PVMS OCTOBER 2016 NEWS
A cover letter to the newsletter went home with your Children. The following is news from each individual class. You may enjoy reading what all the classes are doing, as teachers often share information that is applicable to other groups and classes. Please be sure to read about the Special Classes also.
House East with Tara and Sara
is a busy time at school! Some children
are learning to say goodbye to their parents.
The phrase “mommies and daddies always come back” is often heard in the
first couple of weeks. Others are
already masterful at the good bye.
Regardless, we’re all learning the routines of the day with its many
transitions. Soon it will be automatic
but at the moment, it is big and exhausting work!
children are also learning, many for the very first time, the way in which to
be a student. Lessons at this age are
generally given individually. Some
lessons, however, are designed for the whole group. Grace and Courtesy Lessons are an example of
this type of lesson and teach care of oneself, others and the world
(classroom). It is also an area of the
curriculum that is both planned and spontaneous.
year, like most, our first Grace and Courtesy Lesson was Unrolling and Rolling
a Rug. In the Montessori classroom, we
use a small Work Rug in order to define our area of work. While it is an important part of keeping our
materials organized, unrolling and rolling the rug also helps to develop the
movements of the hand in preparation for such things as writing.
a friend if they would like a hug is the spontaneous Grace and Courtesy Lesson
for the beginning of this year. There
are two pieces to this lesson: listening to the answer and knowing when to let
go! It can be confusing for the young
child to hear someone decline an offer of affection. So we verbalize the experience for them, for
instance, “It’s not kind to give someone a hug if they say no thank you”.
are unique! Our morning starts by
measuring ingredients in order to bake bread.
We place the pan in the bread maker and go to Friday All School
Meeting. Margaret shares school-wide
news, including the birthdays of the week.
She collects non-perishable foods and tabs for Shriners Hospital. We sing songs and then return to our
room. The sound of ten beeps tells us
our bread is done. We remove it and go
to music class. We sing fare well to our
music teacher, Mr. Hywel, and return to class.
Our morning ends by sitting together and sharing, usually with jelly,
Day is the only day that we have group snack.
We wait until everyone has been served and then we sing the following
the Earth is good to me
And so I thank the
For giving me the things I need The
sun and the rain and the apple seed.
The Earth is good to me. Bon
appetite, you may eat!
of the sun and the rain and the apple seed, the Children’s House classrooms
will be traveling to Pell Farm on October 12th for our Fall Field
Trip. Thank you to those who have
volunteered to chaperone. More information will follow shortly.
HOUSE SOUTH with Angelika and Rosemary
We have had a marvelous start to this school
year. The children are settling into the
routines and expectations of the classroom and becoming more comfortable with
their environment and the adults in the room. There is nothing more gratifying
than to see your children enter the classroom with a confident smile and
anticipation of what their day might bring. Each day begins as we greet one
another with a handshake and a “Good Morning” extending courtesy and respect
for each other, a practice that allows the adult to make eye contact and
connect with your child.
During the next 2½ hours, the children are free to
choose from the activities that are available and developmentally appropriate
for them. They might be receiving an individual lesson from the teacher, work
in a small group or with a friend.
Initially, younger children and those new to the class spend much more time
in the practical life area where they develop the skills they will need later to
succeed in their more academic work. These skills include gross and fine motor
control, eye-hand coordination. The children learn how to set up an activity,
then to follow through a sequence of steps to complete a task, all the while
growing their ability to concentrate and increasing their independence.
During group time and
especially at the beginning of the year, we introduce exercises of Grace and
Courtesy. The young child has an acute need for order. He has a need to know
and absorb the social structure to be
more at ease in his environment. Grace and Courtesy lessons give the child
vocabulary as well as actions and steps required for him to build his awareness
and responsiveness of those around him. We practice how to roll a rug, walk
around a friend’s rug, how to wash our hands, how to offer a hand to a friend
and how to use kind words. We practice how to quietly observe a friend at work
or how to get an adult’s attention. Your
children are doing a wonderful job already and are eagerly learning the many
social graces needed to be successful in a group.
Our fall field trip is scheduled for
Wednesday, October 12 to Pell Farm for a hayride, petting the farm animals,
mazes and pumpkin picking. If you would like to be a chaperone or accompany
your child please contact me.
We are looking forward to Dad’s Night on
Thursday, October 13th. The
children are very proud to show what skills they are learning and the
activities they engage in.
From time to time I will be sending home
Classroom Notes on your child’s experience at school, listing activities your
child has engaged in, lessons they have received or important learning that is
taking place. I hope that you will find the information helpful and I would
encourage you to let me know of any changes or other information pertaining to
your child. If you have any concerns
about your child's school experience, please let me know right away. I can be
reached at school before 8:00 and between 11:40 and 12:15. Otherwise, please
leave a message with the office and I will call you. Be sure to let Charmaine know what time is
Your children bring me great joy and I
appreciate that you have entrusted them to me.
Children's House North with Sheryl and Debbi
Welcome back to school friends old and
The children in
Children's House North are all busy getting used to routines and practicing
grace and courtesy. "Please", "excuse me"
and "thank you" (such wonderful words), and we hear them
frequently! The children are very proud of their efforts. We sing
songs about walking feet, or when I see a (work) rug I walk around (and many
others) all reinforce grace and courtesy throughout the classroom.
Below are some of the areas your
child may be working in:
Practical Life: Practical Life
activities are beautiful to the eye, child-sized and are divided into four
different areas: Control of Movement, Care of the Person, Care of the
Environment and Grace and Courtesy. The purpose of the activities is to develop
the child’s concentration, coordination, independence and sense of order. All activities have a purpose and are arranged
sequentially. The activities move from the use of large to small muscle groups,
two to one handed activities, left to right set up, simple to complex skills
and one to multiple step activities. A
control of error is built into all activities to allow a child to self-correct.
The combination of fine motor control and strong hand-eye coordination in these
activities will assist the child in the reading and writing process. Practical
Life activities build the foundation for success in all areas of the Montessori
Sensorial: The Sensorial
Curriculum is categorized into groups according to the senses the materials are
meant to isolate. These include Visual Discrimination, Auditory Sense, Tactile
Sense, Thermic Sense, Olfactory Sense and Gustatory Sense. The child learns to
isolate each sense which is crucial during the "Sensitive Period from
3-6" (Dr. Montessori). The direct aim of these activities is for the child
to refine the ability to observe, compare, discriminate, differentiate, reason,
decide, solve problems, and finally appreciate the world around them. The child
will be able to make sense of and classify the information she has absorbed in
her surroundings and she will continue to grow and add to this knowledge
base. Again, as with all Montessori materials, the skills acquired in one
area of the curriculum help to strengthen and support growth in all areas.
Language: The Montessori Language
curriculum uses a phonetic approach. Children begin with auditory and oral
activities, using sandpaper letters to associate sound and symbol.
Once all letter sounds can be identified, we begin the sounding out of
CVC words. Using objects and pictures, we identify and build words like
hat, cat, jet, dog, sit - this skill takes time as some of the beginning letter
sounds and vowels make many sounds. The moveable alphabet and small book making
helps children begin to form words by sound.
As the children learn
to discriminate sounds, they are introduced to beginning blends (bl, br) as
well as phonograms ee, ea, and many others.
The writing part of
the language curriculum involves the use of sand trays, sandpaper letters, chalkboards,
metal insets, and pencil to paper. Once the child recognizes all letters and
their sounds, the ability to build three and four letter words, complex words,
use inventive spelling and write stories (not necessarily in that specific
order) occurs. At some point, some children will begin to experience what
Dr. Montessori termed "an explosion into reading and writing.”
Math: Math is taught using the
Montessori philosophy: children learn at their own level of readiness. The
child will begin learning with concrete materials such as number rods, colored
beads, sandpaper numbers, chips (counters),as well as golden unit beads, ten
bars, hundred squares and thousand cubes (the last 4 representing the decimal
system). Once the child has a strong number sense (recognition of
the number and its' quantity), he/she will begin to learn the four basic
operations of math: addition, multiplication, subtraction and division. As the
child moves through the math curriculum, she will begin to move to the
abstract- meaning the materials begin to be smaller and less concrete.
Science: To begin the year, the
children will explore activities revolving around living and non living things
and our nature table will be ready to explore! The children will learn the life
cycle of an apple as well as the parts of an apple.
Geography: The children, using
the Montessori globe, will begin to learn the "Seven Continents Song"
(to the tune of Frere Jacques): North America, South America, Europe, Asia,
Africa, Europe, Asia, Africa. Don’t forget Australia, Don’t forget
Antarctica. The seven continents, The seven continents.
According to our mentor, Dr. Maria
Montessori, we follow the child closely and when a child is ready she will be
introduced to the next lesson. Some children are with us for long periods of
time and some are here less. Whatever the case may be for your child, we follow
each child and pay close attention to balance their experience.
A look ahead:
12 Pell Farm - handout to follow
13 Dad's Night
* if you do not have a CORI done,
you can call the office and we can send a form home for you. We
need chaperones, but in order to take an assigned group you must have a current
CORI on file at the school.
*You may meet us there with your child
if it is not your child’s day to come to school.
The Extended Day in the afternoon is going very well
for all our students and the work cycle for our 5 and 6 year olds has been very
rewarding. Your children are keeping so
busy and team teaching with Ms. Sheryl is working out fantastically for all of us.
It is particularly beneficial for the children. The continuity from the morning
to the afternoon and the smaller group format allows us to spend more
individual time with each student and to present important lessons.
The afternoon usually begins with a group activity and
the rest of the afternoon includes time for individual language and math, as
well as geography and science work. Each child continues to work with materials
and activities on his/her developmental level and areas that need improvement
or that are of particular interest to the child. Often children start longer projects in the
afternoon that they then continue to work on the next morning. In preparation
for story writing, we have been working on penmanship and proper formation of
letters. We are looking forward to
developing each student’s story writing abilities (initially inventive
spelling) and are planning smaller and larger writing projects throughout this
Wednesday afternoons the third-year students attend a
second Spanish class. We have divided
our third-year students in two groups and each group attends Spanish for 30
minutes. The children always love working with Ms. Paula as she has many
exciting activities prepared that reinforce what they are learning during their
Wednesday morning Spanish class.
On Fridays, we have introduced a popular activity called
Author's Chair. Each week one or two
children will be invited to sit in the author’s chair to share a personal
story with the class. The teacher does
the writing on a large pad for everyone to see as we go along. At the end, we read the story together, and
the author for the day may take the story home. The children enjoy this group
activity very much especially as it gives the children the opportunity to
tell in their own words about something that is important or memorable to them.
It was a favorite activity with last year’s 5 and 6 year olds!
feel free to contact Sheryl or myself with questions or concerns about your
child’s progress. We are both looking forward to a wonderful and productive
year with your children.
Toddler News with Mary Ann and Cynthia,
and with Carla, Brianna and Rebecca As I’m sure you have noticed, the first few weeks of
school can be a big adjustment for children and parents. Getting to school and
saying goodbye becomes easier with time. Once the children become familiar with
the teachers, the other children and the daily routine, separating will no
longer be as difficult.
Being the parent of a toddler can be very challenging;
it is difficult fostering independence while keeping a busy schedule. Giving
your child choices (ones you are happy with) and allowing extra time for your
child to do things for themselves makes the morning run smoother.
Many parents have remarked on their child’s rapid
development. During the toddler stage, it is typical to see changes from one
day to the next. The Toddler program
will focus on independence, language, social skills and large and small motor
development. Each child will cultivate these skills according to their
individual needs and interests.
Over the past few weeks the children have been becoming
comfortable, exploring the classroom materials and finding activities they
enjoy. At mid morning, we gather as a group to sing songs and learn each
other’s names. We have been singing “Twinkle Twinkle Little Star”, “The Itsy
Bitsy Spider”, ”Old McDonald” and “Head, Shoulders, Knees and Toes” just in
case you are trying to understand what they are saying. The children have also
enjoyed our visits on Monday from our Spanish teacher Paula, and from our music
teacher, Hywel (pronounced Howell), on Friday.
Paula interacts with the children speaking in Spanish
as we do our regular activities. Hywel
has them all mesmerized with his guitar playing and singing. If anyone had been
crying, they stopped as soon as he began playing. I wish he was with us the first day of school!
We look forward to a school year of joyful learning and growth.
If you have any questions or concerns please let us
know. It will be helpful if you inform us if your child had a sleepless night
or difficult morning.
As the weather becomes cooler please make sure your
child has labeled outerwear.
to all of the new and old Spanish students!
Classes are in full swing at all levels. We are busy reviewing
vocabulary and working on projects about ourselves. Elementary students are already starting to
fill their cuadernos (note -books). They have also begun reading as well as
visit the Toddler Class on Mondays for about half an hour. We are in the process of learning songs en
espanol and in English. We have tried
out “Twinkle, Twinkle Little Star (Estrellita Brillaras) and “Head, Shoulders,
Knees and Toes “(Cabeza, Hombros, Piernas, Pies). I also have snack with
them—plenty of opportunity to hear Spanish food and drink vocabulary. I think that it is important to hear the
Spanish language. If they begin to
repeat words or phrases, all the better!
The children are already beginning to become accustomed to my presence
in the classroom.
CHILDREN’S HOUSES—Spanish for CH East is on
Mondays; for CH North and CH South on Wednesdays. We meet in small groups to practice the
vocabulary of the day. So far we have
practiced our names (Me llamo________)
with a little monster project. We
have begun color vocabulary. We strung
beads of different colors, played “Basketball” with colored pom poms and
matched color words to color pictures.
For our number practice, we created a fall scene using felt leaves. The children selected number cards to place
the leaves. We matched numbers and
practiced counting 1-10 en espanol.
Please be sure to check their bags. There will almost always be some
Spanish practice papers for home. Have
KINDERGARTEN—The Kindergarten students have an
additional Spanish practice on Wednesday afternoons. There are two groups which meet for about 35
minutes each. We have created name tags
with our Spanish names. We have drawn beautiful portraits for the cover of our
Spanish folders. We are practicing the
vocabulary of the Children’s House classes as well as a few new words here and
there! We ended the month of septiembre
with “Buenos dias and Buenas noches projects.
We used these for short conversations. We greeted each other with
“Buenos dias” or “Buenas noches” and then introduced ourselves with “Me llamo”
and our Spanish names. Most of the work will end up in their folders. The folders go home at the end of the year.
At times, I will send extra practice home!
Keep an eye on those school bags!
LOWER ELEMENTARY—We are working on Halloween
poems as follows:
The children enjoy the challenge of memorizing
short poems and creating a project to go with them. It gives them a chance to experience the
language using complete sentences or phrases.
Level One has already memorized “Cinco Calabasas”!! We hope to present the poems to Lower El
around the end of October.
The notebooks are filling up already! We have color and number vocabulary in the
“vocabulary” section of our notebooks and the poetry in the “Los demas” or “Los
Cuentos” section. The children will
learn how to organize and use their notebooks as the year progresses. They are responsible for one written
assignment per week. This practice is
completed in the Lower El classroom during the course of one week. The answers to the practice are in the
notebooks, hence, they are an important part of our Spanish classes. We are beginning to create books about
ourselves in Spanish. Written practice
is important in learning the language and also provides reading practice. Please check their bags for completed Spanish
work. It’s fun to let them explain the work.
It’s a good way for you to learn Spanish as well!
UPPER ELEMENTARY—Levels four and Five have
already begun some reading and writing of stories. Level Four—La Noche de Brujas” (Halloween)
and Level Five “Jorgito” (Georgie—he’s a ghost!!). I hope to begin reading with Level Six in
several weeks. We have a chapter book
“Un Viaje a Mexico” (A Trip to Mexico); but, I am concentrating on vocabulary
development a bit longer with this group.
We have organized our notebooks and spent some time in reviewing the
vocabulary from last year. Colors and
numbers have found a spot in the “Vocabulario” section. Each level is doing a project about
themselves. They get one assignment per
week for Spanish to be completed in school.
This work is practice and the answers are found in their Spanish
notebooks. Learning how to use the
notebook as a learning tool will be important this year. Completed and corrected assignments are sent
home. Please check their bags for this work!
JUNIOR GREAT BOOKS WITH PAULA
Level Two—We are beginning this year with
several read-aloud stories before beginning the ones that they will read on
their own. We started the African
folktale, “Buya Marries Tortoise.” They
have heard the story once and we have discussed vocabulary words. They had to
draw a picture of “The Terrible Moma”, the python father in the story and write
one sentence about the picture. On the
next reading, we reviewed vocabulary and answered questions about the story as
we read. The children had to create a
picture of “Buya, the Most Beautiful Creature in the World” and write one
sentence about their picture. At this
stage, the children are interpreting the story through art, with a few
words. It takes 3 to 4 weeks to
completely cover one story! We are in no
hurry! The children will know the story
inside and out!
Level Three—Children at this level read the
stories on their own. For the first
reading, I have them follow along as I read. We discuss vocabulary. Their assignment has to do with this reading.
We began the year with the Japanese story, “The Magic Listening Cap.” They had to write what they thought was the
most surprising thing that the old man in the story learns about nature and
why. Learning to use the book as a
resource is an important part of JGB.
They read the story to me during the second reading. We then analyzed parts of the text to learn
more about the characters. Children at
this level interpret through writing. It
takes practice! We go slowly enough to
thoroughly learn the story, usually 3 to 4 weeks!
ELEMENTARY ART with Christie
Hello everyone happy autumn! The start of the new school year is always
such an exciting time; new faces, new lessons and new experiences. It was so
nice to have the opportunity to meet a great many of you at the Parents’
Orientation/ Annual meeting.
As of the writing of this newsletter I
have had two classes with Upper and Lower Elementary. It was lovely catching up
with our returning students as well as getting better acquainted with the
students who are new to the Elementary Art program. This year our primary focus will be exploring
the seven elements of art: line, space, texture, shape, color, value and form.
The students are designing a workbook that will serve as a reference for each
of the art elements. As we complete different sections in these workbooks highlighting
the art elements, the students will design corresponding art projects. The
workbook and art projects will cross reference each as each student builds a
portfolio of their work.
I always like to start the first
newsletter with a brief overview of the goals of the Art program.
comprehensive hands on exploration of fine art materials and techniques.
students with basic art vocabulary and terminology.
*Introduce some of
the artists who have made significant contributions to the art world.
art and craft traditions.
*Encourage the use
of recycled materials.
atmosphere of peace, non-judgment, acceptance and support.
Art classes for Upper and Lower Elementary
students meet every Monday and students are encouraged to dress in attire that
is appropriate and conducive to creating art (in other words, dress for mess!).
If you have any questions or concerns please feel free to contact me.
UPPER ELEMENTARY with Nicole and Terri
Welcome to the 2016-2017 school year of
the Upper Elementary Class at PVMS! We are off to a wonderful start in
our cozy community, and everyone is adjusting so well to the various changes
and the variety of work that we have begun so far this year!
The beginning of every year comes with
learning opportunities that manifest simply as a result of a group of people
coming together. Gleaning how to function in a group is an important life
skill, and we have done a lot of work thus far in this area. Our year began
with some team building games that served multiple purposes: the children
learned how important it is to listen to each other, that communication is
ineffective if many voices are speaking simultaneously, and that sometimes
everyone’s cooperation is necessary to reach a goal. I learned who is willing
to take a leadership role, who believes they can sway a person’s opinion
through sheer volume of their suggestion, who is happy to follow, who doesn’t
really know how to make their voice heard, and how much work lies ahead in
teaching various problem solving, and group skills. This year, games of
this nature will be scattered about when I can find a spare moment, or in
response to a current issue that is present in the class community, or
following an agenda meeting. In the end, the goal is to help the children
learn how to take care of their own needs, while also taking care of others (a
very challenging skill that most adults struggle with), how to communicate
effectively so others are able to hear what you have to say and how to
compromise effectively. These skills take time to learn.
One thing we have added to our weekly
schedule to facilitate a safe place to develop these skills is in our agenda
meetings. This concept comes from the “Positive Discipline” model as
outlined in the book Positive Discipline in the Classroom, by Jane
Nelson. These meetings, that happen every Wednesday afternoon after Yoga, are a
safe place for the kids to bring problems that they are having difficulty in
solving on their own. Problems can be anything from “I keep losing my
agenda,” to “Billy keeps taking my seat at the table.” Problems are
written down on a small piece of paper along with the date and time upon which
they were written and put into the agenda meeting box that only I am permitted
to open. The earliest dated paper is pulled out and the problem is shared
in the group. The students receive about five minutes to share any
feelings, associations, stories that are related to the issue. Next, the
community spends some time in trying to provide solutions to the problem.
All solutions must be: Respectful, Relevant, Realistic and Helpful.
All solutions must be actions that the person who created the paper can
fulfill. This means that if Jenny’s problem is that Billy is taking her
pencils, we are providing solutions to Jenny about what SHE can do, not about
what Billy should do. Finally the child decides which of the solutions
they are going to try out. This process helps to empower the children to be
able to take care of their own problems without the intervention of an adult.
It provides a safe place for children to share their struggles, and
an opportunity for others to sympathize, or even empathize with that child.
It is a way to build community, and learn how to talk to each other when
we aren’t feeling good about something that is going on in our classroom. It is
a venue in which we learn how to take care of ourselves while also taking care
While this big social/emotional work is
going on in the classroom, we are still finding our way through the various
areas of the curriculum with some review, some re-discovery and some new
skills-building. Reviews of various math skills from working with decimals to
measuring the area of various polygons has been matched with algebra and
learning how to use a t-square. Reviews of sentence analysis and parts of
speech have been met with new materials, familiar spelling books have been
enlivened with new follow-up procedures. The kids have met every new
challenge with a positive attitude excited to see how we would proceed, working
to see what would come next. Most exciting to many, has been our introductions
to atoms and the states of matter. While the older children are exploring
atomic structure and molecular make-up using our atom board and molecule model
kit, the younger children have been getting their hands dirty with experiments
pertaining to solutions, suspensions and precipitates while learning the
scientific method. The older kids are excited to get their hands dirty as
well, and they soon will!
Thank you to everyone who has extended such a warm welcome to me.
As a new member in the community, it can take some adjusting to learn
about the culture that currently exists at the school. It has been
wonderful to feel accepted and appreciated by everyone here! Thank you
also to everyone who has donated time, or items to us in the elementary
program. Whether you brought in the amazing computer chairs, or delicious
tea, or provided our class with the ample daily snack, we are all in gratitude
of your generosity. Thank you for taking such good care of all of us!
LOWER ELEMENTARY with Sherrell and Kim
to fall! I am so happy that I have met most of you already. I think it’s important
for you to see the people with whom your children spend their days, just as
it’s important for us to see the families to whom they belong.
and I have been getting to know the new students and each other, and we’ve been
establishing the guidelines under which our new classroom community will
operate. We’ve discussed the Six Pillars of Character and how we use them to
help each other do their best work. We’ve also been clarifying the expectations
of work – when to say we’re “done,” when to ask for a lesson, how to get help,
and a multitude of other tiny pieces of our classroom puzzle.
the end of every month, we’ll send a newsletter to you. It is our hope that it
is helpful and informative, so you have a better idea of what’s happening at school.
We plan to include the following sorts of information:
- Highlights of
Montessori philosophy and materials,
- Current and upcoming
topics of study,
- Upcoming projects and
special events, and
- Notices and reminders
about needs and expectations
are confident that we have at least one common goal: a safe, successful, and
happy year full of learning and fun. To achieve this goal, we need to keep open
communication between us. Please alert us to any of your concerns, questions,
and kudos. We will rely on email and the plastic communication envelope to send
notes, notices, and news home. Help your child remember to bring their
communication envelope back and forth each day – even when it’s empty.
Math is the most effective (and impressive) ways to teach math to young people
and adults alike. It runs simultaneously on different tracks: memorization of
facts, concepts of number, computation, and application.
have already had several lessons to introduce and reintroduce materials and
concepts. There have been whole- and small-group lessons as well as individual,
and even peer lessons.
materials are old friends” – materials from Children’s House. The materials are
the same, but the focus is on a higher level of understanding. Don’t be fooled
into thinking, “She did that in Kindergarten, why is she doing it again?”
Montessori math is a spiraling curriculum and the intention with which the
materials were made is mind-boggling. That pink tower comes back again
and again, each time with nuances that meet the needs of the developing child.
I’ve administered an
inventory of skills for the first-year students and another for the second and
third. This inventory helps me know which phonics, phonemic awareness,
and spelling skills each student has which will help me place each one along a
continuum of word study.
instruction is twofold: we are teaching all students skills for deepening
comprehension and knowledge of books and reading and we are
teaching small groups and individual students word attack and comprehension
skills to help them understand more advanced texts.
the next few weeks, I will be reading with each child individually to perform
the Benchmark Reading Assessment. This will help me pinpoint areas for
instruction and give us a reading level between A and Z.
best thing you can do to support your child’s reading growth is to provide
opportunities for reading. A good goal is 20 minutes a day – and it should be
enjoyable for all involved.
launched our cultural studies with the first Montessori Great Lesson.
This is the story of the creation of the universe told very dramatically with
scientific demonstrations and artistic renderings of Big Bang Theory.
the week that followed, students were able to replicate many of the
demonstrations, following the directions of each experiment and making and
recording their predictions, observations, and conclusions.
lesson begins our study of History, Geography, and Science. We will next focus