North Country School Curriculum Guide - 2022-2023 GRADES 4-9 4382 CASCADE ROAD, LAKE PLACID, NY 12946, 518-523-9329
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North Country School
Curriculum Guide
2022–2023 GRADES 4–9
4382 CASCADE ROAD, LAKE PLACID, NY 12946, 518-523-9329
1
Table of
Contents
Page 6 I Lower School Overview
Page 7 I Fourth Grade
Page 8 I Fifth Grade
Page 9 I Sixth Grade
Introduction
Page 11 I Lower School Arts & Electives NORTH COUNTRY SCHOOL FOUNDER socially, emotionally, and academically.
Page 12 I Upper School Overview Walter Clark once said, “North Country This Curriculum Guide illustrates the
Page 13 I Seventh Grade
School was built on this thought: chil- academic journey our students experience
Page 14 I Eighth Grade
Page 15 I Ninth Grade dren need direct experience if they are at North Country School.
Page 16 I Upper School Math Courses to grow and learn most effectively.” With This guide provides overviews and goals
Page 18 I Upper School Arts & Electives the thoughtful guidance of multi-talented for our Lower and Upper School course
Page 20 I Foreign Language teachers, our students engage in hands-on offerings and gives specific details for classes
Page 21 I Learning Support Overview learning. They embrace a sense of wonder offered at NCS. While this guide provides
Page 22 I Learning Support Services for and intellectual curiosity as they gain a comprehensive and accurate representa-
Fourth through Sixth Grade a deeper understanding of themselves and tion of our curriculum, our experienced
Page 23 I Learning Support Services for
the world around them. Central to our and talented faculty do have flexibility in
Seventh through Ninth Grade
academic program is a hands-on, place- adjusting course curricula throughout the
based approach founded on the progressive school year. Indeed, tailoring our courses
tradition of John Dewey. to the individual and collective needs of our
NCS’s hands-on curriculum fosters criti- students occurs each day, term, and year.
cal academic skills in the humanities, math, We believe that students learn best
sciences, and the arts. Intellectual engage- when they are able to explore their inter-
ment is encouraged through creativity and ests in an experiential setting. North Country
collaboration, with every student finding School’s academic program fosters curious,
academic success as they pursue their own responsible, and resilient individuals, who
unique talents and interests. Our students are prepared for their continuing academic
experience daily breakthroughs journeys.
Mission Values
North Country School RESILIENCE
✦ embracing challenge with a
strives to create a growth mindset
✦ reflecting, revising, and reengaging
community that gives ✦ seeing our commitments through
to completion
children the
self-confidence, RESPONSIBILITY
✦ being safe, kind, and well-intentioned
knowledge, skills, and ✦ being a steward of the environment
✦ promoting a culture of respect,
values to lead inclusion, and equity
satisfying and CONNECTION
productive lives while ✦ building meaningful relationships
with others and the world around us
contributing to their ✦ promoting awareness of self and others
✦ expressing gratitude and
world. celebrating success
4 5
Lower School FOURTH GRADE
Overview
OUR LOWER SCHOOL CURRICULUM
empowers students to navigate their own ENGLISH
Fourth Grade Language Arts is composed of our During Spring Term, students continue to practice
intellectual journeys from their earliest years
daily reading and writing workshops. Most days, and apply these skills to the study of early civiliza-
at North Country School. Students learn there is a designated time for independent reading, tions in Asia.
in small classes with caring and passion- during which students peruse books of their own
ate teachers while also experiencing rich choosing with guidance from the teacher to ensure SCIENCE
breadth and depth of literary exploration. Each term, In Fourth Grade Science, students learn to rec-
co-curricular offerings that reinforce skills
there is a teacher-led reading group that focuses on ognize and describe patterns in nature through
and concepts in a cross-curricular, hands- novels and short stories that connect to our Social detailed observation of and interaction with their
on fashion. Every minute of the NCS stu- Studies curriculum. During these read aloud environment. Following the cycle of sea-
dents‘ day is deliberately and thoughtfully sessions, students practice active sonal changes in the Adirondacks,
composed to ensure our students remain listening and contributing mean- students make daily weather
ingful reflections to the class observations, learn about
curious, confident, and supported learners. discussion. Our Writing animal adaptations and
The Lower School academic environment Workshop asks students life cycles, track the
both provides individualized attention and to analyze literary ele- growth of plants and
asks our students to participate in collabo- ments in both inde- animals, and con-
pendent and group duct guided re-
rative learning experiences. In every class,
readings, as well as search on topics
we focus on equipping our students with providing time for of their choosing.
a variety of ways to think critically and take grammar, typing, Through fre-
increasing responsibility for their learning. and handwriting quent, hands-on
practice. collaboration
with our farm
HISTORY and garden pro-
Fourth Grade grams, students
Social Studies is are encouraged
focused on building to explore con-
research and commu- nections between
nication skills through topics in science and
the context of cultural their local environment.
studies. Over the course of
Fourth and Fifth Grade So- MATH
cial Studies, students learn about In Fourth Grade Math, students
pivotal moments in human evolution continue to develop a flexible numeric
and early civilizations on different continents. sensibility through practice with the four basic
Instruction begins with learning how to read for operations of addition, subtraction, multiplication,
information, be a respectful participant in class dis- and division. Starting by building an understanding
cussions, and authentically reflect on what we have of place value up to the millions, students learn to
learned. In Fourth Grade, the Fall Term is dedicated recognize patterns, compare and order numbers,
to examining the history and society of the Haude- and solve problems by progressing from concrete,
nosaunee, a confederacy of Indigenous nations in to pictorial, and finally to abstract methods. The final
New York State and Ontario. In the Winter Term, term of Fourth Grade Math focuses on applying
students explore the development of early humans skills developed throughout the year to represent
and the ancient cultures on the continent of Africa. and perform operations with fractions.
6 7
FIFTH GRADE SIXTH GRADE
ENGLISH HISTORY ENGLISH projects to create achievable experiments at the barn.
Language Arts is composed of our daily reading Fifth Grade Social Studies builds off of Fourth In the last year of Lower School Language Arts, Sixth As students complete their experiments, they apply
and writing workshops. In this consistent setting, Grade’s dive into early civilizations across the world, Grade students continue to deepen reading com- their previous knowledge of observation, sensation,
students build their communication skills and devel- studying cultures from Europe, South America, prehension, connection, and analysis through guided and perception to create a lab report following the
op new interests in learning about and showing what and Oceania. Through a combination of readings reading response sessions. Reading instruction centers steps of the scientific method.
they know about the world around them. They learn and hands-on projects, students study the cultural around independent reading, all-class read alouds,
and practice fundamental components of read- elements of civilizations on each continent, in- and audiobooks. Students are led through a series of HISTORY
ing comprehension and written expression. During cluding their writing system, religion, government, lessons and reflection sessions that incorporate the Sixth Grade Social Studies builds upon skills and
our reading workshop, students split time between class structure, cities, and art. Students are able to six “Notice & Note Signposts” as well as “Book-Head- content acquired during Fourth and Fifth grades,
choosing their own reading materials with teacher strengthen their writing, research, and public speak- Heart” questions, developed by educators Probst and and begins to prepare students for Upper School
guidance and also have the opportunity to share ing skills through a variety of class projects. A key Beers, serve as a framework for these discussions. With history courses. Our work is focused on building
common texts as a class during “read alouds” that part of showing understanding in Fifth Grade Social these frameworks, students learn ways to identify the understanding of the foundations of geography and
connect to the Social Studies/Science curriculum. In Studies includes independent research, brochure key components of character development. These global contemporary culture. Throughout the year,
the lower grades, we gradually build the terminolo- projects on specific cities or civilizations, and discus- connections with books—and each other—enrich the students explore elements of general geography,
gy and framework of the writing process. Students sion surrounding comparing and contrasting different classroom reading experiences. Writing instruction U.S. regional geography, and global geography.
gain an understanding of the writing and revising civilizations. Students are also able to connect focuses on continuing to provide students with practice Students also examine contemporary culture with
process, which in turn builds their appreciation for the curriculum with subjects taught in Fifth Grade in the processes of brainstorming, organizing, writing, a focus on specific areas in Africa, South America,
brainstorming, organizing, drafting, and revising. Les- Science. This two-year course of study allows editing, and revising for each project. With indepen- Asia, and Oceania. Students are assessed based
sons to reinforce comprehension skills and check for students to develop a deep understanding and appre- dent writing time, teacher guidance, and peer editing on participation in class activities and projects. In
understanding build students’ agency in progressively ciation for cultures across the world. sessions, students complete a variety of writing projects an effort to gain a better sense of place, students
independent reflections. This includes refining their each term while continuously building on skills for each spend a term studying New York State history and
understanding of the conventions of grammar, their MATH of these creative and reflective modes. U.S. geography. Throughout the New York history
handwriting and typing fluency skills, and the integra- Fifth Grade Math begins with a review of long multi- unit, students complete a timeline of New York from
tion of cross-curricular vocabulary studies. plication and division designed to consider the com- SCIENCE 1604–1900, reenact a famous Revolutionary War
plexities and different applications of these opera- Sixth Grade Science gives students the opportunity battle, dive deep into Ellis Island immigration, and
SCIENCE tions. Students work on problems geared specifically to learn about and apply the scientific method, but more. Students finish the term with the U.S. geogra-
The overarching theme of Fifth Grade Science is to their skill level as they deepen their understanding it also explores several different units of study over phy unit, during which each student researches and
building an appreciation for the interconnected nature of the context around problems and find ways to use the course of the year. In the Fall Term, they learn the completes a project of their choosing about a state
of geography and cultural development. There is an those skills in more increasingly complex problems. basics of Geographic Information Systems (GIS) and outside of the Northeast. Students conclude the
intentional co-curricular design to this course as it The focus of the course then moves to numerical have the opportunity to learn how to use some basic year ready to begin U.S. History in Seventh Grade.
works in conjunction with the study of early civiliza- expressions and fractions during the Winter Term. tools of mapmaking. The culminating project of the
tions in Social Studies. Students learn about the ways Students learn to write expressions based on words unit is a collaborative creation of a conservation plan MATH
in which geography and landscape support or detract and then solve them using the order of operations. based on maps created by the students. In the Winter Sixth Grade Math marks the end of the study of arith-
from the development of these burgeoning cultures. Students also examine how moving grouping sym- Term, students do a mini-unit on science fiction in metic as well as the beginnings of pre-algebra. Course
Using comparisons to how the land around us sup- bols around in an expression affects the value. Stu- December and then move into learning about the material is delivered in a traditional classroom setting
ports the ways in which North Country School func- dents practice using both manipulatives and fraction wonders of the human body after Winter Break. Class with an emphasis on problem solving. Mathemati-
tions, the fifth-grade class learns about soil science multiplication to add, subtract, and multiply frac- content focuses on information directly applicable to cal problems are juxtaposed with different types of
in relation to agriculture, manipulating the land to tions, as well as convert improper fractions to mixed middle schoolers. Topics include the biological basis, puzzles, and a heavy emphasis is put on process as
encourage thriving civilizations, and the importance of numbers and back. In the Spring Term, students diet, sleep, emotional management, and anxiety. opposed to product. Topics covered include rational
diversifying across an ever-changing landscape. Stu- review decimal multiplication before continuing on Woven through every lesson is a strong foundation numbers, basic numerical and algebraic expressions,
dents study ecosystems and biomes through hands- to Cartesian Planes and linear patterns. By the end of observation, data collection, and analysis that will and polygon geometry. Woven through the con-
on projects, research, note taking, and by practicing of spring, students are able to identify and graph the be built on in the spring. The final unit of the class tent material is opportunity for students to practice
scientific-drawing skills. By understanding the ways coordinates of points, and notice linear patterns and focuses on a large project highlighting the scientif- challenging problems with tact as well as to practice
ecosystems thrive through the interconnectedness identify their meanings. ic method and the NCS farm. Students design their working through complex, multi-step problems. Over
of their parts, students are able to see the differences project based around a farm animal of their choice. the course of the class, students create a notebook
and similarities between biomes around the world. As projects begin to take shape, students combine that they then use to complete challenging problems.
8 9
Lower School Arts
& Electives
EDIBLE SCHOOLYARD The access to the fundamentals of
Edible Schoolyard Program in studio arts including painting,
Fourth through Seventh grades drawing, sculpture, ceramics,
gives students the knowledge photography, and fiber arts.
and skills to make food choices Through guided instruction,
that are healthy for themselves, students explore artistic ex-
their community, and their pression, build fine motor skills,
environment. Students learn share community resources
cooking and baking skills and and learn to reflect on their
build their understanding of own work as well as the work
how to go about sourcing and of their peers. The students de-
interpreting recipes. They also velop confidence in themselves
practice working together to and their work in small groups,
successfully complete projects in a variety letting the instructor have time for one-on-
of settings, including in the Teaching and one instruction. Each course culminates in
Learning Kitchen, in the garden, and at the a constructive critique and a chance for the
barn. We focus on the seasonality of ingre- work to be displayed publicly.
dients and developing an understanding
of how growing and harvesting changes PERFORMING ARTS The Fourth through
throughout the year. Each class connects Sixth Grade Performing Arts program in-
to our own farm, as well as local and global troduces students to the fundamentals of
food systems, in lessons that teach students varying forms of performance in the worlds
where food comes from and the work that of dance, music, and theater. Through
goes into getting that food to our plates. guided instruction, students explore artistic
Students also participate in the meaningful expression and develop confidence in using
work of growing, harvesting, cooking, and their bodies and voices. Each course culmi-
preserving food. Lessons cover food his- nates in a student-led performance for
tory, food systems, food and plant science, the community. The process of preparing
agricultural traditions and methods, and for this performance truly encapsulates
connect to the backgrounds and traditions the core values of North Country School;
of students in these classes as well as our students are responsible for learning their
Adirondack region. individual parts, they persevere when things
do not go as expected, and they work to-
VISUAL ARTS The Fourth through Sixth gether as a team to connect to each other
Grade Visual Arts program gives students and to the performance piece.
10 11
Upper School SEVENTH GRADE
Overview
ENGLISH ing, analytical writing, and research skills, building
IN GRADES SEVEN THROUGH NINE, our Seventh Grade English encourages students to greater academic endurance, independence, and
place-based, exploratory curriculum further develop as avid readers, writers, and critical thinkers. responsibility. Students are assessed on their writing,
encourages students to understand who Students engage with a variety of creative, narrative, research-based presentations, class discussions,
they are and who they want to become as and expositional writing, while also developing their individual and group activities, document-based
personal taste in literature. Through poetry, short question responses, and notebook checks, providing
learners and people. Students are increas-
fiction, and persuasive rhetoric units, students are diverse opportunities to demonstrate learning and
ingly challenged as well as encouraged to presented with opportunities to explore different adaptability at an individualized level.
take greater responsibility for their learning, forms of writing while developing their own voices.
with classes and curricula that promote Students regularly participate in small group and SCIENCE
all-class analysis and critique, evaluating published Seventh Grade science focuses on matter and
self-exploration and discovery. A signifi-
works as well as their own writing and that of energy transfer. Students start by familiarizing
cant change between the Upper and Lower their peers. Over the course of the year, themselves with elements, atoms,
School is the addition of elective based students hone prewriting, drafting, and the properties of matter.
courses. Each term, Seventh through Ninth revising, publishing, and ana- The hands-on nature of the
Grade students participate in independent- lytical skills that serve them curriculum asks students to
beyond the boundaries of collaborate with class-
ly selected courses that they have likely the classroom. In addition mates, analyze data, and
experienced during their previous years to extensive writing, stu- use critical thinking
at NCS. Students have the opportunity to dents spend the major- skills. The second half
select from a variety of classes in the per- ity of the year reading of the year focuses
independently selected on electricity, energy
forming and visual arts, as well as in design
literature. By devel- transfer, and pow-
and build, Edible Schoolyard, and Outdoor oping a better under- er generation, and
Leadership. standing of their own builds on students’
Another foundational element of the reading preferences, communication,
students engage more collaboration, and
Upper School is our Ninth Grade. As the
readily and eagerly with research skills. Students
culminatory year for students at NCS, Ninth reading, which supports also spend a portion of
graders are taught to model the behaviors their in-class work of ana- the term honing research
and characteristics expected of responsible lyzing, critiquing, and sharing skills and presenting to the
members of the community, setting the about encountered texts. Stu- class on specific scientific fields
dents find success in Seventh Grade of interest. The final unit of the
tone for the younger students on campus. English by connecting with various, and year engages students in a project-based
Ninth Grade students develop exceptional often unfamiliar, writing styles and literary options, rocketry exploration that continues building on
leadership skills while serving as mentors in and by finding joy in exploring new ways to express students’ understanding of energy transfer, while
houses, at the barn, during work-jobs and themselves through writing. interlacing some introductory physics.
mealtimes, and while participating in count-
HISTORY MATH
less co-curricular activities after the academic U.S. History I is the first of a two-part survey course At North Country School, we recognize that students
day and on weekends. that covers pre-American history through the end are on their own journey of academic discovery.
of the American Civil War. This course examines Therefore, we carefully place students in a math
major historical events, conflicts, and achievements, course that matches where they are on their jour-
and provides students with a lens through which ney. Please see the Upper School Math Courses
to develop greater critical thinking skills. Students section of this guide to find North Country School’s
practice note taking, annotating, public speak- math course offerings.
12 13
EIGHTH GRADE NINTH GRADE
ENGLISH analytical writing, and inquiry. The class engages ENGLISH development is pushed further through current event
In Eighth Grade English, students develop as life- students in discussion, games, writing, presentation, Ninth Grade English introduces students to the tools, readings and discussions, which are curated and run by
long readers and writers. At the beginning of each and research. At the end of the year, students have terminology, and knowledge base that will help them students. Ninth Grade students leave Global Issues with
class, students either read a short piece of literature a greater understanding of their relationship to the understand, discuss, and write about literature and a greater awareness of how people interact interper-
together and discuss it or participate in a mini-les- past and are prepared to be compassionate and other cultural products. Students read, discuss, and sonally, regionally, nationally, and internationally, and
son. Students then work on independent projects in responsible members of their community. write about novels, films, plays, poems, and other texts how these interactions and layers of interplay affect the
reading or writing workshops for the remainder of inside and outside of class. They also build indepen- entire planet.
class. While they are working, students are support- SCIENCE dent learning, research, and citation skills, in support
ed through one-on-one student-teacher confer- Environmental Science meets at the intersection of of Global Issues class. Topics of study include, but are SCIENCE
ences. Over the course of the year, students local, regional, and global natural phenom- not limited to, evaluating representation and inclusion Biology offers students an opportunity to dive head-
write poetry, memoirs, essays, and short ena. We use the campus, mountains, in stories, identifying archetypes, analyzing themes in first into a lab-intensive science course where they
fiction. They also learn how to and the surrounding Adirondack literature, investigating authors’ lives in connection to can develop skills, knowledge, and appreciation for life
self-select engaging books and Park as a classroom to ex- their writing, reading and performing Shakespeare, and sciences while taking advantage of a curriculum that
develop the habit of reading plore and investigate the writing poetry. Students demonstrate their learning deeply integrates with the surrounding campus and
every day. Each week stu- relationships between through class discussions, short and frequent writing environment. Over the course of the year, students
dents are given the op- humans and the ev- assignments, prepared and impromptu presentations, examine the cellular basis of living things, energy me-
portunity to recommend er-changing world. carefully prepared performances, and traditional tabolism, and genetics. They also explore evolutionary
books to their peers, This course examines multi-paragraph essays. Group investigations and relationships among organisms and study the diversity
and once a month major ecological discussions are key to the course, as students co-con- of life on Earth. Biology class spends the first part of the
they write a book issues, process- struct knowledge together. Connections to history, Fall Term delving into introductory topics such as the
recommendation and es, and solutions. world cultures, current events, and students’ own scientific method and characteristics of life. The major-
reflection in letter Centered around multilingual experiences are highlighted throughout ity of the term is spent learning about cells and cellular
form to a classmate. climate change, En- the course. Students should leave the course with an processes. During the first part of Winter Term, biology
As students complete vironmental Science appreciation for the power of stories and language to students explore genetics and complex patterns of in-
their term-long writing uses a hands-on describe and transform worlds and worldviews. heritance. The second half of the winter focuses on the
projects, they are pub- approach to make history of life on Earth and evolution. Students begin
lished and celebrated in this topic engaging HISTORY the Spring Term with a focus on the kingdom of life as
class anthologies. Students and relevant. Students Global Issues asks students to connect with the world they learn to identify organisms by unifying characteris-
are given the freedom to ex- participate in outdoor beyond their immediate surroundings and connect with tics and dichotomous keys. Students are challenged to
plore topics that interest them labs, complete and present people, places, and phenomena outside their realm of incorporate concepts covered over the year to conduct
in both their reading and writing. research projects, and prac- experience and understanding. Students are pushed to research on human body systems. Each students’ re-
This, and managing term-long writing tice analytical writing. This course find, question, and critically consider unfamiliar content search culminates in a presentation about their chosen
projects, help develop their individual re- encourages students to become more while simultaneously developing skills that will support topic to the rest of their class. As the course progresses
sponsibility. Students practice resilience as they work aware of their responsibilities toward the world in their learning. Global Issues starts by teaching students into an ecology unit, students conduct field research on
through the editing and revising process to get their which they live, their personal connections to nature, to collect, interpret, and convey information while pay- a transect line project. Throughout the year, regularly
writing ready for publication. Sharing reading recom- and actions they can take to improve sustainability ing close attention to media bias, misinformation, and scheduled course work, lab work, and exams help build
mendations and their own writing with their class- and stewardship at school and beyond. propaganda. Using an ever-increasing skill set, students academic stamina and responsibility while preparing
mates fosters a sense of connection and community. continue by focusing on anthropology and ethnog- students for future science courses.
MATH raphy, international relations and intergovernmental
HISTORY At North Country School, we recognize that stu- bodies, human rights, and current events. Throughout MATH
U.S. History II is the second half of a two-part survey dents are on their own journey of academic dis- the course, students participate in constant class-wide At North Country School, we recognize that students
course. The class considers the historical changes, covery. Therefore, we carefully place students in a discussion, small group activities and simulations, are on their own journey of academic discovery. There-
stories, and debates of the United States from the math course that matches where they are on their and general seminar-style conversation. Students are fore, we carefully place students in a math course that
Reconstruction Era through present day. Students journey. Please see the Upper School Math Courses constantly encouraged to explore and foster personal matches where they are on their journey. Please see
use primary and secondary source material and the section of this guide to find North Country School’s understanding and curiosity through independent re- the Upper School Math Courses section of this guide to
lens of a historian to build skills in critical thinking, math course offerings. search projects and all-class debates. Learning and skill find North Country School’s math course offerings.
14 15
Upper School Math Courses PRE-CALCULUS
Pre-calculus is an advanced math course offered
SEVENTH GRADE MATH room engagement. An emphasis is put on making only on a student-by-student basis and is taught
Seventh Grade Math focuses on identifying and corrections to highlight the ongoing process of either as an independent study through an accred-
working with proportional relationships, percent- learning and to build resilience through trying again ited online educational provider or in house as a 1:1
ages, arithmetic with rational numbers, geometric after encountering setbacks. In addition to Algebra math class. Students are expected to be motivated
constructions, volume and area equations, and I course work, students will have the opportunity to self-learners with a strong background in Algebra
solving algebraic expressions. Students reacquaint learn how to use spreadsheets to hold data and do II. Topics include review of functions including logs,
themselves with fractions before moving into math with that data. If time permits, students may analytic geometry, and trigonometric functions and
dimensional analysis. The course continues with have the opportunity to use these skills to investigate formulas. Students also cover vectors, matrices,
students graphing lines, making tables by hand and place-based data or interpret graphs of climate data. sequences and series, combinatorics, statistics, and
with software, and using geometric shapes to solve curve fitting. Often, students finish the year by work-
simple equations. Throughout the year, there is a ALGEBRA II ing toward a foundation for calculus by taking limits
heavy focus on asking specific questions, explaining Algebra II follows Geometry in the mathematics se- and derivatives.
thought processes, and organizing work. Students quence and covers factoring, solving, and graphing
learn to work independently and in small groups to polynomial equations, as well as analytic geometry, CALCULUS
both create and solve problems. Collaborative prob- logarithms, and basic trigonometry. Classes consist Calculus is an advanced math course offered only
lem-solving and assessment encourages students to of mini lessons and open discussion where students on a student-by-student basis and is taught as an
take responsibility for their own understanding and share observations and ask questions, often followed independent study in conjunction with an accredited
feel comfortable working through challenges while by independent work while students receive individ- online educational provider. While students take an
learning from each other’s successes and mistakes. ual teacher guidance. Students complete challenging online course, they have 1:1 support from dedicat-
assessments every two to three weeks and gain ed NCS math faculty. Through this course, students
PRE-ALGEBRA experience with tools including Google Sheets and learn to understand change geometrically and visu-
Pre-Algebra covers all topics introduced in Seventh Desmos Graphing Calculator. Students in Algebra II ally, analytically, numerically, and verbally. Instead
Grade Math but focuses on two-step and multi- are often surrounded by peers who share a strong of simply getting the right answer, students learn to
step equations, graphing lines, and factoring with foundation in mathematics and benefit from an ex- evaluate the soundness of proposed solutions and to
the distributive property in preparation for Algebra I. plorative and focused environment. apply mathematical reasoning to real-world models.
Students typically take this class as Seventh Graders Through this course students begin laying a frame-
who then move into Algebra I in Eighth Grade. GEOMETRY work for understanding the complex relationships
Geometry is a Tenth Grade class offered to students behind real-world phenomena.
ALGEBRA I who have completed Algebra I. This course explores
Algebra I is a traditional, small-setting, year-long the language and syntax that provides a foundation
algebra course that incorporates inquiry and expe- for the efficient communication of mathematical
riential learning. A typical class day starts out with a concepts. Students often notice that this course is
warm-up of prior coursework followed by the intro- significantly more language based than tradition-
duction of new topics. Students work collaboratively al algebra classes they have taken. Classes consist
to solve problems on the board and fill out guided of growing from lesson to lesson through guided
notes. This is followed by individual classwork and discovery, with significant opportunity to work inde-
homework. The course includes simplification of pendently or one-on-one with the teacher. Students
polynomial expressions, graphing linear and qua- become confident with comprehensive triangle
dratic equations, systems of equations, factoring, congruence proofs, relationships between paral-
and algebraic fractions. The course may also include lel lines, constructions, Euclidean geometry, and
a thorough study of radical expressions and quadrat- trigonometry. Students receive term grades based
ic equations. Assignments are graded for completion on participation in class discussions, homework,
and students are to attempt all problems assigned. and chapter assessments. Students who complete
Each student’s progress is assessed through per- geometry typically move on to study Algebra II.
formance on tests and quizzes in addition to class-
16 17
Upper School Arts & Electives
EDIBLE SCHOOLYARD The Edible Schoolyard in different performing art disciplines. Through these
(ESY) Program in grades Seventh through Ninth electives, students will often select, rehearse, and
gives students the knowledge, values, and skills to perform various choral, instrumental, and theatrical
make food choices that are healthy for themselves, works, many of which are original pieces crafted by
their community, and their environment. Students students and their classmates. Through both guided
in ESY elective classes learn cooking and baking and independent study, students refine artistic expres-
skills as well as recipe sourcing and reading. They sion and strengthen confidence by using their body,
work with their peers to complete projects in the instruments, and voice. Each course culminates in
kitchen, in the garden, and at the barn. Each term, opportunities for student-led performances.
classes focus on the seasonality of ingredients
during lessons that connect to the NCS farm, as DESIGN AND BUILD Term-long Design and Build
well as local and global food systems. Students classes bridge the arts and engineering. Students are
learn where their food comes from, and gain an regularly presented with challenges and opportunities
understanding of the work that goes into getting to collaboratively ideate and create using interdisci-
that food to their plates. Students also participate in plinary processes and thinking. Students are intro-
the meaningful work of growing, harvesting, cook- duced to the entire process of design, construction,
ing, and preserving food on campus. Lessons also and craftsmanship through woodworking and metal
delve into food history, food systems, food and fabrication, as well as robotics and hands-on en-
plant science, agricultural traditions and methods, gineering projects. With good technique and close
and connect to the backgrounds and traditions of supervision, students learn to plan and build infrastruc-
students as well the different groups that have lived ture for everyday use on our physical campus, to make
in the Adirondack region throughout history. their own instruments, craft furniture, create sculp-
tures, design technical theater productions, and more.
VISUAL ARTS The visual arts program for Sev-
enth through Ninth graders provides students with OUTDOOR LEADERSHIP (ODL) Outdoor Lead-
the fundamentals of studio arts including painting, ership provides students with the necessary tools to
drawing, sculpture, ceramics, photography, and have lifelong confidence in the outdoors as well as the
fiber arts. These classes emphasize basic skills while ability to lead themselves and others into wild places
providing advanced students with the opportunity safely and respectfully. Students have the opportunity
for individualized programming including interme- to develop a wide array of skills and knowledge while
diate classes and independent projects. Through working toward First Aid, CPR, and Wilderness First Aid
guided instruction, students explore artistic expres- certifications. Students also learn how to use maps
sion, refine motor skills, share community resourc- and compasses, plan outdoor trips, set up campsites,
es, and learn to reflect on their own work as well as cook food outdoors and in the backcountry, and
the work of their peers. Visual arts elective pro- become more familiar with Leave No Trace princi-
grams provide older students with the opportunity ples. Over the course of the year, Outdoor Leadership
to have a choice in their arts education by selecting outings and curricula are significantly shaped by the
mediums with which they would like to engage. dynamic seasons experienced in the Adirondacks. Stu-
Students develop confidence in themselves and dents have opportunities to go overnight backpacking,
their work by working independently or in small ice climbing, backcountry skiing and snowboarding,
groups, and faculty have time for one-on-one work and canoeing as part of larger trips they collabora-
and conferencing with each student. Each course tively plan each term. Through Outdoor Leadership,
culminates in a critique and provides students the students fully realize their identity is not only accepted
opportunity to display their work around campus. in wild places, but is honored and respected. Specific
courses vary by season, and have included Celebrat-
PERFORMING ARTS The performing arts program ing the Harvest during Fall Term, Cooking in a Winter
for Seventh through Ninth graders asks students to Wonderland in the Winter Term, and Celebrating
expand upon their prior knowledge and experience Spring in the Spring Term.
18Foreign Languages
Learning
SPANISH I Spanish I is an introductory course with spoken. Through Spanish II, students broaden their
the goal of familiarizing students with the Spanish worldview, gaining greater awareness and under-
language and Spanish speaking cultures to build basic standing of others’ culture and experiences. Spanish II
Support
skills in communication and description. This course is is in many ways an interdisciplinary course that com-
for students with minimal or no prior exposure to the bines literature, history, and geography as a means to
language. Throughout the year, students will learn how learn about language and culture.
to communicate in the present tense. The focus is on
the development of verbal and written communication JAPANESE Japanese is an elective course, usually OVERVIEW
so that students are able to describe themselves and for Eighth and Ninth graders. The purpose of this North Country School has a long history of engag-
share information about others as well as the world course is to develop basic interpretive, interpersonal, ing and supporting a range of learners by providing
around them. Spanish I includes learning -ar, -er, -ir and presentational skills in spoken and written academic guidance for students and creating an
verbs as well as several commonly used irregular verbs. Japanese. By the end of the school year, students optimal learning environment. An underlying goal of
Students learn through projects, reading stories, and should be able to demonstrate proficiency at level the program is to prepare students for a successful
grammar-targeted activities. Class time also includes A1 or A2 of the Japan Foundation Standard (ACTFL transition to secondary schools.
opportunities for students to have guided conversa- Novice High or Intermediate Low). Grammar instruc- Enrolling in Learning Support is initiated by fam-
tions with each other in the target language tion and cultural explanations are typically in ilies during the application process, or at the rec-
and listening activities to develop their English, but the instructor uses Japanese ommendation of North Country School’s Learning
aural comprehension. As language is regularly for communication in the Support director. Students who benefit from the
so strongly tied to culture, students course, and students are encouraged Learning Support Program are bright, capable, and
have exposure to Spanish speaking to use Japanese whenever possible. inquisitive, but may have struggled in a traditional
cultures around the world as well as Students begin with basic greet- academic setting. The program works with students
Spanish as a language spoken with- ings, simple questions, and self-in- along a continuum of experience and needs, from
in the United States. This course troductions, focusing on the use those who are well served by an individualized plan
presents the Spanish-speaking of the copula です. They continue to students who require regular check-ins and a
world as a body of people with di- from there to describing existence group setting. This support is delivered by instructors
verse cultures, backgrounds and tra- and location with あります and いま in small groups, separate from classroom instruc-
ditions and draws connections to the す, and eventually to describing activ- tion, and focuses on the following:
representation and presence of Spanish ities with a variety of action verbs in ま
speakers within the United States. す forms. Using adjectives to develop more ✦ Executive Function differences, including time
detail in speaking and writing is the final unit of management, homework production and plan-
SPANISH II Spanish II is an intermediate course the course. Literacy development and communica- ning, organization of materials, breaking down
that builds on strengthening basic present tense tion skills are both emphasized, with students learning large tasks into smaller pieces, initiating tasks, and
communication skills and then introduces students to read, hand-write, and type both the hiragana sustaining progress on a task.
to other tenses, primarily within the indicative mood. and katakana syllabaries. In class, students practice ✦ Written expression weaknesses linked to dys-
This course is for students with prior experience in constructing sentences, asking and answering graphia, elaboration of ideas, organizing an essay
Spanish and can be adapted for students with varying questions, and role-playing simple situations. They or paper, and difficulties starting a piece of writing.
levels of experience and ability. Language learning eventually progress to listening to and reading simple ✦ Reading weaknesses related to comprehension
in Spanish II happens through grammar exercises, stories written for language learners, and watching and fluency that are supported by assistive tech-
writing assignments, conversation, and projects. Stu- both authentic and pedagogical video content. Sim- nology and direct instruction in reading skills to
dents also spend a large portion of the year learning ple reflections in Japanese and English follow many support comprehension.
through reading books. Grammar topics may include videos and stories. Assessments include hiragana and ✦ Reading intervention and remediation for students
stem-changing verbs, reflexive verbs, ser vs. estar, and katakana quizzes, prepared oral presentations with with more significant reading and writing chal-
new tenses, all dependent on the experience level of slides, sentence-level writing exercises, reading lenges rooted in phonological awareness deficits.
students in the class. Larger topics include sports and fluency assessments, and a final oral interview. Stu- 1:1 intervention using the Orton-Gillingham Ap-
hobbies, geography and climate of South and Central dents develop practical communication strategies proach provides individualized explicit instruction in
America, as well as the history of Guatemala. Students that allow them to approach Japanese speakers and foundational reading, writing, and spelling skills. In-
are introduced to people and culture through stories Japanese-speaking settings with confidence, even tervention is provided two-to-three days a week,
to develop a connection to places where Spanish is though their language skills may still be rudimentary. depending on a student’s level of need.
20 21Learning Support
Services for Seventh through
Ninth Grade
LEARNING SKILLS to prepare for mainstream English courses and to
A year-long program, Learning Skills meets the support learning in mainstream science, math, and
needs of students who are currently experiencing social studies courses. Deepening students’ under-
frustration and inconsistent success with the day- standing of diverse American and English-speaking
to-day demands of producing schoolwork that cultures is also a key learning goal. Our ESL courses
best represents their ability. This program provides often combine students from multiple grade levels
coaching and strategies instruction that is reinforced to facilitate group work and cooperative learning.
in the classroom and in guided study halls. The Lower School students typically have two periods
program supports individualized goal setting and the of ESL daily during their grade level’s reading and
application of those goals to students’ day-to-day writing class time; Upper School students usually
course work. Students enrolled in Learning Skills take one period of ESL instead of their grade-level
meet with their instructor five periods per week with English language arts class, and may also be enrolled
one other student. Additionally, they participate in a in support courses meeting three times weekly to
guided evening study hall during weekday evenings help students with mainstream history and science
with a 6:1 student/teacher ratio. coursework. ESL class sizes are kept small (two to
six students) to facilitate active participation. Older
LEARNING LAB students prepare for and take TOEFL iBT and SSAT as
This program serves students who may need extra part of the secondary school admissions process.
time and guidance to complete assignments. For
returning students, this course serves as a transition
from the 2:1 Learning Skills setting to greater inde-
Contacts
pendence. For some new students, Learning Lab
offers transitional support as they engage in a new
academic setting. Students enrolled in Learning Lab Todd Ormiston
meet with their instructor three periods per week Executive Director
with five other students. Families can elect to enroll tormiston@ncstreetops.org
their child in a guided evening study hall during
Matthew Preston Smith
Learning Support
weekday evenings with a 6:1 student/teacher ratio. Director of School
mpsmith@northcountryschool.org
WRITING LAB
Services for Fourth Support for assigned writing from ELA/English, Bill Newman
Director of Admission
science, and history classes, in coordination with
bnewman@northcountryschool.org
through Sixth Grade
content teachers.
Yunga Webb
READING LAB Director of Equity and Inclusion
Support with reading fluency and reading compre- ywebb@northcountryschool.org
Essential academic skills such as how to study for a test, planning an essay, hension skills. Fritz Sabbow
and ways to keep track of homework are taught by the classroom teachers CFO, Business Manager
in consultation with the Learning Support Department. The self-contained ENGLISH AS A SECOND LANGUAGE fritz@northcountryschool.org
classroom setting for students in grades four through six allows for consis- ESL at North Country School develops students’
tent routines, monitoring of skills, and individual attention. literacy, academic writing, and critical thinking skills
234382 CASCADE ROAD, LAKE PLACID, NY 12946
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