This term another class was interested in learning about and creating Mighty Women. A third class will be beginning the activity after Spring Break.
The project begins with lots of discussion about diversity, imposed gender roles, inequality and the traits of a leader. We also spent time on body image and Barbies’ impossible physique.
Students began by discovering possible subjects to research. From these names, Mighty Women were assigned based on reading levels of available print materials and to ensure a diverse, global mix. Both online and print resources were used to complete research.
Students were asked to focus only on the most important facts so could only include what would fit on one library card.
Materials were organized into baskets. We switched to ziplocs when we began sewing to keep the pins and needles accounted for. Dolls were $1.25 – funded by the Book Fair – available at Dollar Tree.
After designing the costume, students used a step by step slide share on how to complete the sewing – available here. Fabric ends from Thrift store – funded by the Book Fair
The Slideshare allows each student to proceed at their own pace. For many students this was the first time they had done any sewing. No materials were to be brought in from home and no work could be taken to complete at home.
We used book stands from past book fairs to display the dolls. The stands were cut down the middle.
Students photographed their dolls and used Superimpose app to place them in appropriate settings. All of the work was uploaded to the student’s digital portfolio.
Amelia Earhart digital work in progress.
Classes have been labelled with room numbers as division numbers may change year to year.
Other rooms read ‘You are all welcome’.
I am so pleased with how the genrification arrangement is being embraced by the students. In this first week, students have been very excited to read newly discovered books and are finding it much easier to find the titles they are interested in. Click here to see the genres and the step by step process we used. This was the second library I have switched over to this system and it went much quicker this time around. I was less worried about where to place books that fit in more than one genre: cross-over is good and gets students exploring several areas.
This time around I had students complete the final alphabetization within each genre. I had to look away whilst they pulled everything off the shelves 😬 but they were able to complete the task before the end of class.
We have nine genres, the largest is a combined Fantasy and Science Fiction.
As an added plus, I have relabelled both the english and the french non-fiction collectons, playing fast and loose with Dewey and making books much easier to find. French resources are now clearly deliniated, call numbers don’t ‘wrap around’, faded labels are easier to see and dated call numbers adjusted to reflect contemporary thought. (One short paragraph – months of work) Here’s the before and after:
This simple story, I Help by Caitlin Dale Nicholson touches on a number of core competencies including helping others and caring for the environment and well as the principles of respect for family and learning traditional knowledge from elders. Wonderful illustrations brought up lots of discussion. Kindergarten students created lego berry baskets complete with red rosehips. Our library also has the companion book I Wait.
In anticipation of Pink Shirt Day I added a new shelf to the Learning Commons to feature some of our SOGI resources including non-fiction, picture books and novels.
“SOGI-inclusive education is fundamentally about learning to treat each other with dignity and respect regardless of our differences. All students need to see themselves and their families reflected in lessons, language and practices. Like other forms of inclusion in schools, the goal of SOGI-inclusive education is for everyone to understand the diverse society that we live in and to feel safe, valued, and respected.” https://bc.sogieducation.org/sogi3
I used regular acrylic paint and just painted the edges of the shelf for a rainbow effect.
This simple sign was easy to add to the private washroom but can speak volumes.
Bright new stickers provided by the BCTF available for every classroom.
This video was created in the Learning Commons. It was narrated by Grade K/1 in celebration of our First Peoples in Residence week at Martha Currie and in acknowledgement of Pink Shirt Day.
Students in Mme. St.James’ class have been learnng about all of the dfferent ways the South Coast Salish Peoples used the Western Red Cedar and why it was called ‘The Tree of Life’. We focused on the patterns used on the baskets and were inspired by traditional designs to create our own baskets. We filled the baskets with a representation of the soft inner bark of the Yellow Cedar that was used for bedding and hung the baskets on our cedar tree.
Students in Mr. Gauvin’s Grade 4/5 class were encouraged to apply what they had learned about Coast Salish long house design to creating a much larger model in the Learning Commons. The students worked in teams with each group having different responsibilities. As the project progressed, students shifted teams so they could try different aspects of the building. It was a great success.
One team was solely responsible for cutting of tape ready to use. This made the process a lot smoother and helped prevent lost tape ends. Another team made the support poles with rolled paper and rafia.
Boxes of discarded books waiting for disposal were used as corner supports.
‘Smoke’ was added to the central post.
We did not have any good cutting tools so the cardboard was used as is.
This week, as part of our learning about ‘The Tree of Life’, some students created Coast Salish cedar boxes decorated with salmon images. We asked permission of Clayton Gauthier to draw inspiration from his wonderful book, The Salmon Run. Students painted their boxes, coloured their salmon and finished the box with Mod-Poge. We will be displaying these in the Learning Commons as part of our First Peoples in Residence week.
Painting the boxes – Dollar store and recycled cigar boxes
Colour and cut the salmon
Add the Mod-Podge. Dries clear and makes a shiny top coat.
Several classes have been working on creating these detailed Salish Long House models. After learning about the design, students were assigned individual tasks that would contribute to the whole. For example, one class contributed side panels, and another made roof panels or added entranceways. Some classes added the supporting poles with the ‘cedar’ twine and slowly the houses came together. The final class added the landscaping.
Building the roof panels.
Back and side panels.
Support poles (recycled chopsticks and raffia)