Middle School Language Arts
Our recent focus has been on building listening, speaking, and research skills by exploring the events and aftermath of 9/11. This process was two-fold. First, students were tasked with interviewing a friend, teacher, or family member who was at least middle school age or older on September 11, 2001. These conversations provided valuable insight for students. To further support their understanding of this complex event, students developed research questions which became central topics, and small groups researched and gave presentations on one narrow aspect of the event. This whole group effort paired with the interview process to support a more comprehensive understanding of the attack and its effect on American culture. Thank you to all parents, guardians, friends, and teachers who partnered with students during the interview process. Your willingness to share your stories provided important perspective for students. Next week, students will compose their choice of a piece of writing—narrative, persuasive, informative, or research—to demonstrate their learning.
Our recreational reading journey continued this week with a focus on conflict in literature. Many students have finished their first choice fiction books and have moved on to their second or third reads. If the opportunity presents, please engage your student in a conversation about his or her reading. I’ve been really impressed with the analytical depth they explore each week in our focused literary activities.
High School English
High school students have been building a foundation in Modern Language Association (MLA) Format and research skills. They also engaged in a group effort to research different aspects of 9/11. To balance the in-class presentations they have done in other subjects recently, we took a different approach by learning to use a screen capture program called Loom. This program allows students to record their computer screen while creating voice over content. Recorded presentations were posted on Google Classroom for viewing and online discussion. Students asked insightful follow up questions, and the student expert on each topic answered them. This introduction to hybrid classroom learning will support students in future college pursuits.
Most recently, students have been learning about argument writing, specifically source analysis using the Cornell notetaking method, claim development, and evidence selection. This important work will be a focal point this year.
Public Speaking
Public speaking students have been practicing impromptu and extemporaneous speaking skills with a focus on posture, confidence, and formality. We also hosted a group workshopping conversation about students’ proposed demonstration speech topics. Next week, we will plan and practice demonstration speeches.
Utopian/Dystopian Literature
Last week, we finished our first novel, Fahrenheit 451. This week, students have spent time in preparation for Discussion Leaders, which is an activity that requires teams of two to lead literary discussion. Students were tasked with thinking about the novel as it relates to dystopian genre norms and our society today. On Tuesday, student-led discussion begins. Late this week, students conducted initial research for their final project. Our central question is “To what extent and in what way did Ray Bradbury’s vision of the future become a reality?” To answer the question, students have choice in two ways: their topic focus (ex. technology as a distractor, suppression of information, etc.) and the product they will create (ex. diorama, art, writing, presentation, etc.). All products will be supported by a dossier of evidence and analysis. We’ll continue our work on this next week.
Culinary Arts
Mr. Powers’ 6-week instructional rotation in Culinary Arts helped students build a valuable foundation in food science, food preparation techniques, and safe cooking practices, among many other things. During my rotation, our focus will be student-led cooking demonstrations. This week, students chose partners, demo dates, and a recipe to make for the class. They conducted initial research on timing, food cost, and required kitchen tools. Parents, expect communication from your student about his or her cooking demo and required supplies.
