You all know that Salamanca is a wonderful city to enjoy its streets and the life that always fills them. In the following creations, we can see which buildings came to mind to year two children during lockdown.
Impossible not to think about the hospital, which appeared in the newspaper every day…
Others flew with the imagination or remembered other cities…
There were also some who built buildings and glued to open windows…
Last week, my year two students during their “literacy class at home” described a “Crocofante,” an animal half “crocodile” and half “elephant.” Later, in Arts & Crafts class I proposed them to mix two animals to invent a new one … I share with you some of their FUNtastic creations.
Our project offers FUNtastic opportunities for both teachers and students. Several months ago, a group of teachers enjoyed our meeting in Bulgaria immensely. Personally, I share many of these experiences with other colleaguess, but also with my students. For that reason, then I wrote the following post: Teaching in Bulgaria, in which I shared with them this photograph of the Sofia Cathedral:
Today I would like to share these drawings that my year two students have drawn inspired by this photography. An exceptional job, with a lot of geometry and a lot of creativity.
Last year my students drew Heddal Stave Church. I am very proud of their creations. I take this opportunity to wish you a Честит национален ден.
Recently, in the Natural Sciences class, we have been using a visual organizer called “The Frayer Model.” We all know the importance of graphic organizers in order to organize information, as the name implies. In this case, we have used it to strengthen the vocabulary that we have acquired throughout the unit.
The Frayer Model is a specific type of graphic organizer, which works in a very simple way: Features, Image / Drawing, Example and No example.
In our class, we have used it several times throughout the unit, since it allows us to go from the general to the particular, as we have been doing when classifying from “living beings, vertebrates, mammals, carnivores …”
I think, with the help of the photographs, it’s easy to understand how it works.
(By the way, this is a resource my trainee teacher shared with me. The photographs were taken while she was delivering the lesson. )
Before starting to draw: it is important that the students know that they will only start a picture, but other children will continue and finish it. The teacher plays some music, then we must wait for the music to have an effect upon us: the mood, memories, evocations, images … It is time to start drawing. You can lower the volume of the music down until it stops playing. We continue drawing for about four or five minutes and then we stop. We drop the pencils and the crayons. We pass the drawing to another student and receive the drawing of another. We wait for a new type of music to sound, we wait again for it to have effect upon us, etc. We repeat three, four times the same procedure. For this session, I have chosen melancholic music, then christmas music, comic music and finally suspense music.
It is surprising to see how music truly exerts an influence and produces images and feelings; reactions to the different types of music, gestures, body movement … Children let themselves be imbued by the music and release their feelings. For example, several students drew a mother singing a lullaby when they listened to melancholic music.
Explaining, in a detailed and orderly way, how are people, animals, places or objects is always very attractive and very motivating for children. Without a doubt, it is a great topic of conversation that allows children to use the foreign language in a very creative way to talk about their own interests. If we add a video like Go Away, Big Green Monster and use it as a model to invent our monsters and later describe them, we can be a hundred per cent sure that we will have provided a wonderful learning center for our students:
The results will be very creative, very original: students will produce texts, oral and written, without any difficulty and in a very enthusiastic and very willingly way.
In the following two posts: living things, non living things and… WILD THINGS! and Classifying animals according to the food they eat; you can find links to most of the resources I have used to teach my year two students to classify animals. To give a more meaningful context for a seven-year-old child we have heard and learned the story Brown Bear, Brown Bear what do you see, and we have classified the animals in the story … Then, to use language in a creative way, my students have built their own animals using Lego BINGO ANIMAL and they have invented their own stories, using Brown Bear as a model: Pink snail, pink snail what do you see? I see a red rabbit looking at me … And finally, they have chosen one of the invented animals to describe it, using all the vocabulary we have learned throughout these days: a rabbit is vertebrate, mammal, viviparous. herbivore and diurnal. The children have enjoyed themselves so much that they were eager to describe their animals.
Before sharing our creations, I must say that it was difficult to choose … Finally I decided to choose Adalmina because of the values that appear in the story, very appropriate and very suitable for my year two students. Having said that, I will share with you some titles, like the one in this same post. They also invented others such as Adalmina and the heart, Adalmina and the two fairies or Adalmina and the pearl.
Now you can read a few very, very interesting endings, which I have translated trying not to miss any of the spontaneity that children at this age have. Enjoy them.
Suddenly, the princess was no longer so bad, nor so pretty, and she went with her parents to talk for a while and told them that the heart was more useful because she was humble and she could be nice, good-humored and friendly. She went to her godmothers´ houses and told them that she had lost the pearl.
The princess ran to her room and saw that the room was no longer full of gold. Her father, who was passing by, saw that she did not have the crown and said: You do not have the crown! He was very angry, but since the pearl had been lost, the wish of the blue fairy, which was the humble heart, was fulfilled, and the princess became very good as before and the red fairy asked for forgiveness and said crying: “I shouldn’t have given you that, because you’re already the prettiest for me and you’re already the wisest, and you have a wonderful family; and with those three things you’re already rich.”
And the beauty faded. She was the same as before, she is no longer wise or rich. She got mad at her parents, and went further, to the blue fairy house. And she was happy although she was not the most beautiful. One day she was cleaning the windows and a prince came, and they played together, fell in love and lived together.
Being less beautiful, less wise and less rich, she ran to the castle and asked the blue fairy for the humble heart. And the blue fairy, delighted gave it to her. And her parents not only learnt a lesson, but they learnt many more.
We have also drawn…
…and we have represented the most significant situations in each story we have invented using Lego…