Activities and Highlights
Thanksgiving Leaf Wreath
In mid November we chose an art project that taught the students about the American holiday: Thanksgiving. The students used stencils to cut leaves of various shapes and fall colors: red, orange, yellow, and brown. Once cut they glued the leaves together in the form of a wreath. After making this stylistically appropriate fall decoration, they added the thanksgiving element. They decorated each leaf with something they are thankful for. For example, my home, my family, my teachers etc. Once finished they were hung around the classroom walls and on the door. I think this activity was a fun way for the students to learn about an American holiday and think about things they are thankful for as the holiday season approaches.
Abstract Art Unit
While some art projects are a nod to the current season or upcoming holiday, others focus on an artistic theme. One week, the projects in the 3rd and 5th grade focused on the Abstract Art movement. The class began with a short introduction to abstract art and artists, with a significant focus on Spanish artists such as Picasso and Joan Miró. After, they completed their own abstract art pieces. In the 3rd grade they made replicas of Miró's "El Gallo." While they were making replicas they were encouraged to infuse their own artistic touch. In the 5th grade, since they are older and more advanced, did not duplicate an artist's painting but rather created their own abstract drawings. They were shown photos as inspiration but then asked to create their own original piece. While not everyone understands or likes modern art, I think it is equally important for students to learn about these influential movements in their history.
Number Game
One day as a reward for good behavior and completed work the fifth grade played an interactive game with double digit numbers. This game combined active participation, visual and audio engagement, and comprehension of more difficult numbers. A series of double digit numbers 10-100 were placed randomly on the board. The classroom was divided into two teams. I called on two individuals and then read a number from the board. They had to walk up to the board and erase the correct number to receive the point for their team. This game was fun way for students to review more complex numbers.
Vocabulary Charades
In the 5th grade to review the vocabulary from their unit I created a charades game. I wrote down various words or actions related to sickness, the hospital, and injury. A student was chosen to start the game and drew a random word from a box. They occasionally consulted me to double check they understood the term and then began the charade. Classroom management was occasionally difficult during this part because students would shout out answers. However I would only give outpoints to those who raised their hands and waited to be called on. The students who correctly guessed the term would come to the front and complete the next charade. This was a fun and interactive way for studnets to review their vocabulary while also moving around a little.
Preparation for the PET exam with the 6th grade
Every week, I work with the 6th grade for a class period to prepare for their end of the year standardized exam. One week we will focus on the writing portion and the next the speaking and so on. All 5 auxiliares are present during this time. Our roles are more actively involved during the speaking practice. One auxiliar stays in the classroom and gives a presenation on an english speaking country to half the class. For example I presented on Australia; typical customs and food, important cities, native animals etc. The other four auxiliares work with the other half of the class, divided in pairs to practice the speaking. Given a rubric we report back to the students and the teacher on their progress. The auxiliar poses as the modulator, using materials from past exams in order to emulate how the real exam will be. The 6th graders thus take a practice speaking exam every other week. Since this is the most difficult part of the exam I believe this amount of practice is crucial. Our roles as language assistants are imperative here as we allow the teacher to focus on preparing the students for the rest of the exam while a native english speaker helps them practice the speaking.