Educating Our Eagles - Issue 19

Educating
our Eagles
19

CONTENTS
4
Introduction - Curriculum Director, Julie Dolan
6
Eighth Grade - Foil and Oil – Kari Giordano
8
Tenth Grade - Muslim Studies – Alex Izatt
10
Ninth Grade - Triangle Congruence– Tim Schwartz
12
Kindergarten- I Am My Own Individual – Sarah Gillooly
13
Sixth Grade - Domesticated Animal Research Project – Peter Lynch
14
Fifth Grade - Dia de los Muertos – Susana Mapstone
16
Twelfth Grade - Characters of the Spanish speaking world – Angela Spitia
Seventh-grade students catch their h
air balloon after releasing them in th
annual tradition.
EDUCATING OUR EAGLES
2

otis
EDUCATING OUR EAGLES
3

INTRODUCTION
From SBRSD’s Director of Curriculum
and Instruction, Julie Dolan
The Eagles are Thriving this Fall!
Students are hitting their stride this fall with so many opportunities available to
them both academically and with extracurricular activities!
There are multiple Early College offerings this semester that are being taught on our
Sheffield campus by Mt. Everett Faculty. This allows for more college credits to be
earned and makes the transition to college-level course work less intimidating.
The Innovation Pathway Designation in the areas of Advanced Manufacturing
and Information Technology have brought the district new community partners,
which will allow students the chance to not only explore certifications but also to
visit these businesses and even open the door to future internship experiences.
The Robotics and Drone programs continue to be extremely popular as well
as cutting edge, and Mount Everett Regional School is now one of the first
educational institutions in the state to become a recognized identification area
(FRIA) by the Federal Aviation Administration (FAA). This means the school
campus is now officially approved to fly drones on school grounds. This new
certification will help the school district to continue to expand its forwardthinking
course offerings, providing students with opportunities to explore
cutting-edge technologies and innovations.
The partnership with Transcend is also in full swing with approximately 50
stakeholders participating as members of the Core, Design, and Community
Teams. We are currently in the process of engaging our school community in
focus groups, meetings, surveys, etc. to obtain ideas and feedback on our schools
now as well as what we want them to be in the future. We will strive to pilot some
of the ideas coming out of this work beginning in January of 2024!
Our students have been excelling in after-school programs as well! Our sports
teams saw full participation, the Elementary Musical was a huge hit, Shakespeare
and Company rehearsals are in full swing, the chorus and band concerts will be
coming up very soon, and of course there are many clubs and activities for just
about any area of interest a student may have!
Enjoy this month’s view from our classrooms! We love sharing all the great things
happening each day!
All My Best,
Julie Dolan
Right: SBRSD students perform at Opening Night of
Willy Wonka Kids!
EDUCATING OUR EAGLES
4

5

MIDDLE SCHOOL:
Foil and Oil
In the early 20th century, Japanese artist Kanae Yamamoto published a book explaining
his ideas for teaching children in a way that allowed them to explore, be creative, and
express themselves through art. Known as the “Jiyu-ga” method (from “Jiyuu,” meaning
“freedom”), it was met with enthusiastic support and also strong opposition. Two teachers
who supported Kanae's ideas believed that art education could only progress with the use of
modern art supplies. Up until then, Japanese children were taught to use black ink and follow
strict guidelines. The teachers invented an oil, wax, and pigment stick that allowed students to
experience bold color, the immediacy of drawing, and the expressiveness of painting all at the
same time. It was the first oil pastel. In the spirit of Jiyuu, this “Oil & Foil” technique presents
a new, freely-expressive way for students to experiment with texture, color, and light. It starts
with a collage of foil paper followed by layers of oil pastel. Techniques of debossing and
sgraffito reveal the metallic glow in just the right areas. Expression and depth are created by
contrasting areas of shine and matte, smoothness and texture, plus bright and subdued color.
Whether abstract or representational, art created on foil with oil pastels is as appealing to make
as it is to view.
As a result of instruction, students will be able to:
• use 2-d materials to create a unique collage based on their imaginative drawings.
• practice Sgraffito and Debossing.
• combine colors and textures.
Observations:
This project, adapted from dickblick.com, was a successful way to start the 8th grade
quarter. The students were excited by the variety of materials available to them and the
freedom of the project.
MA Standards:
Develop and refine artistic techniques and work for presentation.
Refine and complete artistic work.
Apply criteria to evaluate artistic work.
EDUCATING OUR EAGLES
6

EDUCATING OUR EAGLES
7

HIGH SCHOOL:
Muslim Culture
Tenth grade students have been learning about unique elements of Muslim culture. In
this lesson we focused on art, specifically the art of calligraphy. After looking at a few
examples of calligraphy. Students tried to write their name in Arabic. Once they accomplished
this, students took it a step farther and tried to add detail and make it look like calligraphy.
Students were allowed to use their name or any phrase/quote that they liked in the final
assignment.
As a result of instruction, students will be able to:
• recognize examples of Muslim culture, specifically art and architecture.
• write their name in Arabic (the language that is only used when worshipping in Islam).
• practice writing their names in a calligraphy art style.
• explain calligraphy and why it is important to Muslim culture.
Observations:
Most students really enjoyed writing their names in Arabic. Students enjoyed looking at
images of muslim artwork and architecture. Some students really threw themselves into the
calligraphy activity, but some students complained about having to do artwork in history
class.
MA Standards:
Use information from primary and secondary sources to research contributions of one of the
ancient Mesopotamian, Egyptian, Phoenician, Israelite, Islamic, and Eurasian societies to the
modern world, the Abbasid Caliphate in western Asia and North Africa (750–1258 CE) and the
flourishing of Islamic arts, science, and learning
EDUCATING OUR EAGLES
8

EDUCATING OUR EAGLES
9

HIGH SCHOOL:
Triangle Congruence
This ninth grade lesson involves the determination of triangle congruence. Students
are required to evaluate the congruence based not only on measurements but also
on rigid mapping of one figure onto the other. This mapping is a series of rigid
transformations. This rigid transformation helps students grasp the concepts of congruence.
Congruence is defined by this concept of rigid mapping.
As a result of instruction students will be able to:
• determine whether or not two figures are congruent.
Observations:
Students liked the process of moving figures by the rules of transformations. They could
literally watch the figures mapping themselves onto one another.
MA Standards:
Geometry, Congruence, B.8. Explain how the criteria for triangle congruence (ASA, SAS,
& SSS) follow the definition of congruence in terms of rigid motions.
EDUCATING OUR EAGLES
10

EDUCATING OUR EAGLES
11

ELEMENTARY SCHOOL:
I am my own individual
To go along with our Literacy lesson, we read the book I Like Myself. We learned that no
matter what we wish for or how we may change on the outside, that we are still the same
person on the inside!
As a class we went on a leaf hunt finding leaves that were fresh and not crumbly. The next day we
started our lesson by looking at our reflection in the mirror to notice the color of our eyes, skin, etc.
Then we took to our desks drawing and coloring ourselves. One at a time the children were called to
put leaves on their self-portrait. The excitement was at an all-time high!
As a result of instruction, students will be able to:
• go on a leaf hunt to find leaves they want to turn into their hair.
• create a self portrait of themselves.
• see the different attributes we have as a person.
• learn that everyone looks different on the outside.
Observations:
I observed children looking at one another, and talking to their partner about their eye colors,
how their skin is darker or lighter than each others. While the class was busy working, I observed
friends talking about the colors they are using for their clothes, and how they are creating their
self portrait to look exactly how they are looking today, clothes and all. When it came time to add
leaves for the hair, one child at a time was called to place the leaves and I glued them down with
a hot glue gun. Once a picture was complete, I held it up and said “Here is (name).” The class
responded with making exciting noises. This happen for all 16 children's self-portraits.
MA Standards:
Ask and answer questions in order to see help, get information, or clarify something that is not
understood.
Add drawing or other displays to describe as desired to provide additional detail.
EDUCATING OUR EAGLES
12

EDUCATING OUR EAGLES
13

MIDDLE SCHOOL:
Domesticated Animal Research Project
Mount Everett sixth-graders are currently learning about agriculture, the domestication of
animals, and how that led to the beginnings of permanent settlements. The class split up into
partners or trios and picked a domesticated animal they would be interested in researching
the history of. They were responsible for researching from online resources and gathering relevant
information on their animal. This included information such as when and where the animal was
domesticated, why it was domesticated, and if modern humans still use this animal for the same purposes
today. They then converted their gathered research into a Google Slides presentation, which they then
shared with the class. We will be continuing this learning when we conduct some science experiments and
observe apples over time while learning about the process of decomposition.
As a result of instruction, students will be able to:
• understand how agriculture and the domestication of animals impacted Neolithic societies.
Observations:
My classes were excited to be able to pick animals they were passionate about. Some picked pets they had at
home or animals they wanted to learn more about. These groups spent a lot of time and effort polishing their
slides to make sure they were ready to be presented, and most were enthusiastic about getting in front of the
class and share their work.
MA Standards:
Explain that the term Neolithic Era refers to the period beginning about 10,000 years ago to c. 4500 or c.
2000 BCE in different parts of the world, in which the technologies of agriculture (growing crops and the
domestication of animals) and metallurgy (mining and working of metals) were invented and refined, and in
which complex societies begin to appear.
EDUCATING OUR EAGLES
14

EDUCATING OUR EAGLES
15

ELEMENTARY SCHOOL:
Dia de los Muertos - Day of the Dead
It is a day to honor and commemorate the lives of the dearly departed and to welcome
the return of their spirits. The tradition of the Day of the Dead is rooted in Indigenous
and Spanish ritual customs. Today, this celebration has been increasingly popular among
Latinos in the United States. Though many of the traditional elements have remained, the
way and where the Day of the Dead is celebrated has changed. However, the unity of life and
death continues to be the dominant theme of the art, tradition, and rituals of the annual
celebration of the Day of the Dead on Nov. 2, both in Mexico and the United States.
As a result of instruction students will be able to:
• understand how the Day of the Dead (Día de los Muertos)
is celebrated in Mexico and other parts of the world.
• discuss their family's traditions and ways that they honor
and remember people who have passed away.
• compare and contrast our Halloween festivities with other
culture's holidays, specifically el Dia de los Muertos.
Observations:
The 5th graders learned about making an ofrenda in our
classroom and enjoyed making and decorating sugar skulls.
MA Standards:
Communication 1.1 Discuss culturally relevant topics and show respect to other people's beliefs.
Culture 2-1 Students demonstrate an understanding of the relationship between the practices and
perspectives of the cultures studied.
2.2 Students demonstrate an understanding of the relationship between the products and perspectives
of the cultures studied.
Connections
3.2 Students acquire information and recognize the distinctive viewpoints that are only available
through the foreign language and its cultures.
Comparisons
4.2 Students demonstrate understanding of the concept of culture through comparisons of the
cultures studied and their own.
EDUCATING OUR EAGLES
16

HIGH SCHOOL:
Characters of the Spanish-speaking world
Spanish Language students will research about different people from Latin America and
Spain who have left a mark in history and are an inspiration to others. These people have
shown that with hard work and resiliency they can achieve their goals. They have inspired
other people to better themselves and their communities. Some of them are still in their
countries, others are immigrants, and others are of Hispanic heritage. Throughout this lesson,
each student will research a different person in the target language. They will write a report in
Spanish and give an oral presentation in Spanish to the other students in class about what they
have learned.
As a result of instruction students will be able to:
• learn more about very important Latin American and Spanish people who have made
history and are making a great impact in the world.
• learn about the diversity of professions these characters have and try to identify with
some of them.
• learn about their great contributions to our communities and to humanity at large.
• practice reading, writing, listening and speaking using only the target language.
Observations:
The students had fun learning about these people while they continued perfecting
pronunciation and fluency.
MA Standards:
1. Interpretive Communication - In narrative, descriptive, and persuasive texts and
conversations on a variety of concrete topics of personal, general, or public interest, relying
upon understanding of short paragraphs containing multiple time frames, consisting of
straightforward or descriptive language.
a. Analyze traits of multiple cultures and communities. (IH.1.a)
b. Analyze the main message or story line and some supporting details. (IH.1.b)
3. Presentational Communication - In presentations on a variety of concrete topics of
personal, general, or public interest, in a wide variety of settings, creating mostly short
paragraphs, sometimes relying upon circumlocution, in such a way that speakers/signers of
the language usually understand.

Use This code to hear
Nathan's Recording!

EDUCATING OUR EAGLES
20