Building independence skills makes for a great sleepover.

Sleepover independence… the key to success.

The children made their own packing lists and were asked to pack their own bags at home. They were completely responsible for them at school. The children also made a food list and went to the shops and brought the food and carried it back to school. They alsomade the food (sandwiches, onigiri, fruit salad and chopped vegetables).

The children played in the park for three and a half hour and were supported for part of the time by three grade nine students, who lead the children in tag games. The children took their bags to ICJC and set up their sleeping things. A pizza dinner was followed with some flashlight fun and shadow puppets monsters!

In the morning the children played in the playground in their pajamas before packing their bags and preparing their breakfast. The bags were taken back to school and there was time for some more play before pick up time.

The children proved themselves to be highly independent and respectful learners who know how to have fun.

A sincere thank you to the parents for the coffee and treats at pick up time. It was greatly appreciated!

Sleepover in pictures

Why We Believe Teaching Grade One To Write Graphic Novels Is A Good Idea.

Our year long writing goal was to motivate children to write for intrinsic purposes. We noticed the children’s passion for graphic novels and observed them making their own comics in Free Inquiry Time and at home. The children were often taking graphic novels out of the library. As we were reworking our units of study for writing we decided to develop a graphic novel unit, which complemented our year long unit about illustrations. The children agreed this was a very good idea. This was not an easy option, writing graphic novels is a complex process and mentally challenging.

What special things do you notice about graphic novels?

The children wrote down everything they knew about graphic novels. We had a pile of books in the class which we had curated with our librarian Katy Vance, who came to our planning meetings. The books sat for a few days in a big basket, the children were desperate to  read them. Once we gave them the books they quickly took them off  and started discussing them. We read the graphic novels out loud and the children read them to each other.

We watched this video about graphic novels so the children could see the complex process involved in making a final product. We asked them whether they felt they could sustain this amount of effort. The resounding answer was YES!

The whole thing is interesting, the process starts at 1.36

 

Ideas Folder

The children have had an idea folder for most of the year. They developed this after watching a video about an author of the month, Oliver Jeffers, who shared his creative process. We believe in giving children time to doodle and draw. High quality ideas need time to grow and develop. We can not expect children to suddenly be creative and develop high quality pieces.

Story Line

The children quickly developed a story line because their idea folder was full of ideas. Some children brought in ideas they developed at home.

Manuscript

The most surprising part of the process for the children was writing the story before they drew it. We gave the children an A3 piece of paper and asked them to use a graphic organizer they had used twice before. The sequence Brainframe had three boxes: the setting and problem, trying to solve the problem and solving the problem. The children then added to their basic outline using: descriptive, emotion and sound words shown as circles coming off the boxes.

Throughout this process we meet as a class and had daily minilessons where we taught the conventions used in this format, these included: panels (the boxes the action takes place in), gutters (the space between the panels), speech and thought balloons, sound affects and captions (show, time, place and events). We used the work of published authors as examples. The children also found examples to share.

Character Development

On a spare piece of the BrainFrame the children developed their characters drawing how they: moved, felt and dressed.

The Storyboard

This was the draft of the final piece. This proved quite challenging for the children as they had to use their visual spatial skills. The children added perspective and movement to their drawings.Working out how to fit in the panels, the characters, captions and speech. The hardest part of writing a graphic novel is being succinct. It is hard to write less! The primary method of conveying meaning comes through the characters using speech to tell the story. The captions also need to be concise and tell the story or indicate time. The children inventively drew clocks to track time. The piece was edited by the child, a peer and a teacher.

The final piece penciling, inking and coloring

The final part of the process was to reproduce the graphic novel with no errors.  They then reedited the work and  inked over the drawing, adding backgrounds and color. The children found it easy to convey emotion through color as they had explored this in art class with Aaron Reed. The children also needed perfect spelling and lettering. This meant rewriting words, retrying spellings and getting the letter size correct. We used A3 paper as these are younger children who are learning to write. One child developed a ‘think paper’ to practice spelling, handwriting and developing characters expressions in a consistent form. We liked this idea so much we added it to our planner.

In conclusion

This was a highly challenging undertaking for the children. They had to persist with the process and redraft in three different forms, yet they kept going. They often sustained their concentration for 50 minutes when writing. We hope the children keep writing their own graphic novels. They show every sign of doing so.

Excellent books for teaching graphic novels

MUST HAVE Adventures in Cartooning James Sturm, Andrew Arnold and Alexis Fredrick-Frost

Adventures in Cartooning Characters in Action James Sturm, Andrew Arnold and Alexis Fredrick-Frost

Understanding Comics By Scott McCloud (A more academic book, only if you are geeky)

Published texts we used to mentor the children

The Big Wet Balloon By Liniers

Bean Dog and Nugget The Ball Charise

Little Mouse gets Ready Jeff Smith

Otto’s Orange Day By Jay Lynch & Frank Cammuso

Benny and Penny The Big NO-NO! By Geoffrey Hayes

Mr Badger and Mrs badger #1 The Meeting Brigitte Luciani Eve Tharlet (simple at children’s level)

The Zoo Book Ariel Cohn Aron Nels Steinke (very simple at kids level)

Mr Wuffles By David Weisner

Hippopotomister John Patrick Green

Silly Lilly and the Four Seasons Agnes Rosenstiehl

Luke on the Loose By Harry Bliss

Benny and Penny in Just Pretend Geoffrey Hayes

Mr Badger and Mrs badger #3 What A Team Brigitte Luciani Eve Tharlet

Tippy and the Night Parade Lilli Carre

Bird Cat Dog Lee Nordling & Meritxell Bosch

Squish Game on! Jennifer Holm & Matthew Holm

Stinky Eleanor Davis

Try an adult graphic novel for yourself

Zoe’s pick of adult graphic novels, they are a little dark. If you want something lighter and  fun go and ask Katy Vance in the library

Persepolis Marjane Saprati Growing up with the rise of the Islamic state in Iran

Maus Art Spielman’s Recount of growing up with holocaust survivors and relationship with parents, heartrendingly wonderful. Very manageable.

Blanket Craig Thompson Coming of age in an evangelical family and first love

Watchmen Allan Moore I love Moore, but this could blow your brains, it is highly complex panels, but is is BRILLIANT, more like a traditional comic

V for Vendetta  Allan Moore, More doable, excellent story

Batman The Dark Knight Returns Frank Miller The dark side of Batman, exquisite illustrations. It made me love Batman graphic novels. Dark and moody, flawed hero.

 

 

 

 

Building independence. Are you ready for the grade one sleepover?

The skills we are developing during the sleepover

Research skills

Formulating questions

Planning

Collecting, recording and analyzing data

Thinking Skills

Dialectical thinking

Evaluation

Application

Social skills

Accepting responsibility

Group decision making

Cooperating

Resolving conflict

Self-management skills

Organization

Time management

Code of behavior

Informed choices

Communication Skills

Listening

Speaking

Writing

Attitudes

Respect, commitment, independence, confidence, cooperation

The children are very excited about the sleepover and have waited very patiently to start the planning process. Today we started the planning process, and there was a surprise! The children are very excited to be sleeping in the ICJC building (next to the gym). We used this last year and being in our own “house” was very exciting to the children.

Your child will need to pack

  • 1 teddy bear or night-time toy
  • I book (optional)
  • pyjamas
  • sleeping bag
  • small pillow
  • toothpaste
  • toothbrush
  • hair brush or comb
  • face cloth
  • wash bag to put wash things in
  • full set of extra clothes
  • Clean underwear
  • flashlight

The children are excited about managing their own belongings and routines, “just like grown-ups!”. It will be easier for the children to look after their belongings if they are clearly labeled. The children should practice packing and unpacking their bags by themselves, several times, so that they know exactly what they have in their bags, where to find everything and how to fit it all in. (Sleeping bags can be particularly tricky.) This will help the children feel a sense of control and independence and will ease anxiety. We talked about how everything has to fit in one overnight bag and the importance of “packing light”. While we have discouraged the children from bringing big suitcases (for space and storage reasons), it is important that the bag is big enough for children to fit  ALL their belongings inside easily.

Sleepover unplugged

We proposed that the sleepover be ‘unplugged’, with no electronic devices, after much debate the children have agreed. They think it will be better for their eyes and then you can play with friends.

The children made their first lists. We came back together and one group read their list. The other groups ticked off  if they had the same item. This was a great tool for working together.

Your child is documenting their learning process on their Seesaw Learning Journal.

We were responsible. Goodbye toadlets!

The children have carefully nurtured the toad spawn. It turned into tadpoles and finally toadlets. The children decided it was time to let them go. The children committed to looking after the toads and researched each  stage of their development and how to look after them. This was an excellent example of seeing the the process of change in a living thing.

They’re Back To Their Habitat – It’s That Time To Say Goodbye! on PhotoPeach

I’m not bossy, I am assertive. I am learning to be a leader.

Jimin came to me and said people told her she was bossy. We discussed this. In fact Jimin was being organized and trying to help people. When we discussed this as a class it became very clear that Jesse (boy) remembered being called bossy in Early Years but most of the girls had many more examples to share. Bossy is often a word used towards girls, but not boys. We want all the children in our class to have a chance to learn to lead. We are reminded that words have an impact on people, and words used about us can start to shape how we perceive ourselves.Having had class discussions about this the children like the word leader best, see their ideas here

When Grade One Define Learning.

Connie is developing a book about the Learning Wall and we wanted the children to develop their own definition of learning.

1P define types of learning:

  • It is something you can already do and you use it to teach yourself something new.
  • People can teach you things, but you have to work out how to use it by yourself.
  • You can learn things by yourself.

 

Owen: It’s when you don’t know it, then you think, think, think and then you  think… umm maybe it’s so and so.

Masaichi: First you don’t know then you think then you get it.

Erik: You do new things like your brain will grow.

Jimin: Teacher says something is wrong and you think again and again and then you do and the teacher say yes.

Vita: You don’t understand and you say to teacher I don’t understand and then like teacher  says what it mean.

Jesse: First you didn’t know that and then you write it then you know it. You think and then you know it now.

Chloe: When you do something, it is when you don’t normally do it and then you do it it like drawing.

Aoi: You can go to friend and friend says think and then you can learn to remember and your brain will get big.

Laetitia: Is like you the teacher teach you.

Diego: Learning is something new you don’t know. Someone can tell or you can use your fingers. You can figure it out.

Hayato: You don’t know, someone tells you and you know.

Ken: You like someone tells you, but you teach yourself how.

Sophia: You don’t know something, first you think yourself and then you can ask someone.

Mona: First you study and then you know.

Devano: You do something you don’t normally do and you do things you don’t know.

 

New Learning

 You can learn it by yourself or with people. You can learn from doing things. It is something new.

Ken: Stuff you don’t know and then you can do it.

Vita: You don’t know how to write something and then you write.

Erik: Is the teacher teaches you something new.

Devano: Your friends can teach you new stuff.

Chloe: Sometimes when you make a book.

 

Wondering

Is asking questions because you want to know more about what you are thinking about.

Masaichi: You ask can you do it.

Jesse: You go to home and you want to eat and you wonder is there the ice cream.

Owen: My dad showed me a video about NASA, and I wondered how black holes were made.

 

Attitudes

It is about how we behave towards ourselves, the whole world and the universe.

Sophia It’s when you’re independent

Diego: It’s respecting

Ken: Not just people it is the whole universe

Hayato: It’s like being kind

 

Skills

They are something you can do to help you learn and help you do things.

 

I was scarred but I tried (this is a kind of learning the children added to the learning wall)

It helps you know you can do it and then you can learn new things.