What’s the time? – guessing game

Year 4 has been focusing on what the time is in English. To kickstart the lesson the class had a guessing game. The students, one by one, stood at the front of the classroom. The student asked the class “what’s the time?” While imitating the clock. The students had to reply “It is…o’clock”.

At first I let the students see the clock in the background

After some time they had to remember the clock and imitate it as best as they could remember.

By letting the students “being” the clock, they had to remember the time and speak in English. It was a good start to the lesson because the students became more confident before they started doing the written tasks.

HEDDAL STAVE CHURCH (seen by seven-year-olds)

A couple of weeks ago we celebrated our transnational meeting in Ulefoss, Norway.

During our stay in Norway, I shared on my blog a post talking about the luck of visiting this country and actively participate in the life of HOLLA 10-ÅRIGE SKOLE

In that post I shared the following photograph of Heddal Stave Church:

Heddal Stave Church

After seeing the photograph, I thought it would be a good idea for my students to draw such a geometric monument …
Here are the results. Personally, I love them!

Happy Syttende Mai!

dav

Europe Day

9 May is Europe Day. Many people know how important is being part of Europe. As European citizens, we are able to collaborate with each other in order to reach peace, cohabitation, and freedom all around the continent. In addition, we have to accept the differences between all the countries and cultures, and we have to take advantage of all of them for our own growth.

European people need to be a model for the rest of the world. We strongly believe in the power of education based on European values for our pupils.

For this reason, we would like to wish you all… HAPPY EUROPE DAY!

Verb conjugation race

This task is a fun way to practice how to spell and conjugate different Spanish (or other languages) verbs.

First, I make (or print) the letters needed to conjugate the word. In Spanish all verbs are conjugated differently according to which person is acting. Almost like in English: I am, you are, he/she/it is… (Because of this all Spanish verbs can be used without personal pronouns).

  • The verb SER = to be, is conjugated like this:
  • SOY – I am
  • ERES – You are
  • ES – He/she is
  • SOMOS – We are
  • SOIS – You are
  • SON – They are

The students are told to repeat how to conjugate the verb, or they are allowed to bring their books to have a look.

Then I divide the students into groups, usually three persons per group, and they are given all the letters.

They choose themselves how they want to put the letters out on their desks. Some put all the letters out one by one, and some put the same letters on top of each other.

I want the students to conjugate and spell the word I say correctly, so they have to put the letters in front of me om my desk. They also have to do it quickly to get a full score. Two points if it is correct and you are the first group. One point for each of the other groups doing it correctly, and zero points if it is misspelled or the wrong conjugation.

I loudly say the verb conjugated in Norwegian, for instance “Vi er” (We are) and the students race to be the first group to get the correct word in place.

Then, when the word is finished I write the points on the blackboard. All conjugations can be repeated, so you decide when it is enough.

The students think it is a fun way to learn how to conjugate, and it is a good way to break up lessons.

Written by Kristin R.S.

Myk mandag: Soft Monday

I hope you are all having a good Monday so far. Year 5 at Holla 10-årige Skole starts their day with «Soft Monday». Which means that they start their school day with being mindful. When the students arrive in the classroom, they know that they are going to spend 10-15 minutes, focusing on breathing, feelings, and acceptance.

When the students go into the classroom, they know what is happening right away.

The teacher lets the students breathe and focus on their own being, before focusing on schoolwork.

The student sits at his/her chair and focuses on their breathing. When the students are calm, they find a place in the classroom where they lay down.

The students are spread around in the classroom, laying on their backs.

Every week the teacher has a focus area, for instance, this Monday the focus was “self-love”, and last time it was “grateful for being”. As the students lay down on the floor, they focus on breathing, but after a while, the teacher tells them things to become more aware of feelings that are entering the body when they relax. The main point for the students is to make them accept how they feel and become more aware of their own being in that very moment. We have also focues on how breathing can loosen up ‘the knots’ they might have in their body.

The student’s response has been positive so far. In the beginning, some students didn’t understand the purpose of being mindful, but they have realized after some time that being mindful takes time to practice.

Bonfire without footprints

Year 5 at Holla 10-årige skole had a different P.E-class last week.

The plan for the lesson was for the students to make three different types of bonfire and to leave the area without a ‘footprint’.

We met up at school, and everyone were prepared for a day outside. The school has its own shelter in Ulefoss that everyone can use after schooltime. They must bring their own wood logs.

The shelter is used for storing wood logs.

Packing list:

  • food for the bonfire
  • cold and hot drinks
  • clothes for cold weather
  • something to sit on (seat pads)

Three types of bonfire:

  1. Pagoda: long lasting bonfire.
  2. Pyramide: a small bonfire, not lasting very long, but it heats well.
  3. star: a ‘quick’ bonfire where the purpose is to heat food/drinks.

At the end of the day, the students had to tidy the place. When the next class arrives, they won’t be able to see that anyone has been there before them.

Avis-release: a newspaper release party at Holla 10-årige

On Friday 15th of February, year 5 released their latest project: a newspaper filled with interviews and reader’s letters.

https://spark.adobe.com/video/JFH9Zxre0r4Eu

We invited parents, grandparents and siblings to our newspaper release. Year 5 consists of 29 students, you can imagine how full the classroom was, when there were 60 people inside the classroom. Let’s just say…it was packed!

Since the start of January the students have worked on:

  • how to write a reader’s letter. Their opinions must be heard!
  • how to write and do an interview
  • create a comic strip on http://www.pixton.com

The students worked systematically. The project went on like this:

  • Week 2: introduction to the newspaper project. First focus: how to set up a reader’s letter.
  • Week 3: First editorial meeting. The students chose a topic to write about. Continued working on their own reader’s letter in class and at home.
  • Week 4: Second focus: interview. How to write an interview, and what was expected from their texts. Writing frame and model texts were given to the students.
  • Week 5: The students did research on their topics, planned who and where they were going to interview ‘their’ person for the topic.
  • Week 6: Not much time to work on their interviews because of winter activites during the week. Second and last editorial meeting. What was left to do before the newspaper release?
  • Week 7: The students had to finish their interviews and send it to the teacher. The newspaper release-party was on the last day of school before winter break.

Our headmaster, Anne was at the release party. She also had the pleasure of talking about the Funtastic project to the parents, telling them that some teachers are going to Cyprus next week. In May we are looking forward to meeting both european teachers and Finish students at Holla 10-årige skole.

On Thursdays, Ulefoss’s local newspaper is released. Today, our newspaper project was mentioned in the latest newspaper. Exciting day for our students!