5W students have been asked to write a short speech that represents his or her feelings at the end of Grade 5. All students were invited to take part in a class ‘speech contest’ to choose one 5W student who will read their speech at the Graduation / Celebration ceremony on the 15th of June.
We worked from a planning template HERE. We looked at past winning speeches, reviewed the criteria and planned using a categorising or relationship or sequencing brainframe, which you should be able to find in your child’s portfolio along with a paper copy of his or her essay.
All speeches can be read in the comments box below. Thank you very much to Mai, Jack, Leylia, Ryuta, Anish, Lisa, Hemal and Ellenah for being risk takers and entering the 5W speech competition to see who would represent 5W at the Grade 5 Celebration / Graduation Day on June 15th. All students and myself voted on the following form, using the criteria mentioned.
Congratulations to Lisa Harmer for winning – by 1 point from Ellenah with Jack a very close 3rd. See the scores HERE.
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.
Free play is nature’s means of teaching children that they are not helpless. In play, away from adults, children really do have control and can practice asserting it. In free play, children learn to make their own decisions, solve their own problems, create and abide by rules, and get along with others as equals rather than as obedient or rebellious subordinates.
Take a look at this paragraph. Can you read what it says? All the letters have been jumbled (mixed). Only the first and last letter of ecah word is in the right place:
“I cnduo’t bvleiee taht I culod aulaclty uesdtannrd waht I was rdnaieg. Unisg the icndeblire pweor of the hmuan mnid, aocdcrnig to rseecrah at Cmabrigde Uinervtisy, it dseno’t mttaer in waht oderr the lterets in a wrod are, the olny irpoamtnt tihng is taht the frsit and lsat ltteer be in the rhgit pclae. The rset can be a taotl mses and you can sitll raed it whoutit a pboerlm. Tihs is bucseae the huamn mnid deos not raed ervey ltteer by istlef, but the wrod as a wlohe. Aaznmig, huh? Yaeh and I awlyas tghhuot slleinpg was ipmorantt! See if yuor fdreins can raed tihs too.”
And if so, what (if any) implications does this have for spelling?
“I offer the counter view: When it comes to processing information, everyone should be the same: A ‘learning chameleon’, able to adapt and use whatever skills are required to optimise the information to be processed. We should not be celebrating and promoting difference in learning styles, we should be challenging children to step beyond their comfort zone and confront their weaknesses. To do that we need to challenge ourselves and do some decent reading and thinking ourselves.”
Eight- to 12-year-old kids are not typically malicious, but they are curious. Kids innocently get into trouble online without thought of consequence. Young kids need to be protected from others, and from themselves.
Teens are another story. They know the truth and they can be mischievous. Teens are faster learners than their parents and they do know more overall about technology. They were born with it.
Unfortunately, there are teens that apply that advanced knowledge to hiding online behavior from parents.
A study last year revealed that nearly half of parents believe their teens tell them everything they do online, while 70 percent of teens revealed they have ways to avoid parental monitoring. In this fact lies the irony.
Teens trick their parents in the following ways:
53 percent = number of teens that clear their browser history to keep web visits off the record
46 percent = number of teens that close/minimize their browser when a parent walks near (to hide the web site)
34 percent = number of teens that hide or delete instant messages or videos
23 percent = number of teens that lie or omit discussing details with parents about online activity
23 percent = number of teens that use a PC their parents don’t check
21 percent = number of teens that use an Internet-enabled mobile device
20 percent = number of teens that use privacy settings to make web content viewable only by friends
20 percent = number of teens that use private browsing modes or proxy web sites (which are free)
15 percent = number of teens that create a private email address unknown to their parents
9 percent = number of teens that create a duplicate or fake social network profiles and share one of them with parents
Many of these tricks can be prevented or monitored.
Alan McLean in his excellent book The Motivated School makes a very thought provoking point when he states that, “The teacher’s role is not to give success to students but to put success within their grasp.”
A great article from Thomas L. Friedman of the IHT
“Every young person will continue to need basic knowledge, of course,” he said. “But they will need skills and motivation even more. Of these three education goals, motivation is the most critical. Young people who are intrinsically motivated — curious, persistent, and willing to take risks — will learn new knowledge and skills continuously. They will be able to find new opportunities or create their own — a disposition that will be increasingly important as many traditional careers disappear.”