Educating Our Eagles - Issue 11

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our Eagles




Introduction - Curriculum Director, Julie Dolan


High School - Small Ensemble Groups – Courtney English


High School - Les fables de Jean de La Fontaine – Pierre Léger


Eleventh Grade - Progoganda and World War One – Alex Izatt


Fourth Grade - Heredity: Where do traits come from? – Ashley Barrett


First Grade - Balloons Over Undermountain – Ashley Lotz & Christina Carlson


Pre-Kindergarten - Family Cookie Celebration – Kim Bleau and Jen Rossi

Cover: UME student practices numbers, days of the

week, and months in Spanish class.

Right: Culinary student, Alissa works on a recipe.






From SBRSD’s Director of Curriculum and Instruction, Julie Dolan

Dear SBRSD School Community –

As our first marking period ends, It reminds me that as administrators, we frequently

have families ask how best they can support their child in school. So, in this

edition, we took the opportunity to share some suggestions on how you can support

your student in school and help them be successful.

When reviewing your student’s report card ask questions

• What did you do to get this grade?

• Which study techniques worked for you and which ones did not?

• What are you going to do differently next time?

• How are you going to use this experience to be better next time?

• What goal can you set for yourself for the upcoming marking period?

Encourage good study habits

• Ensure quiet time in your home- studies show that children need silence or

music without lyrics to focus

• Limit phone use- studies show they are a distraction if they are in the room

even if they are off

Prioritize sleep over other activities

• Sleep is essential to learning and memory consolidation

• Elementary school students need 9-11 hours of sleep every night to be physically

and mentally healthy and teenagers need 8-10 hours

• Catching up on the weekend does not work because it throws off a child’s

sleep rhythm compounding the problem

Thought provoking questions

• What courses interest you the most?

• What are you thinking you would like to do after high school?

• Is there an internship or course you can take at school to explore your interests?

• What experiences could help you discover your passions?

If you have any questions or concerns about your child’s progress, please reach out

and email their teacher and set up a time to talk.

Right: NMC Kindergarten students on a field trip

to Norman Rockwell Museum





Small Ensemble Groups

The high school band is preparing for their upcoming winter

performances. During one of their performances, the Senior

Citizen Luncheon, the band will break out into smaller groups

to play winter pieces. They are working on balance, starting and

stopping together as an ensemble, and what parts of the music

are important to bring out.

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

• perform in a small ensemble setting. Students will be able to start a piece of

music on their own, play together musically, with a balanced ensemble listening

and hearing all lines in the music, staying together and using self direction to

end the piece together.


Students enjoyed working together in smaller groups. Working in the smaller groups

really allowed them to develop their listening skills. Listening is an essential skill in

music ensembles.

MA Standards:

Novice Solo and Ensemble Standards

Select, analyze and interpret artistic work for presentation. Identify basic strategies

musicians use to practice and employ them in readying a musical work for performance.


Develop and refine artistic techniques and work for presentation. Perform with accuracy

and expression works from the vocal or instrumental literature with a level of difficulty

of 2, on a scale of 1 to 6; or a comparable scale. (N.M.P.05)

Convey meaning through the presentation of artistic work. Match a musical performance

with expressed intent (e.g., wanting the audience to identify with an emotion).







Les fables de Jean de La Fontaine


Students studied the French fable “ La cigale

et la fourmi” by Jean de La Fontaine. Based

on the fable, as well as our class discussions,

students engaged in conversations about the

importance of money in our lives. Should

saving be a priority (la fourmi), or should we

be spending our money doing the things we

enjoy without thinking of tomorrow (la cigale)?

In an effort to learn and recite the fable,

students put on a puppet show for their peers.

They created decor and puppets to act out the

fable. Students then recited the fable to the class.

At the conclusion of this unit, the decor,

puppets, fable and some pictures are on display

on a bulletin board in the hallway. QR codes

are available for people to listen to the fable

recited by students.

As a result of instruction,

students will be able to:

• understand the main idea and some

supporting details.

• make comparisons of basic language forms.

• memorize and recite a fable in French.

MA Standards:

(IM.1.b) (IM.6.b.2)

Les fables de Jean de La F

ontaine (1621-1695)

La cigale et la fourmi

La cigale, ayant chanté

Tout l’été,

Se trouva fort dépourvue

Quand la bise fut venue.

Pas un seul petit morceau

De mouche ou de vermisseau

Elle alla crier famine

Chez la fourmi sa voisine,

La priant de lui prêter

Quelque grain pour subsister

Jusqu’à la saison nouvelle

« Je vous paierai, lui dit-elle,

Avant l’oût, foi d’animal,

Intérêt et principal. »

La fourmi n’est pas prêteuse ;

C’est là son moindre défaut.

« Que faisiez-vous au temps chaud ?

Dit-elle à cette emprunteuse.

Nuit et jour à tout venant

Je chantais, ne vous déplaise.

Vous chantiez ? J’en suis fort aise.

Eh bien : dansez maintenant.



Flashez-moi !

Flashez-moi !

Moi aussi !




Propaganda and WWI

In this lesson we will learn about propaganda and how it was used during WWI

We start off with using an "Answer Garden" with the question "What does propaganda mean

to you" just to get the ball rolling, this works as our Do Now for the day. I'll discuss our classes

answers and then lecture a little bit (maybe 10 minutes) on propaganda, how you would define

it, specific examples of it, and how it played a role during WWI. I'll show specific examples of

WWI propaganda from the Smithsonian and some current day ones too. Then we will read a

short article together on the history of propaganda and how it relates to WWI. We will then have

some discussion questions related to the content we've discussed so far and have them turn &

talk with a partner about them. After we've sufficiently discussed propaganda I will assign our

project that will sort of work like a multiple day Exit Ticket. The students will be making their

own propaganda, whether that's in the form of a political cartoon, poster, radio ad, Tik Tok or

commercial. This propaganda will be based around WWI.

Enrichment*: I gave the students a link to a podcast on propaganda if they wanted to learn more

about it.

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

• define propaganda in their own words.

• recognize examples of propaganda.

• recognize different strategies of propaganda.

• recognize the uses of propaganda (both positive & negative).

• understand the specific uses of propaganda in WWI and how/why it was used.

• create their own form of propaganda.


This lesson kept the students engaged for the most part. They really liked the specific examples of

WWI propaganda and they enjoyed creating their own. The article lost their interest a bit, but it was

fairly short so it didn't derail the lesson. They seemed to enjoy the Answer Garden and how they

could see everyones answers up on the screen.

MA Standards:

c. the impact of war on the home front in Europe, including the conscription, war

propaganda, rationing, and government control of wartime industries

b. censorship of the press and propaganda

d. use of art as propaganda, promoting classicism and disparaging

modernism as degenerate



The Woman's Land Army of America--Training school, University of Virginia--Apply Woman's Land Army, U.S.

Employment Service, Richmond, Va. / Herbert Paus.




Heredity: Where do traits come from?

Students learn where traits come from in humans, plants, and animals. They will learn about

Acquired Traits, as well as Inherited Traits. At the end of the lesson, students will use Google

Docs to divide up the given traits into the correct type of trait. Then they will complete the

monster maker activity to explore how genes work.

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

• provide evidence, including through the analysis of data, that plants and animals have traits

inherited from parents and that variation of these traits exist in a group of similar organisms.


The students really enjoyed the Google Doc activity as well as the monster maker. They were really excited to

see what the monster would look like based on the clues they had to solve.

MA Standards:



Family Cookie Celebration

During the month of November our classes have been learning about family,

friendships and being thankful. As a part of the unit we learn about family

recipes, traditions and ways we all celebrate, The two classes made cookies

at school using a recipe, and created invitations that were sent to the families

inviting them to come and enjoy each other and celebrate together. It was a great

turn out and we had a lot of fun making and especially eating the cookies.

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

• learn about families and friendships.

• work together as a team to organize the day.

• follow a recipe and use the cooking utensils.

• learn about and meet people from our community.


The classes did great working together

MA Standards:

RL. PK1-7.10, RL. PK 1.6 and 7, SL.PK 1-4.6, I.PK.1d,5a,c, 6,W.PK -2, PK.CC1 and 2

SI.PK1.3, PK.MD.1.3

PK.MD.1, PK.G1,2, RI.PK.7




Balloons over UME

The first grade students learned about the Macys Parade and how the

tradition began with immigrants missing their cultures and customs

from their home country. We read "Balloons over Broadway" and

"Milly and the Macy's Parade" to learn about the history of the

parade, how the balloons have changed over time and how traditions are

formed. Students choose a balloon to create and wrote a opinion writing piece

persuading the audience as to why their balloon would be a good choice to

be in the parade. The first grade celebrated this unit by creating a "balloon" at

home with their families and paraded around the school.

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

• learn about opinion writing, traditions and the meaning of "immigrant".


The students were highly engaged in this unit. They demonstrated their

understanding of immigrants and traditions, as well as opinion writing and the

writing process of a rough and final draft.

MA Standards:








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