Grade
SubjectPeriods

J1
English9

CourseClass

Assignments
Quizzes
Participation
Projects

ICE/F◆ Learning objectives
32

１

Recognize literary
devices in a text
while reading.

Recognize a patternthat might be aliterary device I don’tknow yet.

Respond critically totexts I read based on
my understanding ofliterary devices.

Recall definitions ofliterary devices whenprompted.

Categorize language
in a text according toa definition.

Write a text that
includes literary
devices.

Understanddefinitions of literary
devices.

Recall which kinds ofliterary devices arecommon in a type oftext.

Make predictions
about the kinds ofliterary devices I
might see in a text.

Knowledge andSkill-development

Application andPracticeEvaluation andCreation◆Emphasized competencies
1) Communication - Engage in discussion and debate with peers in order toenhance one’s own communication skills and understanding of variouscontent.
2) Co-Creation - Collaborate with peers to work towards achieving a goal andcreating a product that applies various content to real-world challenges.
3) Intercultural Understanding - Develop one’s understanding of other culturesand facets that are both unique and universal.
◆Textbooks/materialTitle
The Prince and the Pauper (Play)
Various Poems
Various Short Stories
The Outsiders
Roll of Thunder, Hear My Cry◆Grading criteria

AuthorJemma Kennedy
Langston Huges, William Blake, etc.
Ray Bradbury, Jack London, etc.
S.E. Hinton
Mildred Taylor◆Course schedule
TerTopics(units)m● Understand key principles of theater● Make inferences about characters based on text evidence● Skills: Understanding the structure of a speech and modes of1A
persuasion; writing a structured script for a 2-3-minute speech● Fusion: Researching Livability in Tokyo, practicing problem
solving techniques● Understand the various elements of poetry and how they impact
meaning● Analyze poetry and support interpretations with evidence
1B● Skills: Understanding the difference between speech andacademic texts; Being able to follow academic conventions.
● Fusion: Brainstorming Techniques, practice group resolution.
● Understand and analyze literary elements and how they shape awork of fiction● Learn how to build suspense throughout a story
2A● Skills: Delivering in-class speech; Identifying good thesis
statements and topic sentences● Fusion: Project breakdown & scheduling, various approaches
depending on student projects● Develop arguments based on text evidence● Examine how the narrator's voice can impact understanding andtone in a story
2B● Skills: Understanding the structure of essay writing and paragraphwriting● Fusion: Execution of projects, Analysis of feedback● Analyze character motivations and how they drive the plot
● Explore the historical fiction genre and how historical events canmanifest themselves in a story
3● Skills: Knowing the structure of an opinion essay, and writing a
successful opinion essay● Fusion: Making presentations summarizing projects and data

1ACategories●●●

Main activities and assessments
Perform scenes from a play
Skills: Write, develop and deliver a speech
Fusion: Research livability issues in Tokyo

1B

2A

2B

3

●
●
●
●
●
●
●
●
●
●
●
●

Write, interpret and recite poetry
Skills: Identify features of written and spoken texts
Fusion: Develop ideas and narrow down Fusion projects
Write an original fiction narrative
Skills: Identify, analyze and write good thesis statements andtopic sentences
Fusion: Breakdown project and schedule, begin preliminary
work
Take part in a mock trial
Skills: Structure an essay, and write an academic paragraphFusion: Finish execution of project and collect data forassessment
Carry out an investigative news report
Skills: Write an opinion essay
Fusion: Assess and reflect on project

学年

中学 1 年コース

ISC/IC

教科

国語

科目名

国語演習

授業数

2 時間/週

◆評価材料
項

目

動画作成
テキスト提出◆ 学習目標3

定期テスト

テキストの発展問題

テーマとなる文法事

日本語に対する新たについて、正確な解答項について、複数の事な問を発見し、自ら探にたどり着くことが項を組み合わせた発究していくことがでできる。

展的な問題を作成できる。

◆授業スケジュール学期「写真で学ぶ日本語」

きる。

2

日本語の特徴・言葉の単位

テキストの例題につテーマとなる文法事

グループ活動においいて、正確な解答にた項について、応用的なて、グループのリーダ活用するということどり着くことができ問題を作成できる。

ー的な役割を果たす一学期のまとめことができる。

「ＮＥＷＳ原稿を作ってみよう」

る。

1

2
１

主なトピック(単元)

単語の種類・自立語と付属語・動詞

テキストの説明を読テーマとなる文法事

グループ活動におい・助動詞み、理解できる。

項について、類似の問て、自分の役割を果た「ビデオレターを贈ろう」

題を自ら作成できる。 すことができる。
知識・技能

応用・実践

批判・創造

◆重視したいコンピテンシー
探究心

・敬語

動画作成、グループワーク、問題演習◆教材
名・形容詞・形容動詞

主な活動

コミュニケーション

書

3

出版社

『まんがで理解 楽しい文法』

とうほう

伝え合う言葉 中学国語 1

教育出版

学年

中学１年生

コース

ISC / IC

教科国語

科目名国語表現

授業数

週４コマ

◆評価材料
項

目

定期試験
授業内課題（主にプロジェクト活動）◆ 学習目標3

2

１

提出物（休み明け課題含む）と授業態度

批評の作法を実践で好奇心を膨らませた文章への批評や他者きている。傾聴、積極批評で得た知識を、他との議論でとらえた的参加など、議論の作者との議論に活かし、 本質を応用し、創造的◆授業スケジュール学期

主なトピック(単元)法も体得できている。 場を活性化できる。

な活動に昇華できる。

批評とは何かが理解

テキストの文章の興

文章への批評や他のできている。議論をす味深い部分を自分な生徒との議論を通しる際の適切な態度をりに追求し、批評と議て、物事の本質に迫る

スパイダー討論を通して、内容を深掘りする。連帯感を強める。

取ることができる。

論に役立てている。

ことができている。

◎「当たり前」を疑い、物事の本質に迫る。

批評や議論についてテキストの内容を理文章への批評や他のの認識は曖昧だが、指解し、自分なりに批評

生徒との議論を、論理示された行動は取る

し、全体の議論の参加の飛躍や誤解を含ま主題に沿ったテーマでの成果物の作成、スパイダー討論（継続）ことができている。

者になれている。

ずに実践できる。

◎テキスト分析の手法を学び、作品を読み解く手段を増やす。

応用・実践

批判・創造

知識・技能

◎唯一解を追わない文章の読み方、深掘りの仕方を学ぶ。
1

2

3

北村紗衣『批評の教室』
・谷川俊太郎『生きる』
芥川龍之介『蜘蛛の糸』、その他に短編映画をいくつか

橋本之克『行動経済学 BEST100』
楠木健『絶対悲観主義』

ヘルマン＝ヘッセ『少年の日の思い出』
作品にインスパイアされたムービーの作成、スパイダー討論（継続）◆重視したいコンピテンシー
コミュニケーション

共創

主な活動
三田国際で学ぶ上で必要不可欠となる、クラスメートと「共創」してより高◆教材

次の思考や成果物に辿り着くための技術を、スパイダー討論と呼ばれる議論書

名出版社を繰り返し実践することにより習得を目指します。

伝え合う言葉 中学国語１

教育出版

具体的には、議論に臨む態度として課題を自分なりに深掘りすること、議論

北村紗衣『批評の教室』

ちくま新書

において相手の話を丁寧に聴くこと、そして話し合いを可能な限り積み上必要がある場合、適宜印刷して使用げ、議論で噴出した疑問や難問を一緒に解決していくことを学びます。

GradeSubjectPeriods

J1Mathematics
6 periods per week

CourseClass◆Course schedule
Term

ICAcademy

12◆ Learning objectives

3•Apply knowledge andmathematical reasoning tosolve a real-world problem.

•Use the given information toconnect with previous
understandings.

2

１•Identify the problem andgiven information.
•Know the meaning of key
vocabulary.

Knowledge andSkill-development•Reason mathematically.
•Model with mathematics.
•Investigate processes andevaluate different models.

•Connect mathematicalconcepts.
•Critique the reasoning ofothers.
•Draw, construct anddescribe.
•Break down a problem intomanageable components.
•Look for structure.
•Identify the logical units of aproblem and theirconnections.

Application andPractice•Create an original problem
or model that benefitssociety.
•Construct viable arguments
and processes to develop,
use, and evaluate
investigative models.
•Efficiently deconstructproblems.
•Use tools strategically.
•Draw informal comparativeinferences.
•Reason abstractly andquantitatively.
•Make use of structure.

Evaluation andCreation◆Emphasized competencies◆Textbooks/material
Title: Gateway to the Future Math 1
Title: Shin Chu Mon 7th grade

Publisher: Keirinkan◆Grading criteria
Categories
Tests
Homework submission.
Classwork and classroom participation
conduct.

and3Topics(units)

Chapter 1: Positive and negative numbers
Chapter 2: Algebraic Expressions
Chapter 3: Equations
Chapter 4: Change and correspondence
Chapter 5: Plane Figures
Chapter 6: Space Figures
Chapter 7: Making use of data

Main activities and assessments
Midterm and End of Term tests
Math Dojo activities (Gateway)

GradeJHS1

CourseIC Academy

SubjectScienceCompetencies① Investigation

Students will complete various investigations regarding phenomena in life science.
Students will use the scientific method.

② Problem-Solving

Investigations regarding real-world problems will be posed which students canconsider solutions. Considering potential methods of testing and finding solutions.

③ Creativity

Consider solutions to problems, create their own investigations, and participate invarious activities and projects to express concepts they’ve learned.

TermMonthUnit４

Unit 1: Interactions Within Ecosystems

５

Module 1: Matter and Energy in Ecosystems
Module 2: Dynamic Ecosystems
Module 3: Biodiversity in Ecosystems

６
７

Explain life science Model real-world
Create an original
concepts in their own situations using
problem or model using
words.
diagrams and graphing. life science concepts.
Construct viablearguments.

2

Solve basic problems Make sense ofEfficiently andrelating to life
increasingly complex
strategically deconstructscience concepts.
problems and persevere systems into manageable
in solving them.
components.

1

Know the meaning of Identify the logical units Reason abstractly andkey vocabulary.
of a problem and their quantitatively. Critiqueconnections.
the reasoning of others.

4 Hours／WeekClass Hours

１3Unit Goals

A Recognition

B Logical Thinking

C Creative Thinking

Activities

MS-LS1-6. Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling ofStudent-centered, inquiry-based classwork and group
matter and flow of energy into and out of organisms.
work activities and projects, laboratory investigations,
MS-LS1-7. Develop a model to describe how food is rearranged through chemical reactions forming new molecules
various types of assessments.
that support growth and/or release energy as this matter moves through an organism.
MS-LS1-3. Develop a model to describe the cycling of matter and flow of energy among living and nonliving partsof an ecosystem.
MS-LS2-1. Analyze and interpret data to provide evidence for the effects of resource availability on organisms andpopulations of organisms in an ecosystem.
MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple
ecosystems.
MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biologicalcomponents of an ecosystem affect populations.
MS-LS2-5. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful
solution, taking into account relevant scientific principles and potential impacts on people and the naturalenvironment that may limit possible solutions.
MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well thye meet thecriteria and constraints of the problem.
MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions toidentify the best characteristics of each that can be combined into a new solution to better meet the criteria forsuccess.

９Unit 2: Structure and Function

10

Module 1: Cells and Life
Module 2: Body Systems

2
1112１
２
３３

Unit 3: Reproduction of Organisms
Module 1: Reproduction of Organisms

MS-LS1-1. Conduct an investigation to provide evidence that living things are made of cells; either one or many
Student centered, inquiry-based classwork and groupdifferent numbers and types of cells.
work activities and projects, laboratory investigations,
MS-LS1-2. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute
various types of assessments.
to the function.
MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composedof groups of cells.
MS-LS1-8. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to thebrain for immediate behavior or storage as memories.

MS-LS1-5. Construct a scientific explanation based on evidence for how environmental and genetic factors
influence the growth of organisms.
MS-LS3-3. Develop and use a model to describe why asexual reproduction results in offspring with identicalgenetic information and sexual reproduction results in offspring with genetic variation.
Unit 4: Change Over Time
MS-LS3-1. Develop and use a model to describe why structural changes to genes (mutations) located onStudent centered, inquiry-based classwork and groupchromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure andwork activities and projects, laboratory investigations,
Module 1: Natural Selection and Adaptations function of the organism.
various types of assessments.
Module 2: Evidence of Evolution
MS-LS4-4. Construct an explanation based on evidence that describes how genetic variations of traits in a
population increase some individuals’ probability of surviving and reproducing in a specific environment.
MS-LS4-5. Gather and synthesize information about technologies that have changed the way humans influence theinheritance of desired traits in organisms.
MS-LS4-6. Use mathematical representations to support explanations of how natural selection may lead to increases
and decreases of specific traits in populations over time.
MS-LS4-1. Analyze and interpret data for patterns in the fossil record that document the existence, diversity,extinction, and change life forms throughout the history of life on Earth under the assumption that natural laws
operate today as in the past.
MS-LS4-2. Apply scientific ideas to construct an explanation for the anatomical similarities and differences amongmodern organisms and between modern fossil organisms to infer evolutionary relationships.
MS-LS4-3. Analyze displays of pictorial data to compare patterns of similarities in the embryological development
across multiple species to identify relationships not evident in the fully formed anatomy.

GradeSubject
Periods

J1
Geography
3/week◆ Learning objectives
Continue applying
general geographyterms, skills, concepts,
and 5 themes tospecific countries andregions, with a larger
focus on independent
student research and3production. When
producing responses,
students should
formulate pertinent
questions, locate
suitable sources, andrecognize differinginterpretations.
Apply geographic
terms, skills, concepts,
and 5 themes tospecific countries andregions. Produce2
responses thatsummarize main ideas
and concepts
discussed in class.

１

CourseClassIC
J1EF Academy

Analyze acountry/region'speople, government,economy, culture, andway of life using
concepts of physicaland human geography.

Understand acountry/region'speople, government,economy, culture, andway of life using
concepts of physicaland human geography.

Understandfoundational terms,skills, and concepts forstudying geography,
including map skills
and the 5 themes ofgeography.

Review physical andpolitical geography forspecificcountries/regions.
Recognize different
governments,economies, cultures,and ways of life fromaround the world.

Knowledge andSkill-development

Application andPractice

Produce presentations
and extended pieces ofwriting on contentious
topics on a specificcountry/region byapplying foundationaland higher-level
analytical skills.

Produce personal andcritical responses toconcepts and issues
discussed in class,showcasing an ability
to manage andsynthesize multiple
sources of informationacross different
platforms.
Produce personal andcritical responses toconcepts and issues
discussed in class,showcasing an ability
to manage andsynthesize at least one
source of information(e.g. textbook, lecture,etc.)
Evaluation andCreation◆Emphasized competencies
Investigation
Intercultural Understanding◆Textbooks/materialTitle
Gale

Creativity

Publisherhttps://www.gale.com/intl/databases/gale-in-context◆Grading criteria
Categories
Projects
Classwork
Assessments◆Course schedule
TermTopics(units)
Foundational Geography skills
1North America
South America
2Europe3
The Middle East
Main activities and assessments
Map work; Note taking; Sorting tasks; Source evaluation; Quizzes; Independent
research; Group discussions; Debates; Presentations; Extended writing.