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Presentation revnov8th
- 1. Kehau Akiona Winona Farias Anna Lee Lum
- 8. Developing A Framework
- 17. I COME FROM A PLACE… BY: ZACHARY LORENZO I come from a place where I can’t sleep because my dad keeps on snoring in the night. Where we laugh together as a family Where everybody has to wake up early Where our neighbor’s dog keeps on barking in the night so we can’t sleep. I come from a place where dinner is always good Where piles of laundry are waiting to get folded Where everybody is messing up the couch Where me sleeping peacefully on the couch I come from a place with my parents always happy With me cooking my family breakfast With people yelling or laughing With a family that loves me I come form a place where I call home I come from a place with a really great family
- 18. I Wonder? by Sariah I wonder what it would be like… To be a frog? To be a cat? To be a dog? To be in a swarm of black and yellow bees, To be a pirate sailing over the 7 seas, To be a shining star in the sky, To be a race car zooming by, There’s so many totally cool things to be, But I think I’d rather just be me!
Notes de l'éditeur
- Music in the background – Yvonne Siu-Runyan
- Winona will revise this slide and the following three Insert Kehau’s class picture, or better yet, book buddy picture w/Winona’s class Background information – Hawaiian identity and role of KS
- Winona Standards reflective of our Hawaiian culture and beliefs
- Winona – select from several choices Instead of sharing an olelo no’eau, she will break down the word itself How it’s related to mo’o Prezi
- Kehau Honoring student voices (insert photo of Bella talking to class- stick in picture) turn and talk opportunities during Writing Workshop; return to connections to expand on their ideas to become stories Importance of Listening with Intention it is challenging to stay focused as the LISTENER; we won't hear the children's stories/voices if we have preconceived ideas of what we expect to hear. Teaching with the heart in mind Connections to Hawaiian culture we are helping to develop student awareness of their connections to culture; often the predominate connection is to our pop culture (?); we want to bring them to the awareness of their ethnic cultures. Each child can achieve individual excellence A positive & nurturing environment is essential to student’s learning Students build upon prior knowledge 1st graders are capable of being self-directed learners
- Kupuna Day in both 1 st and 4 th grades, naming, identity, and family stories (parents too), our third grade curriculum involves our home community
- Anna Lee – generalities (family, food, culture, best practices, learning) Backbone of our identity – what makes us who we are Multiethnic identity – influx of people over time (knowing our past)
- Kehau Boy writers – Ralph’s book Lester’s book author’s craft Learning under the influence of language and literature Katie- what you know by heart Based on the works of these specialists but cannot forget Donald Graves and Don Murray Kehau – what does it look like in the classroom
- Kehau Segue into teaching practices of writers workshop model Pictures needed of students writing
- Listening with intentions Conferring with teachers, peers, acknowledging students’ voices and finding the next teaching point to develop their skills as writers
- Anna Lee – examples of students sharing with one another – dialogue that I hear them sharing with one another (snippets) Provide examples of students working together – need pictures specifically to talk about student coauthoring on books (Golden Pencils) (Add coauthored books like Chiemi and Reece, Eyan and Keanu covers) Finding common interests and partnering to develop a story or series of poems Next step lessons – show student piece and deconstruct the piece Co construct their writing pieces together – plays (reader’s theater), songs, and golden pencils books Winona and me will see if we have pictures of kids conferring
- Kehau Samoan TFK telling story across your fingers and storyboarding Their name/identity stories, “naming”, students inquire about their name and go home to get their information, they come back and share their naming Mini lesson section – put the book cover of Kamehameha, the boy who would be king Lester Laminack – acting it out, importance of PD, storyboarding
- Kehau -Student generated books and iPad storywriting
- Winona link back to the original intention – place based, identity, etc. Winona’s project Mom and dad stories – their love for theme Kupuna stories – finding good mentors – what they can learn from them. Aumakua story Modern leaders – possibilities Examining critically the world around them – questioning why things are the way they are Hawaiian leader – student created movie that incorporate poems Who they are – self identity
- Anna Lee Serving as role models and writing besides our students (based on Penny Kittle’s work). Recognizing who guided our teaching practices (reference Kehau slide on A Framework), knowings that are inherent in our being (na’au) and merging it with being Hawaiian and teaching Hawaiian kids at our Hawaiian school. Multiple opportunities for students to work together, develop their writer’s voice, learn from one another, develop their sense of craft/voice to culminate in multiple projects such as place poems, iMovies, and songs.
- Anna Lee – Zachary’s poem
- Anna Lee Place student songs
- Maunawili Field trip
- Anna Lee Background on project description, things that lead up to this final project, Need Mehana’s picture
- Visual imagery of mo’o – going back to the original image/story Freedom to write about anything they’re interested in Writing curriculum that balances what students want to write and talk about, with the curricular expectations Journey of self discovery as they find out who they are as writers, readers, learners, and Hawaiians in a global world
- Other ideas? Winona has an idea for a child to share their own ‘olelo no’eau and say it.