Oral History Project Reflections

Following Thursday night's project presentations, students reflected on the oral history project. Below are links to video excerpts of those discussions, by homeroom, focusing on general feelings about the prior evening, and thoughts about classmates' projects which they found particularly impressive:

5A-1 5A-2

5B-1 5B-2

Explore & Discover: Extending Cross-Cultural Novels Using ChromeCart Laptops

For the full album see Picasa Web.

We're taking advantage of the new computer cart and recent installation of our own network router (allowing for quicker connectivity) to explore ideas associated with our four novels, each containing a load of cross-cultural references, from 12th century Korean kick wheels and wood-fired pottery kilns (A Single Shard), traditional Japanese puppetry (The Master Puppeteer), Chinese dynasties and Land of the Golden Mountain (Dragonwings), to Chinese New Years and the Chinese Zodiac (In the Year of the Boar and Jackie Robinson).

Students were provided sample topics to investigate, though, eventually, keeping with the PYP, they will be expected to themselves identify topics to investigate, based upon their reading and discussions within their book groups.

Teams document their investigations on a form, which asks them to identify both what they're exploring, and what they're discovering.

Oral History Project Presentations

See the entire album on Picasa Web

Our three-week oral history project culminated with student presentations last Thursday night. With 50 students and 50 projects, presentations took place in three rotations, with parents, staff and peers visiting with individual presenters.

The events was very well attended, and the kids did a terrific job, given the various technology challenges that arose.

Students were placed in the role, figuratively speaking, of baseball players up at bat for the first time. There they stood, in uniform, holding a bat, swinging at pitches, before an audience of friends and family members. Some hit home runs, others made base hits, a few wondered why they were wearing a uniform and what was this wooden thing they were carrying. But developing understanding is complex: becoming a skilled batter is at least an order of magnitude more complex than hearing about batting, or seeing/reading about batting, especially when it's performed before your friends and family. Clearly, developing the skills will take practice, lots of it, and each of the kids begins with a different skill-set and confidence-comfort level. Thus, we begin the 5th grade school year, providing multiple opportunities to practice, practice, practice, with coaching and feedback.

It is key that we -- family, friends, and teachers -- are supportive and encouraging, trusting that with practice and feedback, students' performances with improve markedly in skill and confidence.

Tonight's Homework

You'll find tonight's homework logged-in here every afternoon.

PARENTS: Please ask to see your child's completed homework. This might become an evening routine (if you're not already doing it). Checking for quality -- depth and thoroughness -- with help maintain consistency.

SUMMER 2012
Dear boys and girls:  I so hate to disappoint you, but you have no homework for the summer, save to play and have fun.  See you in August!

*     *     *

June 4th-LAST DAY OF SCHOOL
THREE PROJECTS:

NEW:  Letter of Introduction (to 6th grade teachers, due Thursday).  Here is the assignment sheet.

Puzzle Project (due Tuesday, a hot glue gun will be available).  Here is the assignment sheet.

Paper For He-Who-Cannot-Be-Named (due Wednesday).  Here is the assignment sheet.

*     *     *

WEEKEND

Puzzle Project (due Tuesday).  Here is the assignment sheet.

Paper For He-Who-Cannot-Be-Named (due Wednesday).  Here is the assignment sheet.

*     *     *

May 31st
Puzzle Project (due Tuesday).  Here is the assignment sheet.
Paper For He-Who-Cannot-Be-Named (due Wednesday).  Here is the assignment sheet.

*     *     *

May 30th
Puzzle Project Planning!
Due next Tuesday BEFORE (hint:  BEFORE) Field Day.
Here is the assignment sheet.

*     *     *

May 22nd-29th
NO HOMEWORK

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May 21st
NO HOMEWORK (5A field trip)

*     *     *

WEEKEND, May 19-20th
5A:  Complete reading (from handout).
5B:  No Homework!

*     *     *

May 16th-18th
NO HOMEWORK!!  Woo-hoo!

*     *     *

May 15th

STUDENT-LED CONFERENCES

Prepare as necessary.

EXTRA CREDIT 5A

Storyboard lyrics.  Find the lyrics here.

*     *     *

May 14th
PETER GOSTELOW - TRANS-AFRICAN CYCLIST
Check out Peter's website.
Look for the RECENT POSTS box to the right with the pull-down menu for blog entries by month and year.

*     *     *

May 10th - WEEKEND May 11-13th

STUDENT-LED CONFERENCES

Prepare as necessary.

5B:  Complete planner for sections 1, 3, 5.  Our notes for these sections are here.

EXTRA CREDIT

Recommend a favorite book or books to the ISM Scholastic Book Fair taking place next week.  You'll find sample forms here and here.  I suggest you create your own form, something attractive, using ideas from these two models.

*     *     *

May 8th, 9th
STUDENT-LED CONFERENCES
Prepare as necessary.
5B:  Complete planner for sections 1, 3, 5.  Our notes for these sections are here.

EXTRA CREDIT
Recommend a favorite book or books to the ISM Scholastic Book Fair taking place next week.  You'll find sample forms here and here.  I suggest you create your own form, something attractive, using ideas from these two models.

*     *     *

May 7th-13th
Note:  With two field trips and student-led conference upcoming this week, homework will be light.  Focus on preparing for and conducting your conferences at home with your parents. Try to have the rubrics in to Mr. Jonas and I as soon as possible.  

5B CONFERENCE (in the classroom)
Be prepared to focus on the following three areas in the classroom:

PART 1:  The ISM Mission

PART 3:  Language Arts (reading & writing)

PART 5:  Project Work

Remember:  I will need to shift around among families and cannot be with you for the entirety of your conference.  I'll sit-in as time permits.

*     *     *

WEEKEND 5.5-6

STUDENT-LED CONFERENCE PLANNER

Final drafts due Monday, May 7th (with the exception of the project & writing reflection which we will complete on Tuesday).  

*     *     *

May 3rd

STUDENT-LED CONFERENCE PLANNER

Final drafts due Monday, May 7th.

VIDEO PROJECT:  JOURNAL

Let's begin digging into the song lyrics now.  Think about and respond to the following questions:

5A

1.  Nora Jones writes:  

Well the man in there swings while the silliest things, floppin around in my brain.


And I try not to dream but them possible schemes, swim around, wanna drown me in synch.



What do you suppose she's talking about?  Remember, she's a songwriter/performer.  Google the word synch for a definition.

5B

1.  Avril Lavigne writes:  

How does it feel, to be different from me?

Are we the same?

How does it feel, to be different from me?

Are we the same?

How does it feel?

What do these lyrics mean?  What might they mean?  Have you ever felt this this way?  Explain.

*     *     *

May 2nd

FIELD TRIP PERMISSION FORMS

Due tomorrow!!

STUDENT-LED CONFERENCE PLANNER

Final drafts due Friday, May 4th.

VIDEO PROJECT:  JOURNAL

Let's begin digging into the song lyrics now.  Think about and respond to the following questions:

5A

1.  Nora Jones writes:  

In your message you said, you were goin' to bed, but I'm not done with the night.
  

So I stayed up and read, but your words in my head, got me mixed up so I turned out the light.



Imagine that a friend in 5th grade just sent you an email and wrote these two sentences.  What might be going on with your friend?  Thoughts/ideas/guesses?

2.  Nora goes on to write:

And I, don't know how to slow it down.
 My mind's racing from chasing pirates.



What is it that she wants to slow down?  Why do you suppose her mind is racing?  What could she mean by chasing pirates?  Thoughts/ideas/guesses?

5B

1.  Avril Lavigne writes:  

I'm not afraid of anything

I just need to know that I can breathe

I don't need much of anything



Imagine that a friend in 5th grade just sent you an email and wrote these two sentences.  What might be going on with your friend?  Thoughts/ideas/guesses?

2.  Avril goes on to write:

I'm young, and I am free

But I get tired, and I get weak

I get lost, and I can't sleep

If this was written by someone your age, what might be making them feel tired and weak?  Why might they feel lost?  Why might they be unable to sleep?  Thoughts/ideas/guesses?

*     *     *

Mae 1st (or is it May . . .)

STUDENT-LED CONFERENCE PLANNER

Final drafts due Friday, May 4th.

JOURNAL

1.  Why do artists create works of art?  What motivates a painter to create a painting, or a choreographer to create a dance performance, or a songwriter to write a song?  Describe at least three motivations, with examples.

2.  Read over the lyrics of the song your homeroom will be working with (in GoogleDocs).  What do you suppose was the motivation of the artist to compose those lyrics?  What's your guess?  Explain.

5A  lyrics  (Nora Jones, Chasing Pirates)

5B  lyrics  (Avril Lavigne, How Does It Feel?)

3.  Listen to the song that we'll be working with in your homeroom.  Listen to it several times.  Then read the lyrics to the song.  Question:  How might we divide the song into parts?  Describe your ideas.

5A  song   (Nora Jones, Chasing Pirates)

5B  song  (Avril Lavigne, How Does It Feel?) <-- changed!

*     *     *

4.30

STUDENT-LED CONFERENCE PLANNER

Final drafts due Friday, May 4th.

*     *     *

WEEKEND 4.28-29

EXPLORER PROJECT

Projects due Monday, April 30th.

STUDENT-LED CONFERENCE PLANNER

Rough drafts due Monday (final drafts due Monday, May 7th).

STAR TEST (Optional)

For STAR Test practice questions see links on BOT.

*     *     *

4.23 - 27

EXPLORER PROJECT

Continue independent work. (Note the assignment form here.)   Projects due Monday, April 30th.

STUDENT-LED CONFERENCE PLANNER

Begin work on your planner.  Download or make a copy of it from GoogleDocs here.  A copy was also sent as an attachment to your family in my weekend Class Update.

STAR TEST (Optional)

For STAR Test practice questions see links on BOT.

*     *     *

WEEKEND 4.21-22

EXPLORER PROJECT

Continue independent work. (Note the assignment form here.) 

All preliminary research is to be completed by Monday, along with drafts of slides completed on paper (or PowerPoint/Prezi/GoogleDocs).  Next week should focus on bringing your project all together, and following-up on any final questions. 

Make this you finest project for the school year! All work due Monday, April 30th.

*     *     *

4.16-20

EXPLORER PROJECT

Continue independent work. (Note the assignment form here.) All research is to be completed by next Monday, along with drafts of slides completed on paper (or PowerPoint/Prezi/GoogleDocs). Make this you finest project for the school year! Do good work.

*      *      *

WEEKEND 4.14-15

EXPLORER PROJECT

Continue independent work. (Note the assignment form here.) Make this you finest project for the school year! Do good work.

OPINION PAPER

Final draft due Monday. The Revision Guide is here. My two model papers are here. My/our two concluding paragraph models (shared in class today) are here.

* * *

4.12

EXPLORER PROJECT

Continue independent work. (Note the assignment form here.) Make this you finest project for the school year! Do good work.

OPINION PAPER

Continue. The Revision Guide is here. We'll discuss the concluding paragraph tomorrow, Friday. My two model papers are here, and the list of arguments we brainstormed are here.

* * *

4.11

JOURNAL WRITE

This assignment is continued from class. My PowerPoint is here. Complete/share on GoogleDocs.

1. How are you smart?

Why do you think so? What is your evidence?

2. Does the way you're smart influence what you'll explore?

HINT: Think back to Bill Gates, Mozart, Einstein, & the Zeidbergs.

EXPLORER PROJECT

Continue independent work. (Note the assignment form here.) Make this you finest project for the school year! Do good work.

OPINION PAPER

Complete the 3rd & 4th paragraphs (which will be shared tomorrow in class). You may share a Google Document with me, and I'll print it for you. My two model papers are here, and the list of arguments we brainstormed are here.

* * *

4.10

EXPLORER PROJECT

Continue independent work. (Note the assignment form here.) Make this you finest project for the school year! Do good work.

OPINION PAPER

Complete the second paragraph (which will be shared tomorrow in class). You may share a Google Document with me, and I'll print it for you. My two model papers are here, and the list of arguments we brainstormed are here.

* * *

4.9

DISTANT LANDS

Have resources ready for reading for tomorrow's first DEAR period.

OPINION PAPER

Complete planner and first paragraph (which will be shared tomorrow in class). You may share a Google Document with me, and I'll print it for you. My two model papers are here, and the list of arguments we brainstormed are here.

* * *

4.6-8 WEEKEND HOMEWORK (due Monday, and on-going)

Complete a search for books/articles/websites for your explorer. You might go to your local library and speak with the Reference Librarian. Completing an internet search for articles. Print them, and store them in a folder. In the next few weeks, we'll have 3 extended DEAR periods, giving you time to read, highlight, and record notes in class.

We are approaching the end of the school year. Do you very best, top-end work. You are responsible for contacting me if you're unable to find useful resources.

* * *

4.5

JOURNAL WRITE (complete/share on GoogleDocs, or handwritten)

Sometimes we notice behaviors in children that indicate that they may become explorers in whatever profession they may choose, be it in science, technology, business, or whatever. What are some of these behaviors? Describe what they might look like (at school and home)?

EDITING EXERCISE

Completed the editing handout. Don't recopy it. Just edit on the handout. Using editing marks is optional.

* * *

4.4

JOURNAL WRITE (complete/share on GoogleDocs, or handwritten)

Question: Why do people explore? What are the motivations?

One way to answer this question is by googling the phrases "why do people explore" and "motivations for exploration." Do this search. Read a selection of the articles that come up. Share what you learn in writing.

EDITING EXERCISE

Completed the editing handout. Don't recopy it. Just edit on the handout. Using editing marks is optional.

* * *

4.3

JOURNAL WRITE (complete/share on GoogleDocs, or handwritten)

Respond to the follow two questions:

1. What do you think is the difference between looking, searching and exploring?

Explain with examples.

2. Some (but not all) explorers are also adventurers. Do you agree? Explain with examples.

EDITING EXERCISE

Completed the editing handout, as described in class.

* * *

4.2

NO HOMEWORK.

Recommended: Go to your local library (or begin an internet search) and find a biography/ies about your chosen explorer. Remember: We'll be doing DEAR more often over the next few weeks, giving you time to read about your explorer in class. (If you don't have your own book, I'll be assigning you to read one of mine.)

The Explorer's Project is due in 4 weeks, April 30th, with details forthcoming.

* * *

SPRING BREAK

OPTIONAL: Explorer Project Prep. See blog. I welcome your questions.

* * *

3.15

WRITING

Final drafts due tomorrow, Friday.

* * *

3.14

WRITING

Complete revised draft of the opinion paper. Focus on organization, using the planner and my model as guides. Due Thursday. We'll edit for spelling, punctuation, capitalization, etc., tomorrow.

* * *

3.13

WRITING

Complete rough draft, opinion paper. Due Wednesday.

* * *

3.12

WORLDLY CURIOSITY (all)

Discuss explorer candidates with your family. Be prepared to share your ideas with me.

For those of you who have selected your explorer (and checked with me), begin searching for resources (especially biographies from your local library).

5A only: Complete Morning Girl reflection handout. Due Tuesday.

* * *

3.9 & WEEKEND -- RECOMMENDED (but not required)

WORLDLY CURIOSITY

Begin searching for explorer candidates.

It's pretty easy to find lists of explorers. I've had great success using keywords such as "explorers North America" or "famous scientists" or "famous naturalists" or "famous writers".

Avoid choosing one and only one. Keep your list open, and aim for a number of possible candidates. I STRONGLY recommend that you discuss all this with your family. Invite their input and insight.

Email me your ideas. It's important for two reasons: First, I'd like to keep a running list of all projects, avoiding duplication (my goal is to have 50 students investigating 50 different explorers); and I'd like to be sure you will be able to find helpful resources (like a readable biography/ies).

As your time and interest permit, head to your local library, and check for resources on your explorer-candidates.

Of course, it's best if your GENUINELY INTERESTED and enjoying the process, rather than feeling burdened by someone making you complete another assignment. Choose thoughtfully; choose carefully; consult with your parents.

* * *

3.8

WORLDLY CURIOSITY

Complete handout. Due tomorrow.

Respond to the following questions electronically, or on lined paper. Do not rewrite the questions.

1. What do you think is the meaning of the word explore? What is a person actually doing when they explore? Make a list of synonyms for the word explore. Come up with at least 10 words. (You may use resources – the internet/parents/thesaurus to help you.)

2. What kinds of things do people explore? Make a list. Once you’ve completed your list, see how the ideas connect to each other, and how they might be organized into categories. Explain your thinking.

3. Are all explorers also adventurers? Are all adventurers also explorers? Do all explorers make discoveries? What are your thoughts about these ideas?

4. Discoveries often lead to a new understanding of the world, or how the world works. Do you agree? Support your answer with three examples.

EXTRA CREDIT

Use wordle to create a word map for explore. You’ll find wordle at http://www.wordle.net/

* * *

3.6/7

No Homework (so students can focus on science presentations)

* * *

WEEKEND 3.3/4

No Homework

* * *

2.29/3.1

ARTIST & THE ARTIFACTS

Complete reflection (due Friday)

http://www.youtube.com/watch?v=Ih6yVV3Isus&feature=related&noredirect=1

The 5th Grade Community BBQ & Splash-a-rama

See the complete album on Picasa Web

What better way to open a new school year than to get-together for a BBQ and swim party? While it drizzled along the coast, the sun shone in Carmel Valley, where we convened for our grade 5 community splash-a-rama. The turnout was terrific, about 70%, considering that we represent 50 active families. A good time had by all!