A final comment from Daniel as we reviewed our work before heading inside - 

It's a good house. It's better than that one! - Daniel 
(comparing our "BR House" to the Cob House)

We have been so lucky to share our days with amazing helpers this week! Jen spent the day with us on Monday, Jennie (Tucker Room friend Palmer's Mom) helped us on both Tuesday and Wednesday, and today Jade's dad joined us! 

Brown Room wants to shout a HUGE THANK YOU to all of you for the help you have given us this week. 
It has been a lot of fun having such kind people from our community spend the week with us!

As we continue working with the language of paper, explore its properties, and experiment with its chemical makeup,  it is apparent that combining paper and water creates a new substance.
​
Is it still paper as it begins to disintegrate in the water?
A new term was introduced during our morning meeting reflection and discussion - pulp!

Making pulp step 1: Tear the paper materials into small pieces and combine with water
​
I'm making more "soup". Now I'm making little pieces little. (Daniel)
We're all making pulp and they're making soup. (Bea)

Jennie: Are soup and pulp the same?

No. (Bea)
Because that one's big  and this is small. (Lily)
(Making comparisons between the makeup of the "soup" - paper pieces submerged in water -
and the pulp - blended paper & water)
You get little pieces and then you put it in. (Bea)
These pieces work and these pieces don't work. (Bea) 
(Bea compares different types of paper products as she works on tearing)
You can put that in. Make it littler and littler. (Daniel)
(Daniel notices Bea tearing paper and asks her to add  it to his bowl of paper + water) ​

Additional observations about the paper pulp as Daniel continues to explore the material - 

It feels wet. It's water. It's kind of water. It looks like sausage! Let's smush all the water. (Daniel)

Brigitte came outside and showed the Brown Room that her friends in Rainey Room are also exploring paper pulp.
Rainey's pulp looks different! They colored their pulp to make it look like the sun. They are currently researching the sun and the moon. Brigitte explained how the water needed to be drained from the pulp in order for Rainey friends to use the material to create their own paper suns. 

Keep your eyes on future blog posts this week as we continue this exciting new process!

What an exciting treat to have extended family members join us as mystery readers. 
Remy's grandparents read us two different stories! 
Sneezy the Snowman by Maureen Wright
&
The Littlest Reindeer by Brandi Dougherty 
They even had snowman and reindeer props to make the experience that more exciting. 
Thank you both for a lovely story time!

The perfect ending to a great day.

Next up, Cape helped read The Polar Express by "Albert Einstein" (according to Cape).
Actually written by Chris Van Allsburg. 

Many of our children were familiar with this story because they have either read it at home or watched the movie version recently. Cape was in the perfect setting for this story as we admired his beautiful Christmas tree in the background at his house. 

Thank you Cape and Dave!

Yesterday we communicated with Ines via email and sent her some "selfies" to say hi and show her how much we missed her! Today, we were able to chat with her all the way in Germany via zoom.
​It is obvious that we are all missing Ines here at school, but we are so lucky to have such great helpers join us in the classroom this week! Whenever someone has asked about Ines, children are quick to reference the globe in our classroom to show where Ines is currently located in Germany with her family. 

We chatted with Ines during snack time today and made sure she was all caught up on the exciting things that have been happening in the Brown Room so far this week. 

Speaking of catching up on all of the hard work we have been doing in the classroom so far this week,
​let's talk PAPER & WATER.
​
Stemming from our last staff workshop, we decided that the next "language" we would introduce in the classroom would be paper. Paper being both a familiar material for our children, yet also a material that provides endless amounts of potential for deeper exploration. 

Please view the following PDF to take a deeper look into this weeks exploration. 

*This file was originally a Keynote presentation that included some video clips.*
​
​The presentation was shared at yesterday's staff meeting as we continue to reflect on the learning that is taking place surrounding the language of paper ​in all of the classrooms here at school.

Enjoying another Friday morning sing along in the outdoor classroom.

We decided to keep some music playing while enjoying our extended outdoor time for backwards day.
We decided on a holiday music playlist! 

Children shared their enthusiasm while listening ... 

Susana has these songs in the car! - Lucas 
Sam: Which is your favorite? 
All of them! - Lucas

Mom plays this song for me at home. - Finlay 
(listening to Frosty the Snowman)

This is about Santa! It's a Christmas song. I like 'Elves in the Pool'. - Cape 

Some of us did some dancing too!

Last week, our friend Jen visited the Brown Room and explained to some of us that our school creates a holiday card every year. We discussed some things that come to mind when we think of "holidays" and the children quickly shifted  the conversation to focus primarily on Christmas.
Christmas makes us think of ... Presents, Christmas trees, cookies, reindeer ... 
After our conversation, some children offered to cut paper strips with the thought that these materials could be used to create a holiday image for the school's holiday card. 
Children wanted to glue their paper cuttings to a base. A plexiglass base was provided and the gluing process began.

It didn't take long before an interesting discovery was made by our friend Hugh. Hugh noticed that he could "draw" with the glue on the plexiglass and began to use the glue to create a reindeer. After expressing concern that they glue would dry (and this would change the image he created), Hugh was offered sand to add to his glue drawings so that his work would become more visible. He continued working on his holiday scene today and was also joined by his friend, Bea. 

It was also observed that the glue on top of the plexiglass on it's own creates an "icy" appearance. 

I make ice with glue because glue is very slippery. - Hugh 

This is a really good winter. There is snow all over the place! - Hugh
Maybe this project will continue next week, or maybe it's now completed.
​ Either way, we discovered a new way of expressing ourselves throughout the process! 

Where are we currently? Where is Ines traveling?
Here are some highlights from today's group meeting / conversation:

Is this where we are? (Hugh)
*Noticing an area already marked on the globe*

Ines explained that the blue circle placed on the map shows us Washington D.C.

I live in ... my family live in ... THERE! (Finlay)

Ines then explained how she will be traveling from Washington D.C. to Germany using the globe as a visual tool and told the children how long the travel would take. 

9 Hours? That's like 50 hours! (Finlay)
Do you know what Germany have? Nutcrackers! My mom told me. (Finlay)

Sometimes when you fly in the night you kinda sleep in the airplane because you're tired. (Hugh)
I'm gonna miss you. (Hugh)

Do you know who gonna have Christmas in Germany? You! (Finlay speaking to Ines)

Going home! (Finlay) 
*We tried not to be too offended by this one*
I love to go outside. I play catch. (Finlay)

I liked putting the sand on the glue. (Bea)

Putting sand on the glue too. To make snow. Because for my holiday card. (Hugh)

I like shoveling sand out there. Outside on your guys playground. (Cape)

I like tickle! (Lucas)
​*Lucas was tickled by both friends and teachers today which led to lots of giggles outside*

It's snack time. Cause its gonna make me me hungry. (Michael)

Apple sauce is one of the Brown Room's favorite snack. Last week during snack time the children finished a big jar of apple sauce and we showed the children that the container is empty. Finlay responded with:

"When you're all out of apple sauce you can MAKE more apple sauce."

That inspired the class to make their own apple sauce one day....

​While cutting their apples children worked on their fine motor skills. Cutting fresh apples (especially with the peel on) requires strength and precise movements. The children quickly noticed different ways in which they could use the knife as a tool, e.g. pushing the knife down and moving it in a back and forth motion. 

​If you read our blog yesterday, you are already aware that we are exploring a "new" material in the Brown Room this week. PAPER! Although paper isn't really something that's new to the children, the way in which the material has been introduced this week is a new experience. That being said, some of the types of paper that have been introduced are in fact never before seen and/or explored materials! Also, we have encouraged children to begin to think about paper materials in a different way. Throughout the week so far, children have shared their familiarity with paper products with their peers and have also recognized other materials that we may not have been previously aware are in fact made of paper as well!

We also wanted to take a moment to mention something that maybe our families aren't completely aware of involving the introduction of new materials (languages) to the children. Because of our varied schedules, we typically introduce a  "new" material, technique, or concept twice during a week. Once for the M, T, W grouping of children and then a second time for the W, Th, F, grouping. If a child has already had the opportunity to participate in an initial exploration experience, they are welcome to choose a different area of focus during the second opportunity or may join again for a second time if they are particularly excited about the experience. Therefore, we do our very best to ensure that each child has the opportunity to experience the excitement and value that comes with being involved in something for the very first time. It's an even greater experience to be able to enjoy it alongside your friends!

So today, paper was both introduced as well as reintroduced to some of our Brown Room children. 

​Yesterday, our blog was primarily focused on our familiarity with paper, how children have approached it, explored it, and experimented with its properties. 

Today, we would like to also highlight how the children have used paper in different ways after their initial exploration period. 

In the studio we explored many different kinds of paper or items that are made out of paper, such as magazines, maps, different kind of napkins, copy paper, cups, bowls, and plates, calligraphy paper, crepe paper, paper bags, toilet paper, paper fans, tissue paper, watercolor paper, cardboard, construction paper, or paper towels.
In the process the materials were used for stacking, compressing, rolling up, unfurling, tearing, unfolding and folding, reading, crumbling up and covering other items. Feeling the different textures of paper and listening to sounds it makes. 

At first Hugh and Lily constructed "New York City" and after it got knocked down, they decided to rebuild it as an obstacle course (which was still in "New York City"). Cups and bowls were used as part of the bathroom (a sink and a toilet) with toilet paper used for "toilet paper" next to the toilet. Remy used toilet paper as her "tape" to tape wooden boards together. 

Almost daily both Sam and Ines are asked, "is it backwards day?"
​It always feels good to be able to answer, "yes!"

We spent tons of time playing with "new" toys outside this morning. We discovered that the pool noodles (which we have seen before, but have never really taken the time to play with) are really fun! They started out as their intended purpose - for swimming. Then, they turned into bumper car like devices and also bumblebee stingers! 

Are you aware of our friend, Victor? He is the extremely talented handyman who helps take care of, build, and fix things here at St. John's.
Sam: Who remembers who Victor is?
He fixes everything at school. - Finlay
He fixed the go round thing outside. - Bea
Blink, Blink, Blink. He fixed the light. - Lucas
Victors mother, Lucilla, typically is in charge of cleaning and caring for the environment at our school. This year, Lucilla felt it was in her best interest and the safest decision to stay home instead of coming to work. Therefore, Victor now took over his mother's responsibilities and is doing the work of two! What would we do without Victor? Not only have Sam and Ines asked for his assistance many times this school year, but some of the BR children have also left Victor messages when they have noticed that things around the school environment need to be repaired. 

Our Morning Meeting was influenced but the question a few children had for us: Where is Daniel?
Daniel and his family tested positive for Covid-19 and have been quarantining at home. The LaVecchia family is doing fine and only the parents are showing mild symptoms. The Brown Room children noticed Daniel's absence and were wondering about him. Finlay knew and informed the class about Daniel's diagnosis. 

Wait! Daniel is not feeling well? - Hugh
​

Today a new kind of role play emerged - selling and buying. Finlay used materials from the light table shelf to make "Lemonade" with "chocolate chips. But you can't see them. And frosting" (small clear gems) on top. He lined the 'glasses with lemonade' up on top of a shelf and asked the room who would like to buy lemonade and it costs "Only 1 dollar!".