Educating Our Eagles - Issue 15

Educating
our Eagles
15

CONTENTS
4
Introduction - Curriculum Director, Julie Dolan
6
Kindergarten - Clay Sculptures – Kim Bleau
8
High School - Can Statistics be trusted? – Neal Barbieri
10
Second Grade - My Name is...Poem Project – Morgyn Gasperini
12
High School - Fitness Center – Josh King
15
16
17
Middle School - March Madness College Research – Dawn Estes-Daub
High School - Heredity, Inheritance and Variation of Traits – Tim Schwartz
Middle/High School - Arts Department Connections – Kari Giordano
Cover: High School students in Mr. Thompson's class work on their
competitive rocket for The American Rocketry Challenge
Right: Students in The Early College English course discuss W.E.B
Dubois' novel, “The Soul of a Black Folk”.
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INTRODUCTION
From SBRSD’s Director of Curriculum
and Instruction, Julie Dolan
Southern Berkshire Regional School District provides
early literacy instruction that is rooted in evidence-based
practices that include developing awareness of sound
in spoken language, phonics and decoding instruction,
building background knowledge, and developing reading
fluency.
We have been fortunate to have received several grants to
support this work, and most recently we have been given
funds to purchase new high quality instructional materials
for our elementary schools. After a year-long, thorough
investigation of several of the vetted and recommended
curriculums, the teachers have selected a new program!
Next steps are to complete the purchasing process and
then plan and schedule professional development prior to
the beginning of our next school year.
If you would like to learn more about high quality literacy
instruction, DESE (Department of Elementary and
Secondary Education), has created a literacy resource for
families.
www.doe.mass.edu/massliteracy/families/default.html
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ELEMENTARY SCHOOL:
Clay Sculptures
The PreK class has been working on animal research as part of our Unit Three:
Wind and Water. During this lesson we had the High School Art class come and
work with students on making their animals out of clay. The clay was generously
donated by Sheffield Pottery.
As a result of instruction, students will be able to:
• research and discuss a chosen animal.
• describe their animal and show what their animal looks like.
• practice creativity and craftsmanship while working with clay.
• do their best to create their animal out of clay.
Observations:
It was really great having the high school art class here to help the students. The class
worked well with the PreK. I think this is something we should do more often as it
seemed like the older students enjoyed being here and working with the younger
students.
MA Standards:
SL PK. 1-3
L PK. 1
L PK. 5,6
W PK.2
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HIGH SCHOOL:
Can Statistics be trusted?
Everyday we are bombarded with data from polls and surveys. News programs
consistently use statistics to inform their viewers. Can the data that is shown
be trusted? Can data and statistics be manipulated to show what the researcher
wants? These are questions that 12th grade math students in Mr. Barbieri's class
set out to answer.
As a result of instruction, students will be able to:
• look at surveys, polls, graphs, etc. with a watchful eye.
• critically think about the data and statistics they see and determine if polls and/or
surveys are biased.
Observations:
Many students had never closely looked at the graphs, charts and survey results that they
see in media. Students began to scrutinize, with a healthy dose of skepticism, results of
some statistical correlations that were presented in class. They are now more data literate
and understand how data can be manipulated and the ways you can break through the
misconceptions.
MA Standards:
Interpreting Categorical and Quantitative Data AI.S-ID
A. Summarize, represent, and interpret data on a single count or measurement variable. Use
calculators, spreadsheets, and other technology as appropriate.
Making Inferences and Justifying Conclusions AII.S-IC
A. Understand and evaluate random processes underlying statistical experiments.
B. Make inferences and justify conclusions from sample surveys, experiments, and observational
studies.
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ELEMENTARY SCHOOL:
My Name is... Poem Project
Our second graders created beautiful Acrostic
Poems using their names in response to the
story, “My Name is Gabriela: The Life of
Gabriela Mistral”. We read the story together
on the first day and created a character trait
web using descriptive adjectives to describe Gabriela.
On the second day, the students brainstormed words
and phrases they would use to describe themselves. After
creating a rough draft of their poems, the students revised
their work and drafted final copies. Along with their poems,
the students had the opportunity to draw either a self
portrait or a creative drawing. The poems are currently on
display on our bulletin boards outside the second grade
classrooms.
As a result of instruction students will be able to:
• use appropriate character traits to describe both story characters and themselves.
• draft, revise and edit an acrostic poem using their name and descriptive adjectives.
• produce a matching self portrait or creative drawing to go along with their poem.
Observations:
Students were enthusiastic, motivated throughout, and truly enjoyed this lesson. There was a little bit of
hesitation while getting started, but once things got moving, you could see the students were having fun with
it and playing around with different word options. Anytime we get to use what we have been learning about
to create something is always satisfying for the students. It is also always fun to make something personal and
feel a connection to the end result. Everyone likes to talk about themselves every once in a while. I noticed
students loved walking around and complimenting each others drawings and poems. They said things like
"Oh, I wish I thought of that word" or "Hey, that self portrait looks just like you". This group of students is
super motivated and will not stop working until everything is up to their high standards.
MA Standards:
W.2.3
RL.2.10
RL.2.6

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MIDDLE/HIGH SCHOOL:
Fitness Center
The Physical Education/Wellness department recently purchased fitness equipment to update
our current Fitness Center. We spend at least 1-2 weeks a month in the Fitness Center with all
of our Wellness Classes (Wellness 6, 7, 8, I & II) and offer fitness based classes in Advanced
Sports Skills and Lifetime Fitness. The overall goal of our sessions in the Fitness Center is to have
students gain access and knowledge of the benefits of fitness and the positive effects of being healthy
and active.
As a result of instruction, students will be able to:
• understand basic functions of muscles and how to properly strengthen or train them.
• learn the proper safety protocols of the fitness center and how to maintain proper etiquette
while working out.
Observations:
A lot of our students really enjoy being in the Fitness Center and with the addition of our new
equipment have found more initiatives to be healthier. Students sometimes can seem lost at first with
what goes on in a Fitness room but once we teach them about muscle groups and find their passions
and interests for working out a light bulb goes off. It is a pretty rewarding experience to see students
gain interest in lifetime activities and fitness.
MA Standards:
2.4 Identify physical and psychological changes that result from participation in a variety of physical
activities
2.5 Explain the benefits of physical fitness to good health and increased active lifestyle.
2.11 Apply basic principles of training and appropriate guidelines of exercise to improve immediate
and long-term physical fitness. Students select an exercise related to one component of physical
fitness (such as using proper sit-ups to increase endurance and strength of abdominal muscles,
swimming laps to increase cardiorespiratory endurance). Record and graph the progress made over
six weeks.
2.12 Participate in activities that promote physical fitness, decrease sedentary lifestyle, and relieve
mental and emotional tension.
2.13 Explain the personal benefits of making positive health decisions and monitor progress towards
personal wellness
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HIGH SCHOOL:
Student Leadership
To review skills for the upcoming AP English Language examination, practice public
speaking, hone leadership, and cover a wide range of American nonfiction from 1880 to
1930, juniors and seniors were responsible for selecting materials and preparing activities
for thirty-minute lessons.
Demonstrating an incredible breadth and depth of interests, students chose works
by Elizabeth Cady Stanton, Andrew Carnegie, W.E.B. DuBois, Helen Keller, Lincoln
Steffens, Booker T. Washington, and Virginia Woolf, among others. Their lessons included full class
conversations, small "cocktail party" exchanges, "speed dating" Q&As, competitions, and an array of
original focused writing prompts. Following their leadership, each student composed an extensive
reflection of their experience, successes, and future targets.
Heading into their thirty-minute sessions, students knew that they were fully able to
• select and develop appropriate and challenging materials;
• prepare questions, activities, and writing to foster rigorous analysis;
• facilitate subtextual and issue-based discussions; and,
• demonstrate flexible yet targeted speaking and listening skills.
Observations:
Despite the daunting task of leading peers, everyone rose to the occasion, left their comfort zones, and created
truly unique learning opportunities. Some students tried a more regimented top-down approach, while others
opted for a milder direct-and-release strategy. All brought forward their strong insights and appreciation for
writerly choices and the consequent impact. Observing from the back of the classroom, I was impressed and
delighted by their maturity, capacity, humor, and growth ... and found myself taking notes on their methods
that I'd like to add to my repertoire!
MA Standards:
Two-thirds of the way through the academic year, "Student Leadership" was a way for students to demonstrate gains across two
concentrations of the "Massachusetts Frameworks":
Grades 11-12 Reading Standards for Informational Text
RI-1: Cite strong and thorough textual evidence to support analysis of what a text states explicitly as well as inferences drawn from the text.
RI-2: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they
interact and build on one another to provide a complex analysis.
RI-4: Determine the meaning(s) of words and phrases as they are used in a text, including figurative, connotative, and technical
meanings.
RI-5: Analyze and evaluate the effectiveness of the structure an author uses in an exposition or argument, including whether the
structure makes points clear, coherent, convincing, and engaging.
RI-8: Delineate and evaluate the reasoning in seminal historical texts.
RI-10: Independently and proficiently read and comprehend literary nonfiction representing a variety of genres, cultures, and
perspectives and exhibiting complexity appropriate for the grade/course.
Grades 11-12 Speaking and Listening Standards
SL-1: Initiate and participate effectively in a range of collaborative discussions.
SL-3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among
ideas, word choice, points of emphasis, and tone used.
SL-4: Present information, findings, and supporting evidence, conveying a clear and distinct perspective.
SL-6: Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

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MIDDLE SCHOOL:
March Madness College Research Project
The entire 8th grade participated in a college exploration activity. Students randomly drew
colleges and universities that were participating in the NCAA basketball tournament. They then
had to research their school. Using various resources, students identified the school's location,
enrollment, popular majors, acceptance rate, cost of attendance, team mascot and notable
alumni. The activity culminated in a poster presentation.
As a result of instruction, students will be able to:
• Demonstrate familiarity with a college or university.
Observations:
Students enjoyed the connection to the basketball tournament. They liked learning about schools that are
located in different parts of the country.
MA Standards:
4.C.04.07 See projects through completion and check work for quality and accuracy.

HIGH SCHOOL:
Heredity, Inheritance and Variation of Traits
N
inth grade Biology Students are completing their genetic studies involving incomplete
dominance, codominance, and sex-linked traits. Honors biology students are exploring the
role of natural selection in speciation.
As a result of instruction, students will be able to:
• complete a Punnett Square and identify probability of certain genetic mutations.
Observations:
Students worked well in a group setting and were able to correct each others' work. Giving them the ability to
explain to each other was very rewarding.
MA Standards:
HS-LS3-3
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MIDDLE SCHOOL:
Fine and Performing Arts Department
W
hile it is common to assess a student's learning based on the final product, be
it a piece of fine art or a performance, much of the success of student learning
happens during the process. The educational model of learning by doing is
nowhere better exemplified than in arts education and Mount Everett's Visual
and Performing Arts Department embraces this philosophy.
Performance in the arts involves a complex layering and interrelationship of knowledge,
understanding, and interpretation. In the Arts, students not only learn the rules and language
of their medium, but also the habits of mind, imagination, discipline and critical thinking to
continuing to work through roadblocks and solve problems. For every performance, countless
hours of rehearsals were preceded by foundational preparation in class, working with teachers,
family and peers, and through individual reflection and growth. We are always so proud to see
our performing students on stage and the work of our visual artists displayed in the hallways or in
museums around Berkshire County. With this in mind, we honor our artists and value the hard
work that they put into their studies throughout the year, each day.
This month, the Arts Department offered a chance for students to collaborate across disciplines.
Students in Graphic Design One and Digital Design and Marketing created poster designs to be
used for the Spring production of Rogers and Hammerstein's Cinderella. Students learned the
basics of typography, composition, layout design and industry-standard editing software found in
the Adobe Creative Cloud to produce their own versions of a successful production poster. These
beginner designers had the opportunity to create real-world, applicable design as they were going
through their foundational learning. Paired with the tremendous efforts of the cast and crew of
Cinderella, this collaboration really exemplified the philosophy of the Arts Department at Mount
Everett. Every SBRSD student has the opportunity to have their lives enriched by the arts – in
our classrooms and on our stages. Through these experiences, our students learn by doing each
day. Whether they decide to pursue the arts as a career or simply enjoy the creative presence in
their lives, we can not be more proud of their efforts.
Mount Everett Regional School Theatre Department welcomes you to RODGERS & HAMMERSTEIN'S
Cinderella
Friday, March 24- 7pm
Saturday, March 25 - 7pm
Sunday, March 26 - 2pm
Friday, March 24 - 7pm
Saturday, March 25 - 7pm
Sunday, March 26 - 2pm
At the Thomas A. Consolati Performing Art Center
Tickets at the Door
$8 for Students
$10 for Adults
RODGERS & HAMMERSTEIN'S CINDERELLA: YOUTH EDITION is presented by arrangement with Concord
Theatricals on behalf of The Rodgers & Hammerstein Organization. www.concordtheatricals.com

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