Today we began the next story in our anthology. We are reading Jalapeno Bagels by Natasha Wing. If you aren't familiar with the story, it is about a little boy of diverse cultures who is trying to decide what treats to take into his class for International Days to represent his heritage. His mother is Mexican-American and his father is Jewish. His parents own a bakery that make tasty treats from both cultures. The recipe for the bagels is a representation of both cultures coming together.
As a class project, I ask my students' parents to submit one or two simple recipes that represent their family heritage or culture.* I ask for two because I know that some of my students come from diverse backgrounds, just like the boy in the story. Over the years I have gotten recipes from all over the world: France, Puerto Rico, Germany, Ireland, China, India, Vietnam, Iran, Lebanon, and Mexico, to name a few. I can't wait to see what recipes are submitted this year!
Once all of the recipes have been submitted, I type them up and organize them into cookbook sections. I then submit to book to be copied so that each child has a copy to take home as a keepsake.
Do you have any neat heritage/culture projects you do? Feel free to share in the comment box!
*This project can also be used for a cultural/heritage unit in social studies.
March 28, 2011
Day 130: Help for Japan
Day 130 saw the arrival of a school-wide project to help Japan. One of the first-grade teachers on my staff created a fundraiser that all students can participate in and benefit the victims of Japan's earthquake and tsunami.
The project is fairly simple: Each student does five jobs/chores around the house to "earn" $5.00. Once the jobs are done and the student has "earned" his or her reward, that money is place into an envelope and turned in to me. I then forward the envelopes on to the teacher in charge. She has contacts at the Red Cross who will send along our donations and letters of encouragement. It is projected that if each child in our school participates, we can raise over $3,000 to help provide supplies and meet the needs of the Japanese people. For students who can't afford the $5.00 donation (or choose not to participate), the teachers have signed up to be sponsors for those students and donate in their place.
I explained the idea to my students and they are very excited to begin this project. I will keep you updated as to our progress. I can't wait to see what we do!
The project is fairly simple: Each student does five jobs/chores around the house to "earn" $5.00. Once the jobs are done and the student has "earned" his or her reward, that money is place into an envelope and turned in to me. I then forward the envelopes on to the teacher in charge. She has contacts at the Red Cross who will send along our donations and letters of encouragement. It is projected that if each child in our school participates, we can raise over $3,000 to help provide supplies and meet the needs of the Japanese people. For students who can't afford the $5.00 donation (or choose not to participate), the teachers have signed up to be sponsors for those students and donate in their place.
I explained the idea to my students and they are very excited to begin this project. I will keep you updated as to our progress. I can't wait to see what we do!
March 17, 2011
Day 124: Happy St. Patrick's Day!
Today was St. Patrick's Day, so the building was bathed in green. We had a good day today, some of which is highlighted below.
In the afternoon, we had an assembly on Irish dancing. One of the second-grade girls is a competitive Irish dancer and offered to dance for us a few weeks ago. She partnered up with a first-grade girl who also studies the art. During the assembly, the girls wore their full costume and performed for kindergarten, first grade, and second grade. They also answered questions about dancing, Ireland (one has been there already), and the costumes. As a surprise treat, our assistant principal also performed an Irish dance she remembered from her days as a competitive dancer. She explained that her grandmother was from Ireland, and Irish dancing was a huge part of her childhood. I think the children were very impressed with what they saw.
When we returned to the classroom after the assembly, we were greeted with the work of "leprechauns." Student desks were moved; chairs were stacked or on top of desks; bookbags, lunchboxes, and jackets were strewn about and hanging from various surfaces; and math manipulatives were all over the floor, along with the whiteboard and easel they usually rest on. The students (being the sweet children they are) immediately began cleaning up the room (after they got over the shock, that is). Then they promptly began searching for the leprechaun, which they didn't find. No gold or wishes for us today.
Even so, I hope you were able to enjoy the luck of the Irish a bit yourself!
In the afternoon, we had an assembly on Irish dancing. One of the second-grade girls is a competitive Irish dancer and offered to dance for us a few weeks ago. She partnered up with a first-grade girl who also studies the art. During the assembly, the girls wore their full costume and performed for kindergarten, first grade, and second grade. They also answered questions about dancing, Ireland (one has been there already), and the costumes. As a surprise treat, our assistant principal also performed an Irish dance she remembered from her days as a competitive dancer. She explained that her grandmother was from Ireland, and Irish dancing was a huge part of her childhood. I think the children were very impressed with what they saw.
When we returned to the classroom after the assembly, we were greeted with the work of "leprechauns." Student desks were moved; chairs were stacked or on top of desks; bookbags, lunchboxes, and jackets were strewn about and hanging from various surfaces; and math manipulatives were all over the floor, along with the whiteboard and easel they usually rest on. The students (being the sweet children they are) immediately began cleaning up the room (after they got over the shock, that is). Then they promptly began searching for the leprechaun, which they didn't find. No gold or wishes for us today.
Even so, I hope you were able to enjoy the luck of the Irish a bit yourself!
Day 123: Teacher Fail
I really should have known better. Really.
Remember I told you about the animal report projects I assigned to my students? And about the web sites I gave for research? On the letter I updated and printed in a hurry because I only had a 30-minute break that day? Yeah, well, there was a problem.
The day after I sent home the projects, I received an e-mail from one of my parents stating that one of the sites was showing inappropriate content for children. She wasn't angry or anything, but thought I should know so I could warn the other parents. I will not go into what content, but I think you know where I am going with this. Anyhow, I checked the site and sure enough, what I read there made me blush.
Insert thought here: Oh no. (Along with a monster-sized panic attack, stomach flip flops, a cold sweat, and an overpowering feeling of doom.)
Insert second thought here: WHAT happened?
Well, it seems that the nature site I have used for the past three years has either been bought by a new owner or hijacked by someone. (I'm thinking the latter because the information used by my students in the past was still there, but there was what appeared to be chat boxes all over the page, like new search windows. These boxes held the questionable and rather disturbing content.)
Insert third thought here: FIX IT! NOW! BEFORE OTHER PARENTS GO TO THE SITE AND SEE THE CONTENT AND THINK YOU'RE AN IDIOT TEACHER FOR EXPOSING THEIR CHILDREN TO SUCH FILTH AND RALLY TO HAVE YOU FIRED! (Not sure they would go that far, but it really was a pitchforks and torches moment in my mind.)
SO...
I sent out an emergency e-mail to all of my parents explaining what happened and taking full responsibility. I also sent them a replacement link (which I tested before I sent). I also had my students copy a note in their planners, telling the parents to avoid the one site and use the other. No issues since.
Catastrophe averted. Pitchforks and torches stored safely away.
Lesson learned. I will be sure to double check the websites before I assign them for use. I usually do, especially if it is something we are doing together in class. I was simply in a rush and didn't take that extra step. Totally my fault. Won't happen again.
Like I said, lesson learned.
Remember I told you about the animal report projects I assigned to my students? And about the web sites I gave for research? On the letter I updated and printed in a hurry because I only had a 30-minute break that day? Yeah, well, there was a problem.
The day after I sent home the projects, I received an e-mail from one of my parents stating that one of the sites was showing inappropriate content for children. She wasn't angry or anything, but thought I should know so I could warn the other parents. I will not go into what content, but I think you know where I am going with this. Anyhow, I checked the site and sure enough, what I read there made me blush.
Insert thought here: Oh no. (Along with a monster-sized panic attack, stomach flip flops, a cold sweat, and an overpowering feeling of doom.)
Insert second thought here: WHAT happened?
Well, it seems that the nature site I have used for the past three years has either been bought by a new owner or hijacked by someone. (I'm thinking the latter because the information used by my students in the past was still there, but there was what appeared to be chat boxes all over the page, like new search windows. These boxes held the questionable and rather disturbing content.)
Insert third thought here: FIX IT! NOW! BEFORE OTHER PARENTS GO TO THE SITE AND SEE THE CONTENT AND THINK YOU'RE AN IDIOT TEACHER FOR EXPOSING THEIR CHILDREN TO SUCH FILTH AND RALLY TO HAVE YOU FIRED! (Not sure they would go that far, but it really was a pitchforks and torches moment in my mind.)
SO...
I sent out an emergency e-mail to all of my parents explaining what happened and taking full responsibility. I also sent them a replacement link (which I tested before I sent). I also had my students copy a note in their planners, telling the parents to avoid the one site and use the other. No issues since.
Catastrophe averted. Pitchforks and torches stored safely away.
Lesson learned. I will be sure to double check the websites before I assign them for use. I usually do, especially if it is something we are doing together in class. I was simply in a rush and didn't take that extra step. Totally my fault. Won't happen again.
Like I said, lesson learned.
March 16, 2011
Day 122: Animal Reports
As a wrap-up to the Amazing Animals theme in my reading series, I always have the students write animal reports. The students get to practice researching and writing nonfiction text. I tell them they are going to be the "experts" on their animal. Students choose three of their favorite animals, and I assign them at random. Once their organizer is done, we have a writing workshop to write out our reports. After that is finished, we hike to the computer lab and find photos to go along with our reports. The end result is a project that looks like an official scientific report.
I'm pretty excited to see what my students come up with this year. In the past, most of my students have done "popular" animals: lions, red-eyed tree frogs, shark, various dinosaurs, tigers, dolphins, and polar bears. Only three of those animals made the cut this year. On the list this time are animals like peacocks, snowshoe hares, cottonmouth snakes, giraffes, hippos, and veined octopus.
The organizers are due this coming Tuesday. I plan to have the projects written by Friday or the following Monday at the latest. (How will I have time, you ask? My state is taking its yearly academic tests in reading, writing, math, and science in Grades 3 and up, so we second graders have some extra time in our schedules!) I will post pics of the final projects once we have them finished.
Stay posted!
I'm pretty excited to see what my students come up with this year. In the past, most of my students have done "popular" animals: lions, red-eyed tree frogs, shark, various dinosaurs, tigers, dolphins, and polar bears. Only three of those animals made the cut this year. On the list this time are animals like peacocks, snowshoe hares, cottonmouth snakes, giraffes, hippos, and veined octopus.
The organizers are due this coming Tuesday. I plan to have the projects written by Friday or the following Monday at the latest. (How will I have time, you ask? My state is taking its yearly academic tests in reading, writing, math, and science in Grades 3 and up, so we second graders have some extra time in our schedules!) I will post pics of the final projects once we have them finished.
Stay posted!
March 14, 2011
Days 112-116: Read Across America Week
I know, I know. A group of days all together? Well, yes. These days cover Read Across America Week. At my school we have a theme day for each day of the week. Here's the rundown of what we did each day:
Monday: School Spirit/Book and a Buddy Day
Monday (Day 112) was the last day in the month of February. In my school this is our designated School Spirit Day. The students wore our school colors and brought a book to share with a buddy. During independent reading time (all week), they read with a buddy and got to share some ideas about each book.
Tuesday: Crazy Hair/Socks Day
Tuesday (Day 113) was one of the favorites for the week. The students came in with all manner of crazy hair and/or socks. There was colored hair, just-got-out-of-bed hair, many ponytails, braids, colored hair extensions, and an updo held in by pencils (mine). The socks ranged from mismatched to various prints (tie dye, stars, stripes, sport figures, words, and slipper socks).
Wednesday: Dr. Seuss Day
On Wednesday (Day 114) we wore our red, black, and white to represent The Cat in the Hat, one of the best-known Dr. Seuss characters. We also brought in our favorite Dr. Seuss books to share with the class. The cafeteria served birthday cake in honor of Theodore Giesel's birthday. In the past we had volunteers dress as the Cat in the Hat and visit the students during lunch, but that didn't happen this year.
Thursday: Pajama Day
Thursday (Day 115) was the most favorite day of the week. The students came to school in their pajamas. They also brought their slippers, stuffed animals, blankets, and their favorite bedtime book. We camped out on the floor of the classroom with our books and read to each other.
Friday: Beach and a Book Day
Friday (Day 116) was a day spent at the beach. The reading specialists in the school turned our cafeteria into a beach for the day, complete with inflatable palm trees, beach balls, and the sounds of the Beach Boys and the ocean waves. Each grade level was assigned a block of time to come and visit the beach. The students brought in a book, a beach towel, and sunglasses. When we got to "the beach," laid out our towels. Once we were situated, we played a few games of beach ball volleyball, where the students tossed around about 12 beach balls to Beach Boys songs. After that, we settled on our towels and listened to the sounds of the ocean while we read. It was hard to leave after our session!
Throughout Read Across America Week, the morning announcements include a snippet or two from different Dr. Seuss stories. The children have to guess which story is being read. It always amazes me how many stories my students know! I also push aside our regular read aloud during this week to read different Dr. Seuss stories to the students. A few years ago I bought Your Favorite Seuss: A Baker's Dozen by the One and Only Dr. Seuss, and I read to my students from that. I like to include some of the background information the book has for each story. For example, the Grinch character is based on Theodore Giesel himself. And the story Green Eggs and Ham was written on a bet from a publisher that Theodore Giesel couldn't write a story that used less than 50 individual words. (He won, by the way.) The children always get a kick out of those little extras.
Some other activities we do during this week are:
*We complete a sequencing activity with Green Eggs and Ham.
*We rate the Cat in the Hat in The Cat in the Hat Comes Back as if he were a student (listening skills, problem solving, etc.).
*We explore Seussville on the computer during lab.
The children really enjoy the things we do this week, and it sort of jump starts them again, even though some of their minds my be looking ahead to spring already.
If you are looking ahead to next year and want to look up books to plan your Read Across America Week or Dr. Seuss Day, check out this site. You will find resources for books, board games, videos, movies, and a comprehensive listing of all Dr. Seuss books.
Monday: School Spirit/Book and a Buddy Day
Monday (Day 112) was the last day in the month of February. In my school this is our designated School Spirit Day. The students wore our school colors and brought a book to share with a buddy. During independent reading time (all week), they read with a buddy and got to share some ideas about each book.
Tuesday: Crazy Hair/Socks Day
Tuesday (Day 113) was one of the favorites for the week. The students came in with all manner of crazy hair and/or socks. There was colored hair, just-got-out-of-bed hair, many ponytails, braids, colored hair extensions, and an updo held in by pencils (mine). The socks ranged from mismatched to various prints (tie dye, stars, stripes, sport figures, words, and slipper socks).
Wednesday: Dr. Seuss Day
On Wednesday (Day 114) we wore our red, black, and white to represent The Cat in the Hat, one of the best-known Dr. Seuss characters. We also brought in our favorite Dr. Seuss books to share with the class. The cafeteria served birthday cake in honor of Theodore Giesel's birthday. In the past we had volunteers dress as the Cat in the Hat and visit the students during lunch, but that didn't happen this year.
Thursday: Pajama Day
Thursday (Day 115) was the most favorite day of the week. The students came to school in their pajamas. They also brought their slippers, stuffed animals, blankets, and their favorite bedtime book. We camped out on the floor of the classroom with our books and read to each other.
Friday: Beach and a Book Day
Friday (Day 116) was a day spent at the beach. The reading specialists in the school turned our cafeteria into a beach for the day, complete with inflatable palm trees, beach balls, and the sounds of the Beach Boys and the ocean waves. Each grade level was assigned a block of time to come and visit the beach. The students brought in a book, a beach towel, and sunglasses. When we got to "the beach," laid out our towels. Once we were situated, we played a few games of beach ball volleyball, where the students tossed around about 12 beach balls to Beach Boys songs. After that, we settled on our towels and listened to the sounds of the ocean while we read. It was hard to leave after our session!
Throughout Read Across America Week, the morning announcements include a snippet or two from different Dr. Seuss stories. The children have to guess which story is being read. It always amazes me how many stories my students know! I also push aside our regular read aloud during this week to read different Dr. Seuss stories to the students. A few years ago I bought Your Favorite Seuss: A Baker's Dozen by the One and Only Dr. Seuss, and I read to my students from that. I like to include some of the background information the book has for each story. For example, the Grinch character is based on Theodore Giesel himself. And the story Green Eggs and Ham was written on a bet from a publisher that Theodore Giesel couldn't write a story that used less than 50 individual words. (He won, by the way.) The children always get a kick out of those little extras.
Some other activities we do during this week are:
*We complete a sequencing activity with Green Eggs and Ham.
*We rate the Cat in the Hat in The Cat in the Hat Comes Back as if he were a student (listening skills, problem solving, etc.).
*We explore Seussville on the computer during lab.
The children really enjoy the things we do this week, and it sort of jump starts them again, even though some of their minds my be looking ahead to spring already.
If you are looking ahead to next year and want to look up books to plan your Read Across America Week or Dr. Seuss Day, check out this site. You will find resources for books, board games, videos, movies, and a comprehensive listing of all Dr. Seuss books.
If you have any ideas or other neat sites, drop me a post!
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