SGS 8th Grade

Word of the Day...AKA WOD!!

2011-09-21T08:42:00.000-07:00

Our "Word of the Day" focus - known henceforth as WOD - is up and running! Basically 8th graders encounter words in their every day dealings that alternately intrigue or perturb them...and then they investigate said word as their own individual "WOD." Students are responsible for finding a complete definition of the word, noting its part of speech and etymology (if it's interesting enough to note); they also need to record the source of their word, with a direct quote if possible, and then use the word in an original sentence...all recorded in a WOD journal. The expectation is that each student will ferret out a word for each day that we're in school...thus the term: word of the day!! At the beginning of Reading Workshop (and again with Kate in her language arts classes), each student then brings her WOD to her table, where, after a group sharing of the day's finds, one word is selected by the members of each table group for an all-class consideration. In the past weeks we've discussed such words as apex, lucrative, suave, ersatz and relentless (to name only a few!)... from sources as varied as our parents,news coverage, our teachers, popular songs, and independent reading ventures. In this manner, students are exposed to seven to eight new words per session. We carry on lively discussions about the all-class terms, and from them Kate will compile regular lists of twenty words that our students master for monthly WOD quizzes. Over the years, alums invariably return to tell me how efficacious our Word-of-the-Day endeavor has proven...not only does it help them with the array of standardized tests that loom on the horizon, but it also awakens them to the myriad benefits of an enriched vocabulary. (A few of them even have continued with the WOD practice - having become true word nerds!) As I tell our girls, words are power!

Here's the official WOD format, presented to the 8th grade last week:

WORD OF THE DAY FORMAT

1. Write word (with date you found it in left margin.)

2. Copy down the COMPLETE definition (with pronunciation if necessary, part of speech and etymology if available and/or interesting.)

3. Copy down the sentence where you ran across the word. (Be sure to cite your source; if you heard someone say the word, quote them.)

4. Underline the part of the definition that fits your example’s
context.

5. Use the word in an original sentence.

EXAMPLE:

(9/28/11) redundant: (adj.) 1. not needed or no longer needed 2. fitted as a backup component or system 3. with the same meaning as a word used elsewhere in a passage and without rhetorical purpose 4. U.K. dismissed from employment because the job or the worker has been deemed no longer necessary (From Latin: redundare = to overflow)

From Sally’s comments on my Bee Tree essay: “This idea is redundant.”

(To cite a book: From Flyy Girl by Omar Tyree, pg. 125
To cite a song: From Hot in Herre by Nelly)

My example: I will be careful not to be redundant in my essays so I can impress Kate and Sally with my superior writing skills.

First Week of School

2011-09-20T16:13:00.000-07:00

The first full week of school involved a lot of transitioning back into school mode, getting to know the teachers and how to be an 8th grade student, and doing some team building and group bonding while enjoying the last days of summer. Below are some pics from the classrooms in the first couple of days and from a fun and challenging team exercise out at the park.

Reading Workshop Assignment: 8th Grade Book Recommendation

2011-05-07T10:49:00.000-07:00

Your Summer Reading List Recommendation

Due date: Friday, May 20, 2011

In order to compile an SGS Summer Reading Suggestions (List) that is relevent for

Middle School girls, I’ve decided to solicit suggestions from YOU…the soon-to-be SGS

graduates! Sooo…here’s what I need you to do:

1. Think about all the titles you’ve read this year and choose one that seems to stand out

as a GREAT read.

2. Submit it as your personal recommendation, using the following format:

FIRST LINE

a. State your name, followed by the word “recommends…”

b. Bold and italicize the title of the book you’re recommending

c. Do not bold or italicize the author’s name…but do put “by” in front of it!

SHORT ANNOTATION (plot description and/or rating)

a. indent your short annotation paragraph

b. check it carefully for spelling and punctuation errors

c. tell enough of the story to hook the reader but not spoil the story

AN EXAMPLE: (font = Geneva, size 12)

Sally McLaughlin recommends…Toning the Sweep by Angela Johnson

Grandmama Ola is dying of cancer, so her granddaughter Emily and her daughter Diane

go down to the desert to help Ola pack up her life, her friendships, and her memories.

This story is a lyrical examination of three women’s lives, memories and thoughts on life

and death.

Your assessment for this assignment will be based on the following considerations:

1. whether you submit your recommendation on time

2. whether you write a thoughtful and engaging annotation for your title

3. whether you correctly follow the format outlined above.

1. When you’ve completed this assignment, email Sally a Word Document copy of your

recommendation to smclaughlin@seattlegirlsschool.org

…and YES…you may suggest more than one book!! If you do, please add “also” to your

phrase, as in Sally McLaughlin also recommends…

Ten In Ten Playwright Festival

2011-03-17T09:06:00.000-07:00

On March 26th, 2:00 PM at Theater Off Jackson, the 8th grade class is going to be performing ten plays, each of them ten minutes long, and all written and produced by us! Earlier this winter we were given the assignment to write a ten-paged play. We turned them in, and ten of those were chosen to be produced and performed at Theater Off Jackson for Seattle Girls' School "Ten In Ten" Festival. From hilarious disaster dates, to modern-day fairytales, these ten plays are all amazingly written and are currently being produced. We have been memorizing lines, reading scripts, gathering props and costumes, designing programs, and practicing makeup techniques. Our whole class has been working extremely hard to make the playwright festival as best as it can be! Below are the ten plays being performed on Saturday, March 26th.

Rejection. Equals. Death. (R.E.D.)- Directed by Lillian Hubbell, written by Mahogani Watson

The Highs and Lows of Teenage Life- Directed by Bailey Sheehan, written by Olivia Oplinger

Girls and Dolls- Directed by Lia Mclanahan, written by Gracie Rauen

Fake Love- Directed by Payton Curtis, written by Anna Konsmo

The Story- Directed by Evy Larsen, written by Greta Rainbow

The Safety Corner- Directed by Jade Chowning, written by Caroline Tremaine-Nelson

The Park Bench- Directed by Mahogani Watson, written by Lillian Hubbell

True As A Dream- Directed by Ruby Wood, written by Emily Soriano

The Date- Directed by Maggie Debrovner, written by Sophia Webb

On Nagging Little Voices- Directed by Emily Soriano, written by Jade Chowning

Ask your daughter what she is doing in the play festival! Lights? Acting? Directing? We hope to see you Saturday, March 26th at Theater Off Jackson, 2:00 PM. Ten plays, all ten minutes long, all produced and performed by students.

SJCU Gets Deeper

2011-01-13T10:24:00.000-08:00

In Social Justice Cultural Understanding class (SJCU), we just finished working on our 8th grade presentations about institutional racism. We each chose sub-topics, and then annotated articles about the past and present of our issue. We then presented to the class what we learned after reading the articles.

The sub topics were:

Different treatment of historically black colleges

Institutional racism becoming internalized

Educational achievement gap

Racist ads

Racial health disparities

School segregation

Overrepresentation of blacks in the criminal justice system

Discrimination against minority farmers

Ethnic studies ban

Back on asian violence

White caricatures of racial stereotypes

Racial profiling

Black unemployment

Black or Biracial?

Many of us felt like we benefited from the assignment. Emily Soriano, a classmate had this to say,

"Everybody came prepared and they were all really good."

"I think everyone worked really hard, and was interested in their topics," said Greta Rainbow.

What we learned about institutional racism was intense, such as nooses being hung as a death threat to racial profiling, and our knowledge will continue to grow about cultural awareness.

Picasso at the SAM... a successful field trip from the art to the museum in general

2011-01-13T10:21:00.000-08:00

Last Wednesday, the 8th grade class took the bus to an exhibition at the Seattle Art Museum... to see Picasso! Sixteen out of the twenty-nine girls in our class had never been to the exhibition before. Imani Apostal says, "It was really fun! I really liked all of the abstract paintings."

It was really engaging: Each group was lead by a museum docent. The docent imparted a plethora of background information about Picasso's paintings. Not only did we learn about his work, but we learned about Picasso himself. Before we visited the museum, we had a few different Picasso lessons and discussions in Spanish and Art class and it was great to see what we were learning .

Everyone found one piece they really admired. Evy Larsen says, "I love the Dora Maar picture where the woman figure is green and crying. It represents violence and sadness in the war. He made that painting to get him in the mood to make the Guernica picture." Anna Konsmo says of the artwork, "They made me think of art in a new form."

Everyone had a great time at the exhibition, and hopefully we will be able to go back to the SAM again! Payton Curtis says of the experience, "It was so unique!" The experience was so spectacular, the class is optimistic that we will be able to see the Nick Cave: Center of the Earth exhibition on textiles and art in the near future.

Ask your own daughter what her favorite works of art were, and what she thought of the museum!

From Hair and Nails, to Languages and Cities, Theme Takes On a Whole New Meaning!

2011-01-06T10:25:00.000-08:00

This is the first week of individual theme. We're working hard to kick it off, and getting nervous. Ruby Wood, who is learning Italian for her theme, says that she is "worried about the stress level but excited to learn what I've always wanted to know." I think we're all excited to start working on our own. Last theme didn't go as smoothly as we hoped, which was probably because of working in a group so we couldn't all do what we really wanted. This theme things are looking hopeful as we begin with more experience and are driven to do something we are very passionate about.

Some of the theme ideas for this term are:

Photography

Gymnastics

Short films

Languages

Cities

Music

Nail art

Knitting

Using natural remedies on animals

Hair

Makeup

History of fashion

Talk to your daughter about what she's doing for her project over the next seven weeks!

Mentoring Girls... To Learn and Give Back

2010-11-18T09:05:00.000-08:00

As some of you may know, the 8th graders are currently doing SJCU work: Social Justice Cultural Understanding. In SJCU, we learn about different cultures, biases, and how to overcome and differentiate myths and facts. Previously in SJCU, we read excerpts from The Immortal Life of Henrietta Lacks By Rebecca Skloot. We read and annotated text, held class discussions, and did projects about Henrietta Lacks' story, and the racism involved.

On Wednesday, we started something new and exciting in SJCU! We are mentoring to 4th and 5th grade girls at Madrona K-8 school and Thurgood Marshall elementary school in areas of reading, writing and math. The goal of this is to empower these young girls, because this age is usually the time when girls start to not speak up in class, and teachers pay more attention to boys. Another goal, is for us to grow more culturally aware. The two schools are very culturally different rom us, and we'll learn from these girls about their own culture, as much as they will about us.

I think it will be a really great experience for us, as well as the girls. At Thurgood, we'll be doing more school work from all over, and at Madrona we will focus on writing and art. If you are a parent, ask your daughter what school she goes to!

Thanks for reading, and we will keep posting about how our experiences are going with empowering girls at these elementary schools. We will be continuing for the whole year, on every other Wednesday morning.

Thanks for reading!

Unofficial Dress Up Day in 8th Grade

2010-11-10T11:37:00.000-08:00

The Most Perfect Worlds

2010-11-04T09:18:00.000-07:00

Last Thursday, twenty nine "perfect worlds" were in our classroom! The Language Arts assignment was to create our own perfect world- with the perfect political system, monetary setup, the perfect environment, the choice of animals or not... etc. Almost everyone had a certain "theme" to theirs: there was a candy land world, world of movies and entertainment, a stress free world, music world, paradise/island worlds, desserts and sweets world... and many others!

There were four sections to the project, and we had eight weeks to complete it. First section was answering the questions (for example, what are the holidays/traditions?) in a creative way, like in a guidebook, story, or magazine. The second section was to write a "day in the life" story about a teenage girl in our world. Third, was to create an overhead map- many students got very creative at this part; There were collages, maps made of food, drawings, dioramas, etc. The final section was to include at least ten vocabulary words of our world, and what they mean and how to use them.

It was a super fun assignment, and it was great to have so much freedom with it. How many other students from other schools get to create their perfect world they would love to live in, and share it with the community (other grades and faculty came in to view them)? Although this was a challenging academic project- it was hard to think of things such as the political system: it's definitely challenging to think of a completely perfect way to run your world!

We all worked hard on the project, and spent many hours working, although some people learned that although we had two months to finish, we have to make our own benchmarks and use all of the time given.

Thanks for reading about the 8th grade's perfect worlds!

Letters About Literature

2010-10-21T14:41:00.000-07:00

We're in the rough draft stage of our current writing project: a multi-draft exercise and national competition called "Letters About Literature" which is sponsored by the Library of Congress. (http://www.loc.gov/loc/cfbook/letters/) Girls are writing to their favorite authors/poets/ speech makers, describing how various works have changed their ways of thinking, feeling and being. Among the lucky recipients of such missives: Heather Brewer, Carl Hiassen, Alyson Noel, Ann Brashares, J.K. Rowling, Dr. Suess, Will Smith, Trenton Lee Stewart, and Kristin Hannah. (In case you're wondering, the author need not be alive in order to warrant a letter about literature.) Last year a record SIX of our 8th graders placed for the state of Washington...this year we're aiming for the BIG PRIZE: $10,000 for the 8th grade library!! And with the caliber of entries I've perused in our Reading Workshop journals, I do believe we have a chance! I'll keep you posted!!

Word-of-the-Day Rules!

2010-10-21T14:29:00.000-07:00

You may well have heard of our "Word of the Day" focus - known henceforth as WOD! Basically 8th graders encounter words in their every day dealings that alternately intrigue or perturb them...and then they investigate said word as their own individual "WOD." Students are responsible for finding a complete definition of the word, noting its part of speech and etymology (if it's interesting enough to note); they also need to record the source of their word, with a direct quote if possible, and then use the word in an original sentence...all recorded in a WOD journal. The expectation is that each student will ferret out a word for each day that we're in school...thus the term: word of the day!! At the beginning of Reading Workshop (and again with Ms. A. in Writing Workshop), each student then brings her WOD to her table, where, after a group sharing of the day's finds, one word is selected by the members of each table group for an all-class consideration. In the past weeks we've discussed such words as inconsolable, dulcet, serendipity, prolific,furtive, admonish and superfluous (to name only a few!)... from sources as varied as our parents, the news coverage of the election, our teachers, popular songs, and independent reading ventures. In this manner, students are exposed to eight new words per session. We carry on lively discussions about the all-class terms, and from them I compile a regular lists of twenty words that our students master for WOD quizzes. Over the years, alums invariably return to tell me how efficacious our Word-of-the-Day endeavor has proven...not only does it help them with the array of standardized tests that loom on the horizon, but it also awakens them to the myriad benefits of an enriched vocabulary. (A few of them even have continued with the WOD practice - having become true word nerds!) As I tell our girls, words are power!(Pictured above: 8th graders continuing to do our WOD exercise while under tables for an earthquake drill!!)

FYI: Our September / October Words are:
1. exacerbate
2. plethora
3. invective
4. epitome
5. soliloquy
6. arcane
7. pariah
8. resilient
9. stoic
10. chagrin
11. capitulate
12. inadvertently
13. reiterate
14. innocuous
15. peruse
16. contraption
17. efficacious
18. temerity
19. serendipity
20. prolific

Reading Workshop 2011!

2010-10-20T10:48:00.000-07:00

This year we're trying out a new system that alternates 8th grade Reading Workshop, conducted by Sally, with Writing Workhshop, conducted by Ms. A. Basically that means that on every other Tuesday or Thursday afternoon, fourteen (or fifteen, depending on the section) lucky girls can be found spread out all over the 8th grade library reading books of their choice and/or writing in their reading journals for 90 uninterrupted minutes. (Ask your 8th grader for details.) The immense popularity as well as success of this venture is based on a very simple tenet: if a girl (it works for boys too!) is allowed to read what truly interests her, she will read voraciously and will eventually develop her tastes and talents as an intelligent, informed reader. Even after only one session with each group, I’ve been amazed at how quiet and focused each gathering has been.
The reading journal is a place where students can exchange thoughts, impressions, questions, suggestions and the like about reading and literature with each other as well as with me. In it we write back and forth to one another about anything and everything literary, nothing too terribly formal or fine-tuned, rather more of an ongoing written conversation about what we’re reading, how it impacts as well as educates us and why. Here are the general guidelines we follow:

RULES FOR READING WORKSHOP

1. You must read a book. Magazines, newspapers and comic books (Anime) don’t have the chunks of text you need to develop fluency, and they won’t help you discover who you are as a reader of literature.
2. Don’t read a book you don’t like. Don’t waste time with a book you don’t love when there are so many great ones out there waiting for you.
3. If you don’t like a book, find another one. Browse, ask me or a friend for a recommendation, do an internet search (Amazon.com always has reviews and such) or check our “Book Reviews” in our Reading Workshop 2011 Group at GoodReads.com for suggestions.
4. It’s all right to reread a book you love. This is what readers do!
5. It’s okay to skim or skip parts if you get bored or stuck; readers do this, too!
6. Record every book you finish or abandon on the form entitled “Student Reading Record.” Collect data about yourself as a reader, look for patterns, and take satisfaction in your accomplishments over time.
7. Understand that reading is thinking. Do nothing to distract me or other readers. Don’t put your words in our brains as we’re trying to escape into the worlds created by the authors of our books. Simply put: Reading Workshop is a quiet endeavor!
8. When you confer with me, use as soft a voice as I use when I talk to you: whisper!
9. Read (and/or write in your reading journal) the entire class period.
10. Read as well and as much as you can!

The goal here is obvious: we’re seeking to explore and enhance our literary territories as well as firmly establish intentional reading as a life-long habit. As I explained to our 8th graders, reading – interaction with the written word – will necessarily be a central part of their lives for the next eight years…at a bare minimum!

One final note about Reading Workshop: know that I have exhorted 8th graders to actively engage in reading for an average of thirty minutes each day, seven days a week! So for those of you with known bookworms, believe them when they claim that “it’s homework!!” Conversely, for those of you who harbor reluctant readers, take comfort in the knowledge that we’re actively engaged in the activity during our school day.

Friday, October 15th

2010-10-15T15:21:00.000-07:00

Math (math graffiti and corrected peer POWs)

Science (muppet mating)

L.A. (Celebration of Knowledge and work time)

Affinity Fair

HW: L.A. Celebration of Knowledge #1 collected

HW: Quiz corrections, corrected POWs collected

Happy Weekend!

Warm Beach Pictures- Continued!

2010-10-14T10:17:00.000-07:00

Warm Beach Pictures - More coming soon!

2010-10-07T11:06:00.001-07:00

Warm Beach- Friends, Fun, Theme, Oh My!

2010-10-07T10:16:00.000-07:00

Hi Everyone!

Exactly two weeks ago, our class was off at Warm Beach Camp: deciding our theme, hanging out with new friends, doing a high ropes course, accomplishing team building games, swimming, and making collages.

Here are some of the goals we all agreed to at the beginning of camp: Decide on our theme(s) for the first term, connect with one new person, take something back with us to school that we learned or shared at Warm Beach, be challenged, and have fun!

I think we all accomplished these goals, especially being challenged - most of us tested our comfort zones by doing the high ropes course! About 25 feet in the air, we walked across logs, climbed up trees, went through ropes, and jumped across platforms.

We also were interviewed for our community jobs: a job that we want to do that helps out the 8th grade in some way. For example, one of my jobs is co-blogger. At the same time as interviewing, we also made collages with our name, picture, magazine cut-outs, and the phrases "I am..." and I will..." You can see these at the bottom of the 6th grade stairs.

But probably the largest part of Warm Beach was trying to come to consensus on our group theme for first term. Theme is an independent study class - learning about what WE want to know. It's all about our passions and what we care about. Theme is individual for the two last terms, but the first six weeks are a collective group theme. When the guidelines were first given, we could only have a maximum of three groups, and our topic had to be stated in question form. But as time went on, Team B.A.D. agreed to let us bend the rules on the group size: each theme group would have to include at least six people- there weren't really any limits on how many groups. We discussed, eliminated, polled, and sacrificed. It was difficult, because condensing passions is challenging, but with all the time given at Warm Beach, and the two extra class periods at school, we have come to consensus on the following:

Photography: Includes Payton, Bailey, Anna, Jade, Tess, Sophia, Caroline, Tate, Izzi, Katherine. What are different styles and techniques of photography?

Music: Includes Julia, Sarah, Lindsay, Gracie, Ariana, Lia. What U.S.A. artists made a big impact in their musical genre from 1810 to 2010?

Technology: Includes Imani, Greta, Evy, Ruby, Jasmine, Briana, Emily. How do search engines work?

Greek Mythology: Maia, Lillian, Olivia, Maggie, Mahogani, Eleora. Who are the Greek gods, how are they related, and what are their stories?

SJCU activity (Social Justice Cultural Understanding)

2010-10-06T19:40:00.000-07:00

Last week, in SJCU, we did an activity based on race, and how it gives you either advantages or disadvantages in society. We were broken up into four groups: The Highlights, Middle Town, the Destructors, and the Oh No’s. The Highlights were the upper class, who were given anything their heart desired, and were looked up to by everyone. The Middle Towns followed in the Highlights' footsteps, and as they saw them popping the balloons that the Oh No’s were supposed to protect, they did the same. The Destructors mostly stayed to themselves, doing their puzzle, and working together to figure out a way to communicate. Lastly, the Oh No’s were treated the worst, being constantly attacked both verbally, as well as having their balloons popped.

This activity was hard on everyone. It showed us some of the things that we aren't aware of in our day-to-day lives as young girls. We had a discussion at the end of the class about how we felt. Some people said that it felt unfair, because when the Highlights ran, they weren't called out on it, but when the Oh No’s ran, they were told not to do that again with a stern look from the teachers. It ultimately all came down to one thing... What is racism?

8th Grade 2010 Blog

2010-10-03T19:54:00.000-07:00

Hi 8th graders and families,

This year, Eleora and Greta will be the student bloggers for our class. We'll post pictures, summarize the current happenings in 8th grade, and update you all on what we are learning! The website URLs for the SGS 8th Grade Blog (what we'll be updating) and the 8th Grade Student Blog (homework) are:

SGS 8th- http://sgs8th.blogspot.com/

Student- http://my8thgrade.blogspot.com/

Enjoy!

Final Words

2010-05-22T19:41:00.000-07:00

Hello All,

I'm sorry to say, but this will be the final blog entry from the graduating class of 2010. Just a brief wrap up to the year- and what an amazing year it has been. We read poems, wrote plays, went to the international space station, ate weird neon green pisatacio pudding, decrypted codes, math problems and blood splatter analysis, decided whether a pig autopsy was ethical, came to consensus on term 1 theme (deep sea life), supported each other on a high ropes course, spent a week in Mexico (most of us did), created a perfect world, a multi media presentation about a science question, used string to determine a blood splatter, wrote emails, learning contracts and essays galore, solved puzzles, learned new words, created individual learning plans multiple times, prepared for learning team meetings, gave presentations about race in Social Studies, memorized 167 countries, had deep conversations about the origin of race, wrote reflection, after refelction, after self assement, learned about forensics, made amazing art projects, wrote thank you notes, asked questions and bonded together as an entire grade- all in 9 months. And now, with only 9 days left, we still have an entire movie to make. WOW. I think this last year has been a great final huzzah for everyone. It's going to be a difficult transition into high school for all, but SGS visits will always be waiting. So here's to a great three years as a class, and to a promising, outstanding future ahead.

"Yesterday is history, tomorrow is a mystery, but today is a GIFT. That's why we call it the present" -Eleanor Roosevelt

News About Production (and other stuff too)

2010-05-09T12:46:00.001-07:00

Hello All,

Although the school year is coming to a close, there are still several exciting events to come. Production is moving right along, as vignette groups and plots are becoming more solidified. We are starting to make rough cuts- quick versions of scenes before actually shooting them. We've all quickly discovered that unless the shooting pace picks up, we aren't going to have 60 scenes. 8 shooting days, 6 scenes per day. You do the math. :) Also- big shout out to all the parents who have volunteered to drive! After all the scene are shot, we'll move into the editing stage, and the movie will eventually be finished!

In addition to production, we've been wrapping up other projects: theme, social studies and math. We've got presentations about race coming up, and we only have about 2 or 3 weeks left of term three theme.

POW #16

2010-04-27T17:03:00.000-07:00

Sharing Candy

Tommy has a 1.69 ounce bag of M&M's. The bag contains 56 M&M's. He decides to share his candy by giving Lucy two-thirds of three-fourths of his M&M's. Lucy decides to share her M&M's with Melissa by giving Melissa two-thirds of three-fourths of her M&M's. If half of Melissa's M&M's are red, how many red M&M's does she have?

Mission windows closing, production doors opening

2010-03-22T08:45:00.000-07:00

Hello All,

A lot has been going in the 8th grade at SGS. From post-mission reflections to wrapping up theme, building catapults and starting production, we've been pretty busy. Mission went well for everyone involved, and although it was extremely fun, I think everyone is excited to be through with the stress. We're starting third term theme (individual projects) today, starting with learning contracts, new weekly check-ins and solid plans. On Wednesday mornings, we've been busily building catapults. Drawing plans, filling out order forms and constructing our catapults in small groups has been both challenging and rewarding. All girls learned how use a saw to cut wood and drill planks together. In addition, we are jumping right into Production work! We learned about different types of shots, and how to write a screen play. We turned stories into scripts and shot them last week. Production consensus also started last week, much to the dismay of all girls. Hopefully however, because of theme consensus, choosing an idea for production should me much easier, in fact it only took us 3 sessions to come up with a theme: MURDER :). We are now (slowly) beginning to discuss plot, characters and sub topics for the production. This a a brief look into our busy schedule and new events in typical 8th grade life! More to come!

Pictured: Olivia, Caitlin, Aiyana, Ilana, Nala, Tess, Lilly, Megan, Janee, Livvy, Haleigh and Katie,

Amazing News!!!

2010-03-02T14:43:00.001-08:00

Hey everybody! I just received a most amazing email from the "Letters About Literature" folks (the national contest that our girls entered way back in fall)...in it they informed me that SIX of our current 8th graders have made it to the 3rd level of the competition, which is, quite frankly, unheard of!!

Here's the email verbatim:

"I'm happy to inform you that the following student(s) from your school advanced to round 3 judging on Level 2 of the Washington LAL writing competition.

Elena Gleed Seattle Girls' School Sally McLaughlin 8
Zoe Hall Seattle Girls' School Sally McLaughlin 8
Megan McCall Seattle Girls' School Sally McLaughlin 8
Aiyana Mehta Seattle Girls' School Sally McLaughlin 8
Natali Shumlak Seattle Girls' School Sally McLaughlin 8
Grace Billingslea Seattle Girls' School Sally McLaughlin 8

Students who advance to round 3 are not necessarily state semi-finalists. The Washington state judges will determine that. However, please know that on level 1, Washington state received 1,107 letters and of these just 82 advanced to round 3. To reach round 3 is an achievement in and of itself.

State judging will be complete on or before March 22 and you can expect to hear soon after from your state center for the book with the state results.

Meanwhile, please visit our website (www.lettersaboutliterature.org) for contest updates and other LAL program news.

Cathy Gourley, LAL National Project Director"

In years past one, maybe two girls managed this feat. To have six students place is beyond my wildest imaginings! Congratulations to all of us!

I'll let you know how it all turns out!

Sally

Mission, Pigs, and Poems oh my!

2010-01-24T20:48:00.001-08:00

Hello Everyone,

I apologize for the lack of updates. We've been extremely busy lately! Here are a few highlights from the past few weeks:

1. On Tuesday (January 19th) we started our training for the Mission! During mission and some class time we have to "identify" by saying "candidate (last name) and our team name. On Tuesday, we met in our groups and came up with team names: Andromeda, Star Fleet, US Minerva and Star Struck. Beautification also became more serious, now including grades and higher standards. Everyone is a bit overwhelmed but excited about the training and preparation for the biggest (and possibly most stressful) culmination yet! This week in class we learned how to decode secret messages, the numerous buttons in a cockpit and how to wrestle with your ethics. After learning about different ethical issues, we had to make an informed decision whether to participate in a fetal pig autopsy... or not. Training for mission is intense, exciting and fun! 4 days until lift off!!!!!!!!

2. This week, we did a fetal pig autopsy in both cores! It was rather gross for some, and extremely interesting for others. It was cool however, to see the "insides" and the different organs in the body. We even had extra time to look more, one group even cut through the skull to the brain! It was beneficial to our mission culmination prep and forensic unit in science!

3. On Friday, January 29th, we had our first Poetry Reading!!! Stressful for some and fulfilling for others, the reading was a great time to share, listen and reflect. The lab was set up nicely, with a spot light, microphone and flowers. A shout out to Ms. A for hosting, reading a quick "blurb" about each girl and their poem, and endless support to all of us. The first of three readings, was fun, successful and exciting! Pictured is Zoe Hall.

Art Walk (Part 2)

2010-01-03T14:41:00.000-08:00

Hello All,

On the Wednesday before break started we took our last field trip of 2009. We split up into three groups, each starting out at a different art exhibition. One group visited "Running The Numbers" by Chris Jordan at the Pacific Science Center. One group went to "The Old, Weird America" by various artists at the Frye and the third group went to "Yellow Terror" by Roger Shimomura at the Wing Luke Asian Museum. Each exhibit was unique and extremely conceptual.

Before heading out into the rainy morning, we had a few group activities at school. One involved standing in a large circle while a teacher in the middle of the circle read questions such as "Raise your arm if you have ever made a judgement or stereotype about someone," "Sit down if someone has ever asked to touch your hair." For the second activity we made a large "tic-tac-toe" board, but instead of X and O we wrote down our "identities." This included things like our values, ethnicity, relationships, important items, and plans for the future in the boxes we created. Then, as if under the wrath of an evil dictator, we had to "get rid" of the items written down or cross them off two at a time, so we were only left with two items remaining. Then, we anonymously handed in our paper and were off to catch the bus!

"Running The Numbers" focused on American consumption showing the value of material possessions and physical appearance. A few mind-boggling pieces include, an enormous "picture" of Benjamin Franklin. At a closer look, the photograph was actually made up of teeny-tiny $100 bills. Like all pieces, an additional plaque accompanying the work depicted what the image represented. The Ben Franklin photo represented the amount of money spent on the Iraq war every HOUR. Yikes! Other works included the number of recycled cell phones used in the US everyday, deaths from smoking per year in the US and inmates in America every year. The exhibit made the viewer think deeply about our society, our culture and how quick we are to throw away material possessions without thinking about the impacts.

The second exhibit, "The Old, Weird America" had a large variety of art. We focused on three particular pieces. The first was a life size double-sided rotating diorama of the traditional Thanksgiving story of the Pilgrims and Native Americans. One side showed the more well known Thanksgiving story, the Native Americans teaching the Pilgrims how to plant food, catch fish, and get along. The other side showed the less talked about and possibly more truthful side of the story. This time, the NA was kneeling on the ground, the Pilgrim getting ready to strike the Native American's back with a large stick. As you looked closer, a discreet, but shocking knife stabbed into the Native American's chest appeared. After spending a few minutes looking at the piece, our group had a short disscussion. We talked about the conflits between different values, cultures, societies, and classes. As with the other pieces we talked about the world behind the work of art (the artist's motivation, idea and background), the world in front of the work of art (how the piece made you feel, what it represents, and what it made you think about) and a visual inventory (describing the piece as well as materialistic choices the artist may have made).

The next piece we looked at was a large case covered with chicken wire. Inside were recreations of kitsch (objects thought to have poor taste, or being cheesy) dolls. In our group discussion, we talked about how the sculpture reminded us of a display case, or stereotypes and contradictions of Native American culture. Hanging on the walls next to the sculpture were large paintings/drawings of red and black graphic judgements and stereotypes made of Native American culture. There were cartoonist drawings of totem poles, people and Native American values that we discussed and found interesting, intriguing and thought provoking.

The third piece at "The Old, Weird America" exhibit that we looked at was a small statue depicting a young man who was about to step on a small house. Around the base of the platform the words read "Sacred Love and Pain." Because at a first glance this artwork was confusing our group found it necessary to read about the artists. We discovered that the work of art represented the two gay men's experiment. For almost fifteen years the two men lived as if they were in the early 20th century. This included what food they ate, how they dressed and they way the decorated their home. They wanted to see how hard it would have been for gay men living in an urban environment during that time period. In our group discussion, we talked about the facial expression of the figure (ignorance, frustration, oblivion) and that knowing the background of the artists helped us understand the artwork better.

The third and final art exhibit ("Yellow Terror") depicted the stereotypes and judgements of both the artist and Japanese culture during World War II. The artist, Roger Shimomura, used paintings of caricatures to express his ideas. There were postcards that had derogatory terms of Japanese people. There was one piece that had the iconic image of "Astro boy," but the artist had painted his face on the body. The painting represented how he had felt betrayed growing up with racist childhood super heros.

After spending an hour in the morning at each exhibit, we ate lunch, regrouped and headed out to see a different exhibit. The following morning, we met in our same groups from the previous day and discussed the artwork, had some time for reflection and shared the answers to questions we had reflected on.

Now returning from break we are ready to jump right into a fabulous new year! Heres to a great 2010!

More Guest Speakers!

2009-12-11T16:53:00.000-08:00

This week (December 7-11th) we had TWO more fabulous guest speakers!

The first was Shelly Krishnamurty, a Hindu woman. Her presentation was interactive, and she demonstrated how to put on a Sari (traditional clothing for Hindu Women) on several of the girls in our grade. (See photos) She talked about the importance of parents, teachers, family, and other important values to all Hindus. Shelly also gave us additional information about festivals, food, rituals, prayers, alters and traditions.

The second woman was Helen Thayer an amazing women explorer. Helen came on Friday (December 11th) and talked about her challenging journey alone with her dog to the north pole. She talked about her many encounters with polar bears, thin ice, and frost bitten fingers. Her story of how was inspiring, and quite amazing. Helen's professional photos were gorgeous and she talked passionately about her journey. Helen also mentioned her other two expeditions, staying six months ten feet away from a wild wolf den, and walking across the Gobi Desert. Helen left every girl excited about adventure, and ready to conquer the world. (No pictures of her because of National Geographic Copyright issues.)

Genes, Chromosomes, Proteins and Candy!

2009-12-07T08:45:00.000-08:00

Last week we started a new unit in science! Genetics! We started studying the structure and function of deoxyribonucleic acid (DNA) and the twisty double helix shape it creates. We learned about the sugar-phosphate-carbon atom back bone, the hydrogen bonds and the base pairs made from Adenine, Thymine, Cytosine and Guanine. Everyone was quick to cringe at the mere mention of sex cells and why they only have 23 chromosomes. We also learned the how small chromosomes really are, and the two main functions of DNA (reproduction, and making proteins.) Then, to go more in depth on the subject, we participated in a hands on "lab." In partners we made the "ladder" shape of DNA using marshmallows and toothpicks as the hydrogen bonds and base pairs and red licorice vines as the sugar back bone. We then twisted the ladder shape into the typical double helix shape of DNA (See video of Aiyana Metha and Natali Shumlak). Then, continuing the learning we "un-zippered" the DNA strands, separating the base pairs. Then one partner pair got a new "backbone" and joined up with another base pair partner.

This week, we continued our work in genetics and learned about the second function of DNA. Making proteins. A few volunteers had letters taped to their shirts that said "A", "T," "C," "U," and "G," representing the base pair chemicals (Adenine, Thymine, Cytosine, Guanine and Uracil. They got their correct partners and used their bodies to create the back bone of DNA. Then we leaned how RNA Polymerase makes RNA (ribonucleic acid) by traveling along the DNA, "unzipping it," making copies of one side of the back bone/base pairs, and then reuniting the original pairs. After demonstrating with the class, we watched a more technical video on how this process (called Transcription and Translation) really works, and in real time.

Upcoming Chapter 6 Pairs' Quiz and Individual Test

2009-12-06T17:27:00.000-08:00

Upcoming Chapter 6 Pairs' Quiz and Individual Test

We are wrapping up chapter 6- writing equations from word problems and solving systems of equations using three methods: the equal values method, substitution method and the elimination method.

Our Pairs Quiz will be on Friday, Dec. 11th and the Individual Test will be on Tuesday, Dec. 15th.

Follow Up...

2009-12-02T20:25:00.000-08:00

Hello All,

Thank you so much to those of you who came to the Unwind parent-daughter book meeting we had today at lunch. We had a lively discussion on the controversial issues the book brought up, and how the futuristic view of society Neal Shusterman gives, relates to everyday life. I had a wonderful time, and especially enjoyed hearing other classmates and their parent's perspectives of the book. Hopefully this enjoyable discussion will be quickly followed with many others!

Guest Speakers!

2009-11-20T08:35:00.000-08:00

This week (November 16th- November 20th) we had the privilege of TWO guest speakers!!! Jacqui Thomson-Dodb was the first, a strong Buddhist practitioner. She talked about the benefits of being buddhist, and how everyone has a Buddha inside of them. She showed us a traditional alter, at which she prays every morning, and showed us the book of Nichiren (a type of Buddhism) Buddhist prayers. She also talked about Buddhist beliefs on death, birth and the never ending circle of life.

The other women who came in was Elizabeth Squires, or the "BOOB" lady. She spoke about how her breasts have influenced her life, and why she decided to write her book, BOOBS. She also talked about the influence that magazines and the media image of breasts have on kids, teens and adults. Elizabeth, while embarrassing some people, spoke about the power of having breasts, and the difference between cultures when talking about nipples. In Europe, many women couldn't care less about having their nipples show through a tee shirt. Here in America, the same type of thing would be shocking, even though women can walk around in extremely low cut shirts, showing practically everything BUT the nipple, and be considered sexy. After the presentation, a few of us had a discussion about why many body images are considered wrong in our society, yet we still practice them ourselves. After these two great women speakers, we all hope to have many more great ones throughout the year!

Parent / Daughter Book Club Meeting!

2009-11-09T08:40:00.000-08:00

Hi Everyone,

I am pleased to announce that Sally and the 8th grade Reading Workshop members are hosting a Parent-Daughter book club lunch meeting for those who have read Unwind by Neal Shusterman. This book, along with two others, was assigned for the summer read for eighth grade girls. In class, we decided that Unwind would be a good discussion book for 8th grade students and their parents, as it deals with a most provocative concept - turning in less than cooperative, productive teenagers for "parts." (Here's what the amazon.com review had to say: Connor's parents want to be rid of him because he's a troublemaker. Risa has no parents and is being unwound to cut orphanage costs. Lev's unwinding has been planned since his birth, as part of his family's strict religion. Brought together by chance, and kept together by desperation, these three unlikely companions make a harrowing cross-country journey, knowing their lives hang in the balance. If they can survive until their eighteenth birthday, they can't be harmed -- but when every piece of them, from their hands to their hearts, are wanted by a world gone mad, eighteen seems far, far away.)

The date of our lunch discussion will be Wednesday, December 2nd (12:40 - 1:30) in the 8th grade library. Bring your lunch along with your reactions to Neal Shusterman's Unwind...and brace yourself for a lively discussion!

We hope you can come!

Trigonometry!

2009-11-06T13:20:00.000-08:00

Last week, we started a new unit in math, Trigonometry! We learned how to correctly identify the position at which someone shot a gun, by knowing only the length and degree of one leg or angle or a drop of blood. We used pipets to project fake blood onto a large sheet of paper. We then took measurements with calipers of diameter and length of each blood splatter, and from those measurements, using our scientific calculators, we found out the angles of impact. We then connected strings to the measured blood splatters and the stings mostly led to where the "shooter" would have been standing. It was neat to see how we could have accurately figured out a lot of information from one small blood splatter. More fun this week!

Art Walk

2009-11-06T08:35:00.000-08:00

Hi All,

One major highlight from last week was the art walk with Kyle on Wednesday morning (October 27th, 2009). We had the great opportunity to see his studio, and learn how he paints. Then after spending time at his studio, we walked to Pioneer Square and looked at many art galleries with various styles of art. We drew thumbnail sketches of our favorite pieces and headed over to a small park for lunch. It was a fun activity to do as a class, and a great chance to look at lots of art!

Parents- How You Can Help

2009-11-04T08:01:00.001-08:00

Hello Parents! We said we would alert you when we saw ways you can help your daughters at home. We have two key curricular pieces with which we could use your help:

1) Resources and Research- The girls are well under way with their Theme work and have begun looking for resources to support their various topics. We are requiring them to have resources (other than just internet ones). These could be in the form of books, magazines, articles, etc. We want hard copies! They will need to bring these to their theme time in class on Thursday, Nov. 12 and Tuesday, Nov. 17th. You can help by taking your daughter to the library to check out materials related to her theme project. If you are lucky, she may even have the item on hold already!

2) Math Homework- While I have not assigned official homework, the girls have plenty of math practice opportunities they can be working on at home. 1) They have basic skills practice (they should know what specific skills they need to be working on and there are a variety of ways they can practice such as using the links on the 8th grade student blog for online practice sites, making flash cards, practice with worksheets). 2) They have POW's that are assigned on a weekly basis. They can continue work on a POW, expand their thinking on a POW or even come up with their own. 3) There are problem sets in the chapter we are currently working on. These are in their CPM Packets and they can work on the problems and check their answers using hotmath. com. 4) Geometry practice- We just started work on trigonometry and the girls are loving it! We have given some extension work if the girls choose to do it.

You can help with all of the above by reminding the girls that these are practice options and pushing them to choose one to focus on. We are committed to giving individualized work at home but this means that we cannot "assign" an all class homework as the girls are all working on their individual skills. Thanks for your help!

Word-of-the-Day Rules!

2009-11-03T17:32:00.000-08:00

You may well have heard of our "Word of the Day" focus - known henceforth as WOD! Basically 8th graders encounter words in their every day dealings that alternately intrigue or perturb them...and then they investigate said word as their own individual "WOD." Students are responsible for finding a complete definition of the word, noting its part of speech and etymology (if it's interesting enough to note); they also need to record the source of their word, with a direct quote if possible, and then use the word in an original sentence...all recorded in a WOD journal. The expectation is that each student will ferret out a word for each day that we're in school...thus the term: word of the day!! At the beginning of Reading Workshop (and again with one of the core teachers later in the week), each student then brings her WOD to her table, where, after a group sharing of the day's finds, one word is selected by the members of each table group for an all-class consideration. In the past weeks we've discussed such words as apropos, masochistic, infidel, libel, sycophant, succinct, quintessential, ubiquitous and hipocrite (to name only a few!)... from sources as varied as our parents, the news coverage of the election, our teachers, popular songs, and independent reading ventures. In this manner, students are exposed to eight new words per session. We carry on lively discussions about the all-class terms, and from them I compile a monthly list of twenty words that our students master for a monthly quiz. Over the years, alums invariably return to tell me how efficacious our Word-of-the-Day endeavor has proven...not only does it help them with the array of standardized tests that loom on the horizon, but it also awakens them to the myriad benefits of an enriched vocabulary. (A few of them even have continued with the WOD practice - having become true word nerds!) As I tell our girls, words are power!

FYI: Our October Words are:
1. intrinsic
2. caprice
3. ubiquitous
4. masochistic
5. sanctimonious
6. inexorable
7. camaraderie
8. rancor
9. cantankerous
10. ideology
11. sycophant
12. propitious
13. taciturn
14. diatribe
15. tangible
16. harangue
17. cajole
18. dissident
19. nebulous
20. petty

Halloween!

2009-10-30T08:52:00.001-07:00

Boo!

Last Friday (October 30th) was filled with gorgeous costumes, original designs, great pairs and 100% participation. Our party at lunch was great, and everyone was exited for the weekend. The best overall costume award went to 8th grade students Julia McIntyre and Olivia Kotha who were dressed as a sewing project gone wrong and a knitting project gone wrong.

Week Overview

2009-10-21T20:47:00.000-07:00

Hello everyone,

Only a short week this time, but still jam packed of typical SGS life. On Monday, we started with community jobs, a few girls have already started planning the halloween party on Friday of next week. In math, we are studying/reviewing for the math test on next Monday. In Language Arts, we chose women writers, filmmakers, poets and authors who we will be corresponding with by mail over the next few weeks. In Science we are continuing forensic labs, learning to identify the manufacturer of bullets (don't worry, no bullets were fired), which clothing fibers match in crime scene evidence, and determining the pH of soil samples. Continuing Theme, everyone is getting a better grasp on what they want to focus and learn about, and starting right away to do research on their projects. All the artifact boxes have been painted for each advisory, with extremely cool underwater designs including jellyfish, dead fish, ship wrecks, sharks, treasure chests and sea weed. Ending this week early was a joy to the class, but Learning Team Meetings down the road on Thursday and Friday. Also, this week and part of last week was campaign week for student council. Although the seventh graders are in the running, Tuesday morning they presented their speeches and every candidate would be great in office.

Why puzzles are great for math...

2009-10-21T09:12:00.000-07:00

Here is a great article on the benefits of puzzles!

NY Times Puzzle Article

Reading Workshop is Off and Running!

2009-10-16T09:43:00.001-07:00

Reading Workshop is in full swing! Basically that means that on any given Tuesday or Thursday afternoon, eighteen lucky girls can be found spread out all over the 8th grade library reading books of their choice and/or writing in their reading journals for 90 uninterrupted minutes. (Ask your 8th grader for details.) The immense popularity as well as success of this venture is based on a very simple tenet: if a girl (it works for boys too!) is allowed to read what truly interests her, she will read voraciously and will eventually develop her tastes and talents as an intelligent, informed reader. While one or two of this year’s 8th graders have self-identified as reluctant readers who struggle with the notion – not to mention the reality – of sustained, quiet reading, the vast majority of the class of 2010 seems to be reveling in the expansive literary freedom that Reading Workshop affords them. As one 8th grader put it in her RW Journal: “Let me just say that Reading Workshop is my favorite class so far this year. Having time to just read and talk about books is purely a dream!”

(The reading journal is a place where students can exchange thoughts, impressions, questions, suggestions and the like about reading and literature with each other as well as with me. In it we write back and forth to one another about anything and everything literary, nothing too terribly formal or fine-tuned, more just an ongoing written conversation about what we’re reading, how it impacts as well as educates us and why. )

Here are the general guidelines we follow:

RULES FOR READING WORKSHOP

1. You must read a book. Magazines, newspapers and comic books (Anime) don’t have the chunks of text you need to develop fluency, and they won’t help you discover who you are as a reader of literature.
2. Don’t read a book you don’t like. Don’t waste time with a book you don’t love when there are so many great ones out there waiting for you.
3. If you don’t like a book, find another one. Browse, ask me or a friend for a recommendation, do an internet search (Amazon.com always has reviews and such) or check in with our Reading Workshop 2010 group on “Goodreads.com” for recommendations.
4. It’s all right to reread a book you love. This is what readers do!
5. It’s okay to skim or skip parts if you get bored or stuck; readers do this, too!
6. Record every book you finish or abandon through our Goodreads.com “Reading Workshop 2010” group site. Be sure to write solid reviews about the books you finish and a quick commentary as to why you abandon a book, using the comment boxes provided for such purposes on the Good Reads site. Collect data about yourself as a reader, look for patterns, and take satisfaction in your accomplishments over time.
7. Understand that reading is thinking. Do nothing to distract me or other readers. Don’t put your words in our brains as we’re trying to escape into the worlds created by the authors of our books. Simply put: Reading Workshop is a quiet endeavor!
8. When you confer with me, use as soft a voice as I use when I talk to you: whisper!
9. Read (and/or write in your reading journal) the entire class period.
10. Read as well and as much as you can!

The goal here is obvious: we’re seeking to explore and enhance our literary territories as well as firmly establish intentional reading as a life-long habit. As I explained to our 8th graders, reading – interaction with the written word – will necessarily be a central part of their lives for the next eight years…at a bare minimum!

SGS update!

2009-10-14T17:59:00.000-07:00

Hello all,

I just wanted to inform you of the "late breaking news" at SGS. Jumping right in from a long weekend, we started immediately with theme time. The teachers costumes were great and set the mood for Deep Sea Life. Relieved to be starting research on various sub categories of our theme, we all dove right in, digging deep into information about the strange and beautiful creatures that live beneath the surface as well as the myths created around them. Also, there is now an official "theme blog." We started discussing the various steps of the theme process including learning contracts, a contract stating what activities we plan to do within our theme groups and what goals we have for the rest of the term. Other various theme steps include our box of artifacts from fun, exciting and theme related activities, or pieces to remind of our process and hard work.

As well as theme we are continuing with our regular classes, including a lab with motion sensors and graphing the distance that blown up balloons can travel.

Theme

2009-10-07T16:02:00.000-07:00

Hello all,

This week we have had many hours of consensus time, and here is a brief summary of each meeting. On Tuesday, we eliminated eight theme choices to the joy of our community, and we are now left with six remaining. Those include Deep Sea Life, Disabilities in Art, The Culture in Food, Architecture and Design, The Unknown and Mythology . We broke up into smaller groups today (Wednesday) and on Monday to see if we could reach consensus more quickly in smaller groups. While not only did we not reach consensus, our different data provided much discussion and confusion. Today in separate cores we had a difficult time elimination choices and took a re-vote to collect new data. While everyone is frustrated and antsy to reach consensus quickly it is more important to take time to make the right decision then go quickly and make the wrong one. More theme time tomorrow as a whole group, and a goal to reach consensus!!!

Thursday Update: OUR ALL CLASS THEME IS DEEP SEA LIFE/BODIES OF WATER!!!!! After only 45 minutes of discussion on Thursday, we came to consensus on our theme! We are all ready and excited to jump right in and start learning about Sea Life and Bodies of Water!

Another Full Week!

2009-10-02T14:35:00.000-07:00

This week, has been busy as usual in the 8th grade, doing lots of cool projects and learning new things! In science, continuing forensics, dropping a blood like substance onto large pieces of paper, taking measurements of the splatters and comparing our data. In math, we did an experiment called "Barbie Bungee Jumping." We had to figure out how many rubber bands it takes to drop a barbie 400 cm without smashing her head. In Language arts, we are working on turning ordinary boring paragraphs into wonderful, engaging ones! Then today, Friday, we had an all school Affinity Fair. It was a great chance to learn about the different affinity groups. Some examples are, Jewish Affinity, Asian and Pacific Islander, Bi-Racial and Multi-Racial, and many more. Each group talked about what they would be doing during meeting times, and how the group would be run. After a full week, its time for a relaxing weekend!

Warm Beach Retreat

2009-09-28T16:17:00.000-07:00

Hello All!

This past week, (September 20th-26th) has been quite busy in the 8th grade! On Wednesday, our grade loaded into buses and drove to Warm Beach, where we would be spending the next three days figuring out our theme, having fun, and bonding as a community. While the food wasn't great, the weather was! We all enjoyed swimming in the pool, roasting marshmallows and singing songs with Sally. One thing everyone enjoyed was the high ropes course. While working our way through a number of challenging obstacles in the trees, we all supported each other while having fun.

While having fun outdoors time, we also had Theme Consensus time, a challenging and thought provoking process to determine our area of study for the next few months. Great ideas such as Anthropology, Deep Sea Science, and Astronomy were a few of the many topics.

Great friends, fun, and themes!!

Back in school this week, we are beginning to study Forensics in science and looking at bloodstains. In Language Arts we are writing practice essays and learning good editing techniques and in Math, learning about impossible, rational and real numbers!

Pike Place Field Trip- Passion Hunting!

2009-09-22T14:27:00.000-07:00

Game Theory

2009-09-17T14:43:00.000-07:00

We did a live science experiment with the girls on Wednesday, looking at a complex mathematical/scientific/social scenario known as The Prisoner's Dilemma. The girls played a game requiring them to make a choice that could result in earning different amounts of money, depending on the card combination of their card played and their partner's card played. Our first round, the girls were not allowed to talk and were matched at random with someone in the class. The second round, the girls had 15 seconds to talk with their partner. This moral dilemma experiment brought up many emotional as well as strategic responses. After the two rounds we debriefed and collected data to help note the patterns. This was a fascinating look at trust, communication and alliances. More to come next week!

8th Homework Philosophy

2009-09-14T16:02:00.001-07:00

After a lively discussion about homework in class today, the girls are on a mission to interview you about your homework experience as a student and as a parent. We hope this prompt brings up a rich and thoughtful discussion of the impact and experience of homework in your family.

To help give some context to this discussion, we thought it would be helpful to share with you our 8th grade philosophy. Bert, Ms. A, and I have a shared approach that we will present at Curriculum Night but here is a preview. Basically, we are in agreement with educational researcher and analyst, Dr. Alfie Kohn, as well as others who question the efficacy of "homework for homework's sake." (See http://www.alfiekohn.org/books/hm.htm if you are not familiar with Dr. Kohn's work and/or if you are interested in learning more). Sally owns "The Homework Myth: Why Our Kids Get Too Much of a Bad Thing" which she would be willing to share with those who want more after investigating the website. According to Kohn's (et al) survey of the research, studies show that prior to high school, homework has, at best, a neutral effect, while other studies indicate that it has a detrimental effect on learning as well as students' intrinsic motivation to learn. There are no studies showing any positive effects of regular homework prior to high school.

As we see it, whether or not a given student will get anything meaningful out of homework depends on three factors:
1. the cognitive/emotional maturity of the student as she seeks to investigate information through homework (usually through an independent learning experience)
2. the meaningfulness/ appropriateness of the type of work assigned as homework (...this is individual as well.) Can the student accomplish the assigned tasks without adult/parental intervention AND does it seem intrinsically meaningful to the student and thus worthy of her after-school energy?
3. the quantity of assigned homework such that it does not detract from other significant areas of life...like family relationships, sleep, exercise, and very important "down time."

Interestingly enough, three types of homework manage to make it through the research gauntlet: independent, student-selected reading (as in the independent reading program that we run in 8th grade through our Reading Workshop), projects that require students to directly and meaningfully interact with family members (as in the interviews you will be doing this week), and the occasional continuation of a process/project begun in class (such as the continuation of peer editing, or the practice or completion of math/science problems that have been thoroughly explained in class, for example...)

Thus, you should not see any amount of "homework for homework's sake" coming home with your 8th grader this year (other than the type of considerations mentioned above.) We believe that in our shared eight hours each day, we should be able to accomplish the academic tasks and intellectual explorations we've assigned ourselves. We echo the Roman physician, Galen's dictum: "Primum non nocere" - "First, do no harm!" with regards to homework, and value not only family time but also family relations (which copious amounts of demanding homework tend to undermine.)

In a moment of teacher heaven today, one student asked me as we began our work on Puzzles of the Week a.k.a. POW's, "My puzzle is so hard, can I work on it more at home?" Another student overheard and said "Yeah, I want to work on mine more too. Maybe we can call each other when we get home and work on it together!" While these problems were not "assigned" as homework, the girls felt compelled and driven to work on it of their own accord.

As always, do feel free to communicate with any or all of us about this or any other issue, concern or appreciation.

Darin

NY Times Puzzles

2009-09-12T07:30:00.000-07:00

I will be introducing Puzzles of the Week (POW's) to the girls next week which might turn you on to your own puzzle interest.

If so, check out these puzzles from the summer:

http://tierneylab.blogs.nytimes.com/2009/09/12/summer-puzzle-prize-winners-the-all-star-team/

Hands On Science!

2009-09-10T19:30:00.000-07:00

This week, we began our work with observation and inferences by investigating an object without being able to either see or touch it. Using balls of Play Do the students were asked to make observations about their mystery item,

hidden within the ball, using only a toothpick. Based on their observations they were asked to make inferences about what might be inside. Strategies were shared to improve our inferential powers and we also discussed the limitations of certain tools and the challenges of particular objects of investigation.

8th Grade Orientation

2009-09-10T15:17:00.000-07:00

8th Grade Orientation was a great chance to reconnect with old friends and get a taste of the fun and challenge that awits the girls this year. Here you see the girls hanging on to one another during the Exploration Stations from Orientation Day. This one was a teamwork and communication challenge called Flip Out requiring the team of nine girls to flip a tablecloth without anyone ever stepping off of it.

Below, the final Gummy Bear Engineering Challenge required the target to be 10 feet high with human support only. The object was to design a device that would launch a PPB (Ping Pong Ball) through the target, using only materials gathered from success at the day's earlier challenges.

6th Grade vs. 8th Grade

2009-09-10T15:07:00.000-07:00

Here are some "blasts from the past" ...my how they've grown!

Cruise Boat Filming

2009-06-02T08:10:00.001-07:00

Tetrahedron Kite Building

2009-05-22T12:16:00.000-07:00

Pocock Rowing Day 5/8/09

2009-05-22T12:08:00.001-07:00

Using bubbles to discover Pi

2009-05-12T07:54:00.000-07:00

Last week we explored Pi using bubble analysis. Students blew bubbles onto the black lab tables and when they popped, used the circle outline to measure circumference and diameter. They ran some calculations with the numbers (c+d, c-d), c x d, c/d) and looked for patterns in the data. How do we get pi = 3.14? c/d!

Upcoming Filming for the Production

2009-05-05T14:29:00.000-07:00

We begin filming next week for the Production (the 60 minute film the students are in the process of writing, acting, filming and editing by June 5th).

Filming will happen during the school days Monday, Tuesday, Thursday and Friday from 1:00-3:15 and very often students will be off campus. Please keep this in mind if you have early pickups or appointments.

Sally, Bert and I will fan out with the three groups (we have three full sets of recording equipment). If you need to reach us our cell #'s are:
Darin- (206) 718-5979
Sally- (206) 852-3418
(Bert is cell phone-less)

You may be asked by your 8th grader and/or her crew to drive for one of these days. If you are graciously willing to help out, before you take students off campus, please make sure we have on file (with an 8th grade teacher):
- background check- section C only (see below)
- copy of license
- copy of insurance

We understand many of you have filled out this information before as volunteers, but note that we need it updated every year.

Thanks in advance for your help and support!
We couldn't do it without you!

Also, be sure your calendars are marked for our premier, 6:00pm, June 5th at the Museum of Flight's Allen Theater! Wahoo!

8th Grade Mission Video

2009-04-30T16:43:00.000-07:00

For those of you who were unable to attend our annual luncheon this year, below is a video that accompanied Shalini's and Ana's presentation on the 8th Grade Mission. You'll hear their voices narrating the action after the intro. Enjoy!

8th Grade's Philosophy About Homework Revisited

2009-04-30T13:40:00.000-07:00

In response to a parent email about 8th grade homework, Darin, Bert and I realized that it might be appropriate to reiterate our shared approach to homework, first presented at September's Curriculum Night – seeing as we pretty much share a brain with regards to our attitudes and policies towards that rather controversial topic. (Just hearken back to the Seattle PI’s 2006 front page coverage of the debate among pundits on this hot topic!) Basically we are in agreement with educational researcher and analyst, Dr. Alfie Kohn, as well as others who question the efficacy of "homework for homework's sake." (See http://www.alfiekohn.org/books/hm.htm if you're not familiar with Dr. Kohn's work and/or you're interested in learning more. I do own a coveted copy of his latest book, "The Homework Myth: Why Our Kids Get Too Much of a Bad Thing" which I'd be willing to share with those who want more after investigating the website!) According to Kohn's (et al) survey of the research, studies show that prior to high school, homework has, at best, a neutral effect, while other studies indicate that it has a detrimental effect on learning as well as students’ intrinsic motivation to learn. There are no studies showing any positive effects of regular homework prior to high school.

As we see it, whether or not a given student will get anything meaningful out of homework depends on three factors:
1. the cognitive/emotional maturity of the student as she seeks to investigate information through homework (usually through an independent learning experience)
2. the meaningfulness/ appropriateness of the type of work assigned as homework (...this is individual as well.) Can the student accomplish the assigned tasks without adult/parental intervention AND does it seem intrinsically meaningful to the student and thus worthy of her after-school energy?
3. the quantity of assigned homework such that it does not detract from other significant areas of life...like family relationships, sleep, exercise, and very important "down time."

Interestingly enough, (and at the risk of promoting my own agenda!) three types of homework manage to make it through the research gauntlet: independent, student-selected reading (as in the independent reading program that we run in 8th grade through our Reading Workshop), projects that require students to directly and meaningfully interact with family members (as in the interviews some 8th graders have chosen to conduct with family members for various projects), and the occasional continuation of a process/project begun in class (such as the continuation of peer editing, or the practice or completion of math/science problems that have been thoroughly explained in class, for example...)

Thus, you should not have seen an impressive amount of "homework for homework's sake" coming home with your 8th grader this year (other than the type of considerations mentioned above.) We believe that in our shared eight hours each day, we should be able to accomplish the academic tasks and intellectual explorations we've assigned ourselves. We echo the Roman physician, Galen's dictum: "Primum non nocere" - "First, do no harm!" with regards to homework, and value not only family time but also family relations (which copious amounts of demanding homework tend to undermine.)

As always, do feel free to communicate with any or all of us about this or any other issue, concern or appreciation.

(Note: At the risk of contradicting myself with regards to homework, I do expect that each SGS 8th grader is actively maintaining her Word-of-the-Day journal with an entry for each day that school is in session…AND the thirty minutes of reading per day expectation remains firmly in place!)

Geometry in Skoolaborate

2009-04-28T18:13:00.000-07:00

We are finishing our work in math this year with a unit on Geometry to both change it up a bit and to make sure they are ready for starting math next year. The girls were really excited to jump in and dig up their rusty knowledge of how to determine things like perimeter, area, and volume. After reviewing the basic concepts and formulas, we dove into Skoolaborate to put these skills to use in analyzing some 3D shapes, while simultaneously learning a little more about how to work with them in this virtual environment. At left, you see a picture of me floating over a field of cubes, pyramids, and rectangular solids that the girls worked with earlier in the day. We're having fun and many are getting to meet kids from all over the world while we're at it.

SIFF at SGS

2009-04-17T10:43:00.000-07:00

We had a lot of fun yesterday afternoon, as we were joined by local filmmaker SJ Chiro and Dustin Kaspar, who heads education programs for the Seattle International Film Festival. They did the first in a series of filmmaking workshops they'll be doing with us. This one focused on using improv techniques to develop character and plot ideas. They'll be coming back in following weeks to work with us on writing for screen, how to rehearse well, and how to stage camera shots. The girls had a great time yesterday with SJ and learned some great techniques that we're able to put right to use.

Learning to Skoolaborate

2009-04-17T07:52:00.000-07:00

We got introduced to a great, new learning space yesterday. The 8th grade is partnering with the World Affairs Council and few other local school programs in joining an international virtual worlds educational collaboration. This program, called Skoolaborate, was started a couple of years ago in Australia and has spread to over 40 schools in a dozen countries around the world. The program invites students to create an avatar for themselves and participate in a common virtual world (think 3D gaming environment, but set up for learning).

Individual schools are hosting a wide variety of different learning modules in-world and many involve connecting with other schools and students from around the globe. Here in the 8th grade, we are going to be extending our work in GAOC, math, and PPD into this environment and are also hoping to share our work with other schools and foster some cross-cultural conversations.

This whole program uses a software program and networking platform called Second Life, and more specifically we will be in the world Teen Second Life (TSL). This world is restricted to only people under 18 years of age, except for adults who do a background check with them and are restricted to "private islands." The Skoolaborate program itself operates on a set of these "private islands" and the only people who are allowed on these islands are the teachers and students participating in the program. Students, since they are teens, are allowed to wander throughout TSL, though we teachers are restricted as adults to just the Skoolaborate islands.

In starting this up, we reinforced our conversations with the girls from the beginning of the year about online safety, privacy, and appropriate behavior. Since this is a learning environment that can be used from home as well as from school, we encourage you to ask your daughters to show you what they're up to as we get going.

Privilege, Power and Difference

2009-03-24T11:51:00.000-07:00

As a class we’ve begun an anti-bias unit based primarily on Allan Johnson’s book Privilege, Power and Difference in which we take a closer look at classism as it plays out both in our individual lives as well as in our society. We began by watching segments of People Like Us: Social Class in America, a thought-provoking documentary, which spawned some impressively deep and mature discussions. We’ve agreed upon a set of norms for sharing in what can become difficult conversations, which will inform our continued discussions of the various chapters of Johnson’s book. These norms, introduced to my by Dr. Caprice Hollins and used in various anti-bias workshops, include Stay Engaged, Speak Your Truth, Experience Discomfort, Expect and Accept Non-closure, and Listen for Understanding. Your 8th grader should be able to give you a fuller explanation of each "admonition" should you find yourself curious. In addition, we’re practicing “close reading” techniques, which will serve us well in high school and beyond. PPD, as we call this unit, will continue into the third term.

Do you remember F.O.I.L?

2009-03-08T08:30:00.000-07:00

Factoring, F.O.I.L.ing, quadratics Oh My! We have launched into Chapter 8 with great energy! Moving from linear equations (straight lines) to quadratic equations (parabolas a.k.a. "curvy lines"), the girls have made the transition smoothly. We started out with some basic multiplying using the F.O.I.L.- First, Outside, Inside, Last method to multiply binomials (ex: (x + 2) (x + 5) = ?). We also began factoring simple quadratic equations. There was a huge sigh of relief when the diamond problems from 6th and 7th grade reappeared and FINALLY made sense (it applies directly to what they are doing when they factor quadratics). They are continuing to work on factoring as the quadratic equations become more complicated. The girls are doing a great job recognizing patterns and discovering different strategies that work best for each of their different ways of thinking. We are moving into graphing parabolas and looking at how all of this relates to gravity, motion, and anything curvy (well, parabolic shaped specifically). Yes for real world applications!

A message on the ISEE test from Rafael Page 1

2009-02-04T17:36:00.000-08:00

(Just double click on the image to make it larger!)

A message on the ISEE test from Rafael Page 2

2009-02-04T17:31:00.000-08:00

Forensics Labs Day 2

2009-02-01T21:22:00.000-08:00

I Love Math!

2009-02-01T21:02:00.000-08:00

A good introductory article to the "online issue"

2009-02-01T12:12:00.000-08:00

As I sit here churning through "final drafts" of our 8th graders' anthropology papers, I happened upon a rather interesting, albeit rather introductory article addressing the current parent/teen controversy dealing with online/social networking. (Thanks Eloise!!) Just this week I was chatting with a parent who expressed concerns about the amount of time his daughter spends "dialed in" or connected - either online, on her cell phone, or IMing. Needless to say, this has become a more and more common parental complaint, one which even spawned a workshop put on by last year's 8th graders, addressing MySpace and social networking trends.

You can check out the article Eloise shared with me here. While it will only serve as a starting point, I suspect, it does offer some insights into why your 8th grader seems so driven to connect electronically, rather than face-to-face...particularly around the dinner table!

And just about the time we all get this one figured out...there will be something new! At least that's been my experience! Hang in there!!

Learning Team Meetings...

2009-01-30T16:52:00.001-08:00

...are just around the corner! In the spirit of progressive education, I wanted to share this "blast from the past" video which seems to support those snappy song lyrics: Everything old is new again! Check out "Progressive Education in the 1940s" to see what I mean!

With regards to your upcoming LTMs, each 8th grader has been presented with a list of questions to entertain as she conducts her final SGS Learning Team Meeting! Should you be curious, the worksheet is posted on our SGS homework blog at http://my8thgrade.blogspot.com/

We look forward to seeing you all at learning team meetings next week. Because my LTMs are scheduled back-to-back, I will greatly appreciate timely entrances and exits...as will your 8th graders, I'm sure!

Forensics Labs Day 1

2009-01-28T21:17:00.000-08:00

Black History Month Independent Study

2009-01-28T09:01:00.000-08:00

Each February we present the girls with a Black History Month Challenge, in the form of an independent study, entitled: Black History Month 2009 - Mission Possible. The parameters of this assignment are published in their entirety on our SGS 8th Grade Homework blog - so be sure to check it out! We're envisioning a visit to the Northwest African American Museum on Thursday afternoon, February 12th - a meaningful opportunity within walking distance of SGS! You are encouraged to commune with your 8th grader on what invariably proves to be a most interesting endeavor. Recognizing that we're each on our own journey of awareness, our goal is to have each student identity and define her growing edge with regards to the African-American experience...and then challenge it! Your sage suggestions and ideas are always welcome!

World News This Week

2009-01-27T11:08:00.000-08:00

Last week, we introduced the girls to our Geographic Areas of Concern (GAOC) program in which they are going to be taking their knowledge of the world's countries a step further. Each week, students will be responsible for one region of the world and will be asked to scan the news headlines for their region - from non-U.S. sources. Along with a partner, they will select one article to report in-depth on either through a short essay post to our GAOC blog or by oral presentation to the class, due every Thursday. Over the next ten weeks, they will cover all ten regions of the world and by the end will have written 5 essays and given 5 oral reports.

Each week, the GAOC oral presentations will give the whole class a sense of what's happened in the world that week. They'll be given a short online quiz the next morning to make sure they got it all. For girls who are absent, they will be able to review the articles on the GAOC blog and take the quiz when they return.

We had a few class periods last week to show the girls how to use Google News to scan for headlines and search for news from a particular region or country and also to practice and crtitique how to give a concise presentation of the news. This Thursday will be our first "for real" GAOC day with essays written and presentations done for all girls across all regions of the world, with lots more to follow in the coming weeks.

Pig Autopsy Position Paper

2009-01-23T12:32:00.001-08:00

We wanted to give you a heads up about an assignment that we gave the girls over the weekend. The assignment is to answer the bioethics question, "Should I use a real pig to conduct a forensic investigation to simulate a human autopsy?" Today in class, we introduced an ethical decision making framework that they will use as they justify their position, noting key facts, questions, stakeholders, possible solutions and their ultimate decision and the justification behind it. The opportunity to perform a pig autopsy will come at the end of February and we want girls to be thoughtful in their decision on how to take part in this experience. There are many possible solutions to their involvement and we are open to ideas. If you have any questions about this assignment, please direct them to Darin or Bert.

Blood Splatter Lab

2009-01-21T10:32:00.000-08:00

Inspired by the 8th grade girls ideas we are turning our science focus this term to forensic science by exploring C.S.I. type scenarios. Given specific crime science evidence we are learning how to build a case and make predictions using data collection and observation. In the Blood Splatter Lab last week, we investigated the relationship between height and diameter of a blood splatter. This hands-on lab engaged the girls to explore how they can take a given splatter found at the scene and use the mathematical pattern between height and diameter to determine the point of origin of the blood (it's not real blood but Pepto Bismol).

Spanish Speaking World in Seattle

2009-01-15T11:40:00.000-08:00

Hola Parents!

I'm posting the link to a website featuring details about great things happening in the Spanish speaking community in Seattle. These are good options for Culture Credit #2 due March 2, 2009.

Spanish Speaking World in Seattle

Look for more cool Spanish links coming soon!

Chapter 7 Winding Down

2009-01-14T22:48:00.000-08:00

Chapter 7 assessments are coming next week with the Pairs' Quiz on Tuesday and the Individual Test on Friday.

Students are reviewing the main math skills from the chapter including calculating slope, writing linear equations a.k.a., y = mx + b (given various pieces of information), writing equations for parallel and perpendicular lines, and solving rates of change-type story problems. Please check in with your daughter to see how she is doing and if she needs any last minute review before the quiz or test. There are several opportunities to get extra practice or help. Please ask!

Themes for Term Two!

2009-01-14T12:10:00.000-08:00

So we're off and running with yet another round of themes based on our students' passionate interests! This time around, the process was much more streamlined - as the girls knew how to proceed and we didn't insist that they boil their selections down to one, huge over-arching theme. (à la Anthropology.) Instead, we allowed the girls to formulate several different themes that they'll delve into in the seven weeks that remain of term two. As you might expect, they came up with a list of riveting topics: Aspects of Outer Space, Creative Writing, Food and Nutrition, The Truth Behind Urban Myths (based on a favorite television show called Myth Busters) and America's Cultural History from 1950 to the present. Teams of three to six students are now in the process of developing their Theme Learning Contracts. Below I've included the details, to give you an idea of what we will be looking for. Feel free to grill your 8th grader for more specifics!

Guidelines for your Theme Learning Contract

The facts:
1. We have seven weeks with which to complete our theme work.
2. Your exploration must be educationally rigorous.
3. Your group must develop and get approval of a learning contract that you craft with the support of your teachers.
4. Your learning contract must contain a plan for a demonstration of learning.
5. Your group must complete all the requirements contained in your learning contract.
6. Your group must effectively craft and deliver a demonstration of learning.
7. Individuals in your group must meet weekly with their advisors to go over “goals and accomplishments and write a weekly “check-in” email. This email will contain both a self-evaluation as well as an evaluation of group dynamics.
8. Individuals in your group need to complete a self-assessment as well as peer-assessment.

Important questions to answer in your learning contract:
Step One - Define:
1. What is the definition and/or focus of your theme work?
2. Why is it meaningful and/or important to spend seven weeks learning about your group’s chosen theme?

Step Two - Develop:
3. What are your learning experiences going to be?
4. How are they going to contribute to your development and growth as a learner?

Step Three - Demonstrate:
5. What formats will you use to show what you’ve learned?
6. How will they effectively communicate the content and depth of your learning?

Learning Contract Expectations:
1. Your learning process must feel focused and deliberate, with obvious connections to your defined theme.
2. Your learning experiences must include opportunities to get academic content knowledge.
3. Your group must show clear intentions to collaborate in the learning process.
4. Your group must engage in consistent and continuous learning throughout the term.
5. Your group’s demonstration of learning must feel thorough and polished, with obvious evidence of effective group collaboration.

Gramma Sally's Sentence Sweat Shop!

2009-01-14T12:03:00.000-08:00

As we move towards the FD (final draft) of our Anthropology Papers (which were mercifully delayed due to our three serendipitous snow days!!) we've engaged in a practice that we've "lovingly" dubbed "GRAMMA SALLY'S SENTENCE SWEAT SHOP." Basically, I've word-processed all the problematical sentences that appeared in the 39 RRDs (revised rough drafts)- we then turned them into "sentence strips" which the girls attached to scratch paper and then passed among themselves to re-write for the author. Each sentence received a minimum of three "re-writes" which were then presented to the author for consideration as she seeks to revise. The "sweat shop" aspect comes into play when you consider that we had 28 pages of problematical sentences!!

Preview of Coming Attractions: the FD for the Anthropology Paper will be due on Wednesday, January 21st.

Floor Math!

2008-12-15T17:16:00.001-08:00

Our Anthropology Papers

2008-12-15T16:40:00.000-08:00

As I "slog" through thirty-nine RRDs (revised rough drafts) of various lengths and qualities, I am reminded of just how laborious the craft of academic writing can be...not only for the student or teacher editor, but also for the student author! These papers are hard work, pure and simple! Each student has been given the task of developing an extension question from one of her anthropology group's guiding questions. Then this extension question is to be addressed, if not answered, in a three-to-five page formal reflection. I am most impressed with the caliber of the questions posed...queries like:

Where does present-day slang come from?

Is the brain still evolving, and if so, how?

How can somebody develop a language without being able to use a previous language to translate it, so that other people can also use it?

We know the negatives…but what are the positive effects of technology on teens?

Hamas: how does it define and reflect Islamic culture?

How do you say no to peer pressure?

Is language necessary in order to consciously think?

What are the similarities between the Jesus of Islam and the Jesus of Christianity?

How are Neanderthal beliefs reflected in their burial practices and their art?

(...and these are just a few of the ones I've read so far...I still have two-thirds of the class to read and edit!)

As you can discern from the quality of the questions posed, our 8th graders are honing their critical thinking skills on a daily basis! One 8th grader, in the introduction to her Anthropology Paper, put it this way:

There is something about this term that has made it a unique experience from all of my previous years at SGS. At first, I was very skeptical about what my school year would be like, especially when I learned that I had the power to choose what I wanted to learn. I didn't think it was such a great idea; in fact, I thought that it would have been better if the teachers just introduced us to a topic. As the first term of eighth grade quickly rolled by, I have discovered what an amazing opportunity my class has been given. This experience has provided me with new ways of learning and has showed me my learning capabilities.

I couldn't have put it better myself! It's ALWAYS a plus when students "get it!" Now back to the rest of those RRDs!

Fun with DNA

2008-11-26T07:18:00.000-08:00

Last week we continued our exploration of evolution at the microscopic level. We examined the structure of DNA and how it replicates and expresses itself through proteins by actually building a model of this amazing molecule using red vines and marshmallows. Check out the following pictures and videos to get a sense of how DNA is able to use its double helix to compact itself.

Lucy!

2008-11-23T18:05:00.000-08:00

On Friday the 8th grade and I - along with the delightful adult company of Rafael and our 5th grade teacher - turned free-lance field trip monitor, Gretchen - hopped on the #8 bus and headed down to the Pacific Science Center for an edifying day of exhibits and Imax delight. Thanks to Shalini Singh who completely planned the event (with help from Ellie Nielson), the entire day ran like clockwork. We spent two hours viewing the excellent "Lucy Exhibit" - completing an informational treasure hunt that I'd crafted - well, completing it in our heads, as the folks at the exhibit wouldn't let 8th graders wield writing implements!! We learned more than we ever dreamed possible about the rich culture that was and is Ethiopia...and were in awe of the 40% of Lucy's 3.18 million year old skeleton that we viewed at the end of the exhibit. We then enjoyed an "everything you ever wanted to eat but never had access to" lunch at the Center's Food Court. There we were greeted serendipitiously by two of last year's graduates who attend "the Center School" - Gemma O'Neill and Jackie Greer. Finally we attended the 1:30 showing of "Mysteries of the Nile" in the Imax Theater. Who knew that the Nile actually originates in Ethiopia's Lake Tana?? We caught the #8 bus back "home" just in time to quickly check our emails before heading off for the weekend...a weekend that surely included a viewing of the recently released "Twilight" for a signficant number of our 8th graders. Whew!!

Letters About Literature

2008-11-23T17:56:00.000-08:00

We're in the RRD (revised rough draft) stage of our current writing project: a multi-draft exercise and national competition called "Letters About Literature" which is sponsored by the Library of Congress. (http://www.loc.gov/loc/cfbook/letters/) Girls are writing to their favorite authors/poets/ speech makers, describing how various works have changed their ways of thinking, feeling and being. Among the lucky recipients of such missives: Maya Angelou, Stephenie Meyers, Roald Dahl, Lois Lowery, Dr. Suess, Shel Silverstein, Jodi Picoult, Marge Piercy, Pearl S. Buck and President-elect Barack Obama. (In case you're wondering, the author need not be alive in order to warrant a letter about literature.) Last year two of our 8th graders placed for the state of Washington...this year we're aiming for the BIG PRIZE: $10,000 for the 8th grade library!! And with the kinds of letters I've been editing this weekend, I do believe we have a chance! I'll keep you posted!!

Math tests are coming!

2008-11-06T16:03:00.000-08:00

Please be on the lookout for your daughter's chapter 6 individual math test. They were handed back in class today. The girls have been asked to make corrections to the problems they missed and then write a short note to you explaining how they feel about their results. Once you have seen this test, please sign the front page and add any comments. Or feel free to email me any questions or comments you have.

Darin

Linguist Learning Channel

2008-11-06T15:19:00.000-08:00

The linguist group prepares for their class presentation.

High School Test Prep

2008-11-04T11:00:00.001-08:00

We heard from a number of folks during learning team meetings that you had some questions about how best to prepare for entrance tests to high schools. After checking in with one another, here's our best advice based on hearing back from girls in years past. For those girls that are taking the ISEE, everyone could benefit from sitting down and doing some practice tests, maybe one or two a week till the actual test date. You can order a practice test book online or find them at your local bookstore or library. For most girls, just getting their timed-test skills sharpened a bit will be all they need to do fine for the real thing. If you notice that her scores don't improve some with successive practice tests, you might also consider focused tutoring if you are able to.

For those who will be taking the math test for entrance to the Catholic schools, this is very much a basic skills and computation test. Again, some practice would be in order as some of the skills, like geometry and fractions, will feel a little "rusty" for the girls. While they "know" these math skills, they haven't used them extensively while learning algebra for the last couple of years so would benefit from working through some problems as well as from having it timed to get used to the pressure of a timed test.

Jeannette and Sarah in our admissions department have done a great job with the Next Schools program and are, of course, happy to answer any specific questions you have about your next steps. While we in the 8th grade have some experience with a few schools, we are not familiar enough with all of the high school options to be able to support you fully for either the process or evaluating competing choices. We are, however, happy to faithfully represent your dauhters' range of abilities in our high school recommendations (so remember to get them to us on time : >). Good luck with your tours and paperwork in the meantime!

Progress Reports

2008-11-03T08:17:00.000-08:00

Over the next week, you all can expect to be seeing progress reports of various sorts being given to your daughters to provide them, and you, some reminders on how they have been doing so far this term. While the learning team meetings were a great opportunity to hear directly from the girls, we also know that many of you want to hear directly from the teachers about the specifics. Here’s what you can expect to hear from us: first, one of the key things we are at looking at is the consistency and quality of her classwork and homework; second, the first round of major tests, project due dates, and presentations are happening this week and next and results will follow shortly after. We will each post on the blog as we give homework reports or hand back tests/project rubrics. We also will be emailing you individually when we observe that there are issues with turning in homework. Please ask your daughter how she’s doing and remember that we are still early in the year and plenty of time for “course corrections” if needed.

We're Off and..READING! (Reading Workshop 2008/2009)

2008-10-28T20:24:00.000-07:00

Reading Workshop is finally in full swing! Basically that means that on any given Monday or Tuesday morning, nineteen (or twenty, depending on the section) lucky girls can be found spread out all over the 8th grade library reading books of their choice and/or writing in their reading journals for 90 uninterrupted minutes. (Ask your 8th grader for details.) The immense popularity as well as success of this venture is based on a very simple tenet: if a girl (it works for boys too!) is allowed to read what truly interests her, she will read voraciously and will eventually develop her tastes and talents as an intelligent, informed reader. Even after only one session with each group, I’ve been amazed at how quiet and focused each gathering has been.
The reading journal is a place where students can exchange thoughts, impressions, questions, suggestions and the like about reading and literature with each other as well as with me. In it we write back and forth to one another about anything and everything literary, nothing too terribly formal or fine-tuned, rather more of an ongoing written conversation about what we’re reading, how it impacts as well as educates us and why. Here are the general guidelines we follow:

RULES FOR READING WORKSHOP

1. You must read a book. Magazines, newspapers and comic books (Anime) don’t have the chunks of text you need to develop fluency, and they won’t help you discover who you are as a reader of literature.
2. Don’t read a book you don’t like. Don’t waste time with a book you don’t love when there are so many great ones out there waiting for you.
3. If you don’t like a book, find another one. Browse, ask me or a friend for a recommendation, do an internet search (Amazon.com always has reviews and such) or check our “Book Reviews” in our Reading Workshop 2009 Group at GoodReads.com for suggestions.
4. It’s all right to reread a book you love. This is what readers do!
5. It’s okay to skim or skip parts if you get bored or stuck; readers do this, too!
6. Record every book you finish or abandon on the form entitled “Student Reading Record.” Collect data about yourself as a reader, look for patterns, and take satisfaction in your accomplishments over time.
7. Understand that reading is thinking. Do nothing to distract me or other readers. Don’t put your words in our brains as we’re trying to escape into the worlds created by the authors of our books. Simply put: Reading Workshop is a quiet endeavor!
8. When you confer with me, use as soft a voice as I use when I talk to you: whisper!
9. Read (and/or write in your reading journal) the entire class period.
10. Read as well and as much as you can!

The goal here is obvious: we’re seeking to explore and enhance our literary territories as well as firmly establish intentional reading as a life-long habit. As I explained to our 8th graders, reading – interaction with the written word – will necessarily be a central part of their lives for the next eight years…at a bare minimum!

One final note about Reading Workshop: know that I have exhorted 8th graders to actively engage in reading for an average of thirty minutes each day, seven days a week! So for those of you with known bookworms, believe them when they claim that “it’s homework!!” Conversely, for those of you who harbor reluctant readers, take comfort in the knowledge that we’re actively engaged in the activity during our school day.

Need more math review?

2008-10-28T11:38:00.000-07:00

The Pairs' Quiz was pushed from last week to Monday (yesterday) and it was a great check in on the chapter 6 topics. Many girls have asked for more practice on these topics before the test next week. We will be practicing problems in class but I have directed girls to the CPM student resources where they can find skill builder problems and answers. They need to choose problems under the Algebra Connections title and there they can find problems on the pulldown menu by topic. If they are looking for word problem practice they can go to "8. Writing Equations." Hope this helps as they prepare for the individual Chapter 6 test next week.

Finding Intersections

2008-10-20T16:30:00.000-07:00

The girls are now set on all three methods for finding the intersection of two lines (solving systems of equations). They have in their toolkit of strategies 1) the Equal Values Method 2) the Substitution Method and 3) the Elimination Method. They will check their understanding of their ability to use each of these methods on Wednesday during our first Pairs' Quiz. This also means that the individual chapter 6 test is coming next week. Students will have a chance to review their quizzes and use them to help them practice for the upcoming test.

World Geography This Year

2008-10-18T08:38:00.000-07:00

Last week I introduced the girls to this year’s geography challenge – by the end of the year every one of them will be able to identify on a map all of the countries in the world. We started with a baseline assessment of knowledge in which they were asked to show what they already knew. Needless to say, this was intimidating for many but I assured them that this was not for my benefit but only for them to look back on in a few months and be amazed at far they had come. We are going to be taking it one region at a time and are starting with the one with the most countries, Africa. I showed them a really cool online tool that will help us in our venture. I encourage you all to click on the link and explore with them.

The academic multi-draft writing process

2008-10-15T05:23:00.000-07:00

Today we will begin our training sessions in the formal academic writing process. After reading Patricia Polacco's delightful children's story The Bee Tree, our 8th graders will write an in-class "timed write" which we'll use to practice the multi-draft, peer-editing technique that I've found so efficacious over the years. (The fact that this year each 8th grader has access to a computer will make this first step all the easier.) Each peer editor will then create an “Editing Guide” (EG) for her author’s “Rough Draft” (RD) - in this case, the "timed write" generated in class. This EG, composed on a separate piece of paper, involves careful scrutiny of the RD in which the editor notes spelling, punctuation, grammatical and stylistic errors…LINE BY LINE! A multitude of reference materials stand at the ready to assist in this arduous task: dictionaries (online, electronic and hardbound), thesauri (i.e. more than one thesaurus!), and most notably, Diane Hacker’s A Writer’s Reference (henceforth referred to as Hacker – pretty much required equipment at most universities and even a few high schools I know.)

[Note: I will conduct further, intentional training sessions in the effective use of the Hacker after I've edited the class RRDs and have determined several writing issues we can use as examples! In the meantime, here's a direct quote from an alum email I received: "I have been using my Hacker a lot. I know exactly how to use it thanks to your guidance last year..."]

When all else fails, I even answer questions! Once the EG is complete, it will be returned along with the RD to the author who then incorporates into her RD all the editorial suggestions that she deems valid, using a red pen so that my Gramma Sally eyes can discern the changes made. The author then creates a “Revised Rough Draft” (RRD) from her corrected RD. (Are you with me so far?) This word-processed draft is then submitted to me (along with the RD and EG) for further editing. At this point I scour the RRD for editorial issues, comparing my findings/impressions with both the RD and the EG. In this way, both the author and her editor are assessed in the writing/editing process. I, in turn, create my own EG for the RRD, which I submit to the author in a timely fashion. (My goal is always to have a 48-hour turn-over time, and I usually manage that.) The author then takes my EG and creates a “Final Draft,” (FD), incorporating my editorial corrections/suggestions. (The final draft packet consists of the RD, EG, RRD, my EG, and the FD – all of these drafts must be kept and submitted together for credit.) Thus, by the end of this rather intensive process, the author will have composed three drafts of her paper, as well as an editing guide for her partner’s paper. Each step along the way will be assessed for attention to detail as well as clarity and elegance of expression. If this sounds like a lot of work, IT IS … but it is also a fail safe way to improve both writing and editing skills.

At this point in the process, our "Bee Tree" RRDs will be discussed on Friday, and the Final Draft Packet will be due on Wednesday, October 22nd. As you might well imagine, there are two issues that make smooth sailing in the writing process rather problematical: frequent and/or extended absences and lack of preparation. Thus, I encourage our 8th graders to take good care of themselves AND exhort them to be sure that they have the appropriate draft(s) in hand at the beginning of a given class. In addition, this multifaceted process does not require much in the way of editing or intervention on the part of parents. In fact, I heartily discourage such well-intentioned involvement as it tends to undermine real learning and authentic progress for the 8th grader in question. Simply put: if you've developed the habit of editing your student's work before she submits it, know that we'll take over that task in class from here on out as we work to grow as writers and editors. Furthermore, I'll also facilitate "weening" insecure writers from this practice as I remind them that our goal is to evolve as writers rather than seek to submit perfect drafts right out of the gate. Writing is, afterall, a process before it's a product! Let me know if you have any questions or concerns...and I'll keep you posted as to our academic writing adventures!

How is your algebra review going?

2008-10-09T21:18:00.000-07:00

I have heard from many parents asking how they can better support their daughter as she tackles algebra. You may be frantically looking through her math packet wondering where you can find the section that shows you how to solve each problem? College Preparatory Math (CPM) does not provide a "how to" section to refer to for the answers or strategies. If you want/need a refresher on how to help your daughter, I have a couple resources for you. 1. CPM Parent Guide -The parent guide is a downloadable pdf. file. You can also find skillbuilders by topic (for you or your daughter). 2. Hotmath.com - This website has the explanation for homework problems from the CPM text. On the website choose Algebra Connections (the top left textbook). On this site, enter the page number of the packet. You will be guided through the problem with a step-by-step solution.

We are currently working on chapter 6 studying three methods for solving systems of equations. Solving systems of equations is also known as finding the intersection of two linear lines. We are currently learning and practicing the Equal Values Method and The Substitution Method. These methods require extensive practice and have been met with some frustration! Students are scheduling appointments with me during lunch and after school to get extra help and I encourage their continued self-advocacy.

Sharing Our Passions

2008-10-09T14:48:00.000-07:00

I echo Bert's enthusiasm about our class-determined, first term theme: ANTHROPOLOGY! Waaahooo!! In an effort to model a love of learning as we shared our individual pursuits of our individual interests, Bert, Darin and I each took some time yesterday to present our passions. Bert spoke enthusiastically about his love of sustainable building materials - specifically straw and cob construction. The girls were wowed by photos of projects that he has both seen and executed. Darin talked about her love of gardening, informed by her quest to know both the origin and the journey of the food she enjoys on her table each day. Our girls recalled their shared adventures in gardening by viewing Darin's photos from their sixth grade garden. I shared my passion for my father's amazing World War II story - an odyssey that I've been working on for the past thirty plus years with hopes of seeing his story in print sometime soon! Rather than trying to hook you here, ask your 8th grader for a fuller explanation. Based on their impressive attentiveness and appreciative responses, I suspect they'll have much to relay! On a related note, feel free to talk with your 8th grader about YOUR passions...our shared goal being to ignite a lifelong pursuit of learning about those things that truly matter.

Realizing a VISION in Art: an update from Trina!

2008-10-09T14:44:00.000-07:00

It has been an exciting beginning of the year in art. The girls have been working in their personal sketchbooks, met five local artists, and visited seven galleries and my studio in Pioneer Square.
The weekly assignments in the sketchbooks to this point have been a means of getting the girls thinking about art on a broad scope. It has allowed them a space to reflect on the work that we have seen and what possibilities are out there. It feel that it is important to fill ones brain with as many possibilities and approaches as possible so that many directions can be accessed and exercised. Upon reading through the sketchbooks this week I am excited and impressed with the brilliant connections and insights that the girls have made. I can barely sit still with the wonderful suspense of seeing where the girls go as they process through realizing their own visions.
Over the last two weeks we welcomed several visiting artists. It was awesome for the girls to gain direct exposure with a variety of artist who have a range of focuses and processes. There were two painters (each of whom have extremely different styles), a singer/songwriter, a videograper, and a photographer/filmmaker. All of the artists showed elements of their process and their struggles along side of their successes and refined finished products. All of them were truly inspiring. Many girls, in their sketchbook reflections, expressed surprise at the extensive nature of what is put into each piece. In reality there is nothing easy or graceful for anyone to make good work, no matter how experienced you are. Making art is hard, a struggle, and some pieces are bad and you have to start over or take what you learned and apply it to the next piece, and on and on. Often times the public only sees finished works and this limited perspective can make the idea of making finished works overwhelming. I hope that by de-mystifying the process the girls will have a greater confidence to really go for it and work outside of their comfort zones.
It was wonderful to take the girls to Pioneer Square and view many many artists’ works. From sculpture, to photography, to painting, to mixed media, to conceptual work, to literal work, we saw it all. The Tashiro Kaplan building is a fantastic block with multiple galleries. We primarily stayed on this block. We then went further into Pioneer Square and had lunch and then visited my shared studio in the 619 Western building. It was really fun to have the girls into my working studio and show them my current series and process.
It is so very exciting to go through this journey with the 8th grade class. The girls should be working every week in their sketchbooks and maintaining engagement with their ideas and interests. As one of my favorite college professors used to say, talent doesn’t get you anywhere if you don’t do the work. I can’t wait to keep going and see where it all leads.

Trina

We have a Theme!

2008-10-08T16:05:00.000-07:00

We are very excited to report that the 8th grade class has chosen a fantastic theme to engage with for the remainder of the first term: Anthropology. More importantly, they did a remarkable job sticking with a challenging and intense selection process to get to a theme that had class consensus. We commended them for the work they did in preserving class unity throughout this process and we'd also like to share with all of you at home how we got our final selection.

You may recall that the girls did an exercise in their Curiosità journals a few weeks ago in which they wrote down 100 questions in a single sitting. We teachers have also been participating in the Curiosità work and this is an exercise I'd recommend to everyone - your results might surprise you. Each girl was then asked to review her 100 questions and choose her 10 "burning questions" and turn those in. You would be amazed to hear what your daughters' core questions are right now.

We compiled a class list of all of the "burning questions" (minus the ones that were very personal) and distributed it to the class. Everyone was asked to read this list of over 200 questions and seek out patterns that they noticed within the questions. They then shared their observations in small groups who reported back to the whole. We compiled a master list of patterns as a starting place for theme ideas while noticing connections and offshoots within each. We finished our theme brainstorming by opening the field wide-open to theme possibilities that may have been sparked by these or other acivites so far this year. In all we generated a list of about 60 possibilties.

We started our retreat last week with this list and asked the girls to do some personal reflection on which of the themes spoke most to them and to be prepared to connect with others who were also interested and advocate for this theme in the whole group. On Thursday afternoon, we had a modified "Open Space" session where the girls stated their interests, met in small groups about 11 possible topics, and brainstormed a myriad of different subtopics and project possibilities for each. These topics included such things as world religions, measurements of happiness, and fears. On Friday morning, each group presented their proposed topic and ideas to the whole class.

Then came the really hard work of narrowing down amongst what were all really great ideas for topics. We went through a series of discussions and votes to accomplish this. Through it all, the girls did an excellent job of checking in with one another and conducting their deliberations in a way that was respectful of everyone's ideas and passions. By the end of Friday, we had narrowed our list to 5 possible topics. In the same way on Monday the list was narrowed to 4, to 3 on Tuesday, and to our final topic first thing this morning. While the process was certainly longer than we originally thought, and perhaps laborious and cumbersome at times, it was an excellent introduction to the real work of consensus building with a large group. It will without a doubt serve us well not only the next time we choose a theme or do the Production in the Spring, but in all of our work together this year.

More Warm Beach Moments....

2008-10-02T15:15:00.000-07:00

Greetings from Warm Beach

2008-10-02T11:37:00.000-07:00

What's this??? A moment to write a blog entry? Unheard of!! So far we've enjoyed an action-packed, meaningful retreat with our 8th graders and one another! It occurred to me that you might like to share in some of the exciting activity. As I write this, half of our girls are off experiencing the high ropes course while the other half are reflecting in their Curiosità journals about some of the theme development activities we presented this morning. We continue to be amazed by the ability of this year's class to "go there" - that is, to make connections, use ideas as springboards into realms of higher level thinking, and express controversial opinions in a way that others can best hear, absorb and understand, if not agree. In addition, we've been having a fair amount of fun - both planned and spontaneous. We began our shared experience with several field games, geared to build cooperation and community and led by Fleur (Larsen - our SGS Sports and Activities Director and 8th grade friend!) and J - this year's Adventure and Wellness Director and beloved 6th grade teacher. Last night after dinner and before our camp fire, we shared a modified "Tashlik" ceremony, inspired by the fact that many of us had just returned from Rosh Hashanah celebrations. As we look ahead to our 8th grade year and seek to craft it in a form and fashion that will best serve us, we wrote aspects of our way of being that we'd like to leave behind or "cast off" (a truer definition of the Hebrew word "tashlik".) Then when we gathered around the impressive bon fire built by our own J - we quietly cast our papers into the flames. To round out the nod to various faith traditions, we learned the Gregorian chant Dona nobis pacem - Give us peace - with its three part harmony. Tonight we may well try to sing it as a round as well!

This afternoon will be devoted to more theme-building activities, with an eye to settling on a first term theme by the time we roll away tomorrow at one! Should the weather cooperate, we'll swim after lunch. We've also got a mind to watching the vice-presidential debates after dinner, as we deem it an historic moment for sure!

That's about it for the moment...more as it happens!

Motion Labs

2008-09-29T15:47:00.002-07:00

This week’s science labs found us using motion detectors to explore the difference between distance, velocity, and acceleration. The girls used out Vernier data collectors to gather data on their own movements and graph them on the computer using Logger Pro. We will be tying them in next week to our work in linear algebra as we discover real world systems of equations.

Social Technologies Wrap-Up

2008-09-29T15:47:00.001-07:00

The girls did a great job this week presenting their analysis to one another of the four articles they read on teens’ use of social technologies. Our discussion focused on what the authors’ main points were, whether they agreed or disagreed and why, and how they felt the article might be useful in supporting their conversations with all of you about home computer use.

You should be on the lookout next week for a contract template of a Home Computer Use Agreement. If you are participating in our computer purchase or rental program, you’ll need to fill this out and sign it before your daughter can take a school computer home. As before, the content of this contract will be determined by your family but we’ve given you some guiding questions to get you started. Please feel free to let us know if you have any questions. Also keep an eye out for more information from Rafael and John about the laptop program itself if you are interested.