? ● How can we help young students learn coding? ● How do toy companies use technology to enhance their products?

Skills: Computational Thinking

● Decomposition: Breaking down data, processes, or problems into smaller, manageable parts ● Pattern Recognition: Observing patterns, trends, and regularities in data ● Abstraction: Identifying the general principles that generate these patterns ● Algorithm Design: Developing the step by step instructions for solving this and similar

problems Design Process

● Defining a problem ● Brainstorming, researching and generating ideas ● Identifying criteria and constraints


12

● Developing a design ● Building prototypes ● Testing and evaluating a model ● Refine the design ● Communicate results

Introductory Computer Programming (coding)

Students will be introduced to the computational thinking and design processes by investigating the

essential questions using Sphero and Ozobot robots, and the Micro Bit microprocessor.

● Block programming: Students manipulate colorful descriptive blocks to write code eg. Ozoblockly, Scratch, Scratch Jr., Javascript Blocks

Nicola Ryba 5th Grade Science/6th Grade Science

● Began teaching at Green Acres in 2009 ● Started teaching in 2009 ● Hometown: All over Germany and UK! ● Undergrad: Brunel University London, BSc Biochemistry ● Graduate School: University of Kent at Canterbury (UK) PhD Biochemistry and Biotechnology ● Hobbies & Passions: Cooking with friends and family, Hiking, Foreign movies ● Contact Info: [email protected] and x151

∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞

Physical Education

Teachers: Larry Jodrie (Lead), Derek Edwards, and Lauren Essig Class Time: Four classes per six-day rotation (including one held jointly with the 6th grade) Class Size: 24 students Skills and Concepts:

● Individual skills are taught and refined for each sport with no defender or external pressure. ● These skills usually include passing and receiving, dribbling, ball handling, shooting, and

communicating with teammates. ● Restarting play from dead ball situations. ● Mastering basic and intermediate rules of the sport involved. ● One vs. one, two vs. one, and four vs. four situation play to give students opportunities to use

their individual skills in simulated game conditions. ● Introduction of the concept of “wall passing” (also known as the “give and go” pass). ● Introduction of the concepts of “time and space” as they relate to using skills in actual game

situations. ● Basic footwork and movement patterns within a sport: including jab steps, crossovers, reverse

pivots, and different feints involving weight shifts. ● Introduction to proper safety practices while acquiring skills in every unit.

Texts and Supplementary materials used:

● Bulletin boards using photos, diagrams, checklists, and color-coded rosters.


13

● Handouts describing rules and regulations of the sport, as well as a brief history. ● Quizzes on those handouts. ● Videotapes of skill demonstrations and game footage. ● IPad applications using skill demonstrations and instructions.

Units and Activities

● Year-round: Physical Fitness activities including stretching, jogging, jumping rope, and President’s Physical Fitness testing, large-group games (dodgeball, tag, etc.)

● Fall: Soccer, Frisbee skills, football skills, basketball, floor hockey ● Winter: Basketball, volleyball, floor hockey, gymnastics, new games ● Spring: Softball skills, lacrosse, bowling

Larry Jodrie PreK-8th Grade Physical Education

● Began teaching at Green Acres in January 1987 ● Started teaching in 1978 ● Hometown: Gorham, New Hampshire ● Undergrad: Plymouth State University; Bachelor of Science in Physical Education ● Graduate School: University of Louisville, Masters of Arts in Teaching; Physical Education ● Hobbies & Passions: Golf, Hiking, Fishing, Reading, Avid Sports Fan, Coaching Basketball,

Collecting Coins, Stamps and Baseball Cards, Travel ● Contact Info: [email protected] and x142

Lauren Essig Middle School Sports Coach/PreK, K, and 1st Grade Physical Education

● Began teaching at Green Acres in 2016 ● Started teaching in 2005 ● Hometown: Rockville ● High School: Rockville High School ● Undergrad: University of Delaware, BS, Physical Education ● Graduate School: George Washington University, MS, Exercise Physiology ● Hobbies & Passions: Running/Exercising, Spending time with my family, Vacationing ● Contact Info: [email protected] and x146

Derek Edwards Physical Education/Athletic Director

● Began teaching at Green Acres in 1996 ● Started teaching in 1991 ● Hometown: Pittsburgh/New York ● Undergrad: University of Maryland BA U.S History ● Hobbies & Passions: Reading, Athletics, Cooking, Current Events, Outdoors, Eating, Coaching ● Contact Info: [email protected] and x104


14

Advisory

Teachers: Ingrid Carvajal-Bullock, Marylouise Bracho, Michael Simzak Class Time: Three classes per six-day rotation (two 25-minute classes, one 45-minute class) Group Size: 8 students, some whole-grade activities The overarching goals of the advisory program are to ensure that each student is known well, feels a part of the overall community, and finds ways to be academically and socially successful. The advisory program engages students in discussion and activities of important life issues generated by both students and advisors. Skills and Concepts:

● Advisory provides time to address issues of importance to young adolescents and to ensure that they have accurate information about these topics.

● Advisory gives students a forum for exploring their values. ● During Advisory, students have an opportunity to develop discussion skills in a nonacademic

setting. ● Students work cooperatively in small groups. ● Individuals begin to understand their own learning style and develop a variety of study

strategies so he/she is able to study more effectively. ● Advisory period is used to plan for and evaluate class trips.

Units and Activities:

● Team Building: Getting to know each other; interests; self-image; what’s new in 5th grade ● Study Skills ● Friendship/Conflict Resolution: diversity; respecting and accepting differences; specific skills for

mediating conflict; anti-bullying and harassment ● Digital Citizenship ● Education about the “Big 9” areas of Diversity ● Family Life Education: The changes that puberty brings ● Echo Hill Outdoor School: preparing for the trip, general information and answering questions ● Reflection and preparation for Student-Led-Conferences

Resources: The Green Acres Middle School Advisory Handbook, various books, videos, magazines from the Green Acres library, as well as guest speakers, will be used to support the units and activities. Class Meetings: In addition to meeting in small advisory groups, there also will be occasional full 5th grade class meetings for the students to discuss concerns with all of their peers. These meetings will be facilitated by teachers, but will be student-driven.


15

Administration and Student Support Kathy “Kate” DeVito Cohen Director of Academic Support Grades 1- 8/Learning Coordinator Grades 2- 8

● Began teaching at Green Acres in 2003 ● Started teaching in 1983 ● Hometown: Geneva, New York ● Undergrad: Russell Sage College, B.S. Special Education/Visual and Performing Arts ● Graduate School: Master Level Education and Special Education Credits from Russell Sage

College, Fordham University, Trinity College and a J.D. from Case Western Reserve University ● Hobbies & Passions: Traveling, Entertaining, Attending varied live artistic performances ● Contact Info: [email protected] and x181

Lara Marks Finder Registrar/Assistant to the Middle School Head/Substitute Co-Coordinator

● Began at Green Acres in January 2015 ● Started teaching in 2002 ● Hometown: New Orleans ● Undergrad: Washington University in St. Louis, B.A., History, American Culture Studies, Writing ● Graduate School: University of Maryland-College Park, M.A. in Educational Leadership and

Policy Studies, specialization in Curriculum Theory and Development ● Hobbies & Passions: Crafting, Baking, Yoga ● Contact Info: [email protected] and x175

Peter Klam Middle School Head/Assistant Head of School

● Began at Green Acres in 2014 ● Started teaching in 1994 ● Hometown: Washington D.C. (born in New Orleans, grew up in Arlington). ● High School: Gonzaga ● Undergrad: College of William and Mary, B.A. in literature ● Graduate School: Michigan State University, M.A. in Educational Leadership ● Hobbies & Passions: Reading, Creative Writing, Cooking, Music, Running ● Contact Info: [email protected] and x113

5th grade curriculum statements 2018-2019 · 2018-10-17 · 5th grade curriculum statements...

Documents