Checklist for artifact presentation

In preparation for students to begin presenting their artifacts next week, teachers have been sharing and modeling how to present their own family artifacts.  We worked as a class to decide what made a presentation great and students worked together to decide what they needed to include.  One of the students also commented that the audience also needed a checklist to ensure that they were being attentive, engaged learners during each presentation.  I loved hearing that insight as it showed an awareness of learning being two ways in a presentation.  We then discussed what an audience needed to be doing and again developed a checklist for the students to follow.  Please see the final checklists below.  Your child will be evaluating themselves and their peers, as well as receiving teacher feedback based on these identified requirements. 

The presenter:

•        I can hold up my artifact so everyone can see it.
•        I can tell the story of my artifact. – Where it is from, who made it or who owned it first, why it is special.
•        I can speak in a loud clear voice with expression while looking at my audience.
•        I can tell a story that makes sense.
•        I can make my story so interesting that people want to know more.

The audience:

•        I can sit criss-cross with my listening ears on.
•        I can ask those who are talking to stop.
•        I can listen quietly.
•        I can think of questions before, during and after the presentation.
•        I can watch the person who is presenting without getting distracted.
•        I can wait till the end to ask questions.
•        I can look, think and wonder about the artifact.
•        I can record my observations, thoughts and questions in my journal.

Artifacts - Sharing time

The following notice was sent home with your child today:

September 10, 2018

Dear Families,

Our inquiry this year focuses on the question, “How do our stories connect?”. Through this question we will be looking closely at ourselves, our families, our heritage, cultures and traditions, other distinct communities in Canada and the natural world around us.  To begin our investigation, we are exploring families; their culture, heritage and artifacts that they pass from generation to generation. What stories do these artifacts tell?  Why have they been saved.  What is the significance to your families’ stories?  Why is this artifact special?

To explore this topic, I am asking every student to share a special family artifact or a photograph of an artifact with the class. Please support your child in finding something to bring into the class and completing the questions below. Hopefully this will be a wonderful learning opportunity for your child to learn more about your family and what’s special to you. Please contact me if you have any questions.

Today I am sharing something that is special to my family.

I am sharing ____________________________________

This is special to my family because (please include where this artifact is from, who it was handed down to, where it came from, what meaning does it carry for your family and why it was saved) 

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Thank you,

Grade 2 Teachers

Starting the week of September 17, students will have an opportunity to share their family artifact, it's history and the story behind the artifact.  Students may bring in the artifact itself, a photograph or in some cases may record a video of themselves sharing their artifact and it's story to share with the class digitally.  Students will be using their developing disciplinary literacy skills around "reading" like a historian or curator to observe, think and wonder about the artifacts presented.  We will also be creating an origin map within the classroom using small photographs of the objects to begin creating a cultural history depiction of our current classroom demographic.  Please assist your student in choosing a family artifact or heirloom to share with the class answering the questions outlined in the letter above.  

If you have any questions please contact me at skcook@cbe.ab.ca

Thank you for your support.  I look forward to hearing the story of your child's family artifact. 

Terry Fox Run

Terry Fox Run – Friday, September 14

On Friday, September 14^th, Royal Oak School and William D. Pratt School will be participating in the Terry Fox Run.  Students will gather on the field between the two schools to take part in the annual 30-minute run, which is scheduled to begin at 11:00am.  Students attending morning Kindergarten are welcome to attend, if they are accompanied by a supervising adult.

On this day please ensure that your child is appropriately dressed for the weather (including running shoes).  If the weather is poor, students will walk inside the school during their PE class time.

We are asking that each child donate a “Toonie for Terry” for the Terry Fox Foundation. Classroom teachers will be collecting the money all week leading up to the run. 

All parents/guardians who are interested in joining their child/children in this event are more than welcome.

We do require a fair number of volunteers for this event to ensure its success.  If you have security clearance and if you are able to volunteer during the run time, kindly contact our school Volunteer Coordinator at rosvolunteers@gmail.com.

First day and a question

We had a wonderful first day back at school today.  It was so exciting to see so many familiar and new faces and to hear about all of their summer adventures. 
We started talking today about ways in which we define ourselves.  This will lead us into our initial investigations into our inquiry question this year which is; "What is our story and how do our stories connect?'
We will be looking at what characteristics make each of us the unique individuals that we are.  As a part of this exploration we will be talking with students about their names.  If you could please discuss the following questions:
1.  Who are you named after?  Or how did your parents choose your name?
2. Who named you?
3.  What culture is your name from?
4. What is special about your name?
5.  Does your name have a special meaning?
6.  What else are you wondering about your name?

Thank you. 
I look forward to some lively discussions.