I went into Room 108, the first grade class, and decided to spend more time with the two students who made the tower to keep the evil people out. (This is the link to their previous day's activity.) T is "Teacher". K and J are the students for any scripted dialogue pertaining to this experience.
T- I loved what you made with the blocks, when you pretended
it was a wall keeping the good people safe from the evil people. I wonder if we could write a story about
that?
Both students loved the idea. I told them the story needed characters, so we
listed the characters:
K and J, two
friendly giants who wish to save the world.
The evil people, who are about six
inches tall, and wish to turn the good people into evil people.
The good people,
who are also six inches tall, who just want to stay good.
Then, the students chose a title, “The Giants who Saved the
World” and we listed their names as both authors and illustrators.
At this point, I recorded a video of their story, so I could
easily transcribe it. Here is the spoken word version of their story:
The Giants who Saved the World
K- Once upon a time there were two giants. They wanted to
save the good people.
T- From what?
K- From the evil people.
The evil people tried to make a potion to make the good people bad and
the giants bad. The giants didn’t let them. They built a big wall and they
built a big ledge. A big, big ledge.
J- We can hop over it because we’re giants.
K- The evil people can’t knock it over because they are this
small <holds hands about six inches apart.>
T- Do the evil people give up?
J- No. They don’t go home. They get their sleeping bags and
sleep there at night. They wake up in the morning, try to hop over it. They can’t
fly or climb.
T- Do they try this for the rest of their lives?
J- Yes!
T- What do the giants do?
Do they just let them live there?
K- No! The giants make a potion to make them good. And that’s
it!
T- And then they’re all good?
K and J- Yes!
120, First Grade Bilingual Class- We worked at sequencing stations. I sat with a group with Alphabet cards- a set of lowercase and a set of capitals.
T- what are we going to do with these cards?
Natalia- Let's match the capital letters with the lower case letters.
The students begin to work as a group.
Natalia notices that the lower case d looks like a P upside-down. She says if you look at a number at the bottom, you can see that the letter is a d because the number is right side up.
Yahir- Look! Q and G look like!
T- How do we known which ones we've already found?
Gabriella- We can write them.
The students take turns writing their letter pairs they found. Yahir is very fast at finding pairs and seems to enjoy this the most.
Esmeralda finds the "A" and squeezes it in first.
T- Where is your A?
Esmeralda- Here. It goes first.
T- Maybe we could put our letters in order.
Esmeralda loves this idea and begins to put the cards in order. Soon, Yahir joins in and they try to find the right cards. They go between Spanish and English letter pronunciation, practicing the English letters.
Yahir- Is this "e?" <holds up the "y">
T- That's "y" in English. Esmeralda, "e" is like the letter in your name.
Esmeralda- I found it!!!
The lesson concluded with students from each station sharing what they learned about sequencing.
T- what are we going to do with these cards?
Natalia- Let's match the capital letters with the lower case letters.
The students begin to work as a group.
Natalia notices that the lower case d looks like a P upside-down. She says if you look at a number at the bottom, you can see that the letter is a d because the number is right side up.
Yahir- Look! Q and G look like!
T- How do we known which ones we've already found?
Gabriella- We can write them.
The students take turns writing their letter pairs they found. Yahir is very fast at finding pairs and seems to enjoy this the most.
Esmeralda finds the "A" and squeezes it in first.
T- Where is your A?
Esmeralda- Here. It goes first.
T- Maybe we could put our letters in order.
Esmeralda loves this idea and begins to put the cards in order. Soon, Yahir joins in and they try to find the right cards. They go between Spanish and English letter pronunciation, practicing the English letters.
Yahir- Is this "e?" <holds up the "y">
T- That's "y" in English. Esmeralda, "e" is like the letter in your name.
Esmeralda- I found it!!!
The lesson concluded with students from each station sharing what they learned about sequencing.
118, Second Grade, Mrs. Chowaniec's class.
This class is really diving into the Reggio-Emilia approach, incorporating art and curiosity into every subject area. Today, I assisted with an experiment on sunblock. Students made predictions of what they thought would happen to construction paper that has been painted with sunblock. We set the paintings out in an aesthetically pleasing way, to peak the interest of other classes.
Examples of found object/natural objects in Room 118.
The Sunblock Experiment.
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