Educating Our Eagles - Issue 16

Educating
our Eagles
16

CONTENTS
4
Introduction - Curriculum Director, Julie Dolan
6
First Grade - Jazz Improvisation – Elizabeth Petty
8
High School - Yard Games – Josh King
10
Fourth Grade -Vejigante Masks – Susana Mapstone
12
Tenth Grade- Project Choice – Christine McEvoy
Cover: Middle Schooler, Ben, prepares to push an olive with his
nose as part of the 7th grade Greek Week competitions.
Right: Students in Ms. Gott's Culinary program prepare a meal.
EDUCATING OUR EAGLES
2

EDUCATING OUR EAGLES
3

INTRODUCTION
From SBRSD’s Director of Curriculum
and Instruction, Julie Dolan
Teacher Appreciation Week is May 8-12.
Please thank your teacher for all they do for our students!
Teachers
Paint their minds
and guide their thoughts
Share their achievements
and advise their faults
Inspire a love
of knowledge and truth
As you light the path
Which leads our youth
For our future brightens
with each lesson you teach
Each smile you lengthen
Each goal you help reach
For the dawn of each poet
each philosopher and king
Begins with a teacher
And the wisdom they bring.
Kevin William Huff
EDUCATING OUR EAGLES
4

5

ELEMENTARY SCHOOL:
Exploring Our Voices
Through Jazzy Improvisation
As students explore their voices through singing as a form of communication,
they used small stuffed animals to express themselves. Using and identifying
high/low and loud/soft sounds, they explored their voices as they improvised
to communicate a conversation.
As a result of instruction, students will be able to:
• sing and explore their own voices using high and low pitches as well as loud and
soft ones.
• feel more comfortable sharing their thoughts and feelings through using
expression and improvisation as they respond and more importantly listen to
each other.
Observations:
The students were excited to choose their own individual animal and quickly began an
animated conversation with their partner. Several quieter students seemed much more
willing to share their voice as they found it through their animal. Later when we worked
on feeling the beat as we listened to jazz music, the children moved and danced with
their “stuffy”. Fun was had by all.
MA Standards:
Creating 1. Generate and conceptualize artistic ideas and work. Improvise short original
musical ideas.
Connecting 11. Relate artistic ideas and works to societal, cultural and historical contexts
to deepen understanding. Identify different genres and styles of music (e.g. folk songs,
lullaby, jazz, reggae).
EDUCATING OUR EAGLES
6

EDUCATING OUR EAGLES
7

HIGH SCHOOL:
Yard Games
Students in Lifetime Fitness are getting outside and enjoying the weather by playing a
variety of Yard Games. We introduce them to Spike Ball, Corn Hole, Volleyball, Tennis,
Cross Net, and several other activities that are played at family picnics and backyards.
As a result of instruction, students will be able to:
• stay active and play a variety of activities that they can do later in life.
• familiarize students with activities on all levels that they can be successful at while
enjoying weather and classmates.
Observations:
It was great to see everyone involved in the activities themselves. All students are
participating and with a heavy group of seniors, “senioritis” has not hit this group as they
are playing everyday and make teaching the class enjoyable and a pleasure on a daily basis.
MA Standards:
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
2.25: Understand how activity participation patterns are likely to change throughout life and
identify strategies to deal with those changes, including a plan for life-long wellness
EDUCATING OUR EAGLES
8

EDUCATING OUR EAGLES
9

ELEMENTARY SCHOOL:
Puerto Rico Unit - Vejigante Masks
The 4th graders are doing a country project study in the Spanish class. The focus is Puerto Rico, with
its vibrant culture, traditions, history and foods.
These days the students are making Vejigante masks made of papier-mache, to replicate the authentic
ones from Ponce in Puerto Rico during the Carnival.
The colorful vejigantes masks (called caretas) are green, yellow, and red, or red and black, and always
look “scary.” Today, these whimsical masks are a cultural expression unique to Puerto Rico! They can be
made from papier-mâché or coconut husks. The caretas are hand-painted and include horns, fangs, ​and
beaks, and polka-dots.
As a result of instruction students will be able to:
• interact with authentic resources and achieve cultural competence.
Observations:
The primary objective of Foreign Language education is the achievement of fluency, however, an appreciation
for different cultures is as important to open the students' minds and to foster a deeper conversation about
other people's cultures and traditions. This activity promotes a hands-on reflection on this colorful, historic
tradition.
MA Standards:
Cultures Goal: Interact with cultural competence and Understanding

EDUCATING OUR EAGLES
11

HIGH SCHOOL:
Project Choice
Students in tenth grade English classes were able to choose one of three projects to complete. The first is a
career research project. Based on a skills test, students choose three occupations and research education
requirements, salary, occupational outlook, and relevant companies. With this research, reflection of personal
strengths and weaknesses are considered while applying practice in workplace ethic and etiquette skills. Formal
email writing is refined. The culminating part to this project is a reflection essay articulating where the student sees
themselves 5, 10, and 20 years from now.
The second project choice is a research project on a topic of interest and relate this to English. For example, a
student is creating a book of personal poetry and will work on revising several poems, researching two poets and
committing to finding a contest and submitting their work. This project choice requires a 60 second pitch to the
class detailing what they are choosing and how it relates to English. The project culminates in a presentation to the
class on their process and final product.
The third choice is an independent reading of “Of Mice and Men” by John Steinbeck. This choice includes
concurrent reading of non fiction articles and research on America’s Great Depression. Short writing prompts and
quizzes will enhance comprehension along with group discussion with peers and teacher. This project culminates
in a choice of assessment. For example, students may choose to write several journal entries in the voice of a
character, act out a scene or complete a literary analysis.
As a result of instruction, students will be able to:
• determine a meaningful connection to an educational choice.
• practice autonomy and intrinsic motivation.
• practice time management and self-responsibility.
• analyze and interpret findings and make text to self connections.
Observations:
After the intensity of MCAS, students were delighted with choice and freedom for an extended time. One class
period was spent reviewing choices and examining which choice would work best for their goals. Students took the
task of deciding on a project seriously, and from day one went straight to work. I was struck with one student who,
within the first class period, had a detailed and formal outline to show their projected path of research on a topic
that was deeply interesting to them.
MA Standards:
9-10.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
9-10.W.10Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of tasks, purposes and audiences.
9-10.SL.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one. in groups, and
teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing
their own clearly and persuasively
9-10.SL.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners
can follow the line of reasoning and the organization, development, substance, and style are appropriate to
purpose, audience, and task
EDUCATING OUR EAGLES
12

EDUCATING OUR EAGLES
13

EDUCATING OUR EAGLES
14