Educating Our Eagles - Volume 14

Educating
our Eagles
14

CONTENTS
4
Introduction - Curriculum Director, Julie Dolan
6
First Grade - 100 Days of School – Christina Carlson, Ashley Lotz
8
High School - Drawing - Graphic Novel – Kevin Wolgemuth
10
Second Grade - 100th Day STEM Challenge – Elizabeth Trapani
12
High School - Learning Spanish With Storytelling – Angela Spitia
15
Middle School - Minimalism and Abstraction – Kari Giordano
Cover: First grade students learn about shapes.
Right: Elementary students work on a Culture project during
Spanish Class.
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INTRODUCTION
From SBRSD’s Director of Curriculum
and Instruction, Julie Dolan
We are excited to share with you the progress made in our
first year as a designated district-wide Early College. It is
a unique and special opportunity, in collaboration with
Bard College at Simon’s Rock, to expose our students
to college-level courses in the safe and supportive
environment of SBRSD.
As we began the second semester of our first year, we
celebrated the success of our students and took some
time to recognize all those that took on the challenge of
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participating in an Early College course. About 90% of
our seniors now know what it is like to take a collegecredit
course and our sophomore class will be the first
class to have the opportunity to earn up to 30 college
credits by the time they graduate from high school at
no cost to them.
Our goal is to have as many of our teachers as possible
complete the Early College Instructor Certification.
This will give us flexibility and increase the variety of
courses offered. Congratulations to Mr. Wolgemuth for
being our first teacher to complete this program and be
teaching college credit classes.
This is an exciting program that will continue to grow.
If you have any questions about SBRSD being a wall-towall
Early College, you can contact me at
jdolan@sbrsd.org.
5

ELEMENTARY SCHOOL:
100th Day Celebration!
First Grade students in Ms. Carlson and Ms. Lotz’s classes celebrated 100 days of
school this month! The students practiced counting, grouping, and organzing by
moving through nine different stations all teaching about the number 100.
As a result of instruction, students will be able to:
• count to 100.
• groups items to 100.
Observations:
The students were excited and engaged to complete their 9 stations on their golden ticket
to celebrate the 100th day of school.
MA Standards:
1.NBT
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MIDDLE SCHOOL:
Drawing - Graphic Novel
This spring semester, “Graphic Novel and Visual Narrative” offers high school
students the opportunity to earn college credit while exploring published works
... and creating original work of their own! Weekly drawing activities include
collaborative panel progressions, character development and bio sheets, timed
comic strips, world design and classic graphic novel imitations.
As a result of instruction, students will be able to:
• apply theories and concepts from Scott McCloud's “Understanding Comics” (1993)
in the appreciation, analysis, imitation and creation of graphic novels and visual
narratives.
Observations:
Give students a pencil, a blank sheet of paper and time to think, and stand back!
MA Standards:
Multiple comparative reading standards
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ELEMENTARY SCHOOL:
100th Day Stem Challenge
Continuing with the 100th day of school celebration, Second Grade students At NMC were
provided with building materials and were asked to construct several different designs
using 100 pieces for each of their creations. Materials students used included milk caps,
legos, dominoes, linking cubes, pattern blocks, and popsicle sticks.
As a result of instruction, students will be able to:
• work collaboratively and creatively to create an original design.
• use problem solving skills by listening to each other's ideas and thinking critically.
Observations:
Students were randomly placed in teams of two and they worked together. The teams were focused
and motivated to create an original design with each set of materials.
MA Standards:
K-2-ETS1-3 Engineering Design
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HIGH SCHOOL:
Learning Spanish With Stories
Throughout each grade, and part of our curriculum, we use stories to learn Spanish. In 9th grade
, we started reading a book called “Peter va a Colombia” (Peter goes to Colombia). Each grade
learns about a different country and culture of the Latin American world. The students learn
Spanish in a communicative way by focusing on the events of the story, instead of the grammar
of the language. This focus helps the students communicate in the language from the start, as the words
appear in context. We study new vocabulary before reading using Quizlet and printouts, so that the
students understand the stories better. After studying the vocabulary, we read aloud, sometimes in groups
or by themselves, and once we finish reading the chapter, the students answer comprehension questions
using the target language. We also use Kahoot to answer comprehension questions about the reading.
Finally, we summarize each chapter. We also make drawings to practice listening comprehension and to
retell the stories.
As a result of instruction, students will be able to:
• improve and learn Spanish vocabulary.
• improve reading comprehension.
• learn about customs and traditions in Colombian culture.
• compare and contrast Colombian culture with their own.
• make connections between the influences of different genres of music.
Observations:
The students are increasing their Spanish vocabulary. They understand words in context and they can respond
to comprehension questions in Spanish. The repetition used in storytelling helps them remember and
memorize full sentences and vocabulary.
MA Standards:
Interpretive communication: In straightforward texts and conversations on very familiar, everyday topics,
relying upon practiced or memorized words or phrases supported by visuals and gestures, students:
Identify words, phrases, and basic information. (NL.Com.Ipv.1.b)
Interpersonal Communication - In straightforward conversations on very familiar, everyday topics in highly
predictable, common daily settings, using practiced or memorized words or phrases and with the help of
visuals and gestures, students:
Respond to culturally diverse interlocutors, products, practices, and ideas by expressing curiosity and
empathy. (NL.Com.Ipl.2.a)
Cultures - In straightforward interactions in highly predictable common daily settings, using the target
language exclusively (or almost exclusively), with appropriate linguistic scaffolding, students minimally but
consistently:
Identify typical products and practices to help understand perspectives within the diverse cultures of the
target-language communities. (NL.LC.Cul.5.a)

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MIDDLE SCHOOL:
Minimalism and Abstraction
Eighth grade art students studied the work of American architect and designer, Frank
Lloyd Wright. Students looked at examples of his ‘organic style’ architecture and his
later work with stained glass. The class was guided through exercises creating work
using the Prairie Style and other methods of abstraction. Through color theory study
and exploration of Abstract Art and Minimalism, students ultimately used black
construction paper, X-acto knives, colored tissue paper and cellophane to create faux
stained glass windows inspired by a landscape of their choosing.
As a result of instruction, students will be able to:
• recognize and analyze the style of Frank Lloyd Wright.
• recognize and analyze Minimalism and abstraction in art and design.
• carefully use an X-acto knife to cut intricate designs in paper.
• practice color theory by mixing cellophane colors together.
• practice craftsmanship, design, and presentation skills.
Observations:
The class expressed varying opinions about Frank Lloyd Wright's work and Abstract Art in general.
Students shared their ideas about what they consider to be "good" art and what they do not. The class
had a construction discussion about an artist's process and what symbols might be visible in Abstract
Art and Minimalism. Students struggled with the intricate cutting and gluing and there were some
do-over moments. It was a good reminder to stay focused and limit distractions. The faux stained glass
pieces came together in a really neat way and it was fun to see all of the different landscapes. Students
created pieces ranging from Greek Islands to Football stadiums. It is always fun to see the wide variety
of ideas our students represent.
MA Standards:
Generate and conceptualize artistic ideas and work. Generate artistic ideas that demonstrate differences
in composition principles (e.g., balance, proportion, emphasis) and push the boundaries of what
materials can do. (7-8.V.Cr.01)
Perceive and analyze artistic work. Analyze elements of a work that are indicative of the historical or
cultural context in which it was created. (7-8.V.R.07)
Interpret intent and meaning in artistic work. Explain how an artistic work was influenced by the
culture or historical context in which it was created. (7-8.V.R.08)

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