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6th Grade Language and Literature (ELA)
In quarter 2, language and literature students reviewed fiction and Greek mythology through our anchor text, Percy Jackson and the Lightning Thief. We practiced skills relating to plot, setting, character, figurative language, and the impact those devices have on a text and its reader. Our culminating task challenged students to take on the perspective of a demigod they invented using characters and scenes from the novel and figures from the Greek pantheon.
We took a brief detour to a fictitious version of New York told in verse in the anthology Here in Harlem. We asked students to distinguish between author and speaker while seeing the effects that figurative language, word choice, and other poetic devices have on the reader’s mood and then asked them to emulate the structure of these poems to demonstrate understanding and apply their skills to their creative work. We’re excited to return to our tradition of Piedmont’s annual poetry slam, where we gather in the auditorium to allow students to share their work with their peers.
As we wrap up poetry, we’ll go further into critical problem solving and design solutions. We will put a heavier focus on central idea and authorial intent and purpose as we look for source credibility and examine bias while doing research. Students will be tasked with finding information about an innovator who has made a global impact through scientific and technical innovation and then sharing it through informative writing.
In the upcoming quarter, we also look forward to continuing our research units by adding an argumentative element as we read the historical fiction text, Two Roads by Joseph Bruchac. We will study nonfiction accounts of the lasting harm the establishment of American Indian boarding schools has caused while following the fictional adventures of Cal Black as he navigates his identity as a Creek Indian during the American Great Depression. Students will learn to compose strong arguments with clear theses and ample supporting details as they choose their own stance regarding a big decision the book’s main character faces.
7th Grade Language and Literature (ELA)
In 7th grade Language and Literature classes this quarter, students have completed the second module of the EL Curriculum: “Epidemics: Going Viral.” Students implemented the various reading strategies we practiced last semester to read narrative nonfiction about historical and contemporary epidemics, both medical and social.
To introduce students to our module, we began by reading Patient Zero by Marilee Peters. To ensure student comprehension of historical and medical content in the text, students participated in a variety of activities to promote their understanding of the text, ranging from mapping each section’s text structure to vocabulary squares to small group discussions to short skits about the content of each section performed for the class, all coming together to support our Statement of Inquiry: writers communicate through unique writing styles and various text structures to explore how historical context influences writers’ craft through orientation in space and time.
Once students had historical context for the rapid spread of medical epidemics and the vocabulary to discuss those epidemics, we modeled that rapid spread in a zombie outbreak game! This cross-curricular experience modeled just how quickly an epidemic can spread when unchecked. All the ELA classes across the 7th grade team came together for a day to try to fight back against a zombie outbreak amongst the 7th grade. Students were chosen as zombies, doctors, or uninfected humans, with zombies trying to infect humans, humans trying to avoid infection, and doctors trying to heal everyone! After the activity, students reflected on how the outbreak was similar to or different from historical epidemics we’d discussed in class, applying their vocabulary to the simulation to provide real-world context for the terminology.
After reading about a variety of medical epidemics in history, we applied the same vocabulary to social epidemics throughout history and to today. After mini lessons on several social epidemics that impact our community, students chose an epidemic that interested them and created a public service announcement in video form about how we as a community can identify that epidemic. In their videos, students analyzed how the epidemic has changed over time and how contemporary responses need to adapt accordingly to be most effective at slowing its spread, concluding with what we can do as a school community to stamp out the epidemic here at Piedmont!
Finally, students participated in literature circles, in which they chose a fiction novel about a medical or social epidemic to read. As we read, students analyzed how story elements such as character, setting, plot, and theme work together within their novels, and especially how those elements of story are impacted by the epidemic as the narrative unfolds. Students then created a mini project of both written reflection and illustrations showcasing the interplay of those elements in the story.
This quarter, we have capitalized on the time that students are in the building to make the most of the traditional classroom setting! At the same time, we haven’t left behind students’ ever-growing access to and understanding of new technologies, encouraging students to use their social platforms to support and uplift members of their community. We continue to deliver rigorous content that challenges our students’ roles as learners and invites them to be community leaders, and we look forward to watching our students develop into next semester!
- Mrs. Moran, Ms. Smith, and Mx. Tapia
8th Grade Language and Literature (ELA)
Second quarter afforded the MYP Year 3 Language and Literature classes the opportunity to expand their reading from the realistic fiction of The Outsiders into the realm of dystopian worlds and science fiction. Having explored archetypes in magical realism through Summer of the Mariposas, students were now able to contrast how archetypes fit naturally into brave new worlds.
To start the second quarter, students read short stories or the novel House of the Scorpion to review elements of fiction while simultaneously introducing nonfiction concepts and skills via science-oriented, informational articles. Each story was paired with nonfiction articles about the issues the characters experienced. For instance, students read “The Veldt,” a story about children consumed with technology to the point where they reject their parents, and, to consider the real-world implications of that story, students also read articles about teenagers’ social media usage. Coupled together, students examined how authors address real-world issues and fears related to technology and scientific advancements through fictional texts. Students completed the unit by designing board games and writing creative dystopian short stories. Concepts from the unit even spilled over into the holiday door decorating contest. From there, we transitioned into a unit focused heavily on nonfiction.
With this nonfiction unit, we specifically explored how writer’s craft well-developed arguments with relevant, sufficient evidence. We analyzed excerpted chapters from The Omnivore’s Dilemma to better understand the methods authors use to convince their audience of their claims. In doing so, students also perfected their ability to identify when evidence is irrelevant and insufficient. After analyzing other pieces of writing, students then applied these skills to their own writing and creative projects.
Students researched topics of personal interest. The issues students researched largely involved current social issues that affect their own lives, particularly systems of privilege and oppression. Students began exploring these issues through personal writing. The personal writing illuminated issues students experience first-hand, and students began researching those issues. To conduct the research, they read and analyzed existing research and judged this work based on the quality of evidence and coherence of the argument. Then, students organized the credible research and incorporated it into a research presentation that argued for the need to address the social issue they researched. This research project will lead well into our next unit that highlights how Black creatives use art, specifically in its written form, to promote a more just future.
6th Grade Math
Can you believe we are already halfway through the school year?! We want to wish a warm welcome to Ms. Sommermann, who took the place of Ms. Wolfe!
This quarter was full of real-world applications of our 6th math content. We began the quarter with the Culture Menu Project, where we got to learn all about the different traditions and celebrations across our classes. Some students even showed us their cooking skills and introduced us to new recipes to try at home! This cross-curricular project introduced students to tax and tip using percentages. Next time you go out to dinner, have your child calculate the tip and show off what they learned!
We wrapped up this unit with some calculator inactive skills with fractions. Students practiced adding, subtracting, multiplying and dividing both mixed number and improper fractions.
In the third quarter, we will be working with decimals, adding and subtracting positive integers and working with expressions and equations. Looking forward to the rest of the year!
7th Grade Math
Our 7th graders don't need calculators, they are the calculators! In class, we are reviewing and exploring old and new content, and we are learning so much!
We are constantly practicing how to add, subtract, multiply, and divide fractions and decimals, so that will continue to be a skill we use throughout the rest of the year. If your child needs extra practice, please have them click on this link. We spent a lot of time deepening their understanding of ratios, scale factors, unit rates (also called constants of proportionality), and proportional relationships in real life. We also covered angles, learned how to measure angles and how to find unknown angle measurements.
In Quarter 3, we will learn about percent increase and decrease, volume, and surface area!
8th Grade Math
Math 8 Students in Math 8 have been working on linear equations. We have written lines in slope-intercept form given tables, points, graphs, and word problems. This quarter has been all about finding the rate of change/slope of the line and finding the initial value/y-intercept of the line. This is an extended standard from 7th grade where students were asked to find the constant of proportionality. Desmos has been a great place for teachers to see what student mastery and understanding looks like. Below is an activity where students had to sort which tables and equations were linear/nonlinear. After slope intercept form, students in Math 8 worked on solving equations. Much of quarter 2 was dedicated to reviewing the equations they solved in 7th grade. In 8th grade the complexity of the equations grows, but the foundation of inverse operations and isolating the variable, is always a part of equation solving.
Year-long Math 1 TD students started the year quarter off with linear relationships. Students gain a deep understanding of how equations are linear by analyzing equations in slope intercept form and point-slope form. In times past, point-slope form was not a huge equation that we used. The Math 1 curriculum really focuses on students being able to transfer from point slope to slope intercept form. From there, students were introduced to parallel and perpendicular lines by analyzing the relationship between the equation and the graph. Students quickly discovered that parallel lines do not intercept because the slopes are the same. The use of discovering the rule instead of telling students the rule allows students to take ownership of their learning and it increases sense making. Lastly, students used what the learned about lines and applied their understanding to systems of equations and linear inequalities.
Math I/II Math I/II students wrapped up Math I during 2nd quarter. They learned about polynomials, foiling and factoring, the Pythagorean Theorem, the quadratic, growth and decay and how to simplify a radical. Students finished up the quarter and semester by taking the Math I End of Course test!! All students did very well and are now looking forward to the next math course – Math II, which is half Algebra 2 and half Geometry.
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