Jump Start
This year we concentrated on a program called JumpStart. Using this program the students learned the following:
• Math: Addition, Subtraction, Money Fractions, Tally Charts, Time
• Reading: Parts of Speech, Comprehension, Antonyms, Word Building
• Critical Thinking: Problem Solving, Patterns, Attributes, Classification
• Social Skills: Preparations, Perseverance, Cooperation
In addition to Jump start, the students participated in typing drills, PowerPoint workshops and various Google project including how to use Google Drive.
Mr. B
Jump Start
This year we concentrated on a program called Jump Start. Using this program the students learned the following:
• Math: Addition, Subtraction, Money Fractions, Tally Charts, Time
• Reading: Parts of Speech, Comprehension, Antonyms, Word Building
• Critical Thinking: Problem Solving, Patterns, Attributes, Classification
• Social Skills: Preparations, Perseverance, Cooperation
Mr. B
American Literature
The juniors have a difficult task of moving through a chronological study of American literature. This means jumping right into the 17th century language of the Pilgrims – and understanding their perspective. This, in turn, means looking further back into the history of England, from whence the literary traditions came. What, then, is American literature? The students’ background in the historicity behind the words made the works relevant. They saw, through literature, the transition from a God-centered mindset to the more materialistic and individualistic – quite relevant, as they are trends that are still going strong today.
Miss Kleinschuster
Classics
This year, 12th grade made a study of classics and classics – there’s a difference! A spiritual or biblical perspective of value in literature is not the same as the world’s. The seniors took a brief tour through English (that is, British) literature with works such as Beowulf, portions of The Canterbury Tales, Shakespearean comedy and tragedy, and The Pilgrim’s Progress. Along the way they learned why the English language has so many rules and exceptions to them: it’s the adopted child of at least four different languages! They studied and tried their hand at the aesthetics of poetry. They also found examples of leaders both good and bad, pointing what they should emulate – and what they should not.
Miss Kleinschuster
Dream Job
The last quarter has been a whirlwind of work winding down to when summer releases students back to their countries of origin.
Nonfiction in 11th grade was wrapped around the idea of what dream job/future profession each student aspired toward. First they took a survey on How Creative Are You and discovered what skills and personality traits are needed for different jobs. Worksheets that went with the unit helped them expand their language skills to use descriptive words like innovative as well as idioms like tried and true. Their work and research culminated in writing their personal statements for college and then projecting 5 years in the future to write a resume for a position at their dream job.
For the summer, students are encouraged to continue reading English Literature, continue developing vocabulary journals, and continue relationships with American friends by correspondence and responsible social networking. All in all it has been a productive and good year in ESL. I will miss the students but look forward to hearing of their summer adventures when they return.
Mrs. Kemp
Current Events
The last quarter has been a whirlwind of work winding down to when summer releases students back to their countries of origin.
For the Nonfiction unit in 10th grade, we delved into how periodicals and current events are written and discovered the workings of the inverted pyramid structure for writing news stories and the magic of the 5W’s and H (who, what , when , where , why, and how). Groups presented their own scripted broadcast of a current news story while other students listened and recorded the 5 W’s and How from the presentation. Individually, each took a NYC post card and created their own story around the image producing an interesting variety of stories. Some were dramatic, some were historical, and some were fanciful but each was unique.
Mrs. Kemp
Amazing Grace
The last quarter has been a whirlwind of work winding down to when summer releases students back to their countries of origin.
In 7th, 8th, and 9th grades the students finished the nonfiction unit studying Amazing Grace, the True Story along with the lyrics to Amazing Grace. It was a creative way to use reading strategies to compare texts, learn new vocabulary, and explore changes in people as well as society. Students observed what happens historically when people give their hearts and lives over to God and become new creations and they gained a better understanding of the importance of sharing the testimonies of the dynamic lives of Godly men/women who change the world for good. After such an intense study we lightened up with descriptive writing about personal events such as the 8th grade trip to Dorney Park. Many students were able to not only use more sophisticated vocabulary than before, but also used descriptive metaphors to bring the reader into the experience.
Mrs. Kemp
Personal Finance
Students were given text-to-life lessons explaining the importance of personal finance. Many projects such as Stock Market Research, budgeting money, and sole proprietorship were the formats students undertook to comprehend the process of business. Seniors are now better prepared and enlightened in the business world.
Mr. Keeks
Students were involved in heavy discussions of many historical issues to help improve their critical thinking and analytical skills. Students would often debate on social issues on specific topics in history which enhanced further discussions in the class. But more importantly we approached these social issues from a Christian perspective.
Mr. Keeks
Read, Read. Read!
It’s hard to believe that our 2012-13 school year is over. I’m happy to share that through the use of the research-based reading program and our students’ hard work all our students have excelled and went up at least two reading levels since September. Some went up five reading levels. Kindergarten through 5th grade were challenged in the reading lab to implement the following reading strategies as they read their weekly story selection and leveled readers.
Students were encouraged to summarize what they read, predict what will happen in the story, clarify and monitor what they read, ask questions while reading, visualize what they have read in their mind, and make connections with the text.
I would like to thank the parents for their efforts at home. As we look forward to the coming school year, I trust that as we continue to work together we will see greater success in the coming years. Please continue to encourage your child to Read, Read. Read!
Yvette Jimenez