Grade 6 (Mr. Ryan Stienberg)

The grade 6s began the week by doing an activity that required them to utilize their body language to communicate their ideas. Thereafter, the learners were shown a multimodal text by George W. Bush about 9/11, and asked to identify and analyze the speaking techniques used in the speech, and their impact on the audience. The learners then peer-checked one another's analysis and provided constructive feedback to each other. Thereafter, as a class, we discussed various works to establish areas of strength and growth. The learners were then asked to reflect on their analysis and rewrite it according to the feedback received. We ended the week with the learners completing a summative assessment that required them to identify and analyze speaking techniques used, and their impact on the audience.

Grade 7 (Mr. Ryan Stienberg)

During this week, the grade 7s were provided with print advertisements and required to write the brief and concept of the advertisement, and analyze the diverse elements of it. The students then peer-checked one another's work and provided constructive feedback to each other. Thereafter, as a class, we discussed various works to establish areas of strength and growth. The learners then brainstormed issues in communities and researched diverse companies that work to mitigate the issues. Thereafter, the learners created a presentation to elucidate what the company does. We ended the week with the learners creating a brief for their research company.

Grade 8 (Mr. Ryan Stienberg)

The grade 8s continued exploring the diverse structures of poetry. The students learned about, read, wrote and analyzed an Ode and Free Verse. Once completing their analysis, learners peer-checked one another's work and provided constructive feedback. Thereafter, as a class, we discussed the areas of strength and growth in selected works. In doing so, the learners practiced their critical and creative thinking skills.

Grade 9 (Mr. Ryan Stienberg & Mr. Turvey)

During this week, the grade 9s were introduced to the first part of the summative assessment for unit two - a campaign revolving around a global issue that is related to a UNSDG. For this, learners are required to effectively organize a presentation in which they communicate their global issue to an audience, and then gain interest via interactive presentation skills. To successfully complete this assessment, learners need to fully engage with their topic through both their presentation and speech, organize their ideas in a coherent and logical manner, and communicate effectively by utilizing the correct tone, pronunciation, and non-verbal communication techniques.

Grade 10 ( Mr. Miller & Mr. Turnbull)

This week, students in grade 10 English Language and Literature class shared and presented their infotainment presentations. Each group used three different logical fallacies when presenting information and their classmates had to identify them. The presentations were creative and entertaining. Students read an academic article about the concept of participatory culture and the learning and skill development that happens in informal online spaces. Students created their own inquiry questions and shared them with a classmate. Students are writing brief responses to these questions for next week.

Grade 11 (Mr. Turnbull)

Students in English A: Language and Literature continued their study of Norwegian Wood by Murakami. Students discussed chapter 7 in small groups and responded to questions by uploading their interpretations onto the padlet. The class learned and practiced writing comparative thesis statements to prepare for their upcoming Paper #2 exams. Students worked together to make a collaborative study guide to help them prepare for their upcoming Paper #2 exams. Each student created a slide that outlined similarities and differences between The Road and Norwegian Wood. All the slides were compiled together and shared with each member of the class.

Grade 12 (Mr. Turnbull)

Higher Level students continued to develop their HL Essays. They looked at two excellent examples. They examined a checklist of important aspects that need to be completed. The teacher met with students to conference with them on their progress. In order to prepare for Paper #1, students played the commutation game which had them mix elements of visual texts to examine the new meaning created. This allowed students to construct a better understanding of multimodal texts. On Friday, students wrote a practice Paper #1. They will receive feedback on this activity and use that feedback to make a plan for their upcoming semester exam. 

Grade 6 German (Mr. Robert Jordan)

This week the students learned how to write a report and about the different kinds of reports. We also discussed Nuance in writing (for example the Na'vi in Avatar) and the trap of Money Grab in online Video games. The students aswell heard about different tools like blender or flipaclip for animation and the 12 principles of animation. We watched Minnie the Moocher and a 3 min vid on trolland as examples of good and bad animation. We spoke about the pillars of game development and what it takes to make a video game.

Grade 7 German (Mr. Robert Jordan)

This week we worked on our animation project (students worked on flipaclip or scratch) and finished the project with presentations. We also discussed Nuance in writing (for example the Na'vi in Avatar). The uncanny valley, differences between 2d and 3d animation and reflection on the 12 principles of animation were other topics. We also watched Minnie the Moocher and a 3 min video on trolland as examples of good and bad animation. 

Grade 8 German (Mr.Sebastian Adler)

In the culminating week of our Literature Study, Grade 8 students engaged in a comprehensive review of short story elements, deepening their understanding of plot, character, setting, theme, and point of view. The week unfolded with a peer review session, fostering constructive feedback and refining analytical skills. Students then embraced their creative instincts, crafting original short stories and honing their editing prowess. The unit concluded with a vibrant Short Story Showcase, celebrating the diverse narratives born from the fusion of literary analysis and creative expression. This week encapsulated the students' journey, blending critical examination with imaginative storytelling. 

Grade 9 German (Mr. Robert Jordan)

The students heard about the iceberg model in communication and especially how it aligns to propaganda. They worked on their presentation and we finished our summative project. We also worked

with papers from our workbook about environment friendliness for purposes of vocabulary, empathy and text understanding/interpretation. 

Grade 10 German (Mr. Sebastian Adler)

In the thought-provoking eighth week of our extended "Media" unit, students delved into the complex realm of digital ethics and media responsibility. Exploring the intricacies of ethical decision-making in the digital age, they scrutinized real-world case studies and engaged in insightful discussions on media accountability. An exploration of misinformation and privacy challenges sharpened their media literacy skills. Culminating in a dynamic group project, students crafted impactful digital responsibility campaigns, showcasing their understanding of ethical considerations in media and their commitment to fostering a responsible digital landscape.

Grade 12 German A (Mr. Sebastian Adler)

In the second week of our German Language A unit, students delved deeper into "Perfume" by Patrick Süskind. Literary analysis took center stage as students explored narrative elements and engaged in insightful discussions on the protagonist, Jean-Baptiste Grenouille. The week culminated in character studies of secondary figures, fostering collaborative learning. With a focus on advanced vocabulary related to literature and characterization, students honed their language skills while gaining a nuanced understanding of the novel's literary nuances. This week laid a solid foundation for upcoming explorations and assessments in our literary journey.

Grade 10 Korean (Ms. Claire Kim)

MYP year 5 Korean Language and Literature class had studied an [the Argument on Yun Dong-ju] by a literary critic, Yim Hunyoung. Students tried to read the history of the national poet, Yun Dongju, to understand how the literary critic expressed his argument through style, tone, and structure, and to discuss and share the idea of what they analyzed and interpreted. Also, G10 students read and discussed poems ‘Self-portrait’ and ‘An Easily Written Poem’ by Yun Dongju. Students tried to understand the work itself as a story, and also discussed what they interpreted based on the writer, social context at that time, and readers. Our G10 students will keep studying poems in various approaches such as a story, the plot, the image, poetic dictions, etc. to understand the poet Yun Dongju next week.

Grade 11 Korean (Ms. Claire Kim)

DP year 1 Korean Language and Literature had organized the main message of Yangban-Jeon and Hojil through identifying plot, characters, settings and main events. Students made their data for their IO and Paper 2 about 2 literary works and this will help students studying the final work of Park-Jiwon’s work, Heosaeng-Jeon. Also, G11 students researched and discussed Park Jiwon’s way of story development which is the “third person omniscient”. Students compared with their own research and discussed reflecting the works they’ve studied and made a conclusion how effective the way in the story was. Our G11 students will make a class about “Heo Saeng-Jeon” by Park Jiwon based on their understanding of close reading next week.

Grade 12 Korean (Ms. Claire Kim)

DP year 2 Korean Language and Literature had finished the last Kim Seungok’s work, Yeoksa focused on the writer’s stylistic devices and the intention of the story as well as the historical and social background of the story. Then there is a test to assess their Critical comprehension of the work, Yeoksa. Students understood and organized the intention of the questions and the way to find the connection between the questions and the DP exam. Also, G12 students had discussed and understood ' ‘the passive form” as grammar and also one of the main stylistic devices of Kim Seungok’s works. Our G12 students will start our last unit Intertextuality from next week.

PYP EAL

December WIDA Testing Period

Hercus Theron, Tom Wickham, Chris Marionni

The December WIDA testing period began on Monday, December 11th and concluded on Friday, December 15th. During the week, all PYP EAL students were tested. The WIDA test is a comprehensive English language assessment of the four domains of English – speaking, listening, writing and reading – and instrumental in determining EAL placement for the upcoming second semester. Overall, WIDA results were great with numerous students testing out of EAL and moving up EAL levels! 

G6 & G7 EAL - Richard McNamara

Grade 6 EAL classes prioritized improving reading skills, pronunciation, vocabulary development, content quizzes, comprehension tasks, spelling tests, socio-emotional learning, and ATLs. Simplified materials on buoyancy and political governance were created and used in the respective subjects to enhance understanding.

In their I&S classes, Grade 6 students practiced making inferences and understood how this skill helps gather information from sources. In science classes, Grade 6 students explored experimental design using series and parallel circuits. They learned to identify independent and dependent variables through worksheets and hands-on activities. 

The Grade 7 EAL classes focused on improving reading skills, pronunciation, vocabulary development, content quizzes, comprehension tasks, spelling tests, socio-emotional learning, and ATLs. In the Grade 7 I&S classes, students explored and reviewed different political systems and ideologies to determine their preferred form of governance. This culminated in a formative review assignment. In science, Grade 7 students deepened their understanding of matter by constructing large, buoyant cardboard boats, exploring buoyancy, particle motion, and comprehending the distinct properties of pure substances.

G8 & G9 EAL - Anuschka Etsebeth

This week in grade 8, we started with a writing exercise. Students had to write a profile about their daily life in China, including what they eat, how they travel to school, activities, hobbies, and chores they participate in, and the challenges they face. This helped them identify resources they have access to for I&S. It was a great way for students to share similarities. In our Science class, we focused on the magnetic spectrum. We used PowerPoint to look at the seven different waves and how they are used in our daily lives. Students also received a handout where they answered questions related to the topic. This allowed them to participate confidently in their Science stations. In grade 9, we began by jotting down vocabulary on the board and utilizing our notes to search for definitions. Additionally, we practiced our typing skills on the computer to enhance our speed while incorporating pictures to aid us in remembering the vocabulary through the use of visual aids. We composed paragraphs and recognized the past verb tenses used. Then, we constructed our sentences using past tense verbs and a sentence starter. To wrap up the week on a celebratory note, we participated in an interactive reading activity. After that, we answered questions, and the team that completed each question first had the opportunity to open a mystery Christmas box.

G10 EAL - Ayana Najuma

In Ms. Najuma's 10th-grade EAL class, students began learning a fresh set of root vocabulary words, focusing on the "log" root. This root is connected to words associated with language, thoughts, reasoning, and communication. Additionally, students engaged in both guided and independent practice to improve their reading comprehension skills, specifically focusing on the cause and effect relationship. Lastly, students received assistance with their study of solar energy in their science lessons.

Theory of Knowledge (TOK)

TOK 11: As part of the process of developing their mock TOK essay, students delivered presentations on a prescribed TOK essay question of their choice. Students broke down the question, defining key terms and explaining what they believed the point of the question to be. Students then provided examples of how a person could go about answering the question, and the specific examples they could take from different areas of knowledge like Mathematics or Human Sciences

TOK 12: This week, students focused on finalizing their TOK essays for IB external assessment, which are due Dec 18th . Students also held their final check in with their teacher before submission and received written and verbal feedback on their work.

Creativity, Activity, and Service (CAS)

In CAS this week, the DP1 students dedicated their efforts to recording reflections, fostering personal growth. Simultaneously, they remained actively engaged in planning the school prom. The DP2 students, on the other hand, diligently expanded their CAS portfolios, ensuring comprehensive coverage of all essential elements. This ongoing dedication reflects their commitment to holistic development and the CAS program's core principles.

Extended Essay (EE)

Our DP1s worked on the final stages of their proposal which will be shared with the potential supervisors for that subject. The proposal is a starting point in the essay writing process and required the students to do some preliminary research to ensure they have resources to support their topics of interest. Once their supervisor has an opportunity to read through their proposal they will meet to discuss the topic and its viability.

Our DP2s are finishing up their EE. A few students already finished the process but the rest of making a few finalized changes before we submit the EE for final evaluation from the IBO.