In our program students learn about SEL strategies they can use to help regulate and communicate their emotions in addition they also read books, listen to read-alouds, music, watch videos of dances from around the world related to animals, learn facts about animals and their habitats. Students rewrite and perform their own versions of songs related to the animal they are learning about. Students draw, paint, make puppets, and other forms of art related to the animals they learn about.
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How has your Planning Form (Big Idea/ Inquiry Question) [embedded above] changed in the classroom so far this year? What have students added to the inquiry?
Our big idea focuses on bringing music, and visual arts to the students and giving them opportunities to learn about the flora and fauna of different cultures through music. This has changed to have a stronger focus on our students voices. As a dual language school we are focused on oracy and giving students more opportunities to express themselves and feel empowered.
What are the specific school needs identified by your group in the December PD? How will you use the class’ Big Idea/ Inquiry Question/ Artmaking Practice to address them? Please be as specific as possible.
The specific needs for Telpochcalli as identified by our group in the December 2023 PD are as follows:
How can we engage parents? We came up with these ideas to engage families:
Host events where families are invited to and where students showcase the work they have/are created/ing in the CAPE After School Programs.
Send work home to show families what students have done.
Social sharing
Newsletter
Sharing night
We also talked about how families are overwhelmed and we tried to come up with ideas about how to share with them without overwhelming them.
We talked about "sharing our voices" as an overarching school-wide theme for this school year.
Dual Language
oral production
podcast
P.O.D.E.R. (Participación, Orgullo, Decisión, Empatía, Respteo)
TCEP, which is the Family organization housed in our building. We also have a community CAPE After School Program for families.
Below, share photos and/or videos of select class activities. Specify what students are engaging with and learning (artistically, academically, and/or SEL), in reference to your Big Idea/ Inquiry Question. You may add different blocks from the right-hand side menu.
ezra & thomas animal song composition.movEL PELíCANo / The pelican
EL PELíCANo / The pelican
Dicen que el pelícano muerde pero yo digo que no
Yo agarré uno del cuello y nomás voló, voló y voló
They say the pelican bites, but I say that it does not
I grabbed one by the neck and it only flew away, away, away
Un pelícano se cayó de arriba del cielo
del porrazo que se dio se lastimó el cuello
A pelican fell down from up in the sky
From the blow of the fall it hurt its neck
Un leopardo se cayó pa' ver si podía volar
El gato se cayó al ver que no comió
A leopard fell down to see if it could fly
The cat fell down when it saw it did not eat
josie & johanna's animal song composition.mp4la Culebra / the snake
la Culebra / the snake
Dicen que la culebra muerde pero yo digo que no
Yo agarré una del ojo y nomás se enojó
They say the snake bites, but I say that it does not
I grabbed one by the eye and it just got angry
Una culebra se cayó de arriba de una madera
Del porrazo que se dio se lastimo la cadera
A snake fell from on top of a piece of wood
From the blow of the fall it hurt its waist
Una culebra comió pa' ver si enflacó
El tigre gritó al ver que atacó
A snake ate to see if it would get skinny
The tiger yelled to see that it attacked.
leo & serena's animal song composition.movEL AJOLOTE / The axolotl
EL AJOLOTE / The axolotl
Dicen que el ajolote muerde pero yo digo que no
Yo agarré uno del brazo y nomás se le cortó
They say the axolotl bites but I say no
I grabbed one by its arm and it only got detached
Un ajolote se cayó de arriba de un árbol
Del porrazo que se dio se lastimó el brazo
An axolotl fell down from on top of a tree
From the blow of the fall it hurt its arm
Un ajolote mordió pa' ver si salía sangre
El gato lo mordió al ver que tenía hambre
An axolotl took a bite to see if it would bleed
The cat bit it when it saw that it was hungry
WE BUILT AN IGUANA!!!
How did students respond to their involvement in the Perspective(s) exhibition? This may include: artmaking, curation, visiting CAPE Family Days or Teen Night, discussing their experience, or other.
Students felt very proud to see their work displayed in the Perspective(s) exhibition.
What skills did students leave your class with?
Students left our class with a better understanding of how animals and nature play a very important role in the world and how they affect almost every aspect of our lives. In music, the students learn about pitch, melody, harmony, rhythm, tempo, texture and structure.
Show evidence of this learning through photos and/or videos of select class activities. Specify what students are engaging with and learning (artistically, academically, and/or SEL), in reference to your Big Idea/ Inquiry Question. You may add different blocks from the right-hand side menu.
clapping game 1.mp4Clapping game
Clapping game
Students learn to follow direction and to listen to and match tempo.
we fly and we stop Ivan.mp4we fly and we stop
we fly and we stop
Students learn to follow directions.
visual pitch.mp4visual pitch
visual pitch
visual pitch josie.mp4visual pitch
visual pitch
string and percussion instrument.MOVburrito.MOVIguana Piñata.mp4Page updated
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