Library Term 1 - Amazon Web Services€¦ · • I can echo the correct rhythm when it is played to me. • I can write the correct rhythm when it is played to me using quarter, half

Library1stTrimester.

NorthHamptonSchoolReportCard2018-2019SupportingDocument

KINDERGARTENGOAL: Havestudentsenjoyvisitingandusingthelibrary,connectingtomaterialsforenjoymentandlearning. Duringfirsttermstudentsshouldbeableto:

§ Identifypartsofabook:frontcover,backcover,spine,titlepage.

§ Knowhowtofindtheauthorandillustrator.§ Formanopinionofasharedtextwithsupport

withprompting.§ Begintobethoughtfulaboutbookchoice.§ Practiceformingquestionstofurtherlearning

onatopicofinterest.

SECONDGRADEGOAL: Expandstudentunderstandingofthepowerofstoryandlanguagewhilemaintainingaloveandappreciationforthelibrary. Duringfirstterm,studentsshouldbeableto:

§ Participateinconversationaboutsharedtextsinpartner,smallgroupandwholeclasssettingswithdirectsupportfromthetext.

§ Befamiliarwithhowbooksareorganizedinthelibrary.

§ Experimentwiththecomputerdatabasetolocatebooksbytitlesorsubjects.

§ Selectbooksthatappealtobothinterestandreadingcapacity.

•

FOURTHGRADEGOAL:Expandstudents’readinginterestandcapacitythroughon-goingexplorationofnewbooksandonlineresourcesprovidedbythelibrary. Duringfirstterm,studentsshouldbeableto:

§ Practicesharingbooksandrecommendingthemtootherswithverbalorwrittenreviews.

§ Usethecomputerdatabasetolocatespecificbooksorsearchbytopic.

§ Befamiliarwithouronlinedatabases.§ Selectbooksthatappealtobothinterestand

readingcapacity.§ Recordspecificfactstoconducttargeted

research.

Anoverarchinggoalwehaveforthelibraryisthatallstudentsfeelwelcomedandmotivatedtolearnmorethroughon-goingexplorationofourprintandelectronicresources.Pleaserefertotheindividualgradelevelsforspecificskills.Allskillsbuildfromyeartoyear.Pre-Kstudentsvisitthelibraryonceaweekbutdonotreceiveaformalreportcardfromthelibrary.Noreportcardgradesfirstterm.

FIRSTGRADEGOAL:Havestudentsrecognizethepoweroflanguageanddevelopaloveofreadingandbooksthroughtheirtimeinthelibrary. Duringfirstterm,studentsshouldbeableto:

§ Formanopinionofasharedtextwithdirectsupportfromthetext.

§ Distinguishbetweentrueandmadeuptexts(fictionandnon-fiction)

§ Sharebackground/priorknowledgeanddiscusswithsupportandpromptinghowitguidesourunderstandingwhenreading.

§ Begintodevelopalistofcriteriaofwhatmakesagoodbookbasedontheirexperienceswithreadingandlistening.

§ Choosebooksthatbringthemjoy.•

THIRDGRADEGOAL:Continuetoexpandstudents’understandingofthepowerofwordswhiledevelopingasenseofselfasareader. Duringfirstterm,studentsshouldbeableto:

• Begintocollectevidenceofthemselvesasreadersthroughonlineaccounts

• Usethecomputerdatabasetolocatespecificbooksorsearchbytopic.

• Befamiliarwithouronlinedatabases.• Distinguishbetweenfactandfiction.• Selectbooksthatappealtobothinterestand

readingcapacity.

MIDDLESCHOOL:GRADES5-8GOAL: Exposestudentstothewiderangeofon-linedatabases;encouragestudentstocontinuallyengageinreadingthroughregularsharingofbooks. Duringfirstterm,studentshavetheopportunityto:

§ Regularlyusethelibrarytolocatereadingmaterialsforpleasureorclassroomassignments.

§ Beintroducedtoonlinedatabasesforresearch§ Accessonlineresourcesfromhome,24/7.

Ifyourchildreceiveda“3”inaparticularstrand,theycanperformtheskillsandstrategieslisted.

GradesK-4Music

Trimester1

NorthHamptonSchoolReportCard

SupportingDocument

Grade2MusicRhythmicSkills• Iknowhowtokeepasteadybeat• Icanreadandplay4beatrhythmpatternsaccurately.• Icanplayaclassroominstrumenttothebeat• Icanechothecorrectrhythmwhenitisplayedtome.• Icanwritethecorrectrhythmwhenitisplayedtome.MusicListening• Icanisolateandnametheinstrumentsinapieceofmusic• Iknowthesoundsofmostoftheinstrumentsinanorchestra.• Icannamecomposerswehavelistenedto.

GradeKMusicRhythmicSkills• Iknowhowtokeepasteadybeat.• IcanplayclassroominstrumentsthewayIhavebeentaught.• Icanplayaclassroominstrumenttothebeat.• Icanechothecorrectrhythmwhenitisplayedtome.MusicListeningandResponding• Icanlistentomyfriendswhentheysharemusically.• Icansingthesongsmyteacherteachesme.• IcanaddmovementtothesongswhenIsing.

Grade1MusicRhythmicSkills• Iknowhowtokeepasteadybeat• Icanreadandplay4beatrhythmpatternsaccurately.• Icanplayaclassroominstrumenttothebeat• Icanechothecorrectrhythmwhenitisplayedtome.• Icanusebodypercussiontomakerhythmpatterns.MusicListeningandResponding• Icanlistentomyfriendswhentheysharemusically.• Icansingthesongsmyteachersteachesme.• IcanaddmovementtothesongswhenIsing.

Grade4MusicRhythmic/NoteReadingSkills• Studentcandemonstrateasteadybeat• Studentcanreadandplay4beatrhythmpatterns.• StudentcanwritethecorrectnotationwhenhearingarhythmicexampleMusicListening• Studentcanisolateandnametheinstrumentsinapieceofmusic• Studentknowsthesoundsofmostoftheinstrumentsinanorchestra.• StudentcanidentifyandusevocabularyassociatedwithdynamicsinmusicRecorder• StudentknowstherecorderfingeringsfornotesABCDE• Studentknowshowtoblowandholdtherecorderforlefthandnotes.

Grade3MusicRhythmicSkills• Iknowhowtokeepasteadybeat• Icanwrite,readandplay4beatrhythmpatternsaccurately.• Icanplayaclassroominstrumenttothebeat• Icanechothecorrectrhythmwhenitisplayedtome.• Icanwritethecorrectrhythmwhenitisplayedtomeusingquarter,halfandtwo-eighthnotesandquarterrests.• Icancreateandperformbinaryandternaryrhythmswithothers.

MusicCompetenciesCREATING:Conceivinganddevelopingnewartisticideas.PERFORMING:Realizingartisticideasandworkthroughinterpretationandpresentation.RESPONDING:Understandingandevaluatinghowtheartsconveymeaning.CONNECTING:Relatingartisticideasandworkwithpersonalmeaningandexternalcontext.CONTRIBUTING:Activelyandresponsiblycontributingtothegroupprocessandproduct.

Grade5-8Music

Trimester1

NorthHamptonSchoolReportCard

SupportingDocument

BandIfyourchildreceiveda“3”inaparticularstrand,theycanperformtheskillsandstrategieslisted.

• Recognizeanddemonstrateappropriateperformancetechniqueontheirinstrument.• Performmusicpiecesusingavarietyofkeys,meters,tempi,andrhythmsinmodestranges.• Readwhole,half,quarter,eighth,sixteenth,anddottednotesandrestsin2/4,3/4,4/4,meters.• Readnoteswithsufficientfluencytoplaytheassignedmusic.• Demonstrateabasicknowledgeofthevocabularyofmusic.• Understandsanddisplaysproperexpectedrehearsalandconcertbehaviors.• Practiceandknowtheirassignedmusicforclass.

ChorusIfyourchildreceiveda“3”inaparticularstrand,theycanperformtheskillsandstrategieslistedbelow:• Performmusicthatusesavarietyofkeys,meters,tempi,andrhythmsinmodestranges.• Readwhole,half,quarter,eighth,sixteenth,anddottednotesandrestsin2/2,2/4,3/4,and4/4meters.• Demonstrateabasicknowledgeofthevocabularyofmusic.• Demonstratestheabilitytomatchpitchandechomusicthatisvocallypresented.• Understandsanddisplaysproperexpectedrehearsalandconcertbehaviors.• Singswithappropriatepostureandbreathsupporttoproducenotesofthecorrectvolumeandduration.

MusicCompetenciesCREATING:Conceivinganddevelopingnewartisticideas.PERFORMING:Realizingartisticideasandworkthroughinterpretationandpresentation.RESPONDING:Understandingandevaluatinghowtheartsconveymeaning.CONNECTING:Relatingartisticideasandworkwithpersonalmeaningandexternalcontext.CONTRIBUTING:Activelyandresponsiblycontributingtothegroupprocessandproduct.

PreK-5 Physical Education Semester 1 2018-2019

Preschool I can: -move safely in a large group without bumping into others or falling --participate in activities that increase my heart rate --begin to understand how daily activity and healthy behavior promote personal overall health and safety K I can: -travel in straight, curved and zigzag pathways -travel and keep my own personal space -move and dribble a soccer ball with my foot -move up to and kick a stationary ball with my foot -throw to a variety of targets using an underhand throwing motion -throw a ball using an overhand arm motion -catch a self-tossed ball -use either hand to continuously push a balloon upward -use my palm strike a balloon underhand Grade 1 I can: -safely change from one speed to another when moving -travel and change pathways and directions -kick a slowly rolling ball using the instep -run up to and kick a ball as far as possible with the instep -pass ball to partner using inside of foot -throw a ball using the underhand and overhand throw -catch a self-tossed ball -strike a lightweight ball with at least 3 different body parts

Grade 2 I can: -purposefully keep out of other’s self-space as they move -quickly perform dodging skills -tap dribble ball with my foot using inside and outside of foot -trap a slowly moving ball rolling towards or away from me -punt a ball using the instep -throw as far as possible using the overhand throw -catch a softly thrown ball -throw underhand to myself and catch using a scoop or other equipment -underhand strike a lightweight ball/balloon upward with my hand -travel and strike a balloon upward Grade 3 I can: -travel and dodge stationary opponents -change directions/pathways while moving in order not to collide with others -move and accelerate/decelerate speed -run and kick a ball using the instep -dribble with inside/outside of foot and keep control of the ball -dribble around stationary opponents without losing control of the ball -throw underhand using a smooth motion -throw as far as possible using a smooth overhand motion -catch a ball tossed by myself or others at different levels -strike a lightly tossed ball back to a partner Grade 4 I can: -use dodging skills to avoid being tagged in a game situation -dribble then kick a ball using the instep to a target/partner -use the inside of my foot to trap a ball coming toward me -throw balls of various sizes/weights to target or partner using smooth overhand motion -move in different directions to catch a ball thrown by a partner -move to catch a ball in a small group (2-on-1) situation like keep away -underhand strike a lightweight ball over a low net to a partner after one bounce -overhead volley a lightweight ball to a partner -forearm pass a tossed lightweight ball back to a partner Grade 5 I can: -purposefully use general space to create or deny space when using game strategies -work as a team to devise strategies to keep opponents from reaching a target -dribble with my foot without losing control of ball while avoiding contact with others -dribble and kick a leading pass to a partner -dribble and pass in a small-game situation -throw a leading overhand pass to a partner -catch objects of different sizes and weights while moving towards a target -throw and catch in a team designed game to keep ball away from opponents -underhand strike/overhead volley a ball over a medium level net -forearm pass a ball back to a partner

Grades 6-8 Physical Education Semester 1 2018-19

Grade 6 I can: -Throw for distance - catch different objects using a mature pattern (watching the ball, pulling it in) -pass and receive with my hands and be able to move and change directions when I do so. -throw a lead pass to a partner. -pivot and fake to create space during practice activities -perform a give and go without defenders -shoot on goal with the power necessary to score -keep a defensive ready position -perform a legal underhand serve in a net game -strike a ball using the overhand strike in a net game -use two-handed volleys, as in volleyball, correctly in practice situations

Grade 7

I can: -throw a ball using the overhand throw with distance or power appropriate to the activity -catch a ball from different distances and heights in a small-sided game -throw a lead pass while I am moving to a receiver. -execute at least one of the following: pivot, fake, jab steps. -perform these offensive skills against a defender: pivot, give and go and fakes. -shoot on goal with power and accuracy in a small-sided game. -at least 70% of the time execute a legal underhand serve in net games. -strike a ball using the overhand strike in a game such as volleyball or badminton. -demonstrate a forehand and backhand stroke in badminton. -perform a two handed volley in volleyball in a game situation.

Grade 8

I can: -throw with appropriate power and distance in a small-sided game. -pass and receive a ball while running and changing direction in a small-sided game. -throw a lead pass to a moving partner. -can execute at least 2 of the following in small-sided game play: pivot, give and go and fake. -shoot on goal (field hockey) with accuracy and power. -execute at least 70% of the time an underhand serve in volleyball. -strike using the overhand volley in volleyball. -two hand volley with control in a small-sided game of volleyball.

6THGRADEHEALTH–1st/2ndTrimesterOutcomesSUBSTANCEABUSE Ican:

• Definedrugandaddiction• Identifythetypesofpressuresduringadolescence• Identifyassetstoresistsocialpressure• Userefusalskillstocommunicatetherefusalofdrugs• Identifythenegativeeffectsof“Vaping”

PHYSICALFITNESSIcan:

• Identifythemental,emotionalandphysicalbenefitsofexercise• Identifyanddescribethecomponentsofphysicalfitnessandfitnessprinciples• Describeanexerciseplan• Discusssportsinjuryprevention

NUTRITION Ican:

• Identifydietaryguidelines• Analyzedietaryinfluences• Discusswaystobuildhealthyeatingpatterns• Demonstratehowtoreadafoodlabel• Identifyhealthyfoodstoincreaseandunhealthyfoodstoreduce

7THGRADEHEALTH–1st/2ndTrimesterOutcomes

SUBSTANCEABUSE Ican:

• Definesubstanceabuseandaddiction• Describeindetailaddictionstoalcohol,tobacco,andotherdrugs• Describephysical,social,andeconomiceffectsontheindividual,family,and

community• Investigatemethodsforintervention,treatment,andcessationofdrug

dependencyforavarietyofdifferentaddictivesubstances,includingchartingstatisticsforsuccessrates

• Identifyinternalfactors(character)andexternalfactors(family,peers,culture,media,community)thatinfluencethedecisiontouseornottousedrugs

• Identifythenegativeeffectsof“Vaping”•

FITNESSANDNUTRITION Ican:

• MakeuseoftheUSDietaryGuidelinesandotherrecognizedresources• Describeadailydiet,adequateactivity,andtheamountofrestneededdaily

duringtheadolescentgrowthspurttoimprovecurrentandfuturehealth• Discussthepurposeandbenefitsofexercise• Applythebasicprinciplesoftraining(frequency,intensity,timeandtype)• Useappropriateguidelinesofexercisetomakeapersonalplantoimprove

immediateandlong-termphysicalfitness• Identifydiseases/disordersassociatedwithpoorlevelsoffitnessand/ornutrition• Discusstheroleofhealthbehaviorsincausingthesediseases/disorders• Identifyresourcesforsupport

8THGRADEHEALTH–1st/2ndTrimesterOutcomes

SUBSTANCEABUSE Ican:

• Setgoalstopracticestrategiesforresistingnegativepeerpressuretoengageinsubstanceabuse

• Setgoalstoavoidself-destructivebehaviorincludingtakingstepstobuildindividualassets

• Differentiatebetweenthehelpfuluseandharmfulmisuseoflegaldrugs• Explainhowtoreportorseekassistancewhenfacedwithanunsafesituation

involvingdruguseoringestionofpoisonoussubstances• Identifywaystousepositivepeerpressuretohelpcounteractthenegative

effectsoflivinginaculturewherealcohol,tobacco,orotherdrugabuseordependencyexists

• Identifythenegativeeffectsof“Vaping”

FITNESSANDNUTRITION Ican:

• Usevalidnutritionalinformationtoassessnutritionalneedsandanalyzedietaryintake

• Makehealthymealplansforyourselfforoneweekusingfoodspreparedinavarietyofwaysincludingdifferentethnicandculturalchoices

• Setabudgetanduseunitpricingtodeterminethemosteconomicalfoodpurchases

• Prepareamealwhiledemonstratingsafefoodpreparationtechniques• Formulateandputintoeffectatotalfitnessplanthatcanbeimplementedand

assessedbycollectingdataandinterpretingtheresultswithorwithouttheuseoftechnology

• Identifyreasonsattheoutsetforanychangesthatmaybemadelaterincarryingouttheplan

• Listbarrierstoestablishingandmaintaininghealthyeatingpracticesandattainingpersonalgoalsinphysicalfitness

• Setgoalstoovercomethosebarriers

NHSSPANISH2018/19-CURRICULUMOVERVIEW-FALLTRIMESTER

PROGRAM:

• ThegoaloftheNHSSpanishprogramisforstudentstobecomeconfident,competentcommunicatorsinSpanish.

• NHSSpanishlessonsandassessmentsaredesignedtohelpstudentshear,speak,readandwritethelanguage.StudentsalsostudyandcompareHispaniccultureswhilepreparingtoparticipateinanincreasinglyglobalizedworld.

• Studentswhodemonstratemasteryoftheclasscontentwillearnagradeof3/meetingexpectation.Thosewhoregularlyexpressthemselvesusinggrammarandorvocabularythatisbeyondthecurrentleveloftheclasswillearna4/exceedingexpectation.

GRAMMARAND

VOCABULARYFLUENCYAND

PRONUNCIATIONCULTURE

CONNECTIONEIGHTH

Studentswillrefinetheirdescriptivewritingskillsusingthe¿Quées?¿Cómoes?process.StudentswilllearnthepresentprogressivetenseandspecialexpressionswiththeverbTENER.KeyelementsofseventhgradeSpanishwillalsobereviewed.

StudentswilllearntogiveandfollowdirectionsinSpanish.Tohonetheirrhythmandpronunciation,studentswillpresentpoemsandperformreadalouds.Masteryofallthequestionsandanswersonthegreen,blueandyellowSkillsChecklistsisexpected.

MiVidaLoca(aninteractive,onlineprogramfromtheBBC)willbeusedasavehicletoexploreSpainanditspeople.Oaxaca,Mexicowillalsobeageographicalfocus.

SEVENTH

Studentswilllearnhowtoexpressthemselvesinthepast,presentandfuturetensesandbeginworkingwithirregularverbs.ThetrimesterstartswithareviewofsixthgradeSpanishfundamentals.

StudentswilllearnhowtodiscusstheirfeelingsinSpanishandhowtospeakonthephone.Tohelpthemrefinetheirspeakingskills,studentswillreciteamediumlengthproseselectionandperformperiodicreadalouds.MasteryofallthequestionsandanswersonthegreenandblueSkillsChecklistsisexpected.

Tomakethistrimester’sCultureConnection,studentswillstudytheSpanishspeakingcountriesoftheCaribbeanregion.StudentswillalsoviewandanalyzeshortfilmsaboutPuertoRico,andCuba.

SIXTH

Studentswilllearnhowtowriteabouttheirschoolexperience.StudentswillbecomecompetentconjugatorsofARverbs.

StudentswilllearntodescribetheirschoolactivitiesandobligationsinSpanish.MasteryofallthequestionsandanswersonthegreenSkillsChecklistisexpected.

TheculturaltargetregionisMexico.Throughreadingandfilmanalysis,studentswillbecomeconversantaboutthecountryanditspeople.

FIFTH

StudentswilllearntheSpanishsubjectpronounsandhowtobeginbuildingsentences.Studentswillwriteanautobiographyandbeabletodescribethemselvesindetail.

Studentswilllearnhowtogreetpeople,expressoriginanddiscusslikesanddislikes.StudentswilllearnhowtoconductabasicconversationusingthequestionsandanswersonthegreenSkillsChecklist.

StudentswillstudythedifferentgroupsofLatinoslivinginsidetheUnitedStates.Theywillalsolearntocompareandcontrastthemajorlanguagesspokenaroundtheworld.

INDEPENDENTEXPRESSION(ALLGRADES) • IndependentExpressionwillbeassessedaccordingtotheextentthatstudentsproduceSpanishontheir

own,eitherinclassorthroughextracreditwork.IndependentexpressionmeansspeakingandwritingclearlyinSpanishwithoutbeingasked.

Technology - First Term Supporting Document - Mrs. Wyman

Kindergarten During first term Kindergarten students had technology class with iPads and iPad apps in their classrooms. We worked with apps that tied into and extended curricular areas of study and apps that also tapped into student’s creative and problem solving skills. For more information about apps we’ve used, please see the Kindergarten section of www.northhampton.eboard.com . ● Utilize important parts of iPad (cover/case, home button, volume controls, apps, power on/off) ● Use gestures for iPad app use and navigation (swipe, tap, pinch) ● Use iPad camera successfully ● Use iPad in safe, responsible manner ● Use iPad apps to create content, solve problems and practice curricular content

First Grade During the first term, first graders have been strengthening their understanding and use of technology. Through their continued access to the NHS eBoard, students navigate between enriching web activities and the multi-faceted application, KidPix. For more information please see the first grade section of www.northhampton.eboard.com . ● Utilize the basic components used with the computer: keyboard, mouse, headphones, volume controls ● Continue developing basic mouse skills (point, click, drag, drop, scroll, double-click) ● Continue developing basic internet navigation skills (open/close tabs, click to open links, open/close full screen mode) ● Use beginning keyboarding games to start basic keyboard familiarity (letter location) ● Use KidPix to develop beginning keyboarding/word processing skills (capitalize letters, use punctuation, highlight text, move text, font type selection, font size selection, font color selection, basics for editing writing) ● Use KidPix to develop beginning drawing tool skills (pencil, line tools, undo, fill, color change)

Second Grade During the first term in second grade, students used variety of online resources to enhance classroom curriculum. Students have continued to work on basic keyboarding, word processing and internet navigation skills. For more information please see the second grade section of www.northhampton.eboard.com . ● Utilize unique student login and password to access student user account with support, log out when

done, keep student password confidential ● Develop basic internet safety skills with guidance ● Use technology responsibly - make appropriate and safe choices online and on computer account ● Continue developing basic internet navigation skills (open/close tabs, click to open links, open/close

full screen mode) ● Continue basic keyboarding familiarity (letter location, space, shift, return) ● Continue to develop basic keyboarding / word processing skills (capitalize letters, use punctuation,

highlight text, move text, font type selection, font size selection, font color selection, basics for editing writing) utilizing the application KidPix

● Develop skills for saving, printing and locating saved documents with guidance ● Continue to develop beginning drawing tool skills (pencil, line tools, undo, fill, color change, copy,

paste) utilizing the application KidPix

Technology - First Term Supporting Document - Mrs. Wyman

Third Grade Students in third grade begin the year by setting up Typing Pal accounts to work on formal keyboarding skills. They can log on and work on their typing account at home too. Using Typing Pal is one way we have students “check in” to see their typing progress throughout the year. For more information please see the third grade section of www.northhampton.eboard.com .

● Utilize unique student login and password to access student user account, log out when done ● Continue to develop basic internet safety skills with guidance ● Use technology responsibly - make appropriate and safe choices online and on computer accounts ● Begin basic formal keyboarding - locate and use letter and number keys correct finger/hand

placement (home row, space, return, shift) ● Use given (age appropriate) search engines to find information and pictures/graphics via internet

searches ● Continue to develop skills for saving, printing and locating saved documents with guidance ● Expand on drawing and design tool skills (cut, copy, paste, screen-shots, undo, re-do, whitespace,

balance) Fourth Grade

Fourth graders started the year with a focus on digital citizenship and internet safety. Students have also explored different websites with curricular ties to classroom studies for math and science. We also revisited Typing Pal accounts in order to re-emphasize formal keyboarding skills. For more information please see the fourth grade section of www.northhampton.eboard.com .

● Continued internet safety skills and digital citizenship skills with guidance ● Use technology responsibly - make appropriate and safe choices online and on networked account ● Continued work on formal keyboarding - (home row and “reach” keys, numbers, capital letters) ● Utilize skills for saving, printing and locating saved documents ● Utilize drawing and design tool skills to communicate a clear message ● Use technology resources and tools to solve problems and design solutions

FIfth Grade One focus for fifth grade during first term was digital citizenship and internet safety. Students also revisited Typing Pal accounts to re-emphasize formal keyboarding skills practice. We created our own keys by creating circuits for the computer using MakeyMakey boards. For more information please see the fifth grade section of www.northhampton.eboard.com .

● Utilize internet safety and digital citizenship skills to navigate Google’s “Be Internet Awesome!” program

● Use technology responsibly - make appropriate and safe choices online and on networked account ● Continued work on formal keyboarding practice (home row, “reach” keys, numbers, capitals, runs of

words and sentences with proper punctuation) ● Utilize skills for saving, printing and locating saved documents ● Use technology resources and tools to solve problems and design solutions ● Locate and collect resources from a variety of sources and organize items for use

SocialEmotionalLearningGrades5-8

FirstTrimester

Iwillbemeetingwithstudentsingrades5-8everyotherweek.Thatamountstoapproximately6/8classesfirsttrimester.

Grades5-8Studentswillbeableto:• sharewhatRedRibbonWeekisandwhyNHScelebratesit

• explainthedifferencebetweenadvocatingandtattling

• giveageappropriateexamplesofwhatisadvocatingandwhatistattling

• explaininageappropriateterms/languagetheNewHampshireBullyLaw(RSA193-F:2)

• explaininageappropriatelanguagethevarioustypesofbullyingthatarecoveredintheNewHampshirelaw

• explainthedifferencebetweenabystanderandanupstander.

VISUALARTGRADE4-TERM1Supportingdocumentforreportcard

MRS.ZAVEZ–grades4-8

Art is all about creating, innovating, communicating, responding, connecting and collaborating. In art class students learn to experiment, conceptualize and generate ideas while they work to refine the skills necessary to create successful artwork - and they have fun while doing it! After a brief lesson on a media, technique, artist, or concept, art students in grades 4-8 are given the opportunity to engage in work that is meaningful to them. Sometimes they are asked to incorporate techniques or materials introduced in the demo, other times, during “open-studio”, they draw upon their own inspiration and create artwork of their choosing- just like a working artist.

ART LESSONS in term one and the connecting “I can” statements

• ARTIST FOCUS- ROMERO BRITTO- I can choose create a drawing in Britto’s Bold colorful style. • MONARCH BUTTERFLIES- I can show understanding of symmetry by drawing the other half of a

monarch butterfly. Media: Watercolor pencils, sharpie • ARTIST FOCUS-WAYNE THIEBAUD- I can be inspired by the food themed art of this famous

painter and use oil pastels or paint to create art. • 3D INTRO- I can use cardboard and recycled materials to create a quality 3 dimensional sculpture. • STRAW ART WITH WATERCOLORS- I can use a straw to reshape watercolor blobs into

interesting shapes and turn them into fun creatures. • OBSERVATIONAL PUMPKIN DRAWING- I can draw a 3-dimensional form from direct

observation and understand the concept of contour lines in art. • FOREGROUND/MIDDLE GROUND/BACKGROUND- I can show understanding of space in art by

creating a landscape depicting a foreground, middle ground and background. • HOLIDAY ART- I can create art pieces and/or craft works for the thanksgiving/ harvest season • WARM/COOL COLORS- I can make a successful art piece that shows understanding of warm and

cool colors. • OPEN STUDIO- I can create art through a process that includes generating ideas, planning

solutions, evaluating the effectiveness of the solutions, and producing original art.

NATIONAL CORE VISUAL ART STANDARDS/ARTS MODEL COMPETENCIES FOR PERFORMANCE ASSESSMENT

CREATING: Conceiving and developing new artistic ideas and work PRESENTING: Interpreting and sharing artistic work RESPONDING: Understanding and evaluating how the arts convey meaning CONNECTING: Relating artistic ideas and work with personal meaning and external context



Art is all about creating, innovating, communicating, responding, connecting and collaborating. In art class students learn to experiment, conceptualize and generate ideas while they work to refine the skills necessary to create successful artwork - and they have fun while doing it! After a brief lesson on a media, technique, artist, or concept, art students in grades 4-8 are given the opportunity to engage in work that is meaningful to them. Sometimes they are asked to incorporate techniques or materials introduced in the demo, other times, during “open-studio”, they draw upon their own inspiration and create artwork of their choosing- just like a working artist.

ART LESSONS INTRODUCED and the connecting “I can” statements

• ON A WIRE PROJECT – I can draw a bird, animal, or invented creature to be displayed like it’s

sitting or hanging from a wire. • CARDBOARD TUBE CHARACERS – I can transform a paper tube into a fun character. • PICASSO – abstract art vs. realistic art - I can draw a Picasso inspired “crazy” animal or make a

cardboard Picasso inspired abstract face. • LOW-RELIEF HOUSES- I can make an architectural artwork that “pops out” using chip board,

cardboard and oil pastels. • OBSERVATIONAL PUMPKIN DRAWING- I can draw a 3-dimensional form from direct

observation and understand the concept of contour lines and shading in art. • HOLIDAY ART- I can create art pieces and/or craft works for the thanksgiving/ harvest season. • OPEN STUDIO- I can create art through a process that includes generating ideas, planning

solutions, evaluating the effectiveness of the solutions, and producing original art. NATIONAL CORE VISUAL ART STANDARDS/ARTS MODEL COMPETENCIES

FOR PERFORMANCE ASSESSMENT CREATING: Conceiving and developing new artistic ideas and work PRESENTING: Interpreting and sharing artistic work RESPONDING: Understanding and evaluating how the arts convey meaning CONNECTING: Relating artistic ideas and work with personal meaning and external context



Art is all about creating, innovating, communicating, responding, connecting and collaborating. In art class students learn to experiment, conceptualize and generate ideas while they work to refine the skills necessary to create successful artwork - and they have fun while doing it! After a brief lesson on a media, technique, artist, or concept, art students in grades 4-8 are given the opportunity to engage in work that is meaningful to them. Sometimes they are asked to incorporate techniques or materials introduced in the demo, other times, during “open-studio”, they draw upon their own inspiration and create artwork of their choosing- just like a working artist. In Middle School, Students are assigned a different art challenge each trimester. This provides opportunities for innovation, to work with different media and techniques and provides an opportunity to focus on a theme.


• NEGATIVE SPACE IN ART- Group project. I can collaborate with classmates to choose a quote

and then pick a letter to show understanding of negative space as I color only the spaces around and between the letter.

• TRI 1 PROJEJCT- Who’s behind the mask? I can make an original artistic mask using plaster, cardboard, paper mache’, or recycled and found materials. I will use the mask as inspiration for my creative narrative centered around the person wearing the mask in Language arts. This is an integrated art/LA project.

• OBSERVATIONAL PUMPKIN DRAWING- I can draw a 3-dimensional form from direct observation and understand the concept of contour lines, value and shading in art.

• HOLIDAY ART- I can create art pieces and/or craft works for the thanksgiving/ harvest season. • ONE POINT PERSPECTIVE LETTERS- I can use a vanishing point and draw letters using one

point linear perspective. • GRAFFITI TAGS- Legal or Illegal- is it art? I can make my name in graffiti style type using

craypas/colored pencil. • OPEN STUDIO- I can create art through a process that includes generating ideas, planning


NATIONAL CORE VISUAL ART STANDARDS/ARTS MODEL COMPETENCIES

FOR PERFORMANCE ASSESSMENT CREATING: Conceiving and developing new artistic ideas and work PRESENTING: Interpreting and sharing artistic work RESPONDING: Understanding and evaluating how the arts convey meaning CONNECTING: Relating artistic ideas and work with personal meaning and external context





• NOTECARD ART – I can create a fun and colorful artwork for a group display on a 4 x 6 notecard. • CONTINUOUS CONTOUR LINE SELF PORTRAIT – While looking in a mirror I can draw myself

and try not to pick up my pen from the paper. This helps students to draw what they actually see and is a first step in making realistic portraits.

• TRI 1 PROJECT- ABSTRACT/REALISTIC/NON-OBJECTIVE ART- I can pick a subject and show understanding of abstraction in art by creating that image three ways…once as a realistic artwork, once as an abstract image and once in a non-objective style.

• ACCORDIAN BOOKS-INTEGRATED PROJCT WITH LA- I can fold and form paper and cardboard into an accordion book. Then, I can fill the book with drawings that represent the 12 steps outlined in the hero’s journey as it relates to “The Hobbit”.


• HOLIDAY ART- I can create art pieces and/or craft works for the thanksgiving/ harvest season. • OPEN STUDIO- I can create art through a process that includes generating ideas, planning








8TH GRADE

• SKETCHBOOKS- I can draw the assigned topics in my sketchbook each month. (Sept: animal playing an instrument, a person or animal wearing a mask, an object. Oct: a favorite food item, fall or Halloween themed pic)

• CONTINUOUS CONTOUR LINE PORTRAITS WITH COLOR- I can use a continuous line to create a self portrait as I draw my face and try not to take my marker off the page. I can then add color. This helps students to focus on drawing what they see and is a first step in creating realistic faces.

• ART CHALLENGE PROJECT – landscape collage – I can use mixed media and collage to make a landscape that is important to me in some way. This project is connected to the “Sense of Place” unit in Language arts.


• HOLIDAY ART- I can create art pieces and/or craft works for the thanksgiving/ harvest season. • ART ROOM CHAIRS- I can paint an art room stool using acrylic paint and interesting imagery for

all to enjoy. 8th graders have the opportunity to paint the stools in art each year. • OPEN STUDIO- I can create art through a process that includes generating ideas, planning




Documents

Library Term 1 - Amazon Web Services€¦ · • I can echo the correct rhythm when it is played to me. • I can write the correct rhythm when it is played to me using quarter, half