Middle School

Grade Five

In Grade Five, the curriculum introduces students to narratives set in Kabul, Afghanistan (The Breadwinner), Copenhagen, Denmark (Number the Stars), Flint, Michigan (Bud, Not Buddy) and the Panama Canal Zone (Silver People). Offering inclusive perspectives on major events from the Twentieth Century, these novels contextualize an integrated humanities program in which each literary setting inspires a unit of inquiry in history class.

Close reading strategies include inferring, questioning, visualizing and predicting. Annotation is also a point of emphasis, as each student is encouraged to create a personal record of his thinking (worderings, questions, feelings, conclusions, etc.) about each novel.

Writing instruction focuses on sentence and paragraph composition and is often based on prompts from the class novels. From simple and complex sentences to single- and multi-paragraph assignments, the boys develop a strong foundation in expository writing. Creative expression, both poetry and prose, and a reflection journal ensure that writing is a daily activity. Vocabulary development and writing mechanics are integrated with the boys’ reading and writing practice.

Grade Six

English in Grade Six is first and foremost a literature course. The curriculum is designed to expose students to a number of major literary forms—myths, legends, novels, drama, and poetry—and the terms with which we talk about them. There are intentional points of contact with Grade Six history throughout the year, as English uses History’s focus on Greek and Roman civilizations as a jumping off point for our literary exploration of how societies view journeys – from the grand and heroic to the intensely internal.

Grade Six English instruction concentrates on the development and definition of the elements of the analytical paragraph to build a solid foundation for critical writing in the future. Focusing on topic sentences and outlines, students learn to express their assertions clearly and logically; focusing on incorporating quoted material into their paragraphs, they learn to support and develop their assertions. Lessons in sentence structure and mechanics reinforce students’ basic writing skills, and concerted, consistent work with vocabulary expands their word choice. The boys also demonstrate their learning through performance throughout the year. From a spoken word poetry slam to a reader’s theater production of Beowulf, the boys refine their ability to effectively craft and deliver pieces to an audience.

GRADE SEVEN

English in Grade 7 builds on the foundations laid in fifth and sixth, and continues to develop the boys’ reading, writing, and critical thinking skills with a variety of texts and written assignments. Focusing on the themes of identity and what it means to be a man, we look at artwork (painting, photography, and sculpture), poetry, personal vignettes, plays, and novels in order to give the boys different perspectives on these themes. The boys develop their close reading skills through the organizing lens of observations that build to inferences that build to analysis – a structure they can apply to the analysis of literature in myriad ways. We also strive to offer the boys a range of writing assignments to develop both their creative and analytical writing and their public speaking skills. We continue to work with the analytical paragraph, as well as introduce the passage explication to prepare the boys to make arguments that extend beyond a single paragraph. In creative writing, we focus on “showing” rather than “telling” in character description and then on short fiction. Grammar work focuses on teaching the boys clear and intentional sentence structure using their own work as our teaching material.

Grade Eight

This course focuses upon and refines the skills of critical reading and writing. By examining what a work says and implies and by exploring its language and larger structures, the student develops his analytic mind and imagination. Through frequent critical and creative writing assignments and regular grammar and vocabulary exercises, the student understands the importance of the written word and gains the skill and confidence to express himself in all areas of composition. Furthermore, this course explores literary voices through time and across many cultures, both globally and locally, to discover the multiple ways of seeing and being. We will read and respond to historically and culturally significant literary works to reflect and understand the ideals of citizenship and leadership.

Grade Five

Grade Five history develops the fundamental skills and mindset that enable students to engage in meaningful inquiry. Beginning with a structured approach in the fall, students gradually assume greater responsibility for the inquiry process; by spring, they have the freedom to choose their topic as well as the form of project, performance, or original piece that most effectively demonstrates their learning. Developing the skill to create and effectively employ open- and closed-ended questions informs all facets of this work.

Inquiry units are inspired by the setting of each novel featured in the English curriculum—the rise of the Taliban in Afghanistan and Pakistan in the late 90s (The Breadwinner); World War II Resistance movements in Europe (Number the Stars); The Great Depression in the US (Bud, Not Buddy); and the construction of the Panama Canal (Silver People). Through stories and events spanning four continents during the twentieth century, the integration of Grade Five humanities allows students to deepen their engagement with each discipline.

Grade Six: Ancient History

Grade Six history looks at different ancient societies. The study of ancient Greece and ancient Rome is used to introduce middle school students to the foundations of Western civilization. The study of ancient China introduces students to non-Western cultures and allows them to compare the achievements of different societies spread across great distances. The particular aspects of these cultures examined include art, architecture, literature, politics, government, warfare and geography. Map, note taking and analytical essay writing skills are emphasized throughout the year. Whole group, independent and collaborative approaches to work are used to promote interest. Selected topics include Athenian democracy and the development of the Athenian Empire, the Greco-Persian Wars, the Roman Republic and Empire, the Punic Wars, the Qin, Han, and Tang Dynasties, and the major religion and philosophies of ancient China. Additionally, students explore these communities through different sources, be it art, architecture, pottery, and poetry, among others.

Grade Seven: American History and the Atlantic World I

This course begins a two-year sequence for Grades Seven and Eight and provides the vehicle for the further development of important skills such as reading comprehension and analytical essay writing as well as the ability to draw inferences and detect bias in sources. Emphasis is placed on using primary source materials along with a variety of reference books. Students consistently examine how history is shared, which stories are emphasized and which are, at times, harder to identify. Context is established by exploring the factors that brought the civilizations of the Americas, Africa, and Europe to create a “new world.” Next, students examine the causes of the revolutions that swept the Atlantic World in the late-eighteenth, early-nineteenth century while focusing on the American Revolution. Finally, an examination of the creation of the United States Constitution and the establishment of the Republic is studied in depth.

Grade Eight: American History and the Atlantic World II

The continuation of the Atlantic World and American History I course, the 8th grade course challenges students to evaluate a variety of sources and to draw connections between history and current affairs. Students study newspaper and primary sources and read short narratives from a textbook (A History of US, vols. 6-10). Nightly writing often asks students to present and explore their work with these sources. Major assessments ask students to articulate a clear line of reasoning and to synthesize insights from a variety of sources. Units of study may include: the industrial revolution, the slave trade, abolitionism and human rights, imperialism, globalization, the women’s movement, immigration, world wars, alliances, electoral democracy, and civil rights.

LATIN

Grade Seven: Introduction to Latin Grade Seven Latin has two main objectives. The first is to construct in each student an appreciation and enthusiasm for classical cultures and their heritage. The other is to provide students with an introduction to the fundamentals of Latin vocabulary, syntax, grammar and morphology. Lessons follow the Cambridge Latin Series Unit One which focuses on the lives of diverse communities in Italy in the first century CE. Activities to facilitate acquisition are often conducted in Latin.

Grade Eight: Latin I Latin I aims to bring the student’s reading comprehension to a high novice level (according to the ACTFL scale), by deepening the student’s internalization of Latin grammar, syntax, and vocabulary. Students continue to develop their faculty for speaking, hearing, writing, and especially reading the language through extensive reading of level-appropriate, comprehensible texts. Boys continue to study Rome’s history and cultural influence. The main text is Cambridge Latin Series Unit One and the beginning of Cambridge Latin Series Unit Two.

FRENCH

Grade Five: French Grade Five French introduces boys to practical vocabulary and encourages them to develop basic conversational skills. The grammatical component emphasizes counting, telling the time and date, basic verb conjugations, the notions of gender and number as applied to nouns and adjectives, and interrogative words and expressions. Vocabulary and grammatical work is punctuated by units on the culture and history of French-speaking countries. In addition, the boys further explore culture and values by reading a short novel. This class meets three times a week.

Grade Six: French Students study vocabulary related to the family, the classroom and leisure activities. The class covers the present tense, the near future, negative and interrogative expressions, adjective agreement, the possessive forms, and the definite and indefinite articles. Cultural units focus on daily life, and a major project on the art, history, literature or geography of a French-speaking country is completed. Reading, writing, speaking, and listening skills are all developed. This class meets three times a week.

Grade Seven: Elementary French Elementary French begins with the novel Jean-Paul et ses bonnes idées which tells the story of a young Parisian boy and his adventures throughout the city. As they read the book, students review the grammar and vocabulary covered in Grade 6 French, and discover cultural aspects of France. The class moves onto the novel La France en danger et les secrets de Picasso, which imagines a story that includes the 1937 Exposition intérnationale in Paris, Pablo Picasso’s famous anti-war painting Guernica, and a race between Charles de Gaulle and the Maréchal Pétain to obtain the Spear of Destiny. Each chapter of the book includes a related grammar, cultural, and vocabulary lesson. Over the course of the year, students will study the basic elements of language (the present tense, the futur proche, adjective agreement, articles, interrogative, possessive and demonstrative adjectives, how to ask a question, and negation) and vocabulary related to everyday activities. Reading, writing, speaking, and listening skills, as well as cultural competency, are all developed. This class meets four times a week.

Grade Eight: French I The course continues to introduce boys to the richness and culture of French-speaking countries through a representative sampling of various situations from daily life. Emphasis is placed on oral and writing skills. Comprehension of the fundamental structures of the language is the aim of this program. Object and relative pronouns are introduced, and the goal is for students to finish the year with a fluent command of the present, future and past tenses of regular and irregular verbs. In addition, special attention is given to basic French expressions and verbal idioms, with reference to their English counterparts. This class meets four times a week.

SPANISH

Grade Five: Spanish Grade Five Spanish introduces boys to practical vocabulary and encourages them to develop basic conversational skills. The grammatical component emphasizes counting, telling the time and date, basic verb conjugations, the notions of gender and number as applied to nouns and adjectives, and interrogative words and expressions. Vocabulary and grammatical work is punctuated by units on the culture and history of Spanish-speaking countries. In addition, the boys further explore culture and values by reading a short novel. This class meets three times a week.

Grade Six: Spanish This course begins with a detailed review of greetings, numbers, date, time and weather. Students then move on to the study of vocabulary related to school, the home and the marketplace. The present indicative, negative and interrogative expression; possessive adjectives, and the gender and number of nouns, adjectives and articles are introduced. Boys are encouraged to speak and write in the target language and develop their listening skills through various listening comprehension exercises. This course meets three times a week.

Grade Seven: Elementary Spanish The goal of this course is for students with prior knowledge of basic Spanish to develop their listening, speaking, reading and writing skills. Students begin to expand their use of the language in a variety of contexts. They are encouraged to speak and write in the target language and develop their listening skills through various listening comprehension exercises. In terms of grammar, the class covers negative and interrogative expressions, possessive adjectives, ordinal numbers, the forms and uses of ser and estar, the present tense of stem changing, irregular, intransitive and reflexive verbs, the rules of the infinitive, and the past tense of regular verbs. Emphasis is also placed on the enrichment of vocabulary and on cultural awareness. Additionally, the boys further explore language and culture by reading the short novel Brandon Brown Hace Trampa.

Grade Eight: Spanish I Students are expected to master beginning Spanish grammar and simple oral and written expressions. The class focuses its efforts on the four basic skills: reading, writing, speaking and listening in Spanish. The first part of the course is a thorough review of previous grammatical topics. During the second part of the year, boys explore the uses of direct and indirect object pronouns, and the preterite tense. Vocabulary enrichment and cultural awareness are emphasized through the study of Spanish speaking countries, famous people of Hispanic descent and several short stories. Additionally, the boys further explore language and culture by reading the short novel Bananas.

Grade Five

Grade Five math begins with whole numbers and their operations. Visual models and games are incorporated to enhance number sense and mathematical reasoning. Students will also explain the reasoning behind their problem-solving process. The boys work on fractions, decimals, and percentages. Tests, projects and math lab activities allow students to demonstrate and deepen their understanding of the subject. Resource: Math in Focus, Grade 5.

Grade Six

In Grade Six, the mathematics vocabulary and fluency with rational numbers continue to expand, and terms dealing with symbols and notation are presented. Variables, expressions, equations and inequalities are learned with an emphasis on modeling relationships to solve problems. In addition, the application of more sophisticated statistics and geometry topics grows and the emphasis on the boys justifying their conclusions and communicating their ideas continues. Resource: Math in Focus, Course 1 supplemented with Course 2.

Grade Seven

Seventh grade students work extensively with the Rational Number System and further develop the skills necessary for understanding algebra and more advanced arithmetic concepts, including exponents. Continuing to build on their work with rational numbers, variables, equations, and inequalities leads to the use of algebraic expressions, modeling problems, an exploration of linear relationships and equations, and proportional relationships. Students’ understanding of geometry expands to include Angle Properties, Circles, Volume and Surface Area. Supporting one’s conclusions and communicating ideas clearly is threaded throughout the year. Resource: Math in Focus, Course 2 supplemented with Course 3.

Grade Eight: Algebra I

This is a first-year course in algebra covering the following topics: a deeper analysis of linear equations and functions, linear inequalities of one and two variables, linear systems, polynomial operations (including factoring) and equations, rational expressions and equations, radical expressions and equations, and quadratic functions. Word problems are emphasized heavily throughout the course in order to promote the appreciation of mathematics as a language used to describe real-world phenomena. Graphing calculators (TI-84 Plus) are required for this course. Text: Sullivan, Elementary and Intermediate Algebra 4th Edition

Grades Five and Six Art

These courses are devoted to enhancing each student’s creativity, technical ability and work ethic, while at the same time teaching the elements of good design and composition. Boys explore art using two and three-dimensional media. Activities within each unit include drawing, painting, printmaking, ceramics and iPad drawing. Each unit is broken into phases designed to improve the understanding of the individual elements and principles of the process. Content for these units is informed by the inclusion of visual aids and imagery produced by historically significant as well as contemporary artists. There are also a number cross-curricular components which further enrich the program.

Grades Seven and Eight Art

The Grade Seven and Eight art courses are designed to be more sophisticated as boys have more room for exploration and development of individual ideas. The Seventh Grade boys derive their content through a survey of historical art movements including Ancient Art, Impressionism, Cubism and Abstract Painting. The related projects include ceramic sculpture, acrylic painting, and if time allows, iPad drawing. A main project in Seventh grade is working with clay to build their own car. Boys in Eighth Grade focus on figurative painting and sculpture. They complete a series of steps designed to develop their skills using clay to create a ceramic hand from observation. Students spend the second half of the semester creating self-portraits from life, considering what makes them unique as individuals and expressing that in their paintings. Frequent critiques of their work develop critical thinking skills.

Grade Five

Students expand their study of traditional music notation by practicing rhythm and pitch notation on the treble clef through a variety of musical activities and games. Fifth grade students are also introduced to basic digital audio workspace (DAW) technology, with which they learn to record and manipulate live audio, create and combine audio loops, and compose within basic song forms and tonalities. Across all their work in music, students expand their musical vocabulary by singing, composing, and discussing the music of various composers and cultural traditions.

Grade Six

In Grade Six, students expand their understanding of notation through their practice on the ukulele, which requires them to read basic tablature and chord charts. Students deepen their knowledge of music theory by learning basic chord theory and analyzing the underlying structure of popular song forms, such as the twelve-bar blues. Through individual and ensemble practice, students will continue to develop their vocal and instrumental skills.

Grade Seven

Grade Seven Music focuses on music as a collaborative exercise. Students draw upon their ukulele and singing skills to compose original music in small groups through a series of songwriting projects in small groups. They must work together to hone their skills as collaborators and musicians, developing original melodic and lyrical material to perform for one another in class. Emphasis is placed on developing an ensemble technique and the discipline required to achieve a coordinated group effort.

Grade Eight

Grade Eight Music is designed to review and refine performance technique on djembe drums, as well as tackle more complex aural skills. Students are encouraged to listen closely and adjust to one another in real time, in a musical context. They also learn to appreciate the unique cultural and historical context in which djembe/conga drums and traditions were developed. Emphasis is on developing an ensemble technique and the discipline required to achieve a coordinated group effort.

Middle School Chorus

The Browning Middle School Chorus provides an opportunity for students to sing with boys from different grade levels and prepare music for performances such as the Holiday Program, and the Interschool Choral Festival. The focus is on producing a free and healthy sound and reinforcing sight-singing skills learned in the classroom. The boys also participate in a competition at the end of the year.

Ovation Orchestra

The Browning Ovation Orchestra provides an opportunity for students who play orchestral instruments, to perform in the Holiday Program, the Middle School Music Recital, and special assemblies for the Parents’ Association and Lower School boys. Focus is placed on building technical mastery on the instrument, developing a unified ensemble sound, and achieving greater fluency in reading music.

Middle School Rock Band

The Browning Middle School rock band is for all students interested in performing music, regardless of musical background. The group rehearses before school and performs at school assemblies and coffee houses. A range of instruments are represented in the rock band.

Shakespeare Play

Every year, students in the Middle School have the opportunity to participate in a fully developed production of one of Shakespeare’s plays. The experience begins with a serious, but fun, audition process. This is followed by rigorous table work, in which the text is closely examined to achieve a deep understanding of the language. The cast then moves through a robust rehearsal period, culminating in a series of performances. Past productions include Julius Caesar, Romeo and Juliet, As You Like It, and Macbeth.

Middle School Public Speaking

The Middle School Public Speaking Club provides an opportunity to all boys who are interested in public speaking—from the student who is just beginning to explore this art form to the more experienced speaker who is looking to continue to develop their technique. Instead of a settled upon syllabus, the meetings will focus on the particular needs and of the boys who participate. The exercises will be fun and also lay a nice foundation for the work they will do when they later take the required Grade Nine public speaking class.

Grades Five

In Grade Five, boys will explore responsible and ethical use of technology, focusing on digital citizenship and combating cyberbullying. Also, students will gain a foundational understanding of engineering through a hands-on cardboard construction project. Additionally, students will transition from block-based programming to mastering the basics of programming with text commands using Codesters, a Python-based platform. Through this engaging curriculum, students will have the opportunity to unleash their creativity by designing and developing their own games and animations.

Grade Six

In Grade Six, boys will engineer and program Lego Spike Prime robots. In a collaborative environment, they will have an opportunity to work with one another to collectively build their own robot. They will problem solve, troubleshoot, and learn logical thinking as they work on team building exercises as they program their robot through a variety of challenges. They will work as a team, communicate as a team, and apply real-world applications, like geometry, to the mechanics of programming their robot in the physical world.

Grade Seven

In Grade Seven, coding is approached as an important and evolving form of literacy. Throughout the semester-long course, students will use Microbit in their study and cover topics to include programming, problem-solving, and physical computing. Also, students will have the opportunity to learn about building their own websites using HTML and CSS. Skills crucial to success in multiple settings are built into this class so that students develop the communication, collaboration, and resourcefulness useful for computing.

Grade Eight

In Grade Eight, students will have the opportunity to learn further about physical computing by building their own robotic animals using Hummingbird Bit Bot. Students will gain a deeper understanding of the design thinking cycle and how it can be harnessed to achieve their goals. In addition, students will learn about user-centered design and develop the skills needed to conduct meaningful interviews for data collection. They will then analyze this data to design a product tailored to a real-life client. This process will foster perspective-taking, empathy, and the ability to create meaningful and impactful products throughout the course.

Grades Five

In Grade Five, Media Literacy classes focus on essential skills such as email etiquette, plagiarism prevention, paraphrasing techniques, proper citation of sources, and critical evaluation of resources. Additionally, the library director collaborates with the history department to support students in their research projects, teaching them effective research strategies and information literacy skills.

Grades Six

In Grade Six, Media Literacy classes delve into topics related to copyright and fair use, providing students with a comprehensive understanding of intellectual property rights. Students also explore ways to become responsible creators and consumers of various types of media. They learn about media production techniques, digital citizenship, online safety, and the ethical considerations involved in sharing and using media content. Through engaging lessons and hands-on activities, students develop the necessary skills to navigate the digital landscape responsibly.

Grade Five Radical Empathy

Radical Empathy is a Grade Five course dedicated to helping boys value understanding and sharing the feelings of others while teaching them how to be actively empathetic in their daily lives. After exploring the differences between sympathy and empathy, the boys go through a storytelling unit that teaches the skills associated with deep listening. The course culminates with the Panther Tank program in which student teams design non-profit organizations that address needs in New York City and present them to a panel of judges.

Grade Six Panthers Connect

Panthers Connect is a Grade Six course that builds on skills learned in the Radical Empathy course. Based on the research of Niobe Way, Judy Chu, and Matthew Lieberman, the boys study the effects of friendship on health and wellness and consider why and how the capacity and disposition to connect with others is a “superpower” that humans use to build a life of meaning and purpose . After exploring why connection matters as well as the forces that interrupt or minimize connection, the boys engage in a “social school” project with the goal of constructing physical models of spaces at Browning that could be redesigned to fuel connection to others.

The Listening Project

The aim of The Listening Project is to foster listening, curiosity, learning, connection, and a sense of common humanity among and between individuals and communities. In the course, students study and learn to employ a semi-structured method of interviewing developed by New York University’s Project for the Advancement of our Common Humanity that helps them reimagine themselves and each other outside of the stereotypes that can dehumanize us and the technologies that isolate us, and recognize and value not only our differences but also our common humanity. Once students have the chance to observe and practice the method of interviewing, they pick a person in their own lives that they would like to know more about and lead a series of three interviews with them.

Boys Care

Boys Care is designed to explore the meaning of care, develop essential skills and dispositions for self-care and caring for others, and critically examine the impact of gender norms on the development of these skills. For the final project, students each choose a skill, interview a male role model who has demonstrated the ability to care for themselves and others effectively, and take actions to master that skill. Students explore skills such as sewing, cooking, healthy sleeping, personal finance, and much more. Through discussions, activities, interviews, skill-building exercises, and analysis, students gain a deeper understanding of care and how it intersects with gender norms.

Grade Five and Six Health and Wellness

In Health and Wellness Grades 5 and 6, students meet two to three times a week for one semester. During this time, students will hone their focus on the three foundational dimensions of a person’s health and wellness: physical, mental, and social. Through these dimensions, students will cultivate skills to: create goals, analyze influences, access valid information, think critically to make responsible decisions, and enhance their personal communication skills.

Grade Seven and Eight Health and Wellness

In Health & Wellness 7 and 8, students will continue deepening their understanding of themselves, others, and the world around them through the physical, emotional, social, financial, intellectual, occupational, and multicultural dimensions of health. Students will meet one to two times per week for one semester and routinely engage in individual reflection, class discussion, and projects in order to best apply the skills they learn throughout the semester.

Grades Five and Six

During the fall, the students have the option to play on an interscholastic soccer team, which practices twice a week on Randall’s Island with a double period of PE, or remain at school for their regular PE class. In the winter, boys may play on an interscholastic basketball team, or they will join the intramural program that runs twice a week, as well as participate in the regular physical education program. Boys on the team practice during their scheduled class period and play games after school. For the boys continuing in the regular program, the coaches present a variety of activities to promote skill development for other sports. In the spring, the boys all participate in an intramural baseball program which takes place on Randall’s Island twice a week with a double period of PE.

Grades Seven and Eight

Boys in Grades Seven and Eight have the option of playing on an interscholastic athletic team or participating in the physical education program each semester. If a boy joins a team, he does not attend physical education classes until the season has concluded. Boys taking physical education have class four days a week and participate in a variety of activities in school, including indoor soccer, volleyball, basketball, lacrosse, floor hockey, team handball and wiffle ball. Boys also continue to develop their skills for each of these sports. Beginning in Grades Seven and Eight, the boys are introduced to the Fitness Center one day each week. They learn how to exercise properly with various cardiovascular machines and weights and how to design an exercise program for their specific needs.

Physical Education Uniform

Browning boys are given a set of physical education clothing on the first day of class, consisting of a T-shirt, shorts, sweatshirt and sweatpants. Additional sets may be purchased from the physical education department located on the 4th Floor. Uniforms must be worn at all times during physical education classes, along with white socks and sneakers. If a student is not in uniform, he may not be permitted to participate. Boys are also responsible for keeping their uniforms clean and free of rips and holes. Sharing or borrowing another student’s physical education clothing is prohibited.

Locker Room Responsibilities

Middle School boys (Grade 6-8) are given a lock and a specific locker to use throughout the year, for which they are responsible. When they change for physical education class, their clothes and belongings must be secured in their locker.