Oh, what twisted plots they weave!

Fingers are flying in ELA as conflicts arise, tensions build, and characters become embroiled in messy plots!  Young writers are exercising their imaginations and sharpening their writing skills as they craft their stories.  They are using their prewriting work to weave in character and setting details; they are practicing descriptive writing by employing literary devices; and they're expanding their vocabularies by using a thesaurus as they write. 

We are devoting all of this week to the writing process of drafting, editing, and revising.  I'll be giving students an editing checklist as well as the rubric (linked below).  Depending on their pace, students can turn in their final story either by the end of class this Friday or upon return in January.  I'll be reminding students that they have a choice about the final format of their story, as outlined in the original instructions.

Short Story Editing Form

Short Story Rubric


Homework:

Mon-Thurs:  work on story!

Winter Storms and Brainstorms

Not only is the winter weather churning, but so are active young minds in ELA class!  Students are immersed in brainstorming their characters, setting details, and overall plots of their stories. This week we will also examine the rules of writing dialogue--for which punctuation can be tricky--as well as practice showing characters' emotions, setting, and situation rather than simply telling the reader.  Students should be ready to begin drafting stories by the end of the week!

Homework:

Tuesday:  finish prewriting station 2

Wednesday:  finish prewriting station 3

Thursday:  finish dialogue practice & show not tell practice (if needed); if finished in class, can begin drafting story

Friday:  work on story draft

Let the Stories Begin!

I skipped writing a post last week due to the shortened week, and here we go with another one!  Sometimes the shorter weeks turn out to be the busiest!  I'm not complaining, though--found time outside of school is always a blessing.  Speaking of blessings...in the spirit of the holiday season, I wanted to express my gratitude for having such sweet, intelligent, and creative students under my wing.  It is truly a privilege to be able to work with them each day!

It seems that most have returned energized and excited to dive into short story writing.  Someone even texted me yesterday asking if they could begin--because they just couldn't NOT begin!  Today we discussed why we're writing stories, reviewed the instructions and criteria, and I explained the process of moving through prewriting stations to drafting.  These stations, covering character, setting, conflict/plot line, dialogue writing, and "show not tell" language, allow all students to engage the writing process in steps in order to dispel any feelings of angst.  I've attached below the instruction handout outlining criteria and the prewriting tracking chart.

Homework:

Wednesday:  think/list story ideas (any genre and topic)

Thursday:  work on story prewriting station #1 as needed

Friday:  finish station #1 prewriting


Short Story Writing Workshop (instructions/tracking chart)

The paw will grant three wishes...

Students were left pondering the themes of fate and free will after reading "The Monkey's Paw" by W. W. Jacobs.  Tomorrow they will examine the way that the author portrays characters through their actions, identify words and phrases that convey mood, and engage in creative writing connected to the story.  As well, they will investigate some of the story's vocabulary through context clues to derive meanings.  I am planning to show a film of the story so that they can make comparisons to the text and consider the filmmaker's choices in their production.

Today students drew vocabulary list #3 words on our "wall of wisdom".  Tomorrow they will pair up with a classmate to create a charade or short skit acting out a word.  There is a quizlet attached below for them to use to practice with the words.  Most likely, there will be a vocab quiz on Friday.

Homework:

Monday:  none unless something is overdue (like Poe essay); study vocab

Tuesday:  finish Monkey Paw activities if needed; use quizlet to study vocab

Wednesday:  write 4 sentences using 4 vocab words; use quizlet to study

Thursday:  vocab quiz tomorrow

Vocab List #3 Quizlet

Building An Essay

Last week, students wrote the body paragraphs for an essay on the ways in which Poe uses setting details and language elements to create the mysterious and suspenseful mood in his writing.  This week, they will tackle the introduction and conclusion paragraphs.  Today we examined a sample introduction and identified the three main parts:  hook, background information, and thesis statement.  Then, students completed an organizer of these parts for their Poe essay, and proceeded to type it up.  Tomorrow, we will follow the same process to examine, brainstorm, and write a conclusion paragraph.  Final steps will be to assemble the paragraphs, edit one last time, and tweak formatting as needed.  Students will submit their final drafts on Google Classroom.

Next up--back to reading!  We'll consider the themes of fate and free will in another story with a twist:  "The Monkey's Paw" by W.W. Jacobs.

Homework:

Tuesday:  finish drafting introduction paragraph; edit with checklist

Wednesday:  finish drafting conclusion paragraph; edit with checklist

Thursday:  finish final editing and formatting; submit to Classroom

Friday:  none! :)

Introduction/Conclusion instructions/organizer

From Reading to Writing

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 two texts.

Homework:

Monday-Tuesday:  finish paragraph organizer-- due Wednesday

Wednesday:  finish drafting and editing paragraph #1

Thursday:  finish organizer paragraph #2

Friday:  finish drafting and editing paragraph #2


Edgar Allan Poe writing activity

Transforming the Words of Poe into Performance

Students are tapping into their inner thespian as they collaborate in groups to perform stanzas of "The Raven."  Their directive is to consider how to use their voices (volume, tone, emotion), bodies (movement, position, gestures), and instruments (small, hand-held) to capture the mood and language of Edgar Allan Poe.

On Thursday, students will listen as they read "The Tell-Tale Heart", also by Poe.  As with "The Raven", they will consider how Poe creates setting and mood within the tale, as well as how he uses language, including word choices, sentence structure, and punctuation, to convey the mood and character.  They will then brainstorm with a partner how they might shoot a movie of this cryptic tale, taking into account lighting, props, and sound effects that would create the mood.

Peppered in this week will be two short quizzes:  one on "The Raven" (written as MCAS-style multiple choice questions and based on our work with the poem), and one on our vocabulary list.

Homework:

Monday-Thursday:  use quizlet or other means (flashcards, quiz a partner) to study for vocab quiz FRIDAY.


Vocabulary List #2 quizlet

"I would define, in brief, the poetry of words as the rhythmical creation of Beauty." --Edgar Allan Poe

As we drift through the spooky season of Halloween, we will learn about the "father" of the modern detective story, Edgar Allan Poe, and read a few selections by this author of the macabre.  We will begin this week with "The Raven," perhaps Poe's most famous work, though at the time of its writing it earned him only $15.00!  Following an exploration of aspects of the poem and group performances of it, we will read "The Tell-Tale Heart", a dark glimpse into the mind of a madman.  Students will be examining, in particular, Poe's use of language to create setting and mood in each of these texts.

Meanwhile, we are also practicing using words from our second vocabulary list!

To use the organizer for the plot line poster, please make yourself a copy and then you can type on it.

Homework:

Monday-Friday:  choice book final project due Monday

Vocabulary List #2 quizlet

Choice Book Final Project Instructions

Plot line poster organizer

"Most wonderful of all are words, and how they make friends one with another." -- O. Henry

This week students will observe how O. Henry's words play with one another in the short tale, "After Twenty Years."  It is another story with a twist ending that sparks thinking about issues of friendship, loyalty, and ethics.  Following our reading and discussion, students will collaborate in groups to explore different aspects of the story such as setting and mood, foreshadowing and twists, and characterization.

Everyone should be finishing up their choice novel this week, with the final log due on Friday.  Students will then have another week to work on their choice of project (plot line poster or essay), which will be their primary homework.

If time allows, we will launch a second round of vocabulary words on Friday!

Finally, I want to give a plug for a new bookshop catering to teens that has opened in Florence--High Five Books.  The owners encourage students to drop in after school, talk books or just talk, write/create--and they even sell snacks!   It is located on N. Maple Street, just past Benjamin Moore Paints if coming from the center of town.  See the attached flyer for more info, including upcoming creative writing sessions!

Homework:

Monday-Thursday: finish reading book and last log due Friday

High Five Books flyer

Choice Book Project Instructions

Vocabulary List #2 Quizlet

"Words dazzle and deceive because they are mimed by the face. But black words on a white page are the soul laid bare." --Guy de Maupassant

This quote by de Maupassant connects to our work as developing readers and writers.  As readers, we don't have the benefit of intonation, expressions, or gestures to interpret meaning, merely the way that our minds and emotional reactions interact with text to construct meaning.  Likewise, our truest writing, even when academic, is best when it flows directly from the heart and mind.  This week, students will read this author's short story "The Necklace".  They will collaborate in groups to examine the ways in which the author develops characters, setting, conflicts, and themes, as well as how we interpret them. 

Similarly, students are interacting with their choice novels by monitoring their thoughts and reactions as they read.  They are analyzing characters, responding to situations and conflicts, making connections, and using the author's language to visualize.  They are using sticky notes to record their thoughts and reflecting on dialectical-style logs.

In addition to this literary work, students are engaging their first set of vocabulary words in a variety of ways.  Practice using the words will help embed them, and I'll look forward to seeing them pop up in future writing or when they spot one in text!

Homework:

Monday-Thursday:  read w/sticky notes;  LOG #2 due FRIDAY.

Friday:  continue to read w/sticky notes; use quizlet to review vocab words

Vocabulary List #1 quizlet

What Do Good Readers Do When They Read?

The thrust of this week's instruction centers around the questions:  what do we actually do when we read?  What is going on in our minds as we read?  How can we become more attentive readers who are aware of their thoughts and reactions as they read?  Today students are choosing a novel to read independently; they will have opportunity to read a bit in class this week, but this will be their primary homework over the next few weeks.  As they begin to exercise their findings to the aforementioned questions--that readers use strategies and that their minds are constantly thinking--they will be raising their awareness of their thoughts as they read.  By becoming more active readers, they will retain more focus on their book and deepen their comprehension of it.

Students will monitor their thoughts by using sticky notes to jot quick ideas/thoughts/reactions.  Three times during the course of their novel, they will pause to write up a log sheet that encompasses one interesting quote from the book, their ideas/thoughts/reactions to it, and a brief summary of events so far.  To culminate their reading, students will choose either to create a plot line poster or to write an essay based on their choice of given prompts.

In addition to all of this activity around reading, I'm hoping to introduce our first vocabulary list this week, too!

Homework:

Monday:  if you have not yet submitted the "All Summer In A Day" essay, please submit to CLASSROOM and give me you self-scored rubric.

Monday-Thursday:  read choice book w/sticky notes.  FIRST LOG due FRIDAY!

Friday:  first log is due today; continue reading over weekend using strategies/sticky notes.  Next log is due 10/11.


Choice Novel Reading Instructions & log schedule

Independent Reading Activity Choices/Instructions

Reading Log template

"All Summer In A Day"

On this first day of autumn, the weather is making us feel like the title of Ray Bradbury's short story, "All Summer In A Day".  After reading the story together and discussing initial impressions, students began collaborating in groups to take a closer look at characterization of the protagonist and antagonist, the movement of the story on the plot line diagram, descriptions of the setting (the planet Venus) in the rain and in the sun, the language that Bradbury uses to create imagery, and thematic discussion questions.  

This week, after doing a carousel survey of each group's work and taking notes on it, students will choose a prompt on which to write a paragraph essay.  I will model how to write a topic sentence based on a prompt, and students will practice by writing topic sentences for each of three prompts related to the story.  Then, they will complete an organizer of supporting ideas for the prompt they chose to write on.  We will consider the use of transition words to introduce and connect pieces of text evidence, and I will model how to transform notes on an organizer into complete sentences, as well as how to write a concluding sentence.  Once they've completed a draft, students will self-edit using an editing checklist, revise, and submit a final draft.  The goal is to be finished by the end of class on Friday.

Homework:

Tuesday:  none

Wednesday:  finish organizer; can work on draft if ready

Thursday:  finish editing

Friday:  if paragraph is not submitted by end of class, please finish and submit over weekend.


All Summer In A Day paragraph essay instructions/prompts/editing checklist

Diving In!

This week we take the plunge into short stories.  As a springboard into thinking about the elements of fiction, students will read "A Natural Disaster", a very short (one page) text.  They will then consider whether this short piece constitutes a story and will take sides to debate their positions.  Next up will be Ray Bradbury's "All Summer In A Day".  Following our shared reading, students will collaborate with partners to examine setting, conflict, characters, and language.

Please be reminded that projects are due tomorrow or Thursday (no school for students on Wednesday).  There has been some very honest, descriptive, and creative poetry writing going on, and I look forward to reading students' final drafts--as well as viewing their projects!

I hope to see you at Open House Thursday evening.  It's a good opportunity for everyone to get a general overview of ELA curriculum and class time.

Homework:

Mon-Wed:  project due Thursday! Should have poem creatively incorporated into it.

Thurs-Fri:  none so far

Testing the Waters

Students are getting their writing feet wet and creative energy is flowing!  They are immersed in writing descriptive lines of poetry about themselves--their family life, friends, favorites, hobbies, sports, and so on.  We have examined how to take a boring line (Iam from fudge) and make it better by adding imagery that appeals to the senses.  By the time we were done with that example, we all wanted a piece of fudge!  This, I told them, is how they know they've done their job as a writer.  They made their audience (in this case, themselves) visualize, smell, and taste that fudge!

Students are engaging in the entire writing process with this first piece.  They began by brainstorming, then drafted, edited, and they will revise for their final draft.  The goal is for them to have their poem completed by the end of class on Friday.  Then, they will be able to incorporate it into their project in the creative way they've envisioned.  Projects are due on or before Thursday, 9/19.  I can't wait to see them!

I had asked students to complete a little survey at the start of school so that I could get to know them and ask about their reading and writing preferences, challenges, and goals.  After reading through them, I was excited that so many of them want to "use bigger words".  They are already doing this with their poem, and they will be on the hunt all year for spicy new words that enhance their writing, create linguistic precision, and create fresh imagery for their readers.

Homework:

Monday-Friday:  work on project--due on or before 9/19.  Don't forget to incorporate your final poem creatively into the project!

Ready, Set, Go!

After a quick introductory few days last week during which we got ready and set for action, students have plunged into ELA through a creative project and poetry.  Introduced last week, including exemplars of projects made in the past, the project will be a representation of some aspect (or many aspects) of its maker.  Students read George Ella Lyon's poem, "Where I'm From" and analyzed it by identifying details and categorizing them (for example, students determined that the details of dirt, back porch, beets, clothespins, forsythia bush, Dutch Elm can be grouped as the category of "backyard/outside").   After completing this analysis, students will brainstorm categories that relate to their own lives and list details within those categories.  These will then become the building blocks of their own poems about themselves.  Finally, the poems they write in class will be creatively incorporated into their projects.  The instructions for the poem/project are linked below, and students should have a copy in their binders.  To be clear, students are writing the poem in class and working on the project at home.  Projects w/poem incorporated are due on or before September 19.

It has been a pleasure getting to know students over the past few days, and I look forward to a creative, productive, and fun year with them!

Homework:

Tuesday-Friday:  work on project (plan, collect, materials, set up work space, begin!)


I Am From project instructions

Happy New School Year!

This first blog post of the year is just to say welcome to seventh grade!  Our day kicked off with much excitement and positive energy.  I will certainly enjoy getting acquainted with students over the coming weeks.

As a way of jump starting this getting-to-know-you process, students will be diving into an "I Am From" project and poetry writing activity.  We will review instructions for the project on Friday so that students can begin planning, gathering materials, and for the truly motivated, maybe even getting started on it!  While projects will be completed at home, the poetry writing will occur in class.  I love to start the year with this activity because it reveals a lot about each student, both personally and academically.

I will be writing this blog on Monday each week so that students and parents can be aware of our work that week, including homework which will be listed.  I will also try to attach any handouts (instructions, reference sheets, etc) that go out that week.

Looking forward to a fantastic year!

Homework:

Thursday:  complete ELA survey (due Friday)

Friday:  Plan project, gather materials (you can begin if you want!)  
Completed projects are due on or before 9/19.


Course Description

Student Survey

I Am From Project Instructions

Winding Down...Sort of!

It's hard to believe there are only two weeks of school left!  This year has whizzed by so fast.  There is still much to be done, however, to prepare for our Greek showcase and end of year celebration.

This week, students are rehearsing their Greek poems which they will present at the showcase, and working on one last creative project involving similes in the numerous stories heard and read.  Later in the week, working in teams, they will be challenged to create a mythological deity or creature of the river or seas which will be forged in plastic!  They will make their sculptures using plastic refuse and duct tape; then, they will write about their creature.  All will be presented in the JFK courtyard during our team time on the last day of school; they will be judged by team teachers and the winning sculpture artists will win a prize!  This will be followed by a poetry jam and a sweet frozen treat!

I hope that family members can arrange their schedules to visit the Greek showcase during their child's ELA class time.  Please ask you student for the invitation given out today.  I'm linking it below as well.

Homework:

Essays should be submitted on Classroom (they were due last week).

Poems were due today; should be printed to turn in.

Simile square due by end of class Wed.

PROJECTS DUE ON OR BEFORE 6/10.

Students should be putting together a simple costume for the showcase (ie, a flat sheet as a toga, sandals, wreath of ivy or flowers, rope belts, shields or other props--check old "dress up bins" or dance costumes if you have a dancer in the house!)  The idea is to look like an ancient Greek god(dess)!

Of Myths and Mermaid Tears

Our work over the remaining weeks of school will focus on, and in some ways weave together, the mythology of ancient Greece and River of Words poetry writing and art.  Students should be working toward completion of their mythology project, which is due on or before June 10. Next week, we don our dancing shoes to learn some traditional Greek dances!  Each class is also preparing recitations of ancient Greek poetry to perform at their showcase on June 11 (see invitation linked below).  

In class this week, students are reflecting on their observations and experiences during our field trip to Smith College, specifically at the "Plastic Entanglements" exhibit and Paradise Pond.  They will be composing a poem that integrates their observations, thoughts, and reactions and will have the opportunity to submit their poem to the River of Words contest. (If you didn't see last week's blog, there is a link to the River of Words Project for description and information.)  

Homework:

PROJECT DUE ON OR BEFORE JUNE 10

POEM draft due Friday for conferencing & revision

POEM FINAL DRAFT due Monday 6/3 (typed and printed, please)


Greek Showcase Invitation

River of Words Poetry Instructions

"Sing to me, oh muse, of the man of twists and turns driven time and again off course..."

So Homer invoked the muses to guide the retelling of the great warrior Odysseus, separated from home and family for 20 years, 10 at war and 10 journeying home to rocky Ithaca.  Starting today, students will hear "The Odyssey" told in three parts over three days. Through the descriptive language of this story, students will experience Poseidon's churning of the seas, will hear the song of the Sirens, and will bear witness to the integrity and loyalty of Odysseus to resist temptations and find his way home.  Following each story segment, students are discussing the imagery and themes that arise, all of which lead back to the essential question begged by the myths:  what does it mean to be human?

Friday's field trip to Smith College promises to be thought-provoking and engaging as students visit the museum, botanical garden and greenhouse, and Paradise Pond.  The ELA portion at the pond will bridge themes and ideas of "Plastic Entanglements" with those of the River of Words project (see attached link).  I have worked with ROW collaborators Margaret Babbott, Carol Berner, and Nancy Allen to create curriculum that stimulates students to think about entanglements in the natural world and our own place within it.  This will be achieved through a physical activity involving yarn, individual observations of nature, and an interactive poetry writing activity inspired by "Plastic Entanglements".   We will follow up this day's events with poetry writing and an art project--details to come in future blogs!

River of Words Project 

(be sure to click on 2019 winners/finalists--our own Trey Rivera, now in eighth grade, was a finalist for his poem, "The Mill River"!)

HOMEWORK:

Monday/Tuesday:  essay due; submit to google classroom by Wednesday.

Wed-Fri:  god(dess) chart due by 5/29

                   work on project!  due by 6/10

"Like wild doves, the goddesses swept from the skies...raised a roar like a great clap of hawk wings." --from "The Golden Apple"

When Eris, the goddess of discord, rolls a golden apple inscribed with "to the fairest" into a wedding celebration, Hera, Athena, and Aphrodite swoop in to vie for possession of it, each believing, of course, that they are the fairest.  Zeus charges the Trojan Paris to choose, and as each goddess offers him something in exchange, he picks Aphrodite, goddess of love and beauty, who offers him the love of the most beautiful woman in the world--Helen of Troy.  Thus sparks the Trojan War.  

Today students listened to Mr. Kachulis tell this story as well as scenes from "The Iliad", Homer's epic about the Trojan War.  They considered the mood of these scenes as well as titles and music that could be set to them.  

Tomorrow, students will begin drafting their essay about the mythological character they've been researching.  Mr. Kachulis will return later this week to talk about Greek drama and poetry, and students will work in groups to perform some Greek verse.

Homework

Monday:  completed research organizer due tomorrow--BRING IT TO CLASS!

Tuesday-Friday:  Draft essay; edit; revise; FINAL DRAFT of essay to be submitted on google classroom by 5/22.

Gods Chart:  continue working on this; turn it in by 5/29

Mythology Essay Outline

Diving Into Projects!

This week students will formulate their Greek mythology project plan and begin research for their essay/project.  They are choosing either a god, goddess, demigod, hero, or creature to research their domain, symbols, family, stories they're involved in, interesting facts about them, how the Greeks worshiped them (or not), and their influence on human beings then and now.  The research and essay writing will be done in class over the next two weeks, while projects will be completed at home.  Students have two options: either a 3D project or performance piece; they are also able to work with a partner provided they can get together outside of school to do this.  Instructions, schedule, project plan, updates, and research organizer are all linked below, and students were given hard copies in class.  Please note that the project planning sheet and each of 3 updates needs to be signed by a parent/caregiver.

Students will showcase their work at our "Celebration of Ancient Greece" event scheduled for June 11.  On that day, family members are invited to visit, preferably during their student's ELA class period, to view projects and performances. Students will be encouraged to wear a simple costume (think bed sheet toga, sandals, belt, wreath of ivy/flowers; sometimes girls have dresses or dance costumes that work well as a goddess costume). Keep an eye out in upcoming weeks for an invitation that outlines class period times (I will give students a hard copy and link it to my blog).

Homework
 
Monday:  Persephone/Hades diary due tomorrow--PRINTED!  
                   Read/chart Hermes
                   Project plan due Wednesday

Tuesday:  Project plan due tomorrow
                    Read/chart Hephaestus

Wednesday:  Read/chart Aphrodite
                          Gather project materials


Thursday:  Catch up on reading/charting
                      Gather project materials

Friday:  Catch up on reading/charting; work on project

Project instructions, plan sheet, update form

Research organizer

"If you wish to be a good reader, read; if you wish to be a good writer, write." --Epictetus, Greek philosopher 55-135 AD

Students used their imaginations and creativity as they wrapped up their study of "Theseus and the Minotaur" with booklets illustrating the story, including group members' reviews of the tale.  This week they will be treated to two myths.  Today we listened to the story of "Demeter and Persephone," usually heard by children as a nature myth that explains the changing seasons.  However, after discussing the characters and their actions, students have come to realize that there are many more layers to this story than first appears, and that ultimately, it shows us what it means to be human.  We also viewed a slide show of paintings and sculptures portraying the characters in the story, as well as photographs of the ruins of Demeter's temple and sacred well, and Hecate's cave (thought to be an entrance to the Underworld).

Next up is the story of "Perseus and the Medusa", another hero's journey that involves both gods and monsters.  Perseus is given gifts of the gods, but he must have the inner wisdom and courage to use them to his advantage.  Students will engage both of this week's myths through creative writing activities.  They will work on the first one, a Persephone or Hades diary, this week.  Next week they will write a Perseus travelogue pamphlet.

Homework:

Monday/Tuesday:  catch up on reading/charting (through the story of Demeter); if didn't finish Theseus page, need to do so!

Wednesday/Thursday:  read Birth of the Twins & Artemis (due Friday); draft of diary entry due Friday for conferencing

Friday:  Final draft of diary entry due Monday (PRINTED!)

Persephone/Hades Diary Instructions

Diary brainstorming organizer

Wisdom Begins in Wonder --Socrates

Today we spent some time wondering about Greek mythology:  what do the myths have to do with us today?  What can we learn from god(desse)s who possess supernatural powers along with human characteristics?  How does ancient Greek culture influence our own literature, art, and music?  We will revisit these questions as we hear and read the stories of the Greek gods and goddesses.

We have officially set sail for ancient Greece, and our ship will at times be navigated by artist-in-residence Nick Kachulis.  Nick is a resident of Florence; he is a Greek scholar, musician, and visiting teacher in public and charter schools.  We began the "Celebration of Ancient Greece" program about 15 years ago, yet each year our curricular activities morph based on students' interests as well as changing standards.  Throughout our unit, Nick will visit each week to tell myths, introduce us to ancient Greek art forms and drama, and to guide students with their research projects.  Our journey through ancient Greece will end in June with a showcase of students' projects and performances (date tba).  [Note:  this program is funded by a grant from the JFK PTO and the Massachusetts Cultural Council Creative Schools Grant]

Homework:

Monday:  read Zeus & Hera in mythology book; domain pic due Wed.

Tuesday:  read Athena; domain pic due tomorrow

Wednesday:  catch up on reading if needed

Thursday:  none unless you owe something

Friday:  read Poseidon & Hades (if didn't finish in class); begin putting the god(desse)s you've read so far on your chart [you will also have time to work on this on Monday in class]

Domain pic assignment

Theseus and the Minotaur animated video

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

I can't say that all students respond with delight to the thought of poetry writing.  It's often met with at least a couple of outward groans, and maybe some inner sighs as well.  But I can say that I have had the pleasure over the course of many years to watch the metamorphosis occur from sighs and groans to pleasure and pride!  Poetry is, in fact, the perfect vehicle for students--anyone really--to express their thoughts, ideas and emotions in fresh new ways.

In celebration of National Poetry Month, we will be reading and writing poems this week.  After those initial groans, I think that today's "line auction" successfully triggered some delight!  Students were asked, as a "do now" activity, to write one line of poetry on a piece of paper and not share it with anyone.  Then, once all lines were dropped in a basket, I held a line auction:  when students heard a line they loved, they needed to shoot their hand in the air to claim it.  And so the delight began as students considered their line as inspiration for a free verse poem; to let their minds take that line in any direction and to use the line anywhere within the poem. The wisdom that often emanates from children's poetry and their creative play with language then becomes the teacher's delight! 

Mid-week I will launch a "chain poem" which is generated from a stream of consciousness list of words.  The final poem will be inspired by French artist Francis Picabia who said, "Our heads are round so our thoughts can change direction."  Students will be challenged to craft a poem about a thought, idea, or belief that at some point changes direction, both in their minds and within their poems.

Though we've run out of time for a separate unit on poetry, we will engage in this week's intensive workshop and I will incorporate poetry into our Greek mythology unit which will begin after April break.  This poetry writing will also tie into our field trip in late May to the Smith College museum, botanical garden, and Paradise Pond, where students will engage in learning activities related to the "Plastic Entanglements" exhibit.  Our poetry writing and possible art project connected to the field trip is part of an international program called "River of Words" (see attached link), which I lead in collaboration with Smith professor Carol Berner, and former parent/teacher/poets Margaret Babbott and Nancy Allen.

River of Words Program

I'm so pleased to say that one of my students from last year, Trey Rivera, was nominated as a finalist in the ROW poetry contest!  His poem will be published in digital and print volumes of all finalists' work.  This was his poem:

https://docs.google.com/document/d/10epnPWlLZ9FJ0MNOZcWutp9r3ts3hsN12h7r_OGW0E4/edit

Resources for those who didn't save the handout:
Literary Devices p. 1
Literary Devices pg. 2
Poetry Writing Criteria

Homework:

Mon-Tues:  final draft "line auction" poem due (PRINTED to turn in!) WEDNESDAY
Wed-Thurs:  final draft "chain poem" due (PRINTED) FRIDAY
Friday:  work on "Our heads are round" poem; due Monday 4/22 (PRINTED to turn in)

Our Heads Are Round Poem Instructions/Example
Our Heads Are Round Brainstorming Chart

Please note:  anyone traveling over break who cannot work on this poem can have extra time to complete it (just see me upon return to determine a due date).

Tests and Presentations

This week students should be wrapping up and rehearsing their slideshow presentations which will begin on Thursday in each class.  I, for one, am looking forward to hearing about each student's book, and I'm sure their classmates do too!  Hopefully, everyone will hear about at least one other book that they would like to read.

Sandwiched in between slideshow creation and presentations is the ELA MCAS test on Tuesday and Wednesday mornings.  We have discussed the importance of shutting off electronics (including phones, computers) early in the evening this week so that students get a good night's sleep.  As well, we've emphasized the importance of breakfast that includes protein and excludes an abundance of sugar (this will cause them to get sleepy during the testing block).  Please know that the test does not affect students' school grades, but that their performance does affect JFK's rating in the eyes of the department of education.  We emphasize that students use their knowledge and resources and apply best effort to do their very best.

Nonfiction Book Talk Slideshows

Working Toward Closure

This week and next students will be wrapping up in a couple of different ways.  First, we are finishing up our preparation for the ELA MCAS test which will take place on April 2 and 3.  Students worked on a practice essay, analyzed essay exemplars, and are taking the online practice test provided by the MA Department of Education.

Secondly, students are finishing up reading their nonfiction books and their final log is due on Wednesday.  On Thursday, they will begin preparing slide show presentations.  These will include an analysis of text features, author's purpose and point of view, and language.  Next week, after MCAS, students will present their slide shows so that they get a taste of each other's topics, and maybe are inspired to pick up another nonfiction book to read!

Homework:

Mon-Tue:  finish reading book; submit log 3 to google classroom (due WED)

Wed-Fri:  work on slide show as needed (you will work on these in class Thurs, Fri, Mon; presentations begin Thursday 3/4)

Nonfiction Slide Show

Signs of Spring!

Signs of spring were evident in my yard this weekend.  A flock of bluebirds was followed by a flock of robins flitting through bare branches and pecking in patches of grass emerging through the snow.  A small herd of deer gathered for a raucous game of chase that left large divets in the thawing earth and a pungent scent of zoo.  And a large owl has been stealthily perched on low lying branches, its head swiveling to scan for rodents waking from their winter's nap.

Spring is an exciting time at school, too.  We begin to see the home stretch and realize there is still so much to do.  We will glide into poetry next month, then set sail for ancient Greece in May.  But before those adventures take flight, we'll pass through the MCAS exam in the first week of April.  Students will engage in practice activity, this week with paper and next week with the online practice test.  That will familiarize them with the format and tools so they are ready to take the test the following week.

Besides the MCAS practice we are doing in class, students are reading their nonfiction books and writing their log responses for homework.  They are also playing with new vocabulary words; today they played "Sell It!" in which they worked with a partner to create an ad or infomercial for their word(s) in order to sell it/them to the class.  Next up...charades!

Homework:

Monday-Thursday:  read nonfiction book; LOG #3 due FRIDAY.; study vocab:  QUIZ Friday.

Friday:  read book...

Vocab quizlet

Exploring Author's Purpose and Perspective

Last Friday, students explored the meaning of "author's purpose" and considered purpose in The Giver, the "Shamwow!" infomercial, and an article on drones that they had read during our reading of The Giver.  Overall, they identified three main purposes of writing:  to persuade, to inform, and to entertain (remembered by the acronym PIE).  Students are now working in groups to create posters and radio ads aligned with a secret purpose.  Presenters will see how effectively they communicated their purpose as audience members attempt to guess at it.  Finally, students will be thinking about the author's purpose in their nonfiction books, as well as the author's perspective:  is it objective or biased and how do you know?

Students will be reviewing prepositions and prepositional phrases this week in preparation for a quiz on Thursday.  Quizlets to review and practice are linked below, and students can use their class activity sheets from last week as well.  Finally, students will be treated to a new vocabulary list later this week!

Homework:

Monday:  nonfiction reading log #1 due tomorrow!

Tuesday-Friday:  read; log work (next log due Monday 3/18)

Tuesday-Wednesday:  review for preposition quiz (use quizlets and class activity sheets from last week)


Preposition Quizlet #1

Preposition Quizlet #2

Switching Gears: Segue from Fiction to Nonfiction Reading

I hope that students enjoyed some down time during our snow day yesterday to play in the snow or just hang out.  I also hope that this found time helped them complete their Giver projects.  We've been enjoying a gallery walk through projects today.

This week we will segue from fiction to nonfiction reading.  Today we looked at differences between them as well as features they have in common.  Tomorrow, students will visit the library to choose a nonfiction book (or they may bring one from home if they have one waiting to be read!).  On Thursday, they will do a scavenger hunt in their books for nonfiction text features, and they will consider how each of these helps to convey information to the reader.  One aspect that students will be considering as they read their books is the author's purpose in writing it, and the author's perspective on the subject.  On Friday, students will engage in a mini-lesson to better understand author's perspective and viewpoint.

Students will be dividing their book into sections and completing reading logs four times throughout their reading.  For the logs, students will pull at least two quotes for which they write responses.   These will be submitted through Google Classroom.  After finishing their books, they will compose slide show presentations based on the unique features of their book.

Meanwhile, we continue to study prepositions and prepositional phrases leading up to a short quiz, perhaps later this week.

Homework:

Tuesday:  finish preposition activity; finish and turn in anything owed.

Wednesday:  finish scavenger hunt chart if needed; begin reading to make sure you like your book!

Thursday/Friday:  Read book; log #1 due: 3/12

Reading Log Due Dates

Prepositions and Projects

We have been reviewing uses of nouns, verbs, adjectives, and adverbs within the context of our vocabulary work.  This week we will take a close look at prepositions, those little words that pack a lot of responsibility in giving meaning to both oral and written language.  Students will hopefully come to understand the ways in which parts of speech function and work together to produce effective communication.

In lieu of a final test on The Giver, I would like students to engage in one final activity that is hopefully meaningful and interesting to them by which they can demonstrate their understanding, analysis, and interpretation of the novel.  I have suggested several options for a final assessment project, and they may work individually or with a partner.  The instruction handouts are linked below. 

This week will be a combination of work with prepositions and projects.  The final project is due next Tuesday, March 5.

Homework:

Monday:  brainstorm/makes notes for your project

Tuesday-Friday:  work on projects--due next Tuesday 3/5!

The Giver: Final Assessment

The Giver: Storyboard Instructions

The Giver final assessment rubrics

Writing to Learn and Learning to Write

This week we are exploring the difference between writing to learn and learning to write.  Students are coming to understand that writing can be a tool of thought and expression; that they can use writing to dive deeper into text.  Students are choosing a sticky note thought that they recorded during their reading of The Giver, and they are extending it into other areas of thought as a way of responding to the novel.  Thus, they are using writing as a tool to deepen their thinking and comprehension of the story, characters, elements of literature, and literary devices.  Before beginning their work on this, I led them through a model of my own sticky note and response to one of the short stories we had read.  We worked backward from the finished response to fill in the brainstorming web so that students could trace the way in which my thoughts shifted to new ideas.  The web and the finished response serve as a model for their own work.  After drafting their responses, students will practice learning to write by editing and revising their work.

In addition to our writing activity this week, we will engage, I'm sure, in lively discussions about the ending of The Giver.  We will examine parts of Lois Lowry's Newbery Award acceptance speech in which she explains some aspects of the story and characters.  Students will also be offered choices of follow up activities in which they can further express their understanding of the novel.

Homework:

Monday:  finish reading (or review) ending of book; finish web started in class

Tuesday:  finish web or review and add to it

Wednesday:  get a solid head start writing your response (use your brainstorming web to guide your writing!)

Thursday:  finish response draft

Friday:  HAPPY WINTER BREAK!  HAVE FUN!  (if you didn't finish your response, do so and submit to Google Classroom)


Giver Grammar: Editing for Punctuation

Response Writing Model

Response prompts in case you are stuck

Response editing checklist
Response Writing Rubric