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PIERCE SCHOOL CURRICULUM CONNECTIONS:
Teaching and Learning in Grades 7 and 8
- December 2008 - Volume XIV, First Edition
- May 2008 - Volume XIII, Third Edition
- February 2008 - Volume XIII, Second Edition
- December 2007 - Volume XIII, First Edition
- May 2007 - Volume XII
- February 2007 - Volume XI, Second Edition
- December 2006 - Volume X, First Edition
| On Homework | |||
|---|---|---|---|
|
Taking the Long View: Understanding Our Attitudes Toward Homework By Pipier
Smith-Mumford, AnaMaria Caballero and Joshua Frank This year’s seventh graders did an art project for Mr. Rae recently about what they feared most about the coming seventh grade year. Their projects, mounted in the hallway between the main office and the cafeteria, communicate, among other things, a vivid sense of their dread of being overwhelmed by homework. Drawings of small people trying to open big textbooks reinforce much of what we found in student responses to our homework survey last spring. As students moved through the grades from three to seven, their attitude toward homework moved from overwhelmingly positive to quite negative, from often asking for more to stating that homework was ruining their lives. By seventh grade, the frustrations that began for some in fifth and sixth grades have come strongly to the forefront! By then, more than half the students are negative and frustrated by homework. Multiple teachers and multiple subjects, with varying degrees of homework expectations and philosophies are difficult for our seventh graders. Time spent on homework increased dramatically from sixth grade, by forty-four minutes on average, as reported by students in a homework survey. Seventh graders report the most time spent on homework daily, an average of two and a half hours nightly. Still, half of all seventh graders report that they “always/usually get homework done without much difficulty.” So, even though some seventh graders don’t like homework, are stressed by it, and spend a lot of time doing homework, they are seemingly feeling “academically successful,” in that the homework isn’t difficult or out of reach. This is further evidenced by the fact that only four students stated “I wish I could get more help with my homework.” A look at MCAS results adds another layer to our view of students’ experience of homework at Pierce. If we measure by the MCAS our students’ scores get generally better as they get older. Within each grade-level cohort in grades six and seven there are large increases from years past in the numbers of students scoring Proficient or Advanced on both the English/Language Arts and the Math MCAS. This suggests that all of their hard work is paying off! Surprising results come with the eighth grade. They reported greater homework satisfaction, and less time spent on it – one and a half hours daily. This is a decrease of fifty-eight minutes from seventh grade! There may be many reasons including: much less time spent doing “outside homework” (only 18% of eighth graders reported having outside homework requirements), more maturity to handle stress and multiple demands, more seriousness in the face of High School, and/or that Pierce teachers have done a great job teaching our students how to handle homework starting in the early grades! Whatever the reasons, they probably have more to do with student’s ability to manage time, take a long-term perspective, and academic skills coming together for the benefit of the student. The homework survey results and the MCAS scores suggest that while we want to be sensitive to the stress our children feel as they move through the middle school grades toward high school, we also want to take the long view. The K-8 school format affords us that luxury and we should take advantage. When our children spend time working on homework they are mastering skills and academic content that allow them to succeed in the high stakes school world in which they live. They are also learning to plan and manage their time effectively, so that by eighth grade they feel competent in a way they could not have without facing the workload successfully in grades five to seven. . The homework surveys also allow us to look critically at our homework practices on a grade by grade basis to see where we might ease the burden without compromising on achievement. Some ideas include: * Assignments need to be looked at critically so they remain relevant and purposeful for all (no busy work). * More HW differentiation by fifth grade– give skill based homework for students who need review and practice, and more challenging assignments for those who are ready to move on. * By sixth grade the faculty team might take time to plan and coordinate homework week to week so each teacher is aware of the needs and demands being placed on the students throughout the year. * Continue to think critically about the importance of an assignment: is it necessary? What benefit does it have for each student? Does this homework contribute significantly to a students’ understanding of the main concept? Taking the long view doesn’t mean that we pay no attention to how many students feel about homework, only that we put it in context as we strive to support all of our students as individuals. At Pierce we have in the past several years opened new Homework Centers and revamped our homework support policies, including homework free weekends each month at sixth through eighth grade. These initiatives seem to be working to respond to this sense of overload and to provide opportunities to complete assignments with supportive structures in place. Our students may feel less stress as they work through the middle grades if we consistently let them know that there is light, mastery and success at the end of the K-8 tunnel. | |||
| 7 Rules For Parents | |||
| Drawing on the latest scientific studies
of adolescents, Laurence Steinberg, a professor of psychology at Temple
University, offers this advice for the parents of teens:
1. WHAT YOU DO MATTERS Many parents mistakenly believe that by the time children have become teenagers, there's nothing more a parent can do. Wrong. Studies clearly show that good parenting continues to help teenagers develop in healthy ways, stay out of trouble and do well in school. 2. YOU CAN'T BE TOO LOVING Don't hold back when it comes to pouring on the praise and showing physical affection. There is no evidence that adolescents are harmed by having parents who are unabashedly loving--as long as you don't embarrass them in front of their friends. 3. STAY INVOLVED Many parents who were actively involved in their child's life during the early years withdraw when their child becomes a teenager. This is a mistake. It's just as important for you to be involved now--maybe even more so. Participate in school programs. Get to know your child's friends. Spend time together. 4. ADAPT YOUR PARENTING Many parenting strategies that work at one age stop working at the next stage of development. As children get older, for example, their ability to reason improves dramatically, and they will challenge you if what you are asking doesn't make sense. 5. SET LIMITS The most important thing children need from their parents is love, but a close second is structure. Even teenagers need rules and limits. Be firm but fair. Relax your rules bit by bit as your child demonstrates more maturity. If he or she can't handle the freedom, tighten the reins and try again in a few months. 6. FOSTER INDEPENDENCE Many parents erroneously equate their teenager's drive for independence with rebelliousness, disobedience or disrespect. It's healthy for adolescents to push for autonomy. Give your children the psychological space they need to learn to be self-reliant, and resist the temptation to micromanage. 7. EXPLAIN YOUR DECISIONS Good parents have expectations, but in order for your teenager to live up to them, your rules and decisions have to be clear and appropriate. As your child becomes more adept at reasoning, it's no longer good enough to say "Because I said so." Laurence Steinberg's most recent book is The 10 Basic Principles of Good Parenting (Simon & Schuster) | |||
PIERCE SCHOOL
CURRICULUM CONNECTIONS
Teaching and Learning in Grades 7 and 8
December 2008
Volume XIV, First Edition
Some Words from the Administration:
To 7th grade parents who are new to this upper school newsletter, we welcome you. This is the first of three such newsletters which we release during the second, third and fourth marking periods.
This newsletter has a particular focus on teaching and learning in the middle school grades. It is another way we attempt to connect to you, sharing information about key curriculum initiatives as well as about life at 7/8, including upcoming events and special activities. We hope you will find it informative and interesting.
Performing Arts Program: We are pleased to continue the performing arts program begun several years ago for grades K-8. The PTO sponsors this program and its performers are selected from the Brookline Arts Council group. Pierce is represented on this town-wide council by parent, Gayle Robertson and guidance counselor, Kim Manasevit. Some of the performances are curriculum connected and others are simply to expose students to the joys of the performing arts. Already this fall, students in grades 1-6 enjoyed a solo theater performance by Faustworks, our Kindergarteners received a guest classroom visit from Mother Goose, and our 3-6 students had the opportunity to experience Techsploration’s Tom Whaley presenting a show on electricity and workshops on structures. We are delighted about the support and benefit from these performances and thank the PTO for their financial sponsorship.
Standardized Testing:
Families of current 4th through 8th graders, who took the MCAS tests at Pierce last spring, received the results of their child's performance this fall. It should be noted that with very few exceptions all students are required to take the MCAS. These tests are especially important because they are used to determine if our school meets the federal guidelines for making adequate educational progress with every child under the No Child Left Behind law. Brookline typically performs well on these tests in comparison to districts across the state. This year at Pierce two student sup groups performed below the targeted performance index. This placed us in the category of not making our adequate yearly progress (AYP). Those students performing below proficient have Individual Student Success Plans (ISSPs) developed to specifically address their needs. We are also continuing to implement several measures to continue to support all of our students’ academic needs.
In the spring of 2008, students in grades 3 through 8 will be taking a variety of MCAS tests. Every 3rd through 8th grader will be tested in math. At 7th grade, students will take an English Composition test in late March and the ELA and Math tests in May. The MCAS Math and Science tests will also be administered to grade 8 in May. While these standardized tests can be a helpful assessment tool, it should be noted MCAS is only one among the many measures that we use on a regular basis to monitor students' progress. Unfortunately, these tests are the only measure used by the state and federal government to assess our school's effectiveness. We continue to thank you for your support as we work with our students to be ready for these tests.
A HEARTY CONGRATULATIONS
TO THE CASTS & CREW FOR A WONDERFUL PRODUCTION OF "GUYS AND DOLLS”
Special thanks to producers, Laura Stillman and Deborah Dowd, and costume designers, Nicole Lapidus and Toni Lansbury,. Thanks also to lead set designers, Eka Marinelli, Blanka Bogdonavich, and Peter Sacks, and the other 7/8 parents for their time and energy in helping to make the show so successful!
What's Up for 7th GRADE?
7th Grade Seminars: An important initiative for 7th grade is the 7th Grade Guidance Seminars. This year under the leadership of Kim Manasevit, all 7th graders experienced an eight-week program designed to help them be successful and happy students at Pierce. Our expectation, and the feedback so far from students, is that this program is beneficial in the following ways:
1. helping students to understand 7th grade expectations, academically and socially;
2. providing students with an opportunity to share questions and concerns in a small group setting with two adults;
3. providing students with strategies on how to gather and organize information, and
4. working with students to build relationships with various adults in the school.
Parents can be helpful by: Asking their child about the seminars. Also, inquire about the experience as a way to ease their transition to 7th grade (and yours) and in meeting the demands of multiple teachers and classroom expectations.
Please look for a formal invitation to our annual 7th Grade Family Breakfast on Thursday, January 29th at 7:30 am on the 2nd floor of the Historical Building. This will be a time to view student work and greet staff. We look forward to seeing you all there.
What's Up for 8TH GRADE?
Thompson Island Trip: Pierce School 8th grade will head out to Thompson Island for their end of year trip. They will experience an outward bound course that will be dynamic, challenging, and of course, fun! It will be a wonderful outdoor adventure and the group will have some full, active days. Students should be ready to participate and be tired at the end of the days! The program is planned to take place May 28-29, 2009.
Please join us for the 8th Grade Family Breakfast on Thursday, January 22nd at 7:30 am on the second floor of the Historical Building. We look forward to seeing you all there.
Sincerely,
| Pipier Smith-Mumford | John Badger |
| Principal | Vice Principal |
From the Community Service Leadership Council:
During this 2nd quarter the 7/8 students have been working on community service projects based around environmental action. We recently heard from a community gardener/composter about how to encourage others to compost, and we are working on a pamphlet about ways everyone can become more “green”. We will continue with our environmental action through February and then move into our next service based learning and leadership around hunger in Massachusetts.
Jamie Lyons 7th Grade English and Social Studies
Reed Rathgeber 8th Grade English and Social Studies
GRADE 7
English, Mrs. Lyons and Ms. Rutkowski
7th graders are in the process of writing several personal narratives, to be compiled into a decorative booklet. Parents will be invited in for a celebratory breakfast on completion of the books in the new year. Additionally, students are concluding their book group discussion of A Break with Charity by Ann Rinaldi.
We will begin our study of George Orwell’s Animal Farm in which we explore the use of allegory in literature. 7th graders are still studying the Parts of Speech; having completed nouns and pronouns and begun their study of adjectives. We will soon launch into the wild world of verbs. Each 7th grader should have an Independent Reading book. Weekly vocabulary and grammar study will continue throughout the year.
Social Studies, Mrs. Lyons
In the first quarter, students reviewed their past study of European explorers, the lands they “found” and the impact exploration had on Native Americans. Students then reviewed the original thirteen colonies, and the similarities and differences between them. During the lead up to the elections, students studied the Electoral College system, both historically and in modern day. We will revisit the Electoral College when we read the Constitution.
In the second quarter, students followed the growth and development of the colonies, and considered how the changes in both Britain and the colonies led to the American Revolution. Students then studied the major battles of the Revolution and the treaty that ended the war. In the second half of the quarter, students will focus on the efforts of the Founding Fathers to create a new form of government for the now established United States. Special emphasis will be placed on the dilemma that many of the founders faced – to compromise, or to stand by their principles? Projects second quarter will include a simulation of the Constitutional Convention and a study of the Constitution as it is today, as well as a second look at the federal election process. In addition, students will look at the 27 amendments to the Constitution, and will consider how the government impacts us all on a daily basis.
Social Studies, Dr. Tegnell
In 2nd Quarter 1st period social studies students will complete their work on the exploration and settlement of the New World by the Portuguese, Spanish, French and Dutch by filling out a Empire Comparison Chart. They then begin to investigate English colonization by theorizing about the fate of Roanoke and applying its lessons to Jamestown. Next, each student will be assigned a colony and provided with research materials in order to prepare a short report to share with classmates. Students will also employ artifacts, visuals, music, and primary source documents to examine everyday life in the colonies. After the end-of-the-year holiday, students will complete a Colonist Letter Home project and take a quiz on the political, economic, and social history of the 13 Colonies. For the rest of the term students will trace the causes of the American Revolution by such means as designing posters to protest the Stamp Act and staging the Boston Massacre trial. They will conclude this unit by writing a short essay evaluating whether the colonists or the British were most responsible for causing the American Revolution.
Math, Ms. Galolo
In 7th grade math, students have been studying math as it relates to the “real world”. The students began the year practicing measurement and scale factors to make an enlarged drawing of an everyday object. Then, students reviewed factors, multiples, and scientific notation. This was followed by the Buyer Beware unit, in which students explored the math needed to be a good consumer. Students used proportional thinking to modify a cookie recipe. They also utilized their knowledge of percents and circle graphs in the Income Project. The students are currently studying statistics. They have explored using different measures to represent the center. After statistics, the students will study probability and will analyze relationships using scatterplots.
Seventh Grade Science, Ms. Hintzman
Seventh graders began the year with an introduction to the tools and skills of science, and became quickly adept at using the laboratory (as well as sporting their fashionable goggles). We then began our study of the organic molecules of life, which included such highlights as explaining the symptoms of lactose intolerance and spitting into tubes for several days to study the action of the amylase enzyme. Students are currently involved in a tour of the kingdoms of living things, and should be able to explain to you how the flu shot works, when mold can be delicious, and why protists do not make good pets. We will continue this exploration into January, when students will present their infectious disease projects at a parent breakfast, where we hope to see many family members! Following this unit, we will delve into the inner workings of the cell, to explain build on our understanding of how fermentation, respiration and photosynthesis work (and play a large role in our lives).
Spanish, Sra. Cutcliffe
During this quarter our cultural focus continues to be on daily life in Spain, specifically how young people prepare for school, what their rooms are like, and their family relationships. Our students are watching a video, which accompanies the curriculum that shows Paco, a young teenager from Madrid, and his interactions with family and friends. We are also learning how to talk about our needs, our rooms and how to greet people.
Grammatical concepts to be studied include the gender and number of nouns, definite articles, personal pronouns, adjectives, and the verbs ser, tener, querer, and necesitar.
This term students will be working on a project that requires them to research a city in Spain. They will pretend that they are exchange students in Spain and write a postcard to their families back home describing the city and their host brother or sister. They will then present their postcard to the class.
Mandarin, Ms. Jin
Chinese language learners at Pierce School are doing great in learning this hard language. We learned the whole PinYin system. Many of our learners can already respond to the sound of PinYin 100% correctly as demonstrated over the past 3 months. This is very impressive! The students feel confident in the PinYin system. For the words and sentences learned, such as family members, pets, and basic polite expressions, they can read and speak them without the help of PinYin. They are creating their individualized textbook by using the PinYin system to type Chinese into the computer. We will work more on practicing speaking and will do more classroom performances.
Art, Mr. Rae
The seventh graders that are currently in art class with Mr. Rae have completed an extensive drawing unit. The results of their hard work were on display on the windows in the lobby for several weeks. These same students are now deeply involved in a very personal collage project that speaks to choices they have made and experiences that they have had in their lives. Students have a great deal of decision making to do with this project. Not only do they choose the topic and materials to work with, but they decide on the scale of the work as well. Look for the completed work in the next few weeks.
Music, Ms. Sheridan
We have spent the first half the year learning the basics of playing acoustic guitar. Students have recently begun to learn five major chords and will use these to learn various songs and practice independently. In conjunction with our work on guitar, we are studying the roots of American music. We are exploring how Jazz, Blues, Country and Gospel developed in America through playing, listening and analyzing specific pieces. We will continue to study these styles and find connections between their origins and American history.
GRADE 8
English, Ms. Kra
8th graders are finishing up an extensive short story unit by writing a Compare/Contrast essay in which they compare two characters and draw conclusions about how they change or grow. They will also write their own original short stories over the next few weeks in which they will demonstrate their understanding of various literary elements. Next, we begin our study of William Shakespeare’s, Romeo and Juliet. Students will conduct a close reading of the text, write sonnets, create decorative masks, perform scenes and write a final expository essay. Additionally, 8th graders will continue to read their Independent Reading books and continue their study of grammar, vocabulary and usage. Students will also enjoy an extensive review of the Parts of Speech to build on their 7th grade grammar program.
Social Studies, Ms. Rathgeber
This quarter in 8th grade Social Studies, we are finishing up our unit on immigration and moving towards industrialization. During our immigration unit, students learned about the many waves of immigrants coming over to the U.S. and why they left their homelands. Students also picked a specific immigrant group to study and write an "Immigrant Letter Home" pretending to be an immigrant between 1860-1910. During the industrialization unit, students will take a look at the rise of "Big Business" and inventions that led to this rise. We will study Rockefeller, Carnegie, Vanderbilt, Edison, and many more. We will transition into labor vs. capital and the rise of unions and labor laws. I'm looking forward to another successful quarter in 8th grade Social Studies!
Mathematics/Science, Ms.Bare, Ms. Galolo, Ms. Hintzman
Did you know that Pierce is the only school in Brookline where all three math/science teachers are certified to teach both subjects? In light of this, our goal this year has been to help students recognize the many, many connections between math and science. To this end, we have been doing a lot of math in science class and a lot of science in math class. On occasion, students have not even been able to tell which class they are in at any given time, which is great! Here is a sampling of what we have been up to:
In 8th grade math, students take an Algebra 1 course. After reviewing basic solving skills, students have been doing a lot of work on recognizing different patterns of growth. Students spent a lot of time looking at linear growth, but also have learned a little about inverse variation, and are now looking at exponential growth. As the year goes on, students will also learn about quadratics. In conjunction with this, students did a number of science experiments that yielded scatter plots for which they found lines of best fit. We made these scatter plots both by hand and by using Microsoft Excel. We found
lines of best fit for our graphs, wrote linear equations for them, and used them to predict the future. This gave students an idea of how scientists use mathematical modeling to aid them in their work. We will continue to work on developing different types of mathematical models throughout the year.
In 8th grade science, we completed our Astronomy unit and have begun learning about chemistry. During our astronomy unit, we also used Excel to analyze the patterns of how amount of daylight varies with the season and a person's latitude. We also did a lot of work visualizing the tilt
of the earth and thinking about how it affects the length of day and the seasons. This involved the important math skill of spatial visualization. During both our Astronomy unit and our current Chemistry unit, we have used our math skills to graph data, look for patterns, make predictions, and substantiate our hypotheses. For instance, we did an experiment where our analysis of the data showed that the relationship between pressure and volume was inverse, rather that linear. We are currently learning about the periodic table, which contains many mathematical patterns. Soon, we will begin balancing chemical equations, which is just algebra, with elements!
We are really excited about what is going on in 8th grade math and science at Pierce and we hope your child is, too. Ask them about it!
Spanish, Sra. Cutcliffe
Ecuador is the setting for our eighth grade studies this term. We will be watching video scenes of the daily life of several teenagers. Students will learn how to talk on the phone, how to extend, accept and turn down invitations, and how to get ready to go out. We will also learn about food in the Spanish-speaking world and how to order in a restaurant. Students will be writing skits based on the theme “En un restaurante”. These will be videotaped complete with props and menus.
Grammar functions include the verbs pensar + infinitive, ir + infinitive, reflexive verbs, tener idioms, stem-changing verbs, encantar and indirect object pronouns.
As we work towards our goal of improving writing competency, students will be preparing short paragraphs based on prompts that suggest the content. After correction, students write a final draft, which is then assessed. A similar exercise will be done with audiotapes and the computer to improve oral proficiency. Both of these assessments will prepare the students for the type of evaluations they will encounter in high school.
Mandarin, Ms. Jin
The 8th grade Chinese language learners are smart and fast learners. In the past 3 months, we have finished the textbook learning, including school environment, time, routine, weather, and Chinese cities. We are now doing “free writing” to really use these words in context. Each week we will have different topics to write about. So far, they have generated some quite interesting writings to express themselves in Chinese. These articles will be posted on the wall to share with everyone.
We did more Chinese type practicing in computer lab. Through this way, the PinYin system is reinforced and refined. We also did a lot of recording to let the students listen to their own voices.
We will create several selected Chinese cities on paper as our major project in the coming semester. Each student will be an “authentic” tourist guide to introduce the city and answer questions from visitors.
>Health, Ms. Bare, Ms. Hintzman, Ms. Rathgeber
In health, students are beginning their second rotation. They are either studying: 1) sexuality; 2) alcohol, tobacco and sexual harassment; or 3) nutrition and drugs. All students will cycle through
all three topics by the end of the year.
Music, Ms. Sheridan
8th graders began the year with a thorough guitar review of chords and technique learned in 7th grade. We have been building our playing skills through independent practice. In addition, 8th graders study Jazz and Blues music. We have been learning about the Blues through listening to lots of examples, watching an excellent PBS documentary called Feel Like Going Home, studying poetry, and writing songs. We have just concluded our exploration of Blues music by playing our original songs in small groups. After break, we will begin our unit on Jazz. As part of our exploration of this style, we find connections between Jazz music and visual art. Our final project will involve creating representational collage and researching specific musicians.
Physical Education, 7/8, Ms. Grindstaff and Mr. Miceli
In the fall, students in Physical Education learned the skills and strategies of flag football and soccer. The students also prepared for an optional cross country meet held at Larz Anderson Park. We had many top finishers in both the girls and boys races!
In class, we continued our Challenge / Team Building unit where students developed teamwork as a whole class and worked on group problem solving. This is a non-traditional unit that asks students to develop trust and learn how to work together in groups. The next unit that was covered was basketball where they were able to practice their skills and strategies in game situations. Students are currently in a fitness unit where they are learning the 4 aspects of fitness. They are learning to use heart rate monitors to measure their heart rate and are learning other aspects of fitness through various activities.
Beginning in January the students will be completing the Fitness Gram assessment. This program is an assessment of the overall fitness level of each child. It is done town wide by all the Brookline schools. A letter explaining this will be sent home soon.
The winter season also is the beginning of the 7&8 grade basketball league. The Pierce boy’s and girl’s teams compete against the other Brookline schools culminating in a tournament at the high school in March. The games are on held on Wednesdays beginning in January. The boys are coached by Billy Harris and the girls are coached by Kate Goldring.
Congratulations to our 7/8 coed volleyball team who won the town championship in a hard fought match against Runkle. This is the fourth championship in a row for Pierce School!
Art, Mr. Rae
The eighth grade has completed some very striking name design paintings that are on display in the lobby, office and the art room. This talented group is now deeply involved in a very long term self portrait printmaking unit. This assignment is designed to challenge eighth grade students to use their acquired skills in a variety of areas and clearly express where they are right now as eighth graders. Students first create a self portrait in pencil and then transfer that image to a linoleum block that is cut and printed in a variety of ways. Once the prints have been completed students will be asked to then alter and use all the prints in one way or another to create a collage that speaks to who they are as students and artists at this point in their lives. The variety of work and materials that will be used should produce some powerful and stunning images. Keep your eye out for these works as well.
PIERCE AND BEYOND
This fall, the Pierce staff heard from guest lecturer Janet Helms, professor and director of the Boston College Center for the Study and Promotion of Race and Culture. This experience provided an opportunity and a context for all staff to discuss issues related to teaching and learning in their work with our diverse student population.
Pipier Smith-Mumford and Kim Manasevit attended the 24th Annual Conference of the METCO Directors’ Association. This day long conference provided several opportunities to hear from a national speaker, Dr. George McKenna, attend workshops and connect with other Brookline participants as well as other educators from districts participating in the METCO program.
This fall, Jamie Lyons and Reed Rathgeber
attended a two day Community Service Learning workshop. The workshop was run by the Kids Consortium, and their attendance was funded by a BEF grant.
Norma Steinberg is participating in the Pierce School mentoring program. As part of this effort she takes part in the Empowering Multicultural Initiative which supports this project through a BEF grant. This is part of Pierce’s equity work.
Amy Hintzman participated in the Linear Algebra course as part of Teachers as Scholars. She also benefitted from a BEF grant as she worked this summer on the Brookline Earth Science curriculum and online resources.
Tracy Bare will be attending a 3-day seminar on health and human sexuality as she prepares to teach this section of the 8th grade Health course.
Last summer, Annice Kra participated in a short story writing workshop in the south of France. She is also working on creating an Institute at Teachers As Scholars program entitled: “Growing Up Girl: Issues confronting pre-adolescent and adolescent girls in American society-.” The program is scheduled to be held the last week in June at Harvard Hillel-featuring the author of So Sexy So Soon-The New Sexualized Childhood-and What Parents Can Do To Protect Their Kids.
Important Upcoming Dates
DECEMBER
22 Winter Sing
23 School vacation begins at 12 Noon
24-1/4 SCHOOL VACATION
JANUARY
5 RETURN TO SCHOOL
14 6:30 PTO/ Principal’s Forum
19 NO SCHOOL (MLK Birthday)
20 Presidential Inauguration-Martin Luther King, Jr. Assembly
23 7/8 Marks Close
FEBRUARY
6 Chinese New Year Assembly
9 2nd Thompson Island Payment due
16-20 SCHOOL VACATION
MARCH
5 Midterm Progress Reports
11 PTO Meeting /Principal’s Forum, 6:30 PM-School Council-Parent Input Night
31 MCAS Testing begins