An introduction to relationship dynamics

An introductory lesson for a biology class that defines the scope of the field and introduces the criteria for life. Students design a "living thing" that is missing one of the criteria and describe why it would not work.

An introduction to the concept of sustainability for a senior environmental science class

fractions food

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The first class is going to be a Mixtape Mystery. Students shared their theme song in an email to a teacher. In our first class, students write down clues to help their classmates guess their song. The cluse are One reason you chose the song..., When I listen to the song it makes me feel..., and I relate to this song because.... I will collect, shuffle, and read out loud the clues. Students will have a song list (1-16) to record which classmate they believe selected the song as their theme. Please provide feedback and suggestions on this activity. Thrusdays class, week 1 will be some sort of album cover art project done individually. A few tweaks would make the Mixtape Mystery stronger: Keep the clues anonymous, but have students write their song title and artist at the top for you only, then the three clues underneath. That helps you avoid mix-ups when reading. I’d add one optional fourth clue: “A lyric, image, or idea from the song that connects to me is…” without requiring them to quote lyrics. Some kids will reveal more through an image or idea than through a direct personal statement. Since there are 16 songs, I would not make the goal “get all 16 correct.” That could turn into a popularity/guessing contest. Frame it more as “How well do we know each other, and what can we learn from the clues?” After each reveal, let the student say one sentence about why they chose it, but make that optional. The reveal is where the activity becomes identity work rather than just a game. End with a short reflection such as: What did you learn about someone that surprised you? What made a clue useful? What does your song say about who you are right now?

Weeks 1–3 Primary Strands: 🟨 Social & Emotional Transitions 🟥 Career & College Readiness Purpose Students begin with themselves. They explore: Who they are as learners Strengths and challenges Interests Hopes and concerns about high school Current beliefs about readiness What they want to become more capable of during eighth grade Guiding Question Who am I now, and who am I becoming? This phase establishes the yearlong essential question and gives students a baseline for later reflection.

High School Readiness class for 8th graders in our new Junior High School Bridge Program with a focus in 6 areas of learning - each area with an essential question. . The Bridge Program equips 8th-grade students with the skills, language, and confidence needed to successfully transition from a flexible, home-based K–8 model with enrichment classes into the full-day, five-day-a-week, multi-teacher, project-based environment of DCHS. This transition involves significant system changes—from parent-supported, individualized schedules to student-driven learning, from informal feedback to structured grading, credits, and exhibitions, and from small, familiar peer groups to a larger, diverse high school community. Rather than focusing on academic content, the program emphasizes independence, self-advocacy, and practical skills, ensuring students can navigate expectations, systems, and culture with confidence. By actively exploring and practicing high school structures, students reduce anxiety, increase agency, and enter DCHS prepared and empowered. High school becomes: A place they’ve already experienced People they’ve already met and practiced working with A system they’ve already practiced using Through six integrated strands—Academic Shifts, Executive Functioning, Social & Emotional Transitions, Self-Advocacy & Independence, Systems Literacy & High School Navigation, and Career & College Readiness—students: Build the independence and self-management skills necessary for success in a multi-teacher, credit-based system Develop social-emotional awareness, resilience, and effective relationship skills Learn to navigate high school systems, policies, and expectations confidently Explore career and postsecondary pathways and begin long-term CIS portfolio documentation Apply critical thinking, responsible decision-making, and leadership across academic, social, and personal contexts. Bridge Program Purpose (Parent/Student Version) The Bridge Program helps 8th-grade students confidently transition from a flexible, home-based K–8 model with enrichment classes into the full-day, five-day, multi-teacher, project-based environment of DCHS. This is a big system change, and the program is designed to make the transition clear, manageable, and empowering. What the Bridge Program Does: Focuses on skills, independence, and self-advocacy, rather than academic content Reduces anxiety by removing the mystery of high school Gives students a chance to practice expectations, systems, and culture in a supportive environment Introduces CIS (Career Information System) so students begin building their long-term career and college portfolio High School Becomes: A place they’ve already experienced People they’ve already met and worked with A system they’ve already practiced using How We Do This: Students build skills across six integrated strands: Academic Shifts 🟦 – Navigate multiple teachers, projects, grading, and exhibition prep Executive Functioning 🟩 – Manage time, tasks, and technology; prioritize and self-monitor Social & Emotional Transitions 🟨 – Develop self-awareness, relationships, resilience, and communication skills Self-Advocacy & Independence 🟪 – Practice student-led communication, support-seeking, and decision-making Systems Literacy & High School Navigation 🟧 – Learn DCHS policies, referrals, credits, and graduation requirements Career & College Readiness 🟥 – Explore pathways, build a portfolio, and start long-term planning using CIS Outcomes: By the end of the program, students: Enter DCHS prepared, confident, and empowered Understand how to navigate academic, social, and behavioral systems Begin building a career and college portfolio that will continue through high school Have practiced the skills, strategies, and mindset needed for success