Our passions are ‘literacy’. We had to research some informations about ‘literacy’. The questions we had were ‘How reading has positive impacts on children?’, ‘How writing has positive impacts on children?’, ‘Why do many people like/dislike literacy?, ‘What is our responsibility for literacy’?, ‘Why is technology bad?’ ‘When did Ancient people start to write?’. What we had to do is research those questions we were curious about, and we had to think about workshop for exhibition, and we had to request Ms. Christine, our mentor to have a meeting.
Jiyou was communicator because he speaked out. He was a thinker because he thought of workshop-ideas/workshop-stations. He was also an inquirer because he inquired about his questions about literacy. His curiosity of literacy made questions for him to research. His commitment of his work was enormous. He was enthusiastic to literacy.
Grace was reflective, because she was checking over her Cornell Notes to check the informations are enough and see if there are any mistakes that she made. She was balanced when she stayed on topic, by finding out the informations which are connected with her topic. She was also enthusiastic, because she put a lot of effort when she worked on her Cornell Notes even it took quite a long time. She showed commitment by working my assignments, which are Cornell Notes and the blogs.
Tomo used my communication skill to tell the audience the things such as instruction, how to do and answering the questions. But I had to tell my group with louder voice. Also, I had to tell the instructions clearly. Sometimes, in the word finding, though, we meant “Extra word”, but the audience thought they had to find the words “Extra”. I also used my inquiring skill when I and my group-mate had to come up with some ideas. We had to think about what will the order be, and what to do. We also had to do our workshop with getting the audiences involved, so I had to think about it, too. I was also balanced when I focus on my work.
We were researching about our questions that are all relevant to literacy. We divided them by using the ‘key concepts’. We had 6 questions. While researching, we did not communicate that much. We researched a lot.
We also had mentor meeting at room 14. We usually had meetings on Monday period 6 (1:35 PM) and Friday 8:30 PM. We discussed about what we were doing, some actions that we are going to take, survey questions and some works for workshop.
In workshop, we decided to do this as steps:
In the workshop, we created three stations. The first one was for creating the title for images and writing the words that rhyme with the title. The second station was for matching the words and the definitions that go together. The third station was for finding the word among bunch of letters. We also had one more games to entertain the audience. One of them was "Jeopardy". If the audience was remembering the words which are important, they can answer the questions. If they said the correct answer, they can get point. Grace came up with this idea, and we decided what to do the other.
Jeopardy Game for upper grade
Jeopardy Game for lower grades
Jiyou felt totally exhausting after the exhibition. He was indeed really tired. He felt totally great when exhibition was all over. Grace felt quite nice after the exhibition, because she thought she did very enthusiastic during the workshop. Tomo felt quite risk-taking. I and my group-mate had to make the blog, and it must be interesting. So we had to collect some info, and summarizing process was a little difficult.
We learned hip hop dance from dance group, we learned about healthy and unhealthy foods from food group, we learned about eco design by design group, and we learned difference about rock music and pop music from music group.
Grade 5.1 2017-2018
"The future of the world is in our classroom today"
grade 5.1 2017-2018