What are the sample paragraphs to give thoughts on a read story that educates the spirit of solidarity in the 5th-grade Vietnamese Language curriculum?

What are the sample paragraphs to give thoughts on a read story that educates the spirit of solidarity in the 5th-grade Vietnamese Language curriculum?

Below are sample paragraphs to give thoughts on a read story that educates the spirit of solidarity in the 5th-grade Vietnamese Language curriculum:

Sample No. 1

Solidarity is a noble tradition of our nation from ancient times until now. The spirit of solidarity has been passed down by our ancestors through the teachings of the proverb “One tree cannot make a mountain; three trees together create a high mountain.” President Ho Chi Minh also summed it up into a timeless truth, affirming clearly: “Solidarity, solidarity, great solidarity; Success, success, great success.”

During his lifetime, President Ho Chi Minh had many stories derived from everyday items that held profound values and meanings. His story about the “Watch” is a manifestation of those values.

Although short, the story conveys a significant value, the great ideology of his on the spirit of national solidarity. Through the story, I see that only with solidarity can we create collective strength, national strength, to defeat foreign invaders, to build and protect the nation. For our agency, unit, it is the same, much like a watch, each individual, each department is an indispensable part. All have their own duties, whether big or small, but they are all important parts of a collective organization, each duty like a link connecting one to another. To create a truly strong connection, each of us, as a link, must truly unite, strive, try to maximize our capabilities, and support each other to complete our tasks.

Sample No. 2

One of the stories about educating the spirit of solidarity that I have heard is the story about "Two Brothers and the Camel." In the story, two brothers travel together through a vast desert. When they encounter a large camel, they cannot control the animal on their own, but through cooperation and mutual help, they overcame the challenge. I clearly felt the message that the story wants to convey: only when people know how to unite and bond with one another can they overcome all difficulties and challenges in life. The story makes me think about the role of solidarity in all activities, from family, friends to the community. Solidarity is not only cooperation in work but also sharing, encouraging, and helping each other in difficult times. I find this story very meaningful because it teaches me a valuable lesson about the strength of solidarity and the love between people.

Sample No. 3

The story of "The Bundle of Chopsticks" left me with many emotions and deep thoughts. I am very impressed with the wise father who used a bundle of chopsticks as a vivid proof to educate his children about the importance of the spirit of solidarity. Through the story, I understood more clearly the power of unity. When each person is just a “single chopstick,” we can easily be broken under difficulties and challenges. But when we unite into a “bundle of chopsticks,” we become much stronger and more resilient. The story also reminds me of my responsibility in building and maintaining the spirit of solidarity in the community. Whether in family, school, or society, we need to know how to love, and support each other to overcome difficulties together and develop.

Note: The information is for reference only!

What are the sample paragraphs to give thoughts on a read story that educates the spirit of solidarity in the 5th-grade Vietnamese Language curriculum? (Image from the Internet)

What are the perspectives on developing the 5th-grade Vietnamese Language curriculum?

Under Section 2 of the Appendix of the General Education Program for Literature issued with Circular 32/2018/TT-BGDDT, the perspectives on developing the 5th-grade Vietnamese Language curriculum are as follows:

- The curriculum is developed on theoretical and practical foundations, updates on research achievements in education, psychology, and teaching methodology of Vietnamese literature; achievements in literature and linguistics research; achievements in Vietnamese literature across various periods; experiences in developing Vietnamese literature curricula, particularly from the early 21st century until now, and international trends in curriculum development in general, and the curriculum in particular over recent years, especially from developed countries; societal practice, education, economic conditions, and Vietnamese cultural tradition, especially the diversity of students in terms of regions, conditions, and learning abilities.

- The curriculum focuses on training communication skills (reading, writing, speaking, and listening) as a central theme throughout all three education levels to meet the program's capacity-oriented direction and ensure coherence and continuity across all grades and levels. Fundamental, foundational knowledge about the Vietnamese language and literature is formed through activities in comprehending and creating texts; directly serving the requirement of training in reading, writing, speaking, and listening skills.

- The curriculum is developed with an open approach, reflected in not specifying detailed teaching content but stipulating the outcomes needed in reading, writing, speaking, and listening for each grade; delineating some basic, core knowledge about the Vietnamese language, literature, and some texts with a significant, crucial position in national literature as mandatory content for students nationwide.

- The curriculum meets both the innovation requirements and emphasizes inheriting and enhancing the strengths of existing Vietnamese literature curricula, especially the current one.

What are the regulations on regular assessment of academic content of subjects for primary school students in Vietnam?

Under Article 6 of the Regulations on Assessment of Primary School Students issued with Circular 27/2020/TT-BGDDT, regular assessment of the academic content of subjects for primary school students in Vietnam is conducted as follows:

- Teachers flexibly and appropriately employ assessment methods, primarily by words to inform students about the right, the wrong and remedial measures; specify feedback in notebooks or academic products of students if necessary and provide timely assistance.

- Students provide feedback on their work and their peers’ work during execution of academic tasks for the betterment.

- Students’ parents discuss student feedback and assessment with teachers via appropriate means and cooperate with teachers in motivating and assisting students in studying and training processes.