CISH MAPLE DRAGON (June Week 2, Part 1)

Arts Highlights

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PYP VISUAL ARTS (Zeynep Kavas)

Grade 1 students continue to explore various art forms in connection with their homeroom unit of inquiry, "Stories to Tell". They are engaging in a range of art-making experiences, including shadow puppet making, paper plate masks, and dioramas, to use as props for collaborative storytelling.

Grade 2 students are currently responding to the book "Matisse"s Garden" by engaging in various art-making activities. They are learning about the artist Henri Matisse and his use of shapes, colours, and space in his artwork.

This week, Grade 3 students engaged with stop motion animation using paper cutouts. It is a creative and engaging activity for students that involves capturing a series of still images and playing them in sequence to create an illusion of movement.

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To prepare for the required skills in Grade 5 visual arts next year, Grade 4 students are currently learning simple sewing techniques, including the running stitch, through various activities. They have started by practicing stitching on paper to develop their fine motor skills

Throughout the week, Grade 5 students continue their exploration of Amadeo Modigliani"s artwork by creating self-portraits using oil pastels and soft pastels. They were introduced to Modigliani"s unique style of portraiture, characterised by elongated faces, slim necks, and almond-shaped eyes, which they incorporated into their own self-portraits.

MYP Arts

MYPVisual Arts

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MYP VISUAL ARTS (Roxane Joubert)

Grade 6 immersed themselves in Criterion D, a written evaluation used by both the teacher and student to reflect on the work. This specific task allowed us to share ideas, approaches and solutions and enables us to learn from our creative weaknesses and strengths.

As we approach the end of the academic year, Grade 7 will take the last two weeks to reflect on the concepts taught in UNIT 4. This will also give them time to try novel and unexplored Op Art techniques.

With an emphasis on Criterion D this week, G8 students were encouraged to evaluate the artworks they industriously produced for UNIT 4. This written component requires reflection on where they, or the course, can improve and through the active sharing of ideas.

As we draw a steady close to UNIT 4’s take on Stop Motion Animation, our Grade 9 students are making the final, finishing touches to their stop-motion animations. For the next two weeks, we will refine our video-editing skills and take a moment to evaluate each other’s hard work.

MYP DP VISUAL ARTS (Lucian Stefanescu)

Symbols and signs play an essential role in aesthetic language and visual culture, and can be used to interpret personal and cultural expression. This week, Grade 10 started a new unit: Thinking about Art. This last unit is a guide to understanding, interpreting and appreciating works of art and architecture.This unit has been organised so that students can use these two methodologies – formal analysis and contextual knowledge – side by side.

During the past two weeks Grade 10 students worked on the first two assignments Genres & Subjects and Materials, Techniques & Processes respectively, while during this week they studied the Form, Style & Function of artworks.

Diploma Programme 1 student started working on a series of drypoint, monoprint and linocut prints using ideas based on Metaphysical and Surrealist artworks.

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EY Music

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EY Music (Darren Bayotlang)

K1- The students will identify theLetter K in the musical story of “Kung Fu Kuala”. We explored what sound it makes. I introduce the letter song by showing the children the poster and telling them the story. Sing the phonics song, and teach the action song. I encourage the children to do the movements.

K2-This week in music class, we had fun identifying high and low notes with the song "See Saw Up and Down," and created movements to dance with our stuffed animals while enjoying the musical story of Uptown Zoo, which is also great for inclusion as part of the animal’s unit.

K3-Students created musical props to incorporate into the song "Listen to The Water," it was a fun way for them to express their creativity and develop their music skills. This activity helped them understand the musical arrangement and how incorporating different elements can create a beautiful piece of music.

PYPMusic

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PYP MUSIC (Michelle Zhang)

This week for Grade 1. Students listen to the song “Clap ! Stamp ! Shake !”and play rhythmic games according to the prompts in the song. The students also held a group competition to deepen the cognition of pitch knowledge by answering questions.

This week for Grade 2. Students listen to the music “Clap ! Stamp ! Shake !”.sing,move to music. Students learned the song “Here comes a bluebird” ,we sing songs ,create and illustrate verses. Students were grouped in class, play Trivia Wheel games with dynamics and beat.

This week for Grade 3. Students reviewed the song “Yummy Yum Yum”. And deepen the use of rhythm through the game. Students were grouped in class,play classroom instrument Bingo game and play the Trivia Wheel (about the staff game,dynamics)

This week for Grade 4. Students were grouped in class,play Orchestra Bingo game and play the Dynamics game on Trivia Wheel. Students learned the song “My Hat” ,we sing songs ,understand the rhythm and melody of the song.

This week for Grade 5. The students are rehearsing the graduation program.(Singing songs menories). The class programs that the students will prepare will be displayed in groups.They are doing a great job.

MYP / DP Music

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MYP DP Music (Jose Correia)

Grade 6 started studying the Formal Elements of Music (Dynamics, Pitch, Duration, Tempo), they also starting to work on ensemble to play a 4/4 rhythm using djembe, clapping, legs and feet, with Binary form (A/B) and two dynamics (from Piano to Forte).

GRADE 7 - This unit studies the origins of World Drumming Music and Community. Students are working on the Word Drumming traditional Percussion task where they need to choose a country, research what kind of traditional percussion characteristic that country has and describe the style of drumming using the four topics from the musical elements.

GRADE 10 - This unit students will explore cultures around the world and recognize cultural genres. They have been working on World Music Styles. They are working on ensembles that combine traditional and contemporary instruments.

Grade 11 - This unit student is working on IB Exploring Music in Context – Area of Inquiry 2 - music for listening and performance • Music traditionally found in the concert hall or other areas dedicated to music listening, AOI 2: Beethoven Grosse Fuge, Op. 133.

GRADE 12 - This unit the student has been working the piano solo pieces for drum set: Noisy Neighbour, Sweet Home Alabama, Lost Ones, Attitude, Let it Be, Lean on Me, Wonderful World, Super Style, “Inflammation” by Lisa.

MYPDrama

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MYP DRAMA (Jonny Turvey)

This week, Grade 8 Drama students have been working on their final summative task of the year, which includes individual or group work on presentations, performance, and creative writing. Performances will take place next week, and we"re excited to see their creativity and talent on display. We"re also looking forward to hearing the insights and ideas of those working on presentations and creative writing.

This week,Grade 9 Drama students have been working on their final summative task of the year. They have a range of options to choose from, including podcasting, report writing, monologue writing, and scene creation. We"re excited to see the unique ideas and creativity that our students will bring to their chosen tasks.

This week,Grade 10 Drama students have been working on creating a presentation based on how they would stage a novel, movie, or existing play. This task allows them to demonstrate their creativity and understanding of theatrical production. As they prepare for their exams next week, they will focus on completing and refining their presentations after the exams.

EAL Highlights

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G1 Beginner EAL (Whitney Hartford)

This week in EAL, we reviewed parts of speech, practiced sentences writing and read the story “Pete the Cat Goes Camping”. Students practiced identifying verbs, nouns and adjectives in a sentence. Students chose the verbs in sentences and then played a separate game to identify adjectives.

G1 Intermediate EAL(Hercus Theron)

WIDA test results will be published on the 26th of June. After working hard and preparing for the tests, I decided to have some fun with the students. We read a story about a girl who created her own monster friend and then created monsters of our own.

G2 Beginner EAL (Whitney Hartford)

This week in EAL, we read the story “Fixed” and practicing verbs with ed. Students identified the ed verbs from the story and wrote sentences using these verbs. Students also practiced identifying which verbs need a double consonant before ed and which do not.

G2 Intermediate EAL(Hercus Theron)

The students worked hard these last few weeks, so we had a little fun this week. We read a story about a girl scientist who made a monster. Afterwards, we made our own little monsters. Students gave their monsters character descriptions and introduced them to the class.

G3 Beginner EAL (Whitney Hartford)

This week in EAL, we read the story “The Missing Book Mystery” and answered comprehension questions. We talked about mysteries and even solved a few as a class. Students individually read the story and we discussed the sequence of the story and how the mystery was solved.

G3 Intermediate EAL(Hercus Theron)

After all the hard work this group has put in these last few weeks, I decided to have a lighthearted class this week. We read a story about a girl who with the help of a sea monster goes looking for her missing cat. On each page there was a puzzle to solve.

G3 Intermediate EAL(Chris Marionni)

In Mr. Marionni’s G3 Intermediate EAL, after WIDA testing, students completed Exact Instructions Challenge #2. For the activity, students, in groups, needed to write step-by-step instructions on how to staple two pages of a story together. The 2 story pages needed to be in the correct order, words had to be facing the reader (also not upside-down or sideways), and the staple needed to be in the top left corner.

G4 Intermediate EAL(Hercus Theron)

This week, I had the students create their own adventure map. After designing their map, they had to write directions to help me navigate from one side of their map to the other. I am happy to report that I was able to find my way on all the maps.

G4 & G5 Beginner EAL(Whitney Hartford)

This week in EAL, students learned about rooms and items in a house. We studied the living room, bedroom, dining room, bathroom and kitchen. Students identified the different items in each room by drawing and labeling the house. Students played a Kahoot about different items in the house.

G5 Intermediate EAL(Chris Marionni)

At first, students assumed the activity would be simple, however, as the teacher followed initial instructions, students soon realized significant revision was needed to make instructions more detailed and clearer. After a few rounds of editing, students’ instructions became more specific and resulted in the teacher actually stapling papers in the correct order with the staple in the top left corner!

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EAL Class

G6 EAL (Stanley Kirilenko)

Grade 6 began this week, going over another WIDA reading practice with a group of comprehension questions. Additionally, they participated in a touch-typing exercise. This would allow them to develop accuracy and efficiency in their typing skill.

G7 EAL (Matthew Mackey)

In ASA, we worked on vocabulary for our I&S class on Monday and Tuesday was the high school graduation, so no ASA then. In I&S, the students worked on their formative to prepare for the summative next week.

G8 EAL (Richard McNamara)

Students used Google Docs to produce their responses and included my grammatical and structural suggestions on “how to improve” their responses on the necessary worksheets. In science classes, students finished their periodic table review worksheets and selected an element from the periodic table as the basis for their superhero or villain designs.

G9 EAL (Ayana Najuma)

Grade 9 continued to work on writing skills this week. This week’s writing was different in that students practiced comparing and contrasting two subjects in their writing, as opposed to writing on a single subject. Students also continued to practice the proper use of the articles: a, an, and the. Students read one comprehension passage this week to build background for later use.

G10 EAL (Steven Schwab)

During this week in EAL grade 10, students were engaged in various activities aimed at enhancing their academic skills and knowledge. They updated their research process document to improve their research methodology and ensure proper documentation. Additionally, they created science questions for a review game, which helped reinforce their understanding of scientific concepts.

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Design Tech Highlights

CISH

Design Class

In Grade 6, our students have shown great enthusiasm and dedication in creating their UN SDG-aligned sustainable cities. They have demonstrated a deep understanding of the UN SDGs and utilized their design skills to develop functional and visually appealing solutions to global issues.

Grade 7 students have made impressive progress in designing their UN SDG-aligned 007 products. They have displayed a solid understanding of the UN SDGs and applied design thinking skills to develop innovative and practical solutions for recurring problem , such as the lack of awareness.

Grade 8s are working on food or fashion products. They have demonstrated a sophisticated comprehension of the UN SDGs and applied advanced design techniques to develop innovative and functional solutions. The students have integrated global awareness, imagination, and refined production methods.

Grade 9.1s looked at the ATLs that they used in working through the personal project unit. They referenced the ATL skills poster that we use in Design class and formulated what ATLs they were using.

Grade 9.2 students have shown remarkable progress in developing their UN SDG-aligned personal project products. They have demonstrated a sophisticated understanding of the UN SDGs and ATLs, employing advanced design techniques and skills to create innovative solutions to self-discovered problems.

Grade 10 students used what they learned so far and began writing a personal statement. They were asked to think about a field of study that they are considering. With that in mind, they are to write their personal statement for a specific university where they might study.

This week, the grade 11s reviewed all of the topics as well as the coding techniques that they studied throughout the year. Exams have been prepared for students in HL, SL and the NB program. HL students were also introduced to the case study option which is the paper 3 exam that they are also responsible for.

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