The Bear Necessities

February 2021

Granby Memorial Middle School

Taylor P. Wrye, Principal

Heather A. Tanis, Assistant Principal

The Principal's Desk

Question: The Danube River is the northern border of Bulgaria and this country?

This past week was the annual National Geographic Geography Bee. Unfortunately, we could not bring everyone together in person to cheer on their classmates, but it was still an impressive display of knowledge in the media center. 8th grader Mason N. came in first place and 7th grader Becket M. came in second place. All the participants did a fantastic job.

Two GMMS students were recognized for their impressive writing in the American History Writing Contest: Lily V. in 6th Grade and Sierra A. in 8th Grade! This contest is a state-wide competition that includes students from all over Connecticut. You can read their stories in this edition of the Bear Necessities.

In exciting news, we congratulate the Glidden family and their newest member Gianna. The family is doing very well. Mr. Ben Hefferon has joined us as the new math teacher in Grade 6. Please welcome him as he settles into his new position.

GMMS will start to hold quarterly PAC meetings beginning on February 24th at 6pm. We will discuss topics pertaining to the Middle School. All are welcome to join us. Here is the link to the meeting: Also, mark your calendars for April 5th for the Q4 joint PAC meeting with the High School to listen to Superintendent Grossman's budget. More information to follow.

The first week in February is School Counselors Week. We have a fantastic team of dedicated professionals who support our students every day. Thank you to Mr. Cunningham and Ms. Neff for all they do for our students!


Taylor Wrye

Answer: Romania

Important Dates


4 - Virtual 8th Grade Parent Night @ 6:30 p.m.

8 - 100th Day of School

8 - End of UA Cycle 4

9 - Start of UA Cycle 5

15 & 16 - No School - Presidents Weekend

24 - Virtual PAC Meeting @ 6:00 pm


22 - Early Release - Parent-Teacher Conferences

25 - Early Release - Professional Development

26 - End of Q3

29 - Start of Q4

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Geography Bee

All GMMS students participated in the preliminary round of the National Geographic Bee during December. GMMS’s final round of the bee, to determine a school-wide champion, took place on January 28th.

Congratulations to Mason Nagy, our GMMS 2020-2021 Geography Bee Champion!

How would you have done on these semifinalist round questions?

  1. Do both residents and tourists enjoy scuba diving on the world’s second-largest barrier reef off the coast of which Central American country that borders Guatemala and Mexico?

  2. It takes three months for window washers to clean all the windows in the world’s tallest building, the Burj Khalifa, in Dubai, United Abab Emirates. The United Arab Emirates is located on the Arabian Peninsula on which continent?

  1. Belize

  2. Asia

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Welcome Mr. Hefferon!

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The Nurses Office


Section 10-206 of the Connecticut General Statutes requires that “all students enrolled in the public schools have a health examination either by a legally qualified practitioner of medicine. For 6th graders in the Granby School System, the required physical exam must be completed by the child’s physician after the last day of 5th grade (June 16, 2020) and submitted to the school prior to the first day of 7th grade (August 26, 2021)

If your child has not had the required physical exam yet, please download the 3-page Health Assessment Record from the clinic web page, or request a copy of the blue form from your school clinic, and schedule a physical. The first page is to be filled out by the parent, and the physician completes the rest.

If your child has already had his/her physical, please check your records or ask the physician if your student has met the immunization requirements. In most cases, it is easy to schedule a quick office visit for an immunization only. There are 2 required immunizations for all 7th graders. These are the Tdap and Meningococcal.

The physical examination is a condition of enrollment and MUST include the following (starred areas on the form):

  1. Height and weight

  2. Blood pressure, pulse

  3. Hematocrit or Hemoglobin

  4. Immunization Record (completed dates M/D/Y)

  5. Screenings (Vision, Hearing, and Postural)

  6. Gross Dental

  7. Immunization requirements, starred on the form.

  8. Chronic Disease Assessment

Please note: Children are not permitted to begin grade 7 without having had the state-mandated physical
. Completed physicals may be turned in to the clinic at any time. They may also be emailed to or faxed to 860-413-3854. After the end of the school year, forms not already turned in should be mailed to the middle school care of the nurse.


Enrichment with Ms. Cowles

There are five things I’ve learned about writing so far:

1) writing is hard work

2) writing is thinking

3) re/vision is the key to good writing

4) vivid verbs are the fuel that make your writing go

5) the importance of exercising your writing muscle every day

I try to instill these beliefs upon all of our adolescent writers in the hopes that they will begin to see the value of writing well, learn how to build their writing stamina, and simply find joy in writing. This year a number of our students have participated in creative writing enrichment classes, produced some phenomenal writing, and shared their writing with a larger audience by entering both state and national writing competitions such as The Daughters of the American Revolution (DAR) American History Essay Contest, Letters About Literature (LAL) personal reflective letter, Future Problem Solving (FPS) futuristic scenario writing, and CT Student Writers (CSW) Magazine poetry, prose, and artwork. As we anxiously await word around these additional submissions, I’d like to share two excerpts from our winning DAR essays:

Lily V. - The Beginning of a Revolution

Second Place Winner

It was cold. Terribly cold. Snow stuck to my eyelashes, coating my face in a thin sheet of ice. I shivered, tucking my arms into my chest as I reached out with one hand to push open the door. With a heave, I stumbled into the cottage, letting the heat from the fire engulf me in a tight embrace. I pulled off my coat, the once perfectly cream color now covered in muck. Flopping on the floor, I prayed to God for this winter to end. I hope he heard me.

Dear Journal, March 4th, 1770

A few weeks ago, I met a mysterious boy with strawberry blonde hair. We began to walk together after school, and he still won’t tell me his name. He says it’s dangerous. Too dangerous. Today, I saw the boy standing at the door, so I waited until he left, which was a long time to wait. How could I be friends with someone who wouldn’t tell me their name? Occasionally, I would peek through the heavy curtains to catch a glimpse of him. He was always there, until he wasn’t. Just a letter with thick cursive writing oozing from the paper remained.

Bad things are going to happen.

The nerve! I know we still aren’t free, but at least we’re not in Britain. I’m sure things couldn’t get better than this. Positive.




I soon found out what the message meant.

It was night, starless and clear when a gunshot rang out. Whispers echoed from down the halls as my eyes snapped open in surprise. I leaned forward, straining to hear.

“How dare they tax us for goods we provide to them? How dare they make us pay for their help against the French and Indians?” Mother fumed. I could practically see her wringing her hands in anguish.

“Rose, I know it’s hard, but-” Grandmother was interrupted by the patter of feet slowly entering the room. I turned to see that my brother, William, was next to me, his hair curled at the tips. My younger sister, Hannah, held onto Jane’s leg, her eyes wide. Jane, the oldest, was slouched and cowering in the dark.

“What’s happening?” I inquired.

Mother slipped on her coat and urged everyone to do the same. I waited for her to reply, but as she opened the door, all she said was, “Just don’t say anything.”

I buttoned up my coat as our family hurried down the cobblestone path, some faster than others. Mother and Grandmother were whispering, and I could catch hints of a prayer to God. Shivering, I dared to glance into the street, just to see. I wish I hadn’t.

Sierra A. - The Boston Massacre

Third Place Winner

“Children, go to bed,” I motioned to the staircase with my hand. “Something terrible has happened.” Before they could complain, I shooed them out of the room. I could hear them as they scampered up the wooden steps. “Richard,” I said quietly, once the children were out of earshot, “What has happened to Boston?”

“People unhappy with simple taxes have caused this.” He looked angry. At me? Boston? The crown? “This was unnecessary.”

“Whatever do you mean? That we shouldn’t stand up for what we believe?”

“If they hadn’t been throwing snowballs and rocks at soldiers, no one would have shot.” I can’t believe what I’m hearing. We watched Redcoats murder innocent people right in front of us. We witnessed a massacre, and that’s not enough to change his mind?

“Rocks are no match for muskets. The Redcoats didn’t need to shoot,” I challenged him. Richard doesn’t like it when I argue or disagree with him. And I usually wouldn’t, and even if I did deep down inside, I would keep my mouth closed and be a respectful wife.

“I’ll admit, I didn’t like the taxes the Crown imposed on us. The Stamp Act, the Townshend Acts, the Tea Act. But I could understand them. Now, what I don’t understand is why some angry Bostonians had to go and inflict this cruel unnecessary event upon the Redcoats.”

“You can understand the taxes? Why should they have the right to tax us? We don’t even have representation in Parliament. If they need money, they can acquire it themselves. Not from us.” I stand my ground. I will not let him beat me into submission. “Yes, this massacre was unnecessary, but it was not our fault. It was the fault of the Redcoats who fired simply because people were throwing snow at them.”

“So much was happening all at once. If people swarm around you, throwing snow and rocks, you don’t think that maybe in the confusion, you might shoot?”

“No, I wouldn’t. Because having people throw snow at you is not a reason to take their lives.”

“Anne,” Richard says in his dominant voice. He wants me to stop.

“Richard.” I hold my hands together. “I will not be quiet about what I believe.”

“Anne,” Richard almost commanded. “I think you should go to bed.” I scowl at him. He keeps a straight expression on his face and looks at me.

I sigh in defeat and start to walk over to the staircase.

“Goodnight, Richard.” My voice has been disregarded, yet again.

“Goodnight, Anne.”

Media Class

Through a Project-based curriculum, students attain skills for school, work and life: communication, collaboration, creativity, and critical thinking.

Animation- Bring still images to life by creating an animation in Google Slides.Skills: Apply a layout, add speaker notes, crop and resize an image, draw with line tool, draw a shape, add a line color, add a fill color, add a background color, duplicate slides,share a presentation.

Infographic - Summarize and communicate information visually. Skills: Data analysis, data visualization, effective communication, organizing data, and source evaluation.

Digital Postcard-
Students create a digital postcard about a place they’ve visited. Skills: Create a drawing with a title, image, and tagline advertising a place.
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Visual Arts

6th graders are currently finishing up a Monochromatic Painting project that focuses on tints, shades, and color mixing. Students learned about hard edged vs textured painting techniques while focusing on contrast.

7th graders are working on an Observational Drawing unit where they study various drawing techniques leading up to a final still-life drawing. Areas of study include: space, scale and proportion, value, contour drawing and the study of light and its influence on objects.

8th graders are finishing up their Landscape Painting unit. This unit focuses strongly on color mixing and painting techniques. Students learn how to use various brush types to achieve specific effects on their paintings.

Technology Education

Hello everyone. The 4th cycle of TechEd will be wrapping up on February 8th. As a result, the next couple of weeks are very busy for students in finishing up their projects. Here are some dates for parents and students to be aware of. Please keep an eye on grades k. Power school at this point as projects come in. Any project that a student wished to improve can be resubmitted up to February 8th which is the last day of the class.

Thursday, February 4th - Students will be presenting their independent projects in class. This is always a very exciting day as they present their own student-designed projects that have been unfolding over the past month! Obviously, some are nervous to present but I have several strategies to get them through, so if they seem worried tell them there is no reason to worry at all. I always get everyone through. Remote learners will present to their class through the google meeting software.

Friday, January 29th will be the tower competition for 7th and 8th graders. This will happen in class for in-person learners and will happen at home for remote learners.

Friday, February 5th and Monday, February 8th the remainder of the projects still not completed will be coming in. On the 8th I’ll do a bit of a course wrap-up and get them ready for their next UA cycle.

For the last couple of weeks, students have been given pretty much every period to work on their projects. So they should be in pretty good shape. But it always helps if parents check-in with students at this point in the course to make sure they are not struggling or behind. Please do not hesitate to contact me for more info.

Hope everyone is well. The picture below is of some custom 3d printed fidget spinners developed by 6th graders.

Mr. Pickhardt.

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Physical Education

In the gymnasium, activities are focused on keeping the students moving and learning less traditional activities. Nitro Ball, Pickle Ball, and Badminton are really great activities to participate in! As always, the students are still working on their physical fitness with workouts and warm-ups. This month will also mark the first rotation of on-line physical education for the remote learners at home.

Music News

Band & Chorus

The GMMS Performing Ensembles have been working hard on their fundamental singing and playing skills, socially distanced of course! The band and chorus classes have overcome many changes and challenges in the last few months, including the integration of courses into the school schedule, the extra distancing between music students in the classroom, and even purchasing PPE for instrumentalists – all to keep our students safe. We are grateful to have the opportunity to perform in school, and have been extra careful to follow (and even exceed) the current state guidelines.

If your child was asked to choose between band and chorus this year, we hope that they continue to play/sing outside of school and would love to welcome them back into our ensembles next year. Please let us know how we can support your child with this in any way!

Select Choir rehearsals are underway for selected students after school on Thursdays. Information about Jazz Band (typically held after school on Mondays) will be announced to students within the next two weeks. We are excited to rehearse with our premier ensembles again!

Northern Regional Middle School Festival

Band and chorus students that wish to engage in a musical challenge have the option to audition for the Northern Region Middle School Festival. Auditions for this festival are scored by professional judges and the top scorers from all the middle schools in the northern part of CT are awarded a certificate of their achievement. This year, auditions are completed virtually and students record themselves playing prepared scales and a solo piece. Registration is due by March 3rd, and video submissions are due by March 10th. Interested students should notify their music teacher ASAP. After school practice sessions will be offered. More information to come!

6th Grade General Music

6th Grade music students begin with a review of the fundamentals of music, and experience activities related to melody, harmony, tonality, rhythm, beat, tempo, dynamics, form, and timbre. Students will have the opportunity to play instruments like boomwhackers, xylophones, shakers, guiros, and “Home Depot buckets”. Over the course of the cycle, students will write 4 of their own original compositions and even perform some of them. The course wraps up with instruction on proper drumming technique, rhythm reading, and a brief history of Japanese Taiko drumming.

7th Grade General Music

Our 7th grade music students start with an entire unit about “listening”. They address questions like: How do we listen to music? What elements change when we change the genre of a song? How do composers express emotion in music, and how does that help them tell a story? The second unit addresses the global problem of “music piracy”. Students come away with knowledge on how to ethically and legally own music, and use the music that they own to create a one-of-a-kind album to “sell to the public”. Lastly, students will learn about how scientifically their voice can be used as an instrument.

8th Grade General Music

The 8th Grade music curriculum focuses on learning to play the classical guitar. Students will study several different genres of guitar repertoire: Blues, Spirituals, Folk songs, Patriotic, and Rock and Roll. Not only do will they experience 8+ chords and how to read a chord chart, but they learn the history and legacy of America’s music timeline, dating back to the Civil War!

Please email or with any questions.

Family Consumer Science

FCS began cycle 4 investigating the “farm to table” philosophy. Students researched local food sources where they could buy locally farmed foods. Students then created a six course menu using recipes that included ingredients that are grown and/or raised in or near CT. What a great job they did!

From there, students began practicing their cooking skills. In small groups and adhering to social distancing guidelines, students worked in the kitchens preparing healthy snacks; smoothies, and muffins along with focaccia bread and pizza dough!

Moving forward, we will learn about MyPlate which teaches us how to get the most nutrition from our food and learn how to find the nutritional value of some recipes and how to read food labels. The cycle will end by investigating careers and learning some wise consumer skills.


Science 6

Students continue their study of the human body, including the nervous, muscular, digestive, respiratory, cardiovascular, and urinary systems. While learning about the human muscular system, we plan to dissect chicken wings! We will learn how these systems work together to provide our cells with the energy to do cellular respiration.

In photos: 6th Grade ruler drop to test nerve response

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Math 6

Sixth grade students have wrapped up the unit on ratios and proportional relationships. Students concluded the unit by solving real world problems, which included finding discounts and original prices. Students chose the problem solving strategy that best worked for them to calculate the part, whole, or percent of a set of numbers by setting up a proportion or using a tape diagram. Students recognized the importance of this skill for when they begin shopping and using their own money to purchase items in the future. Our next unit is on rational numbers. Students will begin the unit by recognizing that all positive whole number integers have a negative opposite, and they will be able to locate these numbers on a number line.
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Sixth grades students have entered a nonfiction reading and writing unit. They are practicing different comprehension strategies including discussing difficult topics and questioning what they read.

Students are studying different text structures and are practicing noticing them and writing them. Sixth graders are also using different questioning strategies to study and analyze inaugural poetry. Students were asked to create found poetry using the words from Amanda Gorman's inaugural poem.

Social Studies 6

Students have been studying India. After learning about the physical and human geography of India and its neighboring countries,students learned about Mohandas “Mahatma” Gandhi, civil disobedience, and Gandhi’s legacy. They learned about the Salt March, Quit India Campaign, and how Gandhi helped India gain independence from British rule. Students demonstrated their understanding of Gandhi’s tactics and legacy by completing a RACES writing response explaining a conclusion that could be drawn about Gandhi based on sources reviewed in class. Blow is an example writing piece from Luciana H. on the Polar team.

Now that I have learned about Gandhi the conclusion I can draw is that he has many character traits, but the one that stuck out to me was how nonviolent he was. Gandhi once said that he wants to change people's minds about Indians and not kill them for their weaknesses.This shows he is a peaceful person because he would rather change peoples minds with his words than use violence and kill them. He didn't respond to his oppressors with equal violence, he instead used words. In this example he again didn't respond with violence he used a peaceful method. This also shows that he chose peace even when he was being treated with violence. He requested a day of prayer and fasting. This shows he is nonviolent because he just wanted to pray, and fasting, and in the Hindu religion this is very peaceful. With all the evidence I have listed, you can now see that Gandhi was a nonviolent person and why he was. While there were other character traits he displayed, this one was the strongest one.

*If you’d like to help your child learn during this unit you can have a conversation with them about Gandhi’s methods for resolving conflict and his leadership. Get their thoughts on how this relates to their life.


Science 7

Seventh-grade students will complete their Earth Science unit by investigating climate change and then begin their study of the Environment where they will examine the flow of energy and the cycling of matter in ecosystems.

In photos: 7th Grade projects explaining how the movement of tectonic plates results in seismic events such as earthquakes, volcanic eruptions and tsunamis.

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Math 7

Seventh grade students have been working hard on adding and subtracting positive and negative fractions and decimals. This has been a good review of skills learned in sixth grade (computations with positive fractions and decimals), while also incorporating the new skill of negatives. Students have found this to be more challenging than whole numbers and are recognizing that math is linear and skills continue to build on each other each year. Students are reminded that fractions will follow them throughout their mathematical education. After assessing these skills, students will move from addition and subtraction to multiplication and division.


Students in seventh grade ELA are currently working on reading and analyzing informational texts. Our focus is on finding the central idea and writing an objective summary of the texts we have read. Soon we will start an informational research project in which students will select a real-life unsolved mystery to examine. This project will culminate in a research paper that includes the facts of the research and proposes possible explanations for the event in question. Students continue to use IXL to practice using standard English conventions. Please remind your child to choose an independent reading book for both home and school.
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Social Studies 7

Seventh grade students are currently learning about Latin America. As part of this unit, students are learning about reading and analyzing geographic data. Students made cartograms of Latin American countries in order to draw conclusions about the region. Below is a sample cartogram of population.

*If you’d like to help your child learn during this unit you could discuss Puerto Rico and the issue of statehood. What are some arguments that would support statehood? Why might some Puerto Ricans be opposed to becoming the 51st state?


Science 8

In 8th grade, students will continue to explore the actions and mechanics of celestial motion. We will then move away from the stars and focus on the moon's orbit and dive into its changing phases, altitude, and movement relative to the sun. We will also be investigating gravity's role in the motion of the earth and moon.

Math 8

Algebra 1 is in the middle of Unit 2 - Solving Systems of Equations. Students are solving systems of equations of two or more equations using substitution, elimination, or by graphing. Students will be solving real world problems and looking for context clues in the mathematical solutions.

Algebra A is completing Unit 1 and will be moving to the next unit: Linear Functions.


In eighth grade, student are transitioning to their fourth unit of study in which centers around the Holocaust and discussing the power of using one's voice for change and to protect others. Students will look at the historical events leading up to the Holocaust, and read a TEDtalk about the danger of "single stories", with discussion centered around considering multiple viewpoints before making conclusions.

Students will also view the PBS documentary "A Class Divided" that showcases an experiment that a third grade teacher in Iowa conducted after the MLK assassination to show her young learners about discrimination. This helps students make connections to what happened to Jewish people during the Holocaust by considering basic human behavior.

Students will read The Wave by Todd Strasser as a full class, and select from a list of independent reading choices as they continue to assess the author's craft and work on the ability to select evidence and summarize objectively.

Social Studies 8

Students recently wrapped up their unit on Andrew Jackson and the effects of his presidency on U.S. History. They designed a new $20 bill to actually educate Americans about Jackson’s presidency, rather than just depict his face. Students used five key events from his Presidency, the Trail of Tears, the National Bank Crisis, the Expansion of Democracy, the Nullification Crisis, and the Second Great Awakening, to describe the major impact of the Jacksonian Era in U.S. History. For the rest of January, students will find useful and appropriate sources for their capstone project and begin the process of reading and taking notes on their sources. Looking ahead, students will submit their notes about their Capstone research in early February and we will also complete mini-units on Native American history, the Industrial Revolution, and the spread of slavery in Antebellum America.

Below is a snapshot of taken live while students illustrated the various events of Jackson’s Presidency in the PearDeck app for their new $20 bill. There’s an illustration of Jackson vetoing the renewal of the Second National Bank, the Tariff of Abomination, and the effects of the Second Great Awakening on American society in the 1830s.

*If you would like to support your child during their Capstone Project, please ask them about their topic and what they have learned. Every chance they get to sum up their work for a new audience is a step toward a more successful project.

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Chinese Mandarin 6 - Ms. Yu

In February, 6th-grade students will keep learning Chinese numbers and bigger Chinese numbers.. We also will learn a lot about the traditions of the Chinese new year, the most important holiday in Chinese culture. 2021 is the year of Ox.

This year, The Chinese new year falls on Feb 12, 2021. We will also learn about 12 Chinese zodiacs and the stories and legends behind them.

Chinese Mandarin 7 - Ms. Yi

新年快乐! 牛年快乐!Happy Chinese New Year! Happy Year of the Ox!

This month, we learned about Time. Students also learned a few short sentences, such as: “xian zai ji dian (What time is it?)? “今天早上/下午/ 晚上我...点在... jin tian zao shang/xia wu/ wan shang zai … Today morning/afternoon/evening ___o’clock doing__ ” and more. For activity, we have “Bingo Baker” “Jeopardy with time” “ 现在几点?(What time is it?)” “ 兔子在哪?( Where is the bunny?). Students need to use the Chinese sentence “现在...点/半/分。 xian zai ___ dian/ban/fen. (Now is __ o’clock/ half past/ mins.)” For Chinese culture, we watch the movie about 孙悟空 Sun Wu Kong from famous Chinese novel “Journey to the West (西游记)”. We are ready to celebrate Chinese New Year soon!
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Chinese Mandarin 8 - Ms. Yi

新年快乐! 牛年快乐!Happy Chinese New Year! This is the year of the Ox!

This month, we learn about countries. We listen to the songs, like “Which country are you from? 你是哪国人? ni shi na guo ren?”and “ 新年快乐 (Happy New year). For the project activity, each student/ group is doing a country to help the whole class to travel around the world. For Chinese culture, we started to read the famous Chinese novel “Journey to the West (西游记)”. For Chinese culture, we watch the movie about 孙悟空 Sun Wu Kong from famous Chinese novel “Journey to the West (西游记)”. We are ready to celebrate Chinese New Year soon!

French 6

This month we are beginning our unit: Les Invitations. In this unit we will discuss activities that students like and dislike, learn how to invite someone to do something with us, politely accept and decline invitations, and ask follow up questions such as with whom, when, and where.

French 7

In February, we continue our A l'école unit: At school. Students have already examined typical course schedules, discussed the need for certain objects in specific classes, and described courses and teachers.

Here is a sample of a description of a student's favorite subject!

Ma matière préférée est sciences. Le cours de sciences commence à 10 h 45. Le cours de sciences finit à 12 h 45. Pour le cours de sciences, j'ai besoin de portable. Sciences est avant l’anglais. Sciences est après francais. La prof de sciences est Madame Alender. La prof de sciences n’est pas très ennuyeuse. La salle de classe est en face de sciences sociales.

French 8

We have begun our journey through Le monde Francophone: The French-speaking world. Prior to identifying various aspects of other cultures, students were asked to do some self-reflection. It is important to be able to examine ourselves individually before exploring the lives of others. Students were asked to create Who am I? poems and develop personal flags.
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Spanish 6

6th Grade Spanish students are continuing in our unit La Escuela (School). focusing on classroom objects, and getting comfortable with various grammar components. Students are building their listening skills by engaging in storytelling activities such as "Unicornio Malo".

Now that all students in all grades completed their level-specific "special person interviews", we are practicing grade-specific conversational questions as part of our daily routine.

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Spanish 7

7th Grade students read and listened to stories building up to the legend of El Cucuy. They are also incorporating vocabulary to write their own stories, beginning to apply rules of subject-verb agreement.

Now that all students in all grades completed their level-specific "special person interviews", we are practicing grade-specific conversational questions as part of our daily routine.

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Spanish 8

8th Grade students are continuing in our unit "Vamos al Restaurante". They are practicing asking for and describing foods and drinks. We are also learning about special Spanish and Latin American foods through readings and videos.

Now that all students in all grades completed their level-specific "special person interviews", we are practicing grade-specific conversational questions as part of our daily routine.


Diverse Book Club News!

Our Diverse Book Club is underway and we are excited to chat about our first book, The Hate U Give by Angie Thomas, next week! We have 15 students discussing this honest, raw, and timely novel. Our club's goal is to support students in developing empathy and forward thinking and the balance of heartbreak, humor, and conflict in The Hate You Give implores students to explore systemic racism at its core.

In February we are reading Dear Martin by Nic Stone. If your child would like to join us, please contact Mrs. Lipman or Mrs. Matthews.

Thank you to the Granby Education Foundation for funding and supporting our book club!

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Virtual Science Club

Science Club meets on Tuesday at 4:30. In January, we worked on solving a 3-D geometric problem - how to make pop-up cards and create bridges made of cardboard. Who knows what February meetings will bring?
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Six GMMS students have been participating in weekly virtual MathCounts meetings to prepare for the Hartford Chapter competition held the first weekend in February. They have been put to the test to complete problems quickly and without a calculator, and stretched to learn new strategies or solve problems that they have never encountered before. Please wish the following students good luck as they represent our school: Josh Davis, Garrett Holness, Jayden Okoro, David Sigmund, Ginny Sleavin, & Will Sleavin.
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