Educating Our Eagles - Volume 6

SBRSDEagles

Educating

our Eagles

6


CONTENTS

4

Introduction - Curriculum Director, Julie Dolan

6

High School - Design Academy – Kari Giordano

8

10

Kindergarten - Authors' Tea Poetry Celebration

– Sarah Cooke

High School - Global Challenges – Angela Spitia

12

Fifth Grade - Marble Run – Claudine Mallory

14

Second Grade - Artist of the Month – Elizabeth Trapani

16

Eleventh Grade - The Cold War Begins – Alex Izatt

Cover: Mr. Wolgemuth speaking to his Ninth

grade English class. A model of The Globe in the

foreground.

Right: Seventh grade Greek Week Aphrodite

production

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INTRODUCTION

From SBRSD’s Director of Curriculum

and Instruction, Julie Dolan

Julie Dolan

Director of Curriculum

and Instruction

I

t never ceases to amaze me

how quickly each school

year flies by! We only have

a little over seven weeks left

in the school year and they

will be very busy between end of the

year assessments and end of the year

traditions.

The teachers work hard every day

to keep our students engaged and

learning. This can be increasingly

difficult as the weather gets nicer.

Please remind your students how

important it is to continue to stay

engaged in school to the very last day.

I know there will be many wonderful

experiences for them to look forward

to over the next seven weeks.

This week we will be celebrating

Teacher Appreciation Week. Please

help us in thanking them for all they

do each and every day to support our

students’ growth!


5


HIGH SCHOOL:

Design Academy

This semester, a new course is running at Mt. Everett: Digital Design

and Marketing. Students in this course have been learning about

the foundations of marketing as well as introductory graphic design

skills. A big component of the program is the Mt. Everett Design

Academy, where high school students learn marketing and digital

design through community-based applied learning. For our first

client project, students designed a calendar for the Monterey Community Center to

communicate and advertise events.

As a result of instruction, students will be able to:

• demonstrate awareness of communication methods for different audiences.

• understand basics of typography, color, composition.

• communicate with a client, receive and synthesize feedback.

• work together as a group to problem solve.

Observations:

The applied learning addition to the course has provided the class with an exciting way

to learn the material. Students feel empowered to develop their ideas for a client and see

their efforts manifest in real-world applications. As payment, the Monterey Community

Center gifted students with delicious chocolate!

MA Standards:

Advanced Course Media Arts Standards

Creating

Generate and conceptualize artistic ideas and work. Generate original ideas that

integrate aesthetic principles with individual personal style. (A.MA.Cr.01)

Organize and develop artistic ideas and work. Document personal strategies used

regularly to organize one’s artistic ideas (e.g. Sketchbook, digital folders, etc.). (A.MA.

Cr.02)

Refine and complete artistic work. Identify artistic challenges and reflect upon the

advantages and disadvantages of different solutions. (A.MA.Cr.03)

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ELEMENTARY SCHOOL:

Authors’ Tea Poetry Celebration

The South Egremont School has been reading poetry all year! We have been

particularly inspired by two books, Sing a Song of Seasons - A Nature Poem For

Each Day of the Year, and Hailstones and Halibut Bones - Adventures in Poetry

and Color. Each child in our class created an original poem based upon a color

of their choice with six stanzas and six pieces of art work. These poems were put into

accordion books and will be shared with families on Friday the 29th! The children also

watched Amanda Gorman reading her poem, The Hill We Climb, during the presidential

inauguration for inspiration about how to read with beautiful expression and confidence!

We are very proud of these amazing kindergarten poets and illustrators!

As a result of instruction, students will be able to:

• write and illustrate a poem.

• read work out loud to an audience.

• understand what poetry is.

Observations:

This has been a powerful and engaging learning experience. Children are deeply invested

in listening to classmates’ work and in sharing their own words and thoughts. The long

process of thinking, making, and creating over time has been wonderful!

MA Frameworks

Forming, organizing and expressing thoughts in complete sentences.

Describe relationship between illustrations and the story (poem) in which they appear

Actively engage in group reading activities with purpose and understanding

Recognize common types of text

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HIGH SCHOOL

Foreign Language

Global Challenges: Let’s save the bees

A

lways

using the target language; students will share their knowledge of bees

and the challenges they face. The class will watch a video in the target language

about the environmental importance of the bees; they will read an article about the

importance of the bees for the environment. Finally there will be a conversation of

what they have learned.

As a result of instruction, students will be able to:

• learn and practice old and new vocabulary in the target language and in a context.

• practice speaking, listening, reading and writing in the target language.

• learn that this challenge is not only in the United States, but that it is happening in many

other countries around the world.

• offer different solutions to this challenge using the target language.

Observations:

The students know that they can use the target language in order to communicate with other

cultures in order to help make changes in global challenges.

Frameworks:

Linguistic Cultures Standards

5. Cultures - In a wide variety of settings, using the target language exclusively or almost

exclusively, with appropriate linguistic scaffolding, students minimally but consistently:

a. Explain variations among products and practices and how they relate to perspectives in

multiple cultures and communities using the target language. (AL.5.a)

Linguistic Cultures Standards:

6. Comparisons - a. Investigate, explain, and reflect on the nature of culture through

comparisons of the diverse target-language cultures studied and their own by:

1. Comparing how products, practices, and perspectives reciprocally affect one another over

time. (AL.6.a.1)

Lifelong Learning Standards

7. Connections -

a. Incorporate age-appropriate, interdisciplinary vocabulary to understand, exchange, and

present information from across content areas. (AL.7.a)

8. Communities –

a. Apply cultural and linguistic skills to participate in the school, local, and global community

by:

2. Applying linguistic, cultural, cross-disciplinary academic skills, and collective action to design

and implement solutions to real issues facing the community. (AL.8.a.2)

b. Become lifelong learners by: 1. Using languages for enjoyment and enrichment and

researching further opportunities to do so. (AL.8.b.1)

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HIGH SCHOOL:

Marble Run

Applying the concepts of friction and gravity

After the completion of our Physical Science unit on energy, students used their knowledge

of gravity, friction and the design process to build and test a marble run. Their challenge

was to create a run that would slow the marble enough to last within the run for a

minimum of 3 seconds. Students brainstormed ideas, blueprinted a prototype, built their

design and tested their final product.

As a result of instruction, students will be able to:

• apply their knowledge of gravity and friction to manipulate the length of time their marble takes

to complete its run.

• use the design process to create a prototype.

• analyze their test results to make improvements to their design.

Observations:

Students took this design challenge to a new level! During the brainstorming phase they envisioned

different ways of using friction to slow their marble down, as well as create ways to use the cardboard

to extend the length of time their marble made its way from start to finish. And there was definitely

excitement in the air on the day we all came together to test our designs. The students were very

supportive of each others successes and failures, all of which are part of the invention process!

MA Frameworks:

-Support an argument with evidence that the gravitational force exerted by Earth on objects is

directed toward Earth’s center.

-Ask questions and predict outcomes about the changes in energy when objects collide;

distinguish between scientific (testable) and non-scientific (non-testable) questions; define a simple

design problem, including criteria for success and constraints on materials or time.

-Provide evidence to explain the effect of multiple forces, including friction, on an object.

Include balanced forces that do not change the motion of the object and unbalanced forces that do

change the motion of the object.

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ELEMENTARY SCHOOL:

Artist of the Month

Each month in Second Grade, students research a famous artist. This month students

learned about the life of Edgar Degas. They started by listening to a children's book, Degas

and the Little Dancer. After hearing the story, they continued to learn about his early

life and life as an artist by exploring other books as well as Tate Modern Art Museum’s

website for children. Students used these resources to learn more about this famous artist.

They took notes and organized them in order to write a paragraph about the artist. After

completing their written work, students were encouraged to work on their own art project depicting

ballet dancers, and other scenes from some of Degas’ most famous paintings.

As a result of instruction, students will be able to:

• research and write about an artist using fiction and non-fiction text.

• take notes about a topic using a graphic organizer.

• listen to a story and respond to it by asking and answering questions related to important ideas from

the book.

• organzie notes and complete a written draft.

• edit and revise a draft and complete a well constructed paragraph.

• produce an art project using an artist's technique.

Observation:

Students enjoyed listening to the children’s book and other stories related to the life of the artist. They

also were motivated to read more about the artist and take notes about the artist using books and an

engaging website designed for children interested in art.

MA Standards:

RL2.1 Ask and answer such questions as who, what, where, why,

and how to demonstrate understanding of key details in a text.

RL2.5 Describe the overall structure of a story, including describing

how the beginning introduces the story and the ending concludes

the action.

W2.2 Write informative/explanatory texts that introduce a topic,

use facts and definitions, develop points and provide a concluding

statement or action

W2.7 Participate in a shared research and writing projects.

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HIGH SCHOOL

The Cold War Begins

Eleventh grade students begin their studies of The Cold War by recalling WWII

and the impact it had on the world (death, destruction, economic crisis,

poverty, etc.). We will discuss the meaning of a “Cold War” and discuss the

main players, USA & The Soviet Union. Students will fill out a t-chart that

will help them compare & contrast the two superpowers, including their

post WWII goals, political ideologies, and economic philosophies. Complex terms like

“communism” & “capitalism” will be explained via a quick 5 minute video as well as slides

and a figure. Students will fill out a multi-flow map (cause & effect map) on the causes of

the Cold War as I lecture on topics such as containment, Marshall Plan, NATO, Warsaw

Pact, United Nations, Iron Curtain, etc. At the end of the class we will watch a 5 minute

video that covers topics discussed in class and finish w/ a 5 question exit ticket on key

terms/concepts which will count towards their participation grade.

As a result of instruction, students will be able to:

• explain the social, economic, & political causes of The Cold War.

• recall social, economic, & political effects of WWII.

• explain the events/concepts that helped escalate Cold War tensions between the USA

& The Soviet Union.

Observations:

Students enjoyed using the graphic organizers (t-chart, multi-flow map) to organize new

ideas & knowledge. The discussion segments of the lesson were not as productive as a few

kids would typically control the narrative and conversation. The Exit Ticket worked as

a nice way to check for understanding and the students enjoyed the 2 short videos (key

word short) especially the one that was a cartoon and a bit more fun.

Frameworks:

USII.T3.9:Analyze the factors that contributed to the Cold War and describe the policy

of containment as a response by the United States to Soviet expansionist policies, using

evidence from primary

sources to explain the differences between the Soviet and American political and

economic systems

USII.T3.10:Explain what communism is as an economic system and analyze the sources of

Cold War conflict

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