Curriculum and Instruction
January Newsletter
Grade K Sculpture
Creating
1. Generate and conceptualize artistic ideas and work. Experiment with a wide variety of both two- and three-dimensional materials, including recycled/repurposed ones after looking at images from several artists who use those materials. (PK-K.V.Cr.01)
Grade 2 Architecture
Connecting
11. Relate artistic ideas and works to societal, cultural and historical contexts to deepen understanding. Identify different types of artwork (e.g., paintings, sculpture, performance, fiber) within their community and other places they have encountered. (1-2.V.Co.11)
Grade 5 Name Design
Connecting
10. Synthesize and relate knowledge and personal experiences to make art. Describe and demonstrate personal artistic style and preferences. (5-6.V.Co.10)
RAMS - Collaborative Puzzle Painting: focus color mixing
Creating
2. Organize and develop artistic ideas and work. Develop clear artistic plans that others could implement. (7-8.V.Cr.02)
RAMS - Blind Contour Zentangle - focus continuous line drawing
RAMS - All About Me Selfie: focus realistic proportion drawing
Creating
3. Refine and complete artistic work. Apply strategies to work through creative blocks. (7-8.V.Cr.03)
HHS - Ceiling Tile Design
Presenting
4. Select, analyze and interpret artistic work for presentation. Explain how specific techniques were used to evoke, express, or communicate in an artistic work or collection. (P.V.P.04)
HHS - Ceiling Tile Design
Creating
1. Generate and conceptualize artistic ideas and work. Consistently apply research to support development of artistic ideas
HHS - Ceiling Tile Design
Elementary - Crossing the Swamp - focus on collaborative problem-solving and team-building
Elementary - Crossing the Swamp - focus on collaborative problem-solving and team-building
Personal and Social Competency
CH.PH.02.07 Demonstrate responsible personal and social conduct used in physical activity settings
Elementary - Crossing the Swamp - focus on collaborative problem-solving and team-building
Decision Making
CH.SEH.05.05 Explain and practice a model for decision-making that includes gathering information, predicting outcomes, listing advantages and disadvantages, identifying moral implications, and evaluating decisions
Elementary - Crossing the Swamp - focus on collaborative problem-solving and team-building
Motor Skill Development
CH.PH.02.01 Apply movement concepts including direction, balance, level (high, low), pathway (straight, curve, zigzag), range (expansive, narrow), and force absorption (rigid, with bent knees) to extend versatility and improve physical performance
RAMS - Direct instruction in Frisbee Techniques: focus C catch, backhand throw, moving in open space, and receiving a catch
Motor Skill Development
CH.PH.02.09 Demonstrate developmentally appropriate basic manipulative and advanced specialized physical skills, including throwing and catching different objects with both accuracy and force, hand and foot dribbling while preventing an opponent from challenging, and accurate striking proficiency
RAMS - Collaborative Games and Team-building
Motor Skill Development
CH.PH.02.08 Use combinations of manipulative, locomotor, and non-locomotor skills to develop movement sequences and patterns, both individually and with others"
RAMS - Collaborative Games and Team-building
Personal and Social Competency
CH.PH.02.15 Demonstrate strategies for inclusion of all students in physical activity settings related to strength and speed
HHS- Direct Instruction in Rock Climbing: focus on belay techniques
Personal and Social Competency
CH.PH.02.26 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
HHS - Health: Mental Health student project
Feelings and Emotions
CH.SEH.05.11 Analyze healthy ways to express emotions and to cope with feelings, including the common causes of stress, its effects on the body, and managing stress
HHS - Direct Instruction in Rock Climbing: focus on belay harness set up
Personal and Social Competency
CH.PH.02.25 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
Grade 4 Spanish FLES - Collaborative Speaking Task
LINK: https://drive.google.com/file/d/1YQNKE7mod1YCJWdM8xhX3fQmxBOqCB5j/view?usp=drive_web
2. Interpersonal Communication - In conversations on topics of high familiarity and interest to students in settings that students would find familiar and highly predictable, using practiced or memorized words, phrases, and some sentences, often relying upon repetition, visual aids, and gestures, in such a way that speakers/signers of the language who are accustomed to engaging with language learners often understand, students
Grade 5 Spanish FLES - Edpuzzle: focus on Greetings and Farewells
8. Communities - In settings that students would find familiar and highly predictable, using the target language to the greatest appropriate extent for the community-based situation, with appropriate linguistic scaffolding, students fully and consistently:
b. Become lifelong learners by:
1. Using languages for enjoyment and enrichment and exploring more options for doing so. (NM.8.b.1)
2. Interacting with speakers/signers of the target language to build diverse relationships. (NM.8.b.2)
Grade 5 Spanish FLES - Edpuzzle: focus on Greetings and Farewells
6. Comparisons - In settings that students would find familiar and highly predictable, using the target language exclusively or almost exclusively, with appropriate linguistic scaffolding, students fully and consistently:
b. Investigate, explain, and reflect on the nature of language through comparisons of the language studied and their own by:
2. Comparing basic idiomatic expressions. (NM.6.b.2)
RAMS French Immersion - Direct instruction in Relative Pronouns
Communication Standards
1. Interpretive Communication - In texts and conversations on topics that relate to students and their immediate environment, relying upon understanding of simple sentences, supported by repetition and plain language, students:
a. Understand traits of multiple cultures and communities. (IL.1.a)
b. Understand the main idea and related information. (IL.1.b)
RAMS Spanish - Hispanic Heritage Month: focus music
Linguistic Cultures Standards
5. Cultures - In a variety of settings, using the target language exclusively or almost exclusively, with appropriate linguistic scaffolding, students most often succeed but sometimes need help to:
a. Analyze products and practices to help understand perspectives within the diverse cultures of the target-language communities. (NH.5.a)
b. Investigate, explain, and reflect on how culture affects identity. (NH.5.b)
c. Investigate, explain, and reflect on the similarities and differences of cultures over time. (NH.5.c)
RAMS Spanish - Building Vocabulary and Interpreting Text: focus clothing and colors
3. Presentational Communication - In presentations on topics of high familiarity and immediate interest to students in settings that students would find familiar and highly predictable, using practiced or memorized words or phrases, relying upon visual aids and gestures, in such a way that speakers/signers of the language who are accustomed to engaging with language learners sometimes understand, students:
a. Demonstrate awareness and understanding of themselves and their audience. (NL.3.a)
b. Provide simple, basic, prepared information in culturally appropriate ways. (NL.3.b)
Spanish II - Ten ways to make a pinata
Linguistic Cultures Standards
5. Cultures - In a variety of settings, using the target language exclusively or almost exclusively, with appropriate linguistic scaffolding, students minimally but consistently:
a. Analyze products and practices to help understand perspectives within the diverse cultures of the target-language communities. (IL.5.a)
Spanish II - Ten ways to Make a pinata
Linguistic Cultures Standards
5. Cultures - In a variety of settings, using the target language exclusively or almost exclusively, with appropriate linguistic scaffolding, students minimally but consistently:
a. Analyze products and practices to help understand perspectives within the diverse cultures of the target-language communities. (IL.5.a)
Spanish V - Locotubre Bracket
Linguistic Cultures Standards
5. Cultures - In a wide variety of settings, using the target language exclusively or almost exclusively, with appropriate linguistic scaffolding, students most often succeed but sometimes need help to:
b. Analyze and summarize the varied elements that contribute to their own identities and the role cultures play in developing those identities. (IH.5.b)
RAMS Grade 6 - Book-tasting
Students were able to "taste" different book genres and explore the library collection. This activity helps familiarize students with the library and its offerings as well as connect students to the library staff.
Grade 3 General Music - Explicit Instruction in Duple Meter
Responding
8. Interpret intent and meaning in artistic work. Use specific vocabulary to identify details about a musical work. (5-6.M.R.08)
Grade 3 General Music - Movement in Duple Meter: focus beat competency
Performing
4. Select, analyze and interpret artistic work for presentation. Identify standard notation symbols and musical terms referring to dynamics, tempo, articulations, meter, and expression and apply them when performing. (5-6.M.P.04)
RAMS - District Acquired Instrument
Jupiter Tuba - to help expand the low range of the band, and alleviate the need for students to bring large instruments back and forth to school.
RAMS - District Acquired Instrument
Tabletop Xylophone - to allow all percussionists an opportunity to build their mallet techniques.
Students practicing their geography skills in 4th Grade Social Studies.
4.1.1 On a physical map of North America, use cardinal directions, map scales, key/legends, and title to locate and identify important physical features.
Students practicing their geography skills in 4th Grade Social Studies.
4.1.1 On a physical map of North America, use cardinal directions, map scales, key/legends, and title to locate and identify important physical features.
Students writing a paragraph about Rescue and Jessica.
RL.4.1Refer to details and examples in a text when explaining what the text states explicitly and when drawing inferences from the text.
W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped in paragraphs and sections to support the writer’s purpose. b. Provide reasons that are supported by facts and details. c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding statement or section related to the opinion presented.
Rescue and Jessica.
Students writing a paragraph about the book Rescue and Jessica.
RL.4.1Refer to details and examples in a text when explaining what the text states explicitly and when drawing inferences from the text.
W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped in paragraphs and sections to support the writer’s purpose. b. Provide reasons that are supported by facts and details. c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding statement or section related to the opinion presented.
Students reflecting on independent reading selections.
7.RL.10 Independently and proficiently read and comprehend literary texts representing a variety of genres, cultures, and perspectives and exhibiting complexity appropriate for at least grade 7.
Students reflecting on independent reading selections.
7.RL.10 Independently and proficiently read and comprehend literary texts representing a variety of genres, cultures, and perspectives and exhibiting complexity appropriate for at least grade 7.
AP European History: Create a Netflix Series Projects for the Age of Exploration
WH1.T5.2 Explain the motivations for European nations to find a sea route to Asia.
WH1.T5.3 Identify the major economic, political, demographic, and social effects of the European colonial period in the Americas and the Caribbean Islands, the so-called “Columbian Exchange” (the transmission of foodstuffs, plants, bacteria, animal species, etc., across the Atlantic for the first time and its environmental and agricultural implications); the impact of Christian missionaries on existing religious and social structures in the Americas, and the expansion of the trans-Atlantic slave trade.
APEuro.Unit1.ObjectiveA. Explain the context in which the Renaissance and Age of Discovery developed.
KeyConcept-1.3.Europeans explored and settled overseas territories, encountering and interacting with indigenous populations.
KeyConcept-1.4. European society and the experiences of everyday life were increasingly shaped by commercial and agricultural capitalism, notwithstanding the continued existence of medieval social and economic structures.
AP European History: Create a Netflix Series Projects for the Age of Exploration
WH1.T5.2 Explain the motivations for European nations to find a sea route to Asia.
WH1.T5.3 Identify the major economic, political, demographic, and social effects of the European colonial period in the Americas and the Caribbean Islands, the so-called “Columbian Exchange” (the transmission of foodstuffs, plants, bacteria, animal species, etc., across the Atlantic for the first time and its environmental and agricultural implications); the impact of Christian missionaries on existing religious and social structures in the Americas, and the expansion of the trans-Atlantic slave trade.
APEuro.Unit1.ObjectiveA. Explain the context in which the Renaissance and Age of Discovery developed.
KeyConcept-1.3.Europeans explored and settled overseas territories, encountering and interacting with indigenous populations.
KeyConcept-1.4. European society and the experiences of everyday life were increasingly shaped by commercial and agricultural capitalism, notwithstanding the continued existence of medieval social and economic structures.
AP European History: Create a Netflix Series Projects for the Age of Exploration
WH1.T5.2 Explain the motivations for European nations to find a sea route to Asia.
WH1.T5.3 Identify the major economic, political, demographic, and social effects of the European colonial period in the Americas and the Caribbean Islands, the so-called “Columbian Exchange” (the transmission of foodstuffs, plants, bacteria, animal species, etc., across the Atlantic for the first time and its environmental and agricultural implications); the impact of Christian missionaries on existing religious and social structures in the Americas, and the expansion of the trans-Atlantic slave trade.
APEuro.Unit1.ObjectiveA. Explain the context in which the Renaissance and Age of Discovery developed.
KeyConcept-1.3.Europeans explored and settled overseas territories, encountering and interacting with indigenous populations.
KeyConcept-1.4. European society and the experiences of everyday life were increasingly shaped by commercial and agricultural capitalism, notwithstanding the continued existence of medieval social and economic structures.
