Non-fiction

 

My class has been working on the different components of non-fiction.  Each student created a notebook of examples that showcased what each component might look like.  We went on book hunts looking for the components, such as bold print, labels, and the table of contents.  During our unit on Africa, we did partner reading to learn about different African animals and use and look for the components of non-fiction we had been learning about.  The students were given a job to find two facts that they learned and to put sticky notes on the components of non-fiction they noticed. They did a great job not only working together, but also did a excelled in pointing out the components of non-fiction. I have been working on integrating all parts of the curriculum, and this was the first time I felt that I successfully accomplished the task.  My students were engaged and interested in the lesson, and they made connections to non-fiction that I was able to see when they did a group share.  We are just starting non-fiction reading clubs, which will further give the students a chance to explore a topic of interest and also allow them to use the skills they have learned.

African Masks

 As part of a curriculum unit on Africa, I created these African masks with my second grade class.  I wanted to give my students a look at why some people in Africa wear masks and show them how the masks are similar and different from masks worn in the United States.  They were based off of the masks made and worn by the Dogon people. The Dogon live in Mali, West Africa.  Every 13 years the Dogon have a celebration, called a dama, to celebrate their ancestors.  They wear many different masks that look like the animals and people who are important in Dogon life.  These masks are usually made out of wood, and are worn while dancing to drums.  A great website to check out to learn more about Dogon masks is http://pbskids.org/africa/mask/about.html.

The masks I made with my students are obviously not made of wood.  They are made out of laundry detergent bottles that were first cut in half, and then each half was covered with brown bulletin board paper. A helpful tip is to use a box cutter to cut the bottles. It was helpful to cut and cover the masks for the students beforehand.  My students sketched their own face (eyes, nose, and mouth) first in pencil, and then used white, black, and red tempura paint.  It was a success, and they learned that people wear masks for many reasons!