In Language Arts, students have continued to progress in our novel study of To Kill a Mockingbird through chapter reading and crafting reader responses based on events and themes from the book. New vocabulary was introduced and knowledge of these new vocabulary words was assessed through a quiz. In addition to the novel study and vocabulary quiz, students worked on writing strategies and techniques to develop evidence-based arguments through the lens of the G.O.A.T (“Greatest of All Time”) debate in sports. Students identified the range of their topic, developed their own criteria for “greatness”, researched evidence, and anticipated counter-arguments in their claims. After workshopping these persuasive pieces as a group, students were also introduced to gerunds & infinitives and a case study on the logjam in the Suez Canal and the resulting impact on global trade.
This week we explored extremophiles, microorganisms that live in extreme, harsh environments. These types of organisms are what scientists expect to find when searching for life outside of our Earth. The students worked in pairs to research their assigned extremophile and created a Google Slide presentation to share their findings with the rest of the class. Once we compiled our list of extremophiles, the students analyzed their characteristics along with the environmental characteristics of Mars (last week’s lesson) to choose which extremophile they think would be able to survive on Mars. The students also took a “Living in Space” vocabulary assessment.
Working with linear inequalities this week opened the students’ minds to the idea that ordered pairs on a given line may no longer actually be a part of the solution. These points are actually now known as a boundary line. Students had to decide, by identifying the proper inequality, if these points are in fact part of the solution or not. And furthermore, students understand that with inequalities we now have found an even larger solution set above or below this boundary. We analyzed inequalities as a single function, a system, and even introduced some quadratic graphs for a challenge. The students enjoyed a digital interactive lesson that allowed them to move graphs, overlap them and explain their method of solution all while their classmates viewed this on their own screen. This week will conclude our New Jersey Core Curriculum Standard of linear inequalities. After break, students will have an assessment of this standard before we move onto our next concept of exponents.
On Monday, we reviewed the word of the week which was “contradiction” and compared it to last week’s word which was “paradox” and explained the difference between the two. We then discussed any further questions the students had concerning their presentations. On Wednesday, students started to present on the topics they were researching. After each presentation, the students handled Q&A from both fellow students and faculty.
We concluded Personal Responsibility this past Tuesday. The theme of the two week mini-series was Be Your Own Boss and based on the power of self-discipline and the difference it makes in an individual’s success. Students received their Personal Responsibility Project for the remainder of the school year, which was mentioned to you in last week’s update. There were several questions about how to fulfill the project and I assured student-athletes that I and the rest of the Parisi Prep organization are here to help them with the initiatives they choose. We will begin the mini-series “Effective Study Habits” the Tuesday after returning to school from spring break. Have a great Spring Break everyone!
In Healthy Living, we reviewed the last assignment students were assigned and discussed relevant topics of interest, which included wise food choices, hydration, and supplementation.