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THE LIZARD OF OG
Volume 3 OAK GROVE SCHOOL NEWS FROM THE CLASSROOM
2nd Semester 2009-2010
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Welcome 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 | 
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."
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. 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
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.
During 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
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'
 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 MasterpieceSometimes 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! It 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

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.
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 | 2nd Grade
| Pen Pals
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. Back To Top |
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 | ECP Kindergarten
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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
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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 |
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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
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