Browsed by
Author: harshini.patel@fountainheadschools.org

LEAP cycle-10

LEAP cycle-10

This session of LEAP was integrated with the ‘Digital Media’ unit.

Strategy to evaluate the online information was introduced to the students. They learned about the criteria that a trustworthy website needs, to fit into.

After understanding the criteria, students attempted a quiz followed by a practice session where the students evaluated few websites shared with them in order to check its trustworthiness.

The purpose of the session was to empower students to independently conduct online research/ find information online in an effective manner.

Vocabulary preparation for cycle-11 LEAP sessions.

Vocabulary preparation for cycle-11 LEAP sessions.

 

Dear students.

You need to be prepared with the following words and its meaning for the next cycle’s LEAP session.

culprit

heist

plagiarism

suspicious

elate

interrogate

confession

pretend

interview

chronological

disgusting

conflict

element

media

evaluation

information

resolution

vocabulary

adventure

determined

description

conclusion

digital

metaphor

bizarre

menace

coarse

character

peculiar

survey

LEAP session 9

LEAP session 9

In the 9th session of the LEAP class, students played a vocabulary game in small groups. The game required them to accomplish tasks like defining words, making sentences, making synonyms and antonyms etc using the vocabulary words learned in unit 1.

A cycle’s time was provided to the students in order to prepare adequately for the new vocabulary learned.

They enjoyed the game as it provided the opportunity to use the newly learned vocabulary in a relevant manner and also helped them understand how those words can be used in real life across various disciplines and context.

Note: Revise the vocabulary discussed in unit 1 and start preparing for the words of the current unit.

No chrome-book at home on Thursdays

No chrome-book at home on Thursdays

Dear parents,

As you are aware, we are following ‘no screen day’ on every Monday. Along with the ‘no screen day’ students will also follow ‘no chrome-book at home’ on Thursdays.

Hence, on Thursdays, teachers will post/send the homework that does not require chrome book and the students will leave their chrome-books in the school. The rationale behind this is to limit the screen time.

Important note regarding LEAP session 9.

Important note regarding LEAP session 9.

Dear students,

Kindly note that we are going to play a vocabulary board game in the 9th session of LEAP class. i.e in cycle 9.

The game will require you to have a clear understanding of the words learned/vocabulary built during the well-being unit. This also includes the words learned during Language, UOI and Math classes.

The words for language vocabulary will be considered from the below mentioned chapters:

-The snake-haired Medusa.
-Encounters with the monkey god.
-The cauldron of cures.
-The zoo files.

So, use your time wisely and buckle up for the exciting ‘Vocab-game’

 

LEAP- Session 7

LEAP- Session 7

This session of LEAP helped the students to practice and polish the thinking routine – “Where is my thinking?’ learned in the previous LEAP class.

The teacher read aloud the story ‘Zoo files’ from Empowering English textbook and paused to discuss the story. The students were divided into groups and were given time to update their thinking on the sheet provided.

The session was concluded by trying to understand the beyond the literal meaning of the story. i.e reading between the lines.

 

 

LEAP homework – Cycle 7

LEAP homework – Cycle 7

Dear students,

You need to answer the question nos.4,6 and 7 from the chapter ‘Zoo files’. (page no. 77-78 of EE textbook).

All the answers are to be written in full sentences. You also need to give justification for your opinion wherever required.

 

Note: Homework to be done in language notebook.

LEAP homework – Cycle 7

LEAP homework – Cycle 7

Dear students,

You need to answer the question nos.4,6 and 7 from the chapter ‘Zoo files’. (page no. 77-78 of EE textbook).

All the answers are to be written in full sentences. You also need to give justification for your opinion wherever required.

 

Note: Homework to be done in language notebook.

LEAP session 5

LEAP session 5

The session 5 of LEAP was focused on practicing ‘metacognition skills,’ especially in context to reading.

Source:http://www.quotesforthemind.com/categories/book-quotes/famous-quotes-about-getting-in-the-habit-of-reading-booksread-a-good-book/

The above-mentioned quote rightly asserts that reading is about delving deeper into our own thinking and the session was planned and conducted in the same spirit.

The teacher helped the students become aware of the three types of thinking that we all do while reading a book, i.e:

1)Literal:  The answer for literal questions/thoughts can be found right in the text. These are often called on-the-line questions/thoughts. Ex: Who is the main character? Where did he live?

2)Inferential: The answer to inferential questions/thoughts can be found by examining the text for clues. The answers are not directly stated but are implied. These are often called between-the-lines questions. Ex: Was the main character upset? What do you think will happen next?

3)Evaluative: The answers to evaluative questions/thoughts require information from outside of the text. These are often called in-the-head or beyond-the-line questions/thoughts. Ex: If you were the main character what would you do next? What do you think the author is trying to tell the reader in this chapter?

The teacher read aloud the book ‘The Huge Bag of Worries,’ a book by Virginia Ironside. She paused to think aloud about some literal, inferential and evaluative questions. The students were asked to contribute their questions too.

The session was wrapped up by understanding ways to practice ‘awareness of our own understanding’ while reading a text, thereby maneuvering ourselves towards higher order thinking.

 

LEAP session 4

LEAP session 4

Leap session 4- well-being game and formative assessment.

The purpose of this session was to help  students  analyze and synthesize their knowledge on “wellbeing.”

The students played a ‘Well-Being Snail’ board-game, where they moved around the board collecting cards as they went, based on good & bad choices that were set in realistic situations.

This activity was followed by a formative assessment based on the game that aimed to check their understanding of their ongoing unit and also to help them extend their thinking with the aid of higher order/ critical thought provoking questions.

Students were enthusiastic to play the game and reflected  their understanding of well-being during both, the group discussions and the formative assessment. The game also gave them an opportunity to demonstrate their social skills as they were able to cooperate and resolve conflicts as when arisen.