For our school’s annual Asian Pacific Islander Heritage Month celebration, we always have a beautiful display case. This year, the school decided to work together and have as many classes as possible work together to create posters. Our theme this year was Many Language, One Proud Voice so we decided to have every class pick a language spoken in Asia and create a greeting poster with it. My class chose Persian, which is mainly spoken in Iran and parts of Iraq. Since in long ago Persia there were beautiful tile work and mosaics, my class decided to create a tile mosaic (using paper). Each student had their own piece. I think it turned out pretty nice!

Salam, chetori? means Hello, how are you? in Persian.

Our poster


This year for Asian Pacific Islander Heritage Month, I decided to do something a little different. Since I happen to have a number of older kids in the class right now, I thought it would be important for the students to compare versions of the same story. I decided on the famous Cinderella story and then went around looking for Asian versions of the that story. Lucky for me, this is an extremely old story and there are tons and tons of versions of this story including from Asia. We read the following versions:

Kongi and Potgi: A Cinderella Story from Korea by Oki S. Han
The Persian Cinderella by Shirley Climo
Angkat: The Cambodian Cinderella by Jewell Reinhart Coburn
Yeh-Shen: A Cinderella Story from China by Ai-Ling Louie

The Persian Cinderella by Shirley Climo

Kongi and Potgi: A Cinderella Story from Korea by Oki S. Han

Last week, there was a lull during our read aloud block in terms of what we needed to cover so I devised a plan for us to finally get a chance to do some science. In most younger grades, life cycles are an important thing to study so over the course of a week, we studied five different life cycles: Apple, Butterfly, Ladybug, Frog, and Chicken. It was actually pretty fun and I think the students enjoyed learning a little bit of science.

I made two different types of independent worksheets for each life cycle depending on students’ ability levels. Here’s a sample of some of our work:

First we learned about winter. Then we learned about spring. Next we learned about summer!

For summer, we read the book But Then Comes Summer by Tom Brenner. I liked this book because it focuses on the way summer looks, feels, smells, sounds, and tastes. During the week, we did our typical discussion of character, setting, and sequencing events to retell the story. On Friday, we made our summer mural for our eventual four seasons wall. The students just love making these murals!


Storm clouds

Kids eating ice cream and sunbrellas at the beach

The beach with sunbrellas and sea shells

The first season we learned about in my class this year was winter. Then we moved on to spring. For spring, we read a funny book about a Bear and his friend the Mole. Mole wakes up and realizes that it’s spring. Then we works hard to wake Bear up, but Bear keeps sleeping! He finally decides to make Bear a grand meal to motivate him to wake up. This works and Bear wakes up, but Mole is so worn out from all the hard work that he falls asleep! We also read an informational text about animals in the spring time. Then we brainstormed about what spring looks like. Take a look at our creative mural!

Our spring mural!

Many flowers in the spring time

Eggs in a nest

Rainbow in the sky because of all the rain