Building More Than Buildings in the Middle School

It was a pleasure to see so many of you at yesterday’s Building for Action event. While our building plans are bold and innovative, the Building for Action campaign is really an affirmation of the mission and purpose of Elisabeth Irwin’s experimental school. In this way, the bricks and mortar of the project are invested with a special significance; they support our continued efforts to engage your children in authentic and engaging inquiry that draws on the most current ideas about teaching and learning.The Middle School has been fortunate to already be reaping the benefits of the Building for Action plan. Our new classrooms stand as an affirmation of the vibrant exchange between students and teachers that takes place every day. The new spaces have also helped to invigorate our on-going dialog aimed at understanding “what is best for learners.” To that end, we thought it would be useful to share with you a sampling of some of the rich and rigorous work that is taking place in our Middle School classrooms.

Fifth graders are . . .

• using tables, graphs, and rules to model solutions to problems like the Ice Cream Problem which asks, “With 31 possible flavors, how many different types of 2-scoop cones are there?”  They are also beginning to use the same algebraic principals to act out and model trips – steady, accelerating and decelerating motion.
• taking their first steps into the exciting world of French. They are getting comfortable with the pronunciation, picking French names, reciting the alphabet, counting, and talking about the weather.
• continuing and expanding on their Lower School study of Spanish with the introduction of new vocabulary and verbs
• creating collages of “things they like to do when they are not in school,” making sketch books that will be used in school and on trips and beginning a painting project that incorporates the art elements: line, shape, and color.
• learning important organization skills as they organize their files into folders on the server and on their flash drives. They are also continuing to work on improving their keyboarding skills.
• playing indoor soccer and doing fitness training.
• exploring the question, “What is music?” through discussions of John Cage’s Water Walk and their own musical experiences in class.

Sixth graders are . . .

• reading Beowulf and learning how to take notes as they read so that they can analyze the text in class discussions, working on current events and vocabulary and are beginning their study of feudalism. They have also found time to complete their first round of booktalks.
• investigating situations in which they need to add, subtract, multiply, and divide fractions.  They are developing strategies to solve problems like, “Blaine plans to paint a highway stripe that is 9/10 of a mile long.  He is 2/3 of the way done when he runs out of paint.  How long is the stripe he painted?” and “There are 12 baby rabbits at the pet store.  Gabriella has 5  1/4 ounces of parsley to feed the rabbits as treats.  She wants to give each rabbit the same amount.  How much parsley does each rabbit get?”
• practicing in-class dialogues and working on their accents and pronunciation in both Spanish and French classes
• creating collaged triptychs of a journey they have taken, binding and decorating their own sketch books and learning the basics of color theory by creating their own color wheel.
• scaling the Thompson Street climbing wall.
• gathering with the other fifth grade members of the Little Red Singers  each Tuesday to sing, dance, listen to and share music! They recently performed a swing jazz piece, “Dancin’ on the Rooftop” at our Middle School Meeting to enthusiastic ovations.
• using found objects to create full class planned improvisations to exhibit the expressive potential of timbre. In small groups, students are then creating pictoral representations for their sounds and then using these to create a musical score for a short composition.

Seventh graders are . . .

• reading Lois Lowry’s The Giver and are exploring the viability of a utopia as well as the complex themes this novel presents: perfection, fairness, justice, and the role memory has on an individual and on a society, to name a few. Students are learning how to use textual evidence to support their understanding of these themes and this thought-provoking novel.
• learning how historians use primary and secondary source materials to generate an understanding of early English settlement in North America, especially when those source materials present differing perspectives and viewpoints on important individuals and moments in American History.
• helping our fictitious bike tour company get off the ground.  By analyzing data in various forms, and with the help of graphing calculators, the class will decide on a bike tour price and look at variables that will affect profit.
• looking at the significance of the Scientific Revolution and have been conducting experiments with pendulums. They are also measuring and calculating mass, volume and density of irregular objects using measurement tools, mathematical formulas and displacement as part of our study of the properties of materials matter
• writing a composition using the new verb “etre” and some -”er” verbs from last year.
• reviewing Spanish verb conjugations and classroom vocabulary so that they can begin a study of family and the home.
• developing their mime skills and are about to embark on an exploration of theater in NYC over a century ago.  Vaudeville acts, melodramas and silent movies will be the focus of the class for the next month.
• creating their own PE games, which they will teach to the rest of the class.
• reporting on the important historical music events from the week and are turning these into podcasts.
• discussing how graphics can be used to communicate ideas as they create personal symbols for their silhouette project.

Eighth graders are . . .

• reflecting on their summer reading memoir about the struggles of school integration at Central High School in Little Rock, Arkansas in the 1950s.  After learning about the intense conflict of racial politics and federal versus states rights during the civil rights movement, students are discussing current civil rights struggles and choosing one about which they feel particularly concerned.  Their final project is to create an art piece and reflective explanation about their cause in order to bring visibility to it for their peers and the school community at large.
• studying linear functions.  They will use what they learn to predict the consequences of leaky faucets. Stay tuned….
• conducting experiments to gain an understanding of Newton’s Laws of motion. These understandings will be used to design and construct Mousetrap powered vehicles that demonstrate these laws.
• reviewing fundamentals of Spanish grammar and vocabulary so that they can begin to study the imperfect, the new past tense as a prelude to their readings in Cuentos Simpáticos.
• completing  a composition using adjectives and verbs, both regular and irregular, to describe themselves physically and to describe an activity that they were involved in during the summer.
• are working on the climbing wall for fitness.  Students are challenging themselves on the wall with different challenges, like using only certain colored pieces or having two people cross paths as they work across the wall. On sports days, they are working on volleyball skills and strategy.
• learning Breachtian conventions in preparation for creating their own piece of political theater. This week students learned about “Geste” and the impact of ensemble tableaux.
• sketching out their ideas and exploring painting techniques as they prepare to paint the art room stools around this year’s theme of literary characters.
  Eighth graders are incorporating Literary Characters for this years theme.
• beginning an exploration of digital photography by going on a “Photo Scavenger Hunt” in which they were asked to look for a variety of things to photograph that included interesting textures, reflections and other artistic elements
• are creating original podcasts that examine music that interests them and answer the following questions: “why is this music important to you?” “what do you like about the sound of it?” “when do you usually listen to it?”