Educating Our Eagles - Volume 18

Educating
our Eagles
18

CONTENTS
4
Introduction - Curriculum Director, Julie Dolan
6
High School - Commercial Photography – Kari Giordano
8
Fifth Grade - Reading Buddies – Claudine Mallory
10
Tenth Grade - Parallel & Perpendicular Lines – Tim Schwartz
12
Eighth Grade - Norms, Routines, and Expectations – Lindsey Brown
13
14
Ninth Grade - Crafting Compelling Narratives – Christine McEvoy
First Grade - All About Apples – Jaimi-Lyn Schieb
16
18
Eleventh Grade - Where in the World is... – John Hammill
Elementary School - Biomes – Anne Dunn
Cover: The drum lines performs for the first pep rally of the year.
Right: Mr. Lanoue demonstrates the hula-hoop during UME
Physical Education class.
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INTRODUCTION
From SBRSD’s Director of Curriculum
and Instruction, Julie Dolan
Welcome Back to School!
As we begin the 23-24 school year, we are extremely excited to be
entering our second year as a wall-to-wall Early College program.
This has provided us with the resources necessary to expose all
students to college classes and internships and give them the
opportunity to explore all post-graduation opportunities.
You may have noticed some changes in your child’s coursework.
We are in our first year implementing a new reading program
for grades K-5, Into Reading. This program is highly rated by Ed
Reports, an independent non-profit committed to ensuring all
students have access to high-quality instructional materials and
aligns with the reading program we are using in grades 6-8, Into
Literature. At the secondary level, we just purchased an updated
version of the math program we have been using. Teachers have
been receiving Professional Devlopment in all these programs to
ensure our students are getting the highest quality instruction.
This Professional Development will continue throughout the year.
We are eager to see the growth in our students from implementing
these new materials.
As you may have read in the Superintendents weekly emails, we
have been chosen to be a part of the Transend Grant where we
will be working with other rural districts around the country to
reimagine what education can look like. The beginning focus will
be on getting ideas and feedback from our community. When you
see opportunities to share your voice through completing a survey
or attending a meeting, please do. We want to hear from as many
people as we can. Our first community meeting is scheduled for
October 17 at 6:00pm. Details will be sent in the Superintendent’s
Weekly News and Notes.
All My Best,
Julie Dolan
Right: High school student, Epic, works on his project in
Mr. Von Ruden’s Building course.
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HIGH SCHOOL:
Commercial Photography
Students in a Marketing/Photography Independent Study are working to build their
skills while offering a valuable service to the school community. Twelfth-grade
students have been learning about portrait studio lighting, posing, camera techniques
and the business side of professional photography. Students set out to capture “Media
Day” style portraits for all Fall Athletics teams and photographed individual athlete
portraits as part of this project. Students chose a portrait aesthetic and curated the
studio based on this style. Students practiced post-production techniques using
industry-standard software to prepare the portraits for sale.
As a result of instruction, students will be able to:
• research and discuss business strategies for portraiture.
• develop their skills in photography utilizing a DSLR camera and full-frame lens.
• practice creativity and craftsmanship while working with lighting, lighting
modifiers, remote triggers, and backdrop styles.
• understand editing techniques using Adobe Lightroom and Photoshop.
Observations:
Not only are students gaining real-world skills and practice, but their efforts translate to
generating revenue for the sports and student accounts. Students really took the initiative
to provide a profitable and successful service to the school and sports teams. While it was
challenging to schedule each sports team during their after-school free time, students
managed to provide retake days to those who missed the initial sessions.
MA Standards:
Develop and refine artistic techniques and work for presentation.
Refine and complete artistic work.
Apply criteria to evaluate artistic work.
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ELEMENTARY SCHOOL:
Reading Buddies
Reading Buddies is a weekly time when our wonderful grade-five students spend time reading
to and with the kindergarten classes. Fifth graders work on reading with inflection and
fluency while the Kindergarten students work on comprehension and connecting with an older
role model. This connection leads to additional opportunites for partnership at various times
throughout the year. These include the Spooky Walk, walking out to the vernal pool, field day
and more. It is a wonderful way in which our school builds community.
As a result of instruction, students will be able to:
• read fluently, with inflection and for a specific audience.
• foster a community of learning and love of reading.
Observations:
In preparation for their time together, grade-five students practice reading their books
and gather questions to check for comprehension along the way. This preparation creates
excitement and prepares the fifth graders to be the best buddies they can be. After our first
session students were so happy to report out about how it went! Students who have moved
to the middle school often report that this project is one of the most memorable of their
time at UME.
MA Standards:
MA Grade Five Reading Standards
1. Read with sufficient accuracy and fluency to support comprehension.
2. Use context to confirm or self-correct word recognition and understanding, rereading as
necessary.
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HIGH SCHOOL:
Parallel & Perpendicular Lines
Tenth grade Math students have been studying Geometry. A lesson in Parallel and
Perpendicular Lines is specifically designed to help students work with slopes of lines,
graphing lines, and determining relationships between two lines. Students calculate a
slope from two sets of points and then compare that to the slope calculated from two other
sets of points. Based on what they have been given for information regarding parallel and
perpendicular lines, they will identify the lines as parallel, perpendicular, or neither.
As a result of instruction students will be able to:
• classify two lines as parallel, perpendicular, or neither.
• determine relationships and make connections.
• understand how these concepts apply to the real world.
Observations:
Students were able to apply the slope formula very well once they learned how to label the two
sets of points. The students were more comfortable with the parallel lines since they had the
same slope. Once students learned the concept of negative inverse, the perpendicular lines were
not that difficult.
MA Standards:
GEO.G-CO 1. Know precise definitions of perpendicular and parallel lines.
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MIDDLE SCHOOL:
Norms, Routines, and Expectations
Since the start of school, the eighth grade science classes have jumped into answering the unit essential
question “How can we work together to establish norms and routines which support our practices as
scientists?” Using collaborative protocols like “Socratic Seminars” and “Think Pair Share” alongside
independent processing activities including “Writing into the Day” and “Think About What Matters” students
have strengthened their connection with their school community and their critical thinking skills.
Throughout the last four weeks, students have discussed the differences between norms and values and shared
their own personal values with one another. These values include: family, food, sports, clean sheets, being kind,
school, friends, their homes, pets, traveling, religion, and music. In addition, they communicated as a group to
develop and decide upon a set of norms to hold as a class throughout the year in common spaces. Their group
norms are: be kind to each other, take care of yourself, do your best (when you can), respect the space and other
peoples’ property, be accepting, and ask for help when you need it.
Lastly, they have focused on establishing organizational skills and identifying ways to engage with the 8 Science
and Engineering practices. They have practiced measurement and metric unit conversion, created diagrams to
demonstrate the importance of models for sharing information, refined their ability to ask relevant, detailed
questions, and have started using planners or check-lists to stay organized.
As we look forward to our second unit, we will continue to employ these practices, norms, and shared expectations.
With the start of Unit Two: “Earth’s Place in the Universe” students in the 8th grade know that their place in our
community is meaningful, and that their voice matters and will continue to contribute to their future as Eagles.
As a result of instruction, students will be able to:
• develop collaborative skills.
• share in creating community.
• ask questions and define problems.
• develop and use models.
• obtain, evaluate, and communicate information.
Observations:
Students felt empowered when asked to create shared expectations. They have been more engaged with
adhering to the norms since they are of their own creation. In addition, they liked working on skills using
their own inspiration for content, for example, the diagram models created ranged from “the perfect pizza” to
“the anatomy of a shark” to “population distribution in Massachusetts”.
MA Standards:
8 Science and Engineering Practices:
Asking Questions and Defining Problems, Developing and Using Models, Planning and Carrying Out
Investigations, Analyzing and Interpreting Data, Using Mathematics and Computational Thinking,
Constructing Explanations and Designing Solutions, Engaging in Argument from Evidence, Obtaining,
Evaluating, and Communicating Information
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HIGH SCHOOL:
Crafting Compelling Narratives
Students in ninth grade English completed a narrative writing unit. Classes were
asked to craft compelling narratives that conveyed meaningful messages. The unit
encouraged students to explore their creativity and imagination. Through the
process of brainstorming, drafting, and revising their narratives, students developed a
deeper understanding of the writing process and refined their ability to express their
thoughts and ideas effectively. Another essential aspect of this unit is fostering critical
thinking and analytical skills. Students were encouraged to analyze choices they made
as writers and consider the impact of those choices on the reader. Additionally, the
unit emphasized the importance of peer review and feedback, encouraging students to
engage in constructive critique of their peers’ work.
As a result of instruction, students will be able to:
• analyze and interpret various types of texts, including narratives.
• develop students' writing proficiency across different genres.
• develop critical thinking, problem-solving, and effective communication skills.
• provide and receive feedback respectfully and constructively.
• analyze and interpret various types of texts, including narratives.
Observations:
By delving into the elements of plot development, character building, and setting
description, students were equipped with the tools to create engaging narratives.
MA Standards:
Reading for Literature 1-3, 5; Writing 3-5; Speaking and Listening 1
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ELEMENTARY SCHOOL:
All About Apples-Cross Curricular Unit
First graders at NMC learned all about apples and Johnny Appleseed! Throughout the week we read
many different stories and learned about the process of growing apples. We discussed the elements of
a tall tale and analyzed whether the information about Johnny Appleseed that was true or false. We
learned about the parts of an apple, the seasons of an apple tree, and how you can grow an apple tree by
planting a seed or through the process of grafting.
As a culminating activity, we invited the parents to join us for a special apple themed day. We incorporated
many math activities where we measured an apple’s height and circumference, weighed it, and solved various
addition and subtraction word problems involving apples. We made apple prints, and worked on sequencing
and labeling parts of an apple. We also made caramel and candy coated apple slices, homemade applesauce,
and enjoyed a special snack of apple cider and donuts. Then, we did a writing activity about our favorite way
to eat an apple.
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:
• identify elements of a tall tale and explain what information about John Chapman is true and what is
exaggerated.
• explain how Johnny Appleseed contributed to society.
• label and describe the parts of an apple.
• measure, weigh and count objects to compare them to the size of an apple.
• understand how apple trees grow (planting a seed or grafting) and be able to describe the seasons of an
apple tree.
• write an opinion piece about favorite way to eat an apple.
• write facts about Johnny Appleseed.
Observations:
The students were very engaged and worked collaboratively in pairs and groups. The students were all able to
describe information that they learned from these hands-on experience. It was great to have the parents join
us. The students loved working with the adults and showing off their learning.
MA Standards:
R.L.5, R.I.1, W.2, W.5, 1.LS1.1, 1.OA1, 1.OA2, 1.MDA2
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HIGH SCHOOL:
Where in the World is the Koh-i-Noor Diamond?
Students in Mr. Hammill's eleventh grade 20th Century History class learned about
the Koh-i-Noor diamond. They searched the history of this famous gemstone, tracking
its origin and who has possessed it through history. Students were asked to pay careful
attention to what may be fact and what may be legend or speculation. They created a timeline
showing the different rulers, dynasties, or empires in South Asia who have possessed this
diamond over the centuries, before it was removed to Great Britain in the 1850s.
As a result of instruction students will be able to:
• trace the rise and fall of the empires or South Asia.
• differentiate between fact and legend.
• identify the real-life and symbolic legacy of colonialism.
• research historic events.
• create an accurate time line.
Observations:
The students found the history of the diamond to be interesting and new. They enjoyed the
opportunity to refresh their timeline skills. Several students made connections to another
famous gemstone - the Hope Diamond. Many chose to add color and illustrations to their final
product for a more professional look.
MA Standards:
WH II. T3 The Global Effects of 19th Century Imperialism
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ELEMENTARY SCHOOL:
Biomes
Using informational texts and articles, students worked in small groups to research
a specific biome (tropical rain forest, desert, temperate forest, tundra, taiga, and
grasslands). They made notes about their biome with a focus on how characteristics of its
plants and animals are determined by its climate and landforms (adaptations). Students
presented their posters and then compared the differences in living things inhabiting different
types of environments.
As a result of instruction students will be able to:
• understand the meaning of biome and identify the different types of biomes.
• identify the characteristics of plants and animals in different biomes.
• compare and contrast the different biomes and present their findings.
MA Standards:
Science and ELA Frameworks
2LS4-1 (Biological Evolution: Unity and Diversity)
2RI.4, 2RI.5, 2RI.10 (Reading Standards for Informational Texts)

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