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Day: December 3, 2016

Literary event – Story telling competition

Literary event – Story telling competition

Dear Parents,
Telling stories have long been recognized as an important part of healing, self-knowledge, and personal and spiritual vehicle for connecting us to other people. We use stories to construct meaning and communicate ourselves to another. Stories help us organize and make sense of the experiences of life. Stories are important. They nourish our imagination, fill our dreams, entertain and inspire us, and so they are critical to our sense of who we are. Therefore, the theme selected for the next literary event is ‘Story telling’, wherein the children are required to narrate any story.

Please note the following points for the event:

  1. The story should be narrated in English language.
  2. Time Limit: 3 minutes
  3. The child can dress up as any character from the story. (OPTIONAL)
  4. Props may be used to enhance the overall effect. (OPTIONAL)
  5. From each section 3 winners will be selected.
  6. Competition will be held on Friday, 23rd December 2016.
  7. The parameters for the selection and judgement will be as follows:
  1. a) Choice of the story b) Diction  c) Voice modulation d) memory e) time f) poise (eye contact).

3 best performances will be selected from each section (as we did in the 1st literary event) and there won’t be any further rounds of selection.

NOTE: The parents need to select the story for their ward and prepare them at home accordingly. Props and dress will not fetch any extra marks.

Regards,
Grade 1 team

Grade 8_COS_Physics_Highlights of the week

Grade 8_COS_Physics_Highlights of the week

Dear Parents,

This week students were given time to prepare for their term 2 IA and started with the new unit P.11  Magnetism where they learned about Properties of Magnet, One touch method used to magnetize magnetic materials,How to find direction with the help of magnetic compass and even small pieces of magnet has both the poles (i.e North and South) through workstation.

Regards,

Physics Team

 

Highlights from 28th November to 3rd December 2016

Highlights from 28th November to 3rd December 2016

 

Language

  • Revision of all concepts done till now.
  • Formative Assessment was taken.
  • Chapter 8- Jack and the beanstalk from Empowering English reference book was done.
  • Dictation was taken.
  • Students were introduced to story elements.

[Unit Of Inquiry]

TDT: How we express ourselves

Central idea: Authors and illustrators express themselves in a variety of ways.

Read aloud from the monthly list has been done to explore different authors.

Students did author study in the class where they showed curiosity to know more about the author whose books they’re reading .

Math

  • Revision of all concepts done till now.(ascending/descending order, ordinal number, place value,etc)
  • Formative Assessment was taken.
  • Students represent the 3 digits sums through base ten blocks and solved in their notebook.
  • Prior knowledge of 2D and 3D shapes was taken.

Language

Week 10 Game, Day 1, 2 and 3 (written, oral and pair work)

Homework

Language–  Students have to solve mix bag of worksheet.

Note- Students will submit the homework on Tuesday -6/12/16.

Regards,

Grade 1 Team.

LEAP:- Visible thinking routine- CSI

LEAP:- Visible thinking routine- CSI

In the previous cycle students of grade four learned a new visible thinking routine CSI – ‘Colour. Symbol. Image’.

What kind of thinking does this routine encourage? This routine asks students to identify and distil the essence of ideas from reading, watching or listening in non-verbal ways by using a color, symbol, or image to represent the ideas. It can also be used as a reflection on previous events or learning. The synthesis happens as students select a color, symbol, and image to represent three important ideas. This routine also facilitates the discussion of a text or event as students share their colours, symbols, and images.

Learning engagement:- To give a clear contextual  understanding of this routine the previous year’s reader ‘The magic faraway tree’ was taken up. Students along with teacher identified a colour, symbol and image which represent the main idea of the book . Once they were clear with the routine they independently applied this thinking routine on our current reader ‘Charlotte’s web’.

It was delightful to see the enthusiasm each student displayed while doing this exercise. They came up with wonderful representation of the reader with a justification of the chosen colour, symbol and image. For example- For colour,some of the students chose brown colour as the main character Wilbur (pig) likes to stay in mud; for the symbol they came up with different symbols showing ‘friendship’ and ‘Don’t kill animals’ as that is the main theme of the story. And for the image they drew the main characters/setting of the story.

Glimpses of the session.

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Highlights and Homework Of 3rd December, 2016

Highlights and Homework Of 3rd December, 2016

Highlights

Language :Students were introduced to sense words through a video. They also shared their favourite things and identified how they were able to enjoy their favourite things using sense words. Later, they used the sense words to frame sentences.

Math: Homework was discussed by solving the sums on the board. Later, students appeared for formative assessment.

Homework

Language : 1) Learn Dictation words from the Fry List- Seventh Hundred List 2.

2) Make a sentence on the following sensory words/phrase in your Language Writing book/paper:

  1. misty
  2. roar of traffic
  3. topsy turvy land
  4. thoughtful
  5. lush grass

ICT : Practice the ICT skills on google slide:

1) Choose theme and template keeping the content, audience and mood of the topic in mind.
2) Choose layout of the slide keeping the design of content in mind.
3) Insert a new slide, duplicate a slide and delete a slide.
4) Edit the appearance of the text box, such as background color and a border
5) Edit the appearance of the text itself, such as font size, color, and styling like bold, underline, and italic
6) Create bulleted list breaking down paragraph into points
7) Use research sidebar for in-app Google search for text, images and videos. Preview and insert directly into presentation
8) Insert images and apply image editing options as needed
9) Sharing the presentation ( view, edit and commenting rights)
10) Commenting on the presentation.

Note: Kindly sign the Math formative assessment and bring it on Monday. 

LEAP:- Visible thinking routine-CSI

LEAP:- Visible thinking routine-CSI

In the previous cycle students of grade four learned a new visible thinking routine CSI – ‘Colour. Symbol. Image’.

What kind of thinking does this routine encourage? This routine asks students to identify and distil the essence of ideas from reading, watching or listening in non-verbal ways by using a color, symbol, or image to represent the ideas. It can also be used as a reflection on previous events or learning. The synthesis happens as students select a color, symbol, and image to represent three important ideas. This routine also facilitates the discussion of a text or event as students share their colours, symbols, and images.

Learning engagement:- To give a clear contextual  understanding of this routine the previous year’s reader ‘The magic faraway tree’ was taken up. Students along with teacher identified a colour, symbol and image which represent the main idea of the book . Once they were clear with the routine they independently applied this thinking routine on our current reader ‘Charlotte’s web’.

It was delightful to see the enthusiasm each student displayed while doing this exercise. They came up with wonderful representation of the reader with a justification of the chosen colour, symbol and image. For example- For colour,some of the students chose brown colour as the main character Wilbur (pig) likes to stay in mud; for the symbol they came up with different symbols showing ‘friendship’ and ‘Don’t kill animals’ as that is the main theme of the story. And for the image they drew the main characters/setting of the story.

Glimpses of the session.

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LEAP:- Visible thinking routine- CSI

LEAP:- Visible thinking routine- CSI

In the previous cycle students of grade four learned a new visible thinking routine CSI – ‘Colour. Symbol. Image’.

What kind of thinking does this routine encourage? This routine asks students to identify and distil the essence of ideas from reading, watching or listening in non-verbal ways by using a color, symbol, or image to represent the ideas. It can also be used as a reflection on previous events or learning. The synthesis happens as students select a color, symbol, and image to represent three important ideas. This routine also facilitates the discussion of a text or event as students share their colours, symbols, and images.

Learning engagement:- To give a clear contextual  understanding of this routine the previous year’s reader ‘The magic faraway tree’ was taken up. Students along with teacher identified a colour, symbol and image which represent the main idea of the book . Once they were clear with the routine they independently applied this thinking routine on our current reader ‘Charlotte’s web’.

It was delightful to see the enthusiasm each student displayed while doing this exercise. They came up with wonderful representation of the reader with a justification of the chosen colour, symbol and image. For example- For colour,some of the students chose brown colour as the main character Wilbur (pig) likes to stay in mud; for the symbol they came up with different symbols showing ‘friendship’ and ‘Don’t kill animals’ as that is the main theme of the story. And for the image they drew the main characters/setting of the story.

Glimpses of the session.

img_0546 img_0547 img_0548 img_0549 img_0550 img_0551 img_0552 img_0553 img_0554 img_0555 img_0556

LEAP:- Visible thinking routine- CSI

LEAP:- Visible thinking routine- CSI

In the previous cycle students of grade four learned a new visible thinking routine CSI – ‘Colour. Symbol. Image’.

What kind of thinking does this routine encourage? This routine asks students to identify and distil the essence of ideas from reading, watching or listening in non-verbal ways by using a color, symbol, or image to represent the ideas. It can also be used as a reflection on previous events or learning. The synthesis happens as students select a color, symbol, and image to represent three important ideas. This routine also facilitates the discussion of a text or event as students share their colours, symbols, and images.

Learning engagement:- To give a clear contextual  understanding of this routine the previous year’s reader ‘The magic faraway tree’ was taken up. Students along with teacher identified a colour, symbol and image which represent the main idea of the book . Once they were clear with the routine they independently applied this thinking routine on our current reader ‘Charlotte’s web’.

It was delightful to see the enthusiasm each student displayed while doing this exercise. They came up with wonderful representation of the reader with a justification of the chosen colour, symbol and image. For example- For colour,some of the students chose brown colour as the main character Wilbur (pig) likes to stay in mud; for the symbol they came up with different symbols showing ‘friendship’ and ‘Don’t kill animals’ as that is the main theme of the story. And for the image they drew the main characters/setting of the story.

Glimpses of the session.

img_0578 img_0580 img_0581 img_0582 img_0583 img_0584 img_0585 img_0586 img_0587

LEAP:- Visible thinking routine- CSI

LEAP:- Visible thinking routine- CSI

In the previous cycle students of grade four learned a new visible thinking routine CSI – ‘Colour. Symbol. Image’.

What kind of thinking does this routine encourage? This routine asks students to identify and distil the essence of ideas from reading, watching or listening in non-verbal ways by using a color, symbol, or image to represent the ideas. It can also be used as a reflection on previous events or learning. The synthesis happens as students select a color, symbol, and image to represent three important ideas. This routine also facilitates the discussion of a text or event as students share their colours, symbols, and images.

Learning engagement:- To give a clear contextual  understanding of this routine the previous year’s reader ‘The magic faraway tree’ was taken up. Students along with teacher identified a colour, symbol and image which represent the main idea of the book . Once they were clear with the routine they independently applied this thinking routine on our current reader ‘Charlotte’s web’.

It was delightful to see the enthusiasm each student displayed while doing this exercise. They came up with wonderful representation of the reader with a justification of the chosen colour, symbol and image. For example- For colour,some of the students chose brown colour as the main character Wilbur (pig) likes to stay in mud; for the symbol they came up with different symbols showing ‘friendship’ and ‘Don’t kill animals’ as that is the main theme of the story. And for the image they drew the main characters/setting of the story.

Glimpses of the session.

img_0589 img_0592 img_0593 img_0594 img_0595 img_0596 img_0597 img_0598 img_0601

LEAP:- Visible thinking routine- CSI

LEAP:- Visible thinking routine- CSI

In the previous cycle students of grade four learned a new visible thinking routine CSI – ‘Colour. Symbol. Image’.

What kind of thinking does this routine encourage? This routine asks students to identify and distil the essence of ideas from reading, watching or listening in non-verbal ways by using a color, symbol, or image to represent the ideas. It can also be used as a reflection on previous events or learning. The synthesis happens as students select a color, symbol, and image to represent three important ideas. This routine also facilitates the discussion of a text or event as students share their colours, symbols, and images.

Learning engagement:- To give a clear contextual  understanding of this routine the previous year’s reader ‘The magic faraway tree’ was taken up. Students along with teacher identified a colour, symbol and image which represent the main idea of the book . Once they were clear with the routine they independently applied this thinking routine on our current reader ‘Charlotte’s web’.

It was delightful to see the enthusiasm each student displayed while doing this exercise. They came up with wonderful representation of the reader with a justification of the chosen colour, symbol and image. For example- For colour,some of the students chose brown colour as the main character Wilbur (pig) likes to stay in mud; for the symbol they came up with different symbols showing ‘friendship’ and ‘Don’t kill animals’ as that is the main theme of the story. And for the image they drew the main characters/setting of the story.

Glimpses of the session.

img_0624 img_0626 img_0627 img_0628 img_0629 img_0630 img_0631 img_0632 img_0633 img_0635 img_0636