Refugee Week 20th June – 26th June 2010

The UNHCR theme for World Refugee Day is :
‘They can take my home but they can not take my future.’
This week students at our school have made artworks to pay homage to refugees who never give up hope even after they have been forced to leave their homes. It is this resilience that everyone can learn from.

Kindergarten – KH

Below are some photos from artworks KH made after listening to the book ‘Refugees’ by David Miller. They had a discussion on reasons why people and the ducks in the book would be forced to leave their homes. Then Kindergarten made boats.

These boats represent the place in the story where the ducks stayed one night after they fled their homes. While resting in a boat, the ducks were taken out to sea and needed to fly back. The book shows that just when the ducks thought they were safe and started to rest, something happens which means they need to move on. Many refugees have this type of experience – just when they think they have found a new home, they need to move on. The boat artworks also symbolise a mode of transport used by some refugees to escape war and natural disasters. The feathers in the students’ boats link to the ducks in the story who were refugees because trucks, diggers and bulldozers ruined the swamp where these birds once lived.

Year 2- 2CH

Year 2 students read the book ‘Ziba came on a boat’ by Liz Lofthouse and illustrated by Robert Ingpen. They talked about how Ziba was thinking about lots of different things while she was on the boat on her way to her new country. Some of her thoughts were focused on her old country and some of her thoughts were focused on her new country and future. The children in 2CH chose one of Ziba’s thoughts to draw using oil pastels. They were in pairs making the artwork and writing a complex sentence which started with “While Ziba was on the boat, she thought about …” Our class discussion centred around the positive things Ziba remembered about her old country, the reasons why she left her country and the hope she had about her new country and her future.

2CH review a text

Hi everyone,

2CH have been busy reading a text called ‘Rainbow Bird’.

Firstly we discussed the setting, characters, targeted audience and the author’s opinions before looking at a summary of a text.

Next we highlighted the ‘content words’ in the summary. Students played a sorting game beforehand to work out the difference between ‘content words’ that contain the meaning of the sentence and ‘function words which help the sentence make sense.

After that we made notes on our interactive whiteboard together (joint construction). We colour coded the notes to show which ideas should go in the same paragraph and which ideas need a new paragraph.

Then students re-constructed the summary using the notes.

From here, students were arranged in groups and were asked to draw pictures representing each part in our text review. They learnt different art techniques with oil pastels:
– drawing the main characters and objects in the foreground using medium pressure on the crayon to make these things stand out.
– shading the background lightly so the foreground stands out.
– making the main characters and objects in the pictures big so that the viewer can see them clearly.
– thinking about the idea they want to draw and talking in their groups on the best way to represent that idea.

Finally we took photographs of the different pictures. We imported them into movie maker and used the ‘narration’ function to bring the pictures to life.

Below is a video of our text review of the Rainbow Bird.

We hope you enjoy the video and are persuaded to read the book.

Please leave comments about the students work. Questions are always a good idea because the students can think about them and create an answer, replying to your comment.

Kindergarten’s healthy eating habits

Kindergarten have been learning about healthy and unhealthy food in the last two weeks. We made a large Food Pyramid by cutting out pictures from brochures and sticking them in the correct food category.

After that we started looking at an e-book at: http://genkienglish.net/picturebookfoodanimals.htm . The students were shown the front page which has a picture of a kangaroo on it, the title “What’s your favourite food?” and the author Richard Graham.

Before we read the book, the Kindergarten students moved knee-to-knee with a partner and predicted some events in the story. Some thought the kangaroo might eat cucumbers, others thought it might eat apples. Some thought there would be only one kangaroo. Others thought there may be many kangaroos. One pair thought there might be a dinosaur that is a banana monster and eats too many bananas.

We will read the book next week to find out if Kindergarten’s predictions were right.

Below is a photo of our Food Pyramid.

Photo taken by Ms Robyn Bush

Photo taken by Ms Robyn Bush

Happy, healthy eating everyone!

4/5H’s News Program

Towards the end of the year, 4/5H were involved in a news project.

First we watched what the BTN team do to make a program at: http://www.abc.net.au/news/btn/page/page-behindbtn.html

Students then explored the different jobs involved in making a news program.

Next the students needed to interview each other for specific jobs. They could choose to be:
a presenter, a reporter, a camera operator, a music librarian, a graphic designer, a director and an editor.

Once students had been interviewed for different roles, they then formed teams to perform their allocated tasks.

This is the end result. Enjoy!!

(PLEASE NOTE: We are still learning about the volume of the music, voice over and voices in the video footage. This is just a warning that you will need to continually adjust the volume throughout the program while you are watching it. If you have any ideas on how to keep the volume consistent, please leave a comment to share your ideas. We used flip video footage and then inserted the clips into moviemaker. Thank you.)

3K experiments with making documentaries

Hi everyone. Here is 3K’s first attempt at making a documentary using photostory 3 software.

They were given roles like the workers on BTN: photo editer, music librarian, sound recordist and reporter. As a documentary team, the students chose 5 images from a number of photos saved on the student share drive which were originally from www.flickr.com. The team needed to work out the information they wanted to share with their audience (the visitors to this blog) based on the Space unit they had just completed.

This is their first attempt and the focus was working in teams and learning how to use the software. Now that the students are familiar with working in this manner, the next documentary they make will have more emphasise on the content.

Take a look at 3K’s documentary – it is a great information video.

Farmer Duck / Tiger the zoo keeper

‘Tiger – the zoo keeper’ movie

This video is the product of one of our first Whole Class Language Learning Plans. The class had read a book called ‘Farmer Duck’. We focused on subject-verb-object-adverbial phrase sentences (modelled in the book), comprehension strategies and the purpose of narratives (to entertain, teach lessons, expose readers to a different context).

We linked the purpose of narratives to movies. We made a puppet show using the story line of the Farmer Duck but related it to the theme ‘the zoo’. We interviewed a zoo keeper using video conferencing equipment to build the field.

All the students had jobs when making the movie – sound┬árecordist (microphone), set designer (choosing scenes on the interactive whiteboard), director (saying action), puppeteers and narrators. We divided the students into groups: Orientation and Coda, Complication and Resolution. This ensured everyone had a role to play in the production.

Finally we set the classroom up as a cinema and invited students from other classes to watch the movie we had produced. The students made posters to put up around the school, we made pretend money, tickets and popcorn so children could practise the context specific language associated with dialgue at the cinema. Elements of the quality teaching framework were embedded into this Language Learning Plan – specifically from the Significance strand.

Here is some video footage of our cinema afternoon:

We hope you enjoyed our movie. Once we purchase better equipment our next aim will be to include music to set mood. Please leave comments as the children would love to read them.