The mission of the Kennett Consolidated School District is to provide a quality education that increases the achievement of every student in order for all to become successful and thoughtful contributors to society.
Visit Website"Bancroft Elementary School is dedicated to creating a safe and rewarding educational experience for all children. Our goal is to focus on student success by fostering a positive, accepting and supportive learning environment where students are proud of the work that they do each day."
- Principal Leah McComsey,
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"We pride ourselves on meeting ALL students where they are and helping them grow as students and people. I promise you that our commitment to your child will never waver. Lets work together to ensure that KMS remains the best school for your child."
- Principal Jake Moore
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"KHS is a school that is rich in tradition. At the same time, we are committed to modernizing our learning opportunities today to prepare ALL of our students for tomorrow."
- Principal Lorenzo DeAngelis
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D-6 is working on many creative and fun end of the year assignments and projects. In math we are learning about symmetry. Symmetry is a mirror image that has identical patterns on both sides of the image. We looked at symmetrical images and practiced identifying what images are symmetrical or not. After we practiced, we began a symmetry project where the students got to create their own symmetrical designs. The designs they created needed to be colorful and include shapes. The designs I have seen so far are complex and elaborate designs that the students are very proud of.
In reading we have been reading the chapter book “Save Me a Seat” by Sara Weeks and Gita Varadarajan. This book is about two students named Joe and Ravi who are both school students but have two different school experiences. We read two chapters everyday independently first and then as a class. Once we have learned more information about the story and the characters’ lives, we write down characteristics of the characters and answer higher level response questions about specific parts of the book. The students love this book and make connections with the characters about their experience with school.
In social studies we are focusing on PA government. This week’s topic is PA symbols and we have been making our own PA symbols brochures. The students have been researching different PA symbols. In the brochure, the students are drawing the PA symbols they researched and writing facts about that symbol. This assignment allowed the students to learn a little more about Pennsylvania and what items they are known for.
In writing we are doing a very exciting project. We are doing biographies. The students are very excited because they got to choose a famous person they look up to and research information about them. Not only are we recording facts about the famous person they chose, but they are also creating google slides with those facts and next week we are presenting them to the class. This project took us a little over a week, but they look incredible, and we are learning so many new facts about famous people.
As a class, the students have been learning about a lot of exciting information that they are truly enjoying. They are practicing many skills such as writing, reading, research, drawing, and more importantly learning to be confident in their own work.
Here’s a message from Miss Evans, “First graders in A6 have been learning about vertebrates. This week they specifically learned about the amphibian frogs and they demonstrated their knowledge of a frog’s life cycle by creating a craft of its stages of metamorphosis. 🐸”
Lesson Descriptions
First Grade:
Through discussion and story-telling, positive interactions that can lead to a safer school community are presented by demonstrating the impact a student’s choice can have on classmates. Presenters reinforce that there is no such thing as a bad person, just a person who makes a bad choice. As a follow-up activity, students will listen to short scenarios and decide whether the children involved are making good or bad choices. A coloring activity will be completed as the scenarios are read.
Second Grade:
After an introductory discussion on welcome and unwelcome behavior, students will listen to a story that focuses on friends while addressing stereotypes and gender bullying. Students will learn how their choices and actions affect others on a daily basis. In addition, they will discuss strategies for helping a friend who is getting hurt by another student. Following the story, students will participate in a game in which they actively respond to friends in need. As the students model friendly behavior, they will advance in the game.
Third Grade:
Students will identify physical, visual, and verbal examples of bullying. Group discussion will explore why a person might make hurtful choices, as well as the significance of the reactions of both the victim and the bystanders. Students also learn effective strategies for dealing with bullying situations. Finally, students will practice the strategies while engaging in an interactive game.
Fourth Grade:
Students will review the types of bullying addressed in previous years and will also consider new concepts such as gender, social, and cyber bullying. The game is the framework for discussion on a variety of topics, such as why a person chooses to bully, the role of bystanders in bullying situations, and strategies for anyone who is getting hurt by a bully. They will then participate in a role-play activity in which they can be active bystanders to prepare them for doing so in their everyday lives.
Fifth Grade:
As students get older, it is important for them to understand the roots of bullying in our society. This program looks at Stereotypes and how individuals are targeted for being different or acting outside of the norm. Students break down stereotypes that they see and discuss how they can be active bystanders in addressing discrimination.
Descripción de la Lección
Grado 1 :
A través de la discusión y la narración de historias, se presentan interacciones positivas que pueden conducir a una comunidad escolar más segura, al demostrar el impacto que la elección de un estudiante puede tener en los compañeros de clase. Los presentadores refuerzan que no existe tal cosa como una persona mala, solo una persona que hace una mala elección. Como actividad de seguimiento, los estudiantes escucharán escenarios cortos, y decidirán si los niños involucrados están tomando buenas o malas decisiones. Se completará una actividad de colorear conforme se lean los escenarios.
Grado 2:
Después de una discusión de introducción sobre el comportamiento bienvenido y el inapropiado, los estudiantes escucharán una historia que se centra en los amigos,mientras abordan los estereotipos y el acoso de género. Los estudiantes aprenderán cómo sus elecciones y acciones, afectan a los demás, a diario. Además, discutirán estrategias para ayudar a un amigo, que está siendo lastimado por otro estudiante. Después de la historia, los estudiantes participarán en un juego en el que responderán activamente a los amigos necesitados. A medida que los estudiantes modelen una conducta amigable, avanzarán en el juego.
Grado 3:
Los estudiantes identificarán ejemplos de acoso físico, visual y verbal. La discusión en grupo explorará por qué una persona puede tomar decisiones hirientes, así como la importancia de las reacciones tanto de la víctima como de los espectadores. Los estudiantes también aprenden estrategias efectivas para lidiar con situaciones de acoso. Finalmente, los estudiantes practicarán las estrategias mientras participan en un juego interactivo.
Grado 4:
Los estudiantes revisarán los tipos de acoso tratados en años anteriores, y también considerarán nuevos conceptos como el género, el acoso social y cibernético. El juego es el marco para la discusión sobre una variedad de temas, como por qué una persona elige intimidar, el papel de los espectadores en situaciones de intimidación y estrategias para cualquier persona que esté siendo lastimada por un acosador. Luego participarán en una actividad de actuación en la que puedan ser espectadores activos, y prepararlos para hacerlo en su vida diaria.
Grado 5:
Conforme los estudiantes crecen , es importante que comprendan las raíces del acoso en nuestra sociedad. Este programa revisa los estereotipos y cómo las personas son atacadas por ser diferentes o actuar fuera de lo común. Los estudiantes analizan los estereotipos que ven y discuten como pueden ser espectadores activos para tratar la discriminacion.
With over 45 combined years of experience, Courtney Smith, Lori Lattanzio, and Catherine DeFranza work with English Language Learners. They work on foundational skills in speaking, listening, reading and writing in English. Students are provided services in small groups in the ELD classrooms as well as in their homerooms.
