TBMS Weekly Newsletter - Issue 25-26.23

SEVENTH GRADE

In ELA, students are continuing with the narrative nonfiction unit on The Boy Who Harnessed The Wind. Recently, our focus has been on how the authors use figurative language to clarify complex scientific topics by relating it to something easily known or understood. Students had the opportunity last week to view the first half of the movie (also titled The Boy Who Harnessed The Wind) to reinforce concepts assessed on the mid-book quiz and to address the standard: compare and contrast a written text to a video version, analysing how each medium portrays the subject. Looking ahead, after February vacation seventh graders will read the remaining three chapters of the text, view the second half of the movie, and produce two comparative writing pieces - one comparing the text to the movie and another comparing William Kamkwamba’s character to that of another scientist. 

This week in Flex, students are rotating with their class periods through five separate activities. With Mr. Holt, the students are competing in the class SET tournament. With Ms. Dyer, the students are engaging in an SEL lesson that builds upon last weeks’ guest speaker - Mr. J. With Mr. Slaughter, the students are completing getting-to-know-you games so that they can become better familiarized with their long-term sub. With Mr. Sprague, the kids have time for academic support. Finally, with Ms. Snow, the students are building windmills as a STEM extension to our class reading. Included are a few photos from B and C period classes: 

EIGHTH GRADE

In English language arts, SOAPSTone is a key to literacy. In recent lessons, students have developed reading skills which zero in on SOAPSTone elements: subject, occasion, audience, purpose, speaker, and tone. Every text has SOAPSTone elements.  For example, paintings enact SOAPSTone. We recently viewed Van Gogh's "Self-Portrait as a Painter I, 1888" alongside Chagall's "Self-Portrait with Seven Fingers", and both artists evoke the subject of the painter within the occasion of a studio setting.  We also honed in on passages from Anne Frank's diary. One entry of interest is from March 20, 1944. The diary entry is on Frank's youth viewpoint on independence. She offers a critical speaking voice within the occasion of awaiting the Allied invasion of France. Students annotated the diary entry for language which furthers her subject, purpose, and tone, and they zeroed in on how the diction (word choice) and imagery (appeals to the five senses) reveal Frank's viewpoint. We also applied this method of SOAPSTone reading, listening, viewing, and thinking with an analysis of Neil Armstrong's 1969 moon landing. This text certainly has a magical tone. 

This week in Flex, students continue to hone skills related to encountering new texts -- SOAPSTone and all -- through a combined approach between ELA and civics. In civics, students are writing a response to the 2026 Worcester County Bar Association Law Day essay contest. Also in English language arts, students used Bromfield Middle School's Gale database access to research individuals with ties to Worcester County -- figures of interest who have driven the rule of law through hard work and determination. During two Flex periods this week, students connected these two conceptual viewpoints, between civics and ELA, as they shared their research findings and drafted their essay ideas. We also followed our usual Flex rotation schedule of academic support, 'drop everything and read' choice reading, and social-emotional learning in Flex this week. 

We want to take this opportunity to emphasize how proud we are of the students for their robust choice reading, including and beyond ‘drop everything and read’ time. Their independent reading books provide opportunities to discover, enjoy, notice, represent viewpoints, express ideas, and grow. We are looking forward to visiting the Harvard Public Library as an eighth grade in ELA classes when we return from break, on Monday, February 23 and Tuesday, February 24. We also look forward to students’ continued engagement with Mr. Jamele Adams' recent presentation. Further to that, in Flex this week, students are completing a commitment form on how they will enact love, inclusion, and trust here at school. 

UNIFIED ARTS

Over the past month, our TBMS band students have been hard at work strengthening their musicianship through sight reading. This important skill challenges students to apply their knowledge in real time, helping them become more confident and independent performers.

As we move into the new semester, we are excited to begin preparing for our spring concert! With some changes in ensembles, this is a great opportunity for us to refocus and redefine our sound as a band. We are spending time building strong fundamentals, like listening carefully to one another, and making sure everyone is aligned musically so we can create a balanced and unified ensemble.

Students should continue to bring their instruments, music, and a positive mindset to every rehearsal. Encouraging practice at home — even in short, consistent sessions — will make a big difference as we learn this new repertoire!!

We are also thrilled to share that two of our band students and eight of our chorus students were selected for the Central District Junior District Ensembles — a tremendous accomplishment! They will participate in two rehearsals in April followed by a concert in May.

We would also like to recognize the eight additional instrumentalists who auditioned and came very close to being selected. Preparing solo repertoire and performing an audition takes dedication, courage, and hard work, and I am continually impressed by the commitment and musicianship of our students!