THE GIVER: Jonas' World

Today students pondered the characteristics, in their minds, of a utopian community, and then contrasted that with their vision of a dystopian society.  This will be one of the underlying themes of our current novel, The Giver by Lois Lowry.  As the setting unfolds in the exposition of the book, students will examine the unique features of this fictional world, from the geographical landscape and climate to the social structure and rituals of the people.  They will also begin to analyze characters that emerge, and look at the ways in which setting defines character as well as plot events.

I've encouraged students to listen to the audio as they read along if this helps them, and Ms. Deal has linked it to her website.  Students are filling in character and plot charts at the end of each chapter to trace the development of these elements; as well, they may use sticky notes to practice reading strategies such as prediction, questioning, clarifying, and ah-ha! moments.  There will be periodic quizzes as an accountability and formative assessment measure, and various activities connected to the story.  We will also engage in language study, examining not only new vocabulary, but the author's unique use of language as a characteristic of this society.  

Please remind your student that their short stories are due on Friday!  I'll be reminding them in class too!

Homework:  Short stories due Friday!

Monday:  Finish reading ch. 1 & 2; fill in charts

Tuesday:  Finish reading ch. 3, 4, 5; fill in charts (possible quiz tomorrow)

Wednesday:  Work on editing/revising/finalizing short story

Thursday:  Finish reading ch. 6 & 7 if needed; fill in charts; STORY DUE TOMORROW!

Friday:  Read ch. 8 & 9; fill in charts

Reading support charts

Vocabulary Lists

Class discussion questions

Language Study: Euphemisms

Happy Thanksgiving!

Just a quick update this week.  Students continue to draft their short stories in class; this will be the last in-class time they will have to work on them.  I've given students an editing sheet to guide them in editing and revision.  The final format is up to them, per the instruction sheet; final stories (in whatever format) are due 12/1.

Upon return from Thanksgiving break, we will begin reading The Giver by Lois Lowry.  Set in the future, this provocative novel explores themes of equity, loyalty, friendship, and what it means to live in a utopian (or is it dystopian?) community.   I encourage students to listen as they read at home if that is helpful to them; they can access the audio online.  We will occasionally listen to the audio in class as time allows.  As we read, we will engage in language and vocabulary study, including a look at euphemisms and other unique aspects of the author's language;explore character and setting development; and follow the overall structure of the plot.  Our discussions of the story will get at the themes of the novel, and in the end we will view video clips of Lois Lowry explaining her inspirations for and writing of the book.  There may be occasional short quizzes throughout our reading time, and we will culminate with a final essay and/or creative project.

I wish everyone a peaceful and pleasant Thanksgiving holiday!

Homework:

Work on short stories:  finish drafting; use editing sheet (both sides) to edit and revise.  Decide on final format and work on this.  Final story due Friday, Dec. 1.

Editing Form

Short Story Writing Instructions

A Blizzard of Words--Only Words!

Gazing out our windows this morning at a cold grey sky that hints at snow, I'm thankful that inside there is only a flurry of writing.  Students are indeed producing a blizzard of words as they finish up pre-writing activities and move on to drafting their stories.  They've brainstormed setting details using all five senses; "interviewed" their characters to get acquainted with them; and mapped out their plots in multiple ways.  This week they will learn the grammatical rules of dialogue writing and practice using them; finally, they will exercise their descriptive writing skills by practicing "show, don't tell" writing.  From creepy dolls to heroes' journeys, I predict that I'm in store for some captivating reading!

The goal is for students to begin drafting stories on or before Friday (a few began today!)  Next week will be the last in-class time to work on stories, so they will be drafting on Monday, Tuesday, and Wednesday if needed.  If they are done by Wednesday, they can use that class period to peer conference and edit.  The final story (in student's choice of format, per instructions) is due by Friday, December 1.

Homework:  

Monday:  work on station #3 brainstorming (due by Wed.)
Tuesday:  finish station #3 brainstorming
Wednesday:  finish "Show, Don't Tell" practice
Thursday:  finish Dialogue Writing practice
Friday:  work on short story draft

Natural Born Writers

Writing fictional stories seems to percolate naturally for most adolescents, which is why it is always productive, beneficial, and FUN! to engage in this process in class.  Between today and Thanksgiving break, students will be rotating through five stations to brainstorm for their stories:  character, setting, conflict/plot, dialogue writing, and "show don't tell" language.  Along the way, they will produce brainstorming on charts, questionnaires, and storyboard templates, as well as through sketches and even paper dolls if they choose.  As students are starting in and moving through stations at different rates, the stations will be labeled in Aspen by number; students have their own tracking chart to keep tabs on their progress.

The final story can be produced in a variety of ways.  They could simply type up the story, or they could format it as either a chapter or picture book or as a storyboard.  If a student is a techno/movie-making whiz, they could produce a film of their story.  No matter the format, each student is demonstrating that they have developed the elements of fiction as represented in the brainstorming stations.  The completed story in its final form is due by December 1.


HOMEWORK:  This is the schedule; however, some students may be working ahead depending on their individual pace.

Monday:  work on station #1 brainstorming

Wednesday:  station #1 work due tomorrow

Thursday:  work on station #2 brainstorming; due on Monday 11/13.


Character Brainstorming

Setting Chart

Conflict/Plot Organizers

Happy Autumn...and Halloween!

Halloween week is the perfect time to indulge in a little Edgar Allen Poe!  Today students watched a short biography of Poe, a quick video to introduce "The Raven", and a YouTube video of Christopher Walken performing this famous Poe poem.  Students will work in groups to analyze the ballad structure (including elements of fiction), literary allusions, rhyme scheme, rhythm and beat, and symbolism.  Next, they will work with a different group to plan a performance of two stanzas.  For their performances, students will consider the use of their voices, gestures, and musical instruments to convey the mood and meaning of the words.  We will wrap up this study of "The Raven" with a quiz.

If time allows later this week, we will read "The Tell-Tale Heart", also by Poe, and perhaps "The Monkey's Paw", by W.W. Jacobs.

I'm asking that students take home their "I Am From" projects this week, though I'll be sad to see them go.  If you can remind your child if they haven't come home with it yet, that would be helpful.

Homework:

The only homework this week is to finish up and share with me the "Rikki Tikki Tavi" essay, if not already done (it was due at the end of last Friday's class).

The Writing Life

Last week, students took a test on the story "Rikki Tikki Tavi".  It was designed a la MCAS/PARCC style questions in order to embed test-taking practice, and questions were intended for students to demonstrate their understanding of the story as we read and discussed it in class.  The final question was an open response (short essay), and based on students' writing, I am differentiating writing practice this week.  Some students will be reading additional material on Kipling and the story and writing a group essay based on that; other students are completing an essay exemplar with a partner, and then working on one of two other essay topics.  This writing practice is differentiated to accommodate the varying needs within each class.  Students will engage in the writing process of brainstorming/outlining, drafting, editing, and revising.  As we are working on these essays in class, potentially each student can accomplish all or most of each day's work in class; however, if they need extra time for each part, they will finish it up for homework.  Below is an outline of what should be completed each day.

Homework:

Monday:  check Aspen for missing assignments and turn in asap.

Tuesday:  complete essay organizer

Wednesday:  complete roughly half of essay draft

Thursday:  complete draft

Friday:  revise essay to turn in on Monday (if not completed in class)

"The great war begins!"

Rikki Tikki Tavi's war, that is, fought against the great cobras Nag and Nagaina, in his efforts to protect his new family and become their "house mongoose."  This week we are reading the classic tale "Rikki Tikki Tavi" by Rudyard Kipling.  We will explore the behaviors that humans and animals have in common; the idea of heroes and anti-heroes in the story; and consider whether this is more than just a simple children's tale.  In light of Kipling's background and the time period of the story, students will ponder whether Kipling was trying to paint a picture of colonial England.  Could it be that Rikki Tikki represents the British and the cobras represent the Indian people?  Or that Rikki Tikki symbolizes the Indian that acculturated and sided with the British?  Is it possible that "the great war" was not just between predator and prey in the wild, but between two very different countries and their people?

As we'll be reading and working with this story in class, the only homework this week is to finish reading choice books and completing any overdue responses.  It might be a good time, if you haven't done so already, to check Aspen with your child to determine if there is missing work to be completed.  As well, I am offering an extension activity for the choice book for any student interested in going the extra mile!  I've asked them to see me for instructions, and they are linked below.

Independent Reading Extension Activity