Grade eight learners on Team Cougars created word graffiti maps by using symbolism to show the meaning of a word. The posters were related to the classic novel “War of the Worlds.” The posters were also used to review for a vocabulary quiz.
"Petrified" by Selene, Hotri, and Armarian
"Menace" by Emily, Malaysia, and Dylan
Team Lynx students created one page posters to summarize and illustrate the theme and highlights of their buddy books from the first marking period. Here are a few examples.
There are many opportunities to learn something new or improve skills at Central York Middle School.
By Hannah C.
Many people have at least heard of the activity of an escape room. It is where people are locked (or just contained, as legal issues would consider it kidnapping if it was really locked) into a room and given an allotted amount of time to answer clues to get out. Versions have been made to be for the 1900’s, or a book character's room, but some even have academic purposes, too.
On Team P, students were able to participate in the Grammar Escape Room! Working in pairs, they travel to the seven different stations set up between both Mrs. Allen and Mrs. Stine’s classrooms. These stations were devised of a grammatical paper that covered certain subjects each student had learned throughout the year. These being, sentence structures, verbals, misplaced or dangling modifiers, clauses, and even identifying functions of noun clauses. Each of these sheets had students write the answer letters -a,b,c,d,etc..- and then these codes would be entered into a quiz in Schoology. After each of the seven codes would be entered, the quiz would mark the cypher as wrong or right. Between you and your partner, you would be allowed four tries on the quiz. After this, there would be a final paper of grammar questions you two would need to answer. After these were solved correctly, you then officially escaped!
Against the common idea that all thing related to school can be boring and dull, this activity was challenging and encouraging for students to test their grammar knowledge. As a learner myself who participated, I found it very fun and enjoyable, although I was just short of escaping. For future classes, I would certainly share the idea with teachers and try to find your own room to escape.
By Hannah C.
Mr. Smith’s classes on Team P finished their history assignments on Common Sense. The main writing portion of the project was where the student would choose one of three quote options to analyze and read in between the lines of what the text means. These quotes were pulled from Thomas Paine’s 47 page pamphlet Common Sense, that favored American independence during the thirteen colonies. This booklet is considered by some to be the most influential booklet in American history. The pamphlet is credited to have changed colonists from all levels in the hierarchy to want independence, and that this was better than being under England’s rule.
The assignment could be done either on paper, or digitally, depending on the student's preference. Each sleeve had to have a cover with original artwork, and the title “Common Sense” and its author, Thomas Paine, written on it. The back of this project had the quote the student analyzed, along with a three to four sentence interpretation of this, and how it tied into the American Revolution. Students also included three of their history vocabulary words. Both the back and front had to be visually appealing. Students were able to show their creative side with this assignment, and learn the historical significance of this primary source document.
Examples of these of these projects can be seen in the slideshow below courtesy of Morgan Hoch, Ayanna Gopeng, Alex Howard, Hitachi Shah, and Hannah Carlisle.
By Hannah C.
Books are stories made in the mind, written down on paper. A literal profit for dreaming, if it’s fiction. A fictional genre that is popular are dystopian novels. A dystopian book is specified as “an imagined state or society in which there is great suffering or injustice, typically one that is totalitarian or post-apocalyptic.” Largely known series that fit under this style writing includes Hunger Games, Divergent, Maze Runner, and The Giver. All well known for their settings of divided societies, dramatic events, and bold main characters.
Team P, in their language arts classes, had read and currently reading these types of books. The assignments have been dubbed, “Dystopian Duos” and “Diehard Duos”. The books were read in pairs and were chosen by the students. Books included in these reads were The Red Queen, Defiance, The Knife of Never Letting Go, Article 5, and Scythe. Students were able to choose or be assigned partners. Divided between 3 to 6 main reading chunks, depending on class period, the writing was then discussed between student pairings. Provided bookmarks then had multiple questions for information that needed to be gathered in that reading block. Questions included who were the characters, plot, setting, society, and theme for the section. The main idea behind bring this genre to the students and encouraging them to read this style, was to introduce something new. This type of script is so broad that there is bound to be a book that would fit any and everyone’s interest. The introduction for this category of books was vital to increasing the expanse to which books learners can choose for freelance reading.
By: Hannah C.
Teams P participates in specials during period 1, and 2, starting the mornings off with the interactive classes of Art, Graphic Art, Health, and Tech Ed. Three may be familiar, but what is Tech Ed? Tech Ed is the middle school level woodshop class where students are able to carve and cut wood into two main projects: clocks and cars. This is the class at the eighth grade level. In seventh grade we must hand cut our wood pieces, while this year we get to use the power tools of sanders and saws.
With the first marking period having wrapped up just a few weeks ago, all students in the first term of Tech Ed got to race our cars on the last day. From rolling rainbows, to the fastest, slimmest designs, cars took the 50 foot course. Period 2 got to launch their cars and watch them speed across the tile floor. Following the wooden vehicles the class had to calculate their speed for miles per hour. Students got speeds of 37 miles per hour, to the quaint pace of 15 miles per hour.
However easy it sounds to build a wooden car with no auto parts incorporated, it is not as easy as it seems. Starting with a triangle piece of wood on the slope of a right angle, the creative process begins. The main two cars you are allowed to make is either a car going for speed, or an artistic statement car. Needing to meet a required length, students are expected to leave a certain width in the end to prevent turbulence. Other necessities are given, but the student is given creative freedom to fill their wild dreams. Making templates follows, then the tracing process, before you are even allowed the start cutting! Each car must also use the drill bit in order to add the holes for the wheel axle rods to go through. Made on the band saws, scroll saws, and cleaned up on the sanders, curves and sharp turns are added to fit students' patterned template.
Once the complex cuts are made and the wood work is done, learners are able to paint, draw, and decorate their creations to their ideal appearance. This is where people are really able to make their estranged block of wood really take form with adding the color visuals to promote the image. Some cars are left blank, and others are wild with detail! Each are unique, just like the creator of the cars. Students will be able to make their own during their marking period with Tech Ed in Mr. Decker’s class, limited to the eighth grade years.
Mrs. Walton on Team P has just open up a new 3D printer and is looking at using it in the near future. Some of the things that we will be looking to make or create are things that can help people or can be used in the classroom. Also, we will be making different Central York Panther spirit items. In order to make these designs, we will be using different coding websites, which I am personally excited and curious to see. Then we will be printing these designs using the 3D printer. It seems very exciting and I can’t wait to see what we can do with it.
Below is a picture of the printer with a couple of test items like a guitar pick and spool. It's a complicated process, but we are looking forward to the possibilities.