April 5, 2020
Dear Parents, The 7th and 8th grade team wanted to communicate our schedules and policies for this period of remote learning. As you know, the state has issued some guidelines for learning in this unique situation. We anticipate your child spending about half the time on task as he or she usually would in the classroom setting. This averages about 30 minutes a day per subject. A few brief notes about our policies going forward:
We, as teachers, know that this is a stressful time for families. We are trying to lessen that by creating this structure and schedule of availability. If there is anything in particular your child needs, please email us. We are happy to reach out and help!
Sincerely,
7th /8th grade team
Office Hours |
Office Hours |
Office Hours |
Office Hours |
Office Hours |
|
| 7th Grade |
Schofield
ELA 12:00-12:30 Resource Room 12:30 - 2:30 Creato Guidance By Appointment |
Leal/Forrester
Math 12:00-12:30 Resource Room 12:30 - 2:30 Bradley/Forrester ELL 1:00 - 2:00 Creato Guidance By Appointment |
Schofield
ELA 12:00-12:30 Resource Room 12:30 - 2:30 Bradley ELL 1:00 - 2:00 Creato Guidance By Appointment |
Leal/Forrester
Math 12:00-12:30 Resource Room 12:30 - 2:30 Partridge Literacy 1:00 - 2:30 Bradley ELL 1:00 - 2:00 Creato Guidance By Appointment |
Schofield
Homeroom 10:30 - 11:00 Creato Guidance By Appointment |
| 8th Grade |
Schofield
ELA 11:00-11:30 Fitzgerald SS 12:00 - 12:30 Resource Room 12:30 - 2:30 Creato Guidance By Appointment |
Leal/Forrester
Math 11:00-11:30 Adamo Science 12:00 - 12:30 Resource Room 12:30 - 2:30 Bradley/Forrester ELL 1:00 - 2:00 Creato Guidance By Appointment |
Schofield
ELA 11:00-11:30 Fitzgerald SS 12:00 - 12:30 Resource Room 12:30 - 2:30 Bradley ELL 1:00 - 2:00 Creato Guidance By Appointment |
Leal/Forrester
Math 11:00-11:30 Adamo Science 12:00 - 12:30 Resource Room 12:30 - 2:30 Bradley ELL 1:00 - 2:30 Creato Guidance By Appointment |
Leal
Homeroom 11:00 - 11:30 Adamo Homeroom 11:30 - 12:00 Partridge Literacy (Office Hours) 12:30 - 2:30 Creato Guidance By Appointment |
Social Norms for Online Classes
Disclaimer for all Zoom/Google Hangout Classes
We are now going to begin a remote learning opportunity through the use of video communication. It is important that we continue to respect the privacy and intellectual property rights of our school community-our teachers and our students. By participating in remote learning today, you agree that you may not save, record, share or post this session or any photos from this session. You also agree that you will not save, record, share or post future sessions or any photos from future sessions. The rules in school apply to the remote classroom experience. Students must treat each other with respect during our time together and must obey school rules. If you or your parents do not agree to these rules, please disconnect from the session and contact the teacher to receive an alternative learning packet.
Curriculum When Attending Tisbury School Builiding
7th and 8th grade language arts program:
A sign in the back of my room reads, "Attitude is a choice." This idea pervades all of our lessons, discussions, and schoolwork. My students get the message that they are responsible for their own learning (with help from us) and that it is in their best interest to value their education and to become a lifelong learner. Different strategies and techniques are used to cultivate and grow these positive ideas about education.
This approach is coupled with a learning strategy which I encourage all of my students to use in every academic class. They are continually asked to connect their academic learning to their own personal lives. When students do this, they tend to create meaning and value for what they are learning and they tend to remember it better too.
Along with asking students to make this personal connection to their lives, I also make sure the literature we explore is relevant to my students' lives. Using research done by Erik Erikson, I created my "Identity Unit" for new seventh graders. This unit explores the theme of personal identity through a variety of literature including drama, fiction, nonfiction and poetry. An example of connecting relevant literature to my students' lives is illustrated in our exploration of the Greek myth, "Phaethon and the Chariot of the Sun." Some lessons from this myth are the importance of listening to your parents, knowing your limits, not showing off, and being reasonable. Although my students won't begin driving for a few years, I find it important to get them to start thinking about the enormous responsibility of driving a car, and this myth addresses many of the issues that young people must face when beginning to drive.
My philosophy for our language arts program goes beyond teaching reading, writing, thinking, listening, and speaking. It takes the WHOLE child into account, including teaching about culture, personal identity, community-minded living, the importance of a good work ethic, empathy, and moral values. An example of a lesson which encourages moral thinking and behavior involves Lawrence Kohlberg's stages of moral development. Students are posed with the ethical dilemma found in Kohlberg's, "Heinz Stole the Drug" scenario and then asked to think and decide what they believe is the right thing to do. Research says that students wonÕt improve their moral decision making unless they practice it.
As Massachusetts transitions from the MCAS state testing to the PARCC (Partnership for Assessment of Readiness for College and Careers) testing, the language arts curriculum is adapted to fit the students needed skill set in order to do well on these tests. Students are taught to be familiar with what will be on these standardized tests and to be able to pass them using learned skills, yet the class is not solely devoted to students doing well on these tests. There are plenty of life lessons that are taught in language arts that would not be found on any standardized test.
Supplies List