Using their existing knowledge from what the Y3s have been learning so far on story writing, I planned a 6 word story lesson based the famous bet given to Ernest Hemingway.
I selected several colourful and detail-rich illustrations from the wordless picture book, Journey by Aaron Becker. Then I added spaces and lines for the students to add the final draft of their 6 word story.
Before doing any writing, I wanted students to understand the difference between just describing a picture, and how to go beyond it, to see the story behind the picture. For this reason, we did a Venn Diagram of Description vs Imagination. The students' responses are below.
I made sure that students did not have the same picture as the person next to them.
- They were then instructed to do no writing until told to do
- Look at their partner's picture and say what they think is the story (2 mins)
- Write 3-4 draft 6 word story on the back of the sheet (10-15 mins)
- The teacher or myself could choose the best one of the drafts
- They write the chosen 6 word story on the front page with the illustrations
As the students worked, I walked around the class encouraging, helping and guiding students, as well ensuring that they were on task. I shared some of the entertaining creativity that some of these Y3s mustered up in a very short time.
In less than half an hour, the Y3 created some very imaginative 6 word tales.
Our collection of library books for the primary mathematics is growing and we are ordering more for next semester. To make sure that teachers are aware of them and can find them, I made this instructional videos for teachers. I will also share it with students, Y3 to Y6, and parents.
To ensure teachers are aware of this video, I've added it to the Daily Communication that all Primary staff are expected to read on a daily basis to avoid a constant deluge of emails.
Ms. Dawson's Y4 Class also did reviews of many of our new primary books on mathematics. They were all collected in a Padlet where you can read these reviews.
Y5s are in the middle of studying different body systems and each student has been assigned an organ as focus of study. This was a good opportunity to introduce and review Britannica School (ebonline):
In the first Y5 class, I shared a Google doc where they could cut and paste their answers in a table, but I found students spent too much time fiddling with the document when inputting the answers. So for the second Y5 class, I had them log into ebonline to read about their assigned organ. After a few minutes to check their recall and understanding, I had them close their computer and tell me one fact they learned about it. This worked much better, especially in the very limited time I had with them for library class (30 minutes maximum). Students also had to learn to scan for new information within a short time, about 5 minutes. Here are the results.
The first unit of inquiry for the Y4s is Who We Are with the central idea being that by exploring different cultures, students can develop an appreciation of diversity. Specifically, they will be examining:
To make the books for this unit more meaningful and individualised, students picked out a book from a library that they connected to this UOI. Students then had their photo taken with the book and they had to briefly state why they chose the book to represent the theme of diversity. All the Y4s with their books and their respective explanations were collected on a virtual wall display via Padlet, that as seen on the each Y4 Class websites.