Robin: "Boy! That was our closest call ever! I have to admit that I was pretty scared!" Batman: "I wasn't scared in the least." Robin: "Not at all?" Batman: "Haven't you noticed how we always escape the vicious ensnarement of our enemies?" Robin: "Yeah, because we're smarter than they are!" Batman: "I like to think it's because our hearts are pure."

The Television of Yesteryear Dear Members of our School Family, I honestly see myself as a byproduct of yesteryear’s popular culture; that is, the popular culture my parents allowed me to see as a child. True, by today’s standard, I watched far too much television growing up, but I do not seem worse for the wear. When I was a tot, I just loved watching cartoons on our black and white television set, and as soon as I could read, the world of comic books opened for me. Although the old cartoons would be seen as violent by today’s standards, the good guys always managed to come out on top. With my comic books spread out around me, I would watch my favorite Hanna-Barbera cartoon shows, such as Aquaman and Space Ghost, along with the popular adventure shows such as the Adventures of Superman starring George Reeves, and the Lone Ranger starring Clayton Moore. My comics and television shows often highlighted the same characters, and I had no greater pleasure than playing that hero role. Every week, my grandfather would walk me over to the candy store and buy me a new comic or two. Archie was my personal favorite (high school kids seemed so cool and grown up) although, the super heroes Superman and Batman provided me with idealized and influential role models. As I think back, there were powerful pro-family messages built into nearly everything I watched and read during those years. Even as I graduated from kid shows, the regular television shows of the era portrayed warm loving families. I remember watching the Donna Reed Show and thinking how the work and life of a family doctor was so worthwhile that I had better work hard in school if I wanted to achieve it. I even remember thinking that the parents in Leave It to Beaver were so wonderful that I would often advise my own parents how June and Ward Cleaver would have handled my misbehavior. Still, my absolute favorite television show of the 1960s was the campy Batman staring Adam West. As a child, I never questioned the believability of Batman or the great wisdom of his pithy remarks – where else would we find a superhero that saved himself from a freefall by catching a rope with his teeth and afterwards give the credit to good dental hygiene. Of course, I made sure I brushed my teeth after that episode. When I compare the fictional role models of yesteryear with today’s vacuous substitutes, I feel sad for our children. Who today would not cherish a loving Aunt Bee as in the Andy Griffith Show, a Jim Anderson as in Father Knows Best, or a loving Uncle Bill as in Family Affair? Family television provided an idealized dream, with an overarching framework of righteous action and chivalrous values within a loving family. Instead of realism, the shows portrayed an idolized world shown on the small screen invited into our homes. Today, even during family viewing times, too much of what our children see are off-color humor and irresponsible self-centered behavior. In our family, we watched the Little Rascals, The Waltons and Little House on the Prairie. I do not know if it will make any difference in the long run for my own children, but I hope their memories of television provide them with the same wholesome foundation that was provided to me. With warm regards,

Peter Osroff

Th

eT

he

Th

e M

id

dl

e V

ie

wM

id

dl

e V

ie

wM

id

dl

e V

ie

w

MA

RC

H 2

014

a

p

ub

lic

at

io

n o

f g

ar

de

n c

it

y m

id

dl

e s

ch

oo

l

vo

lu

me

11, is

su

e 5

I m p o r t a n t r e m i n d e r s

APRIL

April 1,2,3

NYS ELA Assessment

Grades 6-8

April 3

PTA Dinner

April 10

Spring Concert I

7:00 PM @GCHS

April 11

District-wide

Early Dismissal

April 14-18

Spring Recess

No School

April 21-22

Snow Make-Up Day

School’s In Session

April 23

Board of Education Mtg.

8:15 PM @ HS

April 24

“Pay It Forward” Day

April 30, May 1, May 2

NYS Math Assessment

Grades 6-8

EARLY DISMISSAL

A district-wide early dismissal will take place on April 11, 2014. Students at the Middle

School will be dismissed at 3:00 p.m. Buses will leave at 3:10 p.m. There will be no "After

School Child Care Program" on April 11. Please make appropriate arrangements for the early arri-

val of your children because of this drill.

Maria Cafaro, Editor

COMMON CORE ASSESSMENTS

Mark your calendars! Students in grades 6,7,8 will be taking the Common Core English

Language Arts and Math Assessments in the months of April and May. Students should be prepared

with several sharpened no. 2 pencils on the days the exams are administered.

Common Core Math Assessment

Wednesday, April 30, 2014

Thursday, May 1, 2014

Friday, May 2, 2014

REVISED SCHOOL CALENDAR

Due to snow days, please note that Monday, April 21, Tuesday,

April 22, and Friday, May 23 will be school days.

NEW YORK STATE SCIENCE PERFORMANCE ASSESSMENT

The NYS Grade 8 Intermediate Level Science Test (ILS) assesses the level of mastery

students have achieved in science between grades 5 and 8. The test includes two parts: Grade 8

Science Performance Test and Grade 8 Science Written Test. The parts will be taken over two

different days. The first part of the test, Grade 8 Science Performance Test, will be

administered on Wednesday, May 28. The second part of the test, Grade 8 Science

Written Test, will be administered on Monday, June 2.

The Grade 8 Science Performance Test will assess students’ lab skills and concept appli-

cation. It consists of hands-on tasks set up at three stations. They will be given step-by-step in-

structions and questions to answer as they work at each station. Each experiment will take about

10-15 minutes. Students need to bring pens and pencils for the test; everything else will be pro-

vided.

The Grade 8 Science Written test will assess students’ content knowledge and applica-

tion. It includes multiple choice, short answer questions, and extended written responses in

which students will be asked to interpret charts, draw graphs and diagrams and apply their

knowledge and skills to real-world situations. Students need to bring pencils and a non-graphing

calculator for the test.

I m p o r t a n t r e m i n d e r s

NO DROP-OFF or DELIVERY of COMMERICAL FOOD or DRINK

During school hours, please do not drop off, or have delivered, commercial food or drinks for

students. We will not allow delivery of these products to students. Thank you for your assistance.

BOARD OF EDUCATION MEETINGS AND BUDGET VOTE!

Garden City Public Schools Board of Education and district administration encourage Garden City residents to attend its

upcoming public meetings to offer input during the budget formulation process and to gain an understanding of budget challenges as

the district enters its second year under the State’s tax levy limit cap mandate.

All meetings are held at Garden City High School at 8:15 p.m. Please join us for the following:

April 9 Board of Education Work Session/Budget Work Session #5

April 23 Board of Education Regular Session

May 13 Board of Education Work Session/Budget Hearing

May 20 Budget Vote Board of Education Regular Session

GARDEN CITY TEACHERS’ ASSOCIATION (GCTA) 5TH ANNUAL

“GC FOR A CURE” S a t u r d a y, A p r i l 2 6 , 2 0 1 4 — R a i n o r S h i n e

5K (3.1 mile) Timed Run/Walk — 9:00 am

1 Mile Untimed Fun Run/Walk — 9:15 am

Start/Finish at Garden City High School

170 Rockaway Avenue, Garden City, N.Y.

To benefit For more information about how to register or donate visit http://www.gcforacure.com/

T h i s y e a r ' s r a c e i s i n m e m o r y o f o u r f r i e n d a n d

c o l l e a g u e , M i c h e l e W h i t e !

S p o t l i g h t o n t h e

W o r l d l a n g u a g e

d e p a r t m e n t

A CARNEVALE, OGNI SCHERZO VALE!

On March 4, students in Signora Caruthers and Professoressa Miras’ seventh grade Italian classes celebrated Martedì Grasso, the

last day of the pre-Lenten traditional celebration in Italy known as Carnevale. The word Carnevale literally means “farewell to meat”

from the Latin carnem levare. Carnevale is celebrated all throughout Italy; however, the city of Venezia is known to have more unique

and elaborate celebrations that are world-famous. The Carnival of Venice dates back over 900 years and today’s theme focuses on the

grandeur of 17th and 18th century Renaissance as well as characters from the commedia dell’arte. The commedia dell’arte is the famous

comic form of street theater that developed in Italy in the 15th century. The actors wore colorful costumes and would travel from

town to town performing in the town square. Nowadays in Venice, people walk around in elegant costumes and opulent masks to

emulate this time period, which creates a magical ambience.

In the seventh grade Italian classes, students decorated their own masks at home and cele-

brated Carnevale with a festa in class. Before the celebration, the students listened to a brief

presentation on the tradition of Carnevale, accompanied by pictures of Venice. The students’

masks were then placed on their desks as they circulated the classroom and viewed the work of

their peers. Students casted an anonymous vote for their favorite mask. Italian music played

during the class party and students contributed by providing homemade baked goods and other

delicious treats. To view some of the lovely masks created by the students, feel free to visit the

display case in the middle school!

Signora Caruthers with her class.

THE LONG ISLAND TEACHERS’ ASSOCIATION POSTER CONTEST

The Long Island Language Teachers’ Association sponsored its annual LILT Poster Contest

to celebrate National Foreign Language Week from March 3 to March 7, 2014. The world language

teachers at Garden City Middle School encouraged all their language students to participate in this

contest. The LILT Poster Contest topic for 2014 is “Unmask Cultures: Be A Polyglot”.

Students were challenged to express the theme using their creativity and artistic ability as

well as their higher level of thinking to meet the challenges posed by the topic. Students were careful

to follow all the poster rules as specified by the organization. They submitted their work on 18” X 24” posters that displayed use of

varied artistic media including felt tips, watercolors, oil, acrylic paints, pastels, colored pencils, crayons or collages. Neither the use

of computer for graphics, lettering or designs nor 3-D effects was permitted. Only completely original art work was accepted. Tro-

phies will be awarded by the organization for first, second, and third place. Honorable Mentions and Certificates of Participation will

also be distributed. This is one of the many creative accomplishments of our students. The world language teachers commend the

students who participated and look forward to hearing the results of the contest in the near future.

STUDENTS LEARN SHOPPING SKILLS IN SPANISH Students in Señora Porter’s eighth grade classes spent the month of January acquiring the necessary vocabulary and skills

needed to go shopping in a Spanish speaking country. They learned the vocabulary words for different clothing, materials of which

clothing is made, European sizes, and they learned about the euro. Señora Porter also taught her students about Spain’s largest de-

partment store, El Corte Inglés. They learned that Spain’s largest department store sells everything from clothes, jewelry, toys and

food to electronics, appliances, and theater tickets. Hotel and airline reservations can also be made through the department store’s

travel agency! Students worked in pairs and wrote a conversation between a customer and a clerk in a typical Spanish store about

buying a birthday present for a friend. All of the skits were videotaped. The aim of this project was to develop the listening, speak-

ing, reading, and writing skills of the students in Spanish and help to prepare them for an authentic Spanish conversation. It also

helped to prepare the students for the speaking part of the assessment exam which will be administered in May.

S p o t l i g h t o n t h e

W o r l d l a n g u a g e

d e p a r t m e n t

RESTAURANT SKITS IN SPANISH WITH A “TWIST”

Seventh grade students in Señora Porter’s classes are currently working in groups of 4-5 students writing restaurant skits

in Spanish as part of their food unit. The purpose of this skit is to authentically practice ordering food in a restaurant. One student

plays the part of the waiter and the other students play the roles of the customers. Students order appetizers, drinks, the main meal

and dessert. To make their skits more interesting, they were told to add a “twist” to their skits. They have a choice of five scenar-

ios, or they can make up their own. They also must dress up for their presentations.

Some of the scenarios they may choose are:

Their waiter is an aspiring rapper (or singer). Everything he/she says is rapped (or sung). Ellen’s Stardust Diner in

Manhattan actually does this. There are aspiring actors / actresses and singers who work there.

Their waiter thinks they are a celebrity.

They are being served by a waiter who just stepped out of a time machine.

It is their waiter’s first day on the job, and he/she fails epically.

They find something strange in their food.

This is a fun way for the students to practice their listening, speaking, reading and writing skills in Spanish.

STUDENTS WRITE STORY BOOKS IN SPANISH

Eighth grade students in Señora Porter’s Spanish classes wrote original story books

to practice their knowledge of Spanish. They were told they could choose a famous ac-

tor, actress, singer, cartoon character, sports person, an alien (un extraterrestre), an ani-

mal or a pet. They could also invent an original character for their story. Students wrote

about their characters’ physical and personality traits, their family, their likes and dis-

likes, their favorite foods, and activities that their character enjoyed. Students illustrated

their story books with pictures and drawings. This was a fun activity for students to use

their knowledge of Spanish to create a five-page illustrated storybook written entirely in

the target language!

LA FAMIGLIA

To close the family unit in Signora Caruthers and Professoressa Miras’ seventh grade

Italian classes, each student gave a Power Point presentation on his or her family. Each student

provided a profile of six family members by talking about their names, ages, physical and person-

ality traits, as well as his or her likes and dislikes. A picture of each family member was also in-

cluded. Many students took pride in their presentations and included visual effects and fun photos

of their families on vacation or pictures from when they were younger. One student shared a pic-

ture of himself behind the wheel of a Ferrari. The presentations were counted as the speaking

portion of the unit test.

Vincent Aversa shares his presentation.

S p o t l i g h t o n t h e

W o r l d l a n g u a g e

d e p a r t m e n t

LEISURE TIME IN ITALY In an effort to heighten cultural awareness and expand students’ knowledge of Italian soci-

ety, students in Professoressa Miras’ eighth grade Italian classes read an article in small groups about

the ways in which Italian youth spend their free time. Before reading the article, students wrote (in

Italian) on a Post-It one thing they like to do in their free time. Students then practiced their speak-

ing skills by asking and responding to the question, “Che ti piace fare nel tuo tempo libero?” What do

you like to do in your free time? As students provided their responses, they attached their Post-It to

the blackboard. Any responses that were the same were placed next to each other, forming a hori-

zontal line. In this manner, a visual bar graph was created revealing the most common leisure activ-

ity most common among the students in the class.

Students were then directed to the article, which was based on how Italian youth like to spend their

free time. Each group responded to questions such as:

Which activity has the highest percentage of participation among Italian youth and which has the lowest?

What do Italian youth do that is different from American youth? What do you think about this?

What is a cultural difference you discovered through this reading?

During the class discussion, students shared their thoughts and opinions. Each class noticed that a small percentage of the

Italian youth listen to classical music, which they identified as being a cultural difference. Professoressa Miras explained how this is

due to a cultural appreciation for classical music since many great Italian composers and classical singers such as Antonio Vivaldi,

Giuseppe Verdi, Giacomo Puccini, Enrico Caruso, and Luciano Pavarotti contributed to the classical arena and have a long-lasting

influence. Students were also surprised to discover that schools in Italy do not offer after school sports. Sports that Italian students

partake in during their leisure time are organized by teams that are not affiliated with schools.

Professoressa Miras enjoys integrating cultural topics within each unit. She feels that learning through culture is captivating

and inspiring, and it makes the language relatable. Many of the students at the Middle School are heritage learners, and she feels that

it is important for students to be aware of the background and traditions of their ancestors. For heritage and non-heritage learners

alike, being educated in a culture other than their own expands their understanding of others, which in turn will hopefully increase

their tolerance and respect towards one another.

Eighth grade students, Christina Giannone, Olivia Ferraro, and David Blicksilver read about leisure time in

Italy.

VIRTUAL FIELD TRIP TO EL CORTE INGLÉS

As part of a unit on shopping, eighth grade Spanish students in Señora Porter’s classes were transported to Spain’s largest

department store El Corte Inglés in Madrid, Spain via the Internet in the GCMS computer lab. They were presented with the following

scenario: “You have just arrived in Spain at the Barajas Airport in July. You find out that the airline carrier Iberia has lost your

checked luggage. After two days, your luggage is still not found and you are going to leave on your bus tour the next day. Your flight

insurance gives you 500 Euros to spend at a shopping spree at El Corte Inglés, Spain’s largest department store to replace the lost

items. Make your decisions wisely, as you are not allowed to go over the 500 Euros budget. Keep in mind that you will need various

items for your ten day stay throughout Spain. You must be properly dressed for restaurants and various excursions to museums and

other points of interest.”

Students were thoroughly engaged in this computer activity and enjoyed being able to use their prior knowledge of shopping

vocabulary. They also had to stay within a budget while making purchases via a virtual shopping experience at El Corte Inglés in Spain.

The activities, which incorporated the ACTFL performance guidelines, were in alignment with the New York State Standards for

Language Learning.

S p o t l i g h t o n t h e

W O R L D L A N G U A G E

D e p a r t m e n t

MIDDLE SCHOOL GERMAN STUDENTS CELEBRATE FOREIGN LANGUAGE WEEK

Sixth grade students of German at Garden City Middle School have been

working on two projects in celebration of Foreign Language Week (and month). For

the first, they wrote and performed weather forecasts in the target language.

Working in pairs, they reviewed their notes from earlier in the school year, and chose

a season and a location in Germany (Berlin, Munich, or Süddeutschland, for example)

to describe the anticipated weather for each of five days. After creating a dialog they

rehearsed their product, which was then presented, filmed, and shown on the class-

room Smartboard. Students had an opportunity to hear the reports, and to critique

each other’s creativity, organization, and ability to speak authentic German.

The second activity provides a glimpse

into the Agrarian culture of the German-

speaking people living in the area just north of the Alps. During the German Club

meetings, which take place every Friday in March, sixth graders have been learning

a folk dance called the “Stern Tanz,” or “Star Dance.” Carrying what appear to be A

-frames covered with leaves, boy/girl pairs perform a slow march that winds into

and out of a series of circles. The dance itself represents farm families walking

home from the fields with their crops at the end of the day, looking at the constella-

tions moving across the sky. With their final steps, the dancers group together

holding the A-frames in such a position as to form the North Star. Their instructors

are Mr. and Mrs. Hugel, Garden City residents and professional dancers who per-

form folk dances on the international stage. Our sixth graders will have their debut

at the Annual German Language Sprachfest, which takes place every year on or

close to Foreign Language Week.

Speaking of which…this year German teachers and their students from throughout Nassau and Suffolk Counties

will celebrate the twenty-fifth anniversary of Sprachfest. It will be hosted at Hauppauge High School on March 22. In

preparation for what promises to be a special event, seventh and eighth grade German students have been busy studying for

the many academic competitions, including the Geography Bee, Number Bee, Spelling and Vocabulary Bees, the Culture

Bowl, skits, and German Language Scrabble. They are learning poems for the poetry competition, music for the vocal and

instrumental events, and creating art projects including poster design, program design, and t-shirt design. Among non-

academic contests are cake baking and gingerbread house creations. Students in German Club were treated to a special

lesson in gingerbread art during the club’s Marzipanfest in December, when members of the Minett Family returned to

share some of the secrets of their past prize-winning gingerbread structures.

Sixth Grade Weather Forecasters

Will Karcher, Aidan McKernan, and Mike Aversa

The “Stern Tanz”

S p o t l i g h t o n t h e

W O R L D L A N G U A G E

D E P A R T M E N T

THE CULTURE CARD

The students in Srta. Curcio, Sra. Caruthers and Sra. Scarola’s seventh grade Spanish classes conducted a mini-research pro-

ject, to broaden inquiry and student interest regarding the cultural aspects of their favorite Spanish-speaking country.

After the students selected their country of interest, they synthesized multiple sources revealing the most interesting aspects

of their country’s culture; for example, they explored the nuances of the country’s flag, typical foods served in the country, the cli-

mate and geographical locations and population of the Spanish speaking country of their choice.

The students demonstrated the understanding of their investigation by sharing the most interesting facts with their class-

mates, in a question and answer session conducted by the students.

The students created a “culture card,” representing their Spanish-speaking country and depicting their most fascinating find-

ings. The cards are visually appealing and are on display for the class to refer to and continue to build upon as the year progresses.

The students surmised that understanding cultures, comparing and contrasting them to our own culture ultimately influence

how people view the world.

Señora Scarola and Señorita Curcio's classes

Señora Caruthers and Señorita Curcio's classes

Señora Scarola's Classes

S p o t l i g h t o n t h e

W O R L D L A N G U A G E

D E P A R T M E N T

MULTILINGUAL CAREERS

After completing their unit on Professions/Jobs/Careers in the target

language, students in Sra. Linardos’ seventh grade classes prepared a presenta-

tion outlining what career most interests them and why they would like to be a

part of that profession in the future. They discussed the significance and possi-

ble uses of foreign language in careers. Knowledge of a second language in our

global economy is a vital and critical component of a job seeker’s employment.

Many corporations and businesses do work with other countries or have loca-

tions around the world. They need multilingual workers who can understand

other cultures. Regardless of the chosen career, second language proficiency

gives the job-seeker a true advantage. Students researched the newspaper and

Internet to discover which jobs most require knowledge of a language other

than English. They presented their interests and discoveries to their classmates while dressed in the attire of the chosen profession.

Based on the evidence, these students are our future lawyers, doctors, teachers, FBI agents, chefs, professional athletes, architects,

party planners, veterinarians, fashion designers, reporters, and accountants.

Nurses, doctors, police officers, hotel managers, journalists may need to speak more than one language to do their job

well. Knowing more than one language enhances opportunities in government, business, law, medicine and health care, teaching,

technology, the military, communications, industry, social service, and marketing. Professionals who know other languages are

called on to travel and exchange information with people in the United States and other countries throughout their careers. Em-

ployers will see them as a bridge to new clients or customers, as multilingual employees are more likely to win the trust and friend-

ship of people whose languages they know.

AMERICAN ASSOCIATION OF SPANISH AND PORTUGESE

NATIONAL SPANISH EXAM

The American Association of Teachers of Spanish and Portuguese is sponsoring its annual AATSP National Spanish Examina-

tion. Eighth grade students of Sra. Linardos, Sra. Porter, and Sra. Scarola who elected to participate will be taking the exam the week

of March 24, 2014. The voluntary exam is given by over 3,800 teachers throughout the United States to measure proficiency and

achievement of students who are studying Spanish as a second language. The National Spanish Examination is recognized by many

administrative and teaching associations and organizations at the local, state and national levels. The National Association of Secondary

School Principals has placed this program on the NASSP National Advisory List of Contests and Activities for 2011-2012.

From 1957 until 2005, the National Spanish Examination was administered in a traditional paper and pencil format. Since

2006, it has been administered in an online format through the Quia Corporation. It is the first national world language exam admin-

istered online. The National Spanish Examination is the most widely used test of Spanish in the United States. In the spring of 2013,

a total of 152,726 students participated in the online version of the exam.

The mission of the National Spanish Examination (NSE) is to recognize student achievement, promote language proficiency

in the study of Spanish, and assess the national standards as they pertain to learning Spanish. The NSE is committed to providing

teachers with assessment tools in addition to offering students opportunities to practice their language skills and discover their Spanish

language proficiency rating according to the exam.

The language teachers wish all the students “BUENA SUERTE” and thank parents for their continued support and interest in

the activities of the Garden City Middle School World Language Department.

S p o t l i g h t o n t h e

W O R L D L A N G U A G E

D E P A R T M E N T

BARGAIN HUNTING

Do you like a good deal? Are you intrigued and driven by sale prices? Do you wish you could bargain your way through a

purchase? After discussing the customary, cultural nuances of el arte de regatear” (the art of bargaining) in the Spanish-speaking coun-

tries, students understood that purchases should not be made immediately after the initial presentation of a price, but rather aim to

get a price reduction. They were eager to try their skills at this game of bargaining.

Señora Linardos’ eighth grade students bargained their way through their shopping experience as they shopped for a pre-

sent. After mastering the vocabulary related to clothing, accessories, shopping and numbers in Spanish, students prepared and pre-

sented dialogues between customer and salesperson. They included the color, size, and fabric content of the item. Of course, the

initial price of the item was introduced by the salesperson, only to have the price chiseled down to a lower price by the customer.

Form of payment was also discussed in the presentation. Students put their Spanish language skills to use and were delighted to see

how wonderfully they were able to negotiate a price for the article of clothing or accessory they were interested in purchasing.

LA COMIDA RÁPIDA WEBQUEST

Seventh grade students in Señora Porter’s classes used the computer lab last week to research La Comida Rápida (Fast Food

Restaurants) in three Spanish-Speaking countries. They visited three websites from fast food chains in three different Spanish speaking

countries. The first country they visited was Argentina. They went on the Burger King site in Argentina and researched the Whopper

Extreme and its accompaniments. They also researched the children’s menu, different types of drinks, and dessert. They learned

about a type of sandwich called Churrasquito and were asked in Spanish whether or not they liked it. They were also told to check a

map to find the address for a specific Burger King. Next they visited McDonalds in Spain where they looked up the ingredients for

different products on their menu. They were surprised to find out that gazpacho, a cold tomato soup, could be ordered as a drink .

The last place they visited was a place called Bembo’s in Peru. They were asked to choose three sandwiches and write their

ingredients in Spanish. The students learned that children’s meals are called loncheritas. The next day in class they discussed their find-

ings with Señora Porter and compared the currencies of the different countries. They also discussed the similarities and differences

between the fast food chains and their American counterpart. This was a new activity for Señora Porter and her students, and they are

looking forward to future activities in the computer lab. This was an excellent activity to develop language skills as well as cultural

awareness.

STUDENTS PERFORM SPANISH TELEVISION SHOWS LIVE ON THE GCMS STAGE

Eighth grade students in Señora Porter’s Spanish classes spent the months of

January and February working in groups of three to six students writing scripts in Spanish

and rehearsing their parts for existing TV shows. This project was part of a unit called Las

Diversiones Culturales.

On the day of the performance, students dressed in costumes, brought in props

and played the theme music to their shows. All of the shows were videotaped. Some of

the shows that the students performed were: American Idol, Sports Center, Cupcake Wars, a

scene from Avatar the movie, America’s Got Talent, Drake and Josh, Toddlers and Tiaras, The

Simpsons, and Dora la Exploradora.

All of the students were excited to be performing live on stage in front of their

peers. This was an excellent activity for the students to practice their listening comprehension, speaking, reading, and writing skills

in Spanish.

S p o t l i g h t o n t h e

m u s i c d e p a r t m e n t

EIGHTH GRADE BAND AND LATE NIGHT JAZZ TO COMPETE AT MUSIC IN THE PARKS

On Saturday, May 3, 2014 the Eighth Grade Band under the direction of Mrs. Boonshaft and Late Night Jazz

Ensemble, under the direction of Ms. Iovino, will again be competing at the Music in the Parks Festival held in Fleet-

wood, Pennsylvania. After their two morning performances for a panel of adjudicators, the bands will spend the rest

of the day at Dorney Park. The festivities culminate with an awards ceremony held inside the Park. We wish all par-

ticipants the best of luck!

MORNING JAZZ COMMISSSIONS COMPOSER MIKE CARUBIA

Composer, Mike Carubia was commissioned by the Morning Jazz Band under the direction of Ms. Jennifer

Iovino, to write two jazz ensemble pieces for its upcoming Spring Concert. The pieces correlate with the new

method book for jazz ensemble used in rehearsals, Developing the Language of Jazz by Mr. Carubia and Hewlett Middle

School Jazz Band director Mr. Jonathan Holford.

The pieces are aptly entitled “Cherry Valley Swing” and “Seventh Street Blues”. Although jazz rhythms are

inherently complicated, these pieces focus on the four basic riffs studied in the “Developing the Language of Jazz” cur-

riculum. Like all languages, music is not void of dialects or accents. Developing the proper jazz accent poses the

greatest challenge for all students of language. The accent or dialect must be learned in the same manner in which we

learn to speak and read, which initially is by listening, imitating, and plenty of repetition. Each piece has an open solo

section in which Mr. Carubia has included a solo sheet that breaks down improvisation for beginners, so that everyone

can give it a try!

Mr. Carubia has been a professional trumpet player since the age of 15 and has been involved in all aspects of

the music business. As a performer, Mike has played on six national telethons, recorded over 50 CD's of industrial and

sports library music, numerous commercials, 4 jazz albums and several pop and contemporary recordings. He has

performed in orchestras which accompany the worlds best singers including; Tony Bennett, Vic Damone, Engelbert

Humperdinck, Sammy Davis Jr, Jerry Vale, Lena Horne, Maxine Sullivan and most recently Frank Sinatra Jr..

As a composer and arranger, Mr. Carubia has written and recorded over 130 original pieces of music for

Omni Music, a music source for the T.V. and radio industry. He has also published over 75 Jazz Ensemble arrange-

ments or compositions plus three books on improvisation for Warner Brothers Music and Alfred Music. Mr. Carubia

also spent over 20 years teaching music in the East Meadow and Ward Melville School Districts. In 2011, he wrote an

arrangement of “Orange Colored Sky” for the Garden City Middle School Late Night Jazz Ensemble.

Mr. Carubia will be attending a rehearsal to work with the students this spring. The students look forward to

working with him and performing Mr. Carubia’s two pieces along with “Mood Indigo” at the Spring Concert II on May

15.

I N & A RO U N D G C M S

MS. ECONOMOU’S RECIPE of the MONTH BIRD’S NEST (RABBIT FOOD)

Course: Dessert/Snack

Preparation Time: 15 minutes

Cool Time: 15 minutes

Ingredients

1 cup Fiber One

cereal

½ cup semi-

sweet chocolate

chips

¼ cup raisins

(optional)

1 bag of jelly

beans

Instructions

1. In a microwave safe bowl, melt chocolate chips

in 45 second intervals until melted completely.

2. Stir in the cereal and raisins.

3. Mix well.

4. Drop teaspoons of the mixture onto a wax lined

cookie sheet.

5. Place a few jelly beans in each nest.

6. Place in the refrigerator for 10-15 minutes or

until the mixture has set.

COMING SOON… PAY IT FORWARD DAY

On April 24th, students in Garden City Middle School will be participating in an international event

called Pay it Forward Day. During this special event, HomeBase classes will watch a video that encourages

each student to complete this year's 12 acts of kindness challenge. Students who complete the challenge by

May 15 will receive a special certificate from Dr. Osroff. To kick of this event, all students and staff mem-

bers are asked to wear blue on April 24 to help show their support.

ABC MARDI GRAS: HELP “MASK OUT” BULLYING

On May 7 and May 8, the Garden City Middle School Anti-Bullying Club (ABC) will be hosting

their annual expo in the library. The theme of this year's special two day event is Mardi Gras. The event

will include a sculpture exhibit, make a mask art corner, letter writing station, team-building activities,

and more. Interested in checking out this year's ABC Mardi Gras? Feel free to join us during the open

house on May 7, 2014, from 4 to 6 p.m. For more information, please contact Ms. Greenwald.

I N & A RO U N D G C M S

MATHEMATICAL OLYMPIADS FOR THE

ELEMENTARY & MIDDLE SCHOOLS

The fifth and final meet of the Mathematical Olympiads for Elementary & Middle

Schools (MOEMS) was held on Tuesday, 11 March 2014. Our school score (total of the

top 10) for our 6th Grade Olympians was 45 of a possible 50.

Five students had perfect scores of five correct.

Jack Arlotta, Zach Debler, Alex Horn,

Katherine Staub, and Stephen Michael

Most perfect scores all year!!

The total school score (top 10 scorers) after all five meets is 170 points (of a possible 250). Listed here are the scores for the students

who have the highest cumulative scores:

Thanks to all of you who honored your commitment to MOEMS this year. We hope you enjoyed the experience!!

CONGRATULATIONS!!

James Zheng – 1st place

Jack Arlotta, Joseph Guzzo, and Emma Solferino – (tie) 2nd place

Alex Horn – 3rd place

Congratulations to all Math Olympians!!

Our next meeting will be for the awards ceremony. Listen for the announcement.

NAME TEACHER MEET

1

MEET

2

MEET

3

MEET

4

MEET 5 TOTAL

James Zheng

Orrego 5 5 5 4 4 23

Jack Arlotta Nardone 2 3 5 3 5 18

Joseph Guzzo Hakes 3 3 5 3 4 18

Emma Solferino Orrego 4 3 4 3 4 18

Alex Horn Drogin 2 3 4 3 5 17

Sarah Wu Hakes 4 3 A 5 4 16

Alexandra Davidson Drogin 2 3 2 4 4 15

Zach Debler Hakes 2 3 3 2 5 15

Jack Penney Drogin 2 4 3 3 3 15

Katherine Staub Nardone 3 3 1 3 5 15

I N & A RO U N D G C M S

Mrs. Biondi’s Art Corner

The Fine Arts Department of Garden City Middle School would like to congratulate our students who participated in this year’s 8th Annual Nassau All-County Art Exhibition. The exhibition was presented at Adelphi Univer-sity in the Ruth S. Harley University Center on March 16.

The following students exhibited their artwork:

From Mrs. Lori Biondi’s art class:

Grade 8 – Faith Nix, Lauren Nelson, John Murphy

From Mr. Dennis Fediw’s art class: Grade 8 – Annalise LoBiondo, Isabel Cara, William McLaughlin

From Mr. Joseph Wilkonski’s art class:

Grade 8 – Kayla Bozkurtian, Tess Allen, Ashley Boccio Once again we are very proud of all the hard work and talent of our middle school art students. Thank you for

your continued support and we look forward to the many future art exhibits!

“To create one’s own world takes courage.” ~Georgia O’Keeffe

Annalise LoBiondo Mr. Fediw

Tess Allen Mr. Wilkonski

Lauren Nelson Mrs. Biondi

The Garden City Middle School Library

Recommendations by Library/Media Specialist: Mr. Daniels

The Girl Who Circumnavigated Fairyland in a Ship of Her Own Mak-ing By Catherynne M. Valente Twelve-year-old September lives in Omaha, and use to have an ordinary life, until her father went to war and her mother went to work. One day, September is met at her kitchen window by a Green Wind (taking the form of a gentleman in a green jacket), who invites her on an adventure, implying that her help is needed in Fairyland. The new Marquess is unpredictable and fickle, and also not much older than September. Only September can re-trieve a talisman the Marquess wants from the enchanted woods, and if she doesn't . . . then the Marquess will make life impossible for the inhabitants of Fairyland. September is already making new friends, including a book-loving Wyvern and a mysterious boy named Saturday.

Project X-Calibur By Greg Pace Ben has been an underdog his whole life. But when he meets Merlin—the Merlin—the wizard delivers devastating news: a vicious band of aliens are approaching, and Ben could be the champion Earth desperately needs. Soon Ben joins the Round Table Reboot, where legendary heroes are train-ing a new generation to battle the deadly threat. They have a secret weapon: X-Calibur. But this time X-Calibur is not a sword — it's a spaceship — and only the right kid can awaken its powers. All Ben has ever wanted is to be a hero, but is it in the stars for him?

The GCMS Library opens at 7:30 a.m.