# data[].attributes.headline
Peter and the Wolf gets some new characters Grade 2

# data[].attributes.subject
Peter and the Wolf gets some new characters Grade 2

# data[].attributes.body
Glow and Show: Second graders worked on a creative project that invited them to add a character to the Peter and Wolf story, and then compose music for that character using the Chrome Music Lab Song Maker App.  (Thank you to my wonderful colleague Christel Michaud, who originally did another wonderful version of this project with fifth graders and allowed me to use it as a platform during this time of innovative teaching).

# data[].attributes.attachment_link.description
Read this free ebook by Grade 2 Students. Find thousands of free educational ebooks for classroom use at read.bookcreator.com

# data[].attributes.body
Glow: While our Preschoolers may have started this school year under extraordinary circumstances, it was great getting the chance to see them arrive at school everyday with big smiles under their masks and an excitement to greet their teachers and classmates.

Here is a highlight from our Sunflowers, Architecture and Structures, and Birds investigations. With each one, and throughout the year, our students became independent thinkers and problem solvers. There was no limit to their confidence, curiosity, and creativity!

Grow: As I enter my next year with the Preschoolers, I will strive to increase context and skill-building across investigations.

# data[].attributes.headline
Extended Day Recycling/Upcycling Art Project

# data[].attributes.subject
Extended Day Recycling/Upcycling Art Project

# data[].attributes.body
Process: Making Mobiles out of recycled yogurt tops, little pieces of paper and cardboard, beads, twist-ease, pipe cleaners string.
Show: each student made a mobile (fine motor). All 10 mobiles were hung on the extended day bulletin board in the hallway.
Glow: students were so enthusiastic. Learned about recycling vs. trash
Grow: they already have so much knowledge about how to take care of the Earth AND they are motivated. They will be good future stewards of the Earth.

# data[].attributes.body
Glow: Creating new routines and rituals over zoom was a challenge this year. In Kindergarten I created  "Statue Time" where I would introduce  a statue/sculpture to the students at the beginning of each class, tell them a little bit about it, and then ask them to pose or embody the statue in some way.  This was a way to get the kids to stop, look, and listen and connect with a work of art in a new way. I would show the students the image again at the end of class as a way to get their attention and end on a good note.
Grow: I would like to continue this new routine moving forward and continuing to think about new works of art to share with the students.

# data[].attributes.body
Refocusing/Redesigning the Grade 7 Self Portrait Project

Considerations-

Half the number of classes to work on project from standard year

No access to acrylic paint, no water, restricted size- (needs to fit in a notebook), no storage for art materials and works of art-in-process, Step-by-step instructions and goals for projects needed to be accessed by all students at any time from any location, etc.

Glow- positive words about work-

Combining Zoom class with asynchronous work.

Creating projects that were not on a screen- Participatory, using real materials in the real world.

Creating a series of smaller self portraits.

Using available classroom materials (Laptops, pencils, paper, colored pencils, crayons, tape.)

Google classroom and slides with goals and step-by-step directions.

Concentrating on specific art skills with each self portrait.

Display/share artwork in Grade 7 neighborhood and online.

Grow-

How could this influence next year’s curriculum/plans?

Definitely going for a series approach. More drawing before adding the painting project.

# data[].attributes.body
Show: This spring, Grade 6 dramatists brought their original monologues to life! They developed mood boards, costume designs, and scenic designs for their monologues. Then, they rehearsed and recorded their monologues, integrating on camera skills developed throughout the Grade 6 drama curriculum. They also focused on active listening, constructive peer feedback and self assessment.

Glow: Student voice at center of this project created deep student investment and enthusiasm.

Grow: Thinking about how to make this project more collaborative as covid protocols shift. If/when students can be together unmasked, they can direct each other as well.

# data[].attributes.attachment_link.readable_text
This spring, Grade 6 dramatists brought their original monologues to life! They developed mood boards, costume designs, and scenic designs for their monologues. Then, they rehearsed and recorded their monologues, integrating on camera skills developed throughout the Grade 6 drama curriculum. They also focused on active listening, constructive peer feedback and self assessment.

I am delighted to share their process with you!

# data[].attributes.attachment_link.description
This spring, Grade 6 dramatists brought their original monologues to life! They developed mood boards, costume designs, and scenic designs for their monologues. Then, they rehearsed and recorded their monologues, integrating on camera skills developed throughout the Grade 6 drama curriculum. They

# data[].attributes.body
The use of technology (slides, iMovie, green screen) was incorporated to enhance asynchronous lessons. I learned SO much and really enjoyed being able to bring a certain level of pizazz to fitness and learning.

Glow: gave an opportunity to integrate into Grade 2 Japan unit as we hiked Mt. Fuji together, learning about culture, elevation and what's necessary to hike a Giant mountain!

# data[].attributes.headline
Spanish Chat: Creating and Developing Spanish Language Proficiency

# data[].attributes.subject
Spanish Chat: Creating and Developing Spanish Language Proficiency

# data[].attributes.body
Show: To help our Spanish speaking fluency, grades 5-8 worked on creating scripts, video skits and cartoons to put language into context.

Glow: Team building group work using technology and creativity generating great interest in application and ultimately retention of language.

Grow: Combine this activity in an interdisciplinary manner with my grade level to include other subject areas.

# data[].attributes.body
We worked hard this year to make sure that Grade 8 students still had a memorable year. We wanted to keep their spirits up, make the down-time fun and enjoyable, and maintain a positive culture. In the end, our cohort became very close. We had lots of dance parties, games of charades, and hilarious conversations.

We also had to be creative with ways to have connections with our Grade 4 buddies. Therefore, both 8th cohorts challenged them to a dance-off with a Just Dance. Though the two cohort videos weren't merged and thus the technology will get in the way of sharing, it was very sweet to watch the 8s all dance together and reach out to their buddies.

# data[].attributes.body
Show:  As a new NBS teacher, my goal for the year was to help my students build their math confidence and through the creation of engaging notes that thoroughly covered the material and grabbed their attention through the use of (somewhat terrible) math puns, bitmoji, and memes. At year end, students completed a math survey answering questions including What is one thing in class that helped you to be more successful? and How has your confidence in math improved this year?
They also completed a choice board that included an option to create their own math memes.

Glow: Students almost unanimously (and anonymously) reported that their  confidence has grown this year, and several reported that the notes were an integral reason. They also created some amazing memes that will absolutely make an appearance next year! (Happy to share more if anyone is interested!)

# data[].attributes.headline
Brooks Bear Builds a Barn (Grade 4/6 in collaboration with Marketing & the Library)

# data[].attributes.subject
Brooks Bear Builds a Barn (Grade 4/6 in collaboration with Marketing & the Library)

# data[].attributes.body
Show: Grade 4 wrote the story in writer's workshop with Mr. Jameson, Grade 6 created character drawings in art with Ms. Stanley, Ms, Surprenant helped to layout the story into book pages and made recommendations for illustrations, and Ms. Beare worked with designers to create the illustrations. Click here to view the draft of the book: https://issuu.com/nashobabrooks/docs/brooks_builds_a_barn
Glow: A multi-grade, integrated project that employed classroom activities, highlighted student work, and created something we can use to thank campaign donors.
Grow: Hope we can do more of these kinds of collaborations with other grades going forward.

# data[].attributes.body
Preschoolers searched for shades of brown as part of their seasonal change investigation. This hike led to a year-long exploration of skin color in the classroom.
Glow: Strong connections between science, art, and deij work
Grow: Integrate storytelling and weave in family stories

# data[].attributes.body
This April seventh graders went through a poetry unit that was a collaboration with drama and music. My focus was to change the idea that poetry has some meaning to discover, rather, we started like in visual art, with the structure of poetry, learning about devices like alliteration, consonance, assonance, and rhyme (sound specific), and then eventually learning about the two most common metrical feet: Iambs and Trochees. Students read poems, identifying two to three devices in each poem, and then they would write one of their own with the same devices that night. Students ended up with a portfolio, and they chose one poem from that portfolio to revise. We went through the unique, poetry revision process, and they ended up with a wonderful poem that they then memorized and learned how to "perform" in drama with Hannah From there, Christel, who was working on a song writing unit. Students then used a mixer program to write music and record their poem in song form.

Here is a link to the poems.

# data[].attributes.body
Our theme in April was to explore stories of The Three Little Pigs. This familiar fairy tale has many versions, and each is written a little differently.

After reading The Three Little Pigs: An Architectural Tale by Steve Guarnaccia, we were excited to construct our own houses. We talked about what worked? What didn’t work about each one and the materials the pigs chose in the story. Our preschoolers then spent several weeks assembling their houses out of cardboard and recycled tissue boxes. They painted them and then selected additional materials they attached with glue that would best prevent the wolf from blowing down their house!
Glow: Extended Day built on students previous exposure from a Building and Architecture Unit in preschool. Students had so much fun listening to all the different versions of this classic tale. They loved acting out the story on the playground and also assembling their own houses.
Grow: Expanding the unit to include grades K-3 in the fall.

# data[].attributes.headline
8th grade Gas Laws Real World Application Videos

# data[].attributes.subject
8th grade Gas Laws Real World Application Videos

# data[].attributes.body
Show: Grade 8 students identified a real world application of one the gas laws (relating temp, volume, and pressure) and then used Flipgrid to create video explaining how that law explains the chosen phenomenon.
Glow: Students were able to integrate laws and formulas to effectively demonstrate their understanding in a non-traditional way.
Grow: Provide more explicit instructions about including video beyond just a screencast of a google slides presentation, perhaps grow the project to be more interdisciplinary

# data[].attributes.attachment_link.description
Flipgrid is where social and emotional learning happens! The leading video discussion platform for millions of PreK to PhD educators, students, and families.

# data[].attributes.headline
Grade 8 P.E.- Coming together as a class

# data[].attributes.subject
Grade 8 P.E.- Coming together as a class

# data[].attributes.body
PE looked very different this year as 8th graders only had class once a week and we wanted to utilize that time to be outside and moving. The main goal was to bring the. class together doing a variety of different activities from sledding to kayaking.
Glow- Seeing the smiles on their faces as they splashed around together.
Grow- Integrate the use of our surroundings more frequently in PE curriculum

# data[].attributes.body
Show: Students and Kindergarten and First need engaging activities to keep invested in phonics lessons.
Glow: Students participated in a range of games, songs, movements, which made phonics lessons more exciting.
Grow: These lessons will be used to teach phonics concepts using a multi-sensory approach.  I will compile the ideas to share with others.
https://docs.google.com/presentation/d/1zXrFHCuiOI-qoXML9TcTFKbHuGDzxDnvg_wZpPV5N_U/edit?usp=sharing

# data[].attributes.body
Show: Grade 3 students were expected to be more independent in their assignments, whether online or in-person, and the digital nature of completing their assignments on Seesaw added another layer of complexity for tracking mult-step assignments. I used a Get Ready, Do, Done template (thank you Lisa) for my small reading group and noticed a significant impact on their independence. I also
liked using it as a reference tool for students to self-check their work if they said "done"

Grow: I'll definitely be using next year for offline assignments and printing copies for kids to use on their own (not just displaying)

# data[].attributes.body
Show:Grade 4 students participated in a digitized puppetry performance of the play, Mirror, Mirror. They used the skills they developed while preparing for the “stage” this winter and brought those skills to life on the screen.

Glow: Students learned how to develop characters through their voices and to collaborate with their full cast and director. As we moved closer to filming, they learned about green screen work and which post-production elements would bring their show together. Grade 4 students embraced the process, rose to the occasion, and grew exponentially over the course of the term. Their hard work and excitement made this year of drama a great success!

(This is a private Vimeo link and only those with the link can view. Unfortunately, this video cannot be shared publicly on our website or social media platforms due to copyright laws! )

# data[].attributes.body
Show: Grades 4/5 worked all year on note taking skills and how to use them when starting home or class work. We started with two-column notes, however, for some, this process was a lot. Mid-year I started providing students with a template that had the major topics or problem types already written for them. This allowed students to add the presented details and focus more on the content rather than writing.

Grow: I plan to do this next year from the start of the year and to continue to refine the process.

# data[].attributes.body
Show: A short video of Grade 4 buddies teaching their Grade 8 buddies their tap routine from Closing Day.
Glow: It was so fun to capitalize on the Grade 4 tap unit in a year that we couldn't sing. I tried incorporating as much authentic and community music making as I could with Grade 4 this year. Grade 8 was the first grade I piloted the tap unit and it was so fun to see the Grade 4 students teach their big buddies their Closing Day routine, a wonderful connection and reflection moment for all.
Grow: Could students share their work with the wider NBS community, maybe through assembly time? Also, is there a conversation about the history of tap and do you discuss swing vs. straight rhythms/feel?

# data[].attributes.attachment_link.description
Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

# data[].attributes.body
Show: Students read the novel Esperanza Rising, wrote a series of short writing assignments that culminated in a 5-paragraph essay.
Glow: the students experience of the writing process felt like it grew organically and the final project seemed to feel manageable and logical
Grow: ultimately, I hope students will see the way the novel examines systems of oppression, as opposed to just as a personal story about an individual.
https://docs.google.com/presentation/d/1RP77vauocAQLiQzZOXd0e-nKHBK5HyqIMhxY5ATfgsU/edit#slide=id.gace6c813b3_0_3

# data[].attributes.body
Show: An individual checklist to help a student visualize key school expectations and how well they were meeting them throughout each day.
Glow: The checklist made expectations and progress visual and explicit. The student was able to take ownership of their behavior and celebrate when they beat their personal record of checkmarks in a single day.
Grow: Future uses of such a checklist can include more explicit discussions of consequences, as well as scheduled check-ins to make sure each class period is checked off.

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.body
Show: Students first learned about primary sources (what they are, how they can teach us about the past). Students were asked to consider what primary sources people will use in the future to learn about life in 2020. Students created their own primary source by documenting their school experience in 2020 with written narratives and photographs.
Glow: Students drafted well written narratives and had a chance to share their thoughts and feelings around their experience.
Grow: How to incorporate this project into a more "normal" year.

# data[].attributes.headline
2020 US Census and Apportionments (Gr 7)

# data[].attributes.subject
2020 US Census and Apportionments (Gr 7)

# data[].attributes.body
Show: 2 day activity used to show the importance and relevance of math/data in our world.
Glow: This was possible because of the collaboration with social studies this year. I knew what they had covered and how we could make valuable connections.
Grow: Continue to connect with other classes.

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.headline
My Name Characterization Paragraphs (Grade 6 English)

# data[].attributes.subject
My Name Characterization Paragraphs (Grade 6 English)

# data[].attributes.body
Show: After reading "My Name" from the House on Mango Street, students created their own vignettes to talk about their own names.
Glow: These pieces of writing showed not only the strong understanding students had of characterization and figurative language but also their tremendous creative writing ability. These projects also gave students the chance to express their own unique voices and individual identities.
Grow: Next year, we could work with similar projects in the LS as a chance for community building and sharing.

# data[].attributes.headline
Empowered Women Project (Grade 6 Health)

# data[].attributes.subject
Empowered Women Project (Grade 6 Health)

# data[].attributes.body
Show: Slideshows that students created, on research of BIPOC women who demonstrate empowerment.
Glow: Assigning the women to the students, to get a range of current and historical women who have impacted our society.
Grow: Bringing the STEAM lab back into the project.

# data[].attributes.body
Show: An engaging non-fiction read that students enjoyed! The story follows the first Women's Air Derby in 1929. Students wrote "telegrams" as reporters for each day of the race. Students had to focus on quick summaries of the day, and could not include every detail. Students wrote a "newspaper article" at the end of the book about a specific pilot or a specific event in the race, using evidence from the book. Students also used a shared Padlet to keep track of each pilots' story.
Glow: Students really enjoyed this read and become invested in it. I explored different and authentic ways to assess reading comprehension.
Grow: Add a visual element to the project next year?

# data[].attributes.body
Show: Following a unit on plate tectonics, students worked with partners to build structures that could withstand the shaking of an "earthquake table". The students learned about historic earthquakes in Haiti and San Francisco that showed how places with different resources are affected by similar natural disasters. Teams were given different building materials in a "lottery" and later reflected on this inequity.
Glow: Students reflected that the project was challenging, fun, and thought-provoking. The DEIJ component seemed to hit home.
Grow: Next year, we could document the process of building better and share videos of testing structures with families.

# data[].attributes.body
Show: Grade 3 students were assigned a Greek god or goddess that they researched (power, family, fun fact). They also researched structures from Ancient Greece and used everyday materials to recreate these structures in partnerships and trios.
Glow: This year we were able to enhance this unit through collaboration with Hank and allow for historical research and creative building elements of the project.
Grow: Next year we are considering rethinking this unit entirely but certainly planning to continue the architecture project!

# data[].attributes.body
Show: Grade 2 Students examined the a variety of different types of bird nests by examining and recording the structural design and materials birds used for making the different nests. This led to predictions of which nest would be the strongest to protect an egg if the nest were to fall.
Glow: This connected the year long bird study to essential research skills and natural world engineering.
Grow: Next year, we could record video and slides of the process to incorporate this in an assembly sharing.

# data[].attributes.body
Show: Student collaboratively divided the speaking roles, engaged in a read aloud, created, performed, and recorded their popsicle stick puppet plays. Each cohort received a different script, 6D had the Three Little Pigs. (There are video recordings of each full play.)
Glow: This was a fun and engaging way for students to practice their pronunciation.
Grow: As a follow up assignment, students can read the script for the other classes and answer comprehension questions and/or engage lower school students in the viewing.

# data[].attributes.body
Show: Grade 4 students' final dioramas of the Quabbin Reservoir show structures from the four lost towns juxtaposed with the modern-day topography of the Quabbin.
Glow: These dioramas were the capstone project in our humanities/science cross-curricular unit. They combined their ability to read and orient maps with historical knowledge of the "lost towns."
Grow: Next year we could do a gallery walk with the dioramas so that students can present on their work.

https://docs.google.com/presentation/d/1ZWqkxtPqk3aZVqq-YIqx2aepaJjL0L-6JweanC9aul0/edit?usp=sharing