At the Round Rock location on Mondays, we offer:

Spanish – Mrs. Lomas (K/1 Homeroom)

Vamos a aprender Español, Lets learn Spanish Students will learn to count, identify colors and shapes, read, write and speak in Spanish in a fun and dynamic way through songs, games, lessons and activities.

We will have posters, exhibits and assignments which we will work together in every class. We will review the alphabet, numbers, vocabulary words, months, days, greetings and lots of practice in pronunciation. We will incorporate circle time, story time and art time to each lesson. We will take a journey to other Spanish speaking countries learn their culture and traditions. We will make Spanish speaking fun for students.

We will be using flash cards, power point presentations, examples and exercises depending on each grade level.

Full Details

Art – Mrs. Lagmanson (1/2 Homeroom)

This year in Art we will take a journey spanning nations and time. We will try many time tested and modern mediums. Let’s trod the globe exploring symbol and line in the world of art. Get your passports ready!!

Full Details

Science – Mrs. Cecil (3/4 Homeroom)

Physical Sciences-We will explore the many sciences that focus on non-living matter, energy, and physical properties of our universe.   Our studies will include concepts found in the sciences of physics, chemistry, geology and astronomy that analyze the nature and properties of energy and non-living matter.

Full Details

Reader’s Theatre – Ms. Raynor (5/6 Homeroom)

This reader’s theater will combine oral reading with multi-cultural influences. Children will be developing fluency skills and confidence through practice reading and minimal performances. These plays and folktales will be from various countries of study. Children will learn about these locations/regions through script, dance, song and cultural norms (food, instruments, etc.).

Full Details

Martial Arts – Shihan Yocham

At this location we will be educating the physical, mental, and spirit via a very well rounded and complete martial art curriculum. It is called Okinawan GoJuRyu. Although Okinawa is credited with its origination it has had various influences. We are able to trace our pedigree back to the 1800’s with some parts of the curriculum dating back to the B.C. era.

We will reference modern day science with this classical curriculum to better our understanding of ourselves. By looking into how to express our energy with a stronger spirit we will find we can obtain more physical power. We will explore how performing a technique differently trains our slow twitch muscles as well as our fast twitch muscles.  We will look at models and diagrams of the human anatomy to see which techniques require which parts of us to be most exercised and conditioned.

Full Details

>> Scope and Sequence Details <<

Spanish – Scope & Sequence


Lesson 1Me llamo —Lesson 1My name is_____

Lesson 2Hola, adios, Como estas?

Country: Mexico


Lesson2Hello, good bye, how are you?

Lesson 3 Deque color es?–Lesson 3Colors

Country: Guatemala


Lesson 4Cuantos Hay?—Lesson 4Numbers

Country: Nicaragua


Lesson 5 Las formas—Lesson 5 Shapes

Country: Costa Rica


Lesson 6Que dia es hoy?—Lesson 6Days of the week

Lesson 7 Cual es el mes?

Country: Ecuador


Lesson 7Months of the year

Lesson 8 Las estaciones—Lesson 8 Seasons

Country: Colombia


Lesson 9 Que tiempo hace? —Lesson 9 weather

Lesson 10 Mi cuerpo

Country: Venezuela


Lesson 10 Parts of the body

Lesson 11 Laropa—Lesson 11 Clothes

Lesson 12Mi Familia

Country: Chile


Lesson 12My family

Lesson 13 Buenas noches, Buenos dias—Lesson13Good morning, Good night.

Country: Panama

Art – Scope & Sequence

Let’s trod the globe exploring symbol and line in the world of art. Get your passports ready!

Fall Semester

Mexico- Piñatas- the art of Paper Mache

Spain-Joan Miro

France-Georges Seurat -pointillism

England- David Hockney -Perspective and Landscape

Native American-Medium and iconography of Native American Tribes

Israel/ Jerusalem- Marc Chagall- Jerusalem Windows

Egypt-Classic Iconography of Ancient Egypt

Spring Semester    

Japan-Katsushika Hokusai

Africa-Nigerian Adire fabric designs

Ireland-Celtic zentangle

Sweden/Finland/Norway-Carl Larsson- water color

Germany-Paul Klee

Jamaica-Drawing the Jamaican Doctor Bird

Costa Rica/ Guatemala-rendering Volcanos and lava

Puerto Rico- rendering the Puerto Rican Parrot

Cuba-Amelia Paelaz

India-Amrita Sher-Gil

China-Special guest speaker, Angela Wang and the dancing girls sculptures

Science – Scope & Sequence

Chemistry and Physics—

Section 1-Chemistry and Physics Matter

Section 2-Moving Matter

Section 3-Building Blocks of Creation—Atom

Section 4-Compound Chemistry

Section 5-Multitude of Mixtures

Section 6-Mechanics in Motion—Laws of Motion/Mechanics

Section 7-Dynamics of Motion—Friction/Force

Section 8-Work in the World—Kinds of Energy

Section 9-Sound of Energy—Frequency of Waves

Section 10-World of Light—Light Spectrum

Section 11-Thermal Energy

Section 12-World of Electricity

Section 13-Mysterious Magnetism

Section 14-Simple Machines

Reader’s Theatre – Scope & Sequence

Month                     Description

1 (Sept.)                 Mexico – Independence Day (16th)

Play (TBD), song, reading

2 (Oct.)                    Spain/France

Play – The Rich Man and the Shoemaker, The Half Chick                    Song – Trinidad

3 (Nov.)                     England/America

Discuss Native Americans/Pilgrims/Immigrants

Play – A Charlie Brown Thanksgiving        A Thanksgiving Meal – Manners

4 (Dec.)                   Israel/Egypt/Jerusalem

Play – A Charlie Brown Christmas

5 (Jan.)                    Japan

Play – The Old Man and the Statuesj

6 (Feb.)                   Africa

Play – The Animal Meeting, Tiger Eats a Monkey

7 (Mar.)                  Jamaica/Costa Rica/Puerto Rico/Cuba/Guatemala

Play – The Three Wishes    Song – Pititi y Titi and Jig Jog Gee

8 (Apr.)                                      Ireland/Sweden/Finland/Norway/Germany

Play – The Frog Prince, Three Billy Goats Gruff   Song – Switzerland

9 (May)                   India/China

Play – The Tiger, The Brahman and the Jackal, The Monkey and the Crockodile

Daily Activities

5-10 minutes – warm up, opening song, movement, sign

5 min – review, explain origin

30 min – practice reading play together and/or in group setting (depending on age level – K-2 read aloud

together, 3-5 group setting)

Martial Arts – Scope & Sequence

Our country has become more multi-cultural than ever before. The universal language of karate is Japanese so we will get to learn and use some Japanese vocabulary.  Some examples are basic counting, etiquette, and maybe even how to write some simple characters.

Each student will have an opportunity to earn rank which will increase the acknowledgement by allowing them to move faster into the leadership part of the program. We will be lead to be mindful and extremely mentally present throughout our techniques which will create more observations on how to use our energy (the spirit part) to develop more speed and power to the physical realm. 

September and October:

  • First pin stripe material
  • Awareness of which muscles should be engaged to be most efficient in our body movements.
  • Awareness of how to align our limbs to aim accurately.
  • How to breath diaphragmatically, which nerve it directly stimulates and how it affects our brain.
  • Testing strength and conditioning so we track improvement through the year.
  • Second pin stripe techniques.
  • Teaching points on “awareness” as we have in September but different techniques require different muscle engagement. We will continuously talk about which muscles we are using, where they are, and how we should be using them.
  • For breath control we will expand the lesson to breathing as a tool for self-discipline, self-control, and how that serves us from quite prayer to intense physical exercise.
  • Review and improvement of the previous techniques taught for first and second pin stripe.If students have been practicing at home they are likely to be ready to move on to the third pin stripe techniques. If they are ready we will move into them but if not we will implement placing prepared students into leadership roles and build them into stronger leaders. Direction will be assessed based on what the majority of the class is capable of demonstrating. 
  • Review our strength and conditioning numbers by testing our numbers.
January and February:
  • We will move into the third pin stripe techniques.  This will be when the class splits into more leadership development through leading our peers through the techniques. Expectations are that the intensity of exercise will rise by raising the intensity and speed of technique performance.  
  • Diaphragmatic breathing rhythm will be a regular part of class by now.
  • Application of techniques in how the more obvious application of our techniques have many more applications that are not as obvious but can still be potent.
  • Review in a fast moving format the techniques by putting the hand and foot techniques we have worked on creating unique combinations.


  • We will break into the fourth pin stripe techniques.  
  • Increase emphasis on stretching and lengthening our muscles to increase their performance.
  • Build deeper into how to provide potent leadership.
  • Implement fifth pin stripe techniques.
  • Test our strength and conditioning to compare our test results throughout the year.