The last week before the holiday break will find us continuing our in-depth read of The Hunger Games by Suzanne Collins. We are reading this book in conjunction with our exploration into the role, function, and history of government in the United States. While the bulk of our reading will take place in class, students may be asked to finish a chapter if we don't have time to during the school day. Please encourage your child to stay apace with the reading so that he or she can fully participate in our class discussions and activities around the reading.
Most students still have work to do in order to meet the standards that were assessed on the revolution reports. Please check PowerSchool for more information.
Students will be quizzed on Tuesday on lessons 19-20 of their spelling books. This is the last quiz of the book before they have a post-test in preparation for the next level. Students will need to have completed their spelling packets before they can take the post-test.
That should get us through the week. I hope you all have a wonderful, relaxing, and safe break.
Sunday, December 18
Thursday, December 15
Boston Update and Calendar Raffle
Dear Families,
This year, we have been doing a great job on fundraising for Boston. Thanks to the work that you all have done, we are in the best position financially that we have ever been in. We only need to raise $18,000 more. As you may know, we have just started the Calendar Raffle. Since the calendar raffle is put together all by donated items, we get 100% of the profit. This means if each student in the middle school sells five, we could earn approximately $15,000. That would put us very close to our goal.
Before I explain the raffle, I just wanted to acknowledge that we raised over $900 with the candle fundraiser. I want to publicly thank Paula Cary and Aneita Menard for putting this together. We are hoping to get the candles out to students before break.
Details on the Calendar Raffle
How the calendar works
+ They cost $10
+ A winner is drawn for each day in February
+ If you win, your name gets put back in the drawing
+ There are over $1000 worth of prizes and each day is at least a $40 value
What do the students need to do?
+ Get the calendars and raffle tickets from their advisory teacher.
+ Sell the calendars, student receives $10 and gets the red ticket with the name and phone number, the customer keeps the calendar and the lower portion of the red ticket.
+ The student the money and the tickets to their advisory teacher.
+ Any unsold calendars are returned to the advisory teacher.
Incentives
+ Top advisory gets a ice cream party
+ Top seller gets 2 tickets for the new water park at Jay Peak
+ Any one who sells 10 tickets gets a pizza party and a movie
The calendar raffle was put together by Michelle Anemikos and Heidi Slayton. They really put a lot of time and effort into this project. Please thank them the next time you see them.
I appreciate the hard work that everyone has put in and I can guarantee that your student will have an unforgetable time in Boston. This will be a trip that they will remember the rest of their lives.
Thanks,
Joe Smith
jsmith3@mtsd-vt.org
This year, we have been doing a great job on fundraising for Boston. Thanks to the work that you all have done, we are in the best position financially that we have ever been in. We only need to raise $18,000 more. As you may know, we have just started the Calendar Raffle. Since the calendar raffle is put together all by donated items, we get 100% of the profit. This means if each student in the middle school sells five, we could earn approximately $15,000. That would put us very close to our goal.
Before I explain the raffle, I just wanted to acknowledge that we raised over $900 with the candle fundraiser. I want to publicly thank Paula Cary and Aneita Menard for putting this together. We are hoping to get the candles out to students before break.
Details on the Calendar Raffle
How the calendar works
+ They cost $10
+ A winner is drawn for each day in February
+ If you win, your name gets put back in the drawing
+ There are over $1000 worth of prizes and each day is at least a $40 value
What do the students need to do?
+ Get the calendars and raffle tickets from their advisory teacher.
+ Sell the calendars, student receives $10 and gets the red ticket with the name and phone number, the customer keeps the calendar and the lower portion of the red ticket.
+ The student the money and the tickets to their advisory teacher.
+ Any unsold calendars are returned to the advisory teacher.
Incentives
+ Top advisory gets a ice cream party
+ Top seller gets 2 tickets for the new water park at Jay Peak
+ Any one who sells 10 tickets gets a pizza party and a movie
The calendar raffle was put together by Michelle Anemikos and Heidi Slayton. They really put a lot of time and effort into this project. Please thank them the next time you see them.
I appreciate the hard work that everyone has put in and I can guarantee that your student will have an unforgetable time in Boston. This will be a trip that they will remember the rest of their lives.
Thanks,
Joe Smith
jsmith3@mtsd-vt.org
Thursday, December 8
Science 12.8
The lab report for the self-designed food energy experiment is due on Friday. Students have been working for several days on this major assignment.
Maths 12.8
7th Grade
Students will demonstrate their skills with ratios, proportions and unit rates when they take the unit test on Friday. Students should complete the practice questions of their choice from the practice worksheets.
8th Grade
Students continue to explore linear models in tables, graphs and equations.
Students will demonstrate their skills with ratios, proportions and unit rates when they take the unit test on Friday. Students should complete the practice questions of their choice from the practice worksheets.
8th Grade
Students continue to explore linear models in tables, graphs and equations.
Monday, December 5
Science 12.5
Today students should have turned in the "good" draft of the lab report for the "Food Energy" investigations they designed and conducted. This is a major assignment for the second quarter. Parents - please check with your child to ensure they are on track with this assignment.
Maths 12.5
7th Grade
Students are becoming experts at setting up and using proportions to solve problems. There will be a unit test on Friday. The following practice is assigned for Tuesday: 4ACE #4, 16, 17.
8th Grade
Students continue to develop their skills with models of linear relationships. There will be a quiz on Tuesday. The following practice is assigned: 2ACE #24, 33 and "Skills Practice" worksheet.
Students are becoming experts at setting up and using proportions to solve problems. There will be a unit test on Friday. The following practice is assigned for Tuesday: 4ACE #4, 16, 17.
8th Grade
Students continue to develop their skills with models of linear relationships. There will be a quiz on Tuesday. The following practice is assigned: 2ACE #24, 33 and "Skills Practice" worksheet.
Sunday, December 4
12/4 Humanities
Hello folks,
I have a BIG week for updates:
The students have been deeply involved in their revolution research papers. At this point, the expectation is that students have completed a first draft, received feedback from me and some of their peers, and have completed a second draft. It is this second draft that I will be assessing against the standards. Students are encouraged to revise their papers until all standards have been met. PowerSchool is updated so that you can see whether or not your child has completed the first and second drafts of this piece. I would encourage you to view your child's report on our team wiki so that you can see the progress being made. Just to remind you, the focus of this piece was to make a claim about the relationship between media (communication of information) and a revolution or other major movement. It's important to note that we will not be using any more class time on this part of the unit. Students will need to work outside of class (clinic, before/after school, recess, at home) to complete the written portion of this unit.
At the students' request, we will now shift the lens on this unit of study and students will represent their new knowledge in a visual way (movie, digital story, etc.) By the end of this week, they will present these projects to the rest of the team.
As we prepare to move into our next unit on the Foundation of Government, we will begin a full-team, in-class reading of Hunger Games by Suzanne Collins. Although many students have already read this book independently, we will be reading it in a guided way, making connections between the fictional government of Panem and our own government. Additionally, I plan to model reading strategies and allow for the students to construct new understandings based on group discussions. Stay tuned for more details on this.
Lastly, I wanted to give you a heads up that on Monday 12/5, the students will have the opportunity to hear a presentation on the state of education in Sudan, Africa. Through a connection of mine, two college students have arranged to come in and present to the students, keeping the focus on students examining their own access to education. This may or may not lead to some further opportunities for service learning projects, depending on how the students respond to this lesson. I invite you to sit in on this presentation if you are able (it will be presented at 9:00am and 10:00am). If not, please engage your child in a discussion about this important topic.
Students will be quizzed on WEDNESDAY of this week on lessons 15-16.
Phew – that should do it for now.
I have a BIG week for updates:
The students have been deeply involved in their revolution research papers. At this point, the expectation is that students have completed a first draft, received feedback from me and some of their peers, and have completed a second draft. It is this second draft that I will be assessing against the standards. Students are encouraged to revise their papers until all standards have been met. PowerSchool is updated so that you can see whether or not your child has completed the first and second drafts of this piece. I would encourage you to view your child's report on our team wiki so that you can see the progress being made. Just to remind you, the focus of this piece was to make a claim about the relationship between media (communication of information) and a revolution or other major movement. It's important to note that we will not be using any more class time on this part of the unit. Students will need to work outside of class (clinic, before/after school, recess, at home) to complete the written portion of this unit.
At the students' request, we will now shift the lens on this unit of study and students will represent their new knowledge in a visual way (movie, digital story, etc.) By the end of this week, they will present these projects to the rest of the team.
As we prepare to move into our next unit on the Foundation of Government, we will begin a full-team, in-class reading of Hunger Games by Suzanne Collins. Although many students have already read this book independently, we will be reading it in a guided way, making connections between the fictional government of Panem and our own government. Additionally, I plan to model reading strategies and allow for the students to construct new understandings based on group discussions. Stay tuned for more details on this.
Lastly, I wanted to give you a heads up that on Monday 12/5, the students will have the opportunity to hear a presentation on the state of education in Sudan, Africa. Through a connection of mine, two college students have arranged to come in and present to the students, keeping the focus on students examining their own access to education. This may or may not lead to some further opportunities for service learning projects, depending on how the students respond to this lesson. I invite you to sit in on this presentation if you are able (it will be presented at 9:00am and 10:00am). If not, please engage your child in a discussion about this important topic.
Students will be quizzed on WEDNESDAY of this week on lessons 15-16.
Phew – that should do it for now.
Friday, December 2
Maths 12.2
7th Grade
In Problem 4.1, students are learning to set up proportions to reason about related quantities and solve problems. Complete the following practice before class on Monday: 4ACE # 1, 5-13(odd only).
8th Grade
In Problem 2.3, students continue to develop their skills with modeling linear relationships with tables, graphs and equations. Complete the following practice before class on Monday: 2ACE #24, 25, 33.
In Problem 4.1, students are learning to set up proportions to reason about related quantities and solve problems. Complete the following practice before class on Monday: 4ACE # 1, 5-13(odd only).
8th Grade
In Problem 2.3, students continue to develop their skills with modeling linear relationships with tables, graphs and equations. Complete the following practice before class on Monday: 2ACE #24, 25, 33.
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