Dear THS,
Please take a moment to read about our academic studies at Thomaston High School. In this newsletter, you will find that our teachers have provided a brief overview of student learning so far this year and expected outcomes for their current unit of study. Please encourage your child to keep putting forth their best effort each day at THS. If your child needs additional help in their studies, please let us know. Thank you for continuing to support your child's education.
Sincerely,
Mrs. Kingsbury & Mr. Bunel
Mrs. Dietter's 7th Grade ELA
Students began the quarter with a review of sentence structure and types of sentences. They worked on writing simple, compound and complex sentences. Then they moved into narrative writing. They brainstormed several topics they could write about and then chose one to bring to a final draft (including rising/falling action, characters, setting, problem/solution).
In the reading section of ELA, students read short stories that had to do with the Recipe for Success. They began annotating their stories as we focused on close reading of the texts. They have just begun their first novel, The Devil’s Arithmetic, where we are exploring the theme of success and the components of plot, character development and conflict/resolution.
ELA 8th Grade with Mr. Long
In the writing portion of ELA, students worked on narrative writing. They created numerous narratives including “The Famous Dinner Party” (story where each student hosts a party with four celebrities), Story Makers (provided with conflict type, setting, and character traits), and several other small stories.
In the reading portion of ELA, students have been using their first novel, The Outsiders, to learn about the components of plot, conflict, and character development. In addition, they’ve also been heavily focused on annotating their readings and the lessons learned through close reading this text.
Social Studies 7 - World Geography was introduced with a basic understanding of how to read and make maps along with the natural and artificial features that distinguish the surface of earth. Landscapes, resources, and habitats are among the features of earth’s surface that were explored in this unit.
Social Studies 8 - United States History began the year with topics related to the settlement and growth of colonial North America. This includes interaction with indigenous populations, neighboring Europeans, and the social and economic developments that emerged from different regions of the continent.
7th Grade Science
Students began the year learning about the scientific method and how to use evidence to support scientific claims. They then learned about the cell theory and how the parts of a cell must work together for the cell to function correctly. To wrap up the first unit, students learned about photosynthesis and cellular respiration and how these processes are vital to life on Earth.
8th Grade Science
Students began the year learning about the scientific method and how to use evidence to support scientific claims. They then learned about the structure of atoms and how atoms create larger structures through ionic and covalent bonds. To wrap up the first unit, students learned about chemical reactions and used that knowledge to make instant hot and cold packs that could be used to treat injuries.
Middle School Band - Students have been working on foundational skills on their instrument through the Essential Elements book. They have been focusing on the parts of a note (attack, sustain, release) as well as expanding our note vocabulary. They are beginning to learn and practice our holiday music for the Light Up Thomaston parade.
High School Band - Students have been working on reading in new key and time signatures in our music. They are also arranging a piece of music as a class and learning what instruments complement each other well.
Choir - Students are learning how to effectively use their voice in a choral ensemble. They are continuing to practice singing in two parts or more and being confident with their voice.
Piano - Students are practicing foundational techniques and posture for playing the piano. They are pacing themselves through a variety of introductory songs and beginning to perform for their peers bi-weekly on Fridays
Math 8
In our first unit Rigid Transformations and Congruence, students learn to understand and use the terms “reflection,” “rotation,” “translation,” recognizing what determines each type of transformation, e.g., two points determine a translation. They learn to understand and use the terms “transformation” and “rigid transformation.” They identify and describe translations, rotations, and reflections, and sequences of these, using the terms “corresponding sides” and “corresponding angles,” and recognizing that lengths and angle measures are preserved. They draw images of figures under rigid transformations on and off square grids and the coordinate plane. They use rigid transformations to generate shapes and to reason about measurements of figures. They learn to understand congruence of plane figures in terms of rigid transformations. They recognize when one plane figure is congruent or not congruent to another. Students use the definition of “congruent” and properties of congruent figures to justify claims of congruence or non-congruence.
Spanish I - Students are establishing a vocabulary baseline to be able to greet and tell others basic personal information about themselves in Spanish.
Spanish II - After a review of Spanish I essential information, students are now using new vocabulary to make plans with others.
Spanish III - After a review of Spanish II essential information, students are learning vocabulary to discuss health and well-being.
Algebra - Students have worked diligently this quarter on writing, solving, and graphing equations. In doing so, they are able to solve problems that are applicable to the real world, such as raising funds for a club at school or earning money through a summer job. As we enter quarter two, students will begin to compare and contrast equations and recognize patterns in how certain equations are solved in order to develop a better understanding of linear algebra. The goal is to compare multiple equations at once and solve systems, as well as introduce inequalities to explain when real world scenarios don't work exactly as planned.
Geometry - The first quarter has come to a close and students have learned how geometric constructions in 2-D lead to rigid transformations of congruent figures. They have also explored angle relationships on parallel lines cut by a transversal. Interdisciplinary connections have been made to art where students have created their own artwork using geometric concepts similar to the artwork of M.C. Escher. Our next quarter will begin working with the development of proofs as they apply to congruent figures. We will begin with the simplest shape, the triangle and then move on to the quadrilateral as we work to prove congruence and/or similarity between 2-D objects.
Advanced Algebra - FACTORING! FACTORING! FACTORING! This is the basic building block for all advanced functions. Students have applied different modalities of factoring or expanding factors to write polynomial functions. We will be exploring how this building block applies to other types of parent functions and roughly graph each function based on the characteristics they have. In addition, these techniques will also be applied with the use of technology to compare our rough models with the actual function graphs.
Art: 9-12 - Students are learning the fundamentals of color. They are growing their painting skills through practice. They do this in prep for creating paintings of dogs and cats that are looking for a home. The images they are using for reference are from real rescue agencies in need of help clearing their shelters. Paintings will be hung up with the vital statistics about this pet and some of their fun personality quirks.
Art - Middle School - Students are learning the elements of art and using their knowledge as they create posters advertising Light Up Thomaston.
Child Development (9-12) - Students are exploring the fascinating journey of prenatal development, where students are learning about the stages of pregnancy. We're also diving into the essentials of infant care, discussing the physical and emotional needs of newborns. Students are gaining hands-on experience with activities that simulate the responsibilities of caring for a baby. This unit not only teaches important life skills but also fosters empathy and a deeper understanding of child development.
Culinary (9-12) - Students have recently begun working on an essential foundation of cooking: knife skills. Students are learning proper techniques for slicing, dicing, and chopping, with a focus on safety and precision. We are practicing with a variety of ingredients like onions, carrots, apples, and celery to master these fundamental skills. This hands-on experience is designed to build confidence in the kitchen while preparing students for more complex recipes in the future.
Family and Consumer Sciences (7/8) - Students just wrapped up a series of hands-on food labs, where students explored quick and easy recipes they can recreate at home. We made delicious cheese quesadillas, focusing on proper cooking techniques and ingredient selection. Another exciting lab involved making macaroni and cheese in a coffee mug—an alternative to instant Kraft, showing students how to make a wholesome meal with minimal ingredients and time. These labs help students develop practical kitchen skills while encouraging creativity and independence in meal preparation.
Food & Nutrition (9-12) - Students recently concluded a review of food allergies and forms of sweeteners. Students explored common allergens, learned how to identify them in food labels, and discussed the importance of accommodating dietary restrictions. We also dove into the world of artificial sweeteners, examining their uses, potential benefits, and concerns. Through class discussions and hands-on activities, students gained a better understanding of how these topics impact everyday food choices and health.
Seniors have determined their capstone projects through a series of personal interest surveys and activities. They have begun to work on their projects and will continue to conduct research and implement all the behind the scenes work for each of their projects. Seniors are scheduled to present their final projects in January 2025.
Math 7 - Students in Math 7 have been learning about scaled copies and scale drawings in unit 1. They have learned what characteristics they have and used this knowledge to draw scaled copies/drawings. Unit 2 builds off of unit 1 with the introduction of proportional relationships. Students have learned how to calculate the constant of proportionality and will be learning how proportional relationships can be described in different ways-tables, equations and graphs.
Accelerated Math 7- Students in Accelerated Math 7 have learned what rigid transformations are, how to describe them and the effects of these transformations. In this class we also discussed congruence, relationships amongst different angles in triangles and have been able to reason about angle measures with parallel lines and a transversal. In Unit 2 we will be discussing scale drawings, similarity and slope by looking at different drawings, completing dilations and writing equations for lines.
Introduction to Industrial Arts - Students are currently in the middle of their first woodworking project. We just wrapped up our 3D printing unit and now are cutting, sanding, drilling, and staining our wooden pieces for napkin holders.
Industrial Arts - All of the students are in the beginning stages of starting their intro level personal projects. We have projects ranging from stools, candle holders, baseball bats, and more!
Small Engine Repair - Most of the students just wrapped up their 4 cycle engine tear-down and rebuild. We are starting some repair projects and already got a power washer running for a customer!
Construction Tech - We are breaking ground this week on our Nature Center Sign project. Along with that, we have been prepping the materials for 6 puppet stands to be used for educational instruction at Black Rock School.
EGR1120 - This college level drafting course navigating complex 2D drafting challenges. They just recently designed intricate 3D shapes that we printed on the 3D printer. Now they have challenged their classmates to draw these shapes into an orthographic projection.
Health l - Students in Health l class are learning about the many aspects of Mental/Emotional health. Topics included in this unit are self-esteem, personal identity, stress-management, coping with loss and grief, and emotional intelligence. Students apply this information in a variety of ways from individual to group work activities. The summative assessment is a project idea to implement in Thomaston High School as a means of bringing awareness to an allowing time to practice and build healthful habits.
Exercise Science - Students in Exercise Science have learned foundational knowledge to include throughout the course. The first unit was learning the health related and skill related components of fitness. Second, students learned about the Principles of Training, knowledge acquired each time we exercise to make sure we are meeting our healthful and physical activity needs. We utilize this information in our next units; flexibility, muscular fitness, and cardiovascular fitness.
Global Studies (9) - Global Studies students have been exploring the foundations of civilization and determining to what extent the Neolithic Revolution was a turning point in history. In quarter two we will look at the foundations of the American government through the history of ancient Greece and Rome.
UCONN Political Science - The UConn Political Science Introduction to American Political Processes course offers an introductory examination to the institutional structure, functions, and processes of American government. The course focuses on the origins of American democracy, the values of the Constitution, and the distribution of political power in the U.S. political system. Additionally, the course examines how American democracy balances the competing political values of freedom, equality, and order within the political system. Students are expected to understand the processes and functions of the American political system, identify its strengths and weaknesses, and evaluate its ability to serve its citizens. By the conclusion of the course, students should be able to describe and explain the processes of American government and the values that underlie American politics both historically and in a contemporary setting. Students started the course by analyzing the definition and purpose of the study of political science, what the Constitution promises, and how the Constitution is the basis of the American Experiment. Students are just wrapping up a study of the branches of government, including a simulation project where each student is elected to one of the branches while they take an Executive Branch idea through the Legislative Branch process from bill to law and then interpret the Constitutionality of the law within the Judicial Branch.
World Backgrounds History Grade 10 - Students in World Backgrounds started the year out learning about the origins of the Renaissance. Specifically, the advent of Italian humanism and the beginning of the Renaissance in Florence under the patronage of the Medici family. Students identified significant works of the Renaissance for example works such as Michelangelo’s David, the Pietà, and frescoes on the ceiling of the Sistine Chapel; Da Vinci’s Mona Lisa and The Last Supper; Raphael’s The School of Athens. At the end of the unit, students applied characteristics of these Renaissance Men to people in their lives and wrote essays about 21st century Renaissance People.
U.S. History Grade 11 - Students began the year learning about the Reconstruction Era. Main ideas included Congressional and presidential reconstruction plans, including African-American political participation and the Freedman’s Bureau. Students learned about the Post-Civil War constitutional amendments, including the Thirteenth, Fourteenth, and Fifteenth Amendments. Students applied what they learned to a quote by Abraham Lincoln.
Post 9th Grade Cohort - The 9th graders are just getting started in their classes toward their paralegal certificate through Post University as our sixth cohort of students in the program. Right now they are taking CIS 110 Digital Skills for College and Career, which is an 8-week course designed to prepare them for the rigors of college level work and introduce them to the various digital applications that they will be required to know and use, such as Blackboard and Microsoft Office Suite. After winter break, they will begin LAW 101 Introduction to Law, their first legal studies class, which will provide a 16-week introduction to the American Federal and State legal systems, where students will learn about the Constitution and the three Branches of Government and the concepts of jurisdiction, statutes, case law, legal ethics, and specific areas of the law.
Post 10th Grade Cohort - The 10th graders are halfway through their second course in the Post paralegal program. Right now they are taking LAW 105 Estate Administration and Probate Practice, which is a 16-week course where students learn the role that wills, trusts, and powers-of-attorney appointments play in the management of personal assets. Additionally, students become familiar with the procedures employed to open, manage, and close decedents’ estates. Other topics include the role of the fiduciary, intestacy, and long-term care. After winter break, they will begin LAW 201 Real Estate Law and Practice, a 16-week course where topics covered include: Methods of Acquiring Ownership to Real Property; Concurrent Ownership; Surveys and Land Descriptions; Public Regulation and Encumbrances; Easements and Licenses; Contracts; Preparation and Review of a Real Estate Contract; Deeds: Financing Sources in Real Estate Transactions; Legal Aspects of Real Estate Finance; Title Examinations; Real Estate Closings; Condominiums and Cooperatives; and Leases.
Post 11th Grade Cohort - The 11th graders just completed their first of four Post paralegal courses for the year, which was LAW 205 Legal Research, where students were introduced to the process of finding the law and became familiar with various sources of law. Materials surveyed included sources of Constitutional, Statutory, and Case Law as well as Administrative Regulations. In addition to locating sources through Computer Assisted Legal Research methods, students learned strategies for ensuring research results reflect current information as changes in the law occur. Research assignments acclimated students to the legal research process. This week students began their second Post course of the year, which is LAW 209 Family Law, where students focus on issues involving family relationships and the legal rights and obligations of family members. Representative topics include marriage and divorce, the treatment of children, and related economic matters. This course also explores the importance of ethics in a family law practice.
Post 12th Grade Cohort - The 12th graders just completed their first of four Post courses for the year, which was LAW 203 Civil Litigation, which introduced students to all aspects of a civil lawsuit, including Jurisdiction, Rules of Procedure, Pleadings, Motions, Discovery, Trial Procedures, and the Appellate Process. During the course students were asked to prepare a complaint for filing in a civil lawsuit and specific pleadings required to advance the suit through the court system; analyze cases on jurisdiction and statutes of limitations; explain pleadings regarding the parties, evidence gathering and court memoranda required in a lawsuit as it progresses toward trial; and watch and analyze an actual court proceeding. This week students began their second Post course (but their last paralegal course!), which is LAW 405 Environmental Law, where students learn relevant federal environmental laws and their application to current environmental issues. Specific areas of study include climate change, administrative agencies, the Clean Air Act, Clean Water Act, National Environmental Policy Act, and Endangered Species Act.
Digital Media - Students are working on their commercial skills creating political ads for the morning announcements.
Digital Age Experience - Students are working on misinformation, disinformation, fake news and the role of social media. They are creating commercials, webpages, fake newspapers and podcasts. They are learning to identify accurate and verified sources of information.
Digital Arts - Students are working on an intro to Photography unit. They are learning how to utilize a dslr camera and the camera settings. Additionally they are learning composition, aperture, balance, color, texture, pattern, the rule of thirds, symmetry and movement.
Chemistry - Chemistry classes have been learning about scientific measurements in the laboratory, dimensional analysis, analyzing data to make conclusions, writing lab reports; atoms and atomic structure; basic history of chemistry; the periodic table, element names and symbols.
AP Chemistry - students started the school year reviewing atoms, atomic structure, chemical nomenclature, types of chemical reactions, and stoichiometry. There has been a focus of laboratory activities. The class has moved onto Thermodynamics.
UCONN ECE Environmental Science - The Environmental Science classes have been studying terrestrial and aquatic biomes, Earth systems and cycles (e.g. nitrogen cycle). A special project on personal water usage was completed, and clean drinking water and sanitation has been explored.
Anatomy & Physiology - Students started with an overview of body systems, body cavities, anatomical positioning and feedback mechanisms. They have just completed a review of macromolecules and are currently studying osmosis and types of cellular transport.
UCONN Biology - Students started the year with a review of the scientific method, they then studied the properties of water, macromolecules with a special focus on carbon, nomenclature and structure of organic molecules, the function of enzymes and their role in metabolism. Cellular respiration and photosynthesis are next on the agenda.
Forensics - Students have learned about eyewitness accounts, securing and searching a crime scene, different types of evidence, and how to make clear observations. They are currently working on identifying hair evidence.
STEM - Students have learned how to use the engineering design process as a critical thinking tool to solve problems. In addition, they have learned about kinetic and potential energy and have had an introductory lesson to Newton’s Laws of motion. They will continue to use their skills to solve hands-on problems for the duration of the class.
Science Research Cohort - Students continue to work independently pursuing topics of their choice to be presented at the annual science symposium.
Physics - In Physics students have been sharpening their problem solving skills and applying their Math knowledge to analyze the world around them and make predictions about the behavior or motion.
Robotics - Robotics students are working to complete construction of their 2nd robot which will be used to create and test computer control systems.
Biology - In Biology we started the year exploring the nature of science before beginning our first unit on Ecosystem Interactions and Dynamics. Students collected data about conserved areas in the US (examples of ecosystems) and created models of their chosen area. In the class we used the Serengeti Ecosystem as a model ecosystem combining information from multiple sources: maps, readings, videos, images, and graphs. They described what the Serengeti ecosystem as a whole looks like including important biotic and abiotic components and system boundaries and how they interact. Students then narrowed their focus to explaining why wildebeest migrate in the Serengeti. Students analyzed data cards on wildebeest mortality factors and presented data displays demonstrating patterns in the data. Students created graphs about rainfall and wildebeest occupancy, in different regions. Students incorporated this new learning along with readings, videos, and their updated map of the Serengeti to explain the migration of the wildebeest.
English 9 - Students are currently studying character development and theme development throughout a short story. By comparing character experiences, students are able to comment on the human experience and the human condition. In this unit, students will, through the close study of character development, choices, and the world around them, explore how war, violence, and hatred shape and deeply affect the human condition Students will work to recognize the factors that directly and indirectly affect an individual and analyze to what extent a character’s actions are or are not a direct reflection of those outside forces beyond his/her control. Students will generate and support their own ideas through research and exploration of issues facing specified characters in order to examine texts whose authors subtly or overtly make related claims regarding the essence of the human condition.
English 10 - One of our essential question is “What makes good people do bad things?” Students read nonfiction articles about mob mentality and blindly obeying authority; students synthesizing their learning by writing an essay using evidence from the nonfiction articles. Currently, students are making connections between the nonfiction texts and Lord of the Flies by William Golding, paying close attention to how literature reflects the real world.
English 11 - American Literature is a survey course. Quarter one focused on Native American traditions, mythology, and poetry as well as early explorers’ primary sources.. Currently, we are reading The Crucible by Arthur Miller, which is about the Salem Witch trial, but was written to reflect the Red Scare.
English 12 - British Literature is a survey course designed to cover major cornerstones developed through major literary movements and historical landscapes. Quarter one focused on the formation of The Hero and development of cultural values as demonstrated by heroic actions via the Quest archetype as well as through the study of primary sources. Works covered thus far are as follows: Beowulf, King Arthur.
SCSU Public Speaking - Students are focused on impromptu speeches as well as speaking without a script. Also, students are learning how to create audience centered speeches and the importance of adjusting their speeches to audience demographics.
UCONN Rhetoric and Legal Issues - The UConn Early College Experience English 1007 Rhetoric and Legal Issues course is designed to challenge students in the reading, interpretation, and analysis of historical documents, primary sources, legal studies, etc., with a focus on the uses of rhetoric and exposition. This is a college-level course that allows students the opportunity to earn college credit upon successful completion of the course. Students began with a unit introducing the major elements of rhetoric: modes, fallacies, and strategies. Then they began applying this understanding by analyzing various forms of writing and media in terms of rhetoric, argument, and persuasion. Some examples of selections include current news articles and political cartoons, presidential debate transcripts and videos, infographics, and formal essays. They have started putting their own rhetorical skills to use by creating persuasive infographics and engaging in class discussion, research, and informal debate on the merits of capital punishment.
SCSU Introduction to Literature - The SCSU Early College English 217 Introduction to Literature course is designed to challenge students in the reading, interpretation, and analysis of major works of fiction, poetry, and drama. This is a college-level course that allows students the opportunity to earn college credit upon successful completion of the course. Students just completed the study of Hamlet, including completing close readings of important soliloquies, writing their own soliloquies, and creating a multimedia presentation of their soliloquy. Students are now working on drafting critical analysis essays on Hamlet with a student-created inquiry focusing on ambiguities in the text and how they play a role in the characters’ identity and mental health, using support from the text.
Please click on the newsletters shared below from our School Counselors, Ms. Riollano and Mr. Malo. If at any time your child needs to meet with their school counselor, please contact Mrs. Boulanger at hboulanger@thomastonschools.org, our Counseling and Registration Secretary for a meeting. Mrs. Golino, School Social Worker is also available to assist studnets and families as needed. She can be contacted at cgolino@thomastonschools.org.
News from Nurse Stancavage
Here are some reminders for all parents and students:
*If your child plays sports, they MUST have a current physical on file. Sports physicals are good for 13 months. The nurse does not let students know that they are due for physicals, it is up to parent and student to keep track of due dates.
*If your child is sick, please keep them home: Guidelines are: a fever of 104.4 or higher; vomiting within the past 24 hours; a body rash with fever; itchy head/head lice; an uncontrollable cough; a positive flu/rsv/covid test.
*Please make sure your child has breakfast and hydrates prior to coming to school. Make sure they have a water bottle to carry with them. Dehydration is very common among school children and most of their complaints can be remedied by drinking plenty of water.
*Children coming to the high school in 7th and 10th grades NEED to have a mandatory physical prior to entering those grades. If you have questions about when to have the physical done, please contact me.
*Remember: Frequent HANDWASHING with soap, water and friction is the best way to combat illness. Keep hands away from mouth, eyes and face as well.
*Please reach out to me if you ever have any questions or concerns. I am happy to help in any way that I am able. My email is nstancavage@thomastonschools.org or 860-283-3030 X14317.