Tuesday – April 30

Before school starts

• Check your e-mail
• Check your calendar
• Check your ‘To Do’ list
• Check your Home learning
• Back up your computer  (6-10)

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Notices

• Today the Dutch people will go to the Dutch Embassy to witness this very historic event that is happening for the Netherlands!
• NO SCHOOL TOMORROW! It’s Mayday holiday.
• Friday is the relay/tug-of-war event. Don’t forget to wear appropriate shoes and clothes!

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Period 1 – Language Arts

Myths, legends, folktales

Let’s talk about what you read about last night. Let us tell each other stories for a few minutes!

Period 2 – Language Arts

Choose to write ONE of the following: –

Legend

Myth

Folktale

• You will sort yourselves out into groups again once you have decided which story you would like to write.
• In your groups, you will discuss the information you will find on the links above. Make sure you ask clarifying questions and really understand the structure of each type of story.
• Individual work – Decide who or what your main character (hero / heroine) is going to be
• Make a careful plan of your chosen story. (mind map, 8 box plan…)
• Remember… a story has a beginning, a middle and an end!
• In these story-types, the hero/heroine is on a journey of some kind. There has to be obstacles (problems) for them to face and work their way through for the story to be a good example of these story types.
• Write your first draft, and solve any problems you have in your plot line along the way.

Period 3 – Language Arts

Myth/Legend/Folktale (cont’d)

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Period 4 – PE

Swimming

Period 5

Performing Arts

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Period 6 – Math

Finish the 3D shape investigation from yesterday

Period 7 – Math

Euler’s theorem

Period 8 – Specials

Languages

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Home learning

Create an illustration of the main character of your story. Include details such as the setting (should tell the viewer where your story is set), and an important event in your story. Think of it as a book cover!

 

 

“Composition VII” – Wassily Kandinsky

How to write a folktale – more specific features

HERE ARE SOME POINTERS TO HOW TO WRITE A SUCCESSFUL FOLKTALE.

 

Plot and patterns

Traditional tales often have distinctive narrative plots and structures that mirror the classic features of oral storytelling. A fairly small range of basic plots crops up again and again, but the settings, characters and language details make each story different and memorable.

Typical tales

For example, one of the most basic tales can be described as ‘defeating the monster’. At the beginning of the story, life is happy for the main character but a monster appears to shatter his or her happiness. The monster is eventually defeated and all is well again by the end of the tale. Many traditional stories fall into this category, especially if we include those where the ‘monster’ that threatens to destroy a happy situation is a metaphorical one such as poverty or disease.

Typical plots and structures include:

• cumulative tales (The Enormous Turnip)
• journey stories (The Odyssey)
• sequential stories – a single event is repeated (Jack and the Beanstalk)
• wasted wishes stories (The Fisherman and his Wife)
• problem resolution stories (Anancy and Mr Dry Bone)
• turning point stories (King Midas)
• branching stories (The Firebird)
• circular stories (The Snow Queen)
• trickster stories (Hodja tales)
• rags to riches stories (Dick Whittington, Cinderella).

Plots and patterns across cultures

Although names and details may be different, the basic plot of many traditional tales appears in more than one culture. For example, the story of a foolish person who wastes their wishes and ends up with nothing re-occurs as a cautionary tale about the dangers of greed. ‘Eat me when I’m fatter’ tales (such as the Norwegian folk tale, The Three Billy Goats Gruff, or the Polish story, The Three Goats) appear as examples of cleverness overcoming danger.

The numbers three or seven occur frequently in European traditional tales (The Three Billy Goats Gruff, Snow White and the Seven Dwarfs) and these same numbers often influence the structure of the plot. Goldilocks goes to the home of three bears and tries out three things in their cottage. There may be three sons, three terrains to cross, seven wishes to be made or seven things to be found. This structure gives rise to repetitive, sequential organization and accumulating patterns in the plot. These all help to make the narrative easy to imitate in oral and written form.

How to write a folktale

• have a life lesson you would like to teach, or have someone remember (e.g. don’t talk to strangers)
• Think of main character
• Think of other characters that help your main character to learn the lesson you have chosen
• Setting – Don’t be specific about the date or place in history – the lesson should apply no matter when it is set.
  

How to write a Myth – more specific features

HERE ARE SOME POINTERS TO HELP YOU WRITE A SUCCESSFUL MYTH.

The usual purpose of a myth is to provide an explanation for the origins of phenomena (thunder, day and night, winter) by telling the story of how they came to be. Most cultures used myths handed down from an anonymous source to explain the world and its mysteries, so mythology from different regions usually reflects the wonders that people saw around them in their own environment. Myths often provide narrative clues that help to build a picture of the beliefs, lifestyles and ideology of the people who first told them. There are many similarities between the myths of different cultures.

Typical features and conventions

Myths are set in the past, usually a distant and non-specific past, and are presented as something that actually happened (unlike fables). There is evidence that the content of some myths is based on real events and places that may have existed.

Structure and plot

Myths are often longer texts than other traditional stories (apart from some legends) especially in their original form. They provide a useful contrast with shorter forms of traditional narrative such as fables.

• The plot is often based on a long and dangerous journey (e.g. the Odyssey), a quest, or a series of trials for the hero (e.g. the trials of Hercules).
• The plot usually includes incredible or miraculous events, where characters behave in superhuman ways using unusual powers or with the help of superhuman beings.

Language

Myth frequently makes use of:

• rich vocabulary which evokes the power and splendour of the characters and settings (e.g. Hercules hurled the glittering spear with all the strength of a mighty army)
• imagery to help the reader imagine; simile is widely used to help convey grand settings and describe awe-inspiring characters (e.g. Thor’s hammer was as heavy as a mountain)
• vivid description of characters and settings (e.g. a dense, mysterious rainforest or icy, mist-shrouded mountain peaks)
• fast-moving narration of action to keep the drama moving along; myths tend to make less use of dialogue and repetition than some other types of traditional story
• powerful symbols (e.g. Theseus unwinds a thread behind him in the Minotaur’s den: a thread could be seen as a symbol of his link between the real world of humans and the supernatural world of the gods).

Characters

The characters in myth are typical of traditional stories (talking animals, rich kings, foolish young men, clever villains), although the ‘trickster’ character is often a mischievous god (Loki, for example). The most notable character types are classic heroes and supernatural beings. Characterisation is an interesting focus for composition when children write their own myths or retell versions because the characters need to be awe-inspiring and larger-than-life.

How to write myths

• Make the characters larger than life by giving them supernatural powers or strong characteristics like courage and wisdom. You could also use gods (like in the Roman or Greek or Mayan myths).
• Create a negative character who is the opposite of your hero (e.g. characters that represent good and evil, brave and cowardly, strong and weak).
• Consider including a character who is a ‘trickster’ to add to the fun or to create twists in the plot.
• Choose a setting that gives a dramatic backdrop for the action (e.g. a huge, dense forest, a mountain shrouded in icy fog, or a wide, sun-baked desert).

How to write a legend – more specific features

Here are some pointers in how to write a successful Legend

 

Plot and characters

Legends are usually based on real characters and events, even though these have been richly embellished and exaggerated over time. This gives the narrative an exciting quality because all the events seem to be within the realm of possibility even when the plot has become so widely adapted or updated that it is completely fictional.

The plot of a legend usually focuses on an individual character, a cultural hero or a person respected and remembered (Jason, King Arthur, Robin Hood, William Tell, Roland) but there are also legends about places (Atlantis, Shangri-La), objects (the Holy Grail, the Philosopher’s Stone) and legendary animals (the Yeti, Loch Ness monster, Sasquatch, Chupacabra).

Structure and style

Structure is usually episodic, as in the phases of a journey over several years or the stages of a great battle. Some legends tell the entire life story of their hero as a series of linked episodes, each one a story in its own right, as in the King Arthur stories and the sagas of German-speaking and Northern European countries.

Common structures include:

• chronological episodes
• journey stories
• sequential stories
• life stories and community histories

Like myths, legends sometimes use a more literary style than fairy tales or fables.
For example:

• rich, evocative vocabulary
• memorable language use
• use of rhythm and repetition techniques
• formulaic openings and endings
• imagery: simile, metaphor and symbolism.

Theme

Legends employ many of the typical themes of traditional stories:

• good and evil
• friend and foe
• magic
• the supernatural
• rich and poor/rags to riches/riches to rags
• wise and foolish
• strong and weak
• just and unjust
• a quest or search
• a journey
• trials and forfeits.

Legends, like myths, reveal information about the way people lived, what they believed, what was important to them, what they valued and what they were afraid of.

They also convey meaning about the way we live our lives that make them relevant and interesting across cultures and time. This makes them worth repeating through generations and publishing as new versions or adaptations for twenty-first century readers. Brand new legends continue to be developed as part of contemporary literary and oral storytelling cultures.

 

How to write legends

You can use these suggestions and prompts to help you plan and develop legends.

• Work out how the legend will tell the story of a struggle (e.g. between good and evil, friend and foe, or wise and foolish)
• Decide on your MAIN CHARACTER – the HERO or HEROINE
• When you have decided on a main character, you can then decide on the structure you will use and what will be included in each episode or each stage of the journey or quest.
• Consider adding ingredients of magic or the supernatural to make your legend different from other kinds of stories.
• Use symbols your reader will recognize to help them get involved in the story (e.g. red for anger/danger, darkness for danger/evil, or a light or flame for goodness and hope)

Myths and legends

 

What is a myth? What is a legend? How are both these different to folktales? let’s have a look: –

 

A myth is a SACRED story from the past. It may explain the origin of the universe and of life, or it may express its culture’s moral values in human terms. Myths concern the powers (gods) who control the human world and the relationship between those powers (gods) and human beings. Although myths are religious in their origin and function, they may also be the earliest form of history, science, or philosophy…

(e.g. stories involving Roman and Greek gods)

 

A folktale is a story that, in its plot, is pure fiction and that has no particular location in either time or space. However, despite its elements of fantasy, a folktale is actually a symbolic way of presenting the different means by which human beings cope with the world in which they live. Folktales concern people — either royalty or common folk — or animals who speak and act like people…

(E.g. Little Red Riding Hood; Cinderella – what is the message behind the story?)

A legend is a story from the past about a subject that was, or is believed to have been, historical. Legends concern people, places, and events. Usually, the subject is a saint, a king, a hero, a famous person, or a war. A legend is always associated with a particular place and a particular time in history. You can say ‘it had a grain of truth’ in it.

(E.g. King Arthur; Robin Hood)

(http://www.pibburns.com/myth.htm)

 

Let’s look at some Myths and Legends. THIS SITE has many animated myths and legends you can watch and listen to. However, as you watch them, try to decide if they are indeed myths and legends. Are the stories categorized correctly?

Monday – April 29

Before Schools starts: –

• Check your e-mail
• Check your calendar
• Check your ‘To Do’ list
• Check your Home learning
• Back up your computer  (1-5)

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Notices

1. I have a meeting with some G6 teachers to talk about … you! I will be back period 2

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Period 1

Finish off your Exhibition Checklist – 6 thinking hats

Reflections – Booklets, Group reflections, personal reflection (to be put onto your Exhibition blog, your personal blog, and your Exhibition Journal)

Exhibition Journals – update your journals. This should take a while!

ED Talks – put a background on your ED talk, and upload it to your EXHIBITION blog and your Personal Blog

Make a thank you card for your mentor, and sign from all of your team

Orchid plant – those of you who haven’t already, give it to your mentor as a thank you present along with your card.

Period 2 – Math

3D shapes – investigations

Period 3

3D Shapes (cont’d)

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Period 4 – Specials

Languages

Period 5 – Language Arts

Writing – begin new piece. Myths and legends!

What is the difference between a myth, a legend and a folktale?

Split into three groups. One group will research MYTHS, one group will research LEGENDS, and one group will research FOLKTALES. We will have a quick discussion about what the differences are as a class. Then we will jump to this post, to see if we got a similar definition.

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Period 6 – Specials

Performing Arts

Period 7

Finish Exhibition Checklist

Period 8 – Specials

PE

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Home learning

Research myths and legends – which will you choose… Roman? Greek? Come in ready to talk about a myth or legend you find interesting tomorrow.

 

“Girl with a pearl earring” – Johannes Vermeer

 

 

Friday – April 26

Before school starts

• Check your e-mail
• Check your calendar
• Check your ‘To Do’ list
• Back up your laptops! (#21-23, and any who may have been absent and missed their time this week)

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Notices

1. Lots of little things going on today. Keep checking the TO DO list below
2. Remember your personal blog is your e-Portfolio – keep it updated and tidy! Add photos, explanations of activities and reflections as you go. The people looking at your blogs from another country will not necessarily know what you were doing in a photograph 😉 CLICK HERE to jump to the G5 photo gallery, where you can find various photos from your year so far, especially from your Specials subjects.
3. Zero Finning – you and your huge shark will go the Ms Shiel’s class in the EEC, and give the little people your Exhibition talk.
4. Mr Rob – at 9:00 today, will come and choose some lucky people to go see the MS Sports day for a little while.

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Period 1, 2 & 3 – TO DO List

Reflections – Booklets, Group reflections, personal reflection (to be put onto your Exhibition blog, your personal blog, and your Exhibition Journal)

Exhibition Journals – update your journals. This should take a while!

ED Talks – put a background on your ED talk, and upload it to your EXHIBITION blog and your Personal Blog

Make a thank you card for your mentor, and sign from all of your team

Collect an Orchid plant and a china pot from Ms. Leah’s room, and give it to your mentor as a thank you present along with your card.

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Period 4

TO DO list

Period 5

Assembly 4K

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Period 6

ED Talks presentation in the Founders’ Theater

Period 7 – 2:45

As part of our Guest Speaker series we had some G10 boys com in and talk to us about health and posture when using laptops. These G10 students and their friends are coming in to help you design laptop stands out of cardboard to improve your posture.

Period 8

Take your bags down to the Chinese Garden

Have restful weekend!

‘The Arnolfini Portrait’ – Jan van Eyck (Dutch painter)

 

 

 

 

 

Thursday – April 25

Before school starts

• Check your e-mail
• Check your calendar
• Check your ‘To Do’ list
• Check your Home learning
• Back up your laptops – 16-20

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Notices

1. Congratulations on a successful Exhibition Day!
2. WE HAVE TO VOTE FOR THE BEST TWO SPEECHES FOR ED TALKS! The two chosen ones will go to Mr. Moran with their three slides at period 5 today. You will give him your three slides.
3. Can anyone tell me when the hurdles finals are? I’ve lost track with all the days of it being cancelled 😉
4. Friday May 3 – period 5 – class relays and tug of war! Don’t forget to wear the right shoes and clothes for both these events.

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Period 1, 2, 3 – Exhibition

Yes, we’re still going on with it. No more presentations, but now we need to wind it up. Remember I have to be able to assess you on the whole process, and the after Exhibition work counts just as much as the actual thing itself.

1. After we have put the classroom back as it was, we are going to change seats.
2. Decide who in your group takes what home. We are going to display the boards around the school, so nobody gets to take home what is on the boards yet. The boards will stay in school for next year.
3. We are going to look at Exhibition Journals, group reflections, followed by personal reflections (The booklets you were given, and any other reflection to be included on your Exhibition blog or your personal blog). This may spill over into period 4 & 5.

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Period 4

3D shapes – investigations

Period 5

3d Shapes – investigations

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Period 6

P.E.

Period 7 – Specials

Languages

Period 8 – Specials

Languages

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Home Learning

NO HOME LEARNING

Piet Mondrian

(Dutch painter)

Follow this link for a fun thing to do and read about Mondrian!

Wednesday – April 24

 

Notices

• This is it! This is what we have been working for. Have a great day and tell everybody who passes by your table about all the great things you have learned during this process!

Check out this Exhibition is not Always Smooth. song.

You need to know all the words by Exhibition day. HERE are the words..

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Period 1

Exhibition tables set up

Period 2 & 3

EXHIBITION

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Period 4 – Specials 

Visual Arts

Period 5 – Specials

Visual Arts

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Period 6 & 7 

EXHIBITION

Period 8 – Specials

Languages

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Home learning

NO HOME LEARNING – see you back in school at 5:30! (remember we finish at 7:30)

Leave your parents at the front entrance and come to the Founders’ Theater as soon as you can to get ready for the Introductions and speeches.

 

 

Tuesday – April 23

Before school starts

• Check your e-mail
• Check your calendar
• Check your ‘To Do’ list
• Check your Home learning
• Back up your computer  (6-10)

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Notices

• We are practicing the Exhibition night opening this morning – Don’t forget to learn the EXHIBITION SONG
• If your Exhibition display is finished, please go help another group who is still putting borders on their work. Help them make it straight and even!

Check out this Exhibition is not Always Smooth. song.

You need to know all the words by Exhibition day. HERE are the words..

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Period 1, 2, 3 – Exhibition

1. 8:40-9:30 – Founders’ Theater – Exhibition Night practice – You must know the song!
2. Make sure everything on your display is straight and even.
3. Here is your display checklist again

• Bibliography (on table or board)
• Central Idea
• Line inquiry
• Team name
• photo
• logo
• mentor
• infographic
• pictures with captions
• process: planning, action, outcome
• labeled not necessarily the same way
• Did you accomplish your goal? Explain

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Period 4 – PE

Swimming

Period 5

Performing Arts

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Period 6

Exhibition prep ends

Period 7

Final setting up

Period 8

Languages

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Home learning

No home learning tonight

 

Example of Chinese ink painting