Educating Our Eagles - Volume 22

Educating
our Eagles
22

CONTENTS
4
Introduction - Curriculum Director, Julie Dolan
6
First Grade - Animals and their Adaptations – Cristina Carlson
8
Twelfth Grade - Ready to Soar – Kevin Wolgemuth
10
High School - Is Curling A Sport? – Josh King
12
Ninth Grade - Belle et Sébastien – Pierre Leger
14
Fifth Grade - States of Matter – Claudine Mallory
16
Middle/High School – Semester One Art Gallery
Cover and Right: Elementary All School Sing at UME
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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 second year
as a designated, District-wide Early College Program. This collaboration
with Bard College at Simon’s Rock is a unique and special partnership that
provides our students with access to college-level coursework while in the
safe and supportive environment of SBRSD. As the program implementation
continues, this year's students also experience taking classes on their campus
and gaining exposure to a college-level lab space.
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. This year we have four new teachers, John
Hammill, Neal Barbieri, Asha Von Ruden, and Kari Giordano working
toward certification. We are thrilled that they took this on and will be
teaching college level courses to our students.
The courses we have been able to offer this year have expanded to include
Writing in the Humanities, Introduction to Psychology, Foundations of
Graphic Design, Anatomy and Physiology, U.S. Government and Politics,
Intro to Economics, Forensic Science, Probability and Statistics, Graphic
Novels and Visual Narrative, and Murder Most Foul—The Fiction of
Detection. The students enjoy having a variety of classes to choose from.
Students enrolled in Forensic Science will go to Bard college for the lab
portion of their course. They will leave in time to enjoy lunch on campus and
then experience the benefits of working in a college laboratory.
This year, 77% of our juniors and seniors are taking college level courses and
17% are taking three or more credit bearing classes. We are so proud of our
students for taking this challenge on. They are enjoying the variety of courses
being offered and the ability to have college credits under their belt before
they leave high school.
This is an exciting program that will continue to grow. To find more
information please see our web page at https://www.sbrsd.org/page/earlycollege.
If you have any questions about this program, you can contact Lindy
Marcel, our Early College & Internship Coordinator, at lmarcel@sbrsd.org.
All My Best,
Julie Dolan
Right: STEM students is Mrs. Von Ruden's class study how
temperature effects crystal growth.
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5

ELEMENTARY SCHOOL:
Animals and Their Adaptations
After completing our latest HMH Module, Animals and Their Adaptations, first grade students
at UME researched penguins and presented their findings to their families. The students were
paired up with a student from the other first grade class, researched a specific type of penguin
using an App called “PebbleGo” and wrote a research book about their penguin’s habitat, food, life cycle,
adaptations and unique features. Then, the students drew a life size picture of their penguin and measured
their penguin using standard and non-standard units of measurement. The students also created their
penguin’s habitat and a headband of their penguin, all of which were shown off at a celebration day called
“Penguins and Pancakes,” where parents came in to see their child’s works showcased, as well as to see
the class perform a song, and each student speak about their penguin to the group. Then, as a class, we
celebrated with pancakes as a special treat!
As a result of instruction, students will be able to:
• research a penguin with a peer.
• write and illustrate a research book.
• create a life size penguin using units of measurement.
• present information to a group of people.
MA Standards:
Grade 1 Reading Standards for Informational Text [RI] Key Ideas and Details
Grade 1 Writing Standards
Grade 1 Speaking and Listening Standards
Grade 1 Math Measurement
Grade 1 Life Science
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HIGH SCHOOL:
Ready to Soar
Shifting their focus from academic reading and writing, seniors in “Writing in the Humanities”
ended the first semester by focusing on professional communication. Daily class starters included
the how-to of an effective handshake, strategies for purposeful hard and soft skill acquisition,
distance and short-term goal setting, industry and company research, networking and dressing for the
job, among others. Longer lessons centered on professional interactions including a resume, an inquiry
email or application cover letter, a recommendation for a colleague or employee, interview questions and
responses, a professional thank-you letter and an annual review or salary negotiation.
As a result of instruction, students will be able to:
• apply traditional English Language Arts concepts and skills to professional scenarios and products.
Observations:
With graduation a few short months away and the heightened anticipation of upcoming studies, employment
or military service, students were at their most focused. One college-bound student appreciated learning these
career skills in a safe place, noting how helpful it was to make mistakes in the classroom. Another student who
is considering additional courses while working shared, “I feel more prepared for things in life I had no idea I
needed to prepare for!” A student heading for the military commented that they valued the concluding focus
on practical life skills because, simply, “It’s real.”
The Class of 2024 was a wonderful cohort with which to begin my teaching of “Writing in the Humanities.”
Quirky, flexible, diverse in their interests and sometimes very direct in their delivery, these students have been
great teachers. Future cohorts will benefit from their insights and contributions to the course.
MA Standards:
English Frameworks, Grades 11-12 (2017): Reading Informational Texts 7 and 10; Writing 1-4, with emphasis
on 5 (multi-stage process writing) and 7 (research-based writing); Speaking and Listening 4 and 6.
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HIGH SCHOOL:
Is Curling a Sport?
Mount Everett students were given a one-day crash course on the sport of
Curling before Winter break at the Norfolk Curling Club in Connecticut.
The students chose curling as one of the several activities presented to them
on December 21st and through a generous donation from the Smile Like Jack Foundation,
six students along with Mr. McSpiritt and Mr. Siket hit the lanes to see how challenging
Curling can be.
As a result of instruction, students will be able to:
• learn the proper techniques to be successful in curling.
• learn what the rules of the sport are and what the markings on the ice mean in
regards to scoring and competing.
• have the ability to try something new and exciting and opening their eyes to
something local and upcoming in recent Olympics and clubs.
Observations:
The students had a great time learning about the sport itself. They really enjoyed the
experience of learning how to properly play the sport and find a new passion in an
activity they can do later in life. I think going in not too many would tell you they were
excited or looking forward to the experience, but once they were on the ice you could see
the happiness and excitement on their faces.
MA Standards:
2.17: Demonstrate developmentally appropriate competence (basic skills, strategies,
and rules) in many and proficiency in a few movement forms and motor skills (team
sports, aquatics, individual/dual sports, outdoor pursuits, self-defense, dance, and
gymnastics).
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.
2.26: Apply safe practices, rules, procedures, and sportsmanship etiquette in physical
activity settings, including how to anticipate potentially dangerous consequences
and outcomes of participation in physical activity.
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HIGH SCHOOL:
Belle et Sébastien
After watching the trailer of the movie Belle et Sébastien, the French class made
predictions about the story as well as the main characters. For example, they
considered where and when the action is taking place. Who are the main
characters? What are they doing? Why?...
Following the discussion, the class watched the movie and later engaged in a series of
individual and group activities in French about the movie.
• The class listened to the song “Belle” by French singer Zaz. During this activity,
students had a worksheet of lyrics in which some words were missing. Students had
to carefully listen to the lyrics to write in the missing words. A class translation of the
song closed this activity.
• In teams, the class played a board game in French during which students had to
answer questions about the movie (story line, characters). The first team to make it
to “Arrivée” won the game.
• Students had to write an e-mail in French to a friend. In their message, students had
to include the following: 1) use an appropriate greeting; 2) invite their friend to
go see the movie Belle et Sébastien; 3) briefly describe the movie; 4) suggest a date,
time and a place to meet; 5) suggest a few activities to do after the movie; 6) use an
appropriate closing.
Please, click on the following links to see:
1. Official trailer: https://youtu.be/00cPmZTPyjw?si=Gn8WGswiIgKos0EQ
2. “Belle” by Zaz: https://youtu.be/_BNMCR-K4I8?si=21tDTSczDQ5nxs-4
As a result of instruction students will be able to:
• exchange information to predict a story.
• understand, answer, and ask a variety of questions.
• analyze products to help understand perspectives within the culture of the target
language.
MA Standards:
(IL.2.b) ;(IL.4.b) ; (IL.5.a)
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ELEMENTARY SCHOOL:
States of Matter: Making Ice Cream
Fifth grade students participated in an exciting hands-on project where they studied
the states of matter while creating ice cream! The class began by reviewing and
discussing the three states of matter - solid, liquid and gas. Then, students were
divided into small groups and were provided ingredients for making ice cream, including
ice, salt, cream, and sugar. While the ice cream was being made, students observed and
discussed the changes in the materials, relating them to the states of matter. Once students
were able to remove heat from the liquid ice cream and turn it into a solid and delicious
treat, they ended their time by eating the fruits of their labor. Yum!
As a result of instruction, students will be able to:
• describe how a liquid can change into a solid.
• make observations and discuss how energy can change matter.
• work cooperatively in a group.
Observations:
The excitement during this lesson was palpable. Students are always eager to apply what they
know to the real world and making ice cream is a great way to illustrate a change in matter. The
students were able to connect how salt dropped the temperature of ice. They connected making
the ice cream to their real world knowledge of why we put salt on the roads before and during
snow storms. As students were leaving for the day, many were still talking about what we had
done and making other thoughtful connections.
MA Standards:
5-PS1-1. Explain common phenomena involving gases, and phase changes between gas and liquid
and between liquid and solid.
5-PS2 - 2 Conduct an experiment to determine whether the mixing of two or more substances
results in new substances with new properties (a chemical reaction) or not (a mixture).
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HIGH SCHOOL:
Semester One Art Gallery
Mount Everett's Fall Semester Art students were busy creating work in Foundations,
Digital Photography, Ceramics, Portfolio, and Middle School Art.
From left: Evelyn Vollmer - Portfolio. Shira Sawyer - Portfolio. Shyanne Briscoe - 8th grade. Evelyn Vollmer - Portfolio,
Ivy Webester-Ben David - Portfolio. Josephine Graham - 8th grade. Sophie DelMasto - Ceramics. Ivy Webster-Ben
David - Portfolio. Leo Velasquez - 8th grade. Alexis Peck - Digital Photography
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