These are the first three years of advanced class to the Spanish language and Hispanic culture. Students continued to learn the conversational and vocabulary concepts of Spanish, with the goal of refining and advancing proficiency by the end of the year.
These Spanish classes focused on the following four skills: reading, writing, speaking and listening. Class time was used to engage skills such as situation dialogues; mini-skits; group work; conversations with classmates and teacher
Students learned that in order to achieve success in this course, it is essential to be prepared for each class. Language learning is a discipline that requires steady, cumulative preparation; a discipline in which each point builds upon its predecessor, such that if you do not master a given grammatical concept or vocabulary cluster, this will prevent assimilation of the following lesson. It was amazing to see the students take on the challenge and put forth so much effort.
Mrs. Haughton
These are the first three years of introductory classes to the Spanish language and Hispanic culture. Students learned the foundations of Spanish, with the goal of achieving an entry-level of proficiency by the end of the year.
These Spanish classes focused on the following four skills: reading, writing, speaking and listening. Specifically, this entailed reading and practicing/studying vocabulary and verb conjugations. Class time was used to engage skills such as situation dialogues; mini-skits; group work; conversations with classmates and teacher.
It was great to see creativity spark in the classroom when the students were given a task to complete within a group. Students succeeded completing the tasks and combining their originality with each other.
Mrs. Haughton
Our seniors were applying for various colleges. They were involved with preparation for college. Students were engaged with a variety of activities to assist with their transition from high school to college. Our students began to research college majors and further career goals. Students also studied the differences between high school and college teachers and professors.
Our senior class of 2015: 90% are attending college and 10% will enter the work force after graduation.
Mrs. Christian
Our juniors were introduced to applying for college. They were able to discuss topics on how to apply for the college of their choice. Students wrote in depth personal essays. Students were able to give sound advice to the upcoming sophomore class. Our juniors began goal setting and pre-college planning.
Our students were also involved with improving on character development and communicational skills.
Mrs. Christian
Our students were involved with applying mathematics skills in everyday life. They were introduced to being better stewards with their finances. They were able to find percentage rates of gross and net pay per check.
Mrs. Christian
Our middle school was diligent with the implementing of common core curriculum. Our students were challenged and had the opportunity to solve problems within pairs and groups. Middle school created poems and mini posters for their favorite math topics learned throughout the year.
Mrs. Christian
Living Environment, or biology as it is commonly known as, is the study of the life that God has created. With standards aligned to the New York State Biology curriculum, we cover topics that range from Ecology to Evolution from a Christian viewpoint. All topics highlight a biblical emphasis on the Creator, and the beauty of His Creation. A particularly exciting topic was genetics, when as a class we were able to discuss opinions and biblical perspectives on bioengineering, and the advances of biotechnology like splicing, cloning and DNA analysis.
Miss Wessel
Geometry is a topic that involves a hands-on experience with how algebraic concepts relate to geometric figures on a two-dimensional surface. It was exciting to work through the different algebraic problems that were suddenly given purpose with the application in finding particular measurements of geometric figures. The class came to a climax when students who at first struggled with proofs, started seeing the patterns that allowed the mathematics to finally make sense to them, and proofs come more easily.
Miss Wessel
Integrated Algebra has a strong focus on algebraic concepts like variables, polynomials and functions. This past year we strongly developed foundational skills needed for the progression of mathematics throughout the rest of high school. The year was especially exciting when we explored particular topics, like developing data analysis, through real world application problems like fat content in burger restaurants or average food produced on a particular farm.
Miss Wessel
This year in Pre-Algebra we sought to try something new by developing a collaborative and creative environment in which to learn mathematics. With a curriculum designed to prepare us for Common Core Algebra, the students were placed into collaborative groups where they had opportunities to come up with solutions to challenging problems, as well as develop conclusions to challenging mathematics concepts. The students developed conclusion through experimentation and problem solving through group engagement. Highlights of the year included when we found the surface area of a sphere by pealing oranges; developed the concept of non-linear functions by experimenting with food coloring and water; and when we conducted our daily homework helper reviews, where the students had the opportunity to collaborate on their homework together. Learning mathematics became an exciting and fun endeavor for many of the students.
Miss Wessel