Expressing Ourselves – Multiple Means and Methods

After French this morning, we spent some time reading Homeless Bird. One group was able to finish the book and proposed a number of ideas for expressing their thoughts and feelings in response to the book, including writing a letter to the author and writing an alternate ending. Students will also be working on a visual plot diagram to document the main events in the story, changes in the character, symbols included by the author, and themes developed.

Once again today, we went to the CAC to refine our performances for tomorrow’s Arts Festival. Getting on and off stage like professionals takes practice.

After recess, we had an opportunity to venture over to MS4 to see Grade 10 students share their design projects. Their challenge was to create a functional pieces of furniture, which were designed and crafted with community needs in mind.

While we expected it to be a great learning experience, we didn’t realize just how much it would tie into and support our current inquiry into how we express ourselves and our central ideas: Industries are impacted by creativity.

When we returned to the classroom, we debriefed our experience and had a great discussion about the term “industries.” Several students used multiples sources to help define the word and gain better understanding of what industries are and how creativity impacts them. We realized even the furniture industry is impacted by creativity.

Multiple Sources

 

This afternoon, we continued work on our poster consolidating our understanding of the relationship between fractions, angles, and division.

Home Learning for March 9-13 (Week 26)

  1. Read for at least 30 minutes each night.
    • Check out the new reading choice board for scholarly, agentic readers.
    • Reflect on your reading:
      • on Seesaw.
      • by completing the online reading log OR one on paper (Copies are available in class).
      • by having a thoughtful conversation with another reader.
  2. Option: Use the Pobble 365 prompt to inspire your writing.
        • Use lined paper from your binder OR the Google Doc in your Google Classroom.
  3. Reflect back on your Week 25, and complete the “Reflection: Learner Profile & Approaches to Learning” form.
  4. Explore the recommendations on IXL.com. These connect directly to what we have been learning in class.

**A Scholar has a goal: This week we:

    • answered 890 IXL questions.
    • spent 4 hours 32 minutes on IXL.
    • made progress in 38 IXL skills.

Announcements

  1. Library is scheduled weekly on Thursdays.
  2. P.E. is scheduled weekly on Wednesdays and Fridays.
    1. Come dressed to SWIM – swimsuit, towel, dry clothes
    2. Bring a water bottle
  3. Check your lunch card balance weekly.

Coming Soon

Below is a list of upcoming events of which to be aware.

  • March 14 – TASOK Arts Festival: Expressions (Students need to be at school at 10:30 a.m.)
  • March 20 – P.E. Swim Lesson Viewing – 12:30 p.m. (TASOK pool)
  • March 20 – Assembly (Grade 1) – 2:30 p.m.
  • March 23-April 3 – Spring Break
  • April 17 – PYP Exhibition
  • April 18 – TASOK Gala
  • April 29 – Student-led Conferences

Condor Sports

  • March 19-21 – MS Mozambique Soccer Tournament
  • Apri l5-18 – SAISA Soccer Tournament
  • April 22-25 – SS Soccer Tournament
  • April 25 – ES Basketball Tournament

We’re on Twitter!

Follow TASOK @TASOKinshasa

Follow TASOK PYP @TASOKPYP

Follow Fourth Grade @Scholarsare

Hashtag #TASOK

 

Learner Profile Trait of the Month – RISK-TAKER

**Check back later in the week for additional homework related to in-class discussions and activities.

 

Home Learning for March 2-6 (Week 25)

  1. Read for at least 30 minutes each night.
    • Check out the new reading choice board for scholarly, agentic readers.
    • Reflect on your reading:
      • on Seesaw.
      • by completing the online reading log OR one on paper (Copies are available in class).
      • by having a thoughtful conversation with another reader.
  2. Option: Use the Pobble 365 prompt to inspire your writing.
        • Use lined paper from your binder OR the Google Doc in your Google Classroom.
  3. Reflect back on your Week 24, and complete the “Reflection: Learner Profile & Approaches to Learning” form.
  4. Explore the recommendations on IXL.com. These connect directly to what we have been learning in class.

**A Scholar has a goal: This week we:

    • answered 578 IXL questions.
    • spent 4 hours 38 minutes on IXL.
    • made progress in 25 IXL skills.

Announcements

  1. Library is scheduled weekly on Thursdays.
  2. P.E. is scheduled weekly on Wednesdays and Fridays.
    1. Come dressed to SWIM – swimsuit, towel, dry clothes
    2. Bring a water bottle
  3. Check your lunch card balance weekly.

Coming Soon

Below is a list of upcoming events of which to be aware.

  • March 2-6 – NO ASAs
  • March 4 – TASOK Color Run, 4:00 p.m.
  • March 14 – TASOK Arts Festival: Expressions (Students need to be at school at 10:30 a.m.)
  • March 23-April 3 – Spring Break
  • April 17 – PYP Exhibition
  • April 18 – TASOK Gala
  • April 29 – Student-led Conferences

Condor Sports

  • March 7 – SS Sports Afternoon
  • March 19-21 – MS Mozambique Soccer Tournament
  • Apri l5-18 – SAISA Soccer Tournament
  • April 22-25 – SS Soccer Tournament
  • April 25 – ES Basketball Tournament

We’re on Twitter!

Follow TASOK @TASOKinshasa

Follow TASOK PYP @TASOKPYP

Follow Fourth Grade @Scholarsare

Hashtag #TASOK

 

Learner Profile Trait of the Month – RISK-TAKER

**Check back later in the week for additional homework related to in-class discussions and activities.

 

Diligence and Dancing

We had a fabulously focused morning of research, continuing our inquiry into essays. Students worked diligently to gathering information and piece it together into an instructional presentation. It was exciting to see all the pieces come together and to see how deeply we understood this new genre of writing.

 

In math, we used base ten blocks to explore decimals in concrete, pictorial, and abstract ways. Students use the manipulatives to represent a decimal, which their partner had to identify and explain. Most students were able to share their learning on Seesaw. As some prepared their Seesaw presentations, they made some minor mistakes, which were very valuable for learning. We love to celebrate mistakes because they provide us an opportunity to reflect and be open-minded.

Check out the following video from YouCubed (one of my favorite math and mindset resources).

Mistakes

How does this video connect to our central idea related to struggle and survival?

Here’s another one that celebrates the brain-growing power of mistakes.

  • What mistakes can you celebrate today?
  • How did your mistakes provide an opportunity for you to struggle?
  • How did your mistakes help your brain grow?

Challenge: Think of a metaphor or simile to illustrate the power of mistakes?

 

This afternoon, after P.E., we went to music to practice for Wednesday’s International Day performance. Ms. Paula and Ms. TaShawndra dropped in during the practice and were quite amazed at our voices.

 

Mr. Sheldrick and his kindergarten and first grade students shared their learning with us during their student-led assembly. We were able to make some connections to our compass point activities this past week.

After the assembly, we headed straight to Mrs. Fischer’s room for a top secret practice. I can’t say much more because… it’s top secret.

Here’s a link to the video, if you’re interested in practicing.

Reading, Reasoning, Recording, and Relishing.

In preparation for three-way conferences this Wednesday, our day began with another round of reflection and goal setting. Today, as scholars, we focused on specific academic disciplines and their descriptors. It was interesting to break down each subject, which is complex, and consider where we soar and strive.

We then moved into our regular time of reading. Our new novel, The Big Wave by Pearl Buck, has begun by introducing us to a number of characters and by setting the scene with several setting descriptions. As we read, we sought to find significance in each setting and considered how it might impact the characters and the plot. It as been interesting to make connections with our previous read aloud, Chu Ju’s House, particularly as we think about characters’ points of view as a result of their work and location. Students then had an opportunity to apply their reading and analysis skills in their reading groups. We also worked on talking back to the text, using our sticky note tracker to save our ideas.

We also continued our inquiry into fractions today, exploring equivalent representations for one whole 1/1. We also looked at the idea of unit fractions and the meaning of one part of one whole and how it can be represented abstractly. As we worked with our fraction circles, the idea of equivalent fractions was also shared as a big idea.

Check out these multiple sources to learn more!

Challenge: Food offers a great opportunity to play with fractions. What kinds of foods can you share equally at home this week? Be sure to pay attention to how you are partitioning.

After lunch, we headed to music. Ms. Hall had us working to clap and capture our compositions on Seesaw.

As we being our unit on fractions, I wonder how many connections we can make to music. In addition to clapping the beat, can we construct a fraction-filled equation to represent our composition mathematically?

Image result for fractions and music

Image result for fractions and music

Multiple Sources for Music and Math

Finally, our day ended in delight as we had the opportunity to celebrate… Zinnah! Her mom and dad arrived secret-agent style, ready at the door with a lit candle.

As is our custom, Zinnah chose two friends to help her distribute cupcakes. Of course, after waiting politely until everyone was served (always easier said than done), we all bit in to a burst of fabulous flavor. Thank you, Zinnah, for allowing us to celebrate YOU today!

As students headed out the door, “golden tickets” and permission slips were distributed.

On Wednesday, please come with your “golden ticket” to be exchanged for something special.

And, please return your field trip form BY MONDAY.

 

Believe it or not, our day was not done… After school, TASOK hosted Kinshasa Christian School for a superb game of soccer. Fair and fun play is always fabulous! Thank you to Coach Wilson, Coach Shannon, and Coach Eugene for helping us grow our skills, while encouraging teamwork and sportsmanship.

 

Thank you, too to the many parents who can to support us today. We are grateful for your advice, affirmation, and affection!!

 

The “Phabulous” Phantom Tollbooth

Tonight TASOK middle and high school students dazzled in their debut performance of “The Phantom Tollbooth” based on the book by Norton Juster.

For those unfamiliar with the story, it is about a bored boy named Milo  who transports himself in his toy car through a magical tollbooth into the troubled Kingdom of Wisdom. Along with his dog, Tock, Milo ventures through various peculiar places including the Doldrums, Dictionopolis and Digitopolis. Debate over the importance of letters and numbers creates some conflict among the characters, and the rescue and restoration of Rhyme and Reason become priorities for the pair.

If you want to know how it turns out, take a trip to TASOK tomorrow (Saturday) night or Sunday afternoon. You will not regret it!

Mr. Timmerman, Ms. Dwinell, the atelier construction team, and the entire cast put together a wonderful, whimsical production.

As you watch, think of Miss Kaun. She would have loved this rendition sensational story.

       

Challenge: If you attend the performance, think about ALL the different forms and functions of STRUCTURE evident throughout.

 

Reflection: What learner profile traits are exemplified in the actors, writers, and characters?

Spring Break Challenge: Structure Search

During the next two weeks, keep your eyes open for examples of STRUCTURE.

As open-minded inquirers, look forward examples of various forms of STRUCTURE:

  • physical
  • social
  • emotional
  • organizational
  • procedural
  • artistic / aesthetic
  • text

When you see something interesting, take a picture and send it in. If you find links to interesting websites, you can also submit those.

One example of structure I came across this past week is an illustrated example of the periodic table. This table has a very specific STRUCTURE to help organize the elements and understand their individual properties and their relationship to one another.

Periodic Table of Elements

In preparation for our new country of focus, India, I also found this example of STRUCTURE. This is a screen shot of a portion of New Dehli, as found through Google Earth.

Multiple Source

City Structure Models

Of course, one of the most famous STRUCTURES in India is the Taj Mahal.

Multiple Sources

As an inquirer, I became curious about the social STRUCTURE of India. What can you find out from these resources?

 

As you search for STRUCTURE, think about these questions:

  • Form: What kinds of structures exist in the world around us?
  • Function: How do structures affect individuals and societies over time?
  • Change: How do structural changes have both positive and negative effects at the same time?
  • Connection How can structures free us and hold us back?
  • Responsibility: How do I operate within structures to sustain or shift them?

Music, Meet Math! Math, Meet Music!

After resting to the rhythm of last night’s rain, we were welcomed to a new week with a calm, cool morning.

As is our tradition, we began with our vocabulary words for the week, which were a tad trickier than usual. Most of these words are a preview for our next unit of inquiry.

Made with Padlet

We then jumped right into math, which involved looking at multiple ways to represent the addition of fractions. Our main tool for today was the number line, which proved quite useful.

During library, Ms. Kraft sent us on a scavenger hunt, using Destiny’s catalogue to find call numbers for various topics and titles. Scholar had a great time running around trying to locate books in the fiction, nonfiction, and genre-fied sections.

After recess, we returned to class. Mr. Jimmy was away today, so we ended up having music in the class. Of course, we couldn’t have music without… math. While Mr. Jimmy’s absence could have been a problem, we turned it into an opportunity to connect notes to… fractions. Working with partners, we created a four-meter rhythm with a related fraction equation.

Image result for fractions and music

Image result for fractions and music

Multiple Sources for Music and Math

 

Making the Most of Monday

As is our routine, we began our week with a new list of words. Our discussion of the words today allowed us to elaborate not only spelling patterns but also on big ideas related to math and social studies. What ideas come to your mind when you see this week’s words? Jot down your thinking in the padlet below. (Be sure to include your secret agent number and initials with your comment.)

Made with Padlet

Before heading to the library, we revisited our work with parts of speech and spent time adding to and revising our list or words related to our break. Finding homonyms, homographs, and homophones that fit was especially tricky. We also learned, on Google Classroom, how to “TURN IN” our documents by clicking on the “TURN IN” button in the top right corner of the document. We’re aiming for 100% completion of the recent assignments.

At library, we had an opportunity to browse the collection and check out some fresh reading material. Then, Ms. Kraft invited us to give feedback on the library. Please share your ideas by completing the Google Form below.


In music, we continued to work on composing our own songs. After writing the lyrics, which required a verse, refrain, and bridge. we are now working on composing the music using Garageband. We are grateful to Mrs. Fischer for letting us use Third Grade’s iPads for this project.

This afternoon, we practiced badminton at P.E. and had an opportunity to share our activities in French. We were excited to Madame Eale back today.

To finish out the day, we reviewed our work with decimals from Friday. Because we had a few more people today, we were excited to see some more growth mindset in action. Sure enough, a few mistakes were made, and… we learned from them. We then began to extend our thinking about decimals by connecting our hundreds grid to a number line. Then next step is to connect that to measurement. In our grid books today, we made a multiple source by creating and coloring the hundreds grid and then creating and labeling a number line. In both cases, we identified the whole as 1 meter and each square as a centimeter because 100 centimeter equals 1 meter. Another way to say it is 1 centimeter is 1/100 (one hundredth) of a meter. We will work on this concept more tomorrow, but you are welcome to check our Everyday Math Lesson 3.11 for more information and practice today.

 

 

 

I see… I think… I wonder…

… about movement. Today, students examined sets of images depicting various aspects of life in Japan. Images were grouped to promote thoughts and wonderings about Japan and movement as a change agent. As we continue our inquiry into how the world works, we will revisit these images, making connections and exploring ideas more deeply.

         

Resources:

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