Table of Contents ● The School for International Studies

• School Profile, Mission, who we are, IB vision, Summer Bridge Program ● International Studies & Partnerships

● Planting the seed: Middle School College & Career Readiness

• COLLEGE CONFIDENT • New York University College Advising Corps • NYC Promise • Creative Connections: College Preparatory Program

● Teacher Unit Plan: Science;

● French DLP: Course Overview and Organization

● GAP WEEK (Global Action Project Week; Instructional Focus 2015-2016)

● COMPARISON CHART

● WHY IB?

● Middle School Course Offerings: Scope & Sequence

● High School Course Offerings: Scope & Sequence

● Current 6th Grade Fall Schedules (3 examples)

● Admissions

1

Combining academic rigor in a family setting.

WELCOME TO INTERNATIONAL STUDIES!!!!!! Completing elementary school is an exciting milestone in your educational experience for you and your children. However, this process may also bring you and your family some anxiety. Which middle school should you select? The School for International Studies, a 6th-12th grade International Baccalaureate candidate school, offers an academic and cultural environment for you to develop the skills to succeed in high school, college and in your future career. See below things that are happening at International:

SCHOOL PROFILE

6th Grade Application Program Codes: MS Academy: K497S & French DLP: K497M 9th Grade Application Program Codes: Honors Insitute: K21A & Culinary Arts: K21B Any questions about our middle school program, please contact Stu Chasabenis, our Director of Admissions and Recruitment at Stu.Chasabenis@k497.org.

• International Studies candidacy for the IB Program has been accepted!! • We are in our third and final year of the MYP Candidacy Phase

(Middle Years Programme: 6th-10th grade) (DP: Diploma Programme: 11th-12th Grade) • The International Baccalaureate program is unique because of its personal, social, & academic rigor • At the core of IB learning is inspiring students to learn conceptually through enthusiasm & curiosity • The content and rigor students are exposed to is applied using a projects based approach • Students have an option to take French, Spanish, or Mandarin • All students are engaged in year-long project based and collaborative learning • Various programs have been integrated into the school day and International Studies

curriculum to enhance the learning experience • Students will participate in Vision Robotics during their math class • Students will have an opportunity to learn and improve their skills in Chess • Students will learn to read music and play Violin • Students will be enrolled in a visual arts class • Students will be enrolled in Creative Connections: a curriculum focused on career and

college awareness • In addition to having various programs built into the school day, students will have the

opportunity to enroll in our 21st Century Afterschool Program • Programs include: Students have the option of Drama/Theater, Modern Dance, Visual Arts,

Culinary & Baking Class, Ping Pong / Table Tennis, Cartooning, Yearbook, Track, Tutoring, Violin, & the MS CHAMPS Program (basketball, soccer), Fitness, Early Bird Soccer

• Through our partnership with Creative Connections & College Confident: all 8th grade and high school students will work with a college advisor to explore and learn about different careers and college opportunities. In addition, through a comprehensive curriculum, focused on career exploration and college awareness, all students are provided an opportunity to succeed.

2

Mission Statement Graduates from the School for International Studies take risks and develop innovative solutions that impact the world. Through the use of critical and creative thinking skills, students appreciate different cultures and respect the values and rights of people everywhere.

Who we are The School for International Studies is a small learning community with seasoned and enthusiastic educators serving grades 6 through 12 in the Brooklyn Heights / Cobble Hill section of Brooklyn. Our student body numbers less than 500 and our average class size is 25. For our latest school statistics please visit our website. We have recently been accepted as an International Baccalaureate Candidate School and embed project based learning with an emphasis on global citizenship into our learning culture. International Studies offers a well rounded liberal arts education with enrichment in Fine Arts, Culinary Arts, and Journalism Dance. Our academic classes include four AP courses: English, United States History, World History and Calculus; an award winning Journalism program; and college credit bearing Culinary Arts courses. We hold high standards and support our students with individual attention, encouragement and dedication as they rise to meet the challenges of a rigorous curriculum.

IB Vision The School for International Studies (S4IS) serves grades 6-12 in Brooklyn, NY. We are committed to the mission of the International Baccalaureate (I.B.) Program, which is an International group of schools that are focused on developing internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. As a candidate school for the I.B. Middle Years Program, we provide curriculum in grades 6-10 that emphasizes problem-solving and collaboration through project-based learning. We are implementing the Diploma Program for grades 11-12 over the next three years which will provide students the opportunity to graduate with an I.B. Diploma which can provide college credits and a significant increase of University options.

Summer Bridge Program-Save the Date!! TBD 9am-2pm Our 2-week Summer Bridge Program will include instruction, robotics or drama, violin, chess, team-building/sports activities and so much more. Students will become familiar with the building, will learn about the culture of the school, develop organizational skills and will practice the IB learner profile attributes to build meaningful relationships with peers and adults to transition into middle school with a supportive community in place. Sign up May 2016 at the 6th Grade Orientation.

3

INTERNATIONAL STUDIES & PARTNERSHIPS

• INTERNATIONAL BACCALAUREATE: Headquartered in Switzerland, and present in over 200 countries, the organization features a comprehensive framework focuses on holistic education, emphasizing personal, social, and academic development, through the use of project based learning and an interdisciplinary understanding, through the lens of international mindedness

• FACE (French American Cultural Exchange: The French Dual Language Program, an initiative of the Cultural Services of the French Embassy and FACE Foundation, provides high-quality bilingual education to children in public schools across New York City.

• Robofun is part of our enhanced school day: these include Lego Robotics, Stop Motion Animation

and Video Game Design);Robotics will be offered as an afterschool activity for 3 hours weekly.

• Creative Connections, which focuses on College and Career Articulation and Readiness; currently programmed into the school day, working 6 hours a week with our high school and 6 hours a week with our middle school; the emphasis is on career and college exploration, an interest inventory, college campus visits, and collaborating with our College Advisor to ensure all students are afforded every opportunity to affordable and/or free access to multiple colleges and universities.

• LEAP: (Learning through Expanded Arts Program): through LEAP students work with equipment, technology, and digital photography to develop a yearbook, school newspaper, and various other projects.

• Leadership Program, offering drama and theater as part of our afterschool program; students will study theater and have a chance to participate in an annual production/play

• Pencil: A unique relationship with Pencil enables us to share their ideas, talent, and skills with each other and develop a relationship. School-Business Partners with community organizations, small businesses, and non-profit offer strategic solutions to school challenges and needs by enhancing the school environment and prepare students for college and career success.

• ChessNYC. This program helps students develop knowledge of chess, including the history of chess, while developing skills and strategies. Chess is currently offered to our middle school students but we are in the process of exploring opportunities to offer to high school students.

• Violin. Through the Noel Pointer Foundation, we are offering violin instruction as an afterschool program weekly for three hours. Students with little or no instrumental music experience will have an opportunity to learn how to read music, learn the violin, and participate in two music concerts.

4

NYCPromise

COURSE DESCRIPTION: COLLEGE AND CAREER READINESS The College Advising Corps and College Confident work to increase the number of low-income, first-generation college, and underrepresented high school students who enter and complete higher education. To deliver on this mission, we place well-trained, recent college graduates, from 23 partner institutions of higher education, as full-time college advisers in the nation’s underserved high schools. The College Advisor assists all students at the School for International Studies in their post secondary decisions making process. From 8th grade level, students begin to think about their future career, educational, and personal goals to seniors actually filling out and submitting college and financial aid applications, the College Advisor helps every step of the way. Additional services provided are the organization and execution of college tours as well as visits to the School for International Studies from a plethora of college admissions officers and other related professionals. Middle school emphasis is placed on exploration, career inventory, hobbies, and interests. In addition to a five-day a week course which focuses on readying students for the college application process, emphasis is placed on exploring career options and interests and linking them to suitable and affordable college options. In collaboration with the Creative Connections College Program, students receive extensive class instruction, group work, and individual college counseling. The goal is for every student to apply and obtain acceptance to CUNY, SUNY, and private universities. In the new model, the awareness component arises from discussions and presentations in New York Public Schools led by representatives from the New York-based private sector that inform students of developments in the real economy and the employment opportunities that they hold out to the qualified. Because the great preponderance of opportunities will take place in science and technology, the CAC/NYCP program focuses on STEM education. This addresses an increasingly large gap in the preparation of students: to increase awareness of students of what is happening in the world so that they can identify their own interests and design their own pathways upon the advice of successful professionals. When our PARTNERSHIPS collaborate, amazing things happen!!!!

5

Teacher(s) Mr. LoBianco Subject group and discipline Science 2 (Genetics) Unit title What Controls Change MYP year 3 Unit duration (hrs) 6 Weeks

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context Change Transfer

Transformation Personal and Cultural Expression

Statement of inquiry The expression of genetics can change through engineering or when transferred from generation to generation.

Inquiry questions

Factual— What is inheritance? Conceptual— How does genetic modification affect natural systems? Debatable— How can the effects of DNA alterations be beneifical or harmful?

Objectives Summative assessment MYP Objectives SWBAT:

• Understand the process of genetic modifications. Both natural and man made.

• Explain the process of mutations at the cellular level.

• Explain the impact of GMO’s on society.

• Analyze texts, draw conclusions, and collect data in order to take a stand, formaulate a claim, and refute conuterclaims.

MYP Objectives A: Knowing and Understanding C: Processin and Evaluating D: Reflecting on the impacts of Science

Outline of summative task / GRASPS G: Analzye the effects of genetic modification. R: You will act as a farmer. A: You need to convice local farmers to use or not use GMO’s. S: You are trying to buy new crops but you are unsure to buy GMO crops or natural crops. P: You will create an argumentative essay analysing the significance and impact of GMO’s on society. Arguing if they should be used or not. S: A successful essay will analyse both sides of the argument and cite specific research.

Relationship between summative assessment task(s) and statement of inquiry: • This task will let student’s

research genetic modification and connect the modifications to their genotypic and phenotypic expressions. Also it will let students research he effects modifications can have on societies and individuals.

Approaches to learning (ATL) 1. Information literacy

• Make connections between various sources of information. • Collect and analyse data to identify solutions and make informed decisions

2. Critical-Thinking

• Draw reasonable conclusions and geralizations • Evaluaate evidence and arguments • Gather and organize relevant information to fourmlate and argument.

6

Action: Teaching and learning through inquiry

Content Learning process Week 1

• Inheritance • Reproduction

Week 2 • Genetic expression • Variation

Week 3 • Punnet Squares

Week 4 • Genetic Modifcations

Week 5 • Research • Citations

Week 6 • Summative Assessment

CCSS Focus Standards – • CCSS.ELA-Literacy.WHST.6-8.1 - Write arguments focused on discipline-

specific content. • CCSS.ELA-Literacy.RST.6-8.1 - Cite specific textual evidence to support

analysis of science and technical texts. • CCSS.ELA-Literacy.RST.6-8.8 - Distinguish among facts, reasoned

judgment based on research findings, and speculation in a text.

Learning experiences and teaching strategies

• Multimedia • Annontaed Articles • Collaborative Activities • Graphic Organizers

Formative assessments 1. Content Quiz 2. Inheritance Lab 3. Monster Genetics Lab 4. Informal Dissusion 5. Article Analysis 6. Reading Comprehension 7. Writing Prompts

Differentiation • Peer Critique • Skeleton Notes • Visuals • Read Aloud • Closures

Resources

1. Cambridge Checkpoint Science 2. Glencoe Science – New York Science 3. BrianPop

Reflection: Considering the planning, process and impact of the inquiry

Prior to teaching the unit During teaching

After teaching the unit

This unit will be interesting because it should be the first time most student’s think where there physical features and behaviors come from. Also the students should enjoy the study of what has been done to most foods over the last 20 years.The unit will force students to focus on being inquires, communicators, and knowledgable while studying the new content.

7

Cultural Studies (French Language), MYP1 Contact Information Olivia Ramsey / olivia@smithstreetworkshop.com Stephanie Fribourg / steffribourg@yahoo.fr Marinella Ahmadi / Marinella.Ahmadi@k497.org Overview

This course is an introduction to the ways in which French language, film, culture and history are all inextricably linked. It has 4 rotating key components: French Cinema, French Theater, Digital Storytelling in French, and the DELF language program. The content of each component will be linked to the unit themes of 6th grade Individuals and Societies, addressing societal shifts and cultural movements in world history. The course will encourage students to see themselves as bilingual, bicultural, and bi-literate citizens and authors of the world. Organization This course takes place from 2:35 – 4 pm on Mondays through Thursdays. Currently, there are about 75 enrolled students. The students are separated into 3 inclusive groups: Group 1, Group 2, and Group 3. Monday Tuesday Wednesday Thursday “School of One” Groups 1,2,3 meet in the library for a film viewing, then move into breakout groups for a follow up activity

Group 1 – Theater

Group 1 – DELF

Group 1 – Digital

Group 2 – Digital

Group 2 – Theater Group 2 – DELF

Group 3 – DELF Group 3 – Digital Group 3 – Theater French cinema: On Mondays, we will begin with clips from French films, documentaries, and/or mini-series related to the concepts addressed in Individuals & Societies. French Theater: SIS has partnered with Stéphanie Fribourg of L’Oiseau Bleu Theater Company. Stéphanie will be writing, directing, and producing 3 short plays with the students, to be performed at the prestigious theater festival at the Lycée Français de New York in January of 2016. The themes and content of the play will be directly linked to our study of the French revolution and the power of people to effect change in society. DELF (A1 and A2): This course will be the only instance when students are grouped into advanced and beginner French in the afternoons. The DELF (diplôme d'études en langue française) is an internationally recognized diploma awarded by the French ministry of education that certifies a student's French language proficiency. For SIS, the DELF provides a wonderful framework for a language class - its benchmarks reflect excellent language instruction that encompasses speaking, listening, writing, reading as well as a basic understanding of French culture and history. In June, our students will have the option of registering at the Alliance Française for the DELF exam, which will provide them with a diploma that is valid for life, certifying their French proficiency. The content and language objectives for each week will support the students’ work in the digital, theater, and film classes.

Digital Storytelling: Using iPhoto, iMovie, Power Point, and Garage Band, students will tell, record, and edit stories, short films, interviews, podcasts, and documentaries digitally in French. They will use special effects, music, and voiceover recording as well as learn how to save, send, and edit files. The underlying language objectives are extensive in this course. Kids will be speaking and writing in French, and then hearing themselves tell the stories, which is an unbelievably valuable tool to build awareness about pronunciation,

8

syntax, and grammar structures. For native speakers, this course will introduce new technical vocabulary, and provide a really fun way to hone writing and advanced grammar skills.

The 6 Units of Study Unit 1: “Entre les murs”: Putting French learning in context while making social, cultural, & academic connections. Inquiry Questions: Factual — Where is French spoken in the world today? Conceptual — How do languages evolve?

Debatable — What is the value in multilingualism, multiculturalism, and diversity? Summative Task: 1. Summative Assessment for comprehension of the film “Entre les Murs” and its themes. 2. Digital Video: Self-portrait

Unit 2: “La Révolution Française”: The French Revolution and the Empire Inquiry Questions:

Factual— How did the Revolution change people’s lives? Specifically for the nobles, the bourgeoisie, the intellectuals, women?

Conceptual— Was the Revolution a “revolution” for all of the participants? Debatable— Is it possible to revolutionize society and effect lasting change? Summative Task:

1. Summative exam on content. 2. Group project: Short film of a debate between the clergy, the nobles, and the bourgeoisie.

Unit 3: “Rue Cases-Nègres”: French Colonies in the 19th century Inquiry Questions: Factual— How and why were certain countries colonized? Conceptual— What were the effects of colonization in the French Antilles?

Debatable— Should French départements become sovereign nations? Who should decide? Summative Task: Informational Power Point presentation on a French colony Unit 4: Migrating peoples and human mobility Inquiry Questions: Factual— Why do people leave their native countries? Conceptual— What are the consequences of migration on societies?

Debatable— Should there be immigration laws? How should countries handle migrating people? Summative Task: Digital Photo documentary - Interview with friends, relatives, or acquaintances who have left their native countries.

Unit 5: The US as a superpower Inquiry Questions:

Factual—In which ways is America a superpower, economically, politically, culturally? Conceptual—How do other countries view our power? Debatable—For how long will we keep our status as a superpower? Summative Task: Informational Podcast about America’s superpower status. Unit 6: Globalization/Americanization/Gentrification Inquiry Questions: Factual— What is globalization and gentrification? Conceptual— What are the effects of globalization on world cultures?

Debatable— Is change inevitable? How can you preserve culture, tradition, and identity while accepting change? Summative Task: Video Documentary: The changing demographics of Carroll Gardens

9

Grading Breakdown Formative Assessments: 40% (reflections, quizzes, practice analyses, etc.) Summative Assessments: 60% (projects, exams) Objectives and Grading Criteria While this is not a mandated course, all participating students will receive a grade and are assessed according to the IB MYP criteria below. Criterion A: Analyzing Students should be able to: i. Analyze the content, context, language, structure, technique and style of film(s) and the relationship among films ii. Analyze the effects of the creator’s choices on an audience iii. Justify opinions and ideas, using examples, explanations and terminology iv. Evaluate similarities and differences by connecting features across and within genres and films Criterion B: Organizing Students should be able to: i. Employ organizational structures that serve the context and intention ii. Organize opinions and ideas in a sustained, coherent and logical manner Criterion C: Producing Text Students should be able to: i. Produce texts that demonstrate insight, imagination, and sensitivity while exploring and reflecting critically on new perspectives and ideas arising from personal engagement with the creative process ii. Make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an audience iii. Select relevant details and examples to develop ideas Criterion D: Using Language Students should be able to: i. Use appropriate and varied vocabulary, sentence structures and forms of expression ii. Write and speak in a register and style that serve the context and intention iii. Use correct grammar, syntax, and punctuation iv. Spell and pronounce with accuracy V. Use appropriate non-verbal communication techniques

10

GLOBAL ACTION PROJECT WEEK Introduction: This school year, we are introducing Global Action Project Week (GAP WEEK). For one week in May, students will work to make their work public (to our own school community and our larger community), while also deepening the global connections in their studies. Goals: →Make global context connections → Make work public Schedule: This will take place during Marking Period 5 (April/May-2016) Specifics: The projects for GAP Week can be the summative assessment for Marking Period 5. The presentation of the project will be a part of the assessment. Grade tams can decide which class or classes will dedicate time for students to work on this project, and/or in which classes unit of study will the project exist (or will it exist in the units of multiple classes?). This is a new initiative for us, and much of it will be defines as we go. With that in mind, each grade team can decide how best to use GAP Week. Grades 6,7,9, 11-Grade teams will choose one global context to align student work for unit 5. The outcome is the choice of the grade team: Option A: Students will choose 1 or 2 of the summative projects aligned to the unit’s global context chosen to present. Option B: Teachers will utilize the global context to establish one larger project, interdisciplinary project that students will present. Example: 11th Grade Gowanus Canal Project-essay in language and literature on the environment and a scientific experiment on the canal in Chemistry. Grade 8-Community Action Project-The 8th grade will use this week to work on and present the Community Action Project. There are project guides available, and more support will also be provided to launch this. Grade 10-Personal Project-The 10th grade will use this week to work on and present the Personal Project. Grade 12-Extended Essay-The 12th grade will use this week to work on and present the extended essay.

11

Instructional Focus 2015-2016

Talk Like Scholars Socratic Questioning Academic Language

Accountable Talk / DOK Sentence Starters Professionalism

Write Like Experts

Know your audience Defend your claim

Know your purpose Academic vocabulary

Provide and implement feedback (focus on process)

Think Like Innovators Collaboration

Problem Solving Choice of how I learn and what I learn

Curiosity and Risk-Taking

Live Like Global Citizens Community Action Projects CAP

Personal Project IB Learner Profile

Think Globally, Act Locally GAP WEEK

12

COMPARISON CHART

Course Non IB School An IB School Language and

Literature Mythology

• Summarizing a myth • Looking for themes and

symbolism • Gaining knowledge of a

variety of mythological figures/taking a test

• Presentation of one mythological figure to the class

• Analyzing what it means to a hero-the mono-

myth, by reading a variety of myths and analyzing current media representations

• Analyzing purpose of myth • Argumentative Essay and comic book

illustration • Students also write their own myths

Humanities Geography

• Students choose one

country to research • Write a summary and

create poster/fill in a map • Present to class

• Geography in the news study: Reading and

analysis of current non-fiction articles (student choice)

• Analyze author, context, audience and purpose to defend the impact on geography

• Presentation/Defend argument to teach class about current geographic affects around the world

Mathematics

Using Scientific Notation

• Solve mathematical

equations using the scientific notations

• Group work based on math levels

• One path

• Million Dollar suitcase scenario-How can 1

million dollars fit into a suitcase? • Develop a plan, research and carry it out to

think for yourself • Group process/collaboration • Problem solving and defending argument in

writing • Multiple pathways

13

Why IB? The International Baccalaureate® (IB) aims to do more than other curricula by developing inquiring, knowledgeable and caring young people who are motivated to succeed.

We hope our students will help to build a better world through intercultural understanding and respect.

The IB is different from other curricula because it:

• encourages students to think critically and challenge what they are told • is independent of governments and national systems, and therefore able to incorporate best

practice from a range of international frameworks and curricula • encourages students to consider both their local and international environment.

GRADES: 6-10 GRADES: 11-12

Middle Years Programme A challenging framework that encourages students to make practical connections between their studies and the real world, the MYP is inclusive by design; students of all interests and academic abilities can benefit from their participation.

Age range: 11-16

Diploma Programme Research suggests many benefits to choosing the DP. The programme aims to develop students who have excellent breadth and depth of knowledge – students who flourish physically, intellectually, emotionally and ethically.

Age range: 16-19

14

….a look ahead to our high school proposed course offerings

15

16

Current 6th Grade Fall Schedules- Class of 2021

17

Admission Policy As we recruit families into our 6th-12th grade program, we consider the following when reviewing applicants:

• Interest in the International Baccalaureate Program (as demonstrated by participation in an open house or a tour)

• Attending an interview process (after applications have been submitted to your current counselor)

• Review of 4th Grade Report Card: (Class grades in English, Math, Social Studies, Science, Foreign Language*, Attendance, Lateness, & Behavior)

• Agreement to attend two-week Summer Bridge Program

• Please note that ELA and Math test scores are not a requirement for consideration for admission Note: *Foreign Language proficiency considered for placement in advanced dual language setting

Priority is given in the following order:

• District 15 students / Sibling priority is granted

• Brooklyn residents/districts

• NYC residents

For additional information on admissions, email: Stu.Chasabenis@K497.org

18