Mars veckobrev vecka 45

 

this is cold
leaves are yellow
orange and red
the water is cold
frost –
looks like white eyelashes
fall is nearly over
winter is nearly here – A.H.

 

 

It’s cold outside
but it doesn’t snow.
All colours fall down
from the trees.
But, what’s fun is that –
you can make leaf piles
and throw them. – D. T

THIS IS THE FALL

The leaves falling.
That wonderful cold.
And the frost frozen on the cars.
The water mirrors, everything is beautiful.
The wind blows, and the grass glows white as crystals.
And everything glows in colours of yellow, orange and red.
THIS IS THE FALL! – V.Z.

 

 

(mer…)

Mars week 41

Will it ever stop?! I think not!

Mars produces beautiful, funny, and meaningful poetry

This week we worked on our ”Who am I” poems and read them aloud during a ”Guess Who?” game (where students read each other’s poems and guessed who wrote them). Strategies for developing: We help each other find words, we brainstorm words we can use, make mind maps, and we give feedback to each other so that we can improve our work.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Above you can see the two word clouds that the students have made themselves together with me during lessons. They show what you can include in your poems and how you make rhythm. Naturally, we do everything in Swedish and English, though, the end result is always in English. Note taking is encouraged as a strategy to help them remember.

 

Epigrams: Funny poems with a point

In the last few weeks we have worked on epigrams (short poems that are usually funny and have a message). We have written about school, school behaviour and rules. Strategies for developing: Brainstorming words & ideas, reading aloud together, giving feedback, mind maps.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Glued Poetry:

This week and next week we will be cutting-up a poem in groups. It’s written by A.A. Miln who wrote Winnie The Pooh. This helps students practice their vocabulary (irregular verbs: ran, blew) and words to do with weather and times of the day. It is a simple poem with an interesting question: What makes wind? Where does it go? The students will also get to practice using punctuation and how to insert pauses / paragraphs (stycke) into their texts. The end result will be read aloud and look something like this:

Wind on the Hill

A.A. Miln

No one can tell me,
Nobody knows,
Where the wind comes from,
Where the wind goes.

It’s flying from somewhere
As fast as it can,
I couldn’t keep up with it,
Not if I ran.

But if I stopped holding
The string of my kite,
It would blow with the wind
For a day and a night.

And then when I found it,
Wherever it blew,
I should know that the wind
Had been going there too.

So then I could tell them
Where the wind goes…
But where the wind comes from
Nobody knows.

Source: https://www.familyfriendpoems.com/poem/wind-on-the-hill-by-a-a-milne

 

Praktisk Info!

Fredag 27/10 Pantomimteater “Hoppet”

Gustavsbergsteatern

”Alla barn har rätt till liv, överlevnad och utveckling” (FN:s barnkonvention)

Vi möts på nyheterna, på bussen, i skolan. Och de ensamkommande flykting-

barnen har en historia att berätta: om en barndom som inte fick fortsätta, om

krig och flykt. Nu är deras historier en del av vår gemensamma historia.

Pantomimteatern har lyssnat till några av berättelserna. De handlar om lyckan

över ett par nya sneakers, om längtan efter familjen och kompisarna, om

bottenlös rädsla och ensamhet. Men förunderligt nog också om ett hopp som

vägrar dö. Pantomimteatern vill ge röst åt några av de här barnens erfaren-

heter i en ordlös och visuell, fartfylld föreställning.

 

Skolenkäten

På schoolsoft finns ett informationsbrev med kod om hur ni fyller i en enkät kring skolan från Skolinspektionen. Vi önskar att alla vårdnadshavare fyller i den senast 20 oktober. Barnen fyller i enkäten i skolan.

 

 

Veckobrev v. 38

Things to Remember:

Parent Teacher Meeting this week!

On Wednesday 27/9 from 18:00-19:30 we will in the Mars classrooms. You will have time between 19-19:30 for a Parent Council meeting.

Trips: Next week!

Viking Museum on Djurgården Monday 2/10 – bring your own lunch!

Hike (vandring) Wednesday 4/10 – the school will provide lunch. Bring your water bottle, cutlery, plate, fruit.

Poems!

Mars is alive with poetry! Everything we say seems to end in a rhyme – every time! This week we listened to, analyzed, and translated famed child-poet Asha Christensen’s poem which you can watch here. Imagine that she is only in grade six!

Here are some of the final copies that we have made so far. Amazing, aren’t they?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Tacos Please!

cheese, creamy guacamole,

cold, crunchy cucumbers

corn – lettuce

tomatoes, soft tortillas

sour cream

Makes me scream:

Tasty Tacos Fridays it’s my dream!

by: Leo, Viktor, Julia

 

Slime: A problem during lessons

Oh slippery slime! What’s that you say?

Do not bring it back another day?!

Slime! You are so sticky!

I’m not being picky –

To play with slime

it’s now a crime

That’s what the teachers say –

When she wants it to go away!

No more slime.

That’s the end of this rhyme!

By: Julia, Gustav, Arvid H

 

 

Kommande

 

Veckobrev v.35

Some more pictures from our camp week …

Making rainbow PRIDE bracelets that bind us together as friends, classmates and teachers. Both a lesson in norm criticism, a symbol for togetherness and practice building fine motor skills.

 

 

 


 

 

 

 

 

 

 

 

 

 

 

 

 

Question-Driven Learning:

Where can you find a detailed map of Värmdö? Who is in charge of making maps? What is the best route for our bicycle trip?

All these questions were answered on our student driven trip to Värmdö municipality hall (kommunhuset). Here they found maps that would help them find their way. They also found en enlarged map of the area which the students found helpful as they planned their route. They also had the spontaneous treat of meeting on of the municipality’s mapping expert who described both her job and education.

 

 

 Aktuellt:

Flickorna får hem ett blankett med informationsbrev om HPV-vaccination och en tillståndsdel med hälsodeklaration. Läs hemma, fundera och lämna åter under v. 36

Alla elever får en blankett med uppdaterade kontaktuppgifter och samlat dator-, allergi-, bad- och rese-intyg. Lämnas åter under v. 36.

Påminnelse:

Eleverna behöver en hänglås (med extranyckel att lämna hos lärarna). 

Kommande:

Studiebesök på museet Vikingaliv måndag 25/9

Föräldramöte Mars onsdag 27/9 (se mer på schoolsoft)

Poetry

Emily Dickinson
American poet
Sketches from poet Marianne Moore which inspired her poem ”A Jelly-Fish”
By poet Jack Prelutsky

 

 

 

 

 

 

 

 

 

 

 

 

 

 

POETRY

What would you say about exploring new worlds together? Or, hearing secrets from deep dark places? Shall we sit outside and feel the wind in our hair, the sun on our cheeks?

This unit uses children’s poetry to explore themes relevant to our students: friendship, uniqueness, nature, sport, animals, travel, seasons and even social issues such as immigration and equality.

We will explore famous children’s poets such as Emily Dickinson,  Marianne Moore, and Jack Prelutsky as well as others.

Focus Questions:

  1. What do our students know about poetry? Themes, styles etc
  2. What poets do we know of?
  3. Why is poetry important today? Why was it important in the past?
  4. What can we learn from reading the poetry of others?
  5. How do we present, and speak clearly?
  6. What is rhythm in a poem?
  7. What are the ingredients to a powerful animation or short film?
  8. Where do we find inspiration? Is everything worth writing about?

Practical Learning Goals: 

  • Different styles of poetry
  • Names and biographical information about a few notable English poets
  • Increased vocabulary, reading, writing and oral skills
  • Rhyming and rhythm
  • Media: filming, animation & editing
  • Presentation skills
  • Outdoors – we will incorporate our natural environment at Lemshaga into our reading and our writings
  • By using touch, sight, hearing, smell and taste we will be able to reach a variety of learners

Interdisciplinary Connections:

  • Fine art / aesthetics
  • Music (rhythm / rhyme)
  • Science & Green Flag (nature poetry)
  • Norm criticism: uniqueness, individuality

Resources:

https://www.poetryfoundation.org/collections

https://www.poets.org/poetsorg/poems-kids

Timeline: August to mid-October

Formative assessment: 

  • Quizlet vocabulary
  • Classroom / group discussions
  • Poetry writing using different styles

Summative assessment:

  • Formal discussion about a poem of your choice (in a group)
  • Writing your own poems (choose your best for assessment)
  • Short animation / film using your own poem

Ties to the curriculum:

  • Ämnesområden som är välbekanta för eleverna.
  • Vardagliga situationer, intressen, personer, platser, händelser och aktiviteter.
  • Åsikter, känslor och erfarenheter.
  • Vardagsliv,levnadssättochsocialarelationeriolikasammanhangochområdendär engelska används.
  •  Tydligt talad engelska och texter från olika medier.
  • Muntliga och skriftliga instruktioner och beskrivningar
  •  Olika former av samtal, dialoger och intervjuer.
  • Filmer och dramatiserade berättelser för barn och unga.
  • Dikter
  • Språkliga strategier för att förstå och göra sig förstådd när språket inte räcker till, till exempel omformuleringar.
  • Språkliga strategier för att delta i och bidra till samtal, till exempel frågor och bekräftande fraser och uttryck.
  • Språkliga företeelser för att förtydliga och berika kommunikationen som uttal och intonation, stavning och interpunktion, artighetsfraser och andra fasta språkliga uttryck samt grammatiska strukturer
  • Strategier för att uppfatta betydelsebärande ord och sammanhang i talat språk och texter, till exempel att anpassa lyssnande och läsning efter framställningens form och innehåll.
  • Presentationer, instruktioner, meddelanden, berättelser och beskrivningar i sammanhängande tal och skrift.

Poetry: Explore



 

 

 

 

 

 

 

 

 

 

What would you say about exploring new worlds together? Or, hearing secrets from deep dark places? Shall we sit outside and feel the wind in our hair, the sun on our cheeks?

This unit uses children’s poetry to explore themes relevant to our students: friendship, uniqueness, nature, sport, animals, travel, seasons and even social issues such as immigration and equality.

We will explore famous children’s poets such as Shell Silverstein, Dennis Lee and Roald Dahl as well as others.

Focus Questions:

  1. What do our students know about poetry? Themes, styles etc
  2. What poets do we know of?
  3. Why is poetry important today? Why was it important in the past?
  4. What can we learn from reading the poetry of others?
  5. How do we present, and speak clearly?
  6. What is rhythm in a poem?
  7. What are the ingredients to a powerful animation or short film?

Practical Learning Goals: 

  • Different styles of poetry
  • Names and biographical information about a few notable English poets
  • Increased vocabulary, reading, writing and oral skills
  • Rhyming and rhythm
  • Media: filming, animation & editing
  • Presentation skills
  • Outdoors – we will incorporate our natural environment at Lemshaga into our reading and our writings
  • By using touch, sight, hearing, smell and taste we will be able to reach a variety of learners

Interdisciplinary Connections:

  • Fine art / aesthetics
  • Music (rhythm / rhyme)
  • Science & Green Flag (nature poetry)
  • Norm criticism: uniqueness, individuality

Resources:

https://www.poetryfoundation.org/collections

https://www.poets.org/poetsorg/poems-kids

Timeline: August to mid-October

Formative assessment: 

  • Quizlet vocabulary
  • Classroom / group discussions
  • Poetry writing using different styles

Summative assessment:

  • Formal discussion about a poem of your choice (in a group)
  • Writing your own poems (choose your best for assessment)
  • Short animation / film using your own poem

Ties to the curriculum:

  • Ämnesområden som är välbekanta för eleverna.
  • Vardagliga situationer, intressen, personer, platser, händelser och aktiviteter.
  • Åsikter, känslor och erfarenheter.
  • Vardagsliv,levnadssättochsocialarelationeriolikasammanhangochområdendär engelska används.
  •  Tydligt talad engelska och texter från olika medier.
  • Muntliga och skriftliga instruktioner och beskrivningar
  •  Olika former av samtal, dialoger och intervjuer.
  • Filmer och dramatiserade berättelser för barn och unga.
  • Dikter
  • Språkliga strategier för att förstå och göra sig förstådd när språket inte räcker till, till exempel omformuleringar.
  • Språkliga strategier för att delta i och bidra till samtal, till exempel frågor och bekräftande fraser och uttryck.
  • Språkliga företeelser för att förtydliga och berika kommunikationen som uttal och intonation, stavning och interpunktion, artighetsfraser och andra fasta språkliga uttryck samt grammatiska strukturer
  • Strategier för att uppfatta betydelsebärande ord och sammanhang i talat språk och texter, till exempel att anpassa lyssnande och läsning efter framställningens form och innehåll.
  • Presentationer, instruktioner, meddelanden, berättelser och beskrivningar i sammanhängande tal och skrift.