Landstown Mind Vine

     The results for the second Word Masters meet are in!  With 50 possible words from lists one and two used to solve 20 analogies, the meet became more challenging.  Some grade levels saw shifts in the overall rankings and the competition is getting stiff!  With only one more meet remaining, the students in grades 3-5 will have to put in an extra effort to make the final push to be named the Word Masters Champ for their grade level. 

Who will prevail?  Here are the results for Meet 2: 

GRADE 3

3rd Place:          Samantha S.

2nd Place:         Kriselle M.

 1st Place:       Emily Y.

GRADE 4

3rd Place:          Carey Y., Nick B., Tyler M., Leann S., Micah N.,

                               Lorenzo F., Jeffrey P., Caleb T. & Abigail H.

2nd Place:         Thomas A., Ashley J. & Angela G.

 1st Place:          Teddy O. 

GRADE 5

3rd Place:          Roselle T., Andrea F., Dazzelle B., Johnathan V.,         

                              & Liam S.  

2nd Place:         Victoria W., Mary F., Sydney J. & Eva T.

 1st Place:            Eryka T., Josh D. & Tyler M.

     Earlier this year, students in Ms. Sykes’ 5th grade classes were forced to take sides in the American Revolution.  As they move through history, they are once again required to take sides–this time between the Union and Confederate.  Tensions are increasing, Civil War looms and many important people are trying to persuade others to see their point of view.

     Through these experiences, students are learning not only to become skilled at persuasive speaking and to recognize patterns in history, they are also learning that the disciplines–language arts and social studies for example–are connected, not isolated.  Good writing and communication are essential in politics and activism.

     Watch for future attempts (my next big blogging challenge) to post a video clip or two, as students will be recording their speeches this time around.

    The fourth grade theme is RELATIONSHIPS which lends itself wonderfully to a study of the novel The Secret Garden by Frances Hodgson Burnett.  In the story, the character Mary Lennox is handed over to an Ayah at birth and left to be raised by the servants.  Mary is a self-absorbed child who does not respond to affection or even cry when her mother dies.  What could cause a child to be so crass?

     In steps the fourth grader to analyze this character from the perspective of a psychologist.  First, however, the students work as a group to define the work, language, skills and products of a psychologist in the form of a Kaplan Frame.  ”Can fourth graders really do this?” you might ask.  “Isn’t it a bit lofty?”  Indeed it is lofty, and they are rising to the occasion!

     Thinking like a psychologist, students have made several entries on their Sharepoint sites in which they are analyzing the characters’ relationships and behaviors in The Secret Garden.  Their ability and insight to do this has been quite impressive and a bit surprising!    Stay tuned for a few samples of student work.

Workshop for Parents of Gifted Students

 Perfectionism

 February 24, 2010

6:30 p.m. – 8:00 p.m.

at

Landstown High School in the Schola

2001 Concert Drive, Virginia Beach

 This parent seminar, Perfectionism, will be presented by residents of the Office of Psychological Services in cooperation with the Office of Gifted Education. The seminar will focus on how parents can help perfectionistic children remain emotionally healthy and academically successful.

Many bright and gifted students have strong perfectionistic tendencies. These tendencies can have both positive and negative impacts. The school and the home should be aware of these impacts and be able to provide the nurture and support that will allow the student to thrive without diminishing his or her appetite for healthy competition.

Join us if you would like to share your experiences, learn what research reveals, and hear practical suggestions for raising a child who likes things to be just perfect.

 Students are welcome and will be involved in activities in a room separate from the parents. The activities will focus on coping with perfectionism and overcoming procrastination. Students will enjoy the challenges posed while learning about their own response style.

For planning purposes, please request a form to RSVP from your  child’s gifted resource teacher.  Please complete and return the form by February 18, 2010, if you wish to participate.

Officer Conti demonstrates a tool used to humanely capture animals

     After doing research to learn as much as possible about the habitat, basic needs and behaviors of red wolves, students in Ms. Cuthbertson’s classn took a vote to determine what they believed would be the best solution to the challenge of the parentless wolves discovered in False Cape Park.  Interestingly, the class was split between returning the wolves to their natural habitat and caring for them in a nature preserve.  Students came to understand that the structure of wildlife was difficult to recreate when animals have lived in captivity, though it would probably be ideal to release the animals back into the wild. 

     A video about wolves helped the children to understand that it would be a laborious effort that would require time and patience should they decide to try to teach the wolves to survive in the wild.  The connection was made to the second grade curriculum when students learned that Native Americans value and have a strong connection to the earth.  The video about wolves explained that various tribes will often identify a member who becomes responsible for taking the time and care to prepare a wild animal such as a wolf  to return to its natural environment.

     As a culminating event, Ms. Conti, the animal control officer responsible for the Landstown area and beyond, came to talk with the students.  Officer Conti shared with students the gear and tools that she uses, the kinds of calls that she gets and the importance of keeping animals living safely and harmoniously with humans.  She also discussed the likelyhood of red wolves turning up in our immediate area and steps that might be taken to care for them should they be found.

     Students will now consider the skills and qualities necessary to do the job of an animal control officer compared to the skills and qualities that they posess or would be interested in developing.  They will see if they can envision themselves doing this work and will explain why they believe that this job would or would not be a good fit for their future selves. 

     And so, the curriculum becomes rigorous and relevant!