A huge congratulations is in order for two Saklan students, Anna Tanner (4th) and Levi Kim (8th) who have advanced to the final of Lamorinda Idol Winter Edition!
Lamorinda Idol is put on by the Lamorinda Arts Council each year, to recognize outstanding singing performances from students in kindergarten through 12th grade who live or attend school in Contra Costa County. Singers can submit performances as soloists or as part of a group, and we’re proud to have Saklan students who have done both!
Anna is currently in the finals for the 3rd-5th grade soloists. Levi is a finalist in both the 6th-8th grade soloist category and the 9th-12th grade group category, as a member of L.A.M.E. 2020.
You can view Anna’s video here, and Levi’s videos here and here.
Winners will be announced this weekend, and on behalf of the entire Saklan community, we are wishing Anna and Levi the best of luck!
Saklan’s 2020-21 yearbook is in progress, and we’re so excited for all Saklan families to see what this unique year has looked like on campus. We also want to make all families aware of the opportunity to place special, personalized notes in Saklan’s yearbook.
You may design your dedications digitally or they can be handwritten. Special pictures, drawings, and notes are welcome and encouraged!
GUIDELINES:
Be sure to include who the dedication is to and from.
If handwriting the dedication, please use BLACK INK only; a fine line marker works best.
Digital dedications can be submitted to yearbook@saklan.org. If you prefer to submit a non-digital dedication, we can scan it for you.
Please use high quality photos as much as possible.
All files must be in JPEG or PNG format at 300 dpi with a total file size of no more than 12 MB.
Be creative and have fun!
DEADLINE: MONDAY, MARCH 22
Dedication pricing : $25.00 – Quarter (¼) page $50.00 – Half (½) page $100.00 – Full page (8 x 10.5)
Payment can be submitted to the front office, along with any non-digital dedications.
Eighth Grade Influencers Project – and a Call for “Experts”
There are three hallmarks to a strong, student-led project:
Ambiguity – A teacher can never be sure what topic students will be fascinated by and will want to pursue.
Messiness – Students are bound to struggle as they try to focus their project, and teachers always have more questions than answers to students’ quest for clarity.
Uncertain Outcomes – Neither the teacher or the students know what the end product will be until well into the project.
On its face, each of these three characteristics seems like a weakness of project-based learning. In reality, it’s a superpower.
Deep learning experiences are full of surprises, serendipity, fits and starts, failure and creative solutions. This process is sometimes referred to as “emergent learning” because the understanding emerges from what feels like chaos.
Two weeks ago, the eighth-grade students started a project called “Influencers.” The objective of the project is to have students raise awareness about and influence public discussion and policy on an issue they care about. The first step of this project was to determine what those issues actually are. Using a survey tool and a word cloud app, we were able to “see” where their passions lay.
Once we started to understand the common interests, students grouped themselves around four of the above topics. With their topic selected, it was then time to develop a driving question that would influence a change they want to see in the world. Their driving question would be supported by steering questions that would determine the direction of their research.
For example, the group that is focusing on racism has created the following driving question: How can we influence society to be more accepting, and create a world free of hate speech and hate crimes? Guiding their research and supporting that driving question are steering questions that are built around “wonderings.” How has society influenced children to accept racism? What messages have social media sites sent to people of color? As they research, these steering questions sometimes flex, as students gain a more nuanced understanding of the complexities of their topic.
Over the next few weeks, students will begin to delve into their research and think about the best ways to present what they’ve learned, and to use what they’ve learned to influence society. Possibly the most interesting phase of their research is working with experts in the field. Students will be expected to learn from and possibly partner with others who share their passion.
As we move into this exciting phase of our work, we are hoping to interview “experts” (a term we use lightly) in the following fields:
LGBTQ+ Rights
Green Energy
The Psychology of Racism and Hate Crimes
Animal Abuse
If you, or someone you know, has some expertise in any of the above areas, please reach out and contact me. I have some world-changers who would love to connect. DOConnell@Saklan.org.
In art class with Ms. Natalie, all students have completed a self-portrait. Different grades explored different processes to arrive at their completed portrait, allowing students to express their creativity and practice different artistic skills.
Kindergarten and first grade students did exercises in self-exploration, while second graders created a silhouette portrait by collaging drawn images and words that express who they are and what they love.
Third grade started by drawing their classmates, and then used a reference photo of themselves to recognize the symmetry in their face. In fourth grade, students created symmetrical self-portraits by measuring each half of their face and using pencil to create their skin tone. The fifth graders also paid close attention to the symmetry in their face, and created expressive backgrounds for their portraits.
Finally, grades sixth-eighth used the grid method, drawing pencils, shading tools, and watercolor pencils to finish their artwork. Explore just some of the incredible examples below!
To continue their exploration of self, the third-eighth graders all completed poems to accompany their portraits. Third and fourth graders wrote bio poems which shared more about them in connection to their portraits, while fifth-eighth graders wrote haikus that, while short, expressed who they are on a deeper level.
From an artistic perspective, self-portraits are one of the most challenging projects an artist can attempt. Ms. Natalie observed every Saklan artist overcoming moments of frustration and dedicating themselves to developing their skills. Congratulations to every Saklan student on this project – we’re very proud!
Mark your calendar for third quarter Parent-Teacher Conferences! Conference times are available starting at 12:30 p.m. on Thursday, March 18 and Friday, March 19. Both days will be noon dismissal for all students.
All conferences will be conducted via Zoom, and your child’s teacher will email you the Zoom link ahead of your meeting time.
Conferences are a great opportunity to ask questions, learn more about your child’s progress, and continue to develop a relationship with your child’s teacher and the Saklan community. If you are not able to schedule a time during the conference days, please reach out to your child’s teacher to arrange a meeting.
Thank you for your continued support of your child’s academic progress and social emotional learning, especially during this strangest of all years!
This Tuesday, March 2, the Saklan Parents Association will host a Parent Education workshop, discussing body image for all genders. The workshop will feature Jennifer Berger from About Face, an organization dedicated to combating toxic media culture and unrealistic beauty standards.
The talk will cover topics including social media, body size, and gender expectations, and will equip parents with tools to talk to their children about these and other body image issues. Information on attending this workshop is below – we hope to see you there!
Tools for Helping Young People with Media and Body Image Tuesday, March 2. 6:30-8 p.m. Join via Zoom Meeting ID: 846 6138 2057 Passcode: 432014
During February, Saklan students have been learning about and practicing different strategies for self-control. The students in K-2 have worked with Ms. Natalie reading My Powerful Mind by Iman Saint Jean. The book follows the story of Mya, and shows children how they can practice self-control through mindfulness.
Mindfulness has also been a focus in Ms. Jessica’s class, where students participate in Mindful Meditation every Monday, as a way of calming their bodies and feelings.
Reading the books Waiting is Not Easy by Mo Willems and When Sophie Gets Angry-Really, Really Angry by Molly Bang also helped introduce these topics. The class talked about how it’s okay to feel negative feelings-like anger, sadness, or frustration-and how self-control can help us choose what our body does with those feelings. For example, taking deep breaths or spending some time alone, instead of yelling or hitting someone.
Family Groups also worked to identify ways of exhibiting self-control. With encouragement from the eighth graders, students came up with their self-control “superpower!”
Throughout February, Saklan students showed off their school spirit by participating in themed Spirit Days! Each Friday was another chance for Saklan students and faculty to dress up in unique ways.
Spirit Day Fridays kicked off on February 5 with Superhero Day! Students showed off their creativity, with some choosing to honor our hero healthcare workers with their costumes.
Next up, on February 12, was Valentine’s Spirit Day. Students wore colors associated with Valentine’s Day to show their love for our wonderful Saklan Community!
For Sports Day, on February 19, Saklan students wore uniforms and sport’s gear that represented their favorite teams from the Bay Area and beyond!
Our month of Spirit Fridays came to a close today with a Saklan Favorite – Pajama Day! Even in their coziest pajamas, our incredible Saklan students were still focused, hard-working, and full of school spirit!
A couple of weeks ago, I shared this New York Times article on Rosa Parks in a faculty meeting. The article itself is fascinating, with lots of fodder for good conversation. It unpacks the popular myth of Rosa Parks and her famous refusal to give up her seat on a Montgomery bus – the myth that a meek, tired seamstress was too exhausted to walk to the back of the bus and accidentally started a movement that changed civil rights.
In reality, Rosa Parks had been an activist fighting for racial justice for decades before her bus stand. Though the word “quiet” was used in most of the obituaries that ran after her 2005 death, she was anything but.
The fable of Rosa Parks and the civil rights movement of the time betrays the reality, pain, and sacrifice, and down plays how resistant Americans were, and often still are, to change that challenges the status quo.
As educators, we used this article to examine the fables and myths we have heard, and those we have perpetuated. From Christopher Columbus to “American Exceptionalism,” we owe it to our students, to ourselves, and to our society to take a closer look at what and how we are teaching.
When you have the time, I encourage you to take a few minutes to read the New York Times piece – what fables do you know?
A group of eighth grade students spent the Valentine’s Day holiday fulfilling an important aspect of Saklan’s mission – to ‘act compassionately.’ As part of the Team Compassion group with youth volunteer non-profit Pledge to Humanity, students made homemade Valentine’s Day cards and delivered them, along with a rose plant, to every resident at Aegis Moraga Senior Home.
This act of service not only brightened the spirits of the senior home’s residents, it also was fulfilling for the students. They enjoyed helping seniors who have been especially isolated during this difficult year know that they are not alone, and in fact, are remembered and loved!
FRIDAY BLOG 
You must be logged in to post a comment.