KP

• 1 teddy bear or night-time toy
• pyjamas
• sleeping bag and pillow
• toothpaste
• toothbrush
• hair brush or comb
• face cloth
• wash bag to put wash things in
• sleeping bag/ blanket
• pillow
• full set of extra clothes (some children have a full set of extra clothes in school and do not need to bring more)
• 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. This weekend 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

I proposed that the sleepover be ‘unplugged’, with no electronic devices, after much debate the children have agreed.

Writing a list of things to pack for the sleepover

We asked the children whether they would like to have a sleepover at school. This would be a celebration of  the children’s learning journey this year.I showed the children a video of the sleepover from last year. This started a lively debate amongst the children and we decided to make a T.Chart,  documenting  all the good and bad things about a sleepover.

Good things

1. We can bring nerf guns and our toys.
2. We can use torches at night and play outside.
3. We can read books.
4. It will be a good time for us.
5. We can play any games we want.
6. We can sleep late until 5 o’clock
7. We will have happy dreams.

Bad things

1. I won’t be able to see my mum and dad.
2. I sleep-walk, I will bump my head.
3. There might be scary birds, bats, dreams and ghosts.
4. I won’t be able to sleep with my mum and dad.

Questions that arose from this discussion.

1. Can I have my special shawl from India?
2. Can I have my Mario and iPad?
3. How many books and toys can I bring?
4. Do we need a sleeping bag?
5. What food will we have?
6. What about allergies?

We made a table  to show whether people wanted to have a sleepover at school.

YES

ZP   RJ   NB   FC   SP   AA   AM   EK   OD     SI   AT

MAYBE

SR

NO

HG   JH

As we discussed the sleepover some children changed their minds about attending. They talked with parents and  other children offered support. Cindy had been away for our initial discussion and the other children came around her and smiled warmly saying,”OK, right? You do the sleepover.” Allen had a sleepover at Oskar’s. It was the first time to has slept away from his mum and dad. He told us about his experiences and gave advice to children who have never done this before.

Updated chart

YES

ZP   RJ   NB   FC   SP   AA   AM   EK   OD     SI   AT  SR

MAYBE

HG   Ci

NO

JH

The children’s major concern was not having access to their electronic toys. They are debating whether they should have them for the sleepover. The children will be planning this event and problem-solving any issues. The first thing they wanted to resolve was what food they would eat. I am curious to learn what food they will choose and they they propose to buy and cook it.

Kirra and Ryuta in 2Q decided to  show how dance is a form of communication, this was part of their current unit of inquiry. They picked a video by Beyonce.  Ms Quinn wondered if  the children may like to make this the song for sports day. Everyone agreed it was a great song to raise enthusiasm and K to Grade 2 unity.

The Grade 2′s will learn the dance and will then teach it to the Grade 1′s and KG.  This is another example of how our taught curriculum combines with children’s passions and interests, creating authentic learning and sharing experiences across the school.

SO GET DANCING AT HOME, YOU CAN JOIN IN ON SPORTS DAY!

Further Information

This song was adapted by Beyonce to support Michelle Obama’s campaign to stop childhood obesity. Here is a link about the campaign CLICK HERE

The children have noted the changes in weather. They came in from recess with sweat running down their faces, “I am boiling.” Allen said.  Other children started to talk about the cherry blossom they had seen with their families. Naoimh drew a picture of a tree in transition from blossom to leaves.

We decided to go to the park to explore these changes. On the first day we had intended the children to sketch but they were inspired to observe the natural world and explore the space of the park. Some children decided to sketch and were delighted to share how they had accurately captured the scene. “Look… look, take a picture, mine is the same as it… see I have the circle on the end.” Sofie noted. ” See mine, it is beautiful, see I have the water and you can see the same thing.” Allen exclaimed.

On day two we set out for the park and told the children it was time to look for signs of spring. We asked the children to look carefully and sketch accurately what they saw. The children choose where they wanted to sit and started to sketch. “Is beautiful, Japan, tree.” Said Cindy looking at the cherry blossom tree. Her expression captured the sheer delight of seeing these magnificent trees.

Some children choose to sit on rocks and watch the water, some children threw leaves into the water and watched them race to the pond. “Woooo look so fast… where go?” Suwon wondered.  Alex noted, “See these, insects eat them. I drew them,” As he looked at some purple flowers. The children found a toad and screamed with delight and terror. Some children thought it was poisonous and others declared that is was OK to touch it. I proposed the question, would you like people screaming and poking you? The general consensus was this maybe OK… but maybe not.

Please share this experience with us through our photographs.

Signs of spring on PhotoPeach

The children were excited by the idea of going to an exhibition, but what was an exhibition?

Ruby: Oh I love it… It’s a place with pictures and lovely things.

Hana: yes I agree, it’s where you can see pictures and sculptures.

We set off with great excitement and soon arrived at the exhibition, which was staged in a beautiful wooden floored room in an old house in the park. Before we entered this special space, we discussed the appropriate behavior needed in a gallery/exhibition.

Feng: Quiet, no shouting.

Suwon: Listen to people.

Naoimh: You need to not touch and look.

Julie: There will the things to see.

Sofie: Look at the beautiful things.

The children were instantly captivated by the slippy, shiny floor and the beautiful display of Hina dolls. They quickly noticed some of their work on display. Other children noticed work by their siblings. Some children wondered why their work wasn’t on display. We engaged in a lively debate over certain pieces and found we had very different opinions  and perspectives.

Julie: I don’t like it, so many eyes.

Suwon: So ugly. I don’t like pink, is girls.

Zoe: In my opinion this is a beautiful piece. I love the way the image repeats again and again.

Suwon: Like pattern. I like purple…. (looks at me and smiles) in my opinion purple is for everyone.

Zoe: It seems we have different ideas and perspectives  about the same piece, how interesting.

The children began to peep into the other room and beheld a beautifully set table. The boys entered first and walked carefully around, leaning forward, noticing every detail.

Allen whispered : Look, look take a picture, look at the candles.

Suwon: Very beautiful

Shoma: Soooo beautiful this thing.

Suwon: Look candy.

Julie: Candy in a special thing.

Feng: Maybe they have a party.

Aiden: Yes a party.

As a follow up

Yokohama museum of art offers a Sunday art exploration session for students. Ms Yuri took her children this weekend, you may wish to talk to her about it. http://www.yaf.or.jp/yma/english/ or you may wish to visit an exhibit.

Art Exhibition on PhotoPeach

As members of an international school we are mindful of the ever changing dynamics of our class; some children leave and others arrive. These transitions are filled with conflicting emotional states. People are sorry to leave and excited with the anticipation of new adventures, or returning to extended family. We feel the lose of a friend and are delighted by alternative perspectives brought to us by new member of the class.

Throughout these transitions technology remains a constant. New children and their families are invited to visit the class blog and share in the year long learning journey of the class. Children who leave can carry on these conversations with their old friends. Twitter acts as a message service between children.

Frederique sent us messages when she left the class to return to Holland. She shared pictures of her holiday in Bali through Tweet pics. The children verbalised their sense of lose and also an appreciation of continued share experiences.

Frederique sent a picture of herself carrying on Writer’s workshop by herself at the pool. The children noted, “We wish we could be on a field trip there with you.” Frederique replied, “I wish I could be at school with you.”

Technology forges links between the old and the new. It helps us make transitions at our own pace. It is some what like a stitch we receive when we hurt ourselves. It helps us mend and change. When we are mended it dissolves and we are left repaired and new.

Fotobabble is a powerful tool in the hands of young children allowing them to take a picture and record an audio message. ‘Babbles’ can also be shared to Twitter and then onto a blog. Fotobabble enables children to document their own thinking, learning and interests.

The children realised their ‘babbles’ were not going to Twitter from the iPhone app (which we are using on our iTouch and iPads). We tried to work out the problem in school but had no luck. We contacted Stonia at Fotobabble. She replied straight away, agreed there was an issue and sent it to the development team. As a result the app has been updated.

Thank you Fotobabble

We discussed how we could say thank you to Fotobabble.

Sofie: We can design for them and draw.

Ruby: Yes let’s send it to them. We need to email them and ask them.

Sofie: Yes like when Kingfisher class sent us the thing. (Runs over to book case and pulls out a plastic folder of points to the envelope).

Ruby:Let’s Skype them.

Hana: They are too far away.

Feng: We can shout to them.

Hana and Ruby: No!

Ruby: Email them so we know we know where to send it. We can take pictures and send it.

Ray: Blog. Put it on the blog. We can put them there.

We have agreed to create pictures and thank you notes to be sent by mail and make a Fotobabble thank you for the blog.

Thank you Fotobabble in all the languages we speak.

Stonia from Fotobabble replied to us. She put some of the  children’s pictures and letters put onto their face book page.

Today we had to say goodbye to Frederique and her family who are moving back to the Netherlands. We were very happy when Frederique said she might Skype us.

Sofie wanted to go with her mum to the hospital on Friday to see the cast being taken off of her mum’s ankle. She got to watch the electric cutting saw. Sofie’s mum sent us these pictures because Sofie wanted to share them.

We have begun to use Symbaloo. It is an easy tool that let’s you create simple tiles the children can click on to get to sites. The children were thrilled with many of the video’s and insisted on sharing it with KC and their Twitter buddies.

This symbaloo is for our unit of inquiry “People use a variety of languages to communicate their ideas and feelings.”

** Please note these links take your child to You Tube, from here they could click onto other video’s. Please monitor them, as you would any time they were on the internet.**

CLICK HERE How we express ourselves.