Upper Elementary 

The math curriculum spirals from the Lower Elementary to the Upper Elementary program, fostering students’ conceptual understanding of mathematical ideas as they move from concrete to more abstract reasoning.

The goals of the math curriculum are to help students develop greater problem-solving skills, strengthen their number sense, and hone their computational skills. The program’s sequence is designed to equip students with a strong foundation in mathematics and critical thinking skills, building both understanding and confidence. The Singapore Math Dimensions Program common core edition is used in grades 4-6. Lessons with Montessori materials are presented on a regular basis as students move from the concrete to the abstract in their understanding. Materials are available for individual follow-up work and review.

Math instruction occurs by grade level and includes individual and small group work using a variety of approaches from investigations with concrete materials, projects, activities with extensions, games, and drill and practice of math facts. The students study place value with expanded and scientific notation, whole number operations, fractions, decimals and percentages, measurement and geometry, collecting, graphing, and analyzing data, comparing quantities to explore rate, ratio and proportion, and probability. Grade 6 students begin an introduction to negative numbers and algebraic concepts, preparing them for Middle School.

As in Lower Elementary, reading and writing occur daily and across the curriculum. The goals of the Upper Elementary three-year cycle are to help students to read to learn, to foster a love of reading, to give students tools to appreciate literature and nonfiction, and to help students to build effective writing skills.

Language Arts skills are studied throughout the three-year cycle of culture and science units and social justice topics inspired by Maria Montessori’s peace curriculum.

Reading groups meet during the week with teachers to build on students’ comprehension and fluency skills. Upper Elementary students practice their literacy skills by retelling a sequence of events, recalling details, making inferences, understanding conflict, perceiving characters’ motivations, recognizing mood, comprehending simple metaphors, and identifying themes of literature. Students write about their reading in response to assigned prompts, through daily journals, and topics of their own choice. Poetry reading, appreciation, and writing are important components of the Language Arts program. Reading aloud to the entire class is a beloved BHMS tradition that deepens learning, promotes discussion, provides opportunities to write, and builds community.

The writing curriculum is informed by the Hochman method of writing instruction and is organized so that students receive instruction in grammar and expository writing techniques as well as creative writing throughout the year. The writing process is central to students’ learning: organization, revising with teachers and peers, and redrafting are key elements of the process. Assignments cover a variety of forms, genres and subjects over the three-year cycle and include essays, journaling, reports, letters, opinion pieces, poetry, presentations, responses to personal and group reading assignments, and short stories. The curriculum is organized so that students write in informative, narrative, persuasive and creative modes in each trimester.

For informative writing, each year begins with the students writing and sharing about their summer reading; students work with their teachers to create an art project and write a summary of a book they read over the summer. Students also practice various research methods and compose written reports on the culture and science focuses of that year.

For narrative writing, students begin each day by settling in and responding to a writing prompt, daily . Throughout the year students compose poetry and short stories. Within small group workshops, peer revision sessions, as well as individual conferences with a teacher, students draft and revise their writing into polished pieces.

For persuasive writing, students build proficient communication skills through group conversation, class meetings, and directed journal entries. Students write persuasive letters, providing reasons and support to back a position and create Public Service Announcements related to their studies.

Students write creatively throughout the year. They experiment with many genres and respond to prompts that encourage them to deepen their understanding of themes in the curriculum. At the end of the year all upper elementary students submit a favorite poem for our poetry collection.

Each year, students gain both skill and confidence, building on the work they have done before while learning to stretch themselves in new directions. Students continue to strengthen their vocabulary, spelling, and punctuation skills through small group work, individual instruction, assignments, and quizzes.

Linked Culture and Science units inspired by Montessori’s Great Lessons provide a framework for students to engage in in-depth study and to discover connections among subject areas over the three-year cycle. The Culture and Science curricula build on and further develop the students’ developing skills as readers, writers, researchers, and investigators. Students explore topics in in-depth units, each including research, project-based work, and creative and nonfiction writing. Guided by teacher support, the students work individually and in small and large groups. Upper Elementary students may celebrate or share their studies with the community as they finish each unit.

Linked Culture and Science units inspired by Montessori’s Great Lessons provide a framework for students to engage in in-depth study and to discover connections among subject areas over the three-year cycle. The Culture and Science curricula build on and further develop the students’ developing skills as readers, writers, researchers, and investigators. Students explore topics in in-depth units, each including research, project-based work, and creative and nonfiction writing. Guided by teacher support, the students work individually and in small and large groups. Upper Elementary students may celebrate or share their studies with the community as they finish each unit.

Erdkinder means “land children” and is a Montessori concept centered on preparing adolescents for participation in society. In Erdkinder classes, students examine their connection to nature, their connection to one another, mindfulness, work of the hand, microeconomy, and service to others. Students read texts, participate in seminars, research, write in various styles, and make presentations. Within the two year cycle topics include: place, birds, clothing, microeconomics, urban farms, dyeing and weaving, Indigenous teachings, and documenting nature. BHMS received a Schacht Spindle Company’s Tools for Schools grant that allowed us to acquire 15 inch Cricket Looms to use for weaving in Erdkinder class.

As in Lower Elementary, Spanish is taught in grade level groups. The overall goals of the curriculum are to develop basic skills in reading, writing, listening comprehension, and speaking. The program also fosters an interest in learning the language and becoming aware of the richness and diversity of the Spanish-speaking world.

During the fourth and fifth grades, students learn through a variety of methods. Songs, stories, and games facilitate learning, and students learn about grammar and pronunciation at age-appropriate levels. As the students advance, textbooks, magazine articles, poetry, and website based activities are added. Student work involves skits, dialogs, projects, and writing activities. The students and the teacher create classroom materials. Upper Elementary students learn about the cultural aspects of Spanish- speaking countries through the study of art, architecture, food, literature, and music.

In the sixth grade, students meet more frequently to work on foundational skills to prepare for Spanish at the middle school level. Students develop reading, writing, speaking, and listening communication skills. Basic grammatical topics are presented alongside thematic vocabulary to encourage students to use the language with confidence and frequency.

Student work involves writing skits, analyzing poetry, cooking traditional foods, making traditional crafts and learning songs. Students follow a self-directed study of real world Spanish as part of weekly homework. Project-based exploration of cultures include Mexico and Puerto Rico. Students create presentations about the food, music, history, art, and geography of each of these countries.

In Upper Elementary, students work to refine their fundamental skills. With heightened confidence and a sense of independence, students are better prepared to apply all of the skills they’ve learned to game situations. They are introduced to advanced games and have to collaborate in larger groups at a faster pace with a strategic approach. Lead-up games such as mission impossible, capture the flag, and kickball provide fun challenges, which is appropriately engaging for students early in the middle school years. At this stage of development, children often have to find ways to compromise and collaborate for success. We coach students to be confident in these moments even if the result is positive disagreement. Students learn to be humble leaders, determined workers and gracious finishers...win or lose!

Core visual and performing arts classes in Grades 4 and 5 include Art, Dance, Drama, and Music, which meet once per week.

Art:

Using the skills acquired in Lower Elementary art, Upper Elementary students pursue long term projects. Several of these are inspired by their academic curriculum and require more involvement in planning and development on their part. A wide range of art materials are available to experiment with and explore to create 2-dimensional and 3-dimensional work. Portraiture, figure drawing (proportions and anatomy), linear perspective, devices

to approach the picture plane, negative space, volume and shadows, using graduated shapes and forms, needle arts (basic sewing and embroidery), and calligraphy are some of the media explored in the fourth and fifth grades. The joy of creation through the process of making art is celebrated at BHMS.

Dance:

Students in Grades 4 and 5 develop upon the foundations from Lower Elementary Dance to deepen their studies. Students learn SimonsonTechnique as the foundation to their dance studies. Students continue developing strength, flexibility, agility, body awareness and stamina in a variety of dance genres. Students create new movements and phrases utilizing the Elements of Dance: Body, Space, Time, Energy, and Relationship. Students are given longer assignments that require collaboration and use of choreographic devices. Students are introduced to dance history and work within a theme to create a dance piece with a beginning, middle, and end. Some examples are folk dance that connect to their cultural studies, creative movement, and pop culture choreography. Students engage in a deeper critical response dialogue to develop their dance literacy and complete peer and self-evaluations. Students hone their performance skills by sharing their work with the BHMS community by VAPA groups in the spring.

Drama:

Upper Elementary drama builds on the skills developed in Lower Elementary drama through exploring the fundamentals of acting technique. Students exercise the physical, vocal and mental components of acting through connecting to their impulses, developing the actor’s instrument (voice, body and mind), and through engaging in creative play, pantomime, storytelling and improvisation. Students participate in a variety of group and solo activities in rehearsal and performance, demonstrating self-discipline and the ability to work collaboratively. In addition, students are cast in and rehearse a short abridged Shakespeare play that is performed by VAPA group in the spring for the BHMS community.

Music:

Upper Elementary students continue in the Kodály sequence using skills acquired in Lower Elementary to gain a deeper understanding of the elements of music. Through more advanced folk songs and dances, clapping games and drum circles students gain confidence in their ability to improvise and compose original songs. In addition to the barred instruments (xylophone, metallophone and glockenspiel) they begin learning ukulele. During the second half of the year students work in small groups to prepare an original composition or an arrangement of an existing song of their choice. They are encouraged to explore the keyboard, drums and guitar as they prepare selections to be shared by VAPA group in the spring for the BHMS community. In addition to the VAPA share they also prepare and practice for the annual Celebration of Light. UE students are invited to sign up for Monthly Music Share Community Meetings and UE Music Recess.

Upper Elementary Health classes meet weekly. Each grade meets for Health one trimester per year.

Grade 4:

In the first trimester, the School psychologist meets with the fourth graders, working closely with them to help them transition into the Upper Elementary program. The students now have the academic foundation, along with the cognitive development, to take on more rigorous work. Topics covered include organizational skills, how to adjust to the new environment and expectations of the classroom, relaxation exercises, and friendships.

Grade 5:

Classes include topics such as relaxation and stress reduction, personal safety (at home, on the street and on the internet), human development, gender inclusivity as well as how to identify and stop unkind behavior among peers.

Grade 6:

Classes include topics such as decision-making skills, human development, gender inclusivity, the changing nature of friendships (crushes, for example), and how to navigate the world of social media. Lastly, focus is also on preparation for the transition into seventh grade.