Why do we have our Bill of Rights?
To show people what we do here.
We remember that our school is kind.
When do we practice them?
In the morning. (sometimes we read them at meeting)
Everyday, all the time.
Even on park day and at home?
What is hard about them?
Always have to listen to them.
You could loose a friend if you don’t follow them.
What else happens if you don’t follow them?
You get support.
What do you like about our Bill of Rights?
Keeps people safe.
Other people know what we do in this class.
So people don’t get hurt feelings.
So you don’t get mean friends if you respect the Bill of Rights.
They are helpful.
Means a lot of things.
Later in the week Michelle asked students reflect on which amendment was most helpful to them that day. Some said kind loving names, while the majority said checking in.
Throughout the week, studio has been a place for recreating the park. In doing so students thought about details, location, space, scale, and purpose. It also opened the door for conversations related to repairing and reconnecting after Monday’s visit. At the closing meeting on Friday we focused on Park Day and our rights. We talked about our challenges and what others could do to help. On Monday Michelle will be asking students to walk our check in boundary and role play what to do when you want to go beyond.
More highlights and experiences from this week:
Math came naturally in studio. Many expressed the concept of = in the sense of 4+2=6 and 3+3=6 so Michelle posed this 4+2=3+3 and students tested using a balance. “I love math! If you want some help counting you can come to me! Counting is my thing to do!” -Madison (Growth mindset in action)
Yoga and Meditation with Brandy was a hit. We took a bumpy camel ride through the desert and turned into cobra snakes to warm up then went through a mountain story scenario for the main exercise. We connected our feet at the end and became one sunflower together opening and closing our petals. We went through a full body relaxation and shivasana.
Maddy- this is fun! Can we do it everyday? AND ohhh! Yoga is hard! I’m tired!
Otis- oh this is so fun and easy! I love it!
Sidney- closing her eyes with a big smile I want to do this all the time! I love to meditate.
Aiel- this was fun and challenging
We look forward to more sessions with Brandy!
In writing students learned about: Helen Keller, Braille, senses, autobiographies…
We also explored our autobiography: Knowing that students had been experimenting and learning about their five senses, Yvette read a short biography about Helen Keller with some sprouts. We learned that Helen Keller was an author. Students wondered, how can she write and not be able to see? We thought about what tool we could use or create to help them write if they were blind. We tried writing our names, blindfolded. The students then discussed what life would be like without having the sense of sight and sound like Helen Keller. We experimented by using a blindfold and large headphones in order to mimic what Helen Keller experienced. They tried walking down the hallways with a guide and also by themselves. While reflecting on the experimenting some Sprouts shared the following:
“If I could never see again that would make me explode, I would want to blow up and then go to heaven so I could see again.” Otis
“It would be dangerous if you can’t see or hear. You could get hit by a car and you might just go straight and not across and well also you won’t be able to pick your clothes. And you know you might cut your head off if your using a knife to cut fruit.” Alex
“Even though I couldn’t see, I could tell we were outside because the ground felt cold, and I could feel the wind.” Aiel
“I think that people should have someone to guide them if they cant see or help them if they cant hear because it could be dangerous.” Madison
“It was dark and kind of scary, because you don’t know where you are going.” Bennett
During story workshop, John, Alex and James continued their story of Super Villain Ville – Part 1. With their words typed out and printed they were able read and edit their story. Once their story had been edited, they began discussing what types of illustrations they wanted for each written page. These sprouts collaborated with one another to make sure that the book was coherent and complete. They then shared their book during reflection meeting. It is currently in the library area, we invite you to read it! We have also began part 2 of Super Villain Ville, and will continue the editing and publishing process next week.
Bridges made their way outside and we were challenged with making functional bridges. Functioning for what?
FIMO clay was explored at deep learning after students wanted to make frogs for their habitat. If you happen to be at a craft store we could use more colors. (Buy it on Amazon for cash back!)
Knowing that a meeting to discuss TKG Outdoor Space is coming, Michelle asked students what they want:
“Sand, water, monkey bars-maybe two for monkey bar races, a fort, a swimming pool, a drawing table with clip boards and a jar of markers glued to the table so the wind doesn’t blow it over, a slide, more benches, cup holders on the bench, more plastic puppets, towels, bigger bins for turtles, art easels, move the house to a different spot, take the bark out and put sand, each family could donate a package of sand or two or as many as they want, less grass, no the grass is good…”