Peek at Curriculum – Feb 2023
Peek at Curriculum – January 2023
Peek at Curriculum – December 2022 Newsletter
Peek at Curriculum – November 2022 Newsletter
End of the school year Peek at Curriculum – Summer 2022
Second and Third Grade: Innovative Learning
by Mr. Coady
In the Rose Rock School grades program, we focus on providing what we refer to as a “high economy” content. What this means is that we deliver a curriculum that addresses multiple discrete areas in a single lesson or activity. One example of this is the recent building activities of the Second and Third Grade. This was taught during a block focusing on man made shelters– a block being a three or four week period during which the students engage intensively in a single area of focus. Our study culminated with the actual building of a full sized tipi. Here are the particulars:
The underlay of the shelter block began with me orally introducing various stories about how different peoples have created varied types of shelters out of what the environment offers. From this starting point, the students also discovered that shelters are created to support a particular lifestyle—perhaps nomadic or farming– and are especially well-suited for the weather in a particular region. On the day after a new shelter was introduced, the students recalled the story to me. I evaluated them for understanding and misconceptions, correcting any errors and deepening what they understood. They learned very well through the imaginative story, because images engage their inner feelings, and this causes them to take interest, to understand, and to remember. From this point, they recorded what they had learned by creating a composition for the lesson book that they themselves have been creating throughout the school year. For this particular block, building a tipi was chosen as the culminating experience of all this work.
From the narrative above, I will tease out all of the discreet aspects of learning that occurred during the high economy Main Lesson, and do so in the terms that were used when I myself was an elementary school student:
1. Social studies and local history– the Kiowa, a tribe of often nomadic people needed collapsible structures to move about. One of the main reasons to move was in pursuit of bison, which supplied them with much of what they needed in life, including the materials for the structure itself. Diversity was also addressed by showing with dignity and respect the way that different people lived in different places and times.
2. Science- A round structure makes sense in a windy environment. The practical understanding that a tipi makes sense on the windy great plains will be enlivened into intellectual comprehension when, in Eighth Grade, the same students recall their Third Grade experience in light of the facts of aerodynamics.
3. Language arts– The class wrote about topics relating to shelters, and in this case, practiced cursive, spelling, mechanics, grammar, etc. They were motivated to do so because of how interested they were in tipis and the Kiowa people.
4. Geometry– using beeswax, they created a cape-shaped two dimensional model, and then rolled it into a cone-shaped tipi. This exercised the comprehension of how a two-dimensional shape becomes a three dimensional shape. This is a very potent activity for stimulating an imaginative comprehension of the mathematical.
5. Home Economics– The children sewed up over 30 linear feet of canvas. They used saws, scissors, and drills.
6. Practical mathematics- during the building of the tipi, they measured with tape measures, and had to use a giant compass in creating a circle when transforming the tipi canvas from a rectangular shape to the aforementioned cape shape.
7. Citizenship– they had to be able to follow concrete instructions, and cooperate with each other in order to build and raise the tipi.
8. Counseling– this content was presented to eight and nine year old students because we have observed that the psychological threshold that they need to mature through is well supported by practical skills and an understanding of the world.
What is innovative in this approach is that if the students learned all of the above in separate classes, one would risk that some of the students would miss various aspects and be unable to weave all of those parts into a whole. However, by going from the whole presentation of the Kiowa tipi, and then following the trail to educate them on all of the various parts, every student received the full lesson insofar as they were able. And of course, when students understand things in true nuanced complexity, they themselves learn to generalize the ability to comprehend complexities regarding things not necessarily presented to them at school.
Peek at Curriculum – May 2022
As the Springtime wanes into early summer, excitement stirs at Rose Rock. Please enjoy this opportunity to peek at the beautiful offerings of our curriculum!
Early Childhoodby Mama Shanah–Gardening and Being
Now that the warm weather is here to stay for a bit, we are busy with garden activities. A few weeks ago many of the children helped to plant seeds of carrots, beets, onions, lettuce, and radishes. There is joy and excitement as we harvest the radishes and keep watch over the vegetables which are slower to mature. Sorrel and arugula are perennial vegetables that are available for picking, and the mouse melons will be ready in a week or so. If you haven’t eaten a mouse melon in your life, then ask your child to bring one home for you. They are delicious!
We have put our Lady Spring circle to rest. You may have heard some of these rhymes and songs make their way to your homes.
“Little seeds are tucked in tight, in their cozy nests of night. Gently, gently will they wake, with a little Springtime shake.”
This week, we have begun the Summer circle, which has to do with farming and animals that we see around the yard. For the remainder of the school year and throughout the Summer, we will continue gardening and harvesting with the children. We will also continue to notice and be careful of our animal friends, both domesticated and wild. All of these activities help us to be grateful for every being’s place and in our community. It is wonderful to share these joy-filled experiences with your children in the true Kindergarden.
First Grade
by Miss Varasteh–Math and Forms
As Spring has arrived, the 1st Grade class has been busy putting to use much of what they’ve learned, experiencing a rite of passage, and awakening to the fact that their first grade year is actually almost over!
When the students returned from Spring Break, it was time to get practical with the four mathematical processes that were introduced to them previously. Through various games and activities that utilized playing cards, dice, gems, movement, and mini chalkboards, the class could practice numerous problems and become even more acquainted with the fluidity of mathematics. One of the most effective activities was presenting the class with a “number of the day.” In this way, each student enthusiastically raised his or her hand to share what could create that number, (as there are SO many options!) For example, 12 could be 6 + 6, but it could also certainly be 13 – 1, not to mention 3 x 4!
Furthermore, 1st Grade performed their first class play to the kindergarten students, as well as to their own parents. They first had the story of “The Three Sillies” told to them during a Main Lesson. They later were taught the lines of the play as part of speech work during Morning Circle. Finally, the students helped to make most of the props used in the play and practice the various movements to bring the show to life. In first grade, the entire class learns and recites every word of the play, and individual characters simply step forward. The students worked hard to make the play the best it could be, but more importantly, they appeared to truly enjoy putting it on, whether in a rehearsal in our classroom, or in costume for their loved ones! Bravo!
Lastly, the students have continued their weekly practice of form drawing which has grown more dynamic and complex. This continues to help orient the children on a page, as well as in space, assist with neat handwriting, and inspire a flexible way of thinking as the students often come in the following day with an idea on a variation of the form. Recently, a student asked what their first form ever was. I reminded him by tracing the form on his back with my finger. “Oh yeah, the straight line and the curve!” “The straight line and the curve?!” another student exclaimed. “That was so long ago! And so easy! Look what we can do now!!” Indeed, it is a joy to witness their understanding of “what they can do now!”
Second and Third grade–Old Testament/Torah Studies
by Mr. Coady
A sense of awe and reverence set upon the Second and Third Grade during this block. The content of the stories was relevant to them: there is security in a higher authority (Days of Creation), paradise has been lost (Adam and Eve), jealousy compels us to darkness (Cain and Abel), there is the chance for new beginnings (Noah), we can be freed from our slave mentality (Moses), etc. The stories were given as a neutral medium from which the children could derive their own meaning, always supplemented by class discussions. The meaning of any given story can therefore freely arise from that which is currently living in his or her mind and heart. This content was magnified by singing many Hebrew songs, and dancing Hebrew dances, and crescendoed in an authentic Passover Dinner hosted by dear Israeli friends.
German–Alphabet and Animals
by Frau Rubino
In German, we are continuing our work gathering and illustrating words we know or are learning for given letters of the German alphabet (we will not complete this romp through the alphabet by year’s end but will review and continue in the fall). We practice spelling these words in German (in 2nd/3rd) and describing what we have drawn for our friends. We have most recently been drawing things that happen in the garden in Spring. I have told the 3 Billy goats Gruff in German with props to help us out, and the children have used my story basket to describe the animals we draw and move through the forest and across the lake and fly to the top of the trees. We have been writing about and reading about how the seeds grow their seed leaves and roots and eventually buds and fruit.
We continue to add the names of birds in German to our various drawing/writing/speaking work (just because it is fun and that is key in learning anything!) And so far we have the following (to add to Your fun): der Adler (eagle), der Amsel (blackbird), der Blauhaher (bluejay), der Drossel (bluebird), die Ente (duck), die Eule (owl, including Schneeeule and Schleiereule), die Falke (falcon), der Gans (goose), das Kardinal (you guessed it, Cardinal), der Kolibri (hummingbird), die Krahe, die Kuken (chick), die Henne (hen), der Schwann ( swan), der Specht (woodpecker) und die Taube (dove). You may be thinking, “but how useful is it to gather up names of a bunch of birds when really we need to say, ‘where is the restaurant?’”; here is my thought: if what we see in the beautiful world everyday—and all of the birds we learn live in our lives here in Norman and Oklahoma and broadly in the US—can be named, we can in some ways develop an intimate relationship with how lovely it is to live with other creatures and to have language, distinct in each culture, with which to play with this lucky relationship with the natural world. Frolichen Fruhling!
Special Projects–Kite Making
by Ms. Ashley
The grades students have put beautiful effort and joy into making kites. This project brought another chance to hone measurement skills, meticulous use of tools, and teamwork with partners. Everyone happily anticipated the moment of flight as they worked. Excellent job grade school students!
Peek at Grades Curriculum
Early Childhood (ages 2-6) — Mama Shanah
Winter is the general theme for these littlest of Rose Rockers. In our “Woodsman” Circle, we sing songs while joyfully working to chop, haul, and stack our wood. Last week, it was super cold, and we built a fire, wherein the children experienced the practical but magical experience of gathering, sawing, and stacking wood. Of course, many sang the song as they worked!
Our Story features a dear and resilient duck named Shingebiss, who always manages to find food and keep himself warm no matter how Old Man Winter howls.
Why do we choose to play outdoors when it is cold?
Handwork (Grades 1-3) — Mrs. Ball
We have finished making our knitted bunnies. Many of the students were amazed that we could make a round soft thing from a flat square of knitting. Setting our knitting needles aside we are moving to hand sewing. Our first project is a drawstring project bag made from upcycled tshirts.t-shirts. This project is meaningful work that teaches our children practical life skills as well as to see the potential to give objects a new life.
Main Lesson (Grade 1) — Miss Varasteh
For the past month, 1st Grade has moved from their understanding of numbers from their previous mathematics block of “Quality of Numbers” to the applicable and practical practice of “the Four Processes.” Initially, the class was presented with a story about four characters: Queen Adelaide residing in her queendom; Linus Minus, who gives alms to the poor; Multi of Plier, who plants numerous seeds at a time for a fruitful harvest; and Divya, the chef, who emphasizes fairness in the serving of her dishes. When the idea was presented of combining two queendoms together, Queen Adelaide held up her scepter for the other queen to embrace, thus symbolizing her gesture of “the more the merrier” (and also interestingly, looking an awful lot like a plus sign…) As the 1st Grade heard tales of each character and their moral (and potentially even temperamental) qualities, they then moved into using manipulatives (gems) to practice various scenarios: Queen Adelaide wanting 7 more guests to come to her party of 5; Linus Minus starting out with 12 alms, and giving away 8; Multi of Plier wanting to plant 4 sacks with 3 seeds in each; Divya wanting to serve 12 slices of cake to 6 guests. These types of activities allowed students to practice the various mathematical processes fluidly, fluctuating between one process and another, thus imbuing the sense that mathematics is not fixed but ever-flowing.
Morning circle activities helped promote this, including verses to emphasize addition resulting in even numbers, as well as in odd, and a song about frogs hopping into a pond to emphasize the multiplication of eyes and legs! (2nd and 3rd Grade frogs even came to visit the pond one day!) The math subject class on Tuesdays had the students practicing where numbers are in order (in increments of 10), what numbers are higher or lower than the one at hand, the partnerships of what makes 10 (1 and 9; 2 and 8; etc.). A continuous project in Projects & Excursions is the creation of an official, royal scroll to document all numbers from 1 to 100. Stay tuned to see the 1st Graders’ progress! Meanwhile, throughout the Four Processes block, the students continued to hear stories from the Magical Wonder Tales book, practiced their form drawings, and deepened their exploration of color while painting.
Peek at Early Childhood Curriculum
Early Childhood (ages 2-6) — Mama Christina
In Christina’s class, we have been sharing a Snow Circle, and the Winter stories, The Rabbit and the Two Carrots and The Mitten. Both stories tell of friends caring for each other, sharing what they have as St. Martin from the autumn. I do love both of these stories. In the Rabbit and the Two Carrots, Rabbit wakes up hungry, and so she heads off to the now snow covered garden to see if there are any vegetables that may have gotten missed in the harvest. You know, if you grow a garden, this happens pretty regularly and the children find these left-behinds in our own Rose Rock garden after the summer months. Well, Rabbit finds 2 carrots. One she eats up and the other she thinks, “It is so snowy and cold outside, I am sure my friend Donkey must be hungry too. I shall take this carrot to Donkey”. So off she sets thru the forest to Donkey’s house; but, when she gets there, Donkey is not at home. For, he too has gone out to look for food. Rabbit leaves the carrot inside of Donkey’s stall and sets off for her burrow where she tucks herself up and goes to sleep. When Donkey arrives home, he finds the carrot that Rabbit has left and thinks, “A dear friend must have left this for me. It is so snowy and cold, my friend Lamb must be hungry too. I shall take this Carrot to Lamb.” And so it goes, each animal taking the trouble to feed their friends in the cold and snowy winter until the carrot once again lands with sleepy Rabbit who eats it all up.
Handwork (Grades 1-3) — Mrs. Ball
We have finished making our knitted bunnies. Many of the students were amazed that we could make a round soft thing from a flat square of knitting. Knitting has helped our students develop cross body coordination through the repetitive coordinated movements of making many stitches. Knitting and hand sewing require the children to think in three dimensions and develop an understanding of how materials behave. This new way of processing information allows the knitter to have improved focus and concentration. This meaningful work and fine motor skill movement plays a big part in helping develop thinking and language skills. Additionally the students grow into deep feelings of confidence and efficacy in their environment beyond handwork. Handwork by its nature is demanding and forgiving. One must stay focused on their work to achieve the desired outcome but should the crafter make a mistake we can go back and take out the mistakes.
Setting our knitting needles aside we are moving to hand sewing. Our first project is a drawstring project bag made from upcycled tshirts.t-shirts. This project is meaningful work that teaches our children practical life skills as well as to see the potential to give objects a new life. As the children finish their sewing they are learning about planning and anticipating. Many of the students have sewn to the end of their thread and then been confused about how to continue. It is a delight to teach these humans and see their learning progress.
Thanksgiving Break + Peek at the Curriculum
Rose Rock School will be closed next week, Nov. 22-26, for Thanksgiving Break. We hope that you all find some wonderful moments to share with your families as you celebrate Thanksgiving. We also wish to equally honor Native American Heritage Day–to acknowledge the generosity of spirit and resources of the Wampanoag tribe so many years ago, while also remembering the subjugation of the Native American tribes at the hands of the ever-expanding American settlers. May we all endeavor to learn from the countless hardships in our human history, and may we grow in loving awareness as we work toward becoming a more benevolent and grateful human race.
With Love
Shanah
Nature Stories & Therapeutic Arts–by Ms. England
You may have noticed the folded paper animals and loops of string that have
made their way home over the past few months. During this Michaelmas season, the
children have heard tales in our Nature Stories class that subtly address topics of
perhaps cosmic importance – courage, kindness, gratitude, strength of will. These
stories involve animals, humans, and the natural world and allow the children to
play out various acts symbolically through the story. These stories are nourishment for
the soul.
We always participate in origami, string games, or nature crafts after the
story or during review, when we exercise our memories of what took place the
previous week. Their memory capacity is astounding–as is their creativity! The
children have taken it upon themselves to expand these games to include ones they
created themselves – either completely original or motivated by a previously
learned game. They are given the opportunity to inspire each other and offer
assistance to one another, thereby fostering their sense of collaboration and
perseverance. It is such a joy to witness their successes.
Origami and string games are functional artistic activities. They foster the
development of concentration, bilateral coordination, and the senses of
proprioception, touch, and balance. These artistic endeavors strengthen the
myelination of brain pathways by getting both hemispheres communicating with
one another.
Therapeutic Arts class (sometimes called Extra Lesson) extends the
artistic experience throughout the whole class period, with the goal of more fully
integrating the foundational senses (touch, life, proprioception, and balance), which
will serve to establish a strong base for learning. We engage in movement games,
such as beanbag passing/tossing and animal tag. We draw and write with our feet,
which ironically improves handwriting and fine motor skills. A spoken word
element accompanies many of our activities. Verses are recited and songs are sung,
which provide an added challenge and exercise our articulation and memory
muscles. Plus, we revel in the healing properties of color by painting together at the
end of each class. These paintings are completed by following specific directions
that are presented with an imaginative picture that allows the students to work on
eye tracking, dissolving midline barriers, and strengthening left/right dominance. Most
recently our hands and brushes have been snails moving at the pace of a… you
guessed it! SNAIL! They follow the movement of their snail closely, with their eyes,
to make sure it doesn’t drop anything (leave little spots of white on the trail). If it
does, the trail is retraced, just as slowly, left to right, all the way down the page.
Each class is arranged by taking into consideration the collective needs of the
students, and each round of activities takes place in twelve week cycles. So, when we return from our Thanksgiving Break, we will have new and exciting
challenges to meet as Winter approaches!
Reminder: We will have a Winter festival on Saturday, December 4th. It will begin at 6pm.
With Love,
ShanahShanah AhmadiAdministrator & Director, Rose Rock School
Representative Programs Director, LifeWays North America
(405) 412-3583