Wait a minute. Children are choosing to read after school, for fun?
Ms. Coppola and I have been facilitating a book club with third, fourth, and fifth graders after school since April. Our students have been enjoying reading Judy Blume's humorous classic Tales of a Fourth Grade Nothing aloud to each other.
We have had countless productive discussions about the book, its characters, our predictions, sibling relationships, parent supervision, and even what living in New York City back in the seventies was like. With the lovely spring weather, we've been able to read outdoors most days, and we've even had fun snacks like apples, lollipops, chips, popcorn, and delicious cupcakes! We are wrapping up the book this week, and the students hope to share a skit with the lower school as a culminating activity soon.
This small, multi-age book club provides students with a safe place to develop their literacy skills and share opinions and feelings about reading. We recommend that more families get involved with book clubs with their children this summer. If book clubs are not an option, you might consider reading the same book along with your child and having discussions about the book. What a wonderful way to spend time together!
Ms. Coppola and I continue to enjoy this time as much as the children each day, and we can't believe how quickly our book club time is coming to an end. In the wise words, of Theodore Geisel, otherwise known as Dr. Seuss, "The more that you read, the more things you will know. The more that you learn, the more places you'll go." Chase kids love reading, and boy are we ever going places!
~ Mrs. Caitlin Hurtgen
Fifth Grade Teacher
Seventh Grade Scientists Use Virtual Reality Lab to Explore Intricacies of the Human Body
Biologist. Gastroenterologist. Neurosurgeon. While our seventh grade scientists are many years removed from practicing medicine, their work in the zSpace provided more than a cursory glance at a 3-D dissection of the human brain, opportunities to explore the digestive tract, and an analysis of veins, arteries, muscles, and bones. Seeing diagrams in a textbook or on an iPad- and even looking at a model of rattling bones and body parts- cannot compare with the virtual reality of picking up a digital pen, choosing a tool to measure, dissect, rotate or rebuild and experiencing the intricacies of the human body.
Technology is only as effective as the instructional integration of information and application of knowledge that is practiced by each student. Seventh graders were challenged to compare a human brain to a rat’s brain, to determine why people with ALS still have feeling in their legs, even though they can no longer control their leg muscles, and to explain how nerve damage in one part of the body can lead to loss of feeling or paralysis in another. If the sheer magnitude of this learning experience leaves you feeling momentary visual problems often described as “seeing stars,” stop by the zSpace and see our scientists at work; they will certainly be able to explain why this happens!
With critical thinking questions in hand, iPad at the ready and a steady hand, our middle students are just a few years away from picking up a scalpel, realizing in seventh grade that an experience in virtual reality may just be the real world career that fulfills their lives.
~ Nedra Gusenburg
A unique melding of new and old technology took place on campus recently. The two Geometry classes spent several days last week in groups wandering around the campus acting as surveyors with a very high-tech device (their iPad) and a very low-tech device (a straw) attached to the top of it.
They were using an app on their iPads which turned them into "inclinometers" (which measure angles) with the straw as their viewfinder, along with another low-tech device (a tape measure), to determine "angles of elevation" or "angles of depression." Their task then was to use basic trigonometric ratios to find the height of a number of things on campus, such as St. Margaret's Hall or our beautiful Copper Beech tree below the South Porch.
After gathering their data, each group created a packet of tables and drawings to illustrate their use of trigonometry to better understand how mathematics is used every day in the "real-world."
~ Dean Murphy
US Math Teacher
Tuesday May 29th Halo Nominations
Chase has received 16 nominations.
1.BEST PERFORMANCE BY A FEATURED ACTOR IN A PLAY:
● Chase Collegiate School: Michael Nejaime as Hortensio in The Taming Of The Shrew
● Chase Collegiate School: Garrett Fisher as Baptista in The Taming Of The Shrew
2. BEST PERFORMANCE BY A FEATURED ACTRESS IN A PLAY:
3. BEST PERFORMANCE BY A FEATURED ACTOR IN A MUSICAL:
4. BEST PERFORMANCE BY A FEATURED ACTRESS IN A MUSICAL:
5. BEST COMIC MALE PERFORMANCE IN A PLAY:
6. BEST COMIC FEMALE PEFORMANCE IN A PLAY:
● Chase Collegiate School: Emily Segal as Widow/Peter in The Taming Of The Shrew
7. BEST COMIC MALE PERFORMANCE IN A MUSICAL:
8. BEST COMIC FEMALE PERFORMANCE IN A MUSICAL:
● Chase Collegiate School: Maggie McGuire as Mazeppa in Gypsy
9. BEST COSTUME DESIGN:
10. BEST HAIR AND/OR MAKEUP DESIGN:
11. BEST LIGHTING DESIGN AND/OR EXECUTION:
● Chase Collegiate School: Brendan Wilmot for The Taming Of The Shrew/Gypsy
12. BEST SOUND DESIGN AND/OR EXECUTION:
● Chase Collegiate School: Jakob Gati for The Taming Of The Shrew/Gypsy
13. BEST SCENIC DESIGN AND/OR EXECUTION:
● Chase Collegiate School: Aneesh Avancha, Kevin McDonald & Nathaniel Zembruski for The Taming Of The Shrew
14. BEST PROPS DESIGN AND/OR MANAGEMENT:
15. BEST SPECIAL EFFECTS
16. BEST RUNNING CREW:
17. BEST STAGE MANAGMENT:
18. BEST ORIGINAL PROGRAM COVER DESIGN OR ARTWORK
19. BEST ORCHESTRA:
20. BEST INCIDENTAL OR ORIGINAL MUSIC IN A PLAY:
21. BEST DANCING:
22. BEST FEATURED DANCER(S)
23. BEST CHOREOGRAPHER:
24. BEST SPECIALTY ENSEMBLE IN A PLAY:
25. BEST SPECIALTY ENSEMBLE IN A MUSICAL:
● Chase Collegiate School: Kathleen Green & Kennedy Morris as Louise & June in Gypsy
26. BEST CHORUS:
27. BEST PERFORMANCE BY A SUPPORTING ACTOR IN A PLAY:
● Chase Collegiate School: Trey Atkins as Grumio in The Taming Of The Shrew
28. BEST PERFORMANCE BY A SUPPORTING ACTRESS IN A PLAY:
● Chase Collegiate School: Kathleen Green as Bianca in The Taming Of The Shrew
29. BEST PERFORMANCE BY A SUPPORTING ACTOR IN A MUSICAL:
30. BEST PERFORMANCE BY A SUPPORTING ACTRESS IN A MUSICAL:
● Chase Collegiate School: Kathleen Greene as Louise in Gypsy
31. BEST PERFORMANCE BY A COUPLE OR DYNAMIC DUO IN A PLAY:
32. BEST PERFORMANCE BY A COUPLE OR DYNAMIC DUO OR MORE IN A MUSICAL:
33. BEST PERFORMANCE BY A CAST IN AN ENSEMBLE PLAY:
34: BEST PERFORMANCE BY A CAST IN AN ENSEMBLE MUSICAL:
35. BEST MALE STANDOUT PERFORMANCE IN AN ENSEMBLE PLAY:
36. BEST FEMALE STANDOUT PERFORMANCE IN AN ENSEMBLE PLAY:
37. BEST STANDOUT PERFORMANCE IN AN ENSEMBLE MUSICAL:
39. BEST PERFORMANCE BY A LEADING ACTOR IN A CLASSICAL PLAY:
● Chase Collegiate School: Joey Leszczynski as Petruchio in The Taming Of The Shrew
40. BEST PERFORMANCE BY A LEADING ACTRESS IN A CLASSICAL PLAY:
41. BEST PERFORMANCE BY A LEADING ACTOR IN A CONTEMPORARY PLAY:
42. BEST PERFORMANCE BY A LEADING ACTRESS IN A CONTEMPORARY PLAY:
43. BEST PERFORMANCE BY A LEADING ACTOR IN A CLASSICAL MUSICAL:
● Chase Collegiate School: Caelan Gadwah-Meaden as Herbie in Gypsy
44. BEST PERFORMANCE BY A LEADING ACTRESS IN A CLASSICAL MUSICAL:
● Chase Collegiate School: Veronica Johnson as Rose in Gypsy
45. BEST PERFORMANCE BY A LEADING ACTOR IN A CONTEMPORARY MUSICAL:
46. BEST PERFORMANCE BY A LEADING ACTRESS IN A CONTEMPORARY MUSICAL:
47. BEST CLASSICAL PLAY:
● Chase Collegiate School: The Taming Of The Shrew
48. BEST CONTEMPORARY PLAY:
49. BEST CLASSICAL MUSICAL:
● Chase Collegiate School: Gypsy
50. BEST CONTEMPORARY MUSICAL:
May, the most frenetic month of school, is here and certainly living up to its billing. The calendar is jammed with AP testing, senior exams, Prom, the Athletic Banquet, various field trips, health and wellness programs, and special daily schedules to accommodate things like year book distribution, Pre-ACT for the sophomores, the spring music concert, the senior breakfast, and students visiting from a local elementary school.
I found myself feeling the pressure when two different faculty members asked if they could have a few minutes to address the entire US about their professional growth projects, and I told them they should have asked in March or April because there is absolutely no time left on the calendar. As the second teacher left my office disappointed in the fact that they may not get to share their work with students and colleagues, I realized my anxiety was building around the calendar and all the upcoming events so I took a moment to practice a mindfulness technique that I have used in the past. I sat upright in my chair, placed my hands on my thighs, closed my eyes and began to focus on my breathing. I inhaled through my nose, being sure to take a full breath and out through my mouth making sure the entire breath cycle lasted at least 5-7 seconds. I let go of my thoughts of the calendar and focused solely on my breathing, visualizing the oxygen entering my nose, moving down into my lungs and finally exiting through my mouth. I continued this for about a minute. When I was done, I turned toward the calendar and wrote out a short priority list in regards to immediate and long-term tasks that needed to get done; I then got up from my desk and went out into the hall to greet students and check-in with faculty. The reason I write about this moment is with all that is happening in the next month, it is important that as adults we maintain a level of clarity and calmness, as our students take their cues from us. These times can be stressful for both parent and student alike, but if we acknowledge the stress and use techniques like mindfulness and prioritizing exercises to reorient and process that stress, we can help our kids deal with theirs.
When I walked out of my office and into the hall to greet students, I asked my usual questions: "How is it going?", "All good today?", "Anything you need?" Their responses were generic: "It's going well", "Everything's good", "I am all set; thanks for asking." I walked back to my office knowing that some of those students who responded in a positive way were actually feeling the breakneck pace of the year and were a bit overwhelmed. My questions were not asked with the intention of a student bearing their soul in the middle of the hallway, but instead they are asked as a way of building a bridge and letting students know that I am here if they need me. As parents, we need to dive a bit deeper with our dinner table questions with the intention of taking the temperate of our kids' stress level and then helping them navigate ways to relieve that stress and deal with those things that loom large in their minds. Be sure and ask those questions at the dinner table that don't merit a monosyllabic one-word answer, but require them to talk a bit. Some possible questions are: "What was the best part of your day?", "What was challenging for you today?", "What is something you did today that made you proud?", "Tell me about a contribution or comment you made in class?". My son is an expert at turning an open-ended question into a one-word answer so I will follow up with: "What makes you say that?" as a way extend the conversation and dive deeper. Finally, as students share with you both the good and the bad of the day, look to find a place to say: "Well, what's your plan? What are next steps?" and speak with them about strategies to deal with stressful situations and remind them of the resources they have in their teachers and advisors here at Chase.
~ Mr. Palmgren
Head of Upper School
In the fall, one could not have possibly imagined that seventh graders would be delivering the spring Declamation in a Ted Talk style just a few months later! From standing behind a podium in December to strolling confidently across the stage in May, seventh graders demonstrated their growth as writers and public speakers. Each student touched on several of Howard Gardner's Multiple Intelligences, sharing the impact of those intelligences on the world, and more importantly, on their own lives. Through preparation, practice and an innate passion for the subject, seventh graders captivated the audience! Each student left the Recital Hall feeling a sense of pride and accomplishment.
As members of the audience, current sixth graders were astounded by the performance of their more experienced peers. They noted expertise in eye contact, movement, modulation of voice and confidence. Next year, it will be their turn, and I cannot wait for this experience to shape their seventh grade year!
~ Ms. Bickley
MS English & History Teacher
Have you ever wondered who invented basketball? Did you know that the invention of Silly Putty was initially an accident? How did Life Savers candy become so popular? These are just some of the questions that our second and third graders have been wondering about during our Writer's Workshop lessons as we focus on inventions. From inventions of the 1800's to modern devices of today, each student has begun preparing the steps needed to develop their first research paper of the school year.
The students began by choosing a topic of interest from a list of various inventions. Then, they used their IPads to locate articles related to their topic. Once their articles were found, students highlighted facts and organized their information with color coded papers and notecards. They each carefully began transforming their notes into well-developed paragraphs. Names of inventors, important dates, marketing and advertising of particular inventions, and ways that these inventions have changed our lives are just some of the sub-topics included in our research papers. The skill of paraphrasing has been an important part of the research process, as the students are learning how to take information they learn and put it into their own words. All resources used will be cited with the assistance of Ms. Paine during Library class.
Our recent Writer's Workshop lessons have been full of facts that surprise us and make us wonder, which in turn initiates the drive to research more nonfiction material. Hearing our students ask each other about the inventions they are studying provides the opportunity for our students to teach each other as well. Thus, one student who is studying a particular invention will come away with facts about a whole new invention, as our students have been encouraged to share their knowledge with their peers. It's been the perfect blend of independent research and sharing information with each other. More sharing will take place once we polish our first drafts and type out our final copies.
~ Ms. Cappola
Second/Third Grade Teacher
"Candle in the Wind" Chemistry Lesson
As the teacher opened the door to his chemistry lab, ten sophomores quietly entered the darkened room to the music of Elton John's "Candle in the Wind." They noticed the flame of a candle flickering just below a picture of a "romantic dinner" and it captured their attention.
"What does this have to do with chemistry?" students wondered.
Then Mr. Kopecky suddenly asked, "What is flame? What is fire? You might think that you know - but do you?"
The students took turns guessing what the flame is with responses ranging from "really hot air" and combustion reaction" to "burning energy" or "glowing gases." The agenda for the lesson was becoming clear: they would be experimenting with candles to figure out the mystery of fire.
This "romantic" lab was the final experiment in the unit on Chemical Reactions that the class has been studying for the last two weeks. This experiment provided a vivid example of combustion reaction - the most recent type the class learned about. As the students broke into their lab pairs, they worked together to figure out the many "mysteries" of the burning candle: "What is the role of the wick? Where is the flame the hottest? How is the smoke of a burning candle different from the smoke of the just extinguished flame? Where does the burned wax ultimately go?"
While some students were intrigued by the "jumping flame" trick, other groups were puzzled by the dark smear that is left on an index card, as it was slowly moved through the middle of the candle's flame.
As the students observed their candle's behavior and gathered evidence to support their original hypothesis about what a flame is, they raised questions such as: Is it just energy, particles of some matter, or both? It was becoming clear that the "answer" was more complicated than it seemed and to figure it out would take a while. Perhaps, even longer than it takes for the candle to burn out...
Students shared their ideas at the next class meeting when all groups presented and discussed their completed particle diagrams of the burning candle experiment.
~ Mr. Kopecky
Upper School Science Chair & Science Teacher
Our K-5 students brought the characters of “Horton Hears the Who” alive in Seussical Kids…the Upper School students in the Highlander Theater Company took us behind the scenes of the Vaudeville stage for a fabulous production of Gypsy…the Middle Schoolers are busy preparing for their upcoming underwater voyage in The Little Mermaid, Jr…
What more could be going on in our Musical Theater program you ask?
The Pre-K Spring performance, of course! The youngest learners on our campus got to strut their stuff on Thursday morning in their very own musical theater performance, “On Old MacDonald’s Farm.” These brave 3, 4, and 5 year olds portrayed the cutest animals on the farm as they sang and spoke with joy and confidence!
Connecting with their Pre-K spring curricular theme, the students learned about life on the farm, read great barnyard storybooks, and discovered fun facts about all of the animals. They even put their artistic skills to work as they created their own scenery for the big day. The students practiced using their singing and speaking voices confidently and clearly, and worked on being patient team members throughout the rehearsal process.
Mrs. Fellin, Mrs. Miraoui, and I couldn’t be prouder of their hard work and look forward to seeing these energetic young performers shine on stage for years to come!
Keep a look out for a link to the video of the performance coming soon! In the meantime, take a look at the photo gallery here.
~ Mrs. Apland
Music Teacher and Choral Director
Grace under pressure, eloquence, and often humorous delivery are hallmarks of Chase Senior Speeches, and April 27th's group of Chase seniors did NOT disappoint! They honored the individuals they deem most impactful to their lives and convinced their peers it is okay to quit, that people are like museums, and that every chapter counts (to name just a few).
[Chase seniors Caelan Gadwah-Meaden, Dwyer Grimes, Brendan Wilmot, Jane Zhao, Jakob Gati, Yulee Yu, Will Bianchi, Layne Carter, Jaden Faunce, Veronica Johnson, Grace Frohock, Olivia Pettinicchi, and Ryan Aghamohammadi]