Celebrating Hansel & Gretel with Bethan Woollvin

I’ve loved Bethan Woollvin’s fractured, humorous, and subversive fairy tales for many years now. My own two kids have read Little Red until it’s falling apart. These books beg to be read aloud. Kids recite the repeating phrases, gasp at unexpected twists, and cheer for the heroines of the story.

Last year, our 2nd graders Skyped with Bethan to celebrate the release of Rapunzel. This year, we were over-the-moon excited that Peachtree Publishers brought her to our school as part of her US tour for her new book Hansel and Gretel.

In Hansel and Gretel, Willow the witch is a witch who only uses her magic for good. Hansel and Gretel are two mischievous and naughty kids who only think of themselves.  Willow tries her best to be nice to them along the way as they eat her house, gobble up all of her food, and wreak havoc with her magical things.  Can Willow continue to use her magic for good or is it time for Hansel and Gretel to be taught a lesson?  You’ll just have to read this fractured fairy tale to find out.

Ahead of Bethan’s visit, all classes in K-3 read all 3 of her books.  With each reading, students noticed similarities and differences between the tales.  They noticed the bravery of Rapunzel and Red.  They noticed the color scheme of black, white, and gray with a pop of a bright color. They noticed the hidden pictures underneath dust jackets and end papers.  In art, students worked on creating scenes of their own versions of fairy tales.  We hung this art in the hallways of the front of the school.

Our third graders all designed candy for a giant gingerbread house outside the library that I made out of some pumpkin spice tablecloth. My high school intern created Bethan Woollvin’s iconic eyes to go on the door of the library.

In classrooms, students also created their own Hansel & Gretel puppets, which were provided to us by Peachtree Publishers.  Many of them brought their puppets to the visit to hold up as Bethan shared the story.

Bethan presented 2 times: once for K-1 and once for 2-3.  She showed England on a map along with some childhood pictures.  We got a peek at her studio where she creates her illustrations.  One of my favorite parts was seeing how she creates the characters in her books.  She created some time lapse videos to show us how she begins with a pencil and then fills in the details one color at a time.

She also showed students how the illustrations changed over time.  They started as sketches but then went through several versions before reaching the final version found in the books. It was great to see how artists revise too and things aren’t perfect the first time.

Another great surprise was seeing how Bethan’s little sister created a drawing that inspired the ending of Hansel and Gretel.

Students loved watching Bethan draw many of her characters.  At one point, she sat in the middle of the floor amongst the students and drew. Students loved having her right in the middle of all of them, even if it did cause a stir of energy.

As always, students went back to class buzzing with excitement about the visit.  Our PTA bought a copy of Hansel & Gretel for all the class libraries and many students also purchased copies that Bethan autographed.  I can’t wait to see what projects, stories, and art spark from this visit.

Thank you, Bethan, for taking time to share your expertise with our school.  Thank you Peachtree Publishers and Avid Bookshop for bringing this opportunity to our students. It was truly a special day for all of us.

Celebrating International Dot Day 2018

September 15(ish) is International Dot Day. This day celebrates The Dot by Peter Reynolds and the idea that we are all creative and unique and can all make our mark on the world. Every year, we use this week to make Skype connections with classes around the country, share dot-related stories, and realize that we are all connected to each other.

Some years I try to host many dot-making activities in the library.

This year, we are doing creativity challenges every week as a whole school, so I asked my principal if we could make this week’s challenge dot-related. At the beginning of the week on our morning broadcast, I explained the purpose of Dot Day and challenged all classes to see what they could make out of dots. They could create something as a class, create individual ideas on post-its or index cards, or anything else. Each class was encouraged to hang their work outside their door for all to see. They were also encouraged to bring their creations to Skype sessions to share with our connecting classes.

I really loved this new addition because I feel like more people jumped into celebrating Dot Day. On Friday, we invited everyone to wear dots, and I was surprised to see how many students created their own shirts at home with dots.  One student even hid a Mo Willems pigeon in his dots on his shirt.

For our Skypes we connected with:

  • Donna MacDonald at Orchard School in South Burlington Vermont to read Little Elliot by Mike Curato.
  • Craig Seasholes in Seattle, Washington to read Yo! Yes! and The Dot
  • Shannon Miller at Van Meter Elementary in Van Meter, Iowa to read Ish
  • Mrs. Shekleton at Howard Winneshiek School District in Iowa to read Say Zoop by Herve Tullet
  • Mrs. Guardiola at Caldwell Elementary School in Round Rock, Texas to read I Don’t Draw I Color by Adam Lehrhaupt
  • Mrs. Snead at Central Elementary in Carrollton, Texas to read Say Zoop by Herve Tullet
  • Mrs. Schnurr in Dallas, Texas to read I Don’t Draw I Color by Adam Lehrhaupt

As usual, every connection was filled with special moments. One of my favorites was reading Say Zoop with so many students. It’s a book that puts you a bit out of your comfort zone, but the kids had a blast making all of the noises.

I also loved seeing all of the creativity of dots from place to place and hearing students ask questions and share with one another. These Skype connections always remind us how we are sometimes stuck in our routines and forget that there’s a whole world of people out there doing some of the same things we are. It just takes reaching out and having a conversation to connect yourself to one another.

Thank you to everyone who connected with us and to all educators and students who reached out, tried something new, and connected the dots around the world.

Makerspace Begins: Themes and Options

Our makerspace has once again cranked up for the 2018-19 school year. Once again, I’m collaborating with Gretchen Thomas and her class of over 30 undergraduates from the University of Georgia. Every year, Gretchen and I meet to think about what our open makerspace time might look like, ,and every time we make some changes and try something new.

Our idea for this year is offer specific themes around materials or tools rather than try to squeeze in so many different things in a short amount of time.

For September, we’ve chosen cardboard as our material.  Across 3 weeks, we hope to offer 3 short-term challenges using cardboard.  One of those challenges will be a “making with a cause” challenge.

  • Week 1: Design a hat. This can be interpreted however students want.
  • Week 2: Making with a Cause. Make an award. Students will choose someone who deserves an award. Make the award. Give the award to that person with an explanation of why they deserve the award.
  • Week 3: Make a puppet. Use cardboard tubes to create unique puppets and hopefully begin storytelling with them.

For the second open makerspace, we know that there will be students who aren’t interested in the short-term options and want to branch out to their own projects that take longer than 1 or 2 sessions. For these students, we will offer them a space to plan, design, and create their own inventions that have a purpose.  We wanted to keep this option open ended, but encourage students to develop something using cardboard that actually has some sort of function/purpose.

In each Tuesday/Thursday session, groups of UGA students come to work alongside students. They come in 30-minutes waves so that each round of students has me and UGA students to support them. I’ve put a bit more structure on the front end of makerspace this year. Students check-in with a UGA student and then sit on the carpet. I offer a quick intro to what we are making and connect it to a book. For cardboard, we used Cardboard Kingdom by Chad Sell. Then, students move to tables to do some planning before they start grabbing cardboard and cutting.

This week, we launched into the first challenge of making a hat. Students had access to cardboard, Makedo safe saws, scissors, duct tape, and coloring supplies. Students sketched hats onto cardboard and started sawing.  There was a learning curve on the best strategies for sawing. Some students were more patient than others with the cutting process. Be warned! It was very loud and very messy. All adults circulated around to support as many students as possible.

At the end of session 1, students labeled all of their pieces of cardboard and we stored them in the makerspace.

For session 2, we spread all of the pieces out so that students could locate their cardboard to start again.

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Our hats continue. #makerspace #barrowbuddies

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I loved seeing the hats that students came up with in such a short amount of time. At dismissal, I could see the cardboard hats parading down the halls and lots of students were curious about where they came from. Many students needed more than 2 sessions to finish. Some chose to take the materials with them to finish at home. Others left their hats behind to continue working on next week.

I have a lot of questions about how this is all going to work. It’s fast-paced and a challenge to get one group finished and cleaned up before the next group comes in. It’s also a mess of cardboard dust and bits, and I hate leaving that for our custodians. However, we’re pressing forward, expecting the miraculous, and making changes as needed along the way.

Wolf in the Snow Puppets and Storytelling

In just 2 weeks, we will welcome author/illustrator Matthew Cordell to our school. Small groups of our Kindergarten students have been coming to the library to work on a special project. This project came about because our Kindergarten classes are unable to attend our regularly scheduled makerspace times. I wanted to offer them some special opportunities throughout the year because of this. Thankfully, I now have a high school intern, Andrea Arumburo, who is collaborating with me in the library most afternoons. Her focus is art, so I knew she would align perfectly with Kindergarten makerspace opportunities.

For this first round of classes, groups of 5 students from each Kindergarten class came to the library to create puppets based on Matthew Cordell’s Wolf in the Snow.  We began by refreshing students’ memories on what happened in the story with a quick flip through the book. Then, Andrea talked with the students about creating characters on paper plate circles. She offered that they could replicate the characters in the story, or they could design a character that looked more like themselves.  She had several examples to show them.

Next, students moved to tables and sketched out their characters on paper plate circles and colored them. We placed examples on each table as well as a copy of the book. As students finished a puppet, they glued a tongue depressor stick onto the circle to create the puppet. Most students chose to make a 2nd character so that they had one human and one wolf.

Once students finished, we sent them to spots around the library to practice retelling the story. Kindergarten talks a lot about 3 ways to read a book: read the words, read the pictures, retell the story. This was a great opportunity to practice retelling.  Some students referred back to the book. Others remembered every detail. Others used their artistic license to completely change the story and make it their own.

After practicing, they found a partner and shared their puppet show story with a partner.  For many, this was the stopping point in our time limit of 40 minutes.  However, a few students were able to come over to the green screen and practice retelling their story in front of the camera.

In one session, we decided we didn’t have enough time to film anyone so instead, we all sat on the carpet with our puppets and we walked back through the pages of the book together. I told the story and students used their puppets to act out the story.  I loved watching them hide puppets behind their backs when that character wasn’t in a scene.  This unexpected closing was actually something I wish I had done with the other groups because it made a connection between the puppets and the story.  I think it would have helped students in making their own puppet shows.

Our hope is that Andrea and I can continue to offer these opportunities throughout the year. Some will be low-tech, high-tech, or a mix of it all.

Star Wars Day: May the Fourth Be With You

I’ve wanted to hold a Star Wars Day in the library for a long time, but it seems like every year something comes up that prevents me from doing it. However, this year, I put it on the library calendar early and crossed my fingers. By the time May 4th arrived, I had protected five 45-minute slots on the library calendar to host classes.

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Use the force #starwarsday

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The signup was open to any classes. Three 5th grade classes, one Kindergarten, and one 2nd grade class signed up. We opened each session with Star Wars music and a reading of Chewie and the Porgs by Kevin Shinick. As students were seated, they selected one of four cards: porgs, jedi, storm troopers, and wookies. This sorted them into 4 groups to move into centers.

I knew our time would disappear quickly, so I wanted helpers at each rotation. I made a signup genius to send out to families, but I also invited 4th and 5th grade students to sign up.

Origami Yoda

This station was inspired by the Origami Yoda series by Tom Angleberger.  Students saw the book series and then followed either a Youtube video (more difficulty) or printed visual instructions (easier) to create their own origami Yoda. The finishing touch was using black marker to add eyes, mouth, and any other details.

For the Kindergarten class, this station adjusted to making a Yoda headband since their fine motor skills aren’t as great for creating origami. They traced Yoda ears on green paper and added them to paper headbands.

Star Wars Name

This station was combined with origami. Students used a formula to create a new name for themselves. For the first name, they used the first 3 letters of their last name combined with the first 2 letters of their last name.  For the last name, they used the first 2 letters of someone’s last name and the first 3 letters of city where they were born. This name was written onto a “hello my name is…” tag and taped on their shirt. I loved to watch the concentration it took to figure out the correct letters and then the laughs as people tried to read one another’s name. It was a great lesson in spelling and phonics.

 

Tiny Light Sabers

This station was a hit. We used finger lights that I purchased on Amazon and put straws over the LED light. Students cut the straws to the length they wanted and used washi tape and feathers to jazz them up. We loved watching the tiny light saber battles that ensued. I put book at this station that featured light saber duels on the cover.

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Tiny light saber battle #starwarsday

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Chewbacca Puppets

Students used brown paper lunch bags with white & black construction paper to create a Chewie puppet. I didn’t use stencils for this station. I simply made an example and let them cut out teeth, eyes, and a nose in their own style. We did offer the Kindergarten class a few pre-cut objects to choose from.

Star Wars Doodles

At this station, students finished partial Star Wars drawings by adding their own creative details and coloring. I loved the impromptu storytelling that happened as students created their scenes.

Next year, I want to think about how I can expand this opportunity to more classes. I also want to think about more stations that connect with various areas of the curriculum. Each of these stations connected with a book, writing, or storytelling, but I would love to weave in some space science and some math. I’ll think on that, but overall, I loved seeing the enthusiasm of students especially in the Kindergarten and 2nd grade classes.

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Star Wars creativity. #starwarsday

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May the Fourth be with you!

 

Using Objects from Nature to Inspire Creativity

As we near the end of the year, I’m collaborating with Natalie Hicks, one our gifted teachers, to create a project with the entire 3rd grade. In science, 3rd grade studies habitats and human impact on them. Our school is also a “Green School” which offers many opportunities throughout the year for students to explore how we care for our planet.

Each 3rd grade class is coming to the library for 2 one-hour sessions. The purpose is to use found objects from nature to create letters. Those letters are photographed so they can be used to spell various words and also inspire writing. Ms. Hicks and I both gathered as many objects as we could from outside the school and our own yards. Our original plan was for students to bring in objects to use for the project, but that piece didn’t happen this time.

Session 1:

As students were seated, they saw a clip from a Rose Bowl Parade video.

The purpose was to get them thinking about real-world examples of people using objects from nature to create. Another purpose was to think about the time and planning that went into the floats. Our students had a connection to the Rose Bowl since UGA played there this year.

Next, I segued into a book called Our World of Food: Discover Magical Lands Made of Things You Can Eat. Each page features a scene made with foods of a similar color and poetry that brings the scene to life. Again, we talked about how each object was intentionally placed into the scene.

Finally, I gave students their challenge. They could choose up to 5 objects from our nature tables to create one of their initials. I asked them to think about the shape of their letter and which objects might be the best choices to form that shape. We looked at some pictures of fonts as well as some letters found in nature for inspiration.

I covered our library tables with colorful tablecloths to use as backgrounds and building spaces.  Students sat in groups of 5 and waited for their turn to collect objects. It was wonderful to have Ms. Hicks, the classroom teacher, and Ms. Em (EIP teacher) as support during this project. Ms. Hicks had conversations with students about their selections, while the classroom teacher and I supported students with questions about how to build their letters.

When letters were made, students used iPads to take a photograph and then bring the iPad to me to upload the picture in Google Drive.

Then, students returned their nature objects for the next class to use and went to Ms. Em to select nature poetry to read while others finished. My hope was that reading lots of nature poems would serve as a mentor text for the work we will do in session 2.

I was very impressed by how efficient students were. They selected objects, experimented with combining them in different ways, and moved through all the areas of the lesson with the help of adults. Adults were all able to circulate and have conversations with students about their selections, creations, and reading. I wonder how things would have been different if we had time for students to actually collect the objects themselves.

Before session 2, I’ll print the pictures so students can use them in their writing and recording.  We can’t wait to see how all of this comes together.

The 2018 Barrow Peace Prize Goes To…

Our 2nd graders have been working on our annual Barrow Peace Prize project since January, and for the past few weeks you have been voting on which person from history will win the award.

On February 28, we all gathered in the library for the big announcement.  Prior to this day, students researched a civil rights leader, wrote a persuasive piece of writing, created artwork to accompany their writing, and recorded themselves in Flipgrid. We asked people around the world to view and vote on which civil rights leader should win.

People in 160 different locations around the world cast their votes.

During the Barrow Peace Prize Ceremony, we connected with Flipgrid via Skype. Brad Hosack set the stage for our ceremony by reminding us of the history of this project that has gone on for many years since Flipgrid was an emerging edtech tool.

Then, we launched into student recognitions. Each teacher selected 3 students to recognize for Prolific Persuader, Outstanding Opener, and Dynamic Designer.

A member of the Flipgrid team announced the winners in each category and I handed out certificates to rounds of applause.

Next, we recognized our Barrow Peace Prize designers. A few years ago, a student said that we needed an actual prize for the peace prize. Since then, a group of students designs the peace prize using Tinkercad and we 3D print it.  Every student who researches the winning civil rights leader receives a medal.

Finally, it was the moment we had been waiting for. Nate from Flipgrid announced the 2018 Barrow Peace Prize winner………………Martin Luther King Jr. The votes were super close and this was the first year that MLK was one of our finalists for the peace prize.  Every student who researched him received their peace prize medal and we also gave a medal to each classroom to share with all students in 2nd grade.

This ceremony really is a celebration of the collective work of 2nd grade. Yes, several students hear their names called, but we all celebrate knowing that our work has reached well beyond the walls of our school to inspire others.

Thank you to every person who watched the student videos, voted, and shared this project. It means the world to the students to know that their videos have been seen.