March 2013 newsletter

Marymount News from Marymount International School Rome

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arch is an exciting time at Marymount. As the temperatures rise, so does the energy of our school community.

A lot is happening at this time of year: our Secondary School trips to Coastal Tuscany, Florence, Berlin, and Paris; our Fifth Grade production of Joseph and his Multi-colored Coat; technology workshops for parents; a RISA conference “by Teachers, for Teachers;” a visit by the Council of International Schools/New England Association of School

and Colleges Joint Accreditation Visiting Team; and, of course, continuous teaching and learning from Early Childhood 1 through Grade 12.

Our Board of Regents is also busy finalizing our school’s strategic plan, which will guide Continued on Page 2

2013

March

INSIDE THIS ISSUE Grade 3 Book Club / 3 The Art of Flowers / 7

Student Wins Competition /10 Teaching Innovation / 13

Above: Students and faculty faced off on the basketball court during a pep rally last month. See page 16.

Focus on Activities / 8

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Parade of Penguins

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Inspired by this story, the children enjoyed making their own penguins using plastic bottles, paint, and paper shapes.

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us into the future. This plan reflects our school’s mission, builds on our strengths, and ensures continuous school improvement.

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The students in Early Childhood 1 have been learning about animals that live in the Polar Regions. One of the children's favorite stories was called Cuddly Dudley, which is about a penguin who didn't like to be cuddled, yet he was SO cuddly that no one could resist him!

Above: EC1 students created original penguins using plastic bottles, paint, and paper shapes.

Near right: Leah carefully applies glue to one of her shapes. Far right: EC1 teacher Julie Finan gives Linda a helping hand.

Ms. Maria Castelluccio, Head of School

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In developing this plan, the Board utilized information gathered through our reaccreditation process, including our self-study report and survey results from the school community, parent, staff, and students in order to address areas in need of growth.

Headmistress Soon, the board will roll out this plan to share its specifics with all constituents, including students, staff and parents.

Among these are approaches to balancing our international student body and ensuring a 21st century learning environment.

The strategic plan will provide us with clear guidance and support our continued work at Marymount. In the near future, I will apprise you of dates for informational meetings about

(Cont. from Page 1)

the strategic plan, and I encourage you to attend.

As always, I look forward to our continued work together as we move into a busy and productive spring at Marymount!

Ms. Maria Castelluccio Head of School

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about a book Grader 3 classes inaugurate their new book club with a tasty lunch and a stray dog

n January 29, the entire Third Grade participated in a Book Club Lunch in which we shared our thoughts on a book we just read.

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We all loved Because of WinnDixie, by Kate DiCamillo and decided that it would be fun to share our ideas and projects with our friends in the other Third Grade classes. To make the event more special, our parents prepared us something to bring in, and we thank them very much!

We spent our lunch period up in the classrooms with our teachers and friends. Some other special guests joined us as well. Sr. Michaeline, our student teacher, Miss Aitala, her professor from The College of New Jersey, and many other Marymount teachers came to participate in our Book Club meeting. We really enjoyed sharing our class projects and discussing our ideas about a book we all loved so much!

Above: Elementary School Principal Sr. Michaeline O’Dwyer listens attentively as Grade 3 students present their book reports as part of their first book club gathering. Below: The gathering started with a buffet lunch generously provided by Grade 3 parents. ur Third Grade classes read a book called Because of WinnDixie by Kate DiCamillo. It talks about a dog. The main characters are Opal (a girl) and Winn-Dixie (the stray dog). The other main characters in the story are the preacher (Opal’s dad), Gloria (a woman who is like the mother Opal does not have), and Mrs. Franny Block (the librarian). After we read 26 chapters, I had the idea of a third grade Book Club. Mrs. Zappia agreed with me. Sara had the idea of having a meeting at Mrs. Zappia’s house, but then we decided to prepare a book club meeting at school.

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First, we had lunch, but then we calmed down and enjoyed our first Book Club meeting! Our class made thought posters where we stepped into the shoes of the characters. Ms. Lavery’s class made posters about their

favorite characters, but then came 3S! They made beautiful Littmus Lozenge projects! We were divided into different groups, so I got to see only a few projects. I think that everyone enjoyed this all, but anyway I loved it, and it’s so fun to write about it too because I get that special feeling again!

– Giulia, 3Z hird Grade read a book called Because of Winn-Dixie. The main characters are Opal and Winn-Dixie. Opal is a nice girl who found a stray dog in a supermarket running all around.

She named him Winn- Dixie, which is the name of the store.

After reading the story, all of the third graders did a project. 3Z made posters about their favorite characters and thought about what they had in their minds. 3S made posters about a candy called Littmus Lozenge,

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and wrote about how in the story this candy made people feel happy and sad at the same time.

3L made posters about the characters Amanda and Otis and said how they feel.

On the day of the Book Club meeting, everyone in the third grade brought in something to eat, and we had lunch in 3S’s classroom. Then some kids went into 3S, 3Z or 3L, and we shared our projects with our teachers and friends. It was a fantastic day!!

– Marco Valerio 3Z

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In the

cradle of

civilization Grade 4 students explore the ancient society of Mesopotamia and its many contributions to our modern world

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ast semester, as part of our social studies unit on early civilizations, we studied ancient Mesopotamia.

Mesopotamia means the land between two rivers, the Tigris and Euphrates. It is known as the cradle of civilization. Today, Mesopotamia is known as Iraq.

The first people to settle in this land were the Sumerians. We learned that Sumerians were great inventors. They invented lots of things that made our

lives easier. For example, they invented writing to keep track of their crops and trade. They invented irrigation, without which we wouldn’t be able to make water travel to different places. They also invented the wheel, without which we wouldn’t be able to ride on transportation.

Sumerians believed in many gods. This is called polytheism.

Their churches were called ziggurats. Each city belonged to one God. Enki was the god of water, Nabu, was the goddess of harvest, and Utu was the sun god.

In the north of Mesopotamia lived the great Assyrians warriors who used many tactics and weapons to conquer other cities. In the south, instead, lived the Babylonians who had a love for art and culture. King Hammurabi was the first King to invent laws and have them written on clay tablets. The phrase, “eye for and eye, tooth for a tooth” or “what I take from you, you can take from me,” comes from Hammurabi’s laws.

King Nebuchadnezzar II ordered the famous hanging

gardens of Babylon to be built for his wife. These were one of the seven wonders of the ancient world.

In class, we enjoyed creating and painting our own Sumerian gods and building praying statues, which in the ancient times were brought as gifts to the gods.

By the Students of Grade 4C

Top: The god of animals by Marco and Lorenzo. Above: Students in Grade 4C hold up the praying statues that they made themselves. Far left: Michael, David, and Chien with their painting of the Sumerian god of nature. Left: Syeda and Emma painted the goddess of water.

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A Long Look Back Grade 3 students delve into prehistoric times at Rome’s Pigorini Museum

he Third Grade went on a field trip to Rome’s Pigorini National Museum of Prehistory and Ethnography on February 7 to explore its prehistory exhibits. The trip was a great way to dig deeper into the unit on prehistory we were working on in class. At the museum we got to see fossils of skeletons and learn how anthropologists do their excavating. During second part of the visit the museum invited us into their educational laboratories where half of us took a closer look at skulls and skeletons and the other half made clay pots using prehistoric techniques for shaping and decorating them.

We learned a lot and asked a lot of great questions. It was a great day for all of us!

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Top photo: Mathew, Luca, and Simon learn how to distinguish between the skulls of males and females. Right (top): Isabella puts the finishing touches on the clay pot she made using prehistoric pottery techniques. Right (bottom): Grade 3 students ponder the skeletons and footprint fosseils they encountered at the prehistory museum.

hen we arrived [at the museum], we waited for the guide. Her name was Alessandra, and she was an anthropologist. She showed us all the apes and we had to classify the ape from the Australopithecus to the homo sapiens. Then she brought us to see the evolution of the apes during the Paleolithic and Neolithic time periods. After, we went in a big room and there was a skeleton. She showed us her favorite skeleton. Then we helped to put a real skeleton together.

– Nada, 3Z

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lessandra talked about the first human beings. Then we went to see some footprints of some apes. Then we saw a display of some tools and weapons. After we returned to the lab, she gave us some skulls of some animals. She classified them in groups of mammals and

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amphibians. Then she gave us some bones and told us how to recognize some female bones from male bones. After, she gave us some real bones and we completed a skeleton.

– Ginevra, 3Z he first thing we went to do was look at a reconstruction of where homo erectus lived. We saw ribs of elephants that lived a long time ago and even the jaw and teeth of homo erectus. Then we saw the bones of the homo sapiens and our guide taught us how the prehistoric people made fire. Later we saw very detailed statues of ramapithecus, homo habilis, homo erectus, and homo sapiens.

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We did a very interesting workshop on how to make pottery. This was wonderful and my favorite part of the trip!

– Agnese, 3L

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Students in Grade 5 take to their kitchens to learn about the parts of a cell

Fifth Grade Food Cells

n January 18, each student in our class had to bring in a project to show the structure of a cell. The project consisted of cooking something that showed each singular part of a cell, like the cell wall, cell membrane, and the chloroplast. I chose to prepare a double cake to demonstrate the nucleus of the cell with a second, smaller cake set in a large cake.

– Carlotta, 5T

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he cell project was interesting.

Learning all the parts of the cell was difficult because we also needed to learn their meaning. On the other hand, now I have all the information in my head. I really enjoyed doing an edible project because I did it with my lovely mother. In the end we had a big table full of colorful and nice projects.

– Charlotte, 5T

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y mom told me that I should plan my cell project on a piece of paper, so I did. On Saturday morning, I got all my candy and my piece of bread. I didn’t wait until my mom and dad came home, I just put all the candy of my piece of bread, and it turned out really nice. My mom and dad came home, and I showed them my project and they loved it. I really liked my project as well.

– Vera, 5D

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had loads of fun making my cell project. My mom helped me make it, and it was really funny because we didn’t know what to make the parts out of, and every time we went through the kitchen cupboard we always found something to use.

– Eleanora, 5D

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aking my cell project was very exciting and sometimes challenging. The challenging part was when my brother came in while I was away and ate all the most important pieces, so I had to make the pieces again and again until my mom had to punish him and eventually he stopped.

– Erik, 5D

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Above: Fifth Grade students show off the various ways they approached making cell models with food. Left: The assignment required that students identify the different parts of the cells represented.

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An exhibition at Palazzo Venezia impresses and inspires n February 14, a group of Marymount students enjoyed a private visit to the Ana Tzarev exhibition at Palazzo Venezia at the invitation of the Children’s Workshop Project. e students enjoyed a tour of the exhibition as well as a video of the artist discussing her work. e students then received a set of art materials and were asked to draw something that made them happy. Not surprisingly, most of the students chose to draw flowers, many inspired by specific works in the exhibition. eir drawings, as well as those from students in Istanbul, New York, London, and Paris, will be exhibited at the Turkish Ministry of Foreign Affairs in honor of International Children’s Day next month.

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Flower Power

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t Palazzo Venezia we got a

A mini tour, then we saw a

little video about Ana Tzarev, and she (Ana) taught us how to draw a flower. Then we drew things that made us happy.

Something that makes me happy is flowers, so I tried to copy a

hen we entered we saw a whole lot of wonderful paintings on the wall. Some were big and some were not that big. And then we saw this wonderful sculpture that was HUGE. – Arianna, 4C

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saw many paintings of flowers, and in the middle there was a giant sculpture of a poppy. After we saw a video of Ana Tzarev we painted something that made us happy. I drew a blue flower, and I gave it to the people who worked there.

Then when I returned home I thought of the drawing of the flower.

– Giuseppe, 3S

PHOTOS: A. FENNEMAN

e went to Palazzo Venezia to see Ana Tzarev’s workshop, and they taught us how to draw flowers.

They brought us inside the gallery to see Ana Tzarev’s artwork. My favorite artwork was her flower sculpture.

– Michael, 4C

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painting of a flower called the Red Cardinal.

– Sarah, 4C

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Clockwise from top: A giant sculpture of a poppy impressed many of the students who visited the Ana Tzarev exhibition at Palazzo Venezia last month. Marymount students were invited to the exhibition to learn about the artist and to find artistic inspiration in her work. Grade 5 student Mariam with her artwork and the painting that inspired it.

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After School A

n February 6, our after school chess and volleyball teams welcomed a group of students from Rome International School for an afternoon of friendly competition.

In the end, the Marymount chess team won with a score of 4-2 and the volleyball teams tied with one game each. We thank the RIS students and their two teachers for coming to our school and the great opportunity this afforded our students. We look forward to a re-match soon!

– Ms. Tanja Gerber Secondary School Science and After School Activities Coordinator

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he experience of having a chess game against another school is quite nice. It helps you to get better while you play against different people who have different styles and are at different levels than you. It also lets you rank yourself. It’s fun because sometimes there is a laugh and the atmosphere is lighter than you would expect.

So, it was an awesome experience, and I would love to do it again.

– Dubem M. Grade 6 Student

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hile I was playing a volleyball game in P.E., I turned around and noticed the competitors from Rome International School descending from their bus. Afterwards we started to play. Thankfully we had Francesca, because she had a good technique of risking her life for the ball. Sophie was good at catching the high throws and passing the ball to one of the team members. Josephine was

Top: Marymount’s after school chess team plays against students from Rome International School (RIS). Coach Alma Vetri gives advice to the girls after school volleyball team during a match against RIS. very good at passing the ball to one of us, Isabel J. was very quick at passing it over the net, and Isabelle R. was brilliant at passing it to us.

We lost the first set 16 to 25, but won the second set 25 to 22. I wished we had another game,

PHOTO: F. MARHSALL

The chess teams set up in the cafeteria in the late afternoon sun, and the volleyball teams faced each other on the volleyball court. It was the first time that the players faced opponents from another school, and they all displayed their skills and showed great sportsmanship.

but they had to go back to their school as our time was up. I am so happy that we tied against them. Considering that it was our first game it was a very good score, and we should be proud of our efforts.

– Angela P. Grade 8 Student

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Activities O

n February 13, the Middle School drama club performed a short play entitled Westwoods by Aaron Shepard. With Valentines Day just around the corner love was in the air and the middle school drama club got everyone in the mood with their love story about a young king in search of a queen.

Rehearsals started back in late December and the group met every Wednesday for an hour or so to learn lines, devise blocking and create a fluid ensemble piece worthy of an audience. The cast did a wonderful job creating the set with their own bodies and working as an ensemble to move seamlessly from one scene to the next. With the new drama studio now beginning to take shape thanks to new flooring, a lick of black paint, a moveable stage and – soon to come – authentic theatrical stage lighting, we have all the resources we need to start experimenting with new and exciting performance ideas.

Middle School drama club takes place in the drama studio in the Villa every Wednesday from 3:40pm to 5pm. If you would like to sign up please contact Miss Tanja Gerber for more details!

– Ms. Gina Ferrarin Secondary School Drama

Matteo (front), Ginevra, Manuella, and Beatrice in a middle school drama club performance of the one-act play Westwoods.

International Club News

The Elementary School International Student Club is up and running. We have already had two successful and informative meetings. These dedicated students have shared their goals and ideas for being a part of this club:

Wael in 4Z is from Oman. He wants to learn about other countries. He thinks that the International Club will be great fun and amazing. Giuliana in 4C is from Italy. She wants to bring her ideas and skills to the International Club. Chien in 4C is from Taiwan. He wants to make new friends and share information about his country.

Sara in 4C is from the United States. She is artistic and has good ideas to bring to the International Club. Sayeda in 4C is from Bangladesh. She would

love to learn new languages and things about other countries.

She wants to share her language, culture, and knowledge about her country.

Vittorio in 4H is from Italy but was born in Monte Carlo. He wants to be in the International

Club to help our school become even more international.

Riccardo in 4H is from Italy. He likes to make new friends. He wants to help kids learn about the country that they are in.

Elena in 5T is from Denmark and Italy. She would like to

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understand other cultures better.

Claudio in 5t is from Italy. He is very good at making friends. He would like to be in the International Club to learn about the different cultures and languages at MMI. Zoe in 5T is from Italy. She likes to discover new things and socialize with new children. Carlotta in 5T is from Italy. She wants to be in the International Club to learn new things. She is creative and athletic. Mariam in 5D is from Italy, the United States and Palestine. She feels that the International Club is a great opportunity to learn more about the countries she is from. She loves to sing.

Members of the new Elementary International Club gather for their first meeting.

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Grade 6 student wins a competition for his research into Rome’s churches

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Renaissance Ratios rchitectures built in the Renaissance period use integer ratios for their dimensions.” This sentence inspired Grade 6 student Kento to do a summer research project on 12 churches in Rome built during the Renaissance period to find out for himself whether integer ratios are actually used.

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Because Kento couldn’t actually bring a measuring rod to do the job, he counted his footsteps to measure various dimensions such as the length, width, nave, and aisles, etc. – a task not so difficult for small

churches such as San Pietro in Vincoli and Santa Maria Sopra Minerva, but not for churches such as San Pietro and San Giovanni in Laterano, where he was constantly interrupted by the incessant flow of tourists. In the end, he found some interesting ratios and noted that churches with a width of more than 30 Kento footsteps have aisles.

He summarized his findings along with his research on Renaissance architecture into a 40-page report and submitted it to a contest organized by the Japanese Association of

Libraries. The association has been holding this contest for the last 16 years to promote the use of libraries in research among the younger generations. Books from Marymount’s Elementary School Library also helped in his research, and he noted this in his list of references.

Out of 40,000 contestants ranging from Grade 1 to university students and even adults, Kento was one of 34 people to receive First Prize.

Congratulations, Kento!

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Mask Appeal Earlier this year, the Grade 9 Basic Drawing & Design classes finished a unit on working with clay. The students explored the pinch and coil methods of construction along with addative and subtractive sculpture techniques. The culmination of their efforts was a collection of clay sculpture masks inspired by medieval gargoyles along with a number of coil pots. The masks went on display in the high school library last month.

Above: A clay mask by Grade 9 student Stefano. At left, masks by (clockwise from top left): Thierry, Arwa, Ruben, Tshiamo, Margherita, and Azzura.

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Design Inspiration A recent Marymount graduate shares his insight and advice with first-year IB Art students

arlier this year, the first year IB Visual Arts candidates had the pleasure of meeting and speaking with Marcello Raeli, a Marymount alumnus. He visited our class to discuss, among other things, the process of developing artworks and ideas.

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After graduating from Marymount in 2008, Mr. Raeli did a foundations year at St. Martins in London and then continued his studies at the Art Center in Los Angeles. He is a graduate in transportation design and is currently doing an apprenticeship at Bertone of Turin, a famed car design company.

Mr. Raeli’s intervention was inspiring for us as he presented

Above and at right: Visiting 2008 graduate Marcello Raeli shares a few of his automotive designs with an IB Visual Arts class.

many of his evolutionary sketches, varying from cars to human body sculptures, and showed how he intertwined them together. He described how he arrived at many of the solutions evident in the development of his ideas. One of the greatest suggestions he gave to the class was to “master as much as [we] can by hand,” as art universities are primarily interested in an applicant’s portfolio based on

sketches and observational drawings.

Mr. Raeli left us by saying that “the only way to be successful in life is to love what you are doing.” We agreed unanimously and will eagerly try to put his advice into practice.

Jacopo C. Grade 11 Student

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Introducing

Innovation

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A class on entrepreneurship inspires students to think creatively

arymount now has an innovative new Entrepreneurship course, offered by the history department and taught by Mr. Scott Fry. Mr. Fry graduated in 2009 from the Ohio State University with a degree with honors in economics and political science. After graduation, he joined Teach for America, a program to put high achieving, motivated individuals in America's worst schools.

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Through the program, he earned his teaching certificate and Masters in Education while teaching middle school mathematics and English in inner-city Chicago. After his two-year teaching commitment, he was awarded a Fulbright Scholarship and spent last year lecturing at the School of Education at the University of the Witswaterand in Johannesburg, South Africa.

I decided to take this new course. The first day we

walked into class, Mr. Fry aked us, “If you tell a friend you’re taking an entrepreneurship class, and they ask you what it is, what do you answer them other than I don’t know?” The only answer I could give – other than “I don’t know” – was that it’s simply a class that teaches you about money, business, and economy. Today, my answer has changed.

Entrepreneurship is an elective class that goes beyond the study of economics and money. It’s a class that truly opens your mind and makes you realize what success is really about.

Mr. Fry does a great job in getting the class focused on the subject matter. Each class begins by answering some business questions that appear on the board or some fun activities that require us to recognize as many logos as possible from important companies that have become prominent because of entrepreneurship.

Once the class is on task, Mr. Fry tells us about pivotal business events and stock market measures that happened on the day of the current class. After a brief introduction with funny and interesting facts, Mr. Fry shows his favorite quote of the day related to business. Then he teaches us the importance of the owners of companies (both profit-making and non-profit) that began from scratch only to be counted among the leading brands in the world today.

Business and entrepreneurship is a “hands-on” class. We immediately had to come up

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with an innovation – something that everyone would buy. This project required us to do more than just invent things that weren’t feasible, for example a flying car or a public shuttle to the moon. We had to take into consideration the production, the cost of the product, and the amount of technology needed to create it.

All of these projects, activities, articles and videos we watch and work on help us to develop our minds and to think a lot like entrepreneurs so that we can be ready to make our own nonprofit business as our final project at the end of this year.

Max P. Grade 10 Student

Above: Grade 10 students Federico, Max, and Tommaso at work in their Entrepreneurship class. Right: Mr. Scott Fry, who teaches the class.

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RSHMUN Middle School students from the Marymount schools in Europe assemble in Paris to take part in their own Model United Nations n mid-January, eight middle school students set out for Paris to solve the world’s problems as participants of a Model United Nations (MUN).

Held at our sister school, Marymount Paris, and called RSHMUN “Leaders for Life”, this UN simulation event presented real-world problems to teenagers to research, discuss, and create resolutions.

I Above: Our delegation to the RSHMUN enjoys a chance to sightsee in Paris. Below (l-r): Maria and Kento at work during the conference. Jacob and AnneSophie take care of last minute preparations. Giuseppe and Maria Adelaide enjoy a snow break. Saron and Leo work together to represent Brazil.

(Photos: B. Delany)

Eight students from our school represented Brazil and China at the conference: Eighth graders Anne-Sophie and

Saron, Seventh grader Leonardo, and Sixth graders Giuseppe, Maria Adelaide, Jacob, Maria, and Kento. In total, 60 students representing 25 nationalities addressed issues of the Economic and Social Council, Education, Human Rights, and the Security Council.

Although the weekend was short, the students packed in debates (including what topping to put on ice cream!), discussions of real worldproblems, pizza parties, dodge ball, and a General Assembly meeting.

Although students from MMI had just a mere introduction to the whole process of MUN, they participated with much enthusiasm and were a match for the other schools, which have MUN as either a club or a class. MMI students gained confidence, exposure to global issues, and made new friends over the weekend in Paris.

Ms. Brenda Delany Secondary School Social Studies

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e Second Annual PTO

Marymount Dinner or the second year in a row the Parent-Teacher Organization transformed the Auditorium into a lively and elegant setting for the annual Marymount Dinner, which took place on February 8. The red, white, and blue theme played out in everything from the festive bunting on the walls and stage to the American flag cocktail napkins. Guests dined on lemon risotto, cavatelli with zucchini and carrots in a duck sauce, brasato al Brunello, and a creme brulee semifreddo.

The event included a silent auction and raffle and raised €6,000, which will support the installation of a new sound system in the Auditorium.

Thank you to everyone who participated and especially the members of the PTO!

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Photos: (1) The PTO decorated the Auditorium in an Americana theme. (2) Members of the Parent-Teacher Organization helped to make the event a success. (3) Guests look over the raffle prizes. (4) The raffle prizes included a number of country-themed baskets, like this one from England. (5) More than 125 parents, faculty, and staff attended the event. (6) Head of School Maria Castelluccio addresses the guests. (7) Students from the varsity basketball teams provided entertainment in their new warm-up suits. (8) Secondary School Principal Robert Evans and his wife, Cathy. (9) The raffle was a highlight of the evening. (10) Secondary School English Teacher Fiona Marshall and Elementary School Assistant Principal Karyn Wynn.

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PHOTOS: P. SILOBRCIC

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Teachers Rule the Court

march 1 / Friday

Rise & Read at 7:45am

International Schools Theater Association (ISTA) High School Festival

2 / Saturday

Caritas Soup Kitchen (Colle Oppio) Volunteer Opportunity

3 / Sunday

S. Susanna Mass in the Chapel at 11am

4 / Monday

Faculty Meeting at 3:45pm

5-10 / Tuesday - Sunday

12 / Tuesday

First Reconciliation

13 / Tuesday

First Reconciliation

14 / Thursday

Parent-Teacher Conferences NO CLASSES

16 / Saturday

RISA Conference at Marymount

17 / Sunday

S. Susanna Mass in the Chapel at 11am

High School Trips

19 / Tuesday

S. Susanna Mass in the Chapel at 11am

19 / Tuesday

10 / Sunday

11 / Monday

Implementation Committee Meeting

Reconciliation in the Chapel for Grades 6-12 Reconciliation in the Chapel for Grades 1-5

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The varsity basketball players met their match when they faced off against a skilled team of Marymount faculty members during a Booster Club-sponsored pep rally on February 11. Playing with remarkable agility and precision, the faculty took an early lead and never looked back, eventually handing the students a resounding 21-14 loss. The stunned students later called “foul” and hinted at a faculty conspiracy involving student grades, but everyone present at the match knew full well it was the vivacious group of faculty and staff cheerleaders that gave the teachers their competitive edge. Well done to all the players!

21 / Thursday

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World Poetry Day Fifth Grade Play

22 / Friday

Rise & Read at 7:45am

PTO Easter Egg Hunt for EC Easter Vacation Begins at 3:35pm

24 / Sunday

Palm Sunday S. Susanna Mass in the Chapel at 11am

28 / Thursday

Holy Thursday

29 / Thursday Good Friday

31 / Sunday

Easter Sunday No Mass in the Chapel

Marymount

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

www.marymountrome.org

This newsletter is published monthly by the Development Office for the Marymount community.

Designed and edited by J. Dunn Photography by J. Dunn unless noted otherwise

The Forest Stewardship Council guarantees this paper to be 100% derived from well-managed forests.

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