posted February 21, 2008
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We are planning to put the work into class anthologies for the end of the school year.Through the first semester students worked hard mastering Expository and Persuasive literature. We also had a bit of fun reading the stories of King Arthur in Old English, which provided an opportunity to practice skills in making meaning of difficult text. In January we took a right brain break to explore our creativity through poetry. First we analized some poems by Kipling, Sandburg and Dickinson. Then we used those pieces as models for our own writing. I think we have some fine young poets in our classes. We are planning to put the work into class anthologies for the end of the school year. Here is a taste of what is in store.
by Angie L
You want to say good-bye,
But your throat is too tight.
You watch your friend get in the plane
And disappear into the night.
You want to chase that plane,
As if you could stop her flight.
But it's too late,
And she's already gone into the night.
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by Alisha J
Just feel the rhythm and the beat,
Next thing you know your tapping your feet!
You should simply feel the heat.
Dance! Much better than sitting in your seat.
Music can be anything.
You know it comes from the soul,
Its better than, "stop drop and roll".
Music makes you want to stride,
After you hear that melody.
You have a beautiful feeling inside.
It makes you want to move, be free.
Just get loose and sing!
Dance, move, go for a mile.
You have to do something.
It might take a while.
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by Alex T
The Tsunami comes
On shark fins.
It swims looking
Over the sea
On fast fins
And then attacks.
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To challenge the GATE students in my Math 6 cluster classes, we have been moving beyond mere procedures to understanding the process. In The lessons are planned to encourage the students to find out why a "rule" works and not just memorize the rule to get the right answer. other words, we are thinking mathematically, not just arithmetically. The lessons are planned to encourage the students to find out why a "rule" works and not just memorize the rule to get the right answer.
It's fun to take methods the students use to solve equations and find out mathematically why they work. By approaching problems from different perspectives and connecting the multiple ways to solve a problem, the students are gaining an appreciation and deeper understanding of mathematics.
We also extend what we are learning in 6th grade to skills needed in pre-algebra and algebra.We are using the Carnegie Tutor program to help put problems in context and move beyond solving only numeric equations. We connect what we are doing in class when we are problem solving to the situations presented in Carnegie Tutor. We will be going to the computer lab once every two weeks beginning the 2nd semester. We also extend what we are learning in 6th grade to skills needed in pre-algebra and algebra.
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Hello! I am Julie Chambless and I teach 6th grade Cluster English and Social Studies. We have had a great year so far. These students are so fabulous, they teach me as much as I teach them some days! It is truly my pleasure to challenge gifted students and to bring out in them all of the amazing qualities and ideas they have to offer.
We have been having a blast in Social Studies.We have been having a blast in Social Studies. We “took a trip” through Ancient Egypt and studied everything from their art to their religions, to their daily life. Recently, we have been studying ancient India. We have been fascinated to learn about India and their very different ways from earlier civilizations. The students learned about the origins of Hinduism and Buddhism and illustrated their findings beautifully. Next will be China! Additionally, my students apply Dr. Sandra Kaplan's icons for depth and complexity to examine and discuss deeper issues surrounding all of the units we study. For example, they do not only learn about Egyptian accomplishments, they investigate the different ethical questions of that time period and how the accomplishment of one civilization affects other civilizations over time. Also, we look at civilizations and their way of life from many different perspective to gain a better understanding and appreciation.
The series that has swept the interests of Room 903 this year is the Twilight series by Stephanie Meyer.We also have our own book clubs! This has been very enjoyable and educational. The series that has swept the interests of Room 903 this year is the Twilight series by Stephanie Meyer. I couldn't keep these books on the shelf. The students made plans for how many chapters to read before each meeting and great discussions happen when they finally meet. We are desperately awaiting the next book in the series in the fall. Until then, they are using Stephanie Meyer as a mentor author by studying her style and craft to help make their own writing even better!
On Fridays, we have a 5-10 minute “dance party." This is so much fun because many gifted children tend to be shy and not very outgoing. These qualities are wonderful and I think it is equally important to gain a sense of comfort and confidence in social situations as well. So, out dance parties are in addition to the socializing they do in group work and in-class presentations. I have seen huge social growth in many of my students for the brief 10 minutes on Friday mornings. I hope to see 100% participation by June!
In the second semester we will begin Socratic seminars. During this time students will use Socrate's methods of higher level thinking to examine and discuss everything from world issues to a piece of literature. Students always have quite amazing things to share!
I hope you have enjoyed the glimpse into the world of 903! It is very busy and challenging but we have a great time doing it! Thank you !
Miss Chambless
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We started this unit by examining the relationship of meritocracy, aristocracy, and nepotism in the political structure of Chinese government.Happy Chinese new year! (the year of the rat) It seems appropriate because my GATE social studies classes are currently engaged in studying the philosophies of Buddhism, Confucianism, and Daoism. These philosophies have shaped not only the development of ancient China, but also the culture of modern day Chinese. We started this unit by examining the relationship of meritocracy, aristocracy, and nepotism in the political structure of Chinese government. The students heightened their understanding by taking differing positions and arguing their positions in role-playing activities.
Later in the school year, my students will study medieval society and the great works of art during the Renaissance by taking a tour of a mock-up of Florence in my classroom.In the coming weeks we will examine the achievements of Chinese culture through the eyes of Marco Polo using primary source documents and write persuasive essays to exonerate Marco Polo's tales to his contemporaries. Later in the school year, my students will study medieval society and the great works of art during the Renaissance by taking a tour of a mock-up of Florence in my classroom.
The projects we do are possible only because I am blessed with students who accept the toughest challenges and who always exceed my highest expectations.
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Hello, and welcome to 2007-2008!
 This year I’m teaching the Advanced 7th grade Pre-Algebra and many of my students are GATE and Seminar certified. As always, teaching the advanced students keeps me jumping and on my toes. I really enjoy the classroom atmosphere that the students and I have going this year. We’re moving along at a very rapid pace and having a good time doing it. Already this term we have looked at a number of Algebra concepts in addition to the Pre-Algebra standards we are addressing. The kids are going to do so well on the standardized testing, and they’ll all be ready to take Advanced Algebra next year!
 One of my favorite things about Wangenheim’s Mathematics Department is our math lab. This year we are enjoying a fabulous hardware upgrade. We were able to purchase 38 new I-Macs It’s really exciting as a teacher to see where a student can go all on their own without anything holding them back!for the lab and are running a number of great programs. My advanced students are working on the Carnegie Cognitive Tutor to improve and advance their algebraic thinking skills. Also in use in the lab are a few great websites that allow for a multitude of problem solving, critical thinking, and skills practice. The kids really like the lab and are doing fabulously. Some students are in the upper levels of the Algebra program doing things like graphing systems of equations and factoring quadratics!! It’s really exciting as a teacher to see where a student can go all on their own without anything holding them back!
 In the classroom we work hard. My students really step up to the plate when it comes to putting in the time and effort to really learn the math. I’m so proud of the way they stay on top of We are currently getting into the linear equations unit and I expect it to go very well.assignments, work together to figure out difficult things, and never give up. We are currently getting into the linear equations unit and I expect it to go very well. Also, it’s time to begin the review work that is necessary to fully prepare for the testing in the spring. Students will be noticing a bit extra homework as I start to review topics that we haven’t worked on in a while. The reviewing has already begun in class and it’s fun, because the kids never know what’s coming at them at warm-up time. It’s challenging and they like it.
 Keep up the good work at home, I couldn’t do my job without the support of my parents. As always, feel free to come by any time and check out what we’ve got going on in class. It’s always fun to check out the lab too. Remember, the math lab is open every day after school for anyone to attend.
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In Advanced Geometry, we have been using Geometer's sketchpad to In Advanced Algebra, the students are connecting algebra to the real world in a very creative way. explore many of the concepts and theorems in Geometry. Recently, the students created their on pantograph (a device used to reduce or enlarge an image). By the end of the year, students will be creating various polyhedrons through origami. Students will be lookings at the number of faces, edges, and vertices then connecting it to Euler's Theorem.
In Advanced Algebra, the students are connecting algebra to the real world in a very creative way. Students created a graph on the coordinate plane, then they wrote a story that represents that graph. Students needed to make sure their slopes and the values match their story. Later in the year, I would like the students to use what they have learned in algebra and create a game to reinforce those concepts.
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Gary Paulsen is a popular children's author, so our class did an author study. Students paired up and read a different Paulsen novel. Then we analyzed what his various books have in common and came up with a style to describe the way he writes. Students will get to visit an active archeological dig and view an IMAX film about Egyptians and mummies. We are currently working on feature articles. We have been reading about Global warming and how it is affecting animals around the world, so each student is researching an endangered animal for the article.
Sixth graders in Ms. Fehlhaber's class will attend camp on Palomar Mountain February 18-22.
Another great trip we have coming soon is the annual 6th grade visit to the La Brea Tar Pits and the Los Angeles Science Center. Students will get to visit an active archeological dig and view an IMAX film about Egyptians and mummies, reinforcing much of what we have learned in history so far.
Our class is working hard and should be ready for the upcoming CST in the Spring!
The eighth grade English Seminar program provides students with a rigorous curriculum in reading, writing, and public speaking. Students read various novels and discuss them through Socratic Seminars, writing in-depth literary analysis essays, and creating a culminating project to show what they have learned. Various genres are read and written throughout the year, including poetry, historical fiction, classic literature, and expository texts like editorials.
Student testimonials:
- "We read life-changing books that were really impacting on us. Not Dr. Seuss, but actual adult-type novels." - Clarissa G
- "You get to read interesting books like Bronx Masquerade and Fahrenheit 451." - Jason M
- "I like the discussions that we have." - John P
- "This year we have done many presentations, forcing us to be confident and to refine our vocabulary."
- "The social conformity project taught us the positive and negative."
- "Presenting in front of the class builds self-esteem. You feel all nervous and when you're done, you're glad you did it."
- "Bronx Masquerade taught us that looks can be deceiving and there really shouldn't be any prejudice because everyone is their own person."
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On Jan. 24th , our students were lucky to have the opportunity to meet Livia Krancberg, a survivor of Aushwitz.The seventh-grade GATE classes learned first hand what can happen when we don't tolerate other races or religions. The Holocaust unit is a compelling unit in which the students delve into the lives of Holocaust survivors. On Jan. 24th , our students were lucky to have the opportunity to meet Livia Krancberg, a survivor of Aushwitz. To prepare for this, they read Elie Wiesel's novel Night. This was Wiesel's first of many novels that powerfully portrays the horror of the Nazi concentration camps. The students also read articles and excerpts from other Holocaust novels, namely, The Diary of Anne Frank.
The seventh-grade students recited two poems, individually, in front of the class: “Major Differences” and “Speaking Up for Each Other." Although many were scared, they all excelled. Their Holocaust reflective essays are evidence of how engaged they became in this unit. They have been touched in many ways.
The eighth grade GATE students went to the Museum of Tolerance in Los Angeles.On Friday, Feb. 8 the eighth grade GATE students went to the Museum of Tolerance in Los Angeles. The trip opened our hearts and minds to the atrocities of the Holocaust and more recent genocides in Bosnia, Cambodia and Rwanda.
The students learned that the power of their words can have everlasting effects and that each one of us must take responsibility for his/ her actions. Cedric D. summed it up best upon arrival when he said, "Even ONE person can make a difference."
Speaking Up for Each Other | by Martin Niemoller
 In Germany they came first for the Communists,
and I didn't speak up
because I wasn't a Communist.
Then they came for the Jews,
And I didn't speak up
because I wasn't a Jew.
Then they came for the trade
unionists, and I didn't speak up
because I wasn't a trade unionist.
Then they came for the Catholics,
and I didn't speak up
because I was a Protestant.
Then they came for me,
and by that time
no one was left to speak up.
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Eighth Grade GATE Mrs. Johnston Room 802 We have been studying in depth the different forms of writing such as expository, narrative, and persuasive.Our work has been focused on making writing better. We have been studying in depth the different forms of writing such as expository, narrative, and persuasive. Currently we are working on a response to literature.
We have been focusing on how to construct a strong piece of writing through development of strong thesis sentences and arguments to support that thesis. We will be doing in depth studies of character analysis, symbolism, and universal themes in literature that we are studying.
The last nine weeks of school we will be working through a class novel using all the techniques learned in the response to literature. We will also be creating a Wangenheim Memory Book for each student that will include original essays, poems, and other writings.
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At the beginning of the year, the students analyzed the rise and fall of the Roman Empire, comparing it to modern day America to see how we may or may not be have the same problemsThe students in Ms. Lambert's 7th Grade World History class have explored and investigated many medieval topics of study so far thisyear. Half way through the year and the students have already examined many of the empires of the medieval world, including the Roman Empire, the Empires of Islam, the Empires of West Africa, and the Empires of Medieval China.
At the beginning of the year, the students analyzed the rise and fall of the Roman Empire, comparing it to modern day America to see how we may or may not be have the same problems, as well as examined how its achievements still affect our daily lives.
 The students also studied about the Empires and advances that developed from Islam. It was during the Islam Unit that students created informational pamphlets that provided the reader with the history of Islam, as well as investigated various Islamic achievements that have had an impact on modern day. Included in this was analysis of the three Abrahamic religions, which is made up of Judaism, Christianity, and Islam.
For the Empires of West Africa Unit, the students studied how the three empires, Ghana, Mali and Songhai rose to power as well as investigated why and how one would cross the Sahara Desert by exploring the influence of the Gold-Salt trade and its impact on West Africa. It was also during this unit that students created masks and folktales that were based in Africa examining the importance of oral traditions in African culture.
 At the moment, the students are wrapping up their study of the Medieval Empires of China. Next the students will be studying Japan, including an investigation into the various social classes and a simulation analyzing how landmass affects culture.
The students will be spending the rest of the year examining Medieval Europe, the Reformation, the Renaissance, the Crusades, the Age of Exploration, Discovery and Enlightenment, and will be finishing the year studying the Aztecs, Maya and Inca.
The next major project the students will be undertaking is their Medieval Europe project, which is where students will create a PowerPoint presentation about a specific topic from that time period.  These topics include the Bubonic Plague, warfare, castles, knights and peasant life, to name a few. The projects allow the students to become experts on their topic and find its influence in the modern world. The students will work in groups and present not only their PowerPoint, but also a model they create to illustrate their topic.
Next the students will be studying Japan, including an investigation into how a limited landmass affects culture. |
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We’ll connect this knowledge of cells and genetics to the diversity of all living things on Earth and the study of how life has changed over time.In Ms. MacDonald’s seventh grade science classes, students are involved in making slides and using microscopes to observe all types of cells. In this way, students become familiar with the organelles that are common to all cells before analyzing some of the highly specialized cells of the human body. How cells divide will be the focus of a computer-based project. From the study of cells, the unit will broaden in scope to include the study of bacteria, viruses and disease. Students will model the spread of disease and investigate the role of antibiotics before researching a disease and creating a brochure to share with others in class.
This study of cells will lead to the unit on human genetics, where students will investigate all manner of inherited traits, from dimples to tongue rolling. We’ll discuss societal issues such as genetically inherited diseases and the problems and promises of genetic testing. Finally, we’ll connect this knowledge of cells and genetics to the diversity of all living things on Earth and the study of how life has changed over time.
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with Ed Resovsky
 We are currently learning how to use microscopes in preparation for studying cells.
Students can be seen hunting for live organisms on their microscope slides. It is exciting to find tiny creatures swimming, crawling and doing flips in a drop of water. Next we will be looking at plant and animal cells and learning the structure and function of cell parts.
As you may know, Wangenheim Middle School has two classes of 8th grade Advanced Science, taught by Ms. Madsen and Mr. Resovsky. As Forty of our projects passed the screening, one of the best performances of any school at the screening!part of the curriculum, each student is required to prepare a project for the Greater San Diego Science and Engineering Fair. The fair is held annually in Balboa Park; this year, April 1-6, 2008. As part of the process, our school is permitted to submit forty-five projects to be screened by judges for acceptance into the GSDSEF. Recently, on January 25th , the screening was held at Marshall Middle School. Forty of our projects passed the screening, one of the best performances of any school at the screening!
The GSDSEF is an enriching experience. The students get a day off from school and stand by their projects as state wide judges view their products and ask them questions. Each student wins an award, 1st through 4th Place, and numerous scholarships are awarded by private enterprises and governmental agencies. There is an elaborate awards ceremony at the Masonic Temple at the conclusion of the fair.
The following 8th grade Advanced Science students will have their projects on display on April 1st at the Balboa Park Activities Center. The public is invited.
Alexis A |
Krista H |
Jennifer N |
Samantha A |
Kathy H |
Billy N |
Jaimie A |
Gabriel I |
Thanh N |
Matt B |
Tammy L |
Tiffany N |
Jenny C |
Jennifer L |
Samuel R |
Tiffany C |
Brandon L |
Justin S |
Ashley C |
Joelle L |
Amanda S |
Tiffany C |
Degan L-P |
Millicent S |
Hali C |
Nam L |
Niclole S |
Kevin D |
Divina M |
Basilio T |
Al G |
Ricardo M |
Michelle V |
Clarissa G |
Andrew M |
Ian V |
Axel Ga |
Jordan N |
Christopher Y |
Naomi H |
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Click here for more pictures from Ms. Madsen's classroom
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Math affects everything we do in our lives. It forms the basis for many other subjects and is fascinating in its own right. Algebra 1 is a two-semester course that lays the foundations for other high school math courses. During the first semester, we have covered topics which included the real number system, operations on real numbers, solving equations & inequalities, statistics, probability and linear equations, linear systems, exponents, and polynomials. We have just started our second semester and the topics we will be covering are; rational expressions, radical equations and quadratic functions. We will end the year learning about geometry and trigonometry.
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I can't believe they make that much money. |
What I want to do specifically is show my algebra students that in addition to preparing themselves for calculus and careers in science, they are developing skills in deductive reasoning and symbolic reasoning.
I am structuring the course so students will work in groups working pretty much the same problems except from more of a "Prove and/or Justify" standpoint.
For example, rather than have them solve for x, have them show why x =......
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Do I wanna be an electrical engineer or an actuary? |
Math affects everything we do in our lives. It forms the basis for many other subjects and is fascinating in its own right. It also leads on to a variety of fulfilling careers. So what I have done is to give my algebra students a mini project on careers in math.
Students just started working on a mini project on Careers in Math. The project consists of students researching and selecting a career that involves math. They are to give a job description of their selected career, education necessary to obtain the job, expected salary, and the companies that would potentially hire them. Thanks to our computer lab, my students started their research using the web to search for a career. The photos depict my algebra students searching for that perfect job.
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Sixth grade GATEhas an advanced, rigorous curriculum that focuses on the 6th Grade District Standards. This focus guarantees the future success of our students in their academic journey. Our class is They engage in spirited discussions and debates using critical thinking skills and knowledge they consistently learn in class.very interactive because the students take their learning seriously. They engage in spirited discussions and debates using critical thinking skills and knowledge they consistently learn in class. Instruction begins daily with a target focus from the state standards that the students need to comprehend. They apply this new knowledge to all types of fiction and nonfiction literature. All independent learning is shared with the class or in a small group. This ensures complete understanding for each person so they will be successful in the 7th and 8th grade as well as in state standardized tests.
The projects in our classroom reflect what we learn in class. For example, we just completed a research report in a feature article unit that was extremely interesting and successful. I taught Students are aware of controversial issues in their immediate environment, as well as the issues in national and international news.the mandatory components of an expository research report but they chose the topics they were interested in. This allowed for inquiry-based learning which the students were excited about. They also had the creativity to explore artistic design in the setting up of their feature articles. We did this by reading examples of feature articles in the news and in current events magazines. They explored current social issues that interested them. We explored many different types of sources and data to expand the research. I did not assign topics because I believe the students need to care about their issue in order to be able to write passionately about their subject. After they completed the written report, they presented their information in front of the class.
Another one of our goals in class is to master the components of persuasive texts. This is one of the most challenging but successful units. Students are aware of controversial issues in their immediate environment, as well as the issues in national and international news. We read many current debate articles so they understand the components of persuasive texts. Simultaneously, the students research controversial issues from many resources. They pick topics they care about and then write a persuasive piece addressing an issue they are passionate about.
All of our novels spark deep conversations and critical thinking skills that will benefit them in their future. Throughout the year we are constantly involved in literature that brings the novel to life. We read challenging class novels as well as entertaining classics. We finished The Breadwinner series which discussed the war in Afghanistan and the plight of their people and the struggles of countries at war. We also read Mara, Daughter of the Nile, which concentrated on the life of a young girl in Ancient Egypt. During all our literature studies, we analyze structural elements of plot, compare and contrast motivations of characters, identify significant literary devices, and reflect on the importance the setting plays on the plot and resolution. All of our novels spark deep conversations and critical thinking skills that will benefit them in their future. We discuss issues relevant in the time of the novel and present time. The students learn the value of literature in their personal and academic life.
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The seminar students in room 605 are a diverse group of students with talents in a variety of areas, including academics. We are happy to share some highlights of our year so far, along with some photos and information on field trips.
Our literary studies this year have included the following novels: The View From Saturday by E.L. Konigsburg, a book about four sixth grade students who come together to create a middle school academic bowl team, Harris & Me by Gary Paulsen, a witty autobiography, and a novel about the 60s, The Outsiders by S.E. Hinton, a novel which this class has now deemed to be a classic. Our projects connected to these novels include internet research, PowerPoint presentations, Socratic Seminars and oral presentations.
 The goal in seminar is to make academia more meaningful, or as we fondly say, “make it real.” In room 605 we do this to understand the civilizations studied in our social studies curriculum by using the scientific method in a lab environment. For example, when we studied the beginning of agriculture, we learned about ancient grains and made buckwheat pancakes in class.
During our study of Mesopotamia and Egypt , we learned that these civilizations invented water clocks so they could monitor time on cloudy days or in evening hours. We then experimented with water clocks, attempting to create a way to make an object sink in a pail in exactly 15 seconds.
Nothing like a little cold water to douse hot air!The students were amused to learn that the Greeks then used the water clock to monitor the amount of time orators had while addressing the Senate. Nothing like a little cold water to douse hot air!
Speaking of the Greeks, just before leaving for sixth grade camp at Palomar Mountain , we learned about the evolution of languages and designed t-shirts with Greek writing. Here are some pictures of our designs:
K. and S. design t-shirts while wearing designer t-shirts
N. works meticulously (not only on her t-shirt, but in everything she does!)
E. is as much of a Wangenheim seminar fan as he is a Charger fan. Go Blue & Gold!
SL.'s t-shirt was voted “Most Artistic.”
I's t-shirt was voted “Most…” let's see…shall we say elaborate?
[How do you write Beware of Boy w/helmet on Wheels in Greek?]
N.'s t-shirt, voted “Boldest Tee.”
N. and J. received the “We had fun!” award for their t-shirts.
H., the “Regardful Boy in Blue” t-shirt award.
Another favorite project this year was our Edible Landforms. You can view more photos on the website, but here is a picture of Rl with her wetlands.
And who asked if most of the students make volcanoes?
More recently , there was our camp trip where we were surprised by 10 inches of snow. One final thought, on March 7, we will visit the George C. Page Museum of the La Brea Tar Pits in Los Angeles, along with a stop to see Mummies: Secrets of the Pharaohs at the California Science Center. Photos to follow!
by Meg Reilly
Four activities stand out this year as new and exciting in seventh grade seminar:
Our first standout is a new vocabulary activity. The students are working from a book with high level SAT vocabulary words. To help the students to know and use these words, we participate in a weekly blog. The students post twice. In their first post, they respond to a thought-provoking question, that may or may not require additional research, and they must use at least two new vocabulary words in their response. Then they wait approximately 8 hours and check the blog again. This time they read other students' responses and must post a second time, as a reaction to a classmate's response. The blog is interactive and the conversations stimulating! The students learn new word usage, research topics, and are learning the etiquette needed to participate in online discussions. We all agree that it is a fun way to learn!
Our second standout is based on our reading of classic novels in book clubs. As a teacher of highly gifted students, I have been told, and I agree with the advice, to encourage these students to read the classics. Then Betty, our infamous Jeopardy participant, said to me shortly before the winter holiday, “Mrs. Reilly, we should read a classic.” So, reading a classic in a book 
club became our next unit. The unit included a study of the authors and the time periods in which they lived. As a culminating activity, the students designed board games. The games included important events in the plot, along with moves that explained the impact the author had on his/her time period or that the book has had on current events. As Ellen said so emphatically, “Now this is the kind of project I like!” Here is a picture of the students playing one of the games.
We can't miss the opportunity to tell you about our field trip to the Museum of Tolerance in Los Angeles on Friday, February 8, 2008 . It was an amazing experience. If you have not visited the museum, we highly recommend it. It was a reminder to us of the lasting impact of the Holocaust. Our good friend and survivor of Auschwitz , Livia Krancberg, came to our school again to speak about her experience in the concentration camp. We are reading Bryce Courtenay's teen adaptation of The Power of One to further understand persecution and intolerance. The closer look at present day intolerance will help us as we continue our work to prepare for the Junior Model United Nations conference coming up in May at the University of San Diego campus. We are students who want to make a difference in today's international issues.
Finally, we are all looking forward to our next unit of study, the dramatic works of William Shakespeare. We will have a GATE consultant, Ron Auerbacher, a local actor who will present Shakespeare Alive to deepen our understanding of Shakespeare's plays and also give us advice on acting. Then one student in the class will rewrite one of Shakespeare's plays and we will perform the play for select audiences. Look for us at Wangenheim's Open House!
More pictures of the games
 
 
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with Karen Madsen
8th Grade Advanced Science
As part of the curriculum, each student is required to prepare a project for the Greater San Diego Science and Engineering Fair.As you may know, Wangenheim Middle School has two classes of 8th grade Advanced Science, taught by Ms. Madsen and Mr. Resovsky. As part of the curriculum, each student is required to prepare a project for the Greater San Diego Science and Engineering Fair. The fair is held annually in Balboa Park; this year, April 1-6, 2008. As part of the process, our school is permitted to submit forty-five projects to be screened by judges for acceptance into the GSDSEF. Recently, on January 25th , the screening was held at Marshall Middle School. Forty of our projects passed the screening, one of the best performances of any school at the screening!
The GSDSEF is an enriching experience. The students get a day off from school and stand by their projects as state wide judges view their products and ask them questions. Each student wins an award, 1st through 4th Place, and numerous scholarships are awarded by private enterprises and governmental agencies. There is an elaborate awards ceremony at the Masonic Temple at the conclusion of the fair.
The following 8th grade Advanced Science students will have their projects on display on April 1st at the Balboa Park Activities Center. The public is invited.
Alexis A |
Krista H |
Jennifer N |
Samantha A |
Kathy H |
Billy N |
Jaimie A |
Gabriel I |
Thanh N |
Matt B |
Tammy L |
Tiffany N |
Jenny C |
Jennifer L |
Samuel R |
Tiffany C |
Brandon L |
Justin S |
Ashley C |
Joelle L |
Amanda S |
Tiffany C |
Degan L-P |
Millicent S |
Hali C |
Nam L |
Niclole S |
Kevin D |
Divina M |
Basilio T |
Al G |
Ricardo M |
Michelle V |
Clarissa G |
Andrew M |
Ian V |
Axel Ga |
Jordan N |
Christopher Y |
Naomi H |
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These“hands on” experiences will help in giving another perspective to basic mathematical concepts leading to algebra.The emphasis on visual representations in Mr. Schick's Advanced Pre-Algebra class will continue in the second semester with several exciting projects.These“hands on” experiences will help in giving another perspective to basic mathematical concepts leading to algebra.
The first of these projects will involve fractals. Using a two-dimensional drawing, students will see how exponential growth happens as they progress further in the exercise. The unit will conclude with a transition into three dimensional models and the creation of a Sierpinski Pyramid.
A key standard for 7th grade is the understanding of proportional reasoning. This will be the focus of several investigations during the spring semester. Among these are the project titled“Is the Nose on the Statue of Liberty Too Big?!” In this exercise, students will use the measurements of their fellow classmates to determine if one of America 's most notable landmarks is scaled proportionally.
This is just a sampling of the many small projects we will be working on in the coming months. All of these should give the students better understanding and help not only solidify the reasoning behinds the mathematics, but also give some real worlds perspective to numbers and formulas.
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Mrs Sovinsky's GATE Cluster Classes
We will wrap up the human body unit with a dissection of the sheep eye and comparing it's structure with similar human eye structures.In Mrs. Sovinsky's GATE/Cluster classes we are investigating the “legos of life”– cells. After wrapping up our human body unit with a dissection of the sheep eye and comparing its structure with similar human eye structures, we are learning about micro life in our Unit C investigations. What activities of life do all living things show whether they are composed of only one cell or a trillion? How do we get things done on the cellular level? These are but a few of the questions guiding our investigations. ( And no, we aren't talking about cellular phones! ) We are infusing technology into our Unit by learning  to use a program called Comic Life to explain cell mitosis using research skills and a comic book format. We will also be using technology to help us research our communicable disease reports.
Click here for more pictures from Ms. Sovinsky's classroom
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The group is expected to designate homework assignments, think of three questions to share with the group, and identify similes, metaphors, irony and genre.Lit Circle
In this class, we do a cool thing called Lit Circle. Lit Circle is when Mrs. Taylor picks six or seven books from a specific genre. Based on descriptions of the books, we choose the three books that sound the most interesting. We separate into groups with students that are reading the same book. Our group meets three times a week for approximately four weeks. The group is expected to designate homework assignments, think of three questions to share with the group, and identify similes, metaphors, irony and genre. When we are finished reading our books, we are tested on the information we learned.
Writers' Notebook
The work we do in Lit Circle is a valuable tool that carries over into our work in our Writers' Notebooks. It is in our Writers' Notebooks that we record all the literature elements, and miscellaneous information that we learned in Lit Circle to write interesting and grammatically correct essays. It also improves our reading skills.
Alpha Smarts
The Alpha Smarts are so helpful when you type your essays, research papers or poetry. Alpha Smarts are laptops with a small screen. Each student is assigned their own Alpha Smart with their own passwords. When you have proofread your work you may then download it into the computer to enable you to print the documents.
Use of the Internet and Computers in GATE Class
Many of the projects we are assigned require research on the internet. Examples of some of our research projects range from Egyptian Pyramids to the Atomic Bomb and World War II. Having a computer is so important in our class because we can add pictures and graphics to our documents.
Social Studies Projects in GATE Classrooms
Our projects are challenging as well as fun. We have interesting assignments in Social Studies. For instance, we are working on an assignment for Egypt. We can do whatever we want with 75 percent of our grade applied to how well it was written, the facts that were gathered, and how much creativity was shown. The other 25 percent was judged by how well we made our presentation. Our projects are challenging as well as fun. Some Social Studies Projects sometimes tie in with our English class. Social Studies projects are fun, challenging, and rewarding.
Wordly Wise
The purpose of Wordly Wise is to improve and enhance your vocabulary, reading skills, and writing skills.
Daily Oral Language (DOL)
DOL is a tool used to learn punctuation skills, sentence structure and grammar skills. As a daily exercise we practise correcting paragraphs as a drill to prepare for the CAT 6 test.
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My GATE classes have completed the first three of six units in the TCI (Teachers' Curriculum Institute) U.S. History program. "The Constitution in a New Nation" unit concluded with an in-depth look at the ideals of This differentiated assignment helps prepare GATE students who enroll in Advanced Placement classes in high school to write the DBQ essay.Alexander Hamilton and Thomas Jefferson. Students studied their very different views on the nature of human beings, government, the Constitution, political parties, and the economy.
The students then produced a Modified Document Based Question (DBQ) poster. This differentiated assignment helps prepare GATE students who enroll in Advanced Placement classes in high school to write the DBQ essay. The modified DBQ assignment requires groups of up to four students to analyze five of ten public documents and then come up with a thesis to answer the document-based question. The final product was a poster with the question, public documents, analyses, and thesis.
HERE IS A LINK TO PICTURES OF THE STUDENTS WORKING ON THEIR PROJECT:
http://web.mac.com/mythbook/iWeb/school/DBQ_Poster_Jan08.html
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This year I have the opportunity to use a few high tech instructional tools to enhance the teaching and learning process in my classroom. These tools include a digital document camera, a digital projector, a laptop, graphing calculators and a smartboard.These tools include a digital document camera, a digital projector, a laptop, graphing calculators and a smartboard. These equipment definitely capture the minds of the students in the 21st century. While students are engaged in meaningful tasks and having fun, these tools help them learn important concepts with ease. With many special features of the smartboard such as clone, flip and resize; we study the relationship of corresponding angles and sides of similar polygons and congruent shapes. Using graphing calculators to speed up the process of constructing parabolic graphs, the eighth graders study how a basic quadratic function transforms with different values of a, b and c in  . With the help of the document camera, student work is displayed in public and different strategies are studied and shared. Everyday I have many volunteers to write on the smartboard and put their work under the document camera. I definitely see more learning, more smiles, more motivated students and more success.
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We are fortunate to be studying U. S history in an election year. The students have been learning about the election process, familiarizing themselves with the candidates and campaign issues. On election day the students voted for their favored candidate!
Currently, we have immersed ourselves in the analysis and application of the U. S. Constitution. Students have been exploring the responsibilities of citizenship, familiarizing themselves with the Constitution, passing laws, and debating issues surrounding The Bill of Rights. Most important, Many of our students will be participating in the East Coast trip to Boston , New York , Philadelphia , Gettysburg and D. C. It is a wonderful opportunity to witness the history we have been learning about all year.we have been applying these ideas to events that are currently transpiring in the United States and throughout the world.
Recently, we delved into the birth of our country and the American Revolution. Students enjoyed creating political cartoons in the viewpoint of a Loyalists or a Patriot. The students took pleasure in participating in Socratic Seminars where they portrayed important political philosophers of the 17th and 18th centuries. Our next unit will investigate the birth of our first political parties. They will conclude the unit with an essay comparing the political views of Alexander Hamilton and Thomas Jefferson.
Ultimately, we will investigate the Civil War and the result of our analysis will lead to a Civil War Fair that will be presented during Open House. You are invited to witness the projects that are produced by our talented students!
 Many of our students will be participating in the East Coast trip to Boston , New York , Philadelphia , Gettysburg and D. C. It is a wonderful opportunity to witness the history we have been learning about all year. In addition, many of our Seminar students will be participating in Junior Model United Nations on May 21 and 22 at the University of San Diego Campus.
I personally enjoy working with such hard working, creative students and each year look forward to seeing them live up to the challenge of a differentiated education.
Click here for more pictures from Mrs. Vanderhurst's classroom
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The 8th graders in Ms Waldman's class have been busy! Students have been working towards developing their skills to master the expected outcomes of an eighth grade student of English Language Arts, as outlined in the California State Standards. We began the year with a closer look at John Steinbeck's The Pearl. We have also read and The issues students researched and wrote about ranged from Global Warming, Capital Punishment, Anorexia, and Gay Marriage, all relevant and news-worthy issues.analyzed some of the heavyweights in Literature including Edgar Allen Poe, Mark Twain, Ray Bradbury, and Maya Angelou.
Our next unit revolved around research and the art of using our voice to affect change. Students had to write an issue-based editorial focused with a thesis statement. They had to include such characteristics common to editorials like reasons, evidence, persuasive techniques, counterarguments, and rebuttals. The issues students researched and wrote about ranged from Global Warming, Capital Punishment, Anorexia, and Gay Marriage, all relevant and news-worthy issues. Now that the papers are complete, students are preparing oral presentations to present their findings to their peers.
Parents, if you think you would make a good judge, we are looking for one or two to help us on this endeavor.Our next unit will be writing and presenting responses to literature. We will be reading several different poetry structures and learning how to analyze poetry. We will also be reading Robert Cormier's The Chocolate War. Again we will be writing responses using the thesis statement as the foundation of our paper. Students will not only be responding to literature through written papers, they will also learn how to give a book talk and they will use evidence from our class novel to create a case against a malicious antagonist. Our mock trial for a character in The Chocolate War is always a highlight for the year. Parents, if you think you would make a good judge, we are looking for one or two to help us on this endeavor, please let Ms. Waldman know.
Finally, one of our culminating projects will be a field trip to The Museum of Tolerance in Los Angeles. From our experience at this museum, we will be creating our own poetry and publishing them with sidewalk chalk around campus. This will be a great way for students to leave their mark on campus as they get ready to bid Wangenheim farewell.
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