Class Description
Course Purpose
“Students need to develop an appreciation of the nature of language and literature, of the many influences on language and literature, and of its power and beauty. They will be encouraged to recognize that proficiency in language is a powerful tool for communication in all societies. Furthermore, language and literature incorporates creative processes and encourages the development of imagination and creativity through self-expression.”
from the MYP Language and Literature Guide, copyright 2014 (page 4)
Unit 1: Carpe Diem-Sieze the Day Semester 1
An inquiry into our connections and relationships and the ways they help us identify purpose and structure in the world around us.
Unit 2: Shark Tank Semester 1
An inquiry into the ways self expression can generate change and development in the form of new innovations in our communities and/or world.
Interdisciplinary Unit : H2OhNO! Semester 2
An inquiry into how people’s perspectives are influenced by the availability of resources and can evolve through relationships. The class will read A Long Walk to Water by Linda Sue Park and explore the crisis caused by lack of water in the Sudan. Students will also study this unit in Individuals and Societies class.
Unit 4: Book Club Semester 2
An inquiry into the different ways authors communicate theme through different connections for a purpose.
Class Description
Course Purpose
“Students need to develop an appreciation of the nature of language and literature, of the many influences on language and literature, and of its power and beauty. They will be encouraged to recognize that proficiency in language is a powerful tool for communication in all societies. Furthermore, language and literature incorporates creative processes and encourages the development of imagination and creativity through self-expression.”
from the MYP Language and Literature Guide, copyright 2014 (page 4)
Unit 1: Carpe Diem-Sieze the Day Semester 1
An inquiry into our connections and relationships and the ways they help us identify purpose and structure in the world around us.
Unit 2: Shark Tank Semester 1
An inquiry into the ways self expression can generate change and development in the form of new innovations in our communities and/or world.
Interdisciplinary Unit : H2OhNO! Semester 2
An inquiry into how people’s perspectives are influenced by the availability of resources and can evolve through relationships. The class will read A Long Walk to Water by Linda Sue Park and explore the crisis caused by lack of water in the Sudan. Students will also study this unit in Individuals and Societies class.
Unit 4: Book Club Semester 2
An inquiry into the different ways authors communicate theme through different connections for a purpose.
Class Description
Course Purpose
“The ability to communicate in a variety of modes in more than one language is essential to the concept of an international education that promotes multilingualism and intercultural understanding, both of which are central to IB’s mission. …Language acquisition in the MYP aims to develop a respect for, and understanding of, other languages and cultures, and is equally designed to equip the student with a skills base to facilitate further language learning.”
from the MYP Language Acquisition Guide, copyright 2014 (pages 4-5)
Language Acquisition: Spanish 6
Unit One: Dice Semester 1
Learning to communicate in another language allows us to send messages and interpret meanings. Through inquiry, students will learn to introduce themselves and others.
Unit Two: El encierro de toros (The Running of the Bulls) Semester 1
Noticing the structure of storytelling and being open-minded to different cultural rituals is important for an audience. Students will describe the cultural tradition of the running of the bulls using the target structures camina, corre, ve.
Unit Three: Cierra la puerta Semester 2
An inquiry into how language is made up of different linguistic patterns and changing form can communicate a different meaning. Students will use storytelling to describe when and where they are going.
Unit Four: La Universidad Semester 2
An exploration of how looking to the future can help us identify our priorities and give us a greater sense of purpose and meaning to life. Students will be able to describe what they want to be in the future and what classes they take.
Language Acquisition: Spanish 7th and 8th grade
Note: As teachers transition to new curriculum, for this year only 7th and 8th grade will experience the same units.
Unit One: La Corrida de toros Semester 1
An inquiry into how traditions of the world are influenced by social and historical context, audience, as well as cultural beliefs and values. Students will be able to describe the cultural tradition of bullfighting in Spain using the target structures: su hermano va a, tiene una novia, esta enojodo.
Unit Two: Sientate Semester 1
An inquiry into how language is made up of different linguistic patterns and changing form can communicate a different meaning. Students will use storytelling and work to change the pattern and forms to communicate a different point of view giving a new meaning to the story using the target structures: se sienta, se levanta, le grita.
Unit Three: Los Castells de Tarragona Semester 2
Students will explore how communities maintain their personal beliefs and values by passing on messages of their cultural heritage from generation to generation. Students will explore the cultural tradition of Los Castelles de Tarragona using the target structures: tienes que, le ayuda, no puede (hacer) and simpatico.
Class Description
Course Purpose
“Design, and the resultant development of new technologies, has given rise to profound changes in society: transforming how we access and process information; how we adapt our environment; how we communicate with others; how we are able to solve problems; how we work and live. …MYP design challenges all students to apply practical and creative thinking skills to solve design problems; encourages student to explore the role of design in both historical and contemporary contexts; and encourages students’ awareness of their responsibilities when making design decisions and taking action.
from the MYP Language Acquisition Guide, copyright 2014 (pages 4-5)
Design: Business Technology 6
Unit One: How Computers Work Semesters 1 & 2
An inquiry into how computers work. Students will learn how computers use circuits and simple code to understand everything we tell them to do.
Unit Two: Welcome to the Office Semesters 1 & 2
An inquiry into the ways we can improve our personal and professional communications by using technology functions and forms. Students will create a project through the complete IB Design cycle.
Design: Business Technology 7
Unit One: Welcome to Office Excel Edition Semesters 1 & 2
An inquiry into the ways we can use technology tools to engage in inquiry and data collection. Students will use Excel to manipulate data. They will go through the design cycle to create their product.
Unit Two: Coding 10101 Semesters 1 & 2
An inquiry into the ways coding functions have led to innovations in our world. Students will debug and build a program.
Design: Business Technology 8
Unit One: Career Exploration Semesters 1 & 2
An inquiry into the relationship between our perspectives on the good life and our skills as we evaluate career choices. Students will engage in inquiry and the design cycle in order to develop an argument for their career choice.
Unit Two: Self-Driving Car (Robotics) Semesters 1 & 2
An inquiry into the ways we can use technology to make systems safer. Students will learn how to code a Lego Mindstorms robot to perform the functions they want. Students will also develop collaboration skills as they work in teams through the design cycle.
Name: Karen Barnhizer
Subject Area: Special Education
Grade: 6-8
College(s) attended: University of Dubuque/Drake University
Years teaching: 36
Years at Meredith: 29
What I enjoy about teaching here: I enjoy the support my students receive from the general education classroom teachers and students.
Greatest hope for my students: My greatest hope for my students is that they will be happy, caring, and successful adults.
Learner profile trait that motivates me: The learner profile trait that motivates me is balanced.
Tam Bartlett
6th Grade Special Education - Language Arts and Literature
Name: Tam Bartlett
Subject Area: Language Arts and Literacy, Global Studies
Grade: 6
College(s) attended: Marshalltown Community College, Buena Vista University, and Drake University
Years teaching: 15
Years at Meredith: 15
What I enjoy about teaching here: Meredith is my neighborhood school, and I enjoy seeing students outside of school in the neighborhood.
Greatest hope for my students: That they become lifelong readers and learners.
Learner profile trait that motivates me: Risk Take
Additional information: In my free time I enjoy reading, movies, cross-stitching, andwalking my dog.
Class Description
Course Purpose
“Students need to develop an appreciation of the nature of language and literature, of the many influences on language and literature, and of its power and beauty. They will be encouraged to recognize that proficiency in language is a powerful tool for communication in all societies. Furthermore, language and literature incorporates creative processes and encourages the development of imagination and creativity through self-expression.”
from the MYP Language and Literature Guide, copyright 2014 (page 4)
Unit One: That’s My Story, and I’m Sticking To It! Semester One
An inquiry into how to use text evidence to support our thinking, looking at different points of view, and writing a narrative. We will be using nonfiction and fiction texts to teach each standard. We will also be reading the novel “Schooled” by Gordon Korman.
Unit Two: Extra, Extra! Read All About It! Semester One
An inquiry into how to determine central idea and how to compare nonfiction texts. This unit will primarily use nonfiction texts and a comparing graphic organizer to help students organize their thinking.
Unit Three: With a Little Help from My Friends Semester Two
An inquiry into story elements such as plot, characters, setting, etc. and themes across different genres/types of text. The students will also be working on being able to collaborate in discussion groups. The unit will be conducted through a novel unit using different texts. Students will be able to have some choice in the reading they do in this unit.
Unit Four: Don’t Stop Believin’ Semester Two
An inquiry into evaluating argument. Students will be identifying the different claims in an argument as well as identifying the reasons with evidence the author gives. Nonfiction texts will be used during this unit. Students will also be evaluating the strong claims versus those that are not well supported.
Unit Five: What Makes a Good Story Semester Two
An inquiry into writing a personal narrative. Students will have the use of graphic organizers to help them organize their thinking, brainstorm topic ideas and then create a narrative about them. They will include elements taught earlier in the year such as plot, characters, and setting. They will also include sensory details.
I teach English in the Intensive English Language Center at Meredith; otherwise known as the IELC. I have been teaching since 2002, but have been working in the schools and with students since 1996. I graduated from Hoover in 1991, Cornell College in 1995 and received my Masters from Drake in 2002. I also attended William Penn to receive my English Language Learner (ELL) endorsement. I love teaching ELLs and I love learning from them even more. I have taught students from around the globe. I feel like I have virtually travelled to their countries when I learn their stories. I hope you take time to learn the stories of the people around you! Everybody has a story.
I started teaching at Meredith in 2000 following graduation from the University of Northern Iowa. I have two beautiful daughters, Emma and Ella. I am also the Hoover boys golf coach. Go Huskies!
I have worked for the Des Moines Public Schools for 12 years. I graduated from the University of Northern Iowa with a Bachelor’s Degree in Elementary Education and Music and endorsements in reading, Language Arts and coaching. I have also earned a Masters Degree as a Reading Specialist from UNI and a Masters Degree in Administration from Iowa State. I like to make meaningful relationships with students and try make learning fun. I live in Des Moines and like the outdoors, scrapbooking, and spending time with my friends and family.
Class Description
Course Purpose
“Students need to develop an appreciation of the nature of language and literature, of the many influences on language and literature, and of its power and beauty. They will be encouraged to recognize that proficiency in language is a powerful tool for communication in all societies. Furthermore, language and literature incorporates creative processes and encourages the development of imagination and creativity through self-expression.”
from the MYP Language and Literature Guide, copyright 2014 (page 4)
Unit One: That’s My Story, and I’m Sticking To It! Semester One
An inquiry into how to use text evidence to support our thinking, looking at different points of view, and writing a narrative. We will be using nonfiction and fiction texts to teach each standard. We will also be reading the novel “Schooled” by Gordon Korman.
Unit Two: Extra, Extra! Read All About It! Semester One
An inquiry into how to determine central idea and how to compare nonfiction texts. This unit will primarily use nonfiction texts and a comparing graphic organizer to help students organize their thinking.
Unit Three: With a Little Help from My Friends Semester Two
An inquiry into story elements such as plot, characters, setting, etc. and themes across different genres/types of text. The students will also be working on being able to collaborate in discussion groups. The unit will be conducted through a novel unit using different texts. Students will be able to have some choice in the reading they do in this unit.
Unit Four: Don’t Stop Believin’ Semester Two
An inquiry into evaluating argument. Students will be identifying the different claims in an argument as well as identifying the reasons with evidence the author gives. Nonfiction texts will be used during this unit. Students will also be evaluating the strong claims versus those that are not well supported.
Unit Five: What Makes a Good Story Semester Two
An inquiry into writing a personal narrative. Students will have the use of graphic organizers to help them organize their thinking, brainstorm topic ideas and then create a narrative about them. They will include elements taught earlier in the year such as plot, characters, and setting. They will also include sensory details.
Class Description
Course Purpose
“Students need to develop an appreciation of the nature of language and literature, of the many influences on language and literature, and of its power and beauty. They will be encouraged to recognize that proficiency in language is a powerful tool for communication in all societies. Furthermore, language and literature incorporates creative processes and encourages the development of imagination and creativity through self-expression.”
from the MYP Language and Literature Guide, copyright 2014 (page 4)
Unit One: The Power of Words Semester 1
An inquiry into communication. In society, communication impacts the decisions that we make. Words have the power to inspire, wound, heal, or motivate.
Unit Two: Redefining Me Semester 1
An inquiry into relationships and perspectives. Relationships allows characters to interact with each other, redefine their identities, and discover the theme.
Unit Three: So You Think You Can Argue Semester 2
An inquiry into logic. When trying to convince others or make important decisions, people should use analytical skills and rely on logical thinking.
Interdisciplinary Unit: I Have A Right To…
An inquiry into the Second Amendment. Students will craft a letter to a senator and learn that thoughtful analysis is essential when communicating your chosen argument.
Unit Four: Oh My Gods and Goddesses Semester 2
An inquiry into culture and connections. World mythology, with its universal themes and modern cultural references, reveals how people use stories to explain the unknown.
Unit Five: What a Wonderful World Semester 2
An inquiry into aesthetics. The aesthetic appeal of nature is worth preserving for its own sake.
Class Description
Course Purpose
“MYP individuals and societies encourages learners to respect and understand the world around them and equips them with the necessary skills to inquire into historical, contemporary, geographical, political, social, economic, religious, technological and cultural factors that have an impact on individuals, societies and environments. …The study of individuals and societies helps students develop their identities as individuals and as responsible members of local and global communities.”
from the MYP Individuals and Societies Guide, copyright 2014 (page 4)
Introduction: Identity- Who are you? Semester: Fall _
An inquiry into ourselves. Students will seek to answer the questions of “Who am I?” and “Who are we?” As they begin to understand their own identities, they will work towards understanding the identities of others. Students will then create a story that explains how identity influences their thoughts and actions.
Unit One: __Black History__________________________Semester:_Fall ____
An inquiry into Black history from Mansa Musa through the continental slave trade and the middle passage into the systems of chattel slavery in the Western Hemisphere and colonialism. From there we will look at the invention and roots of racism and its effects. Ending the unit with civil rights in the United States and Apartheid South Africa.
Unit Two: ___Immigration__________________________Semester: Fall_____
An inquiry into immigration. We will focus heavily on immigration from Mexico and Central and South America. We will also look at conflict in Africa as examples of a push-factor for migration/immigration. We will focus on current policies in the US and discuss the ethics and effectiveness of detention facilities and the separation of families.
Unit Three: Globalization___________________Semester: Fall _______
An inquiry into consumer voice and choice, sustainability and the social and environmental impact of consumerism.
Unit Four: ___Inequality____________________Semester: Spring _______
An inquiry into poverty and homelessness in America and the influence of systems such as Red Lining in perpetuating cycles of poverty. We will look at the Caste system in India and discuss if a caste system exists in the US.
Unit Five: _____Human Rights________________Semester: Spring _
An inquiry into Human Rights. Students will look at the Universal Declaration of Human Rights and compare it to the Declaration of Independence. Students will look at human rights violations around the world both in the past and present as well as the purpose of the United Nations. Students will learn and compare genocides such as the Holocaust, the Rwandan genocide, and the current conflict/genocide in Myanmar against the Rohingya minority. Students will also discuss human rights violations against the LGBTQ+ community and analyze the US prison system.
External Links
Classroom Website: https://sites.google.com/view/meredithglobalstudies/home
Class Description
Course Purpose
“MYP individuals and societies encourages learners to respect and understand the world around them and equips them with the necessary skills to inquire into historical, contemporary, geographical, political, social, economic, religious, technological and cultural factors that have an impact on individuals, societies and environments. …The study of individuals and societies helps students develop their identities as individuals and as responsible members of local and global communities.”
from the MYP Individuals and Societies Guide, copyright 2014 (page 4)
Unit One: Civic Identity Semester One
An inquiry into the meaning of being an American. We will explore the values that provide the foundation for the United States as well as examine what values are important to current day Americans.
Unit Two: Foundations of Government Semester One
An inquiry into the events that caused the American colonists to declare independence. Where do our ideas and beliefs about government come from? Was America’s Declaration of Independence avoidable?
Unit Three: We the People: The Constitution Semester One
An inquiry into the Constitution and how it helps frame the structure and function of the U.S. government.
Unit Four: Levels of Government Semester Two
An inquiry into how our government is organized at the state and local levels.
Unit Five: Rights Semester Two
An inquiry into the development of individual rights and their impact on citizens.
Unit Six: Civic Action Semester Two
An inquiry into the ways that our political views are shaped.
Class Description
Course Purpose
“The ability to communicate in a variety of modes in more than one language is essential to the concept of an international education that promotes multilingualism and intercultural understanding, both of which are central to IB’s mission. …Language acquisition in the MYP aims to develop a respect for, and understanding of, other languages and cultures, and is equally designed to equip the student with a skills base to facilitate further language learning.”
from the MYP Language Acquisition Guide, copyright 2014 (pages 4-5)
Language Acquisition: Chinese 6
Unit One: It’s nice to meet you! Semester 1
In this unit, students are going to be engaged in inquiry on self introduction. They will exchange information about themselves. They will understand how people greet others and introduce themselves differently across various cultures. Students will also explore the basic knowledge of China, Chinese history, culture, and language in this unit.
Unit Two: Let me introduce my family! Semester 2
In this unit, students are going to inquire on family members. They will acquire Chinese language skills to understand and exchange information about their family members. Students will also understand that our personal identities and relationships are developed and influenced through connections and patterns within the context of family from different cultural backgrounds.
Language Acquisition: Chinese 7
Unit One: Let’s go out to eat! Semester 1
In this unit, students are going to be engaged in inquiry on foods through storytelling. They will acquire Chinese language skills to interpret, understand, and exchange information about foods and drinks. They will also understand similarities and differences between Chinese and American foods and food cultures.
Unit Two: Let me introduce my family! Semester 2
In this unit, students are going to inquire on family members. They will acquire Chinese language skills to understand and exchange information about their family members. Students will also understand that our personal identities and relationships are developed and influenced through connections and patterns within the context of family from different cultural backgrounds.
Language Acquisition: Chinese 8
Unit One: What do you like to do? Semester 1
In this unit, students are going to be engaged in inquires on their own and others’ likes, dislikes, hobbies, sports, and daily routines. They will interpret, understand, and exchange messages to communicate about their identities and relationships. Students will also understand that people have various preferences on their hobbies across different cultures; hobbies can connect people from different cultural backgrounds and help them to communicate and build up relationships with others.
Unit Two: My School Life Semester 2
In this unit, students are going to inquire on school life and school system. They will understand and exchange information about their class schedules and school life. They will also understand students’ identities and relationships have been shaped and influenced differently within the context of school communities across cultures.
I have a Bachelor’s degree from Southern Illinois University at Carbondale and a reading endorsement from Drake University. I especially enjoy teaching writing. I love reading (especially science fiction), the Beatles, old movies, and chocolate.
—
Class Description
Course Purpose
“Students need to develop an appreciation of the nature of language and literature, of the many influences on language and literature, and of its power and beauty. They will be encouraged to recognize that proficiency in language is a powerful tool for communication in all societies. Furthermore, language and literature incorporates creative processes and encourages the development of imagination and creativity through self-expression.”
from the MYP Language and Literature Guide, copyright 2014 (page 4)
Unit One: The Power of Words Semester 1
An inquiry into communication. In society, communication impacts the decisions that we make. Words have the power to inspire, wound, heal, or motivate.
Unit Two: Redefining Me Semester 1
An inquiry into relationships and perspectives. Relationships allows characters to interact with each other, redefine their identities, and discover the theme.
Unit Three: So You Think You Can Argue Semester 2
An inquiry into logic. When trying to convince others or make important decisions, people should use analytical skills and rely on logical thinking.
Interdisciplinary Unit: I Have A Right To…
An inquiry into the Second Amendment. Students will craft a letter to a senator and learn that thoughtful analysis is essential when communicating your chosen argument.
Unit Four: Oh My Gods and Goddesses Semester 2
An inquiry into culture and connections. World mythology, with its universal themes and modern cultural references, reveals how people use stories to explain the unknown.
Unit Five: What a Wonderful World Semester 2
An inquiry into aesthetics. The aesthetic appeal of nature is worth preserving for its own sake.
Class Description
Course Purpose
“In MYP arts students have opportunities to function as artists, as well as learners of the arts. Artists have to be curious. By developing curiosity about themselves, others and the world, students become effective learners, inquirers and creative problem-solvers. Students develop through creating, performing and presenting art in ways that engage and convey feelings, experiences and ideas. It is through this practice that students acquire new skills and master those skills developed in prior learning.”
from the Middle Years Programme Arts Guide, copyright 2014 (page 4)
General Music Grade 6
Unit One: Sol -Fa What? Semester 1,2
An inquiry into how musical tones create a melody.
Unit Two: No Rhythm, No Life Semester 1,2
An inquiry into how rhythm provides the structure to create music.
Unit Three: It’s a Small World Semester 1,2
An inquiry into how we can honor the music and culture of our globe.
General Music Grade 7
Unit One: Musical Styles Semester 1,2
An inquiry into masterworks and master performances.
Unit Two: World Drumming Semester 1,2
An exploration into the role drumming plays in cultural expression.
Unit Three: Honks and Squeaks Semester 1,2
An inquiry into vocal changes. We will examine the vocal cords and our growth.
Unit Four: My Favorite Artist Semester 1,2
An inquiry into the secrets of success.
Vocal Music Grade 7
Unit One: The Choir Rehearsal Semester 1
An inquiry into the methods used to develop skills and techniques in a choral setting.
Unit Two: My Music Checklist Semester 1
An inquiry into personal musical growth.
Unit Three: Concert Ready Semester 1
An inquiry into how performers can reach an audience.
Unit Four: The Changing Voice Semester 2
An inquiry into how singers can stay healthy through PASTA – posture/air/shape/tone/articulation.
Unit Five: My Favorite Artist Semester 2
An inquiry into the secrets of success.
Unit Six: Solfege Again? Semester 2
An inquiry into how we can create and share melodies.
Vocal Music Grade 8
Unit One: Making it Work Semester 1
An inquiry into music theory and review.
Unit Two: Winter Performance Semester 1
An inquiry into how we present ourselves to the audience.
Unit Three: All City Choir Semester 1
An inquiry into taking the challenge.
Unit Four: My Music Checklist Semester 2
An inquiry into personal musical growth.
Unit Five: R-E-S-P-E-C-T Semester 2
An inquiry into the African American spiritual.
Unit Six: Show it Off Semester 2
An inquiry into ways to build confidence as a singer.
Class Description
Course Purpose
“MYP physical and health education aims to empower students to understand and appreciate the value of being physically active and develop the motivation for making healthy life choices. To this end, physical and health education courses foster the development of knowledge, skills and attitudes that will contribute to a student’s balanced and healthy lifestyle.”
from the MYP Physical and Health Education Guide, copyright 2014 (page 4)
Unit One: Big 8 Challenge Semester 1
An inquiry into understanding perspectives, interactions, and relationships and respecting boundaries.
Unit Two: Dance Semester 1
An inquiry into movement and interaction as a reflection of one’s expression of community and culture
Unit Three: 4 Body and Soul Semester 2
An inquiry into discovering the relational balance for achieving and or maintaining personal health and well being
Unit Four: Through the Eyes of Others Semester 2
An inquiry into how changes in interactions and perspectives influence the way people live their lives in terms of habits concerning physical activity, health, and well-being.
Name: Chealsee Klindt
Subject Area: Family and Consumer Sciences
Grade: 6th, 7th, and 8th Grades
College(s) attended: Iowa State University
Years teaching: 2 years
Years at Meredith: 1 ½ years
What I enjoy about teaching here: Meredith staff and families have made teaching here enjoyable. I am part of a great community which sees the value in education. All the support I have received from the staff and families has enhanced the students’ educational opportunities.
Greatest hope for my students: Students will become active members of their community who make positive decisions.
Learner profile trait that motivates me: I am motivated to be more reflective. When reflecting helps I assess what went well and what could be improved. I also use my reflections to plan my future lessons.
Class Description
Course Purpose
“Students need to develop an appreciation of the nature of language and literature, of the many influences on language and literature, and of its power and beauty. They will be encouraged to recognize that proficiency in language is a powerful tool for communication in all societies. Furthermore, language and literature incorporates creative processes and encourages the development of imagination and creativity through self-expression.”
from the MYP Language and Literature Guide, copyright 2014 (page 4)
Unit One: That’s My Story, and I’m Sticking To It! Semester One
An inquiry into how to use text evidence to support our thinking, looking at different points of view, and writing a narrative. We will be using nonfiction and fiction texts to teach each standard. We will also be reading the novel “Schooled” by Gordon Korman.
Unit Two: Extra, Extra! Read All About It! Semester One
An inquiry into how to determine central idea and how to compare nonfiction texts. This unit will primarily use nonfiction texts and a comparing graphic organizer to help students organize their thinking.
Unit Three: With a Little Help from My Friends Semester Two
An inquiry into story elements such as plot, characters, setting, etc. and themes across different genres/types of text. The students will also be working on being able to collaborate in discussion groups. The unit will be conducted through a novel unit using different texts. Students will be able to have some choice in the reading they do in this unit.
Unit Four: Don’t Stop Believin’ Semester Two
An inquiry into evaluating argument. Students will be identifying the different claims in an argument as well as identifying the reasons with evidence the author gives. Nonfiction texts will be used during this unit. Students will also be evaluating the strong claims versus those that are not well supported.
Unit Five: What Makes a Good Story Semester Two
An inquiry into writing a personal narrative. Students will have the use of graphic organizers to help them organize their thinking, brainstorm topic ideas and then create a narrative about them. They will include elements taught earlier in the year such as plot, characters, and setting. They will also include sensory details.
Name: Jeremy Lord
Subject Area: Global Studies
Grade: 6th
College(s) attended: University of Northern Iowa BA, Viterbo University MA
Years teaching: 11
Years at Meredith: 2
What I enjoy about teaching here: I enjoy being able to work with students with various diverse backgrounds.
Greatest hope for my students: They are open-minded about the world around them.
Learner profile trait that motivates me: Open-minded
Class Description
Course Purpose
“Students need to develop an appreciation of the nature of language and literature, of the many influences on language and literature, and of its power and beauty. They will be encouraged to recognize that proficiency in language is a powerful tool for communication in all societies. Furthermore, language and literature incorporates creative processes and encourages the development of imagination and creativity through self-expression.”
from the MYP Language and Literature Guide, copyright 2014 (page 4)
Unit One: That’s My Story, and I’m Sticking To It! Semester One
An inquiry into how to use text evidence to support our thinking, looking at different points of view, and writing a narrative. We will be using nonfiction and fiction texts to teach each standard. We will also be reading the novel “Schooled” by Gordon Korman.
Unit Two: Extra, Extra! Read All About It! Semester One
An inquiry into how to determine central idea and how to compare nonfiction texts. This unit will primarily use nonfiction texts and a comparing graphic organizer to help students organize their thinking.
Unit Three: With a Little Help from My Friends Semester Two
An inquiry into story elements such as plot, characters, setting, etc. and themes across different genres/types of text. The students will also be working on being able to collaborate in discussion groups. The unit will be conducted through a novel unit using different texts. Students will be able to have some choice in the reading they do in this unit.
Unit Four: Don’t Stop Believin’ Semester Two
An inquiry into evaluating argument. Students will be identifying the different claims in an argument as well as identifying the reasons with evidence the author gives. Nonfiction texts will be used during this unit. Students will also be evaluating the strong claims versus those that are not well supported.
Unit Five: What Makes a Good Story Semester Two
An inquiry into writing a personal narrative. Students will have the use of graphic organizers to help them organize their thinking, brainstorm topic ideas and then create a narrative about them. They will include elements taught earlier in the year such as plot, characters, and setting. They will also include sensory details.
I graduated from UNI with a degree in elementary education/special education and also attended Drake University to earn more endorsements in special education. At Meredith I coteach in the 7th and 8th grade math classes and really like working with all the students. I am married to my husband Jeff and have two sons, Carter and Kirby. I enjoy spending time with my family, going to sports events, gardening and walking my dog, Josie.
I have been teaching 7th grade science at Meredith for 11 years. Prior to becoming a teacher, I spent 25 years in the feed ingredient industry, utilizing my degree in Animal Science from Iowa State University. I enjoy teaching at Meredith, enough that I drive 50 miles every day to get here. I live in the country with multiple dogs, cats, horses and lots of wildlife.
Name: Jodi Osthus
Subject Area: Mathematics
Grade: 6th
College(s) attended: University of Northern Iowa
Years teaching: 22 years teaching
Years at Meredith: 20 years at Meredith MS
What I enjoy about teaching here: The staff at Meredith is amazing! Everyone works together.
Greatest hope for my students: My hope for all Meredith students is to be successful communicators and problem solvers.
Learner profile trait that motivates me: Communicator
Additional information: I have 2 cats. I love photography and national parks.
Name: Louise Ouimet
Subject Area: Language and Literature
Grade: 8th
College(s) attended: Upper Iowa University
Years teaching: 9
Years at Meredith: 8
What I enjoy about teaching here: I love my fellow teaching staff and the diversity of the students.
Greatest hope for my students: I hope that all my students will strive to be the best that they can be and realize that everyone has their own strengths.
Learner profile trait that motivates me: Communicator, Reflective
Class Description
Course Purpose
“Students need to develop an appreciation of the nature of language and literature, of the many influences on language and literature, and of its power and beauty. They will be encouraged to recognize that proficiency in language is a powerful tool for communication in all societies. Furthermore, language and literature incorporates creative processes and encourages the development of imagination and creativity through self-expression.”
from the MYP Language and Literature Guide, copyright 2014 (page 4)
Unit 1: Carpe Diem-Sieze the Day Semester 1
An inquiry into our connections and relationships and the ways they help us identify purpose and structure in the world around us.
Unit 2: Shark Tank Semester 1
An inquiry into the ways self expression can generate change and development in the form of new innovations in our communities and/or world.
Interdisciplinary Unit : H2OhNO! Semester 2
An inquiry into how people’s perspectives are influenced by the availability of resources and can evolve through relationships. The class will read A Long Walk to Water by Linda Sue Park and explore the crisis caused by lack of water in the Sudan. Students will also study this unit in Individuals and Societies class.
Unit 4: Book Club Semester 2
An inquiry into the different ways authors communicate theme through different connections for a purpose.
Name: Lisa Rooney
Subject Area: Math
Grade: 7th Grade
College(s) attended: Iowa State University
Years teaching: 17
Years at Meredith: 11
What you enjoy about teaching here: Students and families
Greatest hope for my students: I want students to feel inspired.
Learner profile trait that motivates me: Caring
I am a 2002 graduate of Upper Iowa University. I received my Masters in Education from Drake University in 2009. I began my teaching career at Merrill Middle School as a part-time Language Arts/Reading Teacher in 2002. For the past nine years I have taught Language Arts/Reading and Global Studies at Meredith Middle School.
Class Description
Course Purpose
“In MYP arts students have opportunities to function as artists, as well as learners of the arts. Artists have to be curious. By developing curiosity about themselves, others and the world, students become effective learners, inquirers and creative problem-solvers. Students develop through creating, performing and presenting art in ways that engage and convey feelings, experiences and ideas. It is through this practice that students acquire new skills and master those skills developed in prior learning.”
from the Middle Years Programme Arts Guide, copyright 2014 (page 4)
Band Grade 6
Unit One: My Role in an Ensemble Semester 1
An inquiry into how individual roles affect ensembles. Students work together to create an ensemble sound.
Unit Two: Building Blocks Semester 1
An inquiry into how several structures including notes, rhythms and literacy form a composition.
Unit Three: Composition Semester 2
An inquiry into student’s interpretation, expression and presentation through solo and ensemble music. Students will use dynamics and articulations to alter music.
Unit Four: Putting It Together Semester 2
An inquiry into music presentation. We will work on understanding the student’s role as a performer and audience member.
Band Grade 7
Unit One: Beaverdale Parade Semester 1
An inquiry into understanding Time and Space in performance settings. Students will understand the need to make connections with the audience through the use of music.
Unit Two: My Role in an Ensemble Semester 1
An inquiry into developing self-discipline and individual musician’s contributions to the ensemble.
Unit Three: Solo and Ensemble Music Semester 2
An inquiry into what makes a quality music performance. Students will prepare solos and small group ensembles to perform.
Unit Four: Performance Semester 2
An inquiry into understanding what music is appropriate for specific performances.
Band Grade 8
Unit One: Music in Community Semester 1
An inquiry into recognizing what individual skills students need to contribute in order to improve an ensemble.
Unit Two: My Role in an Ensemble Semester 1
An inquiry into how an individual’s role affects rehearsals and performances.
Unit Three: Who am I? Semester 2
An inquiry into how musicians use expression to present feelings and emotions to their audience.
Unit Four: Music is Everywhere! Semester 2
An inquiry into understanding what music can be used for various feelings / emotions.
Name: Tara Stemsrud
Subject Area: Physical Education
Grade: 6-8
College(s) attended: University of Northern Iowa (Bachelor and Masters)
Years teaching: 9
Years at Meredith: 2
What I enjoy about teaching here: The diversity and culture all the students bring to Meredith make everyday a learning experience.
Greatest hope for my students: They know how and practice being healthy and fit for a lifetime.
Learner profile trait that motivates me: Inquirer – finding different ways to learn and move.
Additional information: Being physically active is not just what I teach but how I live my life. With my family I love to run and hike. Outside of the fitness world I enjoy making pottery, drawings, and being a photographer.
Name: Kristine Stoebner
Subject Area: Literacy
Grade: 7
College(s) attended: Upper Iowa University, Grandview, UNI
Years teaching: 7 years
Years at Meredith: 7 years
What I enjoy about teaching here: It’s my neighborhood school and I enjoy the diversity in our population.
Greatest hope for my students: For them to be open-minded, compassionate, hard-working citizens.
Learner profile trait that motivates me: Balanced
Class Description
Course Purpose
“Students need to develop an appreciation of the nature of language and literature, of the many influences on language and literature, and of its power and beauty. They will be encouraged to recognize that proficiency in language is a powerful tool for communication in all societies. Furthermore, language and literature incorporates creative processes and encourages the development of imagination and creativity through self-expression.”
from the MYP Language and Literature Guide, copyright 2014 (page 4)
Unit 1: Carpe Diem-Sieze the Day Semester 1
An inquiry into our connections and relationships and the ways they help us identify purpose and structure in the world around us.
Unit 2: Shark Tank Semester 1
An inquiry into the ways self expression can generate change and development in the form of new innovations in our communities and/or world.
Interdisciplinary Unit : H2OhNO! Semester 2
An inquiry into how people’s perspectives are influenced by the availability of resources and can evolve through relationships. The class will read A Long Walk to Water by Linda Sue Park and explore the crisis caused by lack of water in the Sudan. Students will also study this unit in Individuals and Societies class.
Unit 4: Book Club Semester 2
An inquiry into the different ways authors communicate theme through different connections for a purpose.
Name: Andrea Liechty
Subject Area: Spanish
Grade: 6th and 8th
College(s) attended: University of Northern Iowa
Years teaching: 4
Years at Meredith: 1
What I enjoy about teaching here: I love the international mindedness that our school promotes. It is great being a language teacher in an environment that supports language development and offers two different world languages!
Greatest hope for my students: I hope to build lasting and meaningful relationships with my students. I hope that they become kind, caring, successful young adults. I love seeing the transition and growth these students go through throughout the years. I hope my students will be open-minded in their language journey and will love learning about languages and cultures as much as I do!
Learner profile trait that motivates me: Being balanced and knowledgeable. I strive to learn something new everyday. Knowledge is power!
Additional information: My hobbies include reading, spending time with family, traveling, finishing my Master’s in TESOL (Teaching English to Speakers of Other Languages) and cheering on the Huskies!
Class Description
Course Purpose
“The ability to communicate in a variety of modes in more than one language is essential to the concept of an international education that promotes multilingualism and intercultural understanding, both of which are central to IB’s mission. …Language acquisition in the MYP aims to develop a respect for, and understanding of, other languages and cultures, and is equally designed to equip the student with a skills base to facilitate further language learning.”
from the MYP Language Acquisition Guide, copyright 2014 (pages 4-5)
Language Acquisition: Spanish 6
Unit One: Dice Semester 1
Learning to communicate in another language allows us to send messages and interpret meanings. Through inquiry, students will learn to introduce themselves and others.
Unit Two: El encierro de toros (The Running of the Bulls) Semester 1
Noticing the structure of storytelling and being open-minded to different cultural rituals is important for an audience. Students will describe the cultural tradition of the running of the bulls using the target structures camina, corre, ve.
Unit Three: Cierra la puerta Semester 2
An inquiry into how language is made up of different linguistic patterns and changing form can communicate a different meaning. Students will use storytelling to describe when and where they are going.
Unit Four: La Universidad Semester 2
An exploration of how looking to the future can help us identify our priorities and give us a greater sense of purpose and meaning to life. Students will be able to describe what they want to be in the future and what classes they take.
Language Acquisition: Spanish 7th and 8th grade
Note: As teachers transition to new curriculum, for this year only 7th and 8th grade will experience the same units.
Unit One: La Corrida de toros Semester 1
An inquiry into how traditions of the world are influenced by social and historical context, audience, as well as cultural beliefs and values. Students will be able to describe the cultural tradition of bullfighting in Spain using the target structures: su hermano va a, tiene una novia, esta enojodo.
Unit Two: Sientate Semester 1
An inquiry into how language is made up of different linguistic patterns and changing form can communicate a different meaning. Students will use storytelling and work to change the pattern and forms to communicate a different point of view giving a new meaning to the story using the target structures: se sienta, se levanta, le grita.
Unit Three: Los Castells de Tarragona Semester 2
Students will explore how communities maintain their personal beliefs and values by passing on messages of their cultural heritage from generation to generation. Students will explore the cultural tradition of Los Castelles de Tarragona using the target structures: tienes que, le ayuda, no puede (hacer) and simpatico.
I have been a teacher in Des Moines since 1987 and at Meredith for 16 years. It is exciting to see the transformation that is taking place at our school! I am married and have lived in Des Moines all my life.
Class Description
Course Purpose
“MYP individuals and societies encourages learners to respect and understand the world around them and equips them with the necessary skills to inquire into historical, contemporary, geographical, political, social, economic, religious, technological and cultural factors that have an impact on individuals, societies and environments. …The study of individuals and societies helps students develop their identities as individuals and as responsible members of local and global communities.”
from the MYP Individuals and Societies Guide, copyright 2014 (page 4)
Unit One: Civic Identity Semester One
An inquiry into the meaning of being an American. We will explore the values that provide the foundation for the United States as well as examine what values are important to current day Americans.
Unit Two: Foundations of Government Semester One
An inquiry into the events that caused the American colonists to declare independence. Where do our ideas and beliefs about government come from? Was America’s Declaration of Independence avoidable?
Unit Three: We the People: The Constitution Semester One
An inquiry into the Constitution and how it helps frame the structure and function of the U.S. government.
Unit Four: Levels of Government Semester Two
An inquiry into how our government is organized at the state and local levels.
Unit Five: Rights Semester Two
An inquiry into the development of individual rights and their impact on citizens.
Unit Six: Civic Action Semester Two
An inquiry into the ways that our political views are shaped.
I have been teaching at Meredith Middle School for sixteen years. I teach sixth grade science. I graduated from Lincoln High School in Des Moines and I received my degree from Northwest Missouri State University.
I was a graduate of Simpson College and have been teaching science at Meredith since 2000.
I am married and have two grown children.
I coached football at Hoover for 10 years and now coach 8th grade football. I also will coach the 8th grade girls basketball team for my 10th year.
I have a class website which is WWW.weidascience.com
I have been teaching ELL (English Language Learners) at Meredith Middle School since 2001. I have enjoyed being involved with students and families that are from so many different places in the world. Our ELL program at Meredith expands beyond the school day with additional English enrichment programs after school and on Saturday’s. When I’m not teaching, I enjoy camping, traveling, and NASCAR with my husband, Doug and children Colin and Amanda.
Class Description
Course Purpose
“In MYP arts students have opportunities to function as artists, as well as learners of the arts. Artists have to be curious. By developing curiosity about themselves, others and the world, students become effective learners, inquirers and creative problem-solvers. Students develop through creating, performing and presenting art in ways that engage and convey feelings, experiences and ideas. It is through this practice that students acquire new skills and master those skills developed in prior learning.”
from the Middle Years Programme Arts Guide, copyright 2014 (page 4)
Visual Arts Grade 6
Unit One: Identity Portraits Semesters 1 and 2
An inquiry into the ways identities and relationships can shape artistic process and design.
Unit Two: Innovations in Clay Semesters 1 and 2
An inquiry into the way aethestics play an important role in the structure and form of a creation.
Unit Three: Views from the World Semesters 1 and 2
An inquiry into how changing a landscape’s representation can determine style.
Visual Arts Grade 7
Unit One: Identity Expression Portrait Semesters 1 and 2
An inquiry into how people often express themselves through their identity.
Unit Two: Grotesque Mugs Semesters 1 and 2
An inquiry into the ways form changes aesthetics.
Unit Three: Living Words Semesters 1 and 2
An inquiry into the ways in which style affects communication.
Visual Arts Grade 8
Unit One: Identity Portraits Semesters 1 and 2
An inquiry into ways the process of creation can lead to self-discovery and form identity.
Unit Two: Culture and Visual Style (Graffiti/Day of the Dead) Semesters 1 and 2
An inquiry into the ways culture affects visual style and aesthetics.
Unit Three: Speaking Clay Semesters 1 and 2
An inquiry into the ways innovation and functionality change form and aesthetics.
Class Description
Course Purpose
“Students need to develop an appreciation of the nature of language and literature, of the many influences on language and literature, and of its power and beauty. They will be encouraged to recognize that proficiency in language is a powerful tool for communication in all societies. Furthermore, language and literature incorporates creative processes and encourages the development of imagination and creativity through self-expression.”
from the MYP Language and Literature Guide, copyright 2014 (page 4)
Unit One: That’s My Story, and I’m Sticking To It! Semester One
An inquiry into how to use text evidence to support our thinking, looking at different points of view, and writing a narrative. We will be using nonfiction and fiction texts to teach each standard. We will also be reading the novel “Schooled” by Gordon Korman.
Unit Two: Extra, Extra! Read All About It! Semester One
An inquiry into how to determine central idea and how to compare nonfiction texts. This unit will primarily use nonfiction texts and a comparing graphic organizer to help students organize their thinking.
Unit Three: With a Little Help from My Friends Semester Two
An inquiry into story elements such as plot, characters, setting, etc. and themes across different genres/types of text. The students will also be working on being able to collaborate in discussion groups. The unit will be conducted through a novel unit using different texts. Students will be able to have some choice in the reading they do in this unit.
Unit Four: Don’t Stop Believin’ Semester Two
An inquiry into evaluating argument. Students will be identifying the different claims in an argument as well as identifying the reasons with evidence the author gives. Nonfiction texts will be used during this unit. Students will also be evaluating the strong claims versus those that are not well supported.
Unit Five: What Makes a Good Story Semester Two
An inquiry into writing a personal narrative. Students will have the use of graphic organizers to help them organize their thinking, brainstorm topic ideas and then create a narrative about them. They will include elements taught earlier in the year such as plot, characters, and setting. They will also include sensory details.