A Special ThanksTwo weeks ago, we were so fortunate to host a panel discussion of women and men who have faced gender stereotypes and challenged the social norms at their workplace. They were incredibly articulate and genuine with their words and shared an inspiring message to work hard and be true to yourself. In addition, their message of integrity and allegiance to helping each other fight injustice was powerful. Thank you Chelsea Gladden, Jessica Dorsett, Natalie DeWitt, Ursula McDonald, and Fernando Vega. Final preparationsMr. Manger goes to chinaIn case anyone is wondering what I did in China. I had the amazing opportunity to work with a group of Chinese educators and teach them all about Project Based Learning. Below is a snapshot of what I did. It was hosted at a local public kindergarten (children ages 3-6).
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We saw so many inspiring pieces at this beautiful museum of art, and were well taken care of by the education program director and docents. Check out this inspiring museum yourself: click here for its website. First, we experienced Dress Rehearsal, which showcases numerous and unexpected ways a dress can be depicted and interpreted. Most interesting was the work of Marina DeBris, made entirely from beach trash found along the California coastline. Then, we were surprised by Tiny Canvases: The Art of Nails, which celebrates the 40th anniversary of Creative Nail Design (CND™), started by Oceanside chemist, dentist, and inventor Dr. Stuart S. Nordstrom out of his garage in 1979. Please check out the pictures above that highlight our amazing runway models. Finally, we went upstairs and were enraptured by two exhibitions that were the main reason for our trip: BRIAN KESINGER: DREAM IT YOURSELF and 6-Word Story. "Brian Kesinger is an artist, author, and filmmaker whose journey of self-discovery led him from working with some of the world’s most famous movie, television, and theme park personas (at Walt Disney Animation Studios, Marvel, and Lucasfilm). His family-friendly, world-premiere OMA exhibition invites visitors to engage, interact, and create work that will become part of the show alongside the illustrations, sculptures, and animations on display. Kesinger’s story is a universal call to action for dreamers and visionaries everywhere." 6-Word Story, produced in collaboration with Front Porch Gallery in Carlsbad, presents imaginative, whimsical, and introspective photographs with accompanying six-word stories, creating a dynamic interaction for the viewer. When we returned to school, we worked on telling our stories in only 6 words. Not easy, but fun. Here are some examples of the 6-Word Stories we saw at the museum. And check out our own 3rd grade 6-word story writers.
When a group would like to examine issues of identity, diversity, beliefs, and values, and would like to begin making connections between who they are and how that shapes their decisions and behaviors, the Paseo can be a tool for initiating the dialogue. It is essentially a 2-step process, which begins with individual reflection and then moves into personal storytelling. (School Reform Initiative) We used the Paseo protocol outlined on School Reform Initiative with some modifications to meet our grade/ developmental level and project goals. I was proud of our students ability to focus and be thoughtful about what is important to them and how they wish to define themselves, including their passions, personality traits and talents. In addition, it helped us learn more about each other and build our community. Project Handout
LiteracyWe have been studying fairy tales for the last few weeks. Specifically, as a class, we have read the classics Cinderella, The Three Billy Goats Gruff, and Little Red Riding Hood. And then we have explored some adaptations, including Prince Cinders. Students have been identifying the 7 elements that make fairy tales unique in each story. And this week we have begun writing our own adaptations of Little Red Riding Hood and Cinderella. We have learned that you can adapt the characters, the setting, and the problem and solution, and one change leads to another change. It is important to know why you are making the change, so that it is purposeful. We will continue this work next week, and then soon write our own original fairy tales. It is fun and exciting to be empowered to adapt a classic story, and take ownership of it. MathMath workshop continues, albeit rather disconnected from our project. We are working with grouping and introducing multiplication. Students are learning that 5+5+5+5 can be written as 4x5 and spoken "4 groups of 5". We can add 5 four times, or we can just know that 4x5 equals 20. We have used our new multiplication knowledge to calculate total numbers of grouped food at a grocery story, or costs of a sheet of stamps. And we have used repeated addition and multiplication to measure the height and width of city buildings and trees. Read aloudWe just completed The Hundred Dresses, and will start Bill's New Frock. We used The Hundred Dresses to explore kindness and friendship, and will use Bill's New Frock to explore gender stereotypes. Both books lead to wonderful discussions about who we are as human beings and how we exist within our community.
Data CollectionOur class noticed that we often sit in groups of boys and groups of girls. On the rug, all the boys tend to sit on one side, and the girls on the other side. Does every class separate themselves boys and girls? We went out to investigate our school community. Our results were mixed and will lead to further investigations. Students needed to create their own t-chart for data collection and then use tallies to observe and collect data. They chose the grade level and whether they would observe them inside the classroom or at the lunch tables. Then we spent time analyzing and interpreting the data. Please take some time this weekend to review their data and interpretation. Some students are still wondering if it matters where people sit. Others feel like it does. One student remarked, "Everyone should be able to choose where they sit, and it shouldn't matter if they are a girl or a boy." Another student says that we should observe who they play with and what they play. fairy talesWe have been reading lots of fairy tales. As a class we read Three Billy Goats Gruff and Cinderella. We broke down fairy tales into 7 crucial elements. Now when we read fairy tales, we will look for these elements. And next week we will make sure these elements are in our fairy tales when we write. At home, you can read some fairy tales and discuss these elements as well. Classroom norms
thank you mr. vega!6th grade is working on a hip hop project with Mr. Vega at our middle school. They invited us over and taught us some dance moves. So much fun!!
MathWe have math workshop every morning for about an hour. Two days per week we focus on solving word problems. At our student led conferences, your children shared their strategies for solving word problems. They explained their strategies, and highlighted their areas of strengths and growth. Our math workshop is designed to cover all of the 3rd grade standards. Last week we started a unit on early multiplication, called Groceries, Stamps, and Measuring Strips. I hope you have a chance to review your child's weekly reflection and one of the worksheets we completed this week. Below is some more work we did together. The focus of this unit is the introduction and early development of multiplication through realistic contexts. Below students found the total amount of items by grouping and using repeated addition. Above was their draft work, and then they created organized posters to showcase their thinking. (Please note, they could have used more time to finish their posters, but their thinking is evident.) Fairy TalesWe are reading and writing fairy tales over the next few weeks. Engineering(A note from our engineering teacher Ms. Roxanne. Our students attend engineering every Monday from 1:45-2:45, and will for the entire school year.) In October and November, students will be introduced to how to use tools safely and use measurements as a tool for their designs. Students will do a series of activities involving measurements, have a better sense of why we use measurements, and how to use them precisely. Students will also learn the importance of safety when using tools and other potentially dangerous items. Students will get constraints in materials, size, costs, and time to design and build string art. Once students have the background knowledge of how to measure and use tools safely they will get to choose the design for their art piece within the given constraints.
Click on the link below for an example of string art: https://www.diynetwork.com/made-and-remade/make-it/how-to-make-your-own-string-art What content/skills will students learn?
Standards 3-5-ETS1-1 Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. 3-5-ETS1-2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. 3-5-ETS1-3 Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. CCSS.MATH.CONTENT.3.MD.B.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters. CCSS.MATH.CONTENT.4.MD.A.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Mo'neWe watched this documentary by Spike Lee on Mo'Ne Davis. Here is what our class had to say:
Project LaunchThis week we launched our project around gender norms and stereotypes. Students watched several short clips, commercials, scientific studies, and news reports, and read several picture books that surfaced many different ideas around boys and girls and our shared norms and stereotypes. The purpose of a launch is to raise questions, not provide answers and clear direction. So, many students are still unsure about our project, and may be a little confused. That is okay. It's a natural starting point for a project. Before learning something new, we need to unearth our own experience and ideas, as well as our lack of information or misinformation. Please ask your child to share their thoughts. Keep in mind that this was just a launch. They most likely will have many questions, and may even not be sure about what they watched or heard. The design is to raise questions (or even concerns) and then complete the project to learn more and present our learning at exhibition. Here are links to the videos and books we watched:
We had some beautiful moments when several boys and girls in the class shared their big ideas. One boy shared that he used to think boys were better than girls because they were stronger, but that that is an unkind way of thinking. And several students shared that the important thing is that everyone feels they can do anything, and it doesn't matter what people think. "We are all special in our own way," shared another student. On Friday we spoke about gender stereotypes. We defined gender and stereotypes, and thought about the characteristics we ascribe to either boys or girls. We learned about the idea of “stereotypes” and considered whether gender stereotypes are fair or unfair. Finally we spoke about being stuck in the box (of stereotypes) and being able to step outside of the box. Friendship BookOn Monday we shared our friendship book with Ms. Park's Kindergarten class. Each third grader read his/her page while the picture was projected for others to see. There were lots of proud voices and smiles.
SLC ReflectionMs. Erica and I were amazed by our students as they revealed themselves as learners at school. Thank you to all families for adjusting your schedules, asking probing questions, and being kind and supportive. Our students were thoughtful and honest, and set powerful goals for their learning this year. We will continue to do our best to support ALL learners, and look forward to working with you to provide the best support system for our students. Thank you. Next Project...We will launch this week! And will send home more information after our launch. Thanks for your patience. Collaboration
After some time to reflect, two smaller teams formed and began to communicate and make a plan. In the next video you'll hear students talking and see them making eye contact in an effort to collaborate. Finally, the larger group formed again. Notice (in the final video below) students saying each others' names before throwing the ball, encouraging each other, and supporting each other when making mistakes. Lots of smiles and fun, which is the hope for collaboration. |
Important DatesMarch 23rd - Archives
March 2020
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