I’ve found over the years that unveiling a narrative writing project usually provides a high level of initial excitement for students, as it means an opportunity for imagination and creativity. That said, the prospects can quickly become daunting for children as they realize that making something up is more difficult than stating facts. Not only that, but writing a good story is a lot of hard work. Our ‘Ecosystem Narrative Writing’ project unfolded in much the same manner on Tuesday, as students got down to business choosing organisms, filling in story maps, and starting to write first drafts. I reminded students that the feelings of unease, and the questions about how to move forward through the writing process were actually exactly what Emily and I were hoping for. I told the group that I was actually thrilled that they were not finding this to be easy, because it meant that they’re learning. I reassured students that they had access to every tool that they needed- a prompt, protagonist identity profile sheet, a writing checklist, a rubric to guide them, and resources to look up information. By the next morning, the subtle groans and sighs of frustration were barely audible, and at snack time on Wednesday I actually had to mandate a break from writing, as students were desperate to just keep on getting their thoughts onto paper. Emily and I are now witnessing students lean into the challenge of this assignment, and we can’t wait for you to get the opportunity to read these stories. They are as unique and interesting as their authors.
By Kat Cassidy (Head of Elementary School and Grades 4/5/6 teacher)
This week our class went to the farm to learn about the grazing animals, and how the farmers organize them through the pastures. We were assigned to draw out what we thought the farm looked like and then we guessed what letter the shape looked like. I thought it was an ‘r’, some thought it was a ‘q’, and a couple students thought it looked like a ‘b’, ‘k’, or a ‘p’. We walked through the pasture and Megan gave us a lesson on the different types of plants that are down there, a cow’s digestive system, and rotational grazing. Then we were assigned to plot out on the farm map where we thought the permanent fences were. Next we walked across the road near the Eastside Pasture and were assigned to draw the pasture and mark where the permanent fencing should go in the future. The whole occasion was an inspiring experience for the entire class.
Student- Grade 5
This week students worked in small groups to research, write, and present 3-4 min. skits. On Tuesday we were visited by explorers from the 1400-1500’s, as students presented short skits they had prepared, based on their research. We met Zheng He- a 7 ft. tall, Chinese admiral who explored the South Indian Ocean, the east coast of Africa, and potentially beyond. Viking explorer, Leif Erikson, visited from 1000 CE to share about his travels to the coast of North America. We also heard from Aztec people and Hernando Cortes, the Spanish conquistador who led the expedition that resulted in the fall of the Aztec Empire. The skits were informative, fun, and a great hands-on way to learn about this time period.
By Annie Nixon (Grade 7 teacher)
I was thrilled to be able to spend time with the Grade 7 class as they began an in-depth research project on explorers. We had a writer’s conference this morning to discuss the importance of ‘writing for an audience and not your closet’ (ask your child what this means), the traits of high quality writing, and the writing process in general. Then we dove into the books we had checked out at the library yesterday, and perused the Digital Maine Library online database to find relevant information. Students are now practicing essential skills such as reading non-fiction text, note-taking, putting facts into their own words, and determining when their voice and perspective should enter into an informative essay. I look forward to watching this project unfold, and the time when our Grade 7 students can educate others in our school community about the explorers they are researching.
By Kat Cassidy (Head of Elementary School and Grades 4/5/6 teacher)
On Wednesday we had our first Challenge Time with Shelly, and participated in activities that focused on building trust. If you’ve ever heard of a trust lean, you may know that they’re pretty fun, but also serious. We each had a partner and practiced spotting them as they leaned back slightly. Building on that, we did a group trust lean where a group member would be in the center of the circle while we passed the person carefully to one another. The last thing we did was a low element called the Porthole. Shelly spotted our heads and necks while our classmates lifted us (feet first and horizontally) through a tire that was suspended vertically about five feet off the ground. Both of these challenges focused on building trust and supporting each other, literally and figuratively. We came out of the challenge with new skills, and we got to know each other on yet another level!
-Student- Grade 7
