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PRMS 7th Grade
Posted by Dr. Brian Miller on 5/18/2022 2:50:00 PM
May 18, 2022
Pine-Richland Middle School (PRMS) Seventh Grade
Arrival and Start of the Day
At all six of our schools, breakfast is available for students prior to the start of the day. Many students took advantage of this opportunity today at the middle school. Sodexo has been managing the food service program at Pine-Richland for over 30 years.
In seventh grade, there are three teams. We started today with the academic support period. This period provides an opportunity for students to study, complete extra practice, and finish homework. It is a really good opportunity to strengthen the skills of time management and organization. Students may also visit a teacher if they require additional help and support. This period and structure also provides the time for band, chorus and orchestra.
English and Reading
In English, students are engaged in a variety of learning goals and learning activities. One example relates to a “snowball story.” In this example, three writers work together to construct a story. The first writer looks at a picture and begins writing the story to include: setting; at least one character; and the start of the plot. The second writer continues with more information about plot, characters and conflict. The third writer then has the responsibility to resolve the conflicts and give the story a close.
In addition, students are finalizing their individual blogs. This project has developed over the course of the year and includes various types of writing for different purposes. Mr. Prucey shared a high-quality example from a seventh-grade student to help other students add finishing touches to the graphics, layout and overall design. Students will eventually share their blogs with their parents. Lastly, students worked in pairs or small groups on a learning activity that helps them apply Maslow’s Hierarchy of Needs to commercials.
In addition to reading and English, there are a number of other classes and programs at PRMS to focus on reading comprehension, fluency, writing, listening and speaking. Students have opportunities to learn and grow through exposure to different programs and activities. Our teachers and support staff members work collaboratively to help every student. The design of the master schedule allows flexibility for students and staff.
Business and Computer Applications
In preparation for today’s visit, Mr. Srsic’s class developed a set of interview questions for me. We even had microphones for the interview. We discussed “why” the “Day in the Life” experience was happening. I was able to share the purpose for the visits to kindergarten through twelfth grade and the value of seeing the entire educational program through the eyes of a student. The class also asked about my job and background. The class then reviewed requirements for a travel brochure slide deck and presentation (i.e., name and destination; historical persuasive information; hotel and hotel room information; activity information; restaurant; and conclusion). Requirements for the assignment were outlined in the rubric.
In support of scientific explanations, students are focused on analyzing claims and evidence for matter and energy in ecosystems. This learning goal was to describe how some organisms use light and carbon dioxide to make energy storage molecules through photosynthesis. Specifically, the students were using evidence cards to support claims related to the questions, “Why does deforestation lead to increased carbon dioxide in the air?” Students worked individually and in pairs for the activity. Mrs. Mason designed a Socratic seminar for tomorrow as a strategy for students to share and defend their analysis, claims and reasoning/evidence.
After a great lunch conversation with Mr. Minsinger and some students, it was all about slope (i.e., rise/run). Mr. Aglietti and Mrs. Hillegas work together in teaching math class. Students first interpreted whether the slope was positive, negative, zero or undefined. They then calculated the slope based on the change in points on the “y” axis and then the “x” axis. This learning activity required students to apply concepts and skills through multiple steps. A Cahoot was used to practice key concepts and to find the slope.
Konnichiwa. As students entered the classroom, they prepared for the arrival of Sensei (“Teacher”) Thompson…and followed some unit-specific classroom routines. The students are studying Japanese culture and language. The specific learning goal is to describe how/why a feudal society developed in Japan, to dissect how centralized feudalism changed Japan and to assess why Japan isolated itself from the world during the 1600s. Each student had the opportunity to practice some Japanese calligraphy at the end of class. Sayonara.
Similar to the eighth-grade experience, the day moved quickly at PRMS. Technology is integrated into the experience where appropriate. The use of interdepartmental teams creates a “school-within-a-school” environment. As a result of the design at Eden Hall, our sixth graders are ready for middle school. As a result of the design at the middle school, our eighth graders are ready for high school.