So what makes us tick?

We hope you read our wonderful ‘colour’ poems on Seesaw recently? We will ‘perform’ them on put those videos on Seesaw too.

Now we are looking at ourselves. What makes us unique, different, who are we, what makes us tick?

To start with – lesson 1 – we have today worked on a ‘tell frame’ (brainstorm) of all the categories that might apply to anyone of us. Tomorrow (lesson 2) we shall add individual examples for each of these categories.

Today’s categories that 5W students came up with today, individually, in groups and as a whole class included:

personality, hobbies, tech, school subjects, emotions, personal interests, family, talents, friends, food, humour, fashion, animals, travel, special moments in our life, social, music, movies/tv, home life, books, roles in school, role models, art, hopes and dreams, nationality, religion, colours – and there’s probably plenty more we could add tomorrow.

Where will this take us? I smell another poem on the wind!

Some great parenting books

Favorite Parenting Books
Last Child in the Woods, by Richard Louv

A great book written all about how today’s kids are suffering from nature-deficit disorder. In today’s tech-savvy world, kids are missing something, and it’s important for the world that we renew their interest in nature.

How to Talk so Kids Will Listen and Listen so Kids Will Talk, by Adele Faber and Elaine Mazlish

A book I read over and over again. We can learn a lot about talking so our kids will listen and really listening, even when they appear to be saying things that upset us.

It’s So Amazing, Robie H. Harris

A book about puberty. Made for ages 7-up, this book has great illustrations and explanations that explain puberty and all that goes with it with sensible, open-minded explanations. Highly recommend!

It’s Perfectly Normal, by Robit H. Harris

A follow-up book to It’s So Amazing, made for ages 9-12. Great series and really opens up a sometimes sensitive topic with humor and candor.

7 Keys to Comprehension, by Susan Zimmerman

How to help students progress in their reading comprehension? This handy book helps parents ask the right questions to students. Students learn these important reading strategies in school, but it’s good for parents to be aware also.

What did you think of our wonderful narrative stories? 5W students respond …

Julia suggested that we print the narrative stories that we wrote from a picture prompt a few weeks ago so that everyone in the classroom could have a chance to read them.

Then we asked each student to choose a favourite one and comment on it. Please see the comments below. 5W students were asked to politely comment on:

What was the story about?
What did you like about the story?
What would you have added or changed if you were the editor?

Thank you. 5W students, please write your comments in the comment boxes below

Our reflection on the Marshmallow Challenge – edited using Grammarly

This week 5W students have enjoyed taking tackling the Marshmallow Challenge. We reflected on the big learnings that we took from it.

We have also been introduced to Grammarly and have used Grammarly to edit our reflection write up.

So – you should notice significantly fewer spelling and grammar errors in the reflection writing in the comment boxes below.

5W students, please ‘bitly’ link your Google doc – make sure that you share the link as ‘anyone with the link can view’.

Thank you.

A short biography about a Nobel Peace Prize winner

Last week we celebrated World Peace Day. As part of our unit of inquiry into conflict, we have spread our wings to look at people who have helped the world become a better place.

5W students have looked at the Nobel Peace Prize winners and have chosen one to write a short biography on. We used:

Biography.com
FactMonster.com
Britannica.com
Ducksters.com

to research facts and interesting details about the person we chose. We focussed on seeing if we could answer these questions:

What makes this person special or interesting?
What kind of effect did he or she have on the world? other people?
What are the adjectives you would most use to describe the person?
What examples from their life illustrate those qualities?
What events shaped or changed this person’s life?
Did he or she overcome obstacles? Take risks? Get lucky?
Would the world be better or worse if this person hadn’t lived? HOW and WHY?

5W students edited biographies will be available in the comment boxes below from today.

Brain Frames and Student Council election speeches

All YIS students are learning how to use ‘Brain Frames’ to help them with their planning. Today we made a ‘telling frame’ together to generate ideas for what a YIS Elementary School Student Council could help organise in a school year. Next week we will ALL write a speech and those students who are committed to being an enthusiastic member will try to get elected to the YIS Elementary Student Council.

brain-frame

Using a telling frame

Destiny Quest

Students in 5W have a ‘Destiny Quest’ account. This is a place where students can search for books we have in our YIS library, a place to receive recommendations and to recommend books to others and a place to post reviews on books read. 5W students wrote 2 book reviews in February following lessons with Ms. Kar, our Elementary librarian and modelling in class with Mr. Weekes using THIS template.

In class, we ‘piggy backed’ Jack’s initial book review of The Gruffalo (read to the class) as an example. Ms. Kar then talked to us about how much of this might be effective for readers reading our reviews.

Please ask your child to share Destiny Quest with you – especially the book shelf with books s/he wants to read.

Below in the comment section is a ‘bitly’ link to the students’ second book review. Please check it out and discuss with your child.

Writing an essay to report on the history of Japan

Students in 5W read a wonderful illustrated book together in class, “An Illustrated History of Japan” – By Shigeo Nishimura, that describes Japan’s history with significant facts from the Ice Ages to modern day. We modeled how to take notes and each 5W student was allocated 3~5 pages. S/he was responsible for taking notes from those pages and sharing them. Then, mostly in groups, the students wrote up a section of Japan’s history and finally copied and pasted their group’s essay together. Please see the task template HERE

Below in the comments section you will be able to find your child’s final shared report. I am sure you will learn something about Japan that you did not know already. I did.

5W students – let’s add our reports (Bitly link please) to the comment box below on Monday 15th. Please share with your parents. Thank you.