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‘Look deep into the nature, and then you will understand everything better’- Albert Einstein

September 12th – September 23rd, 2022

Unit of Inquiry:

Earth song by Michael Jackson was used as a provocation to tune into the new unit under the transdisciplinary theme ‘Sharing the planet’. Thereafter, students reflected using the Think Box routine- See it! feel it! Ask it! Show it! thinking routine.  

·         See it!  – Draw some images that come to mind after listening to the song.

·         Feel it!  – How does this make you feel?

·         Ask it!  – What questions do you want to ask? 

·         Show it!  – Create a symbol or choose one word explaining the main idea.

Going further students were divided in groups and provided with nine cards with unit-related words (interdependent, balance, ecosystems, biodiversity, environment, non-living, maintaining, relies, within). In their respective groups they placed those words on a diamond ranking template as per the priority.  This was followed by framing the central idea using those words.

To assess their prior knowledge, students were taken for a gallery walk to observe various images. They conveyed their understanding using the Visible Thinking Routine: see think puzzle explore. 

·         See- what do you notice/ observe/ see?

·         Think- what do you think you know about these images?

·         Puzzle- what questions or puzzles do they have about the images?

·         Explore- what the given images make them want to explore? 

Taking the learning further, students used their critical thinking skills to brainstorm and write wonder questions, likely to be taken during the unit. They categorized these questions as per the key concepts.

To develop their understanding of the ecosystem and its components, students went for a nature walk around the school campus. They used the routine ‘think pair share’ to communicate their thoughts to their partners. They reflected their understanding of ecosystems using connect extend challenge thinking routine. 

English:

Students participated in a read-aloud session of the story ‘Lorax’ by Dr Seuss. They observed the cover page of the book and predicted what was the book about. Students identified poetic devices while reading the story, which helped facilitators assess their prior knowledge of poetic devices. Simultaneously, students were also assessed on their reading skills.

Link to the book ‘Lorax’: https://fliphtml5.com/zimk/nlot/basic

After the completion of reading the book, students reflected on the story using the strategy ‘Colour-Symbol-Image’.

A vocabulary word wall was filled alongside as a class display.

Students tuned into poetic devices by reading a few poems. They were familiarised with the poetic devices like simile, onomatopoeia, alliteration and rhyming words through visual presentations and examples. They enjoyed participating in quizzes based on poetic devices.

Link to the poems: http://www.mywordwizard.com/onomatopoeia-poems.html

Link on Onomatopoeia: https://www.youtube.com/watch?v=vkbscDDLn4s? 

Math:

Students practiced interpreting data on different graphs like line graph, bar graph and pie chart. They also created bar graphs based on the given information. Going further, they applied their knowledge of the creation of bar graphs to attempt a formative assessment of the same.

In the new week, students inquired into mental math strategies for addition, including regrouping and compensation strategies. First, the facilitator demonstrated the strategies with 3- and 4-digit numbers. Next, learners extended their understanding of the strategies and practiced questions in their journals.

SEL:  

The SEL learning this week was about inquiry, social awareness, and social justice. The students first

shared their understanding of stereotypes and were excited to share examples. They then saw a Cadbury video https://youtu.be/eUc4V3sB7Mg to observe and reflect upon stereotypes. Thereafter, they worked in pairs to answer a few questions like comparing the old and the new advertisements for similarities and differences. Students discussed and answered questions based on their observations  

·         What is the hidden message in the advertisement?

·         How would you deal with gender inequality in your playground?

Students were excited to collaborate. They discussed in groups and shared their ideas and life experiences. They reflected upon the values of social and gender equality and justice by providing solutions to the existing problems. Students came up with creative ideas like a pink t-shirt day for boys and a cricket team with girls and boys together.  

Hindi-Standard:

In their Hindi classes, students enhanced their listening and reading skills by reading aloud a story ‘sachchai ka uphaar’ (सच्चाई का उपहार). They honed their writing skills by writing new words and formed sentences with the same. They were introduced to muhavare (मुहावरे) and discussed their meaning.  

Hindi (ab-initio):

Students were introduced to ‘इ और ई’ maatra. In order to enhance their speaking and reading skills, students identified the व्यंजन (ठ, ड, ढ) (vyanjan). They listened to the story  about ‘इ की मात्रा’ through audio and visual presentations. Rhymes and stories were enacted and narrated for vocabulary development which enhanced their listening, thinking and writing skills.

French:

The students learned colours in four forms: masculine singular, feminine singular, masculine plural, and feminine plural. They described the colours of various things around them (like the sun, the moon, the sky, the furniture, etc.). They learned the “Avoir” verb to make simple sentences. In the subsequent week, they learned the vocabulary related to animals and fruits and described their pet and their favourite fruit.

Spanish: 

Students were introduced to the concept of ‘Mi familia’ where they learned the names of family members. They played a card game ‘¿Quién es?’ where they were divided into groups to collaboratively answer the questions with the correct cards. They also learned to answer questions related to family members in the target language. 

Library:

Students celebrated great British children’s book writer Roald Dahl’s Birthday.

“If you have good thoughts they will shine out of your face like sunbeams and you will always look lovely.” Roald Dahl

He reminds us of some of the wonderful stories and all the masterwork he has done throughout his life bringing stories of fiction and wonders into the children’s world. Students explored the history of Roald Dahl by reading about him, exploring about his life and achievements, and having thought-provoking discussions in class. One corner of the library housed Roald Dahl’s books for students to explore. They were curious to see the 8 hats worn by him which further built their curiosity to dig more into his life.

Celebrating authors is important as our learners are encouraged to appreciate their works and the challenges which made them what they were. 

PHE:  

Students learned about holding the racquet with the correct grip in their table tennis and tennis class. They practiced the forehand arm movement in table tennis and volley movement. Students are developing breathing patterns and paddling in swimming along with the freestyle arm movement. 

Art:

Students learned the basics of typography. They used graph paper to draw block letters. Students delved into the ways to draw alphabets using bubble letter fonts.  Students enjoyed doing calligram art on fruits like bananas and apples.

Dance: 

Students integrated body exercises with various rhythm patterns. They were introduced to 8/8-time signature and variations. Students created a freestyle dance routine in small groups taking advantage of the 8/8-time signature, on the song ‘Memories’.

Music: 

Students of grade 4 were introduced to a new song “Words” by Bee Gees in their class wherein each one was asked to sing it maintaining intonation and articulation.

ICT: 

Students were apprised about the working of Office 365 interface. They also understood the use of Outlook and OneDrive. They learned why and how should one reset the password in Office 365.

As a warm-up activity students played an online game on the digital footprint. This activity helped to introduce the key concepts of this lesson.


‘Don’t use social media to impress people; use it to impact people’- Dave Willis

August 29th– September 9th

Unit of Inquiry:

Students tuned into the second line of inquiry “how perception creates opinions “through a guest speaker session. Students became aware of pros and cons of media. They were sensitized about being responsible consumer. Later they reflected using strategy 3-2-1.

They understood how media uses advertisements to create awareness.

https://www.youtube.com/watch?v=ruj-HRWrlEg– (Pulse Polio)

They were assessed on how perception creates opinions.

Taking the learning further, students listened to a story Goldilocks a hashtag cautionary tale to understand responsible choices made by consumers. They reflected on the same in their journals by writing a brief summary of the story. Through a class discussion they understood the different ways of becoming responsible consumers. 

Students were involved in a hands-on activity, where they explored various packages in a group and recorded their observation on post its.

This tried to understand their responsibility as a consumer.

Aravalli Bachao campaign:

Grades 4 had an interactive session with pioneers of Aravalli Bachao Citizens Movement for a campaign to save the Aravallis in Haryana. They addressed the impacts on the quality of life of millions of people living in the 25 districts of the 4 NCR states due to the deterioration of the Aravallis and specifically what is called the NCR draft plan 2041. Students were made aware of environment related issues and policies that may impact them in the years to come. Students were requested to save Aravalis  that impact their right to breathe and water security.

English:

Informal letter writing was re-visited by showing samples. Students observed  its format and elements.

Going ahead, they discussed and created a checklist for informal letter writing.

Students wrote an informal letter using persuasive writing as a technique for the chosen topic. 

Topics given to students:

  • Write a persuasive informal letter to your parents convincing them to buy a pet/ computer/ game.
  • Write a persuasive informal letter to your friend convincing him to switch to healthy food and lifestyle.
  •  Write a persuasive informal letter to your friend convincing him to come over to your house for a sleepover.

Students were assessed on informal letter writing abilities. 

Topics:

  • Your parents are researching about different fuel car brands available in the market to buy one. Write a persuasive informal letter to your parents convincing them to buy an electric car instead of a fuel car.
  • Write a persuasive informal letter to your friend whose birthday is about to come. Convince him to use reusable items rather than disposable, to minimize waste and thereby protecting the environment.

Students tuned into types of sentences. They were given different types of sentences in groups. They recorded their observations. Students took notes in their journals using Cornell note taking and this was followed by a reflection using the VTR ‘I used to think…. Now I think’

To enhance their reading skills, they took turns to read aloud the story ‘Goldilocks a hashtag cautionary tale’. They identified and named different types of sentences.

 Goldilocks-a-hashtag-cautionary-tale

Math:

Students were introduced to types of graphs (bar, line, pie and histogram). In groups ,they discussed  essentials that were to be kept in mind while making  a bar graph. Going further, they interpreted data on different graphs and created a bar graph based on the given information.

SEL:

Our SEL lesson this week was about making responsible decisions. Students read a statement, filled in the blanks and drew a picture which they believed was apt to the statement. Example:  Once upon a time there was a beautiful __________(boy/girl) with light blue eyes and golden silky locks. Almost all students drew a girl, however the image, that was revealed later, was that of a boy. Students discussed in groups and shared their views on how they had preconceived notions about people and that their belief convinced them to create a visual. Students discussed / debated and concluded how belief is not always correct/true. The lesson was connected to the Unit Of Inquiry – Media – Students realized and agreed upon how media can restrict our ability to think and analyze. They understood the importance of analyzing before making an opinion and making responsible decisions. They also valued each other’s point of view and worked in teams to build collaboration and respect. 

Hindi:  

Students enhanced reading by reading a poem ‘अखबार’ (akhabaar). They discussed importance of newspapers and different sections in it. They discovered new words and formed sentences using them.. They identified antonyms of the given words from the poem and wrote the same in journals. They celebrated ‘हिंदी सप्ताह’ to mark the importance of the Hindi language. They made posters and presented in front of their peers to create awareness while enjoying various games.

French: 

Learners learned vocabulary related to school subjects. They discussed with peers about their favourite subjects which they would like to learn if given a choice. This was followed be creation of an imaginary timetable that indicated their choice of lessons.

Spanish:  

The students recapitulated the concept of adjectives, numbers and colours. They framed sentences using these. The students learnt about sentence formation. They also played a ‘Tambola’ game to reinforce concept of numbers. Furthermore, through a game ‘toca los colores’ they identified and listed  different colours that they could find in their target language. 

Library: “One book, one pen, one child, and one teacher can change the world.” -Malala Yousafzai

With the belief that there is nothing as powerful as education, the world celebrated Literacy Day every year on the 8th of September. Students of grade 4 were made aware of the importance of literacy to individuals, society, and communities. It helped everyone to know social and individual rights. Literacy is required for one’s social and personal development. Rate of literacy across the five continents was discussed with students.

As an extension, they were encouraged to explore new authors’ book genres and engage in reading activities. While reading they focused on vocabulary, fluency and reading comprehension strategies.

PHE:  

Students learnt about holding the racquet with correct grip for table tennis and lawn tennis. Students also practiced forehand arm movement in table tennis whereas they practiced volley movement in tennis. Students are developing breathing pattern and paddling in swimming while practicing freestyle arm movement.

Art: 

Students explored and completed Digital Art and wrote a reflection. They are in the process of learning Text Art and different styles of contour drawing. They are also learning to use graph sheets for Text Art, using different tools and techniques. 

Dance: 

Students commenced complete body exercises with various rhythm patterns followed by presentation of a dance routine on the song ‘Sorry’. They identified basic feet position observing a dance performance. Contraction and extension of the spine was also rehearsed

Music: 

Students integrated music with their unit on media, wherein they discussed the role of media in music, later they were given a task to create a jingle on any product or service using lyrics and different instruments.

ICT: 

Students completed their work on making a webpage using the Adobe Spark app on ‘Digital Media Literacy’ to create social awareness. They learned to add text, buttons for adding a link, videos, glide shows etc. to make their pages professional. They also learned the method of publishing and sharing webpage links.

‘The beautiful thing about learning is that no one can take it away from you’- B.B.King

August 14th-August 26th

Unit of Inquiry:

Students were shown images/pictures of different forms of media. They analyzed information using visible thinking routine, Generate -Sort-Connect -Elaborate. In groups they researched about various kinds of media , its purpose and recorded their understanding in a table.

To understand advantages and disadvantages of different forms of media, students researched and listed their findings using De Bonos hat (visible thinking routine). They enhanced their communication skills by presenting their findings to their friends.

To build upon their understanding of how perception creates opinion, students were given thought provoking images to record their observation. Going further, they shared their perspective with others to understand how their perspective was similar or different from their peers.


Students were exposed to a variety of advertisements to understand various persuasive techniques used by media. Later, they identified different persuasive techniques used in advertisements and expressed their understanding in their process journals. Students were assessed on the first line of inquiry(Means used by media to influence society) with a task sheet.

English:

Students watched a visual presentation to understand how perception creates opinions. They reflected using the visible thinking routine, I see, I think, I wonder.

Students tuned into elements of persuasive writing by comparing two advertisements. They identified the various persuasive techniques used to convince target audience. 

Apple-

Mercedes- https://www.youtube.com/watch?v=zSlhbBBBi3A

Taking their learning further, students created a checklist for persuasive writing. Thereafter, they chose a topic to write a persuasive paragraph. They incorporated the feedback given by the facilitator to write the final draft, which was peer assessed using checklist.

Students revisited the format and elements of an informal letter by reading various samples.

Mathematics:

Math lessons focussed on recapitulating the concepts of number system – place value, predecessor, successor, and comparison of numbers. Students also revisited rounding off numbers to the nearest tens and nearest hundreds. They displayed the attribute of being knowledgeable as they shared their understanding about previously learnt concepts. This was followed by an introduction to rounding off numbers to the nearest thousands. The concept was further strengthened using the number line.

Students observed a number line and created a factsheet on it by mentioning the form and function of it. Students wrote their observations as below:

FormFunction
Number line is a straight line with numbers/fractions on it.It is an infinite line that extends on both sides therefore we have arrows on both sides.It has equal intervals along its length.It is usually represented horizontally.The point of origin is marked as 0 (zero), which stands in the middle. on the right, there are positive numbers and to the left, there are negative numbers.It is not necessary for number line to start from 0When we move towards the right, numbers increase and when we move towards left, numbers decrease in quantity.Number operations is possible using the number lineWe can also round off numbers using a number line.We can do skip counting on a number line.It can be used to compare numbers    

Students applied their knowledge of place value and rounding off to attempt a formative assessment on the same.

Hindi:

Students revisited the grammar concept ‘punctuation’(विराम चिह्न). They practiced the same by applying appropriate punctuation marks in given sentences. They honed their speaking and reading skills by reading a poem ‘samaachaar patr’ (समाचार पत्र). They enhanced their vocabulary by finding antonyms from poem.

French:

Learners were introduced to formal and informal conversations. They did a role play to demonstrate their understanding of formal and informal greetings. They also learned greetings for different times of the day and in different situations to commence or end a conversation. They practiced greetings with their peers and teachers and recapitulated numbers from 1-60.

Spanish:

Students had a class discussion on the role of commercials, they learned new vocabulary and shared their ideas using the visible thinking routine- think, question, explore. For collaborative learning, they participated in a talk to compare Indian and Spanish commercials where they watched two videos and discussed their similarities, differences and purpose using the sentence starters provided by the facilitator.

Library:

During library lessons students were encouraged to talk about the language -Hindi. As a group they expressed their opinions on value of studying Hindi. To enhance their reading skills, they read a story named ” बिल्ली के बच्चें “. The lesson encouraged them to read/ listen to hindi stories which will helped in learning an additional language in a way that is not only fun but memorable too.

PHE:

Students learned about holding the racquet with correct grip in their badminton and tennis lessons. Students also practiced the forehand and backhand arm movement in badminton. Students now can make contact with the shuttle with some degree of precision. They practiced forehand arm movement in tennis. Students are in the process of developing breathing pattern and paddling in swimming using freestyle arm movement.

Art:

Students explored iPads and learned apps like procreate and Auto desk (sketch book). They learned different tools in digital art and learned layer systems. They were introduced to still painting of fruits like apples/oranges, by using a wide variety of tools. They also learned new possibilities in shading techniques.

Dance:

Students commenced complete body exercises with various rhythm patterns followed by a jazz dance routine on the song -Sorry. They recapitulated the basic position of ballet dance during a class demonstration. Students explored and understood about dance journalism using a PowerPoint presentation.

Music:

Students learned about intonation and articulation in singing and understood how they impact overall performance. Students were asked to sing back a melody while maintaining intonation and articulation.

ICT:

Students learned to log in to Adobe Spark using their Microsoft account id and password. They were introduced to Adobe Spark Page to create web pages. They chose a theme from themes gallery to set fonts and styles of a page. They also added images from various sources like hard drives, Dropbox, cloud storage, or chose from online photos.

SEL:

Students observed various thought-provoking advertisement/ images. This helped them to understand different perceptions (many ways of looking at the same image). They realized how media influences their decisions and how it can narrow their perception. They understood to respect multiple perspectives. It was a fun filled learning experience as they learnt the value of collaboration and informed decision making.

‘Good company in a journey makes the way seem shorter’- Izaak Walton

July 20th-August 12th 

Unit of Inquiry:

Students had fun playing scavenger hunt to identify  different sections in the diary. This helped them to understand school policies and the importance of the school diary. They understood how the diary is an important means of communication.

They were taken on a school tour to get familiarized with  different areas of school premises in order to feel comfortable with their learning environment. Students reflected on their learning and skills, which helped them to recognize their next steps. They also set the goals for the new academic term in the school diary.

Furthermore, recapitulation of command terms (LIST, DEFINE, EXPLAIN, DISTINGUISH) was taken up to allow students to understand the meaning and difference between each one of them.

Tuning into the unit on ‘Media’ was done through a provocation where they were shown pictures related to the unit. They used their critical thinking skills to reflect on different strands of the Transdisciplinary theme.

Students discussed the conceptual lens “Choices”. They made real life connections by sharing parameters which help them decide which product to buy from many options available to them. They further discussed these parameters in detail like home, culture, peer pressure, environment and demonstrated their understanding using a mind map. Furthermore, students observed pictures on different kinds of media and using the thinking routine What makes you say that they analyzed the pictures and wrote their understanding. In groups, students brainstormed and framed the central idea by putting  key words together. The week culminated with students developing an understanding of the purpose of media in their daily lives.

English:

The new academic session began with ice breaking activities for building meaningful relationships and to help students settle into their new class. Students were involved in activities like the “Snowball”,” Have you ever” that helped  build rapport among students and foster a productive learning environment.

The new academic year paved the way for setting appropriate expectations for a learning environment with essential agreements. Students came up with appealing suggestions to support the environment that is conducive to learning, encompassing different aspects of the class like, behaviour, submissions, collaboration and presentation.

Students brainstormed on the school’s vision and mission statement. They understood the values that the school holds and its role in productive learning. In continuation they created their class vision statement/motto. Students articulated their understanding of learner profile attributes by reflecting on short stories by Sudha Murthy and listed ways to demonstrate them in real life. The learner profile attributes provide skills and dispositions for the development of international mindedness. Students shared ways to become an international minded person.

Students were grouped to collaborate and created a checklist on research skills. Thereafter they researched on a topic. Later  groups exchanged information on their research topics. Recapitulation of punctuation was done in which students created a factsheet on punctuation marks mentioning the form, function with an example for each. As unit integration, students explored different forms of media, understood how images/visuals, texts & music are used to influence behaviour of the target audience.

Students enhanced their listening skills by listening to radio advertisements and stories.

http://www.esl-lab.com/radio/radiord1.htmAkoro’s Banana Business – StoryWeaver

Mathematics:

The new academic year started with zeal and enthusiasm. During the first week, students participated in several meaningful engagements to get to know each other and settle down. These engagements supported them to create an environment of learning and belongingness. They established essential agreements for math class. Learners displayed their understanding of how they connect different learner profile attributes with  math.

Students recapitulated the concepts of number system, addition, and subtraction through various classroom engagements. Students were introduced to Indian and International number systems.

Hindi:

For Hindi classes, students enhanced their communication skills by enjoying an activity ‘memorable catchy names’. In this activity they introduced themselves using an adjective. They honed their speaking and thinking skills by adding a line/ sentence to complete the story. They discussed learner profile attributes and essential agreements. They revisited grammar concepts for ‘noun’(संज्ञा) & ‘adjective’(विशेषण) and wrote a paragraph using a picture. They honed their reading skills by reading a story ‘oont kee peeth’(ऊँट की पीठ). Students learned new words and wrote sentences using them. They formed questions based on the story to hone their comprehension skills.  

 

French:

The new session began with some ice-breaking activities like know your Buddy. Learners got to know their peers in French class. They presented their name, age, nationality and birthdayto reflect their prior learning.

In the following lesson, the learners explored the meaning and importance of gestures by observing and interpreting gestures made by the facilitator in the classroom scene <<Les consignes de classe>> (Class Commands) for instance:

Learners in action -showcasing their listening skills and presenting ex- Arretez-Stop!

In the subsequent lesson, learners reflected on the same by illustrating class commands that they have acquired. Learners made their own ID CARD in French <<Fiche d’identité>> by this they learnt to fill a form in French.

Spanish:

Students of grade 4 introduced themselves in Spanish with a Chainlink game where they talked about their similarities and differences. In the subsequent week, they discussed Spainish culture and completed a quiz to enhance their understanding. The students were also introduced to some classroom instructions, and they applied their knowledge by giving instructions to their peers in the target language. The students also read dialogues to each other to enhance their reading and listening skills.

Library:

Students of Grade 4 learned about Academic Integrity which is one of the essential aspects of IB learning. The IB program encourages students to inquire and think critically and creatively. It also gives independence to students to use various sources such as the Internet, books, newspapers, magazines, and people around them for their research work. For their library session, they understood the meaning of plagiarism, collusion and duplication of work. They also learnt how to cite sources and create a bibliography to avoid plagiarism. They also listened to the story named The Empty Pot by Demi. They learned that it is better to be honest than to cheat as honesty will bring real rewards.

PHE:

Students practiced and developed their basketball skills. Students enhanced their knowledge by learning the stance, dribbling and passing. Students of grade 4 gained knowledge about  different forehand grip for the racquet sports badminton and tennis. Students also learned about the breathing pattern for swimming, freestyle arm movement while using the kickboard.

Art:

Students discussed essential agreements which should be maintained in the art room. Students discussed international tiger day and made posters on the same. Students also drew different patterns of tiger skin. Later, they were introduced to digital Art by using Auto desk (sketch book) using tablets, they are also exploring still drawing through digital art.

Dance:

Students of grade 4 commenced  basic exercises with various rhythm patterns. This was followed by introduction to a jazz dance routine on a song named ‘Sorry’.  Students discussed how different social media platforms influence dance styles. Basic feet and hand position were also reiterated.

Music:

The students were introduced to a new song named “Tu Bhoola Jise” based on immigrants, wherein each student was asked to sing back the melody maintaining correct pitch and tune to improve intonation.

ICT:

The week began with a discussion on essential agreements toward building a happy and productive class. Each student had a unique perspective of the challenges that they have faced in the past years, and everyone provided possible solutions for them to improve the classroom environment.

Students were introduced to Google form. They understood itsuse and created questionnaires that contained short answer types and multiple-choice questions. Furthermore, they were introduced to personal and private information and they shared their understanding on the risks associated with sharing  private information.

SEL:

The SEL session began with getting to know each other. The students connected their learning with the attributes of learner profile”. Students were asked to explain one learner profile that resonates with them. After this discussion there was a group activity and the students learnt to accept other and their opinion and work respectfully with each other. The next lesson was about self-awareness and reflections. The students saw an advertisement on perceptions. The students were set in groups and discussed what they learnt from the advertisement. They were given a task to draw themselves on a piece of paper and show it to their partners. This way they were able to reflect upon their perception about themselves and how the others perceive them.

Senate Election:

Students had an opportunity to participate in the class senate election this academic year. The entire process empowered them to understand the inner workings of the process, which started out with self-nomination, articulation of learner profiles/qualities  required to become an efficient leader. Thereafter, shortlisted candidates enhanced their thinking and communication skills by presenting a speech to their peers. Students understood the importance of voting and how every vote counts. The right to vote modelled to the young learners that they have an agency to shape the future as they put their votes in the secret ballot. This served as a platform to foster social emotional learning as students experienced a wide range of emotions regarding the outcome of the election instilling in them the characteristic of being resilient.

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