December 2012 newsletter

Marymount News from Marymount International School Rome

M O N T H L Y

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e ended November giving thanks for all of our blessings at a PTO sponsored Thanksgiving Coffee. Now as you receive this newsletter the world will be heading into the holiday season.

Over the next couple of months the world celebrates a variety of winter celebrations including, Christmas, Chinese New Year, Hanukkah, Eid Al Adha, the Festival of the Sacrifice, Kwanza, New Years Day, Winter Solstice, and Three Kings Day to name a few.

Some are religious in nature and some are not. Although

they are very different in how they are celebrated, they all have one thing in common: HOPE‌hope for brighter future.

As a school community we are always looking for ways to spread that hope by reaching Continued on Page 2

2012

December

INSIDE THIS ISSUE Life in Ancient Greece / 4 Setting in Literature / 8 Senior Retreat / 10

Parent-Teacher Org. / 15 Above: Grade 8 iLab students take a reading from their new weather station. Full story on page 7. (Photo: J. Dunn)

iLab Storytelling / 6

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Marymount students address hunger on a local level

Food for Everyone Marymount’s GLOBAL CALENDAR 2012-13

World Food day in 1979 to spread awareness of the problem of hunger in the world and to seek solutions. The United Nations endorsed world food day in 1980, stating that "food is a requisite for human survival and well-being and a fundamental human necessity” (resolution 35/70 of 5 December 1980).

s part of our Global Calendar, students from the Elementary and Secondary Schools joined in celebrating the United Nations World Food Day in October.

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The Conference of the Food and Agriculture Organization proclaimed October 16 as

In whole school meetings, students learned about the causes of world hunger and how improvements in farming around the globe can help solve the problem. Elementary, middle, and high school students participated in the FAO poster contest to illustrate this year’s theme: Agricultural cooperatives – key to feeding the world.

In an effort to respond to the problem of world hunger and in keeping with this year’s

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Marymount goal of fostering a personal relationship with God, students served those in need by participating in a food drive.

From Early Childhood to Grade 12, students brought in food to help hungry people in Rome.

EC and the Elementary Students brought in food for Jesuit Refugee Services, which feeds and assists refuges in our area.

Secondary students collected food for the Caritas soup kitchen near Termini.

Throughout the year, many Secondary students volunteer at this soup kitchen, where those who suffer from poverty and hunger can enjoy a warm meal.

Ms. Ann Haring Elementary School Religion

Illustration by Nicholas, Grade 5

Headmistress

beyond the walls of our school.

We already help those in need by participating in food drives, fundraising for the schools in Zambia, and volunteering at the Caritas Colle Oppio and Termini soup kitchens. But we can do more.

A couple of weeks ago I celebrated mass with the Second Graders in preparation for their First Holy Communion.

The words of their final hymn have continued to resonate with me. I would like to share those words with you as we head off to our holiday break…

“Go in peace to serve the world In peace to serve the world Take the love of God The love of God With you as you go.”

During this holiday season, may we acknowledge all the blessings we have received and, since this is the season of giving, think about what universal gifts can't be wrapped and put under a tree – gifts that one doesn't outgrow, that don't break, that can't be returned, that don't wear out, that are never the wrong size, and that aren't a gift for

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someone, but a gift for everyone. Let’s think about gifts not on our list but a gift on the world's list regardless of the holiday we are celebrating.

Let’s give the gift of hope - it is a gift that fits all sizes, comes in all colors, and is for all people.

Wishing you all a Merry Christmas and a happy and healthy New Year!

Ms. Maria Castelluccio Head of School

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3 Visiting theater group presents its version of ‘Puss in Boots’ for the Elementary School

A Fairy Tale Unfurls ‘My favorite part was when Micky dressed up as Cinderalla. It was so funny. I also enjoyed the costumes because they were colorful. I would like to have a Miss Puss with boots and dresses.’

– Carlotta D., 2O ‘My favorite part of Puss in Boots was when Cinderella came. It was so fun! She had pink hair and she was not beautiful like a princess.’

– Maria Beatrice C., 2O ‘I liked the part when the giant needed to be a giant but he came like a tomato. Ha ha ha! I liked that part.’

– Laura H., 2O ulti-talented actors Douglas Dean, Micky Martin and Maya Vassallo, otherwise known as the Blue Tiger Theatre Company, visited Marymount in November to present their version of the French literary fairy tale, Puss in Boots. The actors, who each played multiple roles in the production, kept the Elementary School audiences enthralled as they demonstrated their mastery of comic timing and quick costume changes. The students in turn showed their appreciation for the performers with an enthusiastic ovation.

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Above: Members of the Blue Tiger Theatre Company, (l-r): Maya Vassallo, Micky Martin, and Douglas Dean, in a scene from their production of Puss in Boots performed at Marymount last month.

They told us a story of a clever cat, And a girl who at the beginning was not “all that,” Her brother who inherited the house, The Tomato Giant who turned into a mouse.

Pretty Jacky who could not understand Her poor old Dad’s clever plan Of leaving her Puss who could think on his feet Who made it possible for her and the Prince to meet.

As the students watched the story unfurl Following Jacky’s growth from a young girl Into a Princess who finds true love’s gift They sat there enthralled and felt their hearts lift.

As Micky’s narration in the form of a song Encouraged the children to sing along They laughed and they sang and began to perceive, “Think about what you would achieve, if you'd only believe.”

Ms. Sally Cameron Elementary School Librarian

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Digging into

Ancient Greece Grade 5 students learn important research skills while investigating life in Ancient Greece

Above: Grade 5 students Silvio, Pablo, and Claudio gather information about Ancient Greece from books in the Elementary School Library.

esearch skills are a vital part of our children's future. We can’t be sure what work we are educating them for because who knows what jobs or technology will look like in 10 years time?

What we can do, though, is teach them to think. Using a research process known as the Big6™ we teach students how to become critical thinkers.

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The process includes stages for planning what needs to be done, thinking about where information comes from, finding the information and evaluating it to be sure it is correct, using the information to find answers, and synthesizing and presenting the information, and – often forgotten but extremely important – evaluating the process.

Working as a team, Grade 5 classroom teachers, their computer teacher and the Elementary librarian used the Social Studies topic of Ancient Greece as a means to teach the skills mentioned above.

Students chose their own topics and learned how to ask good questions and take notes.

The result was a collection of beautiful presentations about Ancient Greece. During the entire process the teachers did not tell the students one thing about Ancient Greece – all of the work was all theirs, and they are now equipped with a great set of research skills that they can develop and continue to use in all future learning.

Ms. Sally Cameron Elementary School Librarian

What did we learn about?...

The students reflect on the process of research Ancient Greece I learned about Ancient Greek inventors and inventions. I learned that the catapult was one of their best inventions because it was a simple machine and it was used to throw heavy objects in the air.

– Riccardo K.

I learned that clothing in ancient Greece was very simple. Women wore the Peplos and men wore the Himation. Their shoes were sandals.

– Alice G.

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Organizing & Displaying information

I learned that when we make our slideshow we have to put pictures that fit with the writing that we wrote.

– Nicole F. Reusing Skills Next time I do a project I know that I need to read books and look at websites to get good information.

– Clarissa H. S. A skill that I learned is that there are many, many different places where we can find sources. I sincerely didn't know there were so many places to find information, and I can definitely use this skill again.

– Elena L. Developing Questions I learned that a question should be open-ended so that the answer has to be a long answer. A closed-ended question has a yes or no answer. We made lots of questions and had to choose three of them.

– Costanza D.

I think that developing questions is a brilliant idea and makes you think about how you have to express yourself to make people understand what you want to say. When we came up with questions it was teamwork.

– Zoe B. Evaluating Sources

I learned that not every website has true information, so I learned that when I find information that answers one of my questions I needed to find other websites that had the same information to prove that the information is true.

– Claudio C.

Above left: Grade 5 students conducted research using online and print sources as they gathered information about life in Ancient Greece. Above right: At the culmination of the unit, the students delivered the results of their research through multi-media presentations.

You have to try one page and find what you want. Then go to another page and find information the same as the first page. Then try another two places. When they are the same you know you have good information.

– Johana B. Extracting Information

We learned that only some information is precious. It is important to find more sources that agree, because especially on the internet, people could have put information that is not accurate. Your answers have to be adequate for your subject. It is of major importance to check that your answer is plausible.

– Lorenzo G. I learned that the information that we get is not always true so you need to see more books or websites so you can get the right answer.

– Pablo A.

Working in a Group

I learned that it is helpful. We could help and search for each other. If you have a lot to search for someone could search for one thing, one on the computer and one in a book.

– Giovanni T.

Working as I group I learned that you have more fun and you have more information. In a group you have to know the same things. You always have to ask your partner's opinion and you don't have to be bossy.

– Alessandra C. Bibliography Bibliography is important because you are not stealing information.

– Silvio G.

A bibliography is important so you can give credit to the people who taught you, so that you are not stealing their ideas.

– Pietro F. About this Project I think the best thing is that we are learning many things about Ancient Greeks. It was a real privilege having a chance to choose your topic because if you have a topic that you like and are interested in you can do it much better.

– Sofia B.

I feel very excited and embarrassed because we need to talk about our project in front of our class!

– Vittorio B.

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Grade 7 and EC2 team up to take a modern approach to the ancient art of storytelling.

Once upon a Laptop i

Lab7 is a class in which we express our creativity with our computers. We made some awesome things you can’t do at just any school! We made some movies, some posters, and PowerPoints, but the most creative and exciting thing was one we did recently!

We made little stories for Early Childhood kids, and we went to read them our stories.

Top: Grade 7 student Isabel and EC2 student Noa create a story together. Bottom: Snow and Lorenzo work on their own story.

To make all of this possible we used a site called storybird.com, with which you can write stories and add pictures that can go with your story. I made a story with a little cute girl called Noa. She told me that she loved monkeys, so we decided to make a short story about crazy monkeys. It was really funny how she started to get these ideas

about monkeys. She said that they jumped around and that they were friends with elephants and pigs! It was just great sharing this moment with her!

In the end, our story was interesting. It was about some crazy monkeys that went for a picnic with their friends, but they didn’t want to go home.

So monkey mamma came and put them in bed. iLab7 is great!

Isabel J. Grade 7 Student

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n iLab we have been writing stories for the Early Childhood students using storybird. We read the stories that we wrote by ourselves to them, and then we paired up

with the EC students to write stories together.

First, we decided what the story would be about, and then we chose pictures and started writing little picture books. We made a few options for them using their pictures and topics – that way they could choose the one that they like the most.

Using a website called storybird.com, we made a few different short picture books for them about their chosen topics and their chosen pictures. I think this activity is very good because it helps the EC students write a story that is fit best for them.

Snow G. Grade 7 Student

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The Sky is Calling!

Local Weather

Marymount

20°

Wind: 25.00 km/hr Humidity: 75% Pressure: 994 hPa

Tomorrow

15° 8° Next Day

10° 5° iLab classes take a close look at whats happening above our heads

ur Eighth Grade iLab class has suddenly taken interest in the dramatic weather changes in Rome. We can now monitor the weather with Marymount’s own Vantage Vue system.

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The Vantage Vue is a weather station that has two parts to it.

The main part measures and records weather data. Its solar panel makes it energy efficient.

The second part of the Vantage Vue is called the console. It basically receives information, transmitted via radio signals, from the station.

For example, weather data recorded by the sensors is immediately displayed on the

console. The console tells us if it’s raining, the temperature inside and outside, the direction and speed of the wind, humidity and the air pressure.

We set up the weather station on the roof of Elementary School building in November.

Massimo and Enrico led us to the roof, and together we selected a suitable location for the station. Our class went to the Physics lab to test whether the console could pick up the signal from the station. It did successfully. Our weather station is up and running and ready to be used by the entire school community. Mission accomplished!

During the following weeks, we will keep you posted on the weather with our website, mmimeteo.webs.com, so feel free to visit it anytime.

Saron D. Cyrielle T. Bashar S. Joyce W. Alfred S. Antonio S. Grade 8 Weather Team

Above: Members of the Grade 8 weather team monitor the data transmitted from the weather station, which is just visible on the roof of the Elementary School between the trees. Below: A bird’seye view of the weather station.

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What is the Setting?

Grade 9 students visit a Grade 6 class to convey the importance of setting in literature

Grade 9 Explains

uring October, our English 9 class started reading some short stories. One of these was Games at Twilight

by Anita Desai. In order to have some background knowledge about where the story was set (India), we decided after reading this story to prepare some brochures choosing our information, presentational features, and language, all with a Grade 6 class in mind.

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After this small project, our teacher, Ms. Marshall, told us that we would actually visit Ms. Foley’s Sixth Grade class to explain to them general facts about India using these brochures and to tell them about the importance of setting in the short story. In addition we made an iMovie and

keynote presentations about setting in order to catch their attention even more.

For this reason, on November 7, we visited Grade 6 to present our work. It all went smoothly even if initially, when we were standing outside their classroom door, we felt a bit nervous. In fact, we think we managed to perform well throughout the lesson!

The teachers divided us into groups of three people, for a total of three groups. We had to pass from group to group and show them our presentations. Overall the Grade 6 students seemed to like them very much, and they understood our lessons.

It was quite hard to make an oral presentation in front of

them because sometimes they would lose concentration a bit, and we had to catch their attention continuously, trying not to make them feel bored.

Personally, we think our teachers had a great idea in letting us visit the Sixth Grade.

We learned a lot of new things about India plus we managed to have fun and to practice our English presenting skills.

In conclusion, we experienced the challenges of being a teacher and the difficulties in preparing a lesson, trying to make all the students feel included, and making sure that no one gets bored and that they understand everything!

Giovanni A. & Adriano P. Grade 9

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he main purpose of this visit was to teach the Grade 6 students about the setting of a story. We decided to focus on the story Games at Twilight, since the setting in the story was strong, and it had an important influence on its event.

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A Teacher Observes

s a new teacher to Marymount, one of the things that has impressed me most is the strong sense of community and the friendly, caring attitude shown to each other by both staff and students at Marymount. With this in mind, it was wonderful to be able to participate in a collaboration between Grade 6 and Grade 9 during one of their English classes, just two months into their fresh experiences as Middle and High School students respectively.

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This type of class, where I could communicate with other grades, was very special. I would like to have more classes similar to this one.

Yota Y. Grade 9

Grade 6 Responds

n November 8, Ms. Foley’s English 6 class had visitors. Ninth graders came into the room and presented what a setting is. We were all put into groups and assigned to other groups. As all of the presentations flew by, I had some interesting ideas on what a setting was.

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A setting needs to include the five sensory details. A setting sounds amazing if you use similes and metaphors! The weather, clothes, and maybe place will depend on how the character feels. This is all important information that we need to know in order to make a wonderful setting. Since we will be writing an important story later on, all of this information will be very important.

Games at Twilight is a wonderful story and a great example of how we should write our stories. The book’s details were creative and

realistic. I would love to read it and read it again especially after learning so much about its setting!

Arna M. Grade 6

learned from the Ninth graders that setting is not only the view but also characters’ clothing, smell, and the weather. The setting of a story can influence other characters’ feelings and behavior. Also, other

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characters’ behavior can change the way another character feels.

For example: When Ravi got out of the shed where he had been hiding for hours, he saw the other children playing a different game instead of hide and seek. Because the other children forgot about him, Ravi got very angry with them.

Antonio Y. Grade 6

Grade 9 put fabulous effort into their adopted role of teacher, and the students in Grade 6 proved to be an attentive and receptive audience. Many thanks to them, and to their teacher Ms. Foley for their warm welcome! It was a valuable and rewarding experience for all concerned, and we all hope for further collaborations in the future.

Fiona M. Secondary School English

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A Map of Faith Seniors focus on their relationship to God while on retreat in Subiaco

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hirty-six seniors participated in the annual overnight class retreat on November 6 and 7 held at Foresteria Santa Scolastica in Subiaco, a Benedictine Monastery first built in 981 AD then after an earthquake reconstructed in Gothic style in 1228 AD. Subiaco, situated on the Aniene River, 40 miles east of Rome is 1,345 feet above sea level. Its ancient name, Sublaquem, recalls its position above three small lakes. Nero built a villa here in 1st century AD. However, a flood in 1305 destroyed the lakes and only traces remain of Nero’s villa.

The quiet simplicity of the Benedictine tradition, Ora et Labora, penetrates the surroundings. The students found the location a perfect spot to reflect on the various themes of their retreat. The four chaperones, Mr. Robert Evans, Mr. Jim Romano, Mr. Scott Roniger and Dr. M. Letendre, were delighted by the students’ full participation.

Our overarching retreat motto was “Rejoicing in hope and patient in tribulation” (St. Paul to the Roman: 10:11-12). This academic year our RSHM goal is “to foster a personal relationship with God,” so all activities focused on the

dimensions of this ideal. As a retreat group we prayed for inspiration and then we drew names to write encouraging messages. Each participant chose a spiritual quote already designed to serve as the cover of his or her retreat collection of memories. We wrote our fears, hopes, and expectations, which were later read aloud (without authors’ names) for general reflection and comment.

The highlight of our evening together was the creation of original Faith Maps. Six groups of six students created a faith map based on their understanding of life as a

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spiritual journey. Their poster presentations, which included the key aspects of coming into relationship with God, were quite amazing! Most maps had a road, detours, hindrances, temptations, virtues, and guidance systems.

The first event of the second retreat day was a guided visit to Santa Scolastica Monastery.

There we saw the various cloisters spanning five centuries, a copy of a page from the first book printed in Italy, and in the chapel four green marble pillars (cipollina style) previously in Nero’s villa.

Then, we hiked to the top of the mountain as pilgrims to visit Sacro Speco, where Saint Benedict first came to live a monastic life, but ultimately he offered Western Europe the monastic tradition of community, work, and prayer.

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he retreat experience included focused discussions, conversation, quiet reflection, prayers from all faith traditions, Mass celebrated by our chaplain, Fr. Duffy, and simply being together. The final element for each participant was receiving their envelope of encouraging messages from other classmates and teachers, current or former.

The benefits of the Senior Retreat will hopefully last a lifetime as the participants continually draw from the warm wellsprings of grace that they received at Santa Scolastica in a crisp and cold November.

Marie-Catherine Letendre, PhD Campus Ministry Program

Top: Members of the Senior class gathered in Subiaco for an overnight retreat. Above left: Students discuss their approach to making a “map of faith” with Secondary School Religion Teacher Scott Roniger. Above right and opposite page: Other groups of students works on their faith maps.

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Artwork in Process

A professional artist offers insight and advice to an IB Visual Arts class

Above: Artist Katy Kirbach lends advice to Jacopo and other students in an IB Visual Arts class.

At right (above): Anna discusses some of her sketches. At right (below): Ms. Kirbach discusses Anna’s work as the rest of the class listens.

n October 30 2012, the first year IB art class had the opportunity to present and exchange opinions with an artist, Ms. Katy Kirbach. It was inspiring and useful as the class listened to her explain the process of developing her artworks.

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Since we were directly conversing with an artist as a class, we also used this opportunity as a primary source, which involved explaining the development and process of one’s work.

Each student thereafter had an opportunity to defend his or her artwork of choice in front of the class and in front of Ms.

Kirbach. At the end of each presentation, she gave each one of us suggestions on how to enforce the quality of the work we produced, and she named some artists whose work may help guide us in developing our techniques.

Overall, as students, we were engaged in defending our artwork to the best of our abilities, while a professional artist taught us how to develop our techniques, organization, and, most eminently, our interest and passion for art.

Jacopo C. Grade 11 Student

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MMI Faculty in the News ongratulations to Secondary School Italian teacher Giovanna Iorio whose collection of poetry called Mare Nostrum was just published by Edizioni CFR. Ms. Iorio’s poems also appear in a new collection of poetry called Cuore di preda published last month also by Edizioni CFR. The collection, which is enhanced by photographs by Fabiola Ledda, gives voice to the issue of violence against women.

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nother Secondary School Italian teacher at Marymount, Marianna D’Ezio, presented a paper at the European Cooperation in Science and Technology 3rd Milestone Conference at the University of Poznan (Poland) last month. The research group is officially financed by the European Commission, and

A Above: The cover of Giovanna Iorio’s recently published collection of poetry. At right: detail from a portrait of Isabella Teotochi Albrizzi by Elisabeth Louise VigéeLeBrun.

the title of the research is "Women Writers in History."

Dr. D’Ezio spoke about Isabella Teotochi Albrizzi's cultural and intellectual coterie in the Veneto area at the beginning of the nineteenth century. Albizzi (1760-1836) was a leading figure in the Venetian Republic’s cultural life and held one of the city’s most prominent salons. Among the illustrious members of her

circle were Melchiorre Cesarotti, Antonio Canova, Aurelio de’ Giorgi Bertola, and Ippolito Pindemonte. For more details about the research group and the 3rd Milestone Conference visit: www.costwwih.net.

Additionally, Dr. D’Ezio’s essay entitled "Sheridan and Women" was published in the collection of essays Richard Brinsley Sheridan: The Impresario in Social and Cultural Context.

The collection, edited by Jack DeRochi and Daniel J. Ennis and published by Bucknell University Press, shines a spotlight on one of the most colorful and important British playwrights of the eighteenth century, who was also known as a romantic hero, Member of Parliament, and theater manager.

Varsity Basketball 2012-13 SEASON Dec 7/8 Jan 18/19 Jan 25/26 Feb 1/2 Feb 8/9 Feb 17/18

at Sigonella Florence Aviano at Vicenza Naples AOSR

Feb 20-23 European Basketball Championships at Wiesbaden

GO ROYALS!

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Now Even Better

Marymount’s website is a great resource for the school community as well as for prospective students, parents, and employees, and it’s now even more informative and easier to use thanks to a few enhancements put in place last month.

The most noticeable change appears on the newly designed homepage, which includes a section on the right-hand side for the latest school news and weekly calendar. Now you can

find out what’s happening at the school in fewer clicks. A new menu bar on the homepage makes navigating easier by including more links to the website’s most popular sections. This menu also appears on all subsequent pages within the site.

Additionally, the site is now more compatible with mobile devices such as iPads and other tablets, so no matter which device you view it on, the website and our school continue to look terrific.

www.marymountrome.org

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Christmas & Greeting Card Sale ––– By the children... for the children.

PTO Christmas Party

––– Tuesday, December 18 at 3pm

The Art of Indian Cooking

A lesson led by Christina Pasquino ––– Friday, December 14 at 10am The lesson will take place at the home of Rosella Montanari Villa Via Acqua Traversa, 143.

A group will meet at Marymount’s lower gate at 9:50am to go to the Villa residence. There is no set fee for the lesson but a donation, which will benefit victims of human trafficking, will be greatly appreciated.

If you wish to participate, please respond by e-mail at rosella.vil@gmail.com.

Celebrate the Christmas season at the PTO’s annual Christmas Party. Enjoy complimentary panettone and hot chocolate, arts and crafts, photos with Santa, lots of treats, and many vendors selling unique Christmas gifts!

Looking for colorful and unique Christmas or greeting cards? Look no further than Marymount’s Third Grade classes, which created a beautiful and festive line of cards as a fundraiser for Zambia. Each student in the class designed original artwork for the cards, which were professionally printed on environmentally responsible paper.

The inside of the card features a beautiful Bird of Peace design by Grade 3 teacher Ms. Lavery featuring the word “peace” in many different languages. You can purchase the cards, which range in price from €2 for a single card to €18 for a pack of 10, from Grade 3 class representatives Julie Sinding, Paola Trombetta, and Debbie Studley Kjølberg in the mornings at the coffee bar or at the PTO Christmas party on December 18. All profits from the cards will support the RSHM missions in Zambia.

Coffee with Parents ––– Every First Tuesday

Every first Tuesday of the month starting in February members of the PTO will hold an informal get-together in the bar. In addition to friendly conversation and socializing, the PTO will provide cakes and other delicacies. Dates are: February 5, March 5, April 9, and May 7.

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Happy H olidays!

december

Wishing Everyone at Marymount a Joyous and Blessed Christmas Season

1 / Saturday

10 / Monday

Caritas Soup Kitchen at Colle Oppio Volunteer Opportunity

Human Rights Day

Scholastic Aptitude Test (SAT)

Santa Susanna’s St. Nicholas Charity Serata

2 / Sunday

First Sunday of Advent S. Susanna Mass in the Chapel at 11am

3 / Monday

Faculty Meeting at 3:45pm

5 / Wednesday

Third Grade Christmas Show

6 / Thursday

PTO St. Nick’s Visit to EC and Elementary

Ceremony of Carols at 7:30pm Church of San Silvestro

7 / Friday

EC Christmas Show at 9:30am

9 / Sunday

Second Sunday of Advent S. Susanna Mass in the Chapel at 11am

Secondary Exams

Implementation Committee Meeting at 3:45pm

11 / Tuesday

Secondary Exams

12 / Wednesday

High School Exam Make-Up Day

13 / Thursday

Secondary Exams

Reconciliation in the Chapel for Grades 1-5

14 / Friday

Secondary Exams

16 / Sunday

Third Sunday of Advent S. Susanna Mass in the Chapel at 11am

17 / Monday

Mass for Grades 1-5 at 9:15am Mass for Grades 6-8 at 10:15am

18 / Tuesday

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PTO Christmas Party at 3pm

19 / Wednesday

Mass for Grades 9-12 at 11am Christmas Vacation Begins at 12:30pm

23 / Sunday

No Mass in the Chapel

25 / Tuesday

Christmas Day

28 / Friday

Registration for January 26 SAT

30 / Sunday

No Mass in the Chapel

Marymount

International School Via di Villa Lauchli, 180 00191 Rome, Italy (+39) 06 362 9101

www.marymountrome.org

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