Invested in Competition
Quality: Confident- Passionate & Determined, Innovative, and Hardworking; Effective Communicator- Problem Solver, Collaborator, Leader with Heart, Soul, and Ambition
Evidence: This year we analyzed scripts in early November and December as a class. We made the decision to take on a piece that took a look at the inhumane way we treat each other in society. I challenged our senior students, who happened to be all male, to join me in working this stage production together. They were given the opportunity to analyze specific scenes, come up with solutions to staging problems, and direct individual students. These students needed ownership in order to be invested in our competition piece. During this process they became problem solvers, collaborators, and leaders. As their confidence as directors emerged, other students began giving their input and sharing ideas of how to approach a character, establishing a master gesture, and making it believable. Each round of competition we were given a written critique and I would present this information to the student directors and challenge them to solve the problems. They became passionate and determined to make each rehearsal more meaningful. As they worked and advanced each round, the overall self-confidence as a group of actors increased. We set goals for ourselves from the beginning. One was to just focus on good believable acting that came from the heart. After each round the students shared with each other where they felt they were weak and then worked in pod groups with a student director assigned to them to fix the problem. I think all the students on stage have to be effective communicators in order for a story to be told. These students understand magic happens in theater when talent, passion, heart and hard work all collide.
Quality: Confident and Effective Communicator
Evidence: Kindergarten has been studying about the great state that we live in. We have learned about our flag, the mockingbird, bluebonnets, and the pecan tree. Through the WOW program we got to visit the Armstrong County Museum and learn about cowboys. We have enjoyed singing Deep in the Heart of Texas and Walk the Lonesome Trail. If you see a kindergarten kid ask them to perform “I’m a TEX” for you!
Cowboys in the Panhandle
Quality: Responsible Citizen, Respectful, Confident, Effective Communicator
Evidence: Clarendon first graders went on a community field trip and enjoyed a GREAT day of learning about cowboys, their community, and the history of this area of the Panhandle of Texas. First graders began the day learning about making saddles from Jeff Anderberg at Faith Saddlery and were in awe when they viewed half of the hide of a cow and learned it took two of those (a whole hide) to make a saddle!
They then visited the Burton Memorial Library and listened and laughed as Linde Craft read a delightful story about a snoring granny in The Napping House. Students also received special gifts of woodenTexas shaped key chains with their names painted on them from Jerri Shields and Carlene Hollar at the library.
First graders next visited Jim Owens at the James Owens Boot Shop and learned all about making boots and received a big shock at the end when Jim showed them a man’s bloody finger that had been cut off years ago by one of the machines and was still in a box in the shop. Ha! Ha!
Next, students stepped back in time at the Saints’ Roost Museum with Fredi Jo Moreman and Carolyn Myers. As the ladies took the children on an interesting tour of the old JA cowboys’ hospital, the students searched for a flag on display that had been carried by Mrs. Gribble’s grandfather, C.B. Owens, in World War 1.
The students ate lunch at the Clarendon City Park and had loads of fun as they went round and round on the merry-go-round which was a rare and exciting treat for them.
The first graders then traveled to Goodnight to visit the Goodnight Historical Center. Upon arrival, the students watched several informative videos. They observed real buffalo grazing near the center and sat on an authentic buffalo rug as they learned lots of facts about the buffalo. The students saw a replica of the Goodnight’s first home in the canyon, a dirt dugout, and also a replica of the chuckwagon that Goodnight invented. The students toured Charles Goodnight’s actual 1887 home and were greeted by a big buffalo head as they entered the front foyer. As the docents showed the students through the home they pointed out original pieces of furniture and also other time period correct furnishings in the home. The guides also assisted students in searching for items placed in the home that would NOT have been present in 1887 when the Goodnights lived there such as a coke can, Reeses Pieces candy, microwave popcorn, and a cell phone. Students also saw beautiful original stained glass windows shipped from England and were able to walk onto Goodnight’s grand upstairs sleeping porch facing the beautiful Palo Duro canyon. What a day the first graders enjoyed looking at the past, the present, and the future!
Student Buckle Up
Quality: Responsible and Technology Literate
Evidence: Students were given the job as an engineering and design junior analyst. They each were given vendors such as bank, rent,auto loan, auto insurance, cable, cell, credit card, utilities, renter’s insurance, and school loan. From these vendors, they had to choose the option they wanted to work with during the simulation. They had to watch videos on how to play the game and take pre-test covering knowledge over finances. Each week students were given bills to pay based on the options chosen and had to pay them on time or get a penalty and understand due dates and grace periods. Students had to keep a Budget and Cash Flow Chart. This is similar to a reconciliation document. Students had to understand what constitutes a deposit, a withdrawal, unscheduled events that occurred such as being burglarized, preparing taxes, etc. All bills were kept on a credit card but the card had a limit; therefore, the students had to make sure and check their balance. Each week students were quizzed over what ever the topic was for each week. They could investigate the answer or guess the answer without doing any kind of research.
Students were being challenged with real-world readiness, how engaged with the simulation they were, and knowledge of the week’s activities. Each Friday during the simulation, we had a discussion such as how to create a budget, budgeting, reading a paycheck, understanding taxes and the various kinds of taxes, understanding your 401(K), types of insurance, understanding why you need insurance, learning to save, finding money to reach goals, the difference between cash, credit, and debit and determine when to use each to purchase something, why it is important to know your credit score and how your credit score affects your life, and understanding loan lingo. The last discussion we actually figured a fixed mortgage and an adjustable rate mortgage and looked at an amortization chart and discussed the difference of paying a little more each month toward your principle.
Quality: Responsible - Citizen; Technology Literate - Discern and Synthesize Information, Use technology as a tool to accomplish tasks and be a life-long learner; Effective Communicator - Collaborator
Evidence: The students solved trigonometric functions algebraically and were asked to find patterns in the general solutions to those equations. They made videos explaining those patterns to share with other PreCalculus students.