Happy Holidays to All!

This week will be devoted to writing, editing, and revising stories.  As most students felt that they'd be rushing to completely wrap up this week, I've offered the opportunity to use the break, if needed, to finish.  They have an editing sheet to guide their editing/revision process, and the rubric so that they can self-assess and know the expectations for grading.  Students should PRINT their final stories to bring with them on January 2.  That day they will do a small group read around in order to share their stories with classmates.  With genres ranging from historical to futuristic, from realistic to fantasy, I'm looking forward to reading the tales they've woven!

By now, most students have finished reading their original choice book and moved on to another.  I'm encouraging everyone to find a book to read over the break.  The PTO generously donated several book fair novels to our classroom library and students are free to borrow from my shelves!  Thank you PTO!

I wish students and their families a warm, peaceful, and fun winter break!  Happy holidays and all good things in the coming year!


Homework:

This week and during break (as needed):  

* finish drafting

* use editing checklists to edit

* revise story; add details as needed

* edit again for punctuation, capitals, juicy words, etc.

* PRINT final copy to bring in WEDNESDAY, JAN 2


Short Story Editing Form

Short Story Rubric

Time for Some Real Drama!

Our long awaited field trip is finally here!  We are off to the Academy of Music (the venue was changed from Symphony Hall) to view five short stories and a poem performed on stage:  The Raven, The Tell-Tale Heart, The Necklace, The Monkey's Paw, The Legend of Sleepy Hollow, The Celebrated Jumping Frog of Calaveras County.  Students need not bring anything to the theatre (ie, money, phones).  They should eat a hearty breakfast if possible as we'll be eating lunch later than usual.

In class this week students are continuing to practice with their vocabulary words; there will be a vocabulary quiz on Thursday.  They are also wrapping up the pre-writing activities for their stories, and many have begun to draft.  Our goal is to finish writing/editing/revising by the middle of next week so that students have a day or two to read some of their classmates' stories.  However, if anyone is not finished by the winter break, they can certainly take advantage of that time to complete their story.

At home, students should continue to read their choice novels, using sticky notes to jot their thoughts as they read.  Several students have finished their original book and are on to another; others will hopefully finish by the end of next week so that they can return their library book before the winter break.

Homework:

Monday-Friday:  read w/sticky notes

Monday-Tuesday:  finish up prewriting activities

Wednesday:  vocab quiz tomorrow (Thursday)

Friday:  work on short story (be prepared to edit Monday or Tuesday)


Vocab List #7 Quizlet  

Writing Dialogue (rules)

Dialogue writing practice

Reading, Writing and More New Words!

This week's vocabulary list includes words from cordial to chaos, virtue to grovel.  When our new vocabulary springs up in dialogue or writing, I know that they've been written into memory--I'm hoping to see some peppering students' short stories, which they should begin drafting later this week.

Students have been immersed in short story pre-writing activities, including brainstorming sensory detail for the setting, charting out their plot, getting to know their characters inside and out, practicing "show not tell" language, and studying and applying the correct punctuation for dialogue (they can use their choice novels as a model!).  Handouts for these activities are linked in last week's blog.

While they are busy writing in class, students are reading a novel of their choice at home, monitoring their thoughts as they read.  After viewing their first round of sticky notes, I'll be showing them how to dig deeper into their thoughts by explaining more of their feelings, responses, and connections to what they read rather than just summarizing a plot event or pointing out something interesting.  I'm pushing them to get to the "why" and "because" of their statements in order to think and write about them more extensively.

Homework:

Monday-Friday:  read with sticky notes
Thursday:  be ready to turn in sticky notes tomorrow (Friday)
Friday:  vocab quiz next Tuesday 12/11

Vocabulary Quizlet

From Reading Short Stories to Writing Them!

This week students will shift gears from reading short stories to writing their own.  They will engage in a variety of pre-writing activities at stations, including character "interviews", brainstorming setting details, and charting out plot events.  Their written notes might also be accompanied by sketches of characters and/or storyboard thumbnails.  Once students have moved through these stations, they will practice how to "show, not tell" the action of their stories, as well as how to accurately write and punctuate dialogue.

In addition this week, students will use their Monkey's Paw vocabulary words in sentences and play with them on quizlet.  There will be a vocab quiz on Friday.

Finally, all students are reading another novel of their choice, and as these were chose early last week, I'm sure there are students who have already finished their books.  If this is the case, I'm encouraging them to find a new one and read!

Homework:

Monday-Friday:  read choice book with sticky notes to monitor your thoughts (clarifying, predicting, summarizing, visualizing, wondering/questioning, ah-ha! moments, learning new words, etc)

Monday:  Choose 4 Monkey's Paw vocab words; write a sentence for each one.
Tuesday:  Choose 4 other MP vocab words; write sentences; finish station #1 work as needed.
Wednesday:  Write sentences for remaining 4 vocab words
Thursday:  Use quizlet to play with words;  QUIZ tomorrow!
Friday:  Finish up station #2 work as needed.

Monkey's Paw Vocab Quizlet

Short Story Writing Instructions/Tracking Sheet

Short Story Summary Organizer

Pre-writing Organizers for Short Story

Giving Thanks for Our ELA Class Community

This first break in the school year seems like an apropos time to pause and reflect on our learning and progress so far.  In doing so, I realize that among the many things to give thanks for this year, I am truly grateful to my students for sharing their ideas, opinions, and experiences as we've explored literature and writing.  I am thankful for this job in which I can foster communities of intelligent and engaged readers and skilled and creative writers.  I know that our work can be a passion for some and a dread for others, but if we can consider and share common human experience through reading and writing, we've achieved something vital to our growth as individuals and a community.

This week we will visit the library so that students may again choose their own novel to read.  While there may not be a culminating project with this one, we will revisit the strategies that readers use to deepen their comprehension of text, and students will be using sticky notes to monitor their thoughts as they read.

We have a new list of vocabulary drawn from "The Monkey's Paw" for which students inferred meaning based on context in the story, checked their inferences against a thesaurus or dictionary, and began composing word ladders of synonyms for these words.  We will revisit them after the break to play with them some more.

After the break, students will embark on a short story writing workshop.  They will engage in multiple pre-writing activities to brainstorm character, setting, conflict, and plot events.  This will give them a chance to use the elements of fiction we have been examining within short stories to write their own!  It will also facilitate their use of descriptive language and "juicy" word choices in their writing.

I want to wish all families a peaceful, pleasant, and safe Thanksgiving!

Homework:  read novel w/sticky notes to monitor thoughts; enjoy your book!

Monkey's Paw vocab quizlet

Be Careful What You Wish For...

This week continues our gothic short story reading with W. W. Jacobs' "The Monkey's Paw".  In this story with a twist, a family comes into possession of a monkey's paw talisman that has the power to grant three wishes to its owner.  Exploring the theme of fate and it's consequences, this fantastical tale warns us to be careful what we wish for...

Students will be exploring characterization and theme in this story, and they will have a chance to do a little creative writing connected to it.  They will also engage in vocabulary study drawing on words in the story.  This is one of the tales we will see performed by the Chamber Theater Company in December.

Homework:

Tuesday-Wednesday:  None unless Poe essay needs to be finished; submit on Google Classroom.

If you were absent on Wednesday, please go to Google Classroom and take the Reading Strategies Survey.

Thursday:  Finish vocabulary work.

Friday:  If you have a novel you have just begun or want to begin, please bring it on Monday.  We will be visiting the library to choose books!

Analyzing & Synthesizing: How Setting and Language Create Mood

Today students will realize that they are building an essay, paragraph by paragraph, in which they are analyzing "The Raven" and "The Tell-Tale Heart" for ways in which Poe uses setting and language to create the mysterious and suspenseful mood of his work.  They have also realized that our analysis work with these two texts has been building up to the synthesis of their thoughts in this writing piece.

Students should have already completed body paragraph one; today they will begin organizing their ideas and evidence for body paragraph two.  This paragraph, drafted and edited, is due on Wednesday.  On Wednesday, they will craft an introduction paragraph, and on Thursday, a concluding paragraph.  Hence, by Friday, they will have built a 4-paragraph essay.  They will then give it a final edit/revision and submit it to Google classroom.

Homework:

Monday:  finish drafting & editing paragraph 2 (due Wed)

Wednesday:  finish drafting & editing introduction paragraph

Thursday:  finish drafting & editing conclusion paragraph

Friday:  none unless need to finish up the Poe essay, in which case, please finish over weekend and submit to Google classroom.

Poe Writing Activity Instructions

Editing Checklist

Essay Rubric

"Tis the beating of his hideous heart!" --The Tell-Tale Heart" by Edgar Allan Poe

Students displayed their hidden dramatic talent today with performances of "The Raven".  Their focus was on creating mood by use of voice, body and gestures, and small musical instruments for effect.   Tomorrow they will read another of Poe's eerie works, "The Tell-Tale Heart".  They will identify characters, setting details, conflict, and mood, including the details that Poe uses to create the mood.  Students will next work in pairs to imagine a movie version of this story, including setting/props, sound effects, lighting, and costumes.  They will then view a film version, and next month will view both of Poe's works performed on stage when we venture to Symphony Hall.

To culminate our work with "The Raven" and "The Tell-Tale Heart", students will engage in a writing activity about the ways in which Poe creates mood.  They will consider both setting details as well as Poe's language, such as word choices, sentence structure, literary elements, and punctuation.  This will be a scaffolded writing activity in which students will write one paragraph, then add another, then add an introduction and finally a conclusion.  They will move through the process of turning the prompt into a topic sentence, paraphrasing text evidence, and ending with a concluding sentence.  As well, they will engage the writing process of organizing ideas, drafting, editing, and revising.  Hence, in the end, they will produce a four-paragraph essay about the development of mood in Poe's work.


Homework: as needed, depending on what is accomplished in class:

Monday:  finish noun packet if needed

Tuesday:  finish class work if needed:  Tell-Tale Heart organizer AND highlighting text for words/phrases that show MOOD

Thursday:  finish paragraph organizer

Friday:  finish paragraph draft (due Monday; no need to print yet)

"The Tell-Tale Heart" story

Reading organizer for "Tell-Tale Heart"

Movie design organizer for "Tell-Tale Heart"

Writing Activity Instructions/Checklist

"Quothe the Raven...Nevermore!"

As we inch closer to All Hallow's Eve, the time is nigh for a little taste of preeminent mystery writer Edgar Allan Poe.  Students will watch a couple of short biographical videos about Poe, considering how events in his life may have influenced his writing.  They will explore the creation of setting and mood in Poe's most famous work, "The Raven", by accessing the text in different mediums. First, they will engage in an interactive read aloud of the book illustrated by Ryan Price; they will then watch and listen to a youtube video of actor Christopher Walken performing the poem; finally, they will work in groups to create a performance of their given stanzas, with a focus on using voice, body movement/gestures, and small musical instruments to enhance the mood of their piece.

While there will most likely be no homework this week, it is a good time to catch up on anything that is overdue and submit it in time for report cards.

In the event of absence, here are links to the videos:

bio of Edgar Allan Poe

Another bio of Poe

Introduction video to "The Raven"

Christopher Walken reads "The Raven"

Writing Up A Storm

Today brings both rain showers and a shower of words as students draft final projects connected to their choice novels.  Some chose to create a poster showing the arc of the story, identifying exposition, rising action, climax, falling action, and resolution as well as the major conflict and themes of the story.  Others chose to write an essay on one of five given topics relating to either character, setting, themes, or connections made to the story.  Students will work in class on these projects today, tomorrow and Wednesday; they are to finish up for homework to turn in on Friday.

Later in the week, we will continue to hone writing skills by revising answers to questions on "The Fallen Angel."  Students are focusing on turning the question into the start of an answer; writing in complete sentences; including adequate supporting detail; using accurate capitalization and punctuation.

Homework:

Monday-Thursday:  work on choice book project as needed in order to turn in Friday.

Independent Reading Project

Story With A Twist

Students put their vocabulary words to some "twisted" use today as they wrote group stories using the words.  They then shared out stories so the class could identify any misuses of words.  What twisted tales they wove!  Students should use Quizlet to study their words a few minutes each night, and there will be a quiz on Friday.

Tomorrow we will read another short story with a twist, "After Twenty Years" by O. Henry.  After reading and discussion, students will work in groups to explore the elements of fiction, including character, setting and tone, themes, foreshadowing, and plot line.

Students should be wrapping up their choice novels if they are not already finished.  Tomorrow I will introduce the options for a final project (linked below).  This will be due next Friday, 10/19.

Homework:

Monday:  Reading log #3 due tomorrow; if "Fallen Angel" questions not turned in today, please print and turn in tomorrow.

Tuesday-Thursday:  Use quizlet to study vocab; begin work on choice book project (due Friday 10/19)

Friday:  Work on choice book project:  either draft of plot line or web/organizer for essay, depending on your choice.  Bring this in on Monday!


Independent Book Project

Fallen Angel Questions

Making Meaning While Reading

Aside from a few readers who opted to swap their book for another, most everyone has been engrossed in and enjoying their novels!  During our reading day last week, if you had visited any of my five classes, you would have seen noses buried in books and would have heard a pin drop.  This time was so valued by students that we are engaging another reading day tomorrow; what better way to pass a rainy day than to cozy up with a good book!  Students are employing comprehension strategies as they read, thus facilitating their interaction with their text.  This is evidenced on sticky notes that flutter off of pages as well as their reading logs.  

A note regarding the reading logs:  some students have expressed that they are not able to finish the "chunk" needed for the log.  I am telling everyone that if this is the case, just pause to complete the log to turn in, then continue reading as much as possible for the next log.  If they need extra time after the last log to complete the reading of the book, they can take that time to finish.

Today, students took on their second vocabulary list.  Words range from "jovial" to "morbid", from "sallow" to "a cappella".  Students will be playing with these words in class, but can also access quizlet linked below.

Later in the week, we will read another short story in class and examine the elements of fiction within it.

Homework:

Every night:  read w/sticky notes, practicing comprehension strategies (bookmark!)

Monday:  bring book on Tuesday--reading day!

Wednesday:  Reading Log #2 due tomorrow (Thursday)

Vocab Quizlet

Choices Galore!

Students enjoyed a visit to the library today to select a novel they want to read.  Their choices are varied across the board from historical fiction to science fiction and fantasy.  Tomorrow we will think about what exactly happens in a person's mind during the act of reading.   Students will use their choice books to practice being more aware of their thoughts and will record them on sticky notes as they read.  Three times throughout the novel, students will pause to respond to quotes they choose from their book--something that intrigued them, that made them think or question, connections they might have, something they noticed about the author's language, or comments on any element of fiction that resonates with them. 

On Wednesday, students will take a vocabulary quiz.  Part one is matching word to definition; part two involves filling the words into blanks within a story; and in part three they use the last two words to continue the story for a bit.

Students will take our ELA Department's benchmark assessment on Thursday.  The results of this are for teacher purposes only and scores will not be included in Aspen or report card averages.  Teachers use the benchmark results to identify overall areas of weakness in order to focus instruction as needed.

Finally, we will round out our week by reading O. Henry's "After Twenty Years", another story with a twist in the end!

Homework:

Mon/Tues:  Study vocab words; read book--bring book to school every day as you may have time to read in class.

Wed/Thurs:  Read!  Log sheet #1 is due tomorrow.

Friday:  Read; log sheet #2 due next Thursday.


Choice Novel Reading info & Schedule

A Week of Words and Story

Today, students dove into their first vocabulary list!  They will engage the words multiple times in a variety of ways in order to learn them.  After a week or so, they'll take a quiz on the words, though the broader goal is to use them in their own writing/speaking, and notice them being used by others or in print.

Mid-week students will read "The Necklace" by Guy de Maupassant.  They will examine the setting of the story, the characters and their motivations,  and themes that arise; in addition, they will map out the story on Freytag's Pyramid (aka, plot line diagram) to understand the movement and pacing of a fiction plot.

On Friday, students will ponder (vocab word!) the things that good readers do when they read, and I will model some of these things with a piece of text.  They will also consider the ways in which a reader might respond to a novel they're reading.  We will read and discuss an exemplar of response writing and prepare a composition book in which students will write responses to a novel of their choice.  On Monday, we will visit the library to choose books; if a student has recently begun a novel (and they're not too far into it), they should bring it to class on Monday.

Looking forward to seeing you at Open House on Thursday!

Homework:

Monday:  Project due Wed.

Tuesday:  Project due tomorrow!

Wednesday:  Finish vocab puzzles

Thursday:  Write a sentence using each vocab word correctly; include enough info in the sentence to convey the meaning of the word.

Friday:  Study vocab words (can use Quizlet link below); if recently started a novel and not too far in, bring it to class on Monday.

Quizlet for Vocab Words

Finally a Full Week!

While it was pleasant to ease into the school year with shortened weeks, it is likewise comfortable to finally settle into the usual routines.  Along with the school-wide PBIS initiative to encourage and facilitate positive behaviors throughout the building, we've been brainstorming and revisiting as needed expectations for our ELA classes to run smoothly and productively.

Students have been exercising their creative muscles by brainstorming and drafting their poems.  Their editing and revising work should focus on adding in description through the use of colorful words--adjectives, adverbs, and vivid verbs.  We also took a first look at literary devices, and students are expected to use at least two in every poem they write this year.  I will also be encouraging them to use devices to elevate any type of writing they do.

While students are busy revising their poems and working on their projects at home, in class they will begin their exploration of the elements of fiction within short stories we read together.  We will kick off with Ray Bradbury's All Summer in a Day, with a focus on the way that the author develops setting, character, and conflict in the story.

Happy new year to those celebrating the Jewish holidays!  Please know that students absent for the holidays can certainly take extra time needed to complete the assignments.

Homework:

Monday/Tuesday/Wednesday:  work on editing/revising poem (add description through word choices and devices); work on project

Thursday/Friday:  work on project

I Am From poetry project

Example of descriptive writing

Happy New Year!

Welcome to a new school year!  While we've gotten off to a steamy start, we've been able to ease into a new routine and get to know one another a bit.  Tomorrow we will launch into an autobiographical poem and creative project.  Students will read George Ella Lyon's "Where I'm From", analyzing it for content as well as structure.  Once they have thoroughly deconstructed this poem, they will begin to construct their own using Lyon's as a model.  This activity accomplishes many goals.  It allows students to exercise their creative writing muscles; their poems tell me a bit about them; and it takes students through the writing process to begin to establish (or re-establish) the routine of brainstorming, organizing, drafting, and revising.  Students will have the opportunity to further express themselves and their creativity through a project that will incorporate their poem. (We probably won't have a chance to talk about the project until Monday, but I've attached the activity in case you want to take a peek and get a head start on gathering materials.)

Throughout the year, I will post a blog note at the start of each week to sum up the week's agenda.  Following my note, I will list the homework for the week and attach relevant hand outs in case someone is absent or misplaces their papers.  While students are expected to be writing their homework into their planners at the beginning of each class, I am encouraging them to refer to the blog as well if they are absent or need more clarification.  Organization and use of resources are two skills we will help students develop this year, and reinforcement from home is beneficial.  Please don't hesitate to email me with any questions about our work or concerns about your student's progress.  Together we will guide students through a productive and enjoyable year!

Homework:

Tuesday:  none unless you've forgotten to buy a writer's notebook (spiral, composition book)

Wednesday:  none

Thursday:  finish poem brainstorming chart

Friday:  draft  poem due MONDAY for conferencing; share project instructions with caregiver.

When drafting, refer to second link below to refresh your memory about writing descriptively.

I Am From Poetry Project

I Am From Poem: example of descriptive writing

The Final Countdown!

It seems that all who attended our Celebration of Ancient Greece Showcase agreed that it was a huge success!  Students performed poetry, skits, and original music and all of their projects were on display for families, staff and students to enjoy.  

I've asked students to pass on to next year's Green Rev students a bit of themselves and their work.  Each student inscribed a raindrop bookmark with lines from their River of Words poem, and students next year will have the opportunity to pluck one from the bulletin board outside my room.  I've also asked students to consider submitting their poem to the River of Words contest; while there weren't many takers, I'm hoping to have a  bunch to mail off this summer.

While students are counting down these last few days, I'm also encouraging them to reflect on their achievements this year and to harness their intelligence and creativity for much more success in years to come.  Their insightful thinking, wit, and wisdom only a seventh grader can reveal was truly a gift to me as a teacher and person, and I thank each and every one for that!

I wish students and families a fun and relaxing summer!  

Homework:

Please return mythology and Giver books.  If books are not returned, the office staff will contact families regarding payment for lost books.

Winding Down...Sort Of!

It seems that we should be winding down, but we are still quite busy preparing for our Celebration of Ancient Greece Showcase on Thursday (see invite attached on last week's blog).  Today, we are all enjoying our first glimpse of projects--such creativity on display!  Students are rehearsing their poetry readings and performance projects, and finishing up miscellaneous in-class mini-projects which will be on display.

On Friday and next Monday, students will make raindrop book marks inscribed with lines from their River of Words verse.  To reflect the connection of all living things, next year's Green Rev students will each take a book mark at the start of the new school year.  

Homework:

Projects must be in by Wednesday!

Students should finish up any in-class mini-projects as needed by Wednesday.

Check Aspen--any missing work needs to be turned in ASAP!

The Home Stretch!

It has been so exciting to see students weaving together nature observations with Greek mythology to create vivid and imaginative poetry!  Today everyone is contributing their best line, then as a class they are arranging those lines into a stanza.  Ultimately, we will arrange each class stanza into an epic poem!  While eyeballs may roll when told they are going to write a poem, something magical happens when students are given the opportunity to look inward into their hearts and minds; they can paint pictures with words that express their thoughts and emotions, and they realize the power of precise and descriptive language to convey meaning.  Their poetry is amazing and inspiring!

Students are also wrapping up their mythology essays; final drafts will be turned in on Wednesday.  They will incorporate their essay into their project in creative fashion as well.  Students may bring in their project when it is ready--no later than 6/13.  We will be setting up the community room for the "Celebration of Ancient Greece" showcase on June 14 (invitation is attached and will be sent home with your student this week).

We are in the home stretch!  While there is still much to do in a couple of short weeks, I'm enjoying this time with students to be creative, recite choral poetry, and even kicki up our heels in some Greek dancing!

Homework:

Monday/Tuesday:  Finish essay; turn in final draft on Wed.

Ongoing:  Project (w/essay creatively incorporated) due 6/11.

Greek Showcase Invitation

A Final Flurry of Words

This week brings a final flurry of writing--both essays and poems.  Students are drafting essays about their mythological character based on the research notes they have gathered.  A final draft of the essay will be submitted, and it will accompany the student's project in a creative fashion.

Students are finishing up the brainstorming begun at Look Park on Friday afternoon.  There they recorded observations of nature and began to pair those observations with descriptive language.  The final brainstorm concerns images of the mythological world:  oceans, rivers, Mt. Olympus, the Underworld.  Students will use their observations and imagery to compose poems, perhaps prompted by the inspirations offered to them (see attached handouts on previous blog page).

While students are busy creating their mythology projects at home, in addition to the final flurry of writing we are doing this week, they will be engaged next week in a few more creative projects to round out our mythology study.  One will involve similes from the "The Iliad", another will focus on idioms that originated in ancient Greece, and for another students will attend (aka create) a round table meeting of the god(desse)s.  You will get to view all of their projects at our Celebration of Ancient Greece on Thursday, June 14 (invitation to come!).

Homework:

Mon-Thurs.:  Draft essay should be completed by Friday; students should use editing checklist (on back of outline handout) to edit and revise.  Final draft to submit due Wed. 6/6. (Students will incorporate essay into project creatively.

Mon-Friday:  Final draft of poem is due MONDAY 6/4.  It is important to bring your final draft, printed, to class on Monday because we will do something with the poems!

Myth essay outline

Poetry organizers are linked on previous blog page:  River of Words Meets Greek Mythology

Mythology + Poetry = Mytholotry?

This week presents an interesting mash up of mythology study and poetry writing.  Students will be following Odysseus on his journey home from the Trojan War as Mr. Kachulis tells "The Odyssey".  They will also be engaging in research about their project character using a wide range of reference books in the classroom.  They should be researching for homework as well, either online or at a local library.

Their mythology study will intersect with poetry as they read my blog page, "River of Words Meets Greet Mythology".  I've introduced the concept of water, both in the real world and the imagined mythological world.  On the blog page I've linked articles relating to rivers and seas and their inhabitants, from the mighty Poseidon to the many naiads that populate the waters. (These articles are on a website that students can use for project research as well.)  Students have been assigned to read these short articles, as well as preview the observation charts for the Look Park visit on Friday and the handout of inspirations for their poems.  This will prepare them to construct a bridge, in their poem, connecting mythology and poetry.

I need PERMISSION SLIPS on TUESDAY in order to organize for the activity.  Please be reminded, as per the handout attached to the permission slip, that students may bring a small backpack with a water bottle, hat, sunscreen, small towel for sitting on the ground.  They can also keep the work folder I will give them in their backpack.

Homework:

Monday-Thursday:  
This week, please read my blog page "River of Words Meets Greek Mythology"; read articles and preview the observation charts and handout of inspirations for your poem.

The poem will be due next Friday, June 1.

Ongoing work: research & project

River of Words Meets Greek Mythology: Bodies of Water, Real or Imagined

Soon we will take a pause in our Greek adventures to visit Look Park--this will spark our "River of Words" poetry project!  At the park, you will closely observe your surroundings, using your senses to experience and record all of the natural (and perhaps human-made) elements around you.  Since the River of Words poetry project ties closely to the element of water, you will be sure to include the river and pond in your observations.

Water featured prominently in ancient Greek life (don't forget they were surrounded by it!), including in their mythological stories.  So, this connects naturally with the River of Words poetry writing.  In order to prepare for this experience, please read the following articles BEFORE the Look Park trip.  You might want to revisit them after the trip, before you begin writing your poem.  The inspirations I will give you to ponder for your poem are rooted in these stories and characters.



The River Styx

The River Lethe

Oceanus

Naiads, Water Nymphs

Poseidon, God of the Sea

Nereids, Water Nymphs

"Narcissus and Echo" in your book (pg.86)


I'm also attaching below the observation charts and poem inspirations handout for you to preview before the Look Park activity.  I will give you hard copies in class to take with you.

Observation charts

River of Words Poetry Inspirations

Reading, Writing and Research

Students have been writing creatively on a piece focused on either  Persephone and Hades or Perseus.  Some are writing diary entries from the perspective of either Persephone or Hades (or both!), while others are composing Perseus' Travelogue brochures.  This activity is prompting them to dig deeper into each story and combine it with their own imaginations to write descriptively about the places and characters involved.

This week I introduced the mythology project.  Students will choose a character to research, write an essay, and create either a visual project or performance piece.  I have encouraged them to not only choose a character they are truly interested in, but to use their interests and talents in their projects.  There is a lot of freedom and opportunity with this project for artists to create, engineers to design and build, musicians to play, singers to sing, and actors to act!  They have the option of working independently or with a partner.  I have laid out a schedule with the end goal of bringing in projects June 11 or 12.  On June 14, students will host a showcase of their work--keep an eye out for an invitation in a couple of weeks!

The project instructions, schedule, planning sheet, and  update sheet are linked below.  Please note that I'm asking students to have their caregiver sign the project plan and each weekly update.  My intention is for adults to be aware of and to guide their students' time management--and maybe even get involved in the project creation!


Mythology Project Instructions, schedule, planning sheets

Mythology Research Organizer


Homework:

Project plan (signed) due Thursday.

Creative writing final due Friday.

Friday:  Continue to research; gather materials for project

PLEASE SIGN AND RETURN FIELD TRIP PERMISSION SLIP BY TUESDAY, 5/22.

Gods, Heroes, and Monsters--Oh My!

The adventures continue this week with the story of Perseus and the Medusa.  Similar to the story of Theseus and the Minotaur, this is a tale of a hero's quest.  Both protagonists were given gifts from the gods, but had to find the wisdom to use them appropriately.  Both heroes also had to face their inner fears and self-doubts to find the courage and strength to overcome  obstacles, themes familiar to all of us modern mortals.  We are contemplating the god(desse)s as weavers of fate; they inspire multiple facets of a mortal's persona and also weave their fate and destiny.  The ancient Greeks believed that the closer the gods got to you, the more you would become yourself.  

In discussing the stories, we are honing in on strong visual imagery of settings and characters.  Students will begin a creative writing activity of their choice in which they will exercise their descriptive writing skills.  One option is to assume the persona of Persephone and/or Hades and write diary entries based on their experiences in their story.  Another option is to pretend to be Perseus writing a travelogue of his journey, chronicling the places he passed through and the characters he met.  Explicit instructions and brainstorming organizers for each are linked below.

At the end of the week, we will play with the Greek alphabet, writing our names and translating some Greek root words from Greek to English. 

Homework:  

Mon/Tues:  reading pgs. 22-38 for Wed. (chart as read)

Wed:  reading/chart pgs. 39-53 due Mon. 5/14

Tues-next Mon:  Creative writing draft (Persephone diary or Perseus travelogue) due Tues. 5/15

Perseus' Travelogue

Persephone/Hades Diary

Persephone/Hades diary brainstorming organizer

Let the Adventures Begin!

Last Friday, students followed Theseus on his adventure into the labyrinth to slay the minotaur, thus saving future Athenians from being sacrificed to this creature.  While the story is a grand adventure in which the hero Theseus eventually becomes king, we can understand it on more personally relevant levels.  For example, his journey necessitates leaving his mother, and her letting go of her adolescent son.  Theseus leaves to meet a father he has never known, and along the journey encounters many obstacles and villains.  So the story can be read on the level of the labyrinth symbolizing Theseus's mind, and the adventures representing his inner journey through his tumultuous emotions, including courage, his wisdom to do the right thing and use the gifts of the god(desse)s wisely, and to ultimately develop into a fair and wise king.

This week students are working in groups to read chunks of Theseus and the Minotaur in their mythology books, making comparisons to the version they heard Mr. Kachulis tell, and presenting their chunk of the story to the class using a visual illustration and essential quote.  On Wednesday they will hear the story of Persephone and Demeter, a myth that on the surface is an explanation of how the seasons came to be. 

Students are also preparing this week for their Poetry Cafe on FRIDAY!  I hope that they gave you the invitation, which is also linked below.  Each student will read one of their poems as well as a published poem, and students are welcome to bring in nut-free snacks and drinks.  HOPE YOU CAN ATTEND!

Homework:

Monday:  domain pic due Wednesday; reading pgs. 1-21 w/chart due Thursday.

Thursday:  reading pgs. 22-38 due next Wednesday.

Poetry Cafe Invite

Domain pic instructions

"A poem begins in delight and ends in wisdom." -- Robert Frost

Frost's thought about poetry has been personified in our class for the past several weeks.  Not only have students played with language, employed new words, and experimented with form, but they have revealed deep observations, ideas, and emotions through their poetry writing.  This week's inspiration comes from French artist Francis Picabia (1879-1953) who once said, "Our heads are round so our thoughts can change direction."  This intriguing statement fits his art work which shifted styles throughout his career, ranging from industrial diagrams to impressionistic landscapes and human figures to abstract paintings.  Students are exploring in these poems an idea of their own, which at some point and for some reason, changed direction.

We will celebrate the culmination of our poetry unit with a Poetry Cafe on Friday, May 4.  Families are invited to attend, and to send/bring in a snack if possible (no nuts, please!)  See attached invitation for times of each class period.  We hope you can attend!

On Thursday, we will sail off to ancient Greece!  We will embark with a brief introduction to this oral culture, including the role of mythology and its colorful cast of characters.  Our artist-in-residence, Nick Kachulis, will launch our ship with the story of "Theseus and the Minotaur" on Friday.  Nick will be telling several myths throughout this unit, including "The Odyssey".  He will share his knowledge about Greek art, music, and drama, and if time allows, we'll kick up our Greek dancing heels!  He will also be available to help students conduct research into a character of their choice as well as for other projects, all of which will be showcased at our "Celebration of Ancient Greece" in June.  This artist-in-residence program is made possible by grants from the Massachusetts Cultural Council and the JFK PTO.

Homework

Monday-Tuesday:  Heads are round poem due Thurs.; poetry test Wed.

Wednesday:  final draft heads are round poem due tomorrow.

Thursday:  review Theseus setting/cast of characters handout; answer prompt on back

Friday:  LAST CALL: If you owe anything poetry-related, turn in on Monday.

Poetry Cafe Invitation

"Our Heads Are Rounds" Poem Instructions

Our Heads Are Round poem brainstorm chart

"Poetry is an echo asking a shadow to dance." --Carl Sandburg

What an elegant image Sandburg's metaphor creates for the reader!  Students this week are cooking up their own metaphors to give fresh new ways of thinking about ordinary things.  They will use one of these metaphors as inspiration for a poem.  Mid-week we'll take a look at some free verse poems, which will be a springboard into writing a free verse on a topic of their choice.  Students will also be wrapping up their final device pages.

Homework:

Monday/Tuesday:  Device pgs. 5 & 6 due Wednesday; metaphor poem due Friday.

Wednesday:  metaphor poem due tomorrow.

Thursday:  work on free verse poem (due by Monday 4/23).

Friday:  Free verse poem due Monday 4/23.

Metaphor Poem

Ode to...Salt...Artichokes...Onions...Tomatoes!

In homage to Chilean poet Pablo Neruda, students are composing odes to foods this week.  After exploring the word choices and devices Neruda used in his food odes, students are attempting to describe their food items in fresh new ways, using descriptive words and poetic devices such as personification, hyperbole, similes, metaphors, alliteration, and onomatopoeia.   They are also creating, this week, two more device pages for their poetry folders.

This week brings spring snow showers and MCAS testing!  Students will test on Tuesday/Wednesday mornings.  Please make sure that they get a good night's sleep (sans electronics!) and eat breakfast, so that their brains are working on maximum fuel.  I am confident that they are prepared to take the test and perform well.

This is a good week for catching up on missing assignments, if need be.  Aspen is current and 0s are standing in as placeholders for missing work.  If it is turned in this week, I will score it and put it into Aspen so that it counts towards the upcoming report card.

Homework:

Monday-Wednesday:  Device pgs. 3 & 4 due Thursday.

Thursday:  Food ode due Friday.

Literary Device Pages

Neruda's food odes

Words, Words, and More Beautiful Words!

Students' first foray into poetry writing last week was quite impressive and inspiring!  Each student wrote a single line that they then put up for auction--anyone could take anyone else's line to use as a springboard for a poem.  As inspiration for the next poem, they were encouraged to listen to the music of words in their minds as they brainstormed a list of "beautiful words", or those they like the sound of, and then crafted a poem using them.  This week they will create imagery in the form of cinquains.  They will read and analyze some of Pablo Neruda's odes to onions, tomatoes, artichokes and salt, and then pen their own ode to a food.  In addition to writing poems, students are demonstrating their understanding of poetic devices by creating a page for each device that gives a definition, an original example in a line or short poem, an illustration of the example, and they'll be finding an instance of each device in a published poem.

Homework

Monday:  beautiful words poem due tomorrow

Tuesday:  device pg. #1 due tomorrow

Wednesday/Thursday:  Cinquains (minimum of 2) due Friday

Friday:  ode to a food due Friday, April 6

Shifting Gears Onto A Road Less Traveled

To usher in the official start of spring, we are seguing off the MCAS--essay--academic-reading-and-writing highway to a meandering, less trafficky road.  At times it will be smooth sailing, perhaps other times a bumpy ride--but on this road there are no flat tires or breakdowns when you hit a pothole!  Students will take the wheel, exploring new roads and forging new paths using the maps of their mind, heart and soul.

What is this road?  you might ask.  Poetry, of course!  Poetry is the perfect writing genre in which to play with language:  to learn (or coin!) new words; experiment with literary devices; play with punctuation (with purpose, of course); to shape words on a page unlike any essay ever written.  Best of all, poets can freely express their deepest thoughts and emotions, their humor, and observations of the world or life.  Topics can range from the sublime to the ridiculous; forms can encompass free verse to limerick, rhyme to concrete. Individuality is the key, as each poem a student writes expresses their own ideas, thoughts, and emotions in their own unique way.  

We'll read poems, too, peeling back layers and trying to unlock the mysteries they hold.  Students will come to understand that they may have to retrace their route with a poem, drive back over it, discover things they hadn't seen the first time down that road.  They will come to appreciate the deeply layered beauty of a poem--layers of meaning, layers of language--like the petals of a rose that smells ever more fragrant as as you pluck away petals to reach the inner bud.  They will chuckle at the rhymes of Jack Prelutsky, and maybe turn a bit introspective after reading "The Giving Tree".  They will become expert drivers as they navigate the language of poetry, identifying devices, form and structure and analyzing their purpose and effect.  Their reading and observation of poems will inform their own poetry writing, always with the goal of trying a new device or style, of traveling down a road less traveled to take readers of their poems on an exciting new journey.  

Homework:

Monday:  Prepare for book group tomorrow; vocab quiz Thursday (play quizlet!)

Tuesday:  Read for book group Friday; vocab quiz Thursday (quizlet!)

Wednesday:  Vocab quiz tomorrow

Thursday:  prepare for book group tomorrow; work on poem

Friday:  Finish your "beautiful words" poem; prepare as a final draft to turn in Tuesday 3/27

Beautiful Words Poem