The students had to pick a song, transcribe it into ASL and then sign it. There were two goals in mind. One was they had to use ASL structures, which meant they had to sign the MEANING of each sentence not necessarily each word. The second goal was to sign the song with emotions and fluidity that matched what they were trying to convey.

"Courtney did a beautiful job transcribing her song. She used the space around her clearly and her signing was smooth. Her emotions matched what she was signing."

The students had to pick a song, transcribe it into ASL and then sign it. There were two goals in mind. One was they had to use ASL structures, which meant they had to sign the MEANING of each sentence not necessarily each word. The second goal was to sign the song with emotions and fluidity that matched what they were trying to convey.

"Karli's signing nearly made me cry. She was so immersed in the meaning of the song, the viewer felt all of her emotions. She was clear and used the space around her perfectly."

As an independent work project at my request, Dustin used Earthswoop to create trips using Google Earth. This capability will prove very useful to teachers at LSM, especially teachers who require map or geographical work and who want students to see specific landmarks or landforms.

"This project was very advanced and Dustin's effort was very impressive because he had to figure out how to use the "way points" in Google Earth in another program.".

An arrangement of winter/seasonal objects was set up as a still-life. Students drew from observation using their choice of either oil or soft pastels. Tyler chose oil pastel.

"Tyler has a keen sense of observations which he demonstrates through his refined drawing skills. Accuracy of Form, composition and handling of materials is evident in this highly detailed piece."

This was an independent reading project assigned to students in my Language Arts class. Students were given one month to read a book of their choice, and complete an essay and choice project on the book. The focus of this class essay and project was about character development. Students needed to reflect on the following questions: How do the characters from my book grow up/mature, and what do the characters learn about him/herself, others, and/or the world in which they live? This project helps students build on their creative, independent, time management, and critical thinking skills.

"Lindsey's work was chosen because she exceeded the expectations and showed incredible insight into how the characters (Juli and Bryce) from the book Flipped changed. The essay was well written, organized, and supported with several direct quotes from the book. As for the project component of this assignment, Lindsey chose to create a diary/journal of the two main characters. The journal created by Lindsey made the characters come to life, and gave an in-depth look at what the characters of Juli and Bryce were thinking and feeling during the story. Lindsey rose to meet the challenge of this particular project, and far surpassed the goals I expect from my students."

During the fall, fifth grade art classes polished their drawing skills by studying and drawing a still-life arrangement that was set up in the art room. We discussed how artists make observations and comparisons before they begin a realistic drawing. We noticed the different shapes of the objects and studied the differences in height and width. When it came to drawing the background, the students were encouraged to use their imaginations. We finished this lesson up by experimenting with oil pastels and how we can smear and blend them.

"I really enjoyed watching Kelly work. She was able to complete a well drawn and well balanced composition during art class with little guidance. She successfully used the skills she learned and practiced during this lesson. I was especially impressed with her technique of blending colors for the wall in the background. She always comes to art with a smile and positive attitude."

Students were asked to choose their favorite book and write why it was their favorite book. They were then asked to write a summary that would not give away all of the details of the book, a book recommendation summary.

"Erik did an excellent job of explaining why he chose this book. He also included some important details about the story, telling who the main characters are and some of the major events, but left you wondering what happened in the story. If you have not read the story you would be inclined to read it to find out how the story ended. "

The students were responding to a book. We are using literature written by Patricia Polacco for our author study. A CMT strand question was posed: "How can you tell that Naomi cared about being responsible?"

"Aidan has gone "above and beyond" grade level expectations in reading . He contemplates all possible choices for his journal responses. Next, he carefully selects the most salient points and records them accurately. Finally, he includes proof in a well-written paragraph."

The students are working on writing a story with a beginning, middle, end and a problem and solution.

"Alyssa always gives her best work: she wrote an awesome story that had a clear and logical beginning, middle and end. Her story also included a problem and solution that demonstrates Alyssa's understanding of this story element. She also takes her time and has very neat handwriting. I am very proud of her."

In support of our kindergarten literacy program, students were asked to create an alphabet book for their November homework assignment. Students could use pictures from magazines, photos, environmental print, or drawings to create this book. One item for each letter had to be included. Throughout the month of December, each student shares and presents his/her ‘Alphabet Book' to the class.

"Kaelyn's ‘Alphabet Book' was exceptional! She drew multiple pictures for each letter of the alphabet and then took on the extra task of labeling each picture with her own phonetic spelling. Kaelyn said, "I did it all by myself." In addition, Kaelyn did a fabulous job presenting her book to the class! An outstanding work of Kaelyn's! "

Students were introduced to the concept of primary colors making all other colors. They were instructed to combine two colors to make secondary colors. Primary colors are red, blue and yellow; secondary colors are purple, orange and green. Students used these colors to paint fruit which were then dried and cut out placing them in a bowl to create a still life.

"Ava's work was selected because of her ability to mix true colors identifying them correctly as primary and secondary have all six on her paper. She then cut them out, neatly placing them in a bowl using overlapping to show a full bowl of fruit. Ava's technical (fine motor skills) are very advanced for a kindergartener."

For homework, the students studied a room in their home. After looking at the art reproduction of Vincent van Gogh's bedroom, the students pencil drew their interior as realistically as possible. The next class, we looked at the way Henri Matisse used color and pattern and then, modeling Matisse's style, the students used colored pencil to color their interior in imaginary colors and odd patterns, turning their drawing into an abstract interior.

"Sal's art is a great example of how he used his fine drawing skills to create a realistic interior. His imagination soared with colors and patterns making his art an excellent example of Matisse's style of abstract interiors."