Lacordaire Academy

Course of Studies

2015-2016

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Table of Contents

Introduction ............................................................................................................................ 3

Mission Statement .................................................................................................................. 3

Philosophy ............................................................................................................................... 3

Curriculum and Methods Overview ................................................................................. 3-4

STEM Initiative ...................................................................................................................... 4

STEAM Initiative ................................................................................................................... 4

Google Apps for Education ................................................................................................... 4

One to One Computing Program ......................................................................................... 4

Lower School Curriculum Overview:

Pre-K .................................................................................................................................... 5-6

Kindergarten ....................................................................................................................... 6-8

First Grade ........................................................................................................................ 8-10

Second Grade .................................................................................................................. 10-12

Third Grade ..................................................................................................................... 12-13

Fourth Grade ................................................................................................................... 14-16

Enrichment ...................................................................................................................... 16-17

Testing and Student Evaluation .................................................................................... 17-18

Homework Policy ............................................................................................................ 19-21

Middle School Curriculum Overview:

Language Arts 5-8 ........................................................................................................... 21-24

Math 5-8 ........................................................................................................................... 24-25

Reading ............................................................................................................................ 25-26

Religion ................................................................................................................................. 27

Science ................................................................................................................................... 28

Social Studies ........................................................................................................................ 29

Enrichment ...................................................................................................................... 30-31

Testing and Student Evaluation .................................................................................... 32-33

Homework Policy ............................................................................................................ 34-35

Upper School Curriculum Overview:

Program Highlights and Overview..................................................................................... 36

English Curriculum ........................................................................................................ 37-39

History Curriculum ........................................................................................................ 40-42

Math Curriculum ............................................................................................................ 42-46

Science Curriculum ........................................................................................................ 47-49

Theology Curriculum ..............................................................................................................

Art Curriculum ........................................................................................................................

Physical Education ...................................................................................................................

Electives ....................................................................................................................................

Testing and Student Evaluation .................................................................................... 50-51

Homework Policy ............................................................................................................ 52-53

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Introduction

The curriculum at Lacordaire Academy reflects both the philosophy and mission statement of the school.

To ensure that students are prepared for all future educational goals and are challenged as individuals, the

administration and faculty are committed to a continuous assessment of the curriculum, to innovations

that are responsive to student needs, and to the development of strong study habits and critical thinking

skills for each student.

A dedicated and talented faculty deliver a traditional curriculum with academic rigor using current best

practices in education. Through annual curriculum revision, on-going professional development, faculty

evaluations, as well as a mentoring program for all new faculty, Lacordaire ensures a tradition of

excellence.

Mission Statement

Lacordaire Academy is an independent, college preparatory school rooted in the Catholic Dominican

tradition serving a diverse student body, coed Pre-K-8 and young women in grades 9-12. A challenging

curriculum combines academics, athletics, appreciation of the arts and community service to empower

students to develop their own gifts and talents. We accomplish our mission by working in a collaborative

manner engaging the entire Lacordaire community.

Philosophy As an independent, Catholic school, Lacordaire is committed to the total development and education of

its students, regardless of race, creed, ethnic or socioeconomic status. We endeavor to unite our students

in respect, compassion and concern for themselves and others. We strive to enhance the faith and

spirituality of our students as we assist in their physical, emotional and intellectual growth.

Personal development occurs in a spiritual community where students are both nurtured and challenged.

A dedicated faculty and staff work together to promote and exemplify the values of responsibility and

personal duty. Lacordaire guides students to appreciate the fine arts and to become proficient in

technology. Each student receives support to meet individual goals within a demanding curriculum,

thereby developing the confidence to achieve success.

Lacordaire encourages students to become leaders in their communities and instills a sense of individual,

as well as social, responsibility. Students learn to reason, problem solve and think independently. They

learn to respect the dignity of human life and to give back to their community the many gifts they have

received.

We at Lacordaire are committed to develop life-long learners, who lead their community with faith,

compassion and intelligence. We hope that each student becomes strong in faith and prepared to share

the gospel message of peace and justice by example, word and service.

Curriculum and Methods

Lacordaire Academy offers a balanced curriculum of studies that both engages and challenges its students.

Inquiry and project/problem based learning are at the core of every class. The Harkness method, which

utilizes the Socratic method of questioning, engages students across the curriculum in grades 5-12.

Learning is interactive and extends beyond the classrooms with field trips, theatre, assemblies, extra-

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curricular clubs, online classes, and athletics. Initiatives such as Science, Technology, Engineering, and

Math (STEM) and STEAM (A for Arts) support our commitment to inquiry-based learning. At every

level, in every class, creativity, collaboration, communication, confidence and character skills are

encouraged and developed. The curriculum is supported by and integrated with technology. Teachers and

students use Smartboards, iPads, and Chromebooks in every grade and classroom.. The Academy offers

a 1:1 computing program for students in grades 7-12 and has two computer labs and three science labs,

one of which is a STEM lab. Lacordaire Academy offers Google Apps for Education for students in

grades 5-12.

STEM (Science, Technology, Engineering and Math) Initiative

Throughout the Academy curriculum, beginning with Pre-K and extending up to and including 12th grade

curriculum, students learn to apply and use STEM in daily and real life applications. Engaging Computer

Science classes, innovative programs, and science based filed trips enhance the STEM initiative. Clubs

such as Lego, Environmental, and CSI, as well as Intersession and Science Fair Week, extend learning

beyond the traditional classroom.

STEAM (Science, Technology, Engineering, Arts, and Math) Initiative

Lacordaire Academy takes special pride in its successful STEAM program that operates in conjunction

with STEM. The Arts is an integral part of a Lacordaire education and having a strong Fine, Performing

and Visual Arts program is part of a long standing tradition. Students learn to express their ideas, deepen

their understanding, and embrace their creative and imaginative thinking skills from Pre-K to 12th grade.

Innovative and award winning programs, such as Forensics, Mock Trial, One Acts, and Readers’ Theatre,

in addition to plays, recitals, and pageants, inspire and encourage students to collaborate and create.

Instrumental and dance programs, literary magazines and clubs, electives such as Creative Writing,

Photography, Film, and Art Major/Portfolio offer students a plethora of opportunities to develop creative

skills. Additionally, the Arts department collaborates with all other departments to foster interdisciplinary

learning throughout the year.

One to One Computing Program

Lacordaire offers a 1:1 computing program for students in grades 7-12. Students in grades 7 and 8 may

bring their own Chromebooks to use throughout the day. Students in grades 9-12 may use any laptop or

tablet. The Academy adopted a Chromebook only policy for grades 7 and 8 based on the durability and

long lasting charge of the Chromebook, in addition to the fact that the faculty are well versed in Google

Apps for Education and can provide support and guidance to the students. For policy and more information

about this program visit Technology at www.lacordaireacademy.com.

Google Apps for Education

Faculty and staff, as well as students in grades 5-12, have lacordaireacademy.com emails. This enables

everyone in the Middle and Upper School to take full advantage of Google Apps for Education, including

but not limited to, Google Calendars to keep track of tests and projects, as well as extracurricular practices

and events, Google Drive and Google Docs which allow for paperless feedback and collaboration, and

Google Classroom which serves as a class website and allows students to blog with the teacher.

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Pre-K and Kindergarten Curriculum Overview

Lacordaire offers a challenging academic program in a warm, supportive environment, in which children

are comfortable taking risks and asking questions. Pre-K and Kindergarten students are invited to be

curious and imaginative, encouraged to be kind and to share, and taught to respect themselves, each other

and their environment.

Through play, children in Pre-K and Kindergarten learn skills, study habits, and attitudes that ensure

academic success. Play is the basis of the early childhood program and helps the child’s social, emotional,

and cognitive development. Through play, children learn about themselves and others. They also learn

necessary social and academic skills, such as decision-making, cooperation and independence.

The curriculum is structured so that the children learn from a variety of hands-on activities that reflect

their current interests. Teachers help to build on the skills that the children already have. Show and tell,

outdoor play, French, creative dramatics, story time, active exploration, music, art, and computer class

enrich the core curriculum of reading, math, science, social students, language arts and religion.

Pre-K and Kindergarten classrooms promote discovery, allow the child to work independently or

cooperatively, and provide educational purpose. Daily “center” times engage students in artwork,

building, make-believe/housekeeping, reading, puzzle making, and iPad educational games and apps. In

Pre-K and Kindergarten children establish solid foundations in learning, develop positive social

relationships; and build many happy memories.

STEM/STEAM learning takes place daily through technology, iPad centers, art, math, creative dramatics,

Lego club, puzzle making and computer classes. Students experience real life application of the lessons

they learn in class through field trips and hands-on inquiry based learning.

Pre-Kindergarten Curriculum Overview

Center Time

Once daily, students take turns at specific learning centers. Centers include iPad centers, puzzle making,

block building, make believe, art and library centers. The time is unstructured, but the learning continues

in subjects such as math, reading and technology, as well as in creativity, story-telling and social skills.

Creative Dramatics The first step in the Readers’ Theatre program is creative dramatics which is a wonderful way to have

students connect emotions, character development, and physicality to their favorite stories. Students act

out stories that are read to them by modeling the teacher’s directions. It improves listening skills,

coordination, and reading comprehension while having fun.

Language Arts/Reading

The literacy portion of the Pre-K curriculum is a reading readiness program which includes reading,

writing, and listening components. Students learn to identify and print all the letters of the alphabet, and

they begin to write words. On a daily basis, students engage in activities that provide opportunities to

listen and speak. They listen to stories, rhymes, poems and music, as well as dictate and create stories of

their own. Pre-K students engage in a variety of activities that promote emergent reading, writing, and

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language development.

Mathematics

Math is integrated into all the aspects of the daily routine. Children have access to a wide variety of

materials and activities, such as iPad apps, Smartboards, puzzles, blocks, clocks, manipulatives, and

games, which help develop mathematical skills. Students learn to differentiate and recognize size, shapes,

and colors of objects as they learn to count and group. They learn to identify and repeat patterns, as well

as to write, recognize, and count numbers 1-30. The children also explore concepts of time through clock

and calendar activities, and they are introduced to basic addition and subtraction. Pre-K students use

SmartBoard and educational software to enhance knowledge of mathematical concepts.

Religion

In religion, Pre-K students develop an appreciation for God and the world. The children learn the

importance of love, kindness, friendship, and respect. They learn to understand the relationships with their

family, friends, and God. They learn prayers and songs, attend liturgies and listen to Bible stories. On a

daily basis, the teacher guides the students in developing good citizenship and practicing positive

individual and social behaviors. In addition to Catholic holidays, such as Christmas and Easter, students

celebrate holidays and traditions of many faiths, including Diwali and Chanukah with song, crafts, games,

feasts and guest speakers.

Science

Children’s interest in science is based on their innate sense of wonder and curiosity. With this in mind,

Pre-K students use their five senses to develop an understanding of science through a hands on study of

their world. Using open ended questions and comparisons, students use their own life experiences to

learn. Students experiment with solids, liquids and measurements through cooking. They learn to identify

weather characteristics and changes in seasons with observations. They also investigate and learn about

animal and plant life by growing plants, harvesting the science garden, and visiting farms or having animal

and reptile programs visit the classroom.

Social Studies

Social Studies begins with children’s understanding of themselves, as well as their place in their family

and their community. To this end children learn about themselves and their family, their school, and their

community through visits from family members and members of the community, such as firemen,

policemen, doctors and more. Students also visit local stores in the town of Montclair. The students

explore other cultures and customs through stories and activities, such as the annual multicultural

luncheon, virtual field trips, and crafts, but most of all, from each other. Lacordaire’s diverse student body

welcomes each student to share their own unique family history and traditions with each other

Kindergarten Curriculum Overview

In Kindergarten, children of diverse backgrounds and experiences share a learning environment where

each child can develop and flourish as an individual. Children of this age are eager to learn concepts, but

are very much ruled by their sensory experiences. Therefore, the curriculum continues to use a hands on

approach in which children use touch, sight, sound, and smell to explore their world.

STEM/STEAM learning takes place daily through technology, iPad centers, art, theatre, math, creative

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dramatics, Lego club, puzzle making, and computer classes. Students experience real life application of

the lessons they learn in class through field trips and hands-on inquiry based learning.

Center Time

Once daily, students take turns at specific learning centers. Centers include iPad centers, puzzle making,

block building, make believe, art and library centers. The time is unstructured, but the learning continues

in subjects such as math, reading and technology, as well as in creativity, story-telling and social skills.

Creative Dramatics Weekly creative dramatics is a wonderful way to have students connect emotions, character development,

and physicality to their favorite stories. Students act out stories that are read to them by modeling the

teacher’s directions. It improves listening skills, coordination and reading comprehension while having

fun. They listen to stories and make inferences about events, retell a story in sequence, identify cause and

effect, predict the ending of a story, and distinguish between reality and fantasy.

Language Arts/Reading

In Kindergarten, all students whether they are only beginning to read or have broken the code need to

develop listening skills. The ability to listen is essential to success in both speaking and reading. Verbal

fluency is developed by conversing, asking questions, and sharing experiences. In Kindergarten, children

develop strong speaking skills through show and tell, journal reading, retelling stories, dramatization of

fairy tales, recitation of poems and nursery rhymes. As a precursor to the Writers’ Workshop program,

students in Kindergarten are encouraged to write sentences about the pictures they draw. These sentences

are the beginning of their story writing skills.

Kindergarten students are immersed in a print rich environment including labeled pictures, graphs,

experience charts, poetry, big books, and a vocabulary word wall. Students develop a foundation in

reading through a combination of phonics and whole language. They learn to identify the letters of the

alphabet, differentiate upper and lower case letters, and identify rhyming patterns and sounds. They are

taught to match sound and corresponding letter relationships and to listen for initial and final consonant

sounds, short vowel sounds, and rhyming word patterns. Students learn basic sentence structure, parts of

speech, and punctuation.

Students practice comprehension skills by relating reading selections to what they see in illustrations and

by recalling the sequence of events. Kindergarten students learn to identify the main idea and important

supporting details. They learn to compare and contrast, to identify cause and effect relationships and to

draw conclusions. The reading program fosters a love of literature while teaching the reading strategies

necessary for success in all courses.

Mathematics

Students learn to recognize the shape and size of objects. They learn to make comparisons and identify

position. The children become familiar with number concepts, planes, solids, figures, money, time,

fractions, and measurements. The students recognize, create, and continue patterns, to understand addition

to the sum of twenty and subtraction facts to ten. Students read and create graphs and tallies. Students

learn math through interactive Smartboard lessons, games, manipulatives, and educational apps on iPads

or in computer class.

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Religion

Students develop an appreciation and respect for their family, their classmates, and all God’s creations.

They pray daily and participate in liturgical celebrations. Kindergarteners develop a sense of moral

decision making, in keeping with their level of understanding, through classroom activities, discussions

and Bible stories. The students are invited to share their own religious traditions with the class. In addition

to Catholic dogma, Kindergartens learn about other world religions.

Science

In science, students are engaged in hands-on activities which foster creative and critical thinking skills.

They learn about life science, earth science, physical science and space. Children investigate and

understand by observing and discussing daily weather patterns and seasonal changes. They engage in

active learning through the use of manipulatives, such as maps, charts, graphs, tables and time lines and

hands on experimentation. They use the science garden and large outdoor campus to observe, explore and

investigate their world. They study plants and animals, dinosaurs, seasons, weather, space, and current

topics in the news as it relates to their world. They also learn about their bodies by viewing skeletons, x-

rays and inflatable organs. They learn about hygiene and how to stay healthy.

Social Studies

The social studies program fosters a respect for all people and teaches students to recognize community

helpers. Students interview community members, such as fire fighters, police officers, doctors, nurses,

dentists and the principal of our school throughout the year. The children learn to identify what makes up

their neighborhood by taking neighborhood walks, visiting local stores, library and church. Kindergarten

children learn about the rights and responsibilities of every citizen. In geography, the children learn basic

terms and skills and locate areas of land and water on maps and globes. They recite the Pledge of

Allegiance and sing numerous patriotic songs. The children identify the President of the United States of

America and become aware of the different national holidays. Kindergarteners grow in awareness and

appreciation of diverse cultures with discussions of current events and activities, such as a multi-cultural

luncheon, parent visits and annual celebrations.

First Grade Curriculum Overview

First grade builds on the emerging reading and writing skills. Class periods are longer but students still

have creative time and movement built into the daily schedule. Learning is interactive and fun. Children

develop a sense of confidence in a nurturing environment that encourages critical thinking and challenges

all levels. One of the biggest milestones in first grade is to read with fluency and to expand on basic math

skills and more abstract concepts, such as time. Character development, STEM/STEAM initiatives and

inquiry based learning are still essential components to the curriculum. In first grade, students develop

their literal, analytical, inferential, and evaluative comprehension skills.

Language Arts

The language arts program is integrated with the reading curriculum and focuses on grammar and the

written communication skills. Students learn to write the four basic types of sentences, to apply rules of

capitalization and punctuation to sentences, and to identify nouns, pronouns, verbs, and adjectives.

Students review grammatical rules as they proofread with the aid of the overhead projector, and grammar

is reinforced and practiced using interactive SmartBoard lessons and educational software.

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Writers’ Workshop formally begins in the first grade. Students learn the formal writing process:

prewriting, drafting, revising, and editing, and are introduced to writing different genres of writing

including personal narratives, description, creative stories, and simple research/book reports. Students

learn to rhyme by listening and writing poems of their own.

Mathematics

The math program is traditional in its content, providing the foundation for a challenging math program,

however, teaching techniques and strategies are interactive and use technology. Inquiry and project based

learning is at the core of the math program. Students build geometric shapes, chart their favorite pie, and

follow recipes for bread and other taste treats to understand measurements. They play interactive games

on the SmartBoard and iPads to reinforce basic math facts. They practice time with analog clocks and

learn about money by creating practice activities with play money. First graders learn to count by 2’s, 5’s

and 10’s and to add and subtract double digit numbers without regrouping.

To enhance problem solving skills, students are given word problem exercises daily. They choose the

correct operation to solve any word problem by identifying key words. Students distinguish between

necessary and extra information within a word problem. They interpret and create pictographs, bar graphs,

and tables, as well as classify, sort and compare facts and data.

Reading

The reading program combines phonics, basic reading skills, poetry, literature, story-telling and writing.

The emphasis of the reading program is skill development in vocabulary and comprehension. Students

are read to daily and use a basil reader to develop comprehension skills. SmartBoard lessons and

interactive iPad games make reading comprehension fun. Consistent with a project based learning

approach, students create projects in class to demonstrate understanding of concepts in a given story or

lesson.

Students decode and analyze both fiction and non-fiction stories. They create story maps to summarize

the story elements and to identify and analyze cause and effect relationships. They compare and contrast

story characters, using visual aids, such as Venn Diagrams. In first grade students continue to work on

making inferences and predictions while reading.

First graders incorporate a whole language approach to their phonics skills when they read challenging

and entertaining classics, such as The Ugly Duckling, The Emperor’s New Clothes, and The Velveteen

Rabbit, as well as a number of tall tales. Exposing children to a variety of literature expands their abilities

to read and write. First graders write their own creative stories modeled after what they have read as a

class.

Readers’ Theatre

This program builds on Creative Dramatics offered in Pre-K and Kindergarten by having students act out

and role play scenes from classic fairy tales and fables. Students deepen understanding of what they read

by identifying emotions and intentions of characters and by synthesizing the central events in the plot

through their re-enactments. This course is designed to improve reading comprehension by making

reading an active process.

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Science

First grade science includes a survey of life science, earth science, physical science, and space. Students

work on science projects and experiments in class. They research scientific themes in science literature or

on the Internet, and they apply the scientific method to class experiments. During the year, students

conduct a number of experiments, such as a weather experiment in which they predict the weather using

a weather hour glass and homemade barometer and then test their predictions against weather web sites.

They create a solar system model, chart the weather, plant vegetables and create a garden book. The

favorite experiment is always to design model volcanoes and simulate eruptions during the annual school

Science Fair. Class trips to a planetarium, visits to the Academy’s science garden, and projects, such as

raising butterflies to study the life cycle, promote a deeper understanding and love of science.

Social Studies

In social studies, students model the North American Continents using balloons and learn to interpret

simple maps and graphs. Students learn geography of the North American continent and about the early

inhabitants of the United States and its neighbors. They develop good citizenship skills and respect for all

cultures through celebrations of multicultural holidays and the study of famous people. Class projects,

such as an original “I Have a Dream” speech modeled after Dr. King’s, a Pilgrim journal and a big

American Colonial history book, integrate reading, writing, speaking, and listening skills.

Religion The focus of the religion curriculum in first grade is to develop a close and loving relationship with God.

Students read and retell Bible stories which explain religious holidays, traditions and beliefs, such as the

birth of Jesus and the meaning of Easter. Children are taught respect and love for each other and the world

as they continue to learn about the Catholic faith and to share their own religious traditions with the class.

First graders reenact scenes from the Gospel of John during the annual Christmas pageant and present

their Saint Presentations during Catholic Schools Week.

Second Grade Curriculum Overview

The second grade curriculum consolidates skills learned in first grade and moves children on to a new

level of understanding in all areas. Students develop mastery of reading and basic math skills, and students

are introduced to multiplication and division. They write creative stories and short reports about what

they have learned in class. Second graders learn to write independently and to provide necessary detail.

In second grade students participate in a sacramental program that prepares Catholic students for

Reconciliation and First Eucharist. Gradually, students are able to focus their attention for longer periods

of time, and lessons become more academic. However, all learning still incorporates creativity, inquiry

and fun.

Language Arts

Students begin to identify parts of speech and their syntax. Second graders continue to learn capitalization

and punctuation, and they are able to identify a variety of sentence types. They write in journals and

respond to fiction and nonfiction prompts. Students continue to use the writing process to write individual

stories. The main goal of the writing curriculum in second grade is to have students use complete sentences

in a logical order and to provide sufficient detail for their ideas. Stories are shared with the class in a

supportive and encouraging atmosphere. Students write friendly letters, thank you notes, as well as poetry,

directions, descriptive pieces, and personal narratives. Students write across the curriculum using

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information from science and social studies, to create fictional and nonfictional stories.

Mathematics

In math, the core focus is on increasing number skills. There is a large emphasis on basic addition and

subtraction facts, with students employing strategies to increase fluency. Students apply concepts to add

and subtract two and three digit numbers with and without regrouping. They identify number patterns and

work with place value to 1000. With money, students identify coins and dollars and their values, find

total amounts, and learn to make change. Students learn to tell time to the hour, half hour, quarter hour,

and minute. They learn to read analog and digital clocks and determine elapsed time. Students analyze

data by taking surveys and creating picture graphs, bar graphs and line plots. They continue to work with

customary and metric lengths, making comparisons and conversions, as well as selecting appropriate

measurement tools. Fractions are covered and in geometry, students will explore two and three

dimensional shapes, and identify sides, angles, faces, edges, and vertices.

Developing problem solving skills is a main component of the second grade math curriculum. Students

learn strategies including choosing an operation, drawing a picture, making a table or graph, using two-

steps, and writing number sentences to organize information and solve word problems. Students are

exposed to word problems daily.

Math lessons are enhanced with activities, projects, cooperative learning experiences, real life application,

hands-on interactive lessons, and iPad and Smartboard technology.

Reading

Second graders practice strategies to improve their skills in the areas of comprehension, vocabulary, and

phonics. Students read a wide variety of fiction, nonfiction, poetry and biographies in class and

independently. They complete an intensive author study, looking at the works and life of authors such as

E.B. White and Roald Dahl. Readers’ theatre is a creative way to make reading interactive and to improve

reading comprehension.

To build comprehension skills, students are asked to draw conclusions, determine cause and effect, make

generalizations, and predict outcomes with each reading assignment. They continue to classify and

categorize, and place events in sequence. Students are asked open ended questions and compare and

contrast characters, authors and stories in written exercises, as well as part of class discussions.

To improve vocabulary, students define key words for each story and use them in their own sentences.

They work with compound words, homophones, synonyms, antonyms, multiple meaning words, suffixes,

prefixes, base words, context clues, contractions, and words that compare. Teaching new vocabulary is a

way to teach spelling and parts of speech and is critical to a student’s writing and reading comprehension

abilities.

Readers’ Theatre

This program builds on the first grade program by having students act out and role play scenes from classic

fairy tales and fables. Students deepen their understanding of what they read by identifying emotions and

intentions of characters and by synthesizing the central events in the plot through their re-enactments. This

course is designed to improve reading comprehension by making reading an active process.

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Religion

Students focus on forming a community of respect and compassion. They learn about Jesus and His

teachings of love. Through reading and enhanced projects, students learn about the sacraments, the Holy

Trinity and holy days of obligation. The students learn what it means to belong to the Catholic faith and

Church. Students of all faiths are invited to share their traditions with the class. In second grade students

participate in a sacramental program that prepares Catholic students for Reconciliation and First

Eucharist.

Science

In science, students continue to expand their understanding of life and earth science. Students classify

animals as mammals, birds, fish, mollusks, reptiles, and amphibians using such information as body

covering, formation of young and habitat. Students study how seeds form and scatter, what seeds and

plants need, the parts of a plant, and changing seasons. Students plant seeds and record their observations.

Second graders explore living things of long ago, such as dinosaurs, endangered species, and extinct

animals. They are introduced to the concept of pollution and other human threats to animals. Students

identify all forms of matter, how matter changes with temperature, and how to measure matter. Students

learn to name all forms of energy and to diagram how they move. Students study the solar system, the

water cycle, and types of weather changes. Field trips, Earth Day celebrations, trips to the Science Garden,

projects and labs serve to broaden their understanding of classroom lessons.

Social Studies

Students explore map skills, identify continents, oceans, and land-forms. They use symbols and keys to

interpret maps. They further examine communities and their needs. Students develop a basic

understanding of taxes, income, budgets, savings, products, and community services. They extend home

and class rules to understand laws and rules of the government. Students gain an understanding of

transportation and its effect on economy. In second grade, students complete units on early Americans,

their settlements, and civic holidays. They each read, write, and make a presentation to the school about

a particular historical figure during the annual Catholic Schools Week presentation.

Third Grade Curriculum Overview

In third grade, students begin to think more abstractly and to understand their connection to the world

and their past. Developmentally, they are ready to make inferences and work more independently.

Therefore, the curriculum is able to address more complex aspects of language, social studies, science,

and math. Third graders have the opportunity to make honor roll or high honor roll and to formally

participate in the Science Fair. Learning is fun but challenging.

Reading

The third grade reading program includes reinforcing and building upon word skills, reading strategies

and fluency, as well as written and verbal skills that are taught in earlier grades. Children continue to

work on comprehension in terms of literal and inferential responses. Students use a literature series but

are encouraged to read outside novels, individually and as a class. Student are read stories aloud from

well-loved series to develop a love of reading, improve listening skills and learn oral interpretation skills.

Students are expected to use reference materials, such as dictionaries to further their understanding of

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information learned in required reading texts. Independent, as well as oral reading in class, occurs daily.

Novels read as part of the curriculum are a mix of contemporary and classics, such as The Wayside School

series, Indian in the Cupboard, and The Box Car Children series.

Readers’ theatre This weekly class is a creative way to make reading interactive and to improve reading comprehension.

In Readers’ Theatre third graders take on the children’s version of A Midsummer Night’s Dream and

perform a dramatic reading of the play for parents and the entire Lower/Middle School. Students learn to

make inferences, identify with character’s emotions and pick up on important cues from the text by turning

reading into an active process.

Language Arts

The language arts curriculum covers grammar usage, mechanics, spelling rules, composition, listening,

speaking, and critical thinking skills. Children continue to learn about sentence structure and the eight

parts of speech. They study punctuation, capitalization, paragraph structure separately and in the context

of writing. Students use a process approach to write all kinds of well-constructed paragraphs, including

expository, narrative, descriptive and personal experience. They learn how to revise, edit and publish

their work. Letter writing, journaling, creative writing, book reports, poetry and research are some of the

ways that written expression are addressed in third grade. Students enhance their speaking and listening

skills with recitations, oral book reports and project presentations across the curriculum. Interactive

SmartBoard lessons make grammar lessons fun, as well as challenging.

Mathematics

The third grade math curriculum hones the ability of students to understand, reason, predict, invent,

problem solve and communicate mathematically. Third grade students continue to develop computation

skills in addition, subtraction, multiplication and division and are asked to solve problems involving

increasingly more complex mathematical concepts. Math is taught as a way of thinking, and its presence

in our everyday lives is demonstrated and emphasized in the curriculum through project based learning,

interactive activities and SmartBoard lessons.

Religion

The Church is the focus of study in third grade. The religion program fosters appreciation of God’s

blessings and gifts. Students develop a sense of self-value and affirmation of others as essential

components of God’s creation. The religion program stresses the importance of developing a personal

faith, teaches more about the Church and Catholic doctrine, and uses scripture to lead students to an

awareness of the presence of God. Personal faith is deepened through prayer, open discussions and sharing

of various beliefs, traditions and faiths within our own school community and that of the global

community. Religion curriculum includes project based learning, celebrations, crafts/activities and guest

speakers to deepen student understanding.

Science

The science program focuses on life, physical and earth science. The life science unit includes the study

of various habits, the life cycle of plants and animals, and interactions among species with regard to the

food chain and life cycle. The physical science unit focuses on force, motion, and the machines that do

work. Students build simple machines to better understand these forces. Finally, in the earth science unit,

students learn how the sun influences the earth and other parts of the solar system. Students learn about

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the solar system, astronauts and space travel while discovering the specific training and survival needs of

an astronaut. Current events and discoveries are incorporated into science lessons, and students are

encourage to apply what they learn in class to their understanding new ideas and inventions. Students use

technology to research, explore and experiment with new topics and skills.

Social Studies

Social Studies is a two-year program that begins in the third grade and continues through the fourth grade.

Students in the third grade begin by studying the geography of the United States. The country is broken

up into five regions, and each region is explored geographically, in accordance with the five themes of

geography. Students are introduced to map skills and timelines. Lessons using inquiry based and project

based learning keep social studies current and engaging.

Fourth Grade Curriculum Overview

Fourth grade is designed to reinforce the curriculum of the intermediate division while providing students

with the critical thinking, organizational and study skills necessary for the challenges of Middle School.

Students switch classes for math, science, French, and other specials.

Language Arts

By fourth grade, an understanding of word usage and meaning in context is critical to strong reading

comprehension. To this end, we use a program of vocabulary study called Wordly Wise. This program

emphasizes the understanding of words in context. Students develop an understanding that a single word

can have multiple meanings, depending upon its part of speech and usage in a sentence. This program

goes beyond simply memorizing words and their meanings. It requires that children be able to recognize

different usages in context and to use them in their own writing.

In fourth grade children are encouraged to state their thoughts and opinions both orally and in writing.

Students are required to use precise language, without resort to slang or idiom in class discussions,

questions, and conversation. Recitations give children practice in oral communication skills.

Students utilize the writing process to formulate narrative, expository, persuasive, and opinion essays.

Students learn pre-writing strategies, revision opportunities, and editing skills required to move to the

next level of writing. Careful attention is paid to sentence and paragraph structure, topic sentences, and

overall organization of ideas. Students begin with three paragraph essays and advance to five paragraph

essays.

While grammar is taught as a subject content area, the ultimate test of a child’s understanding of English

grammar is effective writing. Therefore, students learn the syntax of nouns, sentence structure, use of

punctuation and proper diction as well as a thorough study of the parts of speech.

Mathematics

Students in the fourth grade use MyMath which is two consumable textbooks, Volume 1 and Volume 2.

This series includes an online edition of the book as well as several online resources. The curriculum

focuses on problem solving skills, and developing a strong foundation in the basic skills of addition,

subtraction, multiplication and division. Students strengthen their skills in estimation, fractions and

geometry. Interactive lessons are taught daily using the Smartboard. The students solve several world

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problems during class and at home to hone problem solving skills. Students are required to complete one

math project which stresses the need for math in real life applications.

Reading

The fourth grade reading curriculum uses a literature series that utilizes incremental approach to building

reading skills. The year begins with instruction in story structure, based on plot, setting and characters.

By the middle of the fourth grade year, students are take their basic reading skills and apply them to

higher-level thinking skills, such as predicting outcomes, drawing conclusions, making judgments and

inferences. The selections present well-known pieces of children’s literature to demonstrate effective

writing techniques. Writing applications based on the literature model reinforce the reading skill learned

at the end of each unit. As the year progresses, children have an opportunity to apply the newly acquired

skills to a full-length piece of children’s literature. The novels selected in the recent past include Shiloh,

Because of Winn Dixie and From the Mixed Up Files of Mrs. Basil E. Frankweiler.

Readers’ theatre This weekly class is a creative way to make reading interactive and to improve reading comprehension.

Readers’ Theatre in fourth grade read the children’s version of MacBeth and perform a dramatic reading

of play in class. Students learn to make inferences, identify with character’s emotions and pick up on

important cues from the text by turning reading into an active process.

Religion

In fourth grade, particular emphasis is placed on helping children develop a personal relationship with

God through an understanding of the Ten Commandments, the Beatitudes, and the teachings of Christ as

expressed in the Gospels. Children learn to understand the significance of special events on the

ecclesiastical calendar, such as Advent, Lent, Easter and Pentecost. The fourth grade memorizes prayer

recitations and lines for the Living Stations of the Cross each year. Since the Academy embraces children

from a variety of faith traditions, celebrations and traditions from other faiths are part of the discussion.

Science

Fourth grade science curriculum continues to explore the fields of earth, life and physical science in greater

depth than previous years. Students learn about the solar system, animal and plant classifications,

definitions and measurements for heat, mass, volume, density and types of energy. They also examine

the human body and its varied systems. Students study animal behavior, endangered species, the delicate

balance of the food chain and the need for environmental awareness. Interactive lessons and labs, visits to

the Science Garden, Earth Day Celebrations, field trips and guest speakers allow students to see and apply

science lessons to their lives and every day experiences.

Social Studies Students explore the history of each region, beginning with the lives of Native Americans and settlement

of early colonies and ending with current trends in the Nation’s regions. At the end of each section,

children explore another part of the world that is either geographically or socially similar to the region

they have just studied. Through the social studies curriculum, students learn to interpret graphs, charts

and tables, understand cause and effect relationships, gather information and make correct conclusions.

Students learn to research, take notes, summarize what they have read, and construct basic outlines for

study purposes. Lessons using inquiry based, project based learning, and computer lab web quests keep

social studies current and engaging.

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Enrichment Classes for the Lower School

French

Students begin to develop an ear for a foreign language in Pre-K and Kindergarten with weekly French

classes and grades one through four build on that foundation with longer class periods. Song, games,

crafts, as well as interactive games, SmartBoard activities and French cartoons give students a taste for all

things French and an understanding of the culture, traditions and language. Students learn basic greetings,

numbers, colors, family members and house hold items. The program exposes students to the spoken

language and encourages students to speak the language. They develop an appreciation for France and its

culture and a love for a new and foreign language. They do not receive letter grades in French until Middle

School.

Music

Music classes are twice a week for Pre-K-3rd; Pk-1st meet for 30 minutes and 3rd and 4th for 45 minutes.

Grades 2-4 learn recorder as a part of their in class work. Grades Pk-1st work primarily with the

Dalcroze method of music teaching while the rest of the lower school works with a mixture of Kodaly,

Orff and Yurko methods and tools. All methods emphasize experiential work, ear training, rhythmic

development, singing and movement.

Art

Weekly art classes have students create fun and seasonal projects with a variety of mediums including

water color paint, paper mache, charcoal, and ceramics. Students often model work after the great Masters

and learn art appreciation and history through their projects. At the end of the year, student work is

displayed in an Academy Art Museum across several days. Art projects are not only for art class; the

Lower School uses art daily to learn and encourage creativity and imagination.

Computer Science

Students have weekly computer classes in the lab to become familiar with key boards and monitors, to

play educational games that support lessons in phonics, math and reading skills, and to create artwork or

cards for seasonal projects. Computer class is in addition to iPad center time or class projects using iPads.

Students in grades three and four practice touch typing skills, as well as file management skills. They

complete presentations that reinforce lessons learned in other classes as well.

Physical Education Our Lower School students have Physical Education three times per cycle. The focus is on fun

movement based games as they develop their awareness and ability to control their bodies in space. The

basics of individual and team games are introduced, as we also work on improving sportsmanship, and

the older grades are gradually exposed to tactics and strategy. Yoga movements, poses and breath work

are fused throughout our curriculum as students improve their flexibility and strength. Team games such

as Soccer, Basketball, Volleyball, Softball, Kickball and Gaga ball are all introduced and developed.

Optional and for a fee:

Dance

Students interested in learning the basics in ballet, tap and jazz can participate in Lacordaire’s Studio Art

Program for an additional fee and take classes after school and on the weekend at Lacordaire.

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Instrumental Program

The Academy offers an after school instrumental program for an additional fee that provides private

lessons on campus in any instruments. The most popular lessons currently are piano, violin, guitar and

flute. Lessons in African drums and percussion are also available to interested students.

Extracurricular Activities

Lacordaire offers a rich extracurricular program with clubs, sports and activities in the Arts. From book

and Lego clubs to golf and fencing lessons, students build skills, make friends and enjoy after school time

with classmates. For a comprehensive descriptions of all that is offered, see our Extracurricular Brochure

under Student Life at www.lacordaireacademy.com.

Testing and Student Evaluation for Lower School

Teachers use a variety of age appropriate assessments to monitor and report developmental and academic

progress. Assessments take form in demonstrations, group work, teacher observations, tests, quizzes,

projects, recitations, classwork, homework and portfolios depending on the student’s age/grade and

subject. Grades are only one form of assessment or indicator of success. Teachers provide narratives,

effort grades, and parent-teacher conferences in order to give a more complete assessment.

Continuous communication between parents and school is paramount to a child’s success. Lacordaire

accomplishes this through the daily homework folders and assignment pads, interim progress reports,

quarterly report cards, monthly newsletters, formal and informal conferences, and faculty website pages.

A weekly letter from the Head of School, as well as weekly calendar and other important information is

sent via email and posted on the website.

Only students in grades 2-8 take the Terra Nova Testing each Spring. Results of these tests serve as an

additional assessment of student progress. Teachers receive the results of the testing in late May and

share the results with teachers of the grades above and behind them. Knowing what skills a class has

mastered and what skills still provide a challenge makes for precise and effective curriculum revision.

New curriculum maps and goals are set annually based on the scores and teacher feedback.

The Academy wants every student to succeed in meeting his or her potential. If a child is struggling in

an academic or behavioral area, parents will be notified and an action plan will be implemented. An

educational evaluation of the student by a professional Child Study Team may be requested at any time

by the school or parent. The Director of Guidance coordinates meetings with the evaluation team and

parents and makes sure the faculty are clear on all accommodations.

Honor Roll

The standard of recognition for academic achievement is as follows: High Honors is awarded to students

who receive all A’s: there may be no I’s or U’s in special subjects or behavior. Honors is awarded to

students who receive 83% or higher on their report card; there may be no I’s or U’s in special subjects or

in behavior. A student who receives a D+ or lower on a midterm or final exam is not be eligible for

honor roll for that respective marking period. Excessive absences or tardies, or behavior unbecoming a

Lacordaire student, may prevent a student from making honor roll.

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Grading

Grading at Lacordaire Academy is as follows:

O Outstanding A+ (97-100) C+ (77-79)

S Satisfactory A (92-96) C (74-76)

I Improvement Needed A- (91-90) C- (71-73)

U Unsatisfactory B+ (87-89) D+ (68-70)

B (83-86) D (65-67)

B- (80-82) U (64 and below)

Progress Reports

Progress reports are sent home halfway through each marking period to grades 1-8. These notices

inform parents about areas of growth and alert them to areas that need additional attention. The dates

for progress reports and reports cards appear on the monthly and yearly calendar. Pre K and

Kindergarten get Progress reports in November and March and report cards in January and June.

Report Cards

The purposes of the reporting system are:

1. To assist parents in understanding the progress of their children.

2. To encourage cooperation between the home and school in the educational advancement of the

student.

3. To encourage in the student a sense of responsibility and accountability.

Parent Teacher Conference Once a year there is a parent teacher conference day which will be listed in the school calendar.

Parents of students in grades Pre-K to 4 make appointments in advance and meet with their child’s

teachers in homeroom for approximately 15 minutes. Parents can always ask for teacher conferences at

any time during the year to discuss a child’s progress, and teachers will request meetings as needed.

Homework Homework assignments are given to supplement and reinforce classroom teaching and learning.

A variety of activities will be assigned that are an outgrowth of the student’s class work.

Homework assignments will be appropriate to the age, ability and the need of the student. All

assignments other than math must be neatly completed in pen. All assignments must have a proper

heading and date and must be completed on time for full credit.

Parents are asked to review written assignments and to help form good work and study habits.

Students work and learn at different rates and assignments will vary in difficulty. The following

homework time allotments for the various grade levels are offered as suggested guidelines:

Pre K and Kindergarten Approximately 15 to 20 minutes Monday-Thursday

Grades 1-3 30 to 45 minutes

Grade 4 1 to 1 1/2 hours

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Homework Philosophy

Lacordaire Academy is recognized for providing a rigorous and challenging academic environment to

all of our students. Our test scores, amount of scholarship monies received by our graduates each year,

and the success of our alumni serve as proof of our academic excellence and ability to live up to our

reputation.

Lower School Homework Policy

Philosophy: Homework is assigned nightly to strengthen and develop each student's skill and

understanding of material. Homework provides practice for students and serves as an assessment tool

for teachers to gauge an individual, as well as a class, understanding of the material.

Lacordaire Academy's philosophy regarding homework is simple: Students benefit from meaningful

assignments that cannot be completed during class time, but that are necessary to the growth of the

student. Project and inquiry based learning are used across grades and curriculum to engage students

and to promote collaborative and interactive learning. Reading each and every day has been proven to

be the number one way to promote academic success in all subject areas and to that end Lacordaire

students are assigned reading each day; additionally, students in Pre K to 4th grade are read to daily.

Writing down homework, bringing home proper books, and completing assignments neatly, thoroughly

and on a timely basis help students develop strong study skills, increase academic ability, and instill

values such as responsibility and self-reliance.

What to Expect:

Pre K and Kindergarten: Two to three handouts are assigned and placed in the daily homework folder

Monday through Thursday. Later in the year, Kindergarten students are asked to write a journal entry

over the weekend to present to the class on Monday. (You will hear all about this at Back to School

Night.) Homework should not be completed in aftercare and is designed to give parents a window on

what students learned that day. Even in Pre K and K, your child is asked to present in front of his or her

peers. To that end, they will have Letter Detective or Show and Tell assignments that you may want to

practice at home as well. Your child will most likely be excited to complete homework and proud of the

results!

Helpful Hints: Please review homework with your child nightly but resist the urge to complete the

assignment, or any portion of the assignment, for your child. The teacher will correct the work and

provide feedback the next day. If you think your child needs more assistance with homework, contact

the teacher for suggestions about the best way to help.

First and Second Grade: Homework should take 30-45 minutes nightly. Students are asked to copy

assignments into their homework pads. The assignments are on the board, and the teacher oversees and

facilitates the process. Students are expected to read over the weekend and it is recommended that they

review material for tests, such as spelling. Parents can expect one at home project each month.

Third and Fourth Grade: Homework should take 1 to 1 1/2 hours nightly and projects may be

assigned in more than one subject. Third and fourth graders are provided assignment pads and are

instructed as to how to fill out each day's assignments. The teacher puts the work on the homework

board, and students are given time at the end of the day to write down assignments.

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Homework on the weekends is up to individual teachers but should only be a maximum of 1 hour total.

The student is responsible for copying the assignment down correctly and for getting his or her

assignment pad signed nightly. This is part of the learning process. Projects enable students to continue

the learning beyond the classroom and to improve collaboration and oral presentation skills. However,

projects and tests should not exceed more than two at any one time. The Lower School Coordinator will

keep a calendar to ensure that teachers know when projects and tests have been assigned.

Helpful Hints: Let your child complete homework in a quiet and organized area. Optimally, homework

should be completed before dinner while the student is still energized and awake.

Parents should review homework nightly and encourage neatness and pride in the child's work, but

should let their child complete all homework on his or her own. This is difficult for loving and caring

parents to do sometimes, but fight the urge to "over" help your child. Even projects should demonstrate

their understanding. There are however benefits to parent and child projects.

Parents model how projects should be completed, guide the learning beyond what is covered in class and

spend extra "together" time with their child. If your child seems frustrated or anxious about the work, or

if you have concerns about your child's understanding or ability to complete the work, contact the

teacher for a conference. Effective communication between home and school is essential to your child's

success.

What we have done to help:

There will be no homework or projects over long weekends. The only suggested homework over

extended holidays such as Christmas and Easter is to read nightly,

The Lower School Coordinator has created a project calendar so projects do not overlap.

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Middle School: Grades 5-8 Curriculum Overview

Middle School at Lacordaire Academy offers a challenging and engaging curriculum that prepares

students for competitive high schools, as well as inspires each of them to be creative and independent

thinkers, compassionate leaders and good citizens. A traditional curriculum delivered using current

pedagogical practices and supported by technology focuses on inquiry and project based learning and

offers the best in Science, Technology, Engineering and Math (STEM) and STEAM (A for Arts).

Enrichment classes in art, geography, current events, writing, world language, music, physical education

and computers encourage students to pursue their interests.

Students in grades five through eight take midterms and finals in math, language arts, science, and social

studies. Assessments take many forms, including projects, blogging, films/videos, presentations,

portfolios, essays, and tests. In every class, students learn organizational and study skills required for

academic success. Reading, writing, and public speaking skills are taught across the curriculum.

Creativity and imagination are valued and used to teach high level thinking and collaboration.

Language Arts Overview

The language arts program encourages students to express themselves confidently and effectively, to make

connections between their world and what they read, and to develop a personal style and voice in their

writing. The goal of this curriculum is to advance reading ability while developing strong writing skills.

Each language arts class has five components: literature, writing, vocabulary, oral recitations, and

grammar. Although the structure of each grade is similar, the curriculum advances in terms of level of

difficulty and content, as well as expectation for independent work as the grades progress. Novel study

involve project and inquiry based learning, and many of the units are interdisciplinary in nature.

5th Grade Language Arts

The focus of grammar is on sentence structure, subjects, verbs, parts of speech and punctuation. Students

learn to identify and correct run on sentences and fragments. They learn to punctuate dialogues and use

apostrophes, colons and semicolons correctly. Grammar is also taught in the context of writing.

Students use Vocabulary Workshop Level A. They complete exercises in the workbook, write additional

sentences or stories and are tested on the spelling, part of speech and definition of each word. Students

use the words in written assignments as well.

To develop strong speaking skills and confidence in front of an audience, students have two recitations a

marking period. Recitations in fifth grade begin with short poems or excerpts from famous speeches.

Students are instructed in the areas of posture and presentation, memorization, use of voice, and

interpretation.

Students continue to use a process approach to writing. They practice writing clear topic sentences and

learn to give support for all ideas in each paragraph. Although students do all kinds of writing from

creative stories and poems to structured persuasive and informative essays, the focus in fifth grade is on

clarity and organization. They submit drafts to be reviewed and corrected by the teacher, then they edit

and submit final drafts for a grade.

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Fifth grade language arts classes read eight novels throughout the year. The class also reads one

Shakespeare comedy in which they are introduced to the sound of Shakespearean language and a number

of activities that develop confidence and understanding of his work. The novels are a challenging mix of

contemporary and classic fiction and non-fiction. The selections change from year to year but examples

of past novels are: Tuck Everlasting, Number the Stars, Rascal, Cheaper by the Dozen, Hatchet, A Wrinkle

in Time, Black Pearl, Boy in the Striped Pajamas and The Fourteenth Goldfish. Although students read

novels outside of class, they are discussed in class, and students keep response journals which are used to

record reactions and respond to comprehension questions about the literature they read in class.

6th Grade Language Arts

The focus of grammar continues to be on sentence structure, subjects, verbs, parts of speech and

punctuation, however, the focus switches from identification to proper syntax and usage. Students study

regular and irregular verbs and subject verb agreement. Practice worksheets come from Writers’ Choice

6, although many sources are used to supplement lessons. Grammar is taught in the context of writing as

well, and students begin to take a more active role in the editing process.

Students use Vocabulary Workshop Level B. They complete exercises in the workbook, write additional

sentences, and are tested on the spelling, part of speech and definition of each word. Students are

encouraged to use the words in written assignments as well.

To develop strong speaking skills and confidence in front of an audience, students continue to have

recitations, but these increase in length and level of difficulty from the younger grades. Students are

instructed in the areas of posture and presentation, memorization, use of voice, and interpretation.

Students continue to use a process approach to writing. The standards for grammar and spelling are raised,

and students begin to revise independently using checklists, peer revision and teacher conferencing.

Students continue to write different pieces from creative stories to essays, such as persuasive and

informative essays. They write poems using figurative language, such as personification, metaphors and

similes. Sixth graders have portfolios to review and to assess their individual progress.

The sixth grade reads a Shakespeare comedy in class in addition to six or seven other outside novels.

Examples of novels taught in the sixth grade in the past are: Roll of Thunder, Hear My Cry; And Then

There Were None; A Christmas Carol; A Lion, Witch and the Wardrobe; Miracle Worker; Greek Myths

and Legends; and The Grimm Legacy. Response journals or study guide questions are used to improve

reading comprehension and to strengthen reading strategies.

7th Grade Language Arts Students use Writers’ Choice 7 for practice sheets as well as online resources. Grammar consists of

sentence structure, punctuation, dialogue punctuation, syntax of nouns, and a study of verbs, their tense,

and irregular forms. Students learn to distinguish phrases and clauses and to punctuate and use them in

a sentence correctly.

Students use Vocabulary Workshop Level C. They continue to complete exercises from each unit and to

write stories or sentences using the words in context. They are tested on spelling, definition and parts of

speech for each word and complete analogies and word study sections as well.

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Students continue to use a process approach, but are required to revise largely on their own. Writing

Rubrics have been developed to guide student revision. The focus continues to be on organization of ideas

and coherence, but students learn to use outside sources, such as texts and novels to support their ideas.

In seventh grade students begin to develop their own voice and learn to identify and use point of view

effectively in their written work. They also learn to write analytically and critically about the novels they

read in class. Students are expected to write persuasive and informative essays, as well as poems and

creative stories which they keep in their portfolios for later review.

The novels in seventh grade are more challenging in content and theme. Students will analyze theme,

explore symbolic meaning and extend readings to current or historical events through projects or essays.

Students are encouraged to make connections and inferences as they read, and they keep response journals

or detailed notes for this purpose. Although Shakespeare is read in class and performed on stage, students

have written assignments or projects to increase their understanding. Examples of seventh grade novels

are: Hound of the Baskervilles, To Kill a Mockingbird, The Giver, Lord of the Flies, The Hiding Place,

The Alchemist, and The Wave.

Students continue to give recitations from poems or excerpts of novels or famous speeches.

8th Grade Language Arts Students use Writer’s Choice 8 and online resources for practice worksheets. Students continue to study

sentence structure, dialogue, punctuation of clauses, syntax of nouns, and effective use of verbs but at a

more difficult level. They learn to distinguish phrases and clauses and use them effectively in their

writing. Eighth graders learn gerunds, infinitives and participles and to correct common errors related to

these, such as split infinitives and dangling participles. They study subject–verb agreement, parallelism,

and pronoun agreement.

Students use Vocabulary Workshop Level D. They continue to complete exercises from each unit and to

write stories or sentences using the words in context. They are tested on spelling, definition and parts of

speech for each word. They complete analogies and word study sections independently and continue to

study suffixes and prefixes.

Students use a process approach and are required to revise on their own. The focus continues to be on

organization of ideas and coherency, but students use outside sources such as Internet, research texts, and

novels to support their ideas. Students develop their own voice and learn to identify and use point of view

effectively in their written work. They learn to create settings, effective characterization and themes in

stories and poems. They also learn to write analytically and critically about the novels they read in class

and to use figurative language in all kinds of writing.

The novels in eighth grade are more challenging in content and theme. Students will analyze theme,

explore symbolic meaning and extend readings to current or historical events through essays and class

projects. Students are encouraged to make connections and inferences as they read on their own and keep

response journals for this purpose. Although Shakespeare is read in class using audio and video tapes,

students have written assessments or projects to increase their understanding. They will also perform the

play for the school. Examples of eighth grade novels are: Red Scarf Girl, All Quiet on the Western Front,

Across Five Aprils, Night, Animal Farm, and Of Mice and Men.

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Students continue to give recitations from poems or excerpts of novel or famous speeches. They will have

at least one excerpt from a Shakespearean work.

Mathematics Overview

The middle school curriculum reinforces basic mathematical skills of numeration, addition, subtraction,

multiplication and division of whole numbers, fractions and decimals and includes Pre-Algebra, Algebra

I, and Geometry courses. Concepts are taught through the study of measurement, geometry, statistics,

probability, number theory, ratio, and proportions. Particular attention is paid to developing and

improving word problem skills to increase higher level thinking and analytical abilities through daily

mental math activities. The mental math activities use student prepared index cards for paired quizzing.

The topics are identified by the teacher and the students are assigned a certain number of cards to

prepare for each topic. Students then prepare real world questions to ask the class at the end of the

academic year. This form of assessment develops strong mental math skills in the student as well as

being an enjoyable class activity. Projects with PowerPoint, online resources, and daily use of Smart

Boards encourage students to use math and technology skills while reinforcing writing and presentation

skills across the curriculum. All the math texts have digital texts and helpful digital resources available

to the students.

Fifth Grade Math

The curriculum focuses on problem solving skills and developing a strong foundation in adding and

subtracting decimals, multiplying and dividing fractions as well as expressions. Students also build their

foundation in geometry, volume and area. The Smartboard is used daily to display every lesson, where

the student can check daily homework assignments and work on the current concept being taught.

Students are required to complete at least one project using real world situations that require math skills.

Sixth Grade Math Students in sixth grade learn about ratios and rates, proportions, percentages, fractions, decimals,

operations of negative and positive numbers, and how to write expressions and equations. Students will

learn about functions, inequalities and graphing on a coordinate plane. Students apply their

understanding of these concepts daily, using real-world scenarios.

Pre-Algebra Honors

Students, who excel in math as demonstrated by standardized test scores, teacher recommendation and

previous math grades, can place into Pre-Algebra in sixth grade. This course is considered an honors

math course and is described below in Seventh Grade Pre-Algebra.

Seventh Grade: Pre-Algebra

The seventh grade curriculum consists of a Pre-Algebra course which emphasizes skills and concepts,

such as the use of integers, solving equations and inequalities, ratios, proportions, percentages, graphing

in the coordinate plane, algebra, geometry and measurement, area and volume formulae, statistics,

probability. The full range of topics needed for the successful study of pre-algebra is incorporated in the

course.

Algebra I Honors: Students, who excel in math as demonstrated by standardized test scores, teacher

recommendation and previous math grades, can place into Algebra I in seventh grade. This course is

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considered an honors math course and is describe below.

Eighth grade: Algebra I

Eighth graders take the Algebra I course, which includes operations and properties of real numbers,

algebraic problem solving of linear equations, inequalities, quadratic, fractional, and simultaneous

equations, operations on polynomials and nonlinear functions, graphing relations and linear functions,

and exploration of radical and rational functions. Students will be actively involved in their

mathematics education with problem solving being an integral part of the curriculum.

Graphing calculators are required for this course and students receive instruction on how to use them.

Geometry Honors

Students, who excel in math as demonstrated by standardized test scores, teacher recommendation and

previous math grades, can place into Geometry in eighth grade. This is considered an honors course.

The first semester of the course is devoted to completing Algebra I concepts not normally given

adequate time in an 8th grade Algebra I class. By second semester students will move into a high school

level Geometry class. This course will prepare the student to write paragraph proofs of segment and

angle relationships, parallel and perpendicular lines, and congruent triangles. Students will learn various

theorems to form indirect proofs of relationships of triangles. The course is designed to give students an

edge in the most competitive high school math programs.

Reading Overview

In grades five through eight emphasis is placed on refining critical thinking and analytical skills through

an intense study of the elements of a novel, the author’s purpose and figurative language. Students apply

these skills to various pieces of literature, ranging from myths and legends, folk tales, poetry and short

stories through novels. As a supplement to this process, the reading program works in tandem with the

language arts program.

Fifth Grade Reading

The fifth grade program uses the Literature Works reading series and incorporates the skill-based

instruction of earlier reading programs but with the higher-level reading skill required by challenging

children’s literature. A heavy emphasis is placed on making inferences and judgments, predicting

outcomes and drawing conclusions. Students are introduced to story theme and use of figurative language

at this level. Novels read as part of the curriculum vary each year, but may include The Phantom

Tollbooth, Number the Stars, Esperanza and Watson Go to Birmingham. Projects and essays correlate to

the novels and stories read in class.

Sixth Grade Reading

Reading class is skills based and uses the literature series Discovery of Literature as the primary text to

explore the elements of a novel, the use of figurative language in poetry and prose, and the use of point of

view for various narration techniques. Students explore the relationship between setting and theme and

learn to support all ideas with textual evidence. Students read novels that coincide with history and science

lessons in the sixth grade, such as Adventures of Ulysses, Beowulf Retold, A Midwife’s Apprentice and

Slave Dancer. Writing assignments are based on the novels or are modeled from stories and poems read

in class.

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Literature (Grade7/8)

This reading class is a two year course with seventh and eighth graders. The course focuses on developing

reading comprehension and hones analytical, synthesizing, writing, and vocabulary skills. Introducing

Literature is the main text, and students read stories, novels non-fiction essays, and poems. They learn to

quickly extract important ideas in the selection, as well as how to sequence, interpret and extend meaning

and apply lessons to real life experience. Students read a novel or play each marking period. Selections

vary from year to year, but include contemporary and classic works, such as Girl with the Pearl Earring,

Life of Pi, Adventures of Tom Sawyer, Catcher in the Rye, The Hobbit or Al Capone Does My Shirts. Novel

choices include one non-fiction selection and have in the past included Boys in the Boat, The

Autobiography of Miss Jane Pitman, The Lost Boys, I am Malala, and Diary of Anne Franke

Advanced Literature (Grades 7/8)

This class is a challenging course which prepares students for advance reading and writing at a high

school level. Students develop strong comprehension and analytical skills and are required to make

inferences and connections on their own. They read a myriad of writing styles and genres in order to

further understand point of view, voice, the importance of setting, characterization, and use of figurative

language and theme. In addition to Exploring Literature, the primary text, advanced literature students

read four novels or plays, one of which is a Shakespearean drama or history. Novels and plays vary, but

selections in the past have included A Tale of Two Cities, The Crucible, Cry the Beloved Country,

Frankenstein, A Tree Grows in Brooklyn, Macbeth and excerpts from Dante’s Inferno.

*Students must be recommended to this course by the previous English and/or Reading teacher. English

and reading grades, standardized test scores and writing ability are all taken into consideration.

Religion Overview

Our Middle School religion curriculum includes study of Catholic doctrine, including the Old and New

Testament of the Bible, sacraments, structure and role of the Church in the contemporary global

community, Dominican heritage, and the responsibility of the individual. Students explore different

religions and share their individual faith traditions with the class. Ecumenical prayer services are prepared

and led by students. In addition students participate in monthly liturgies that are celebrated with the entire

school community.

The goal of the program is to form students who will make a difference in this world through acts of peace,

justice, and compassion. Topics of critical importance to young people, such as tolerance and acceptance

of individual differences, the human life cycle from conception through death, the sacredness of life,

family and friendship are discussed in religion class. Moral decision making is always a component of

the religion education at Lacordaire. Religion classes are enhanced with retreats and service opportunities.

Fifth Grade Religion Students learn the importance of prayer, the traditions and doctrines of the Catholic Church, and they are

encouraged to become reflective and to set goals. Fifth graders are responsible for leading the school in

the annual Martin Luther King Jr. Ecumenical Prayer Service and for renewing the school’s nonviolence

pledge. Student read Gospel passages and learn Bible stories; they discuss current events and happenings

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in the Church, such as Papal visits, current canonization nominations and mission of the Church.

Interdisciplinary lessons with English, Geography and social studies classes are common.

Sixth Grade Religion

Students continue to learn about their faith and the Catholic Church while learning to accept and respect

other World religions and customs. They learn the importance of respect and the sacredness of the human

body in the context of the Catholic faith. Students visit the Pre-K and Kindergarten classes to read or

complete art activities together in order to mentor the younger children and to lead by example.

Interdisciplinary lessons with English, Geography, Science and social studies classes are common.

Seventh Grade Religion

Seventh graders continue to study sacraments, prayers, history of the Church and tenets of the Catholic

faith, as well as tolerance and the need for respect of life from the conception to the grave. The course is

preparation for Confirmation in eighth or ninth grade depending on one’s parish. This course serves to

broaden the sense of family and community to include the global community through an awareness of

current political, scientific and economic events. Students learn about their responsibility to lead in a

positive way and to give back to the world what they have been given.

Seventh graders visit the Kindergarten class and teach the younger students to tie shoes, read books and

play games together. The culmination of this project takes place during the seventh grade ring ceremony

in January. As part of the ceremony they present a slide show of their work with the Kindergarten.

Students select reading from scriptures that represents the theme they have chosen.

Eighth Grade Religion

In grade eight, students continue the exploration of their identity as children of God and learn what it

means to become an active member of a faith community. They study the sacraments in depth as well as

the lives of valiant women and men of faith. Some Catholic students are confirmed in their parishes in

eighth grade, while others are confirmed in ninth. Students perform Christian service in an effort to live

their faith as active members of a church community. The Academy works with parishes to assist with

confirmation training. Students learn more about the Catholic Church's view on morality and the

importance of respect for themselves and others. The eighth grade concludes the academic year by going

on a special retreat.

Science Overview

The cornerstone of our science program is a hands-on curriculum that encourages an excitement and

enthusiasm for learning about the natural world through experimentation and inquiry. Through project

and inquiry based learning, as well as technology and labs, students acquire basic scientific knowledge

and understanding of the scientific method.

A fully equipped STEM/science lab is where 5th grade science, Earth and Life Science have labs. This lab

is attached to a computer lab. Physical Science classes use the Chemistry lab. and larger Life Science labs

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use the Lee Lab. All labs on campus are equipped with SmartBoard technology and have access to iPads

and Chromebooks.

Fifth Grade Science

The fifth grade curriculum is a survey class, including life, earth, and physical science. Life science

curriculum examines plant and animal kingdoms, classification, and interactions between living organisms

in an ecosystem and biomes. Earth science explores the study of renewable and nonrenewable resources,

erosion, plate tectonics, gravity and its effects. Physical science studies matter, chemical and physical

properties, including mass, weight, volume, density, solubility, and combustibility. The class also

examines atomic structure and elements and studies the Laws of Motion.

Sixth Grade: Earth Science

During the year, students cover fundamental earth science topics including, but not limited to, plate

tectonics, earthquakes, volcanoes, rocks, minerals, weather, and fossil fuels. Students will be encouraged

to think critically and analytically, engaging in a wide variety of hands-on activities, labs, assignments,

and exams that will reinforce their understanding of these concepts and the important role that science

plays in their daily lives. Projects not only examine elements of Earth Science but its impact on urban

planning, building, and every day applications.

Seventh Grade: Physical Science

The students explore the concepts of physics and chemistry. Students study chemical and physical

properties and changes in states of matter. Student learn atomic structure and the period table; the study

the mechanics of chemical bonds and reactions. They apply knowledge of physical science as it relates to

career fields and real life applications.

Eighth Grade: Life Science

Life science is a precursor to a high school Biology class. During the year, students cover fundamental

topics including, but not limited to, living vs. nonliving things, cell processes, genetics, diversity of living

things, and the systems of the human body. Students will be encouraged to think critically and analytically,

engaging in a wide variety of hands-on activities, labs, assignments, and exams that will reinforce their

understanding of these concepts and the important role that science plays in their daily lives.

Social Studies Overview

Middle School social studies teaches history, geography, economics and sociology in an experienced-

based program. In addition to learning facts, students use texts, novels, videos and projects to explore the

life and issues of various historical periods. In addition to exploring the past, students explore

contemporary issues, such as immigration, newly formed governments, evolving countries and global

societal concerns.

Fifth Grade: Ancient Civilization I

In fifth grade, students study ancient civilizations and their contributions in order to be able to trace the

roots of our culture, our cities, and our laws and government. Students begin with a study of the tools

used by historians and acquire an appreciation for the importance of studying history. Equipped with an

understanding of the purpose of their study, students continue with a focus on early man of the

Paleolithic and Neolithic periods. They follow up with a study of the cultures of Mesopotamia, Egypt,

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the Phoenicians, the Hebrews, the Golden Kingdoms of Africa, Ancient Greece, India and

China. Project based learning helps bring Ancient History alive through interactive and collaborative

learning and research. Students partake in skit writing as well as preparing and presenting independent

projects. This provides the students with an opportunity to develop a greater understanding of those

areas of particular interest to them. In addition, it gives the other students in the class a better insight

into the subject matter not normally covered in the curriculum.

Sixth Grade: Ancient Civilization II

Students in sixth grade continue to study history and geography as they begin an in depth study of Rome

and its many contributions to democracy. In this course, they race the roots of Christianity, the

development of the Byzantine Empire and the growth of Islam and begin to compare and contrast these

ancient cultures with current day politics. From this understanding, the students go on to explore the

Middle Ages. In particular, they examine feudalism, the role of the Church, and the Reformation and learn

how Europe developed. After that, they study the Renaissance, exploring contributions made in art,

literature, and science. Students have an opportunity to complete various projects, using timelines,

speeches, news articles, resumes and mock interviews to show their understanding of different subtopics

associated with each event. There is also collaboration with other subjects, where students study historical

events associated with religion, science, and literature.

Seventh Grade: U.S. History I

The students explore the concepts of physics and chemistry. Students study chemical and physical

properties and changes in states of matter. Students learn atomic structure and the period table; the study

the chemical change including chemical bond formation and reactions. The students learn about the

fundamentals of motion, forces, Newton’s laws, work and energy. They apply knowledge of physical

science as it relates to career fields and real life application.

Eighth Grade: U.S. History II The eighth grade social studies is a survey course that provides an overview of the period from the Civil

War up to the present day. In the course of their study, students review the causes of the Civil war and

discuss the major events, people and the effects of the war. They learn about Reconstruction,

Urbanization, Industrialization, and US Imperialism. They continue through the Great War (WWI)), the

Roaring 20’s, and World War II. Through films and primary sources they explore the roots of the Cold

War and its lasting, widespread effects. The course concludes with a study of the end of the 20th century

and the role of the Middle East in world affairs. Project based learning and Harkness/Socratic method

discussions students learn to apply what they have learned to the countries current challenges and

successes. The students use geography while they are learning about these topics as well. Virtual and

actual field trips are used and skype is used as well.

Enrichment Classes in Middle School

Art

The art program introduces students to a variety of artists and their styles, art history, art vocabulary,

elements of design and composition. Each concept is explored with a hands-on activity, employing a wide

range of media. The Middle School art program emphasizes the concept that art is a universal language.

Students are given the art skills to create and communicate ideas. Each year art classes work towards a

theme for the annual Art museum. Students study the body of work, as well as the artists, related to the

theme.

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Computer Science

Computer Science class scaffolds learning so that every student in the Middle School has a clear

understanding of file management, Internet safety, Google Apps for Education, email, PowerPoint, Excel,

Word and Publisher, and/or their Apple counterpoints. Students know how to use Chromebooks and iPads

to film and edit movies, take photos, create presentations, collaborate with classmates and faculty using

Google Drive and demonstrate competency with touch typing.

In addition to these skills, our students are introduced to coding and programming, using Code Academy

and MIT’s Scratch. Students participate in a Week of Code and use the 20 hours of curriculum from

code.org. Students learn to create the own virtual websites or design their own apps. When students

demonstrate expertise in a given area, they give mini lessons to their classmates with teacher approval and

supervision.

Character Development

Students in grade six take Character Development taught by the Head of School once a cycle. Topics

include moral decision making, academic honesty, integrity, grit/resilience, friendship and other related

and important character traits necessary for one to become a good citizen and compassionate leader.

Current Events

Students in grade six through eighth grade take current events, which discuss current happenings in the

global community. Students have an opportunity to share opinions and ideas about world events using

the Harkness method. The teacher answers questions, directs students’ attention to a particular subject

or provides background information using iPad or SmartBoard technology.

Foreign Language: French/Spanish Students continue to take only French through 6th grade. Classes meet twice a week and introduce

students to conversational French vocabulary and grammar. In grades 7 and 8, students can choose to

take Spanish. Language classes meet three times a week and become more academically rigorous.

Students learn to conjugate verbs in simple tenses, to pose and answer questions, and to hold

conversations about weather, dress, restaurants, travel and sports. Additionally, they become familiar

with the culture and customs of the francophone world. French and Spanish curriculum covers topics

normally taught at most high schools. The classes are project based and students learn to communicate

in the target language by presenting video projects, fashion shows and cafes.

Geography

Students in 5th and sixth grade study geography as a separate course taught weekly in addition to social

studies. Students study the 5 themes of geography, how to read a map, longitude and latitude, time zones,

continents and countries of the world. They study the physical geography of these countries, as well as

the social, economic and cultural aspects of each specific country. Students in grades 5-8 participate in

the National Geography Bee and National History Bee.

Latin

Seventh and Eighth graders take an Intro to Latin. The course is designed to improve grammar and

vocabulary, to increase understanding of word roots and etymology, and to prepare students for high

school Latin courses.

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Music

Through the music curriculum, students learn to appreciate the many different types of music from

classical to modern. The first half of the year is a choral program preparing students for the Christmas

concert and show. The rest of the year introduces music theory and history The Academy has14 keyboards

to use in music classes as well as technology to show video and audio clips.

Physical Education Our Middle School students continue to develop a strong foundation of fitness and movement through

various warm-up games and exercises, as well as strength, balance and core development. Yoga is again

an important part of our routine as we introduce various movements and poses to improve flexibility and

strength. Fitness activities and team sports such as Soccer, Basketball, Volleyball, Softball, Football,

Kickball, and Gaga ball are all continued, and strategy and tactics are further developed, as students also

contribute their own ideas.

Writing Workshop This class is offered twice a week to fifth graders, in addition to the language arts and reading classes.

Students use a process approach for every kind of writing, creative, non-fiction or formal persuasive and

informative papers. Students use every step of the process, from prewriting to publishing; they learn the

importance of audience and purpose and the difference between revision and editing. Student writers

receive feedback from the teacher on rough drafts, as well as from conferencing and peer revision. They

learn to create their own revision checklist and to ultimately proofread their own work effectively. They

study important grammar in the context of writing, including subject and verb agreement, point of view,

sentence structure, dialogue and other punctuation, as well as common diction errors. Students write

creative stories and dialogues, personal narratives, descriptions, persuasive and informative essays

throughout the year.

Optional and for a fee:

Dance

Students interested in learning the basics in ballet, tap and jazz can participate in The Studio program for

an additional fee and take classes after school and on the weekend at Lacordaire.

Instrumental Program

The Academy offers an after school instrumental program for an additional fee that provides private

lessons on campus in any instruments. The most popular lessons currently are piano, violin, guitar and

flute. Lessons in African Drums and percussion are also available to interested students.

Extracurricular Activities

Lacordaire offers a rich extracurricular program with clubs, sports and activities in the Arts. From book

and Lego clubs to golf and fencing lessons, students build skills, make friends and enjoy after school time

with classmates. For a comprehensive descriptions of all that is offered, see our Extracurricular Brochure

under Student Life at www.lacordaireacademy.com.

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Testing and Student Evaluation for Middle School

Teachers test students regularly in the various subject areas to measure individual understanding of

content area. Parents are asked to sign test or test scores (usually written in the assignment pad) and

returned to the teacher the following day.

Only students in grades 2-8 take the Terra Nova Testing each Spring. The COOP Exam is administered

to all students in 8th grade. This is the Catholic High School Entrance Exam; however, many students

take the ISEE for entrance into independent/ boarding schools as well.

Results of these tests serve as an additional assessment of student progress. Teachers receive the results

of the testing in late May and share the results with teachers of the grades above and behind them.

Knowing what skills a class has mastered and what skills still provide a challenge makes for precise and

effective curriculum revision. New curriculum maps and goals are set annually based on the scores and

teacher feedback.

The Director of Guidance begins the process of High School Placement in 7th grade with informative

meetings. She meets individually with students and parents to suggest high schools that would be

appropriate matches and she coordinates letters of recommendations and transcripts.

The Academy wants every student to succeed in meeting his or her potential. If a child is struggling in

an academic or behavioral area, parents will be notified and an action plan will be implemented. An

educational evaluation of the student by a professional Child Study Team may be requested at any time

by the school or parent. The Director of Guidance coordinates meetings and makes sure the faculty are

clear on all accommodations.

Students in grades 5 and 8 ACRE but these scores are not sent home or as part of the official transcript.

They are only used as an internal assessment too for our religious education.

The Academy wants every student to succeed in meeting his or her potential. If a child is struggling in

an academic or behavioral area we will notify the parents and an action plan will be implemented. An

educational evaluation of the student by a professional Child Study Team may be requested at this time

by the school or parent.

If a student continues to struggle in an academic or behavioral area, and/or continues to work below

grade level, the school does reserve the right to exercise its best judgment whether Lacordaire Academy

is the best educational setting for the child. A student may be asked to leave the school if the decision is

made that Lacordaire Academy is not the appropriate setting for the student.

Honor Roll

The standard of recognition for academic achievement is as follows: High Honors is awarded to students

who receive all A’s: there may be no I’s or U’s in special subjects or behavior. Honors is awarded to

students who receive 83% or higher on their report card; there may be no I’s or U’s in special subjects or

in behavior. A student who receives a D+ or lower on a midterm or final exam is not be eligible for

honor roll for that respective marking period. Excessive absences or tardies, or behavior unbecoming a

Lacordaire student, may prevent a student from making honor roll.

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Marking Code

The marking code at Lacordaire Academy is as follows:

O Outstanding A+ (97-100) C+ (77-79)

S Satisfactory A (92-96) C (74-76)

I Improvement Needed A- (91-90) C- (71-73)

U Unsatisfactory B+ (87-89) D+ (68-70)

B (83-86) D (65-67)

B- (80-82) U (64 and below)

Progress Reports

Progress reports are sent home halfway through each marking period to grades 1-8. These notices

inform parents about areas of growth and alert them to areas that need additional attention. The dates

for progress reports and reports cards appear on the monthly and yearly calendar. Students with an

average of 73% or lower receive a narrative progress report for that class.

Report Cards

The purposes of the reporting system are:

1. To assist parents in understanding the progress of their children.

2. To encourage cooperation between the home and school in the educational advancement of the

student.

3. To encourage in the student a sense of responsibility and accountability.

Midterms and Final Exams

Midterms and final exams are administered in grades 5-8. The mid-term and the final are each ten

percent of the yearly average, totaling twenty percent of the final average. Midterm and final exams are

not returned but they are reviewed in class. Parents may make an appointment to review the exam with

the teacher at any time.

Parent Teacher Conference

Once a year there is a parent teacher conference day which will be listed in the school calendar.

Parents of students in grades 5-8 will meet with individual teachers in the gym. Parents can request a

conference any time during the year to discuss a child’s progress.

Homework

Homework assignments are given to supplement and reinforce classroom teaching and learning.

A variety of activities will be assigned that are an outgrowth of the student’s class work.

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Homework assignments will be appropriate to the age, ability and the need of the student. All

assignments other than math must be neatly completed in pen. All assignments must have a proper

heading and date and must be completed on time for full credit.

Parents are asked to review written assignments and to help form good work and study habits.

Students work and learn at different rates and assignments will vary in difficulty. On average homework

should take students in grades five through eight 2-2 ½ hours; however, this is an estimate that may vary

by individuals.

Middle School Homework Policy:

Homework is assigned nightly to strengthen and develop each student's skill and understanding of

material. Homework provides practice for students and serves as an assessment tool for teachers to

gauge an individual, as well as a class, understanding of the material. Lacordaire Academy's philosophy

regarding homework is simple: Students benefit from meaningful assignments that cannot be completed

during class time, but that are necessary to the growth of the student. Project and inquiry based learning

are used across grades and curriculum to engage students and to promote collaborative and interactive

learning. Reading each and every day has been proven to be the number one way to promote academic

success in all subject areas and to that end Lacordaire students are expected to read nightly. Writing

down homework in the assignment pad, bringing home proper books, and completing assignments

neatly, thoroughly and on a timely basis help students develop strong study skills, increase academic

ability, and instill values, such as responsibility and self-reliance.

What to Expect in Middle School: Homework should take approximately 2 to 2 1/2 hours to complete

nightly; however, this time varies based on a number of factors including, but not limited to, when

homework is started, the number of distractions a student has, such as cell phones or Internet use, and a

student's individual study habits. If a student chooses to do a week's worth in one evening, it may take

longer. In general language arts and math classes will have 30 to 40 minutes nightly. Science, reading,

foreign language, religion, and social studies will have roughly 20 minutes per class period. This is only

an estimated guide; some assignments will take longer and some will take less time. There are no

essays, tests or projects for enrichment classes (ie. those that meet once a cycle.)

Helpful Hints: Special Lacordaire dated assignment pads were purchased so that students have room to

write all assignments daily. It is imperative to your child's success that he or she learn to manage his or

her assignment pad. Parents must sign it nightly whether or not assignments were written that day so

that communication between home and school is clear and frequent. Test and project grades are

recorded in the assignment pad, as well as stickers indicating detention or a lack of homework. If a

student is sick or absent for an extended time due to illness it is important to work with the teachers to

schedule a reasonable time line to make up homework. Family vacations, other than academy vacations,

are discouraged and faculty are not expected to provide assignments in advance.

Below is a checklist of resources and suggested ways to assist your child:

1. Check assignment pad and check your child's Lacordaire email for homework postings every day.

The emails are designed to help parents and to provide a way for students who are absent to get the

homework without having to come to school. The teacher can also post extra worksheets in case they

are lost or forgotten at school. ** Students are responsible for recording their homework each day in

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order to develop strong study skills. If a teacher cannot post due to technical difficulties, the student is

still responsible for the homework.

2. Check the test and project calendar on Google Apps. Sometimes it is easier to see at a glance than to

decipher handwriting in the assignment pad.

3. Hold your child responsible for taking down the homework and completing the homework. If this is

considered important by all parties, it becomes a priority.

4. If you child says he or she has no homework, what they really mean is that it is not due tomorrow or

that it is "only" studying for a test.

5. Have students start as early as possible. That is not always easy with extensive extracurricular

schedules; however, a student's focus decreases with fatigue, so the sooner the better.

What We Have Done to Help:

1. Developed a study skills class for 5th graders and purchased new assignment pads based on student

and parent feedback, making it easier than ever to record homework.

2. Dedicated the first few computer science classes for grades 5-8 to learning how to use

Google Apps for Education which includes creating passwords for the Lacordaire email accounts,

showing them how to use the calendar, and instructing them on using Google Docs for group projects.

Faculty also received training so that they can post homework and assist students with technology for

project use.

3. Post all tests and projects on Google Calendar so parents, students and other teachers can see at a

glance what is due and when. There can be no more than two tests a day; however, quizzes in any and

all subjects can be daily. Quizzes are used by teachers to assess whether or not a class is understanding

the material and can move to the next level.

4. Created teacher monitored study halls every Monday, Tuesday and Thursday from 3:00-4:00.

Students have to sign in, show their assignment pad and quietly do their work. This service is

completely free. Students who are disruptive or who are not productive will be sent to after care for a

fee.

5. Eliminated projects over vacations. Homework over vacations, such as Christmas and Easter, is

limited to math, language arts and/or reading as it is essential to the curriculum.

6. Eliminated homework over the long weekends such as Columbus Day and Thanksgiving. Please note

one exception: Honors or accelerated classes may assign math and reading homework over long

weekends.

7. Made classrooms available from 3:00-4:00 to work on a group project any day of the week except

Friday. Parents must send a note to reserve a classroom in advance. No students can be left unattended.

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Upper School Overview and Highlights

The Upper School curriculum challenges and inspires students to reach their fullest potential with an

inquiry, project/problem based approach that provides academic rigor in a classrooms. With a student to

teacher ratio of 12:1 or less, students receive support they need to excel. Technology in every classroom,

as well as a 1:1 computing program and online classes, ensures the latest in curriculum delivery and

support for STEM/STEAM (Science, Technology, Engineering, Arts and Math) initiatives. Students

develop an appreciation for the Arts, life skills, global awareness, leadership skills, teamwork, and strong

presentation and reasoning skills through the curriculum and numerous extracurricular activities. Students

can become part of an award winning CSI team or argue a legal case in a courtroom as part of Mock Trial.

Student government learns what it means to lead and serve others, and our athletic programs offer

competitive sports, as well as an opportunity to lead and make life-long friends.

The core subjects of English, math, history, science, religion and world language provide the foundation

for the curriculum, and electives that meet students’ needs and interests are offered in every grade of the

Upper School. Advanced sections in English, math, history, and science are offered in all grades, and

students may opt to take Advanced Placement courses as early as sophomore year. Online classes are

available and students work with the Assistant Head of School and Director of Guidance to ensure there

is an appropriate balance of support and rigor for these courses.

Advisor Program

Each student is assigned an advisor. This year, there were two advisors assigned to each grade. The advisor

serve as the homeroom teacher, then meet individually with students once or twice a marking period.

Advisors make sure that students are fully engaged and communicate with parents regarding student

progress each marking period. Students can go to the advisors for academic or social concerns.

Additionally, some students are assigned an individual mentor for an extra layer of support. Mentors meet

weekly with their advisees to discuss academics, as well as extracurricular involvement, organization and

study skills, and any other areas in which a student might want to improve.

Speakers’ Series

Each year the Director of Guidance chooses a theme on which to hold a speakers’ series. Guest speakers,

experts in their field, speak to the Upper School students during Friday assembly period. Time is carved

out every Friday to hear speakers address students on important life skills. Topics for 2015-6 include

positive thinking, “Finding Your Fabulous,” etiquette, and self-marketing. Speakers are powerful role

models that inspire and challenge the young women in grades 9-12.

Intersession Week

Unique to Lacordaire, students participate in a Week of Intersession after Midterm exams in mid to late

January. Regular classes pause, and students learn about topics that are not part of a traditional curriculum.

Ninth and tenth graders spend the week taking mini classes in subjects of interest. Some of the Intersession

activities include French Cooking, Quilting, Film Making, CSI and more. Juniors go off campus for

internships in fields that excite them. Students have found internships in fashion, medicine, law, education

and just about every occupation one can imagine. Seniors use Intersession week to complete Project

Justice/community service hours at off campus sites.

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Honors Courses

Honors courses require work beyond the regular college preparatory curriculum. Lacordaire Academy has

developed a curriculum that stimulates intellectual curiosity and challenges students’ abilities in every

class; however, students in advanced classes have opted for a greater level of rigor and can expect more

independent course work. Placement in honors classes is determined by placement exams, standardized

test scores, teacher recommendation, and/or previous performance in an earlier grade.

Online Courses If a student expresses an interest in a discipline not offered in the current curriculum, an online course

may be arranged. Online courses allow Lacordaire to expand the curriculum to offer a larger selection

of courses. Lacordaire Academy has partnered with the Online School for Girls, but students may take

course from other online, accredited programs with approval from the Assistant Head of School. More

information about the Online School for Girls can be found on www.onlineschoolforgirls.org.

Lacordaire offers two half scholarships for online courses.

College Credit Courses Students may enroll in college credit courses offered by Seton Hall University and/or Caldwell University.

These courses are offered at Lacordaire Academy and taught by teachers holding at least a Master’s degree

and who are accepted as adjunct teachers by the colleges. Some examples of these courses are Human

Anatomy and Physiology, Psychology, Education, French, Statistics, and Calculus.

Advanced Placement Courses Advanced placement courses are offered in French, Spanish, Calculus AB, US History, Literature and

Composition, and Language and Composition. Other AP courses, such as Government and Computer

Science can be taken online for a fee.

English Curriculum Overview

Lacordaire requires four years of English as a graduation requirement. There are honors sections of

every course offered, as well as two Advanced Placement classes offered to students who qualify.

Freshman are required to take a writing class in addition to the freshman English class. Students who

love English may want to take other electives, such as Creative Writing or online options, such as

Journalism. Writing is taught using a process approach, and students are assessed in a variety of ways,

including but not limited to essays, research papers, tests, presentations, blogs, projects, group work and

recitations. Every English class has vocabulary, novel, writing, grammar, and oral presentation

components. The objective of the English program is to enhance written and verbal communication and

to introduce students to classic and contemporary literature from around the globe.

Introduction to World Literature/Honors

This freshman English class provides an overview of ancient and modern world literature that has

shaped the contemporary landscape. Writing, advanced grammar, vocabulary expansion and critical

thinking are the main focal points of the course. Literary selections include The Odyssey, Antigone,

Romeo and Juliet, A Doll’s House, and Brave New World. The students enhance their writing skills

through response papers, extended essays, regular homework assignments and in-class writing. A

student’s placement in the honors section is determined by a placement test.

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Writing Seminar All freshman are required to take Writing Seminar. This course reinforces writing, speaking and grammar

skills and assists freshmen with Academy writing expectations at all levels. This survey course includes

creative writing, as well as personal narratives, persuasive, analytical, and other genres of formal essay

writing.

British Literature or British Literature Honors This sophomore English class covers the major periods in British literature starting with the Anglo-

Saxon and Medieval periods, followed by the Elizabethan era, and culminating with the Victorian and

Modern periods. Students learn the historical and cultural influences that have shaped the British literary

tradition. There is an emphasis on the continued development of reading, writing, thinking and research

skills through close reading and written literary analysis, as well as the study of vocabulary, grammar

and usage. The appropriate use of technology is an integral part of this course. Placement into honors

requires at least a B+ in the previous year’s English class and teacher recommendation.

Great Books or Great Books Honors

Students read a broad spectrum of great literature from the Renaissance through the twentieth century. It

examines short stories, drama, and novels that are considered classics. Students will use these materials

to develop their proficiency in research, analysis, writing, and presentation skills. Through peer editing,

oral presentations, class discussions, and writing assignments, students will further develop their

communication skills. This class is offered on a rotating cycle. Every other year, juniors and seniors can

take American Literature or American Literature Honors. These courses are designed for students not

taking AP English offerings.

American Literature or American Literature Honors

This class is a survey of American Literature from the exploration of America to the present, with an

emphasis on developing critical judgment and effective writing skills. This junior year course exposes

students to a broad spectrum of American writings to gain a greater understanding of the evolution of

America’s literary and cultural history. It examines non-fiction writing, short stories, poetry, drama, and

the novel. Students will use these materials to develop their proficiency in research, analysis, writing,

listening, speaking, and presentation skills. Through peer editing, oral presentations, class discussions,

and writing assignments, both analytical and creative, students will further develop their communication

skills. Throughout the entirety of this course, students will learn and work through each step of the

research process to secure scholarly, critical information in support of a specific topic and compose a

lengthy paper that demonstrates organization, critical thinking, and fluency. The appropriate use of

technology is an integral part of this course. Placement into honors requires at least a B+ in the previous

year’s English class and teacher recommendation.

AP Language and Composition AP English Language and Composition is designed to be a college/university level course. This AP

course will provide the intellectual challenges and workload consistent with an undergraduate college

freshman composition course. As a culmination to this course, students can take the AP English

Language and Composition Exam administered by the College Board in May. The purpose of this

course is to provide students with the tools “to write effectively and confidently in their college courses

across the curriculum and in their professional and personal lives” (The College Board, AP English

Course Description, 2010, p. 7). Since this course is organized according to the guidelines and

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requirements of the College Board’s AP English Course Description, students are given varied and

multiple opportunities to engage with and carefully analyze a varied and challenging range of nonfiction

prose selections to deepen the student’s awareness of the effect of rhetorical terms and strategies on

informational texts and of how language works in texts such as memoirs, lectures, historical accounts,

and speeches. Students will also read fiction and poetry to interpret how authors’ stylistic and language

choices affect and enhance the meaning of a work. Students will do close and careful reading of texts

and frequent purposeful writing to increase their abilities to work with rhetorical situations and

language, to become cognizant of an author’s purpose and the varieties of audience, and to become more

proficient in their own compositional strategies and analysis. Students will also analyze graphics and

visual images such as photographs, advertisements, video clips and comic strips as alternative forms of

written texts.

AP English Literature and Composition

AP English Literature and Composition is designed to be a college/university –level course, thus the

“AP” designation on a transcript rather than “H” (Honors) or “CP” (College Prep). Since this course is

organized according to the guidelines and requirements of the College Board’s AP English Course

Description, it engages students in the careful reading and critical analysis of imaginative literature.

Through the close reading of selected texts, students deepen their understanding of the ways writers use

language to provide both meaning and pleasure for their readers. As they read, students consider

a work’s structure, style and themes, as well as such smaller-scale elements as the use of figurative

language, imagery, symbolism and tone. Careful attention to both textual detail and historical context

provides a foundation for interpretation, whatever critical perspectives are brought to bear on the literary

works studied.

Writing is an integral part of the AP English Literature and Composition course and exam. Writing

assignments focus on the critical analysis of literature and include expository, analytical and

argumentative essays. Although critical analysis makes up the bulk of student writing for the course,

well-constructed creative writing assignments may help students see from the inside how literature is

written. The goal of both types of writing assignments is to increase students’ ability to explain clearly,

cogently, even elegantly, what they understand about literary works and why they interpret them as they

do.

*AP Literature is rotated with AP Language and Composition each year so students can complete both

AP English classes upon graduation.

Creative Writing (Elective) This elective is online but offered by a faculty on staff. The course has students explore the fundamentals

of poetry and creative prose. Students create portfolios using a process approach and explore various

writing strategies and revision techniques. The objective is to have students find and develop their own

voice and expand their creative expression outlets.

History Curriculum Overview

Lacordaire students are required to take three years of History as a graduation requirement. Students

who enjoy history may take honor sections or AP history classes. In addition to the courses described

below students can take online classes for an additional fee, such as AP Government in their junior or

senior years. The objective of the history program is to challenge students to make connections between

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past and present, to have them become globally aware, and to teach analytical and research skills as a

means to finding the truth.

World History or World History Honors This course introduces students to the cultures and events that have shaped today's world. Students

participate in the Harkness method/ class discussion, conduct in-depth research and learn to critically

analyze events of the past and then connect them to present conflicts and events. Students focus on the

development of major nation states in Europe, Asia, South America, the Middle East, and Africa. The

course also serves to expose students to the importance of the wider world, and provides a strong

foundation for global awareness by making connections between past and present alliances and the

challenges each country and the wider global community faces. Placement in the honors course is

determined by standardized testing and placement/ admission testing.

United States History I This sophomore class examines the foundation of US History from the earliest Native Americans to the

Civil War. Students examine the development of American democratic philosophy and important legal

documents. Students use project based learning to examine various topics in depth, including creating

advertisements, political cartoons, and maps. Students also write a college style research paper using

MLA guidelines on a historical event related to intolerance, either in the United States or abroad.

AP US History Advanced Placement U.S. History is a one year college-level introductory course which examines the

nation’s political, diplomatic, intellectual, cultural, social, and economic history from 1491 to the present.

A variety of instructional approaches are employed and a college level textbook is supplemented by

primary and secondary sources. Students who take this course also take an additional study session which

is offered once a week with the AP History teacher. Students requesting placement into AP US History

must have at least 90% end of year average in the World History class and a teacher recommendation.

United States History II This class is a required class for students who took US History I in their sophomore year. Students study

events from the post-Civil War Era up through events in the late twentieth century. Project based

learning is also emphasized, with students learning and mastering various skills, such as researching,

debating, conducting interviews, and presenting oral presentations. Students also write a college style

research paper using MLA guidelines on a historical event related to reform movements, either in the

United States or abroad. National and international events are examined to make connections to these

topics and to consider solutions to these challenges for our nation and our world.

Ancient Civilizations Now and Then Honors Pre-requisite class is AP US History. This course starts with the students learning a base knowledge of

Africa and Southwest Asian (Formerly known as the Middle East) nations. They learn about the history

of the beginning of these areas, when European nations through imperialism took over the nations, after

WWII, and the current history of these areas. Then this course completes case studies for the following

Ancient Civilizations (Nigeria, Somalia, Egypt, Libya, Palestine, Yemen, Afghanistan, and Lebanon to

name a few). Students learn about the following topics pertaining to these countries: climate, geography,

history, religion, political structure, economic production, culture, and other factors of these nations and

about current conditions in these countries. Through technology, research, and discussion students will

examine the connection between the past and present our world today. The students use the Harkness

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method (which is similar to the Socratic method) to discuss weekly what they have learned. The

students also complete an independent case study for other nations in the world.

Constitutional Law (Elective) This course examines the American legal system from a number of different perspectives. Students study

theoretical and practical aspects of the law, with the goal of understanding legal principles as well as how

laws affect American society. In addition to reading about law, students also read case law. Current legal

developments are emphasized. After developing an understanding of the framework of the legal system,

students study criminal as well as civil law such as torts, consumer law, family law, and housing law. This

class also focuses on individual rights and liberties.

Math Curriculum Overview

Lacordaire requires three years of math as a graduation requirement. Students may more than one math

course in their junior and senior years, and they may take advanced math courses offered online. Many

of our graduates go on to careers in math and science after developing a strong foundation and a love for

math in an all-girls environment, where young woman can excel in a rigorous but supportive program.

The math curriculum is enriched with online resources and technology in every room. Math help is

available at tutorials and from 3:00 to 4:00 Monday through Thursday. The objective of the math

program is to provide a strong foundation in computational math, as well as the higher level critical

thinking and analytical skills required in higher level math courses, and in fields, such as engineering.

Classes on line are available in math and math related courses, such as AP Statistics and Intro to

Engineering for an additional fee.

Algebra I This is a first year algebra course in which the student will learn to reason symbolically. The key content

involves writing, solving, and graphing linear and quadratic equations, including systems of two linear

equations in two unknowns. Quadratic equations are solved by factoring, completing the square,

graphically, or by application of the quadratic formula. The course also includes study of monomial and

polynomial expressions, inequalities, exponents, functions, rational expressions, ratio, and proportion.

Algebraic skills are applied in a wide variety of problem-solving situations. Higher level thinking skills

are learned and practiced. Students complete daily homework, in-class assignments and participate in

active learning styles. The graphing calculator and Smart Board are used throughout the course.

Math PSAT Prep Class

Freshman must meet from 3:00-4:00 one day a week on any Monday through Thursday for math PSAT

help. PSAT Math is also available to anyone in grades 10-12.

Geometry or Geometry Honors This course is designed for the students to recognize that geometry and measurement are all around

them. All students will develop spatial sense and the ability to use geometric properties, relationships and

measurement to model, describe and analyze theorems. Through study of these areas and their

applications, they should come to better understand and appreciate the role of mathematics in their lives.

It involves identifying, describing and classifying standard geometric objects, describing and comparing

properties of geometric objects, making conjectures concerning them, and using reasoning and proof to

verify or refute conjectures and theorems. The student will work with patterns, inductive and deductive

reasoning, logic and proof, proving statements about segments and angles, work with properties of lines,

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angles, planes, space, congruent and similar triangles and transformations, properties of triangles, right

triangles and quadrilaterals, circles, areas and volumes, as well as an introduction of trigonometry.

Students can place into Geometry Honors with a placement test Freshman year or move into the honors

section in sophomore year with a B+ average in Algebra I and the teacher’s recommendation.

Algebra II Honors Algebra II Honors continues the students’ study of advanced algebraic concepts including functions,

polynomials, rational expressions, systems of functions and inequalities, matrices, logarithms, exponents

and basic trigonometry. Students are expected to describe and translate among graphic, algebraic,

numeric, tabular, and verbal representations of relations and use those representations to solve problems.

Emphasis is placed on practical applications and modeling. Problem solving skills are enriched.

Students are expected to take greater responsibility for their learning. Appropriate technology, from

manipulatives to calculators and Internet resources, are used regularly for instruction and assessment.

Upon successful completion of this course, students are prepared for honors pre-calculus and other

higher-level mathematics courses.

Algebra II Algebra II provides a review and extension of the concepts taught in Algebra 1. Topics covered include

equations and inequalities, coordinates and graphs, general functions, polynomial and rational functions,

exponential and logarithmic function, trigonometric functions of angles and of real numbers, analytic

trigonometry, systems of equations and inequalities, sequences and series. Graphing calculator skills are

taught and used extensively in this course. Throughout this course, students develop learning strategies,

critical thinking skills, and problem solving techniques to prepare for future math courses and college

entrance exams.

Pre-Calculus Honors Pre-requisite Class: Algebra II. This course is designed to cover various advanced topics that are

prerequisites for calculus and to provide a working knowledge of all the skills and concepts needed to

successfully pursue a college level calculus curriculum. The focus of the course is on three main areas:

analytic geometry, functions, and trigonometry. A good deal of attention is given to sketching graphs f

equations. Every opportunity is taken to reinforce the student understanding of the rules and techniques

of algebra and their ability to apply them correctly. A thorough discussion of functions (inverses,

exponential, logarithmic) is included. The trigonometric functions, together with trigonometric identities

and solutions of triangles, are extensively explored to provide an explicit understanding of the relationship

between trigonometry and circular functions.

Pre-Calculus This course is designed to cover various advanced topics that are prerequisites for calculus and to provide

a working knowledge of all the skills and concepts needed to successfully pursue a college level calculus

curriculum. The focus of the course is on three main areas: analytic geometry, functions, and trigonometry.

A good deal of attention is given to sketching graphs f equations. Every opportunity is taken to reinforce

the student understanding of the rules and techniques of algebra and their ability to apply them correctly.

A thorough discussion of functions (inverses, exponential, logarithmic) is included. The trigonometric

functions, together with trigonometric identities and solutions of triangles, are extensively explored to

provide an explicit understanding of the relationship between trigonometry and circular functions.

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AP Calculus AB: (Elective)

Calculus AB is a course in single-variable calculus that includes techniques and applications of the

derivative, techniques and applications of the definite integral, and the Fundamental Theorem of

Calculus. It is equivalent to at least a semester of calculus at most colleges and universities, perhaps to a

year of calculus at some. Algebraic, numerical, and graphical representations are emphasized throughout

the course. Students taking this course have completed a solid foundation of mathematical courses that

include algebra, geometry, trigonometry, analytic geometry, and elementary functions. Students are

familiar with the properties, graphs, algebra, and language of linear, polynomial, rational, exponential,

logarithmic, trigonometric, inverse trigonometric, and piece-wise defined functions. Attitude

prerequisites include a willingness to work both in and out of class, a willingness to collaborate with

classmates to foster mutual understanding, and a sincere intent to place out of the first semester of

college calculus rather than repeat it.

This AP Calculus AB class covers all the topics in the Calculus AB topic outline as it appears in the AP

Calculus Course Description. This syllabus follows the presentation order of topics in the class and the

part of the course description when it is first addressed. Topics are revisited continually throughout the

year as the course continues to build on all previous material. All topics in the course are taught with the

Rule of Four in mind. The source of understanding of each concept begins with a picture and a simple

numerical solution or estimation of the solution to a problem. Then students are asked to complete an

accurate solution analytically using proven mathematical and calculus techniques. Mastery is developed

verbally through homework presentations and test essay questions. Instruction is developed in

accordance with Common Core and standards-based instructional techniques. The connections between

numerical, graphical, analytical, and verbal communication of Calculus topics are a major theme in the

class along with the overall conceptual understanding of the Calculus topics covered.

.

AP Statistics (Elective) This course is a college level course but can be taken as an honors class or advanced placement, The

course commences with descriptive statistics, including graphical representations of data and measures of

central tendency, position and variation. Basic probability concepts lead to the study of the binomial and

normal probability distributions. The course progresses with the Central Limit Theorem and its use in the

development of estimation through confidence intervals and hypothesis testing. The course concludes with

Chi Square tests and linear correlation and regression. Upon completion of this college level course

students will demonstrate mathematical skills appropriate to this course, analyze and solve real world

problems using statistical concepts, theories and skills and communicate solutions to problems using

appropriate statistical language and tools.

Science Curriculum Overview

Lacordaire requires three years of science as a graduation requirement. Upper School students enjoy

inquiry and project based learning in two fully equipped science labs. Field trips, during school, and

optional ones on the weekend, as well as guest speakers and clubs, such as Environmental or CSI club,

make the curriculum engaging and its real life application transparent. Students who love science can

choose from several electives offered by Lacordaire faculty or online for an additional fee. The

objective of the science program is to develop the analytical, observational, and critical thinking skills

and methods necessary for discovery and innovation. Students learn to be stewards of the Earth and

leaders in the field of science.

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Biology or Biology Honors This freshman class studies the unifying principles that govern the functioning of all living things.

Topics include biochemistry, cellular biology, molecular biology, diversity, human biology, genetics,

evolution, and ecology. To fully engage in the scientific process, students do science. They perform a

variety of experiments designed to elucidate fundamental principles and to allow them the opportunity to

learn through open ended inquiry. Students are able to use Vernier temperature and pH probes in

designing the experiments and model current technology using equipment such as gel

electrophoresis. Placement in the honors course is determined by standardized testing and

placement/admission testing.

Chemistry or Chemistry Honors This sophomore course is designed to help students see how chemical principles and concepts are

developed from experimental observation and date, and how these principles can be used to explain

phenomena encountered daily, as well as in the laboratory. Students complete an in-depth study of

classes of matter, atomic structure, chemical names and formulas, chemical quantities and reactions,

stoichiometry, thermochemistry, gasses, electrons in atoms, chemical Periodicity and ionic bonding and

ionic compounds. This course gives the student a firm foundation in chemical concepts and principles

while presenting a broad range of topics. To fully engage in the scientific process, students do science.

They perform a variety of experiments designed to elucidate fundamental principles and to allow them

the opportunity to learn through open ended inquiry. Students are able to use Vernier temperature and

pH probes in designing the experiments. Placement into the honors section is determined by teacher

recommendation and end of the year grades in Biology.

Physics or Physics Honors Physics is a required course for juniors. Students what want Physics Honors must have above a B+ end of

the year grade in Chemistry and a teacher recommendation. The class focuses on conceptual development

and quantitative applications by covering mechanics, properties of matter, waves, electricity, magnetism

and modern physics. Topics ranging from Newton’s laws to the physics of music allow students to gain a

deeper understanding of the world around them. The students will be engaged in variety of experiments

including using Venier Dynamics Cart system and optical bench accessories.

Human Anatomy and Physiology (Elective) Anatomy and Physiology is a full year senior elective. The course covers the structures and functions of

the human body. Students will learn about normal function and also about disease states that can affect

the function of the body. Students will examine current events in human health and examine the

bioethics of healthcare research and treatment using journal articles and case studies. Students engage in

a variety of hands on activities including dissection, experimenting with the genetics of taste by

designing their own labs and using Vernier blood pressure cuffs.

Molecular Gastronomy (One Semester Elective) Molecular gastronomy or the biology and chemistry of cooking is a one semester senior elective offering

students a chance to learn science from a different point of view. In this class, they will learn how to

make different foods and then learn the underlying science that makes these recipes work. Students

engage in applying the science by observing demonstrations, analyzing recipes and making their own

recipes.

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Genetics (One Semester Elective) Genetics is taught as a one semester senior elective. The world has experienced a revolution in our

understanding of how genetics both provide information on how an organism forms and how genetics can

be used to impact our world. The course will build a foundation to understand genetics and the necessary

comprehension skills to engage in current discussions we are having as a society including GMO

organisms and genetic treatment of disease.

World Languages Curriculum Overview

Lacordaire requires three years of a foreign language in addition to one introductory Latin course.

Students can choose from French or Spanish. Students can take any accredited online language course

not offered by the Academy with permission from the Assistant Head of School for an additional fee.

The objective for the world language program is to develop an ear for a foreign language, basic oral and

written proficiency, and a love for a different culture and traditions.

French I: This freshmen course is an introduction to the fundamentals of speaking, reading and writing

the French language through classroom drills, videos, and homework assignments. Cultural aspects of

France and the Francophone world are also explored.

Spanish I: This freshmen course is a basic introduction to the Spanish language and culture through an

audio-lingual method, with the usage of multimedia aides in conjunction with the text. The fundamentals

of pronunciation, grammar and composition are provided through sound-symbol correlation, brief reading

passages, and oral and written expression. Students begin to develop an affinity with the cultural aspects

of the Spanish civilization.

French II: In this sophomore class, students continue to enhance basic skills with an emphasis placed on

speaking and reading comprehension. The course continues to examine life in France and other

Francophone countries. Research assignments and projects are given to allow students to gain awareness

of French culture and history.

Spanish II: This sophomore course is a continued study of the Spanish language and culture using the

audio-lingual approach. It provides reinforcement of oral expression reading comprehension and

vocabulary building, at the same time increasing usage of Spanish. More emphasis is placed on cultural

aspects of Spanish civilization. This course will focus on verb forms and tenses, proper syntax and other

grammar rules. Written assignments include dialogues, short paragraphs and stories.

Introduction to Latin This required sophomore class is an introduction to the Latin language, with an emphasis on learning the

essentials of grammar, vocabulary, and Roman historical and cultural topics and how they connect to the

English language. This sophomore Latin class provides opportunities for reading, speaking and writing as

well as practice and translation. In particular, this course helps to increase English vocabulary through the

study of Latin and understanding of English grammar through the study of Latin grammar.

French III: In this junior course, students develop further fluency in the French language through

grammar review and expansion, vocabulary enrichment and oral reading comprehension exercises. A

study of an original French literary work will provide intensive written and oral practice in the language.

The social, economic, and cultural aspects of France and various Francophone countries will be

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examined. Projects and research will be assigned to foster an awareness of life in France and the

Francophone world.

Spanish III: This junior course combines the implementation of written and conversational Spanish to

provide students with a more immersive language program. Students will study dialogues and narratives

which provide the student with insight into Spanish culture. Conversation will focus on the practicalities

of daily life in Spanish-speaking countries. Conversational and written skills are emphasized.

French IV: This course functions as an advanced level French course which examines complex

grammatical concepts and fosters a sophisticated oral and written facility in the language. Students will

study French history, literature, film, art and current events to develop an understanding of the

Francophone culture and society and to facilitate progress in reading and listening comprehension. They

are required to practice the highest level of correct oral and written communication by using precise

grammatical structures and appropriate vocabulary studied in class. AP French is also available to

seniors.

Spanish IV: This senior course explores Spanish and South American literature and art. Intense emphasis

is placed on conversational and writing skills. Written reports include topics on relevant literary criticism

and the lives of the authors, poets and artists that are studied. Students will read, translate and interpret

Spanish literature and poetry. Research papers are assigned frequently and are presented to class orally.

Current events are discussed in Spanish regularly. AP Spanish is also available.

Theological Studies Curriculum Overview

In the Catholic Dominican tradition, Lacordaire’s religion program encourages a life of prayer,

contemplation and service. It teaches students Catholic doctrine, Dominican heritage and pillars, and an

understanding of the Catholic Church, past and present day. The objective of the religious studies

program is to encourage students to respect and value all life, to become stewards for the Earth, and to

developing an understanding and appreciation of all world religions.

Theological Studies I: Old and New Testament Survey This freshmen course prepares students in Catholic doctrine, including an understanding of sacraments,

prayers, Dominican tradition and heritage and Scripture from both the New and Old Testament. Students

of every faith engage in retreats and develop spirituality through prayer and reflection.

Theological Studies II: Christian Morality The sophomore course offers a more in-depth study of the Bible and its relevance to contemporary

issues. Focus is placed on the Ten Commandments and on developing an understanding of moral

decision making. The Catholic viewpoint on current topics in today's Church and society is also

analyzed through research, the use of technology, discussion, and projects that integrate curriculum

from social studies and art. Students complete 12 hours of community service throughout the year. They

also participate in a retreat and organize and hold retreats for the lower and middle school students.

Theological Studies III: World Religions This junior course is designed to acquaint students with religions which have had and which continue to

have an impact on modern society. Using the comparative and empathetic methods of study the students

become aware of the world view of others and in turn they develop a more thorough understanding of

the impact religion can and does have on society as a whole. This course includes a study of the major

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religions of the world; namely Hinduism, Buddhism, Judaism and Christianity. Guest speakers are also

invited to the Academy during the year to share their faith with the students.

Theological Studies IV: Life Styles and Ethics This senior course introduces students to contributions which Catholic-Christian values and teachings can

bring to present and future relationships and choices. This course also prepares students for the Project

Justice Internship in developing a heightened sense of compassion and empathy. This course will focus

on Christian moral values as they relate to life and society as a whole.

Service Learning: Project Justice Students participate in this course during the second half of their senior year. This program is designed to

address contemporary issues of social teachings and enable students’ compassion to come alive in caring

service, creative education and principled action. They are assigned three different types of social agencies

to gain first-hand experience caring for others. The social agencies include early education centers, nursing

homes, center for the mentally handicapped, and centers for the physically handicapped.

Art Curriculum Overview

Lacordaire students are required to take one year of art as a graduation requirement, but many of our

students seek careers in fashion or art after completing the four year art major program. Students

develop an appreciation of art and art history and learn techniques, using various mediums, styles and

traditions. The faculty are professional artists and ceramists, who have years of experience in the world

of art. Students who major in art complete an art portfolio that can be presented to colleges for

acceptance into competitive college art programs.

Art I Art is offered all four years of high school and is an on-going study into creative expression. Art I is a

required class for freshman. Basic drawing, painting, clay work and printing among many other skills

will be covered. Students will work in various mediums and techniques. Field trips and visiting

professionals allows students to discover their personal talents.

Art Major II (Elective) Art Major is offered all four years of high school and is an on-going study into creative expression. Basic

drawing, painting, clay work and printing among many other skills will be covered. Students will work in

various mediums and techniques. Field trips and visiting professionals allows students to discover their

personal talents.

Art Major III (Elective) Art Major is offered all four years of high school and is an on-going study into creative expression. Basic

drawing, painting, clay work and printing among many other skills will be covered. Students will work in

various mediums and techniques. Field trips and visiting professionals allows students to discover their

personal talents.

Art Major IV (Elective) Art Major is offered all four years of high school and is an on-going study into creative expression. Basic

drawing, painting, clay work and printing among many other skills will be covered. Students will work in

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various mediums and techniques. Field trips and visiting professionals allows students to discover their

personal talents.

Physical Education Curriculum Overview

Lacordaire requires Physical Education once a cycle all four years. Lacordaire students are encouraged

to develop healthy habits and life styles. The curriculum includes an introduction to nutrition, fitness

and finding balance in one’s life to promote a healthy body and mind. Guest speakers visit classes, and

students make use of the campus and neighboring parks for outdoor recreation.

Physical Education I Physical Education and Health are combined to improve, maintain and safeguard student health and

wellbeing through the study of current health issues and exercise. The class also includes a brief study of

the history, rules, strategies and basic skills for a number of sports including soccer, volleyball, wiffle ball,

and other team activities.

Driver’s Education The Lacordaire Academy Drivers Education program, taken in 10th grade, is aimed at improving our

student’s knowledge and awareness of the steps and requirements necessary to become a safe driver. We

work through ‘Drive Right’ and the New Jersey Driver Manual, and through practical exercises in class,

educational videos, and class discussion as students work towards the goal of successfully passing the

New Jersey Examination at the end of the year, which students would take through the MVC.

Physical Education II Physical Education and Health are combined to improve, maintain and safeguard student health and well-

being through the study of current health issues and exercise. The class also includes a brief study of the

history, rules, strategies and basic skills for a number of sports including soccer, volleyball, wiffle ball,

and other team activities.

Physical Education and Health III Physical Education and Health are combined to improve, maintain and safeguard student health and

wellbeing through the study of current health issues and exercise. The class also includes a brief study of

the history, rules, strategies and basic skills for a number of sports including soccer, volleyball, softball,

and other team activities. Health classes further explore responsible decision making. Topics include drug

and alcohol abuse, smoking, cancer prevention safe driving, developing healthy relationships, and

effective interpersonal skills in all aspects of life.

Physical Education and Health IV Physical Education and Health are combined to improve, maintain and safeguard student health and

wellbeing through the study of current health issues and exercise. The class also includes a brief study of

the history, rules, strategies and basic skills for a number of sports including soccer, volleyball, softball,

and other team activities. Health classes further explore responsible decision making. Topics include drug

and alcohol abuse, smoking, cancer prevention safe driving, developing healthy relationships, and

effective interpersonal skills in all aspects of life.

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Upper School Electives

Lacordaire’s curriculum is well balanced offering courses in core classes such as math, English, history,

science and theology as well as courses in the social sciences, technology, music, and fine, visual and

performing arts. Once a student meets the required number of credits in a subject area she may take

electives. Electives are listed below but can also be selected from core subject areas such as English,

Math, Science and History or online for additional fees. Courses that may be taken junior or senior year

as electives are indicated as “elective” and listed under the subject’s curriculum. Some classes listed

under electives are required classes and are indicated as such. Computer Science and AP Computer

Graphics are available online, and technology skills are honed and practiced across the curriculum in

every grade.

Life Skills (Required) Life Skills is a survey course taught in ninth grade by several members of the administration

team. Curriculum for this class is designed to help students improve study and technology skills, develop

strong interpersonal and interviewing skills, and reflect upon character and decision making

skills. Students learn confidence in themselves and become aware of how they present themselves to

others in a positive manner.

Personal Economics (Required) This enrichment class is offered during freshmen year and examines the basic principles of economics

including supply and demand, as well as an introduction to both macro and micro economics.

Theatre (Required)

This introduction into theatre and performing arts meets once a cycle and is required for all freshman.

Students hone public speaking skills, learn an appreciation of the Arts and work collaboratively to produce

a short play. Through movement, theatrical games, written exercises and a study of theatre, students

broaden their horizons, build confidence and a stage presence, and enjoy time with classmates and friends.

Chorus

Students interested in joining the Academy chorus may do so any time during the year. Chorus meets

during tutorial period.

Photography The Photography elective asks students to consider the proliferation of images in our culture while

developing a personal vision of their world. Using both cell phone cameras and digital SLR cameras,

Lacordaire photographers complete a wide range of assignments while being exposed to the history of

the medium. Both Lightroom and Photoshop software are used to edit photographs. Final projects take

the form of books, prints and digital output. Assignments become more creative and open-ended as the

course progresses. Students also learn to articulately critique and write about photographic images.

Film I This class is designed to teach students the fundamentals of filmmaking by planning, shooting, and editing

their own projects. Topics will include screenwriting, directing, and acting; and students will be expected

to work in small groups of 3 or 4, to crew on each other’s productions, and use the equipment and software

offered by the school (iPads and iMovie, etc.) to complete their projects. At the end of the semester, each

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student will have had hands-on experience in all the major disciplines that go into making a movie,

and will get to keep an edited final cut of their project for their demo reel. Grading will be based on student

participation, professionalism, and presentations.

Film II This class is designed to teach students the fundamentals of filmmaking by planning, shooting, and editing

their own projects and builds on the topics covered in Film I. Topics will include screenwriting, directing,

and acting; and students will be expected to work in small groups of 3 or 4, to crew on each otherʼs

productions, and use the equipment and software offered by the school (iPads and iMovie, etc.)

to complete their projects. At the end of the semester, each student will have had hands-on experience in

all the major disciplines that go into making a movie, and will get to keep an edited final cut of their

project for their demo reel. Grading will be based on student participation, professionalism, and

presentations.

Introduction to Education This course is offered to juniors and seniors for college credit through Seton Hall University. It is an

introduction and exploration into educational pedagogies. Various topics pertinent to education will be

discussed, including psychology, discipline and legal issues. Students will learn strategies of leadership

and management.

Introduction to Psychology This course is offered to juniors and seniors for college credit through Seton Hall University. It covers the

consideration of the methods and discoveries of psychology and the study of behavior and experience.

Areas of psychological perspective will include social, cognitive, sensation and perception. The course

addresses both theoretical and experimental components.

Testing and Student Evaluation for Upper School

Standardized Testing

The following tests are administered and/or registration materials are made available to all Lacordaire

Academy students:

Freshman Year: Preliminary Scholastic Aptitude Test (PSAT)

Sophomore Year Preliminary Scholastic Aptitude Test (PSAT)

Junior Year: PSAT/(National Merit Scholarship Qualifying

Scholastic Aptitude Test/ACT

Senior Year: Scholastic Aptitude Test/ACT and Subject tests

Report Cards

Students receive report cards four times a year. Parents are advised to check days absent and days late in

addition to academic progress.

Progress Reports

Reports will be sent in the middle of every marking period to the parents and/or guardians of any student

with a "C–" or below in any subject or whose performance indicates a noticeable grade difference.

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Recognition and Awards

Effort grades and Effort Honor Roll

Effort grades and the effort honor roll acknowledge those students who have put forth excellent effort.

The effort grades range from 1-5 with 1=Excellent, 2=Good,

3=Satisfactory, 4=Needs improvement and 5=Unsatisfactory. This grade is based upon a number of

factors that range from actual test results to class participation.

"L" Pin

The "L" Pin is awarded annually by the Head of School to a Freshman, Sophomore, Junior and Senior

who demonstrate excellence in the following areas: academics, cooperation, character, school spirit, and

service.

Honors

First and Second Honors are announced quarterly. To achieve First Honors, a student must receive an

average of 3.7 or above and no grade lower than a B+. To receive Second Honors, a student must receive

an average of at least 3.4 and have no grade lower than a B. Students earning an F, D+, D, WF, or

Incomplete in any course (s) or on a midterm or final exam are not eligible for the Honor Roll.

Explanation of Grading

A+ 4.3 (97-100)

Is an honor grade not automatically given to a student who ranks highest in class, but is reserved for

accomplishment that is truly distinctive and decidedly outstanding.

A 4.0 (93-96)

Represents a high degree of attainment and is a grade that demands evidence of originality, independent

work, an open and discriminating mind, completeness, and accuracy of knowledge, as well as an effective

use of that knowledge.

A- 3.7 (90-92)

Represents a high degree of attainment and indication of originality, independence, intellectual

discernment, with completeness and accuracy.

B+ 3.4 (87-89)

Is a grade that denotes excellent work. It represents a high degree of comprehension and an excellence in

many aspects of the work such as initiative, industry, and originality. It is awarded to those students whose

seriousness of purpose motivates them to develop a strong understanding of the subject matter.

B 3.0 (83-86)

Is a grade that denotes achievement above the acceptable standard. It is indicative of the student's ability

to organize work, to comprehend and retain subject matter, and formally apply it to new problems.

B- 2.7 (80-82)

Represents a better than satisfactory degree of attainment. The work of an average student applying

herself with more than average diligence.

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C+ 2.4 (77-79)

Indicates a satisfactory degree of attainment and denotes an adequate comprehension of the subject matter.

It is the grade that may be expected of a student of average ability who gives a reasonable amount of time

and effort to her work in order to meet the requirements of the course. It also represents an ability to

integrate the knowledge gained in other spheres of learning.

C 2.0 (74-76)

Is a grade that implies familiarity with the content of the course and evidence of improvement in the

material of the course. It requires full participation in the work of the class, as well as the responsibility to

complete assignments on schedule and to make up missed work because of absence.

C- 1.7 (71-73)

Denotes a nearly satisfactory achievement. More responsible effort or discipline is required.

D+ 1.4 (68-70)

Indicates below satisfactory achievement. It denotes that the subject matter has not been mastered

completely and that improvement is needed.

D 1.0 (65-67)

Denotes a limited mastery of subject matter. It signifies work, which in quality or quantity falls below the

academic standard. It is, however, of sufficient weight to be counted in the hours for graduation, if

balanced by satisfactory work in other courses.

F 0.0 (Below 65)

Indicates inadequate or unsatisfactory attainment. It signifies that the student has not understood the work

or has made little effort to do so.

INC

Indicates incomplete work. If not removed within two weeks it automatically becomes an “F.”

* Honors courses receive .3 additional quality points and AP courses receive .4 additional quality

calculated into the student’s GPA if taken.

Tutorial Periods

Tutorial periods for extra help are scheduled daily from 12:28-12:53 pm and 12:53-1:16 pm, but can

also be scheduled before or after school depending on the availability of faculty and students. Students

may voluntarily seek assistance or may be required to attend a tutorial session at the direction of the

teacher. Tutorial assignments take precedence over ANY other activity occurring at that scheduled time.

Mandatory Tutorials: Students who have below a 73% average in any class at Report Card times must

attend tutorial/study hall at least twice a week until the grade is raised. Students who fail to attend

mandatory tutorial will receive detention and may lose privileges and/or ability to play sports; parents

will be notified by the teacher whose class they are in danger of failing. An unexcused absence from a

tutorial session directed by the teacher will be treated as an unexcused class absence. Tutorials can be

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scheduled during or after school. If grade is low because of poor homework habits or absence, faculty

can work with Assistant Head of School to develop an individual plan to assist student(s).

Upper School Homework Policy

Lacordaire Academy is recognized for providing a rigorous and challenging academic environment to

all of our students. Our test scores, amount of scholarship monies received by our graduates each year,

and the success of our alumni serve as proof of our academic excellence and ability to live up to our

reputation.

Philosophy: In alignment with our college prep curriculum, we expect the Upper School students to

assume personal responsibility for all assigned work and academic progress. As such, homework is

assigned nightly to strengthen and develop each student's skill and understanding of material.

Homework provides practice for students and serves as an assessment tool for teachers to gauge an

individual, as well as a class, understanding of the material. Lacordaire Academy's philosophy

regarding homework is simple: Students benefit from meaningful assignments that cannot be completed

during class time, but that are necessary to the growth of the student. Project and inquiry based learning

are used across grades and curriculum to engage students and to promote collaborative and interactive

learning. Reading each and every day has been proven to be the number one way to promote academic

success in all subject areas, and to that end, Lacordaire students are expected to read nightly. Writing

down homework, bringing home proper books, and completing assignments neatly, thoroughly and on a

timely basis help students develop strong study skills, increase academic ability, and instill values such

as responsibility and self-reliance.

Upper School: Homework should take 2 to 3 hours each night. Homework in high school is intended to

build upon the academic skills developed in middle school and to prepare each student for college. To

that end, Lacordaire Academy seeks to support students as they transition from a variety of middle

school settings to a challenging and rigorous high school curriculum. The goal of all homework is to

develop skills to deepen understanding of a subject, and in a broader sense, foster character traits, such

as self-reliance, resilience, and honesty. Academic integrity is taken seriously, and there are severe

penalties for plagiarism or cheating of any kind. (See handbook for details.)

What to expect:

1. Students can expect homework in each of their subjects to be completed in a timely manner. On the

days the class does not meet in the six day cycle, students are not assigned new homework, but they

may need to submit work to teacher(s) that was assigned from a previous class..

2. Students are responsible for taking notes in class and for keeping track of assignments and due dates.

Some teachers may elect to send homework emails, but in the Upper School the onus is on the

student to gain, understand, and complete the homework each night. Should a student be sick or

absent for an extended period of time, the student is responsible to contact the teacher(s) for all

homework and assignments.

3. No homework will be given over long weekends; however, there will be homework over Christmas

and Easter Breaks.

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Please note: AP, College Credit or Honors classes are not subject to this rule and homework will be

assigned at the sole discretion of the teacher.

What Lacordaire Does to Help:

1. Freshmen are provided Lacordaire assignment pads and review study skills as part of the

Writing Seminar Class.

2. Teachers are available for extra help during tutorial periods which take place during the lunch

hour every day. Mandatory tutorials are in place twice a week for students who fall below 73%

in any class.

3. Faculty who do not coach a sport are also available by appointment until 4:00 each day.

4. Every faculty and student has a Lacordaire email, and faculty can be reached to schedule a

conference or phone call during school hours.

5. During Tech Week for the Spring Musical, teachers are asked to limit the amount of homework

they assign.

6. Math PSAT tutorial from 3:00-4:00 offered Monday-Thursday. Students can go for math help for

a specific subject or for general test prep. Freshman must go for one hour a week.