Lizard of OGTHE LIZARD OF OG
Volume 3

OAK GROVE SCHOOL
NEWS FROM THE CLASSROOM
2nd Semester 2009-2010


In This Issue
High School
Junior High School
Elementary 6th Grade
Elementary 5th Grade
Elementary 4th Grade
Elementary 3rd Grade
Elementary 2nd Grade
Elementary 1st Grade
ECP - Kindergarten
Early Childhood Program
 
topWelcome to The Lizard of OG!



As you settle down from the many end of school year activities and head into summer fun and frolic, we hope you will enjoy reading about the various activities and projects the students took part in this Spring semester.  With the assistance of the OGS teachers, the High School Communications class once again bring you glimpses of classroom life at Oak Grove School. See you all in September!

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High School                                           
Tessellation Time

Tesselation image

By Honami

The ninth grade geometry class did a three week unit on tessellation. A tessellation is created by covering a surface with shapes over and over again with no gaps or spaces. An artist that most people may be familiar with, who used tessellation in his work, was M.C. Escher.  Jennifer Thompson, the math teacher, explained, "The tessellation unit introduces students to the idea of transformations in math in a very hands-on, concrete, visual way.  It is an opportunity to introduce the vocabulary of translations, rotations and reflections in the context of an art project.  They will encounter these same concepts in Algebra II and beyond, but in a much more analytical, abstract way.  This allows me to give them content to build on in future math courses."

The students had to learn how tessellation work and what makes certain shapes tessellate while others don't. For the final project, students had to make three different tessellations.
"I think the most challenging part for some of them is trying to create a tessellation that actually looks like something as opposed to just a blob, ghost, monster, and so on.  Some of them also find it challenging to construct the proper polygon that they are going to be working on.", said Jennifer.  They were graded on how well their final tessellations were made and the creativity and effort they put into it. The students enjoyed the mixture of art and math. At the end of the unit Jennifer commented, "I like that this unit is a chance to see their more artistic, creative side come out.  They relax when they work and I get to see them have a little more fun.  Because this is a more conceptual unit, most students find a great deal of success in it."

tessealtion image 

By Nova


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Spanish Exploration

The Spanish IV Honors class did reports on politics and politicians that have profoundly affected Spanish speaking countries this semester. They each studied one important political figure or movement and wrote papers completely in Spanish. In writing their reports they had to incorporate 40 new vocabulary words, which they all found challenging. When they finished their written reports they gave a ten minute oral presentation playing the role of their political figure or a member of the movement they had researched.  These highly original presentations were well attended by students from the other Spanish classes.

spanish pic

Jade, who did her report on Sonia Sotomajor, the first Hispanic Associate Justice of the Supreme Court of the United States, found memorizing her presentation quite a challenge.  "I had to read it over and over again many times to be able to present without my paper in front of me.", she said.  Gabi studied the Madres de Plaza de Mayo movement and gave her presentation from the view point of one of the protesting mothers.  Some of the students who chose dictators to research found the presentation the most difficult as they had to present embodying the beliefs and goals of their political figure which were so different from their own.  Politics is a very big topic in America and this gave them a chance to see what it was like in different countries. "They can pretend to be immersed in different countries and it makes Spanish fun.", said Elizabeth Del Negro, the high school Spanish teacher. One of the students had this to say, "This project gave me the feeling of cultural immersion, without having to travel."

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Creativity in English
eng.  picture

In English, the Ninth Grade worked hard on short stories over a couple of weeks. They were filled with creative ideas and the stories ranged from a penguin who doesn't know who his true self is and a story about a tooth fairly. The idea of the project was to learn how to write a three to five page story including a beginning, middle and ending that will hook readers. "They try and make a connection between imagination, and the capability to express ones' self through language. First we read about characters in stories, then we try and create them ourselves.", said Paul Herder, the high school English teacher.  Zee, who wrote a story about a cheetah and a zebra had this to say about the project, "It was very enjoyable, I can write whatever I feel and he's not judgmental."

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24 Hours of Silence

The assignment: For all your life you have made SOUND.  When we are born, one of our first things we do is cry.  You have all lived over 5,000 days now-making sound.  Your assignment is to spend 24 hours in SILENCE.  You may ask why... the answer is to LISTEN.  When we talk we aren't listening.  Charlie Parker, one of the world's greatest musicians, said that when you're not playing, you should be listening. This exercise is to have you really listen and observe. 

day of silenceDuring this assignment Rory, the music teacher, wanted the students to notice the sounds and voices around them. It was a very challenging experiment for most students, but while they were silent they really began to notice more. It was difficult for students to remember not to talk and respond when people spoke to them. Students let others know they were silent by having stickers that said "SILENT" and communicated through notes and gestures. One student even put tape over his mouth to make sure he did not speak.  At the end of the 24 hours of silence, each student wrote a reflection on their experience. The following are some quotes from their papers.

"My experience taught me to listen and not always voice my opinions over others."

"Eventually, I fell into a sort of rhythm, and silence began to feel more natural, and far less forced.  Without even trying, I found myself listening more attentively to what my teachers and peers were saying, and then actually thinking about it instead of just moving on to the next thought in my mind.  My silence turned me into a better listener."

"During my day of silence I learned 2 things.  The first is how long I can go without talking before anyone notices, and the second is just how opinionated I am."

"This assignment was one that I have never had before and I truly appreciate the motives behind it.  This still didn't work for me.  I found myself constantly annoyed, wanting to voice my opinion and forgetting to remain silent."

"When I spent a day in silence, however, I noticed more noise than I ever had before.  When we are not constantly attempting to keep up with the noise and making our own monotonous sounds we truly are able to hear the small buzz or hum that emit from all things on this earth."
 
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Junior High                                         

Science and Snow



The junior high students went to the Teton Science School in Jackson Hole, Wyoming accompanied by Megan Bybee, Ron Schnidel, Karen Hesli and high school science teacher, Jennifer Jesu-Anter, for a seven-day in depth study of the Greater Yellowstone Ecosystem.  As part of their study they learned how to tell if an avalanche was coming by how tightly the snow is packed. If you can't stick a pencil into it you're safe, otherwise start running. They also learned how to track animals using paw prints and scat. As there was no lack of snow




in Jackson Hole they had to use snowshoes and cross country skis for transportation into their field study areas and also took some time to build snowmen. The students said it was amazing and that they had a lot of fun. Sky Texier said that he enjoyed just getting to play in the snow and Jennifer said that she thought the trip was really well organized, and they learned a lot while staying active, and that Jackson Hole was beautiful.


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Apprenticeships


The junior high students did apprenticeships for three days in the middle of March.  The students had the opportunity to explore a profession that interested them by going to someone's workplace and participating and observing. They were responsible for choosing, arranging and informing the teachers on what they would be doing.  Chloe Bly, a 7th grader, apprenticed as a makeup artist for the TV show Chuck. She said that she had a good time, but it was 19 hr. work days, so it was really tiring. Britnee Sweet, a 7th grader, apprenticed at Truffle Hound's, a chocolate factory in Ventura, and she said that it was exciting but realized through these three days that she doesn't want to work in a chocolate factory.  Anna Kasper, an 8th grader, apprenticed at Stuart Brown, and said that she had fun learning about the behind the scenes of the fashion industry. Karen Hesli, the teacher coordinating this project, said she felt that the apprenticeships went well, since everybody seemed to enjoy their apprenticeships.


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6th Grade                                   
Mythology

This year the 6th grade class, as a part of their study of mythology, read The Odyssey and researched a number of gods and goddesses. Each student had their own individual Greek god or goddess which they chose by picking a name out of a hat. They studied, wrote stories and put together posters about their god or goddess to present what they had learned. It took approximately one and a half months to finish the whole project which included reading, writing their stories and creating their posters. They enjoyed presenting their findings to the rest of the class and talked about how they felt about them. "I enjoyed it, it was fun", said Maliah who presented on Athena.

  

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5th Grade                                   
 Community Service
Faculty 09-10    Faculty 09-10

For a new community service experience the 5th graders went to Foodshare in Oxnard. Foodshare is a non-profit organization that receives slightly damaged or unused food products and redistributes them to support families and individuals who are struggling economically in Oxnard, Ventura, Camarillo, and Ojai.  For a few hours they had a good time sorting, classifying, and repackaging canned goods as well as cereal, pasta and many other food items.  "We repackaged tons but it was lots of fun.", said Sarah and Tasi.  Katy, the 5th grade teacher said, "I thought it was great. Kids really worked well together and exhibited great teamwork."  


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4th Grade                                    
 'Gold Dust or Bust'
Gold dust or bust

On May 19th the fourth graders performed a play called Gold Dust or Bust at the pavilion. The play was a culmination of all that they had learned about the gold rush over a span of five weeks. They had fun studying their scripts and were eager to show what they had learned.  The play was very humorous and was filled with numerous songs and dancing.  They even had a song in Spanish! "I had a lot of fun even though I didn't think I would", said one enthusiastic student after their first performance.  The audience also seemed to have enjoyed the performance as laughter and enthusiastic clapping was heard throughout the play.





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Mateo's Masterpiece
Sometimes it takes five minutes to create a work of art, sometimes longer, like a whole class period or two, maybe even a week......but then there are times that we can get caught up in the work and it might take months. Well, Mateo's masterpiece took four months!

Mateo 01It started off as a simple drawing of overlapping lines on an 18"x24" piece of paper inspired by our lesson of drawing to music with eyes closed.  The drawing got Mateo thinking of what else he could do to finish it and he decided to fill in every single shape that was created by the overlapping lines. So he started with four shapes and then Ian decided to help him. After a while there were more students working on the piece. He would usually get it out after the lesson was finished and with the extra time, work on it with friends. Sometimes Mateo and his friends missed break just to keep
on working

Finally the day came when there were only four more shapes to work on and then the last shape. Mateo gathered the whole class around him as he finished the very last shape himself and then everyone jumped for joy!

Mateo gathered his helpers and stood on top of the drawing horses and explained to everyone how it was done, from the very first day. He showed the class the four shapes that he began coloring and then the last one that finished the piece. There was an amazing sense of accomplishment from everyone, especially Mateo

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3rd Grade                                  

Our Community, Our World

3rd grade


Third graders began asking questions about their community and the world. As a fun activity, they started off with learning where all their classmates came from and discovered how diverse the class was. Students came from countries like India, Russia and a number of European countries. Next, each student picked one American state to research.  Their goal was to find out about its culture, population, history, and so forth. Students presented their finding by creating posters that contained photos and drawings. Afterward, KiSea and Yulia said, "It was very fun to learn interesting stuff." Third grade teacher, Alice loved watching the kids enjoying this project. 

3rd grade

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2nd Grade                                    
Pen Pals
2nd Grade
Throughout this semester, Carol Sylvester's second grade students wrote pen pal letters to students in Alaska. Inspired by the book Flat Stanley, a story of a boy who can make his body flat and send himself through the mail, they made their version of Flat figures on paper. With the help of Carol the students each made amazing figures of themselves and successfully sent them to Alaska.

2nd Grade

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1st Grade                                      
 Save Endangered Animals!

     2nd Grade      

Each first grade student chose an endangered animal and researched its habitat, what it eats, predators, and the reason why they are endangered. With the help of the seventh graders, they went to the library and gathered information for this project. The goal of the project was to make a visual model of the animal and the habitat it lives in by using clay and paint. Students presented their work in the gazebo on  endangered species day, May 21st.

        

The whole school, along with friends and family were invited, and their presentations were enthusiastically received.  One of the parents at the endangered species day said, "Their passion about this project was just purely beautiful."

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ECP Kindergarten                   
Memories From Kindergarten- What we liked and what we learned, by the Kindergarten kids

How to be nice to each other
How to clean up
How to take care of each other

               


I liked the moment of silence in the morning, Planting a garden,  Having visitors like the Raptor people, Music and Hot Lunch, Book-and-Pillow Time, Learning math, Doing the Tooth Chart, Holding Waldorf, Doing our play, Going to the beach, Each other, When we made things for our mothers, Show and tell, Going on field trips, I learned to read and write, When we learned about ladybugs, How we draw and write about things we like and don't like, Watching the mama bird fly out so close to you that you could feel the wind from her.


     
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Early Childhood Program                

The Five Senses



As Preschool children begin to notice how tall, how old and how fast they are, they compare and comment on their own and each other's abilities.  Because we strive to create an inclusive educational environment in which all children can succeed, we study the five senses and include books, pictures, dolls, adaptive equipment and devices used by people with special needs.  We provide experiences about different aspects of hearing, visual and mobility differences.

      

Children may try out holding a pencil with their toes, reading a book in Braille or wearing a blindfold to match textures with their fingers.

They experience what a person who is blind can know and not know about an object through touch, and talk about what things are easy and hard to know.  They try communicating with sign language as they question how a person who is deaf can communicate and how hearing children can communicate with them.  This is the beginning of learning ease with differently abled people and how to resist stereotyping.


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We hope you enjoyed the 3rd volume of the Lizard of OG e-Newsletter!  

Yours in learning, gratitude, and affection,

The Faculty, Staff and Communications class at Oak Grove School
Oak Grove School does not discriminate against any person on the basis of race, creed, color, religion, sex or national or ethnic origin or any non-disqualifying handicap in any of its policies, procedure or practices.

Fully accredited by WASC and CAIS

Oak Grove School
220 West Lomita Avenue
Ojai, CA 93023
Phone: 805-646-8236
Visit our website: www.oakgroveschool.com