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Students in my classroom were working on a writing assignment about their New Years Resolutions.

We used the rose, bud, thorn strategy to help us realize what we might want to write about.

Rose: What is something that you think you are great at, something you don't need to work on or improve throughout the year. Or this could be something you are thankful for.

Bud: What is something that needs to grow in your life? (Skill, attitude, work ethic...)

Thorn: What is something that you know is really going wrong? Something that you feel as a person, you need to work on... exercise, dieting, kindness, homework.

We used this strategy to help us brain storm ideas! Then once they were done filling in their graphic organizer, we wrote papers about our New Years resolutions!

I think this helped the students expand their thinking. First we looked at what they had that was good, then what needed some small improvements, and finally what really needed worked on. The students struggled to decide what they thought they really needed to work on, but with some time they came up with good examples! (No back talking to parents, completing homework, working hard at becoming stronger so that she could help more at the farm.)

I think that the visual and connection between a rose, thorn and bud really helped my students. They struggled to narrow down their examples, but once they did, it made their writing easier! :)

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s those ideas that you liked to create one 

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1st Grade Emoji Designs for  a token of appreciation for our Hero's Luncheon (Rose-Bud-Thorn)

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1st Grade Emoji Designs for  a token of appreciation for our Hero's Luncheon (Rose-Bud-Thorn)

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Students were asked to design an emoji that shows our hero's how much they appreciate them.

First graders were asked to imagine that their cat got stuck up in a tree and they couldn't get it down. They call the fire department and a fireman saved the kitty. What would you do to show the fireman your appreciation. Of course I had to define appreciation (thankfulness). We wrote some ideas on the board.

Each student was given a sheet of paper that had 4 circles. In each circle they were to come up with their own original emoji that shows thankfulness and or appreciation.
Once they had their designs done. They talked with their table members and they each had to find something that they liked about each others designs.

They were given another paper that had one large circle on it with their table # . They were asked to create one final emoji that incorporated the ideas of all members.

Their final emojis were hung up and then I drew a rose in the center on the board and I told them what it represented. "Tell me what worked well with this lesson" "What didn't?" "What can we continue to do?"
-   Leaves (bud) represent things  that we need to keep working on, thoughts and or ideas that help us to grow. The rose represents what worked really well. and the thorn represents what did not work well.

This is what it looked like--

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BCRG Personal Reflection & Evaluation (modified Rose-Bud-Thorn)

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BCRG Personal Reflection & Evaluation (modified Rose-Bud-Thorn)

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After spending weeks designing, creating and finally 'pitching' a specialized machine known as the BCRG (Bottle Cap Removal Gadget), the students were requested to personally reflect upon the overall experience.  This entire STEM experience (which necessitated the designing and testing of three different versions - redesigning was absolutely necessary) required 21st Century Skills such as creative and critical thinking, problem-solving, collaboration and communication.
I prepared a summary explanation that provided an overview regarding how they would evaluate '3' different areas of interest: (1) The overall performance of their final machine prototype (the version that they actually pitched!); (2) The design process that their team experienced throughout all three prototypes; and (3) Their own individual level of contribution to their team for the entire experience.

They could then select one of three sticky-note colors to communicate their determined level of evaluative measure - (1) bright orange = productive and worked well; (2) greenish-yellow = worked, but still developing; and (3) dull blue = needs improvement!

After a brief period of formulating and recording their thoughts, the students were then asked to get their sticky notes and place them in a set location for each particular area that was being assessed!  Every student placed their initials on each of their '3' sticky notes as well!

Following the posting, I asked the students to look at the posted display and selected volunteers to share what the sticky-note arrangement revealed.  Everyone agreed that the area that needed to be addressed the most was 'personal contribution' - it had the highest number of blue sticky notes!

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This was part of a larger lesson in which fifth grade students learned a series of ostinati to play on Orff xylophones to accompany an American folk song. They were asked to group themselves into groups of four and collaborate  on the creation of a body percussion routine to accompany a speech chant. Students were required to think critically to compose a routine that not only fit, but enhanced the chant. They were then asked to transfer the knowledge of that rhythm onto pitched instruments..

Students responded very well to this assignment. They were excited to show the class what they had composed and readily transferred the rhythm they had "embodied" to the instruments.