Wrapping Up Presents...and The Giver

In the midst of the holiday season--with presents to wrap, traditional foods to indulge in, family and friends to visit, and good cheer to spread--students are wrapping up their reading of The Giver.  They are exploring their own visions of utopia in poems they are writing, and they are creating storyboard posters focused on an element of fiction:  character, conflict, theme, or the dystopian genre.  Our schedule this week will be to work on poems at home and the storyboard in class.  The goal is to complete at least one (most likely the poem) by Thursday to turn in.  If students are not finished with the storyboard by the end of class Thursday, they may turn it in upon return in January.  We will kick off 2018 with a new unit on nonfiction during which students will read a nonfiction book of their choice.  

I wish everyone happy holidays and a fun winter break!

Homework:

Monday-Wednesday:  work on utopia poem.  If finished by Thursday, can turn it in.

Thursday/Friday (break):  Can turn in storyboard at end of class on Thursday if finished;  if more time is needed on poster, finish over break and turn in 1/2.

Giver Storyboard Activity

The Truth Will Out...Or Does It?

Toward the end of the novel, Jonas begins to realize some truths about his community.  Through his Assignment as Receiver of Memory and the power inherent in it, he comes to understand the sacrifices people have made to achieve this place in which conflicts are rooted out, strong feelings are neutralized, and everyone seems to co-exist in harmony.  However, underlying this supposed utopia are profound sacrifices:  color and music no longer exist, love and family connection is obsolete, life is about the group not the individual...and most significant, people have no freedom of choice--about anything--and thus have relinquished their individualism.  As readers, we are beginning to understand the irony that the very things they tried to eliminate to achieve utopia make this community a dystopia.  As we approach the resolution of the novel, we are reaching some conclusions about the philosophical question of whether utopia is even possible.  Lois Lowry teases readers in the end to make their own interpretation of Jonas' fate:  does he reach Elsewhere?  And where/what is it?

Students are working on a vocabulary activity using words from the novel.  Later this week, upon completion of the book, we will read and analyze some poems about utopia, and then students will begin to create their own.

Homework: (vocab activity is due on Thursday)

Monday:  Rd. ch. 20/21 w/charts

Tuesday:  Rd. ch. 22/23 w/charts (to be turned in tomorrow)

Wednesday:   Vocab activity due tomorrow

Thursday:  Work on utopia poem--due Wed. 12/20

Friday:  Utopia poem due next Wed.

Utopia Poem

"Early Release" on Wednesday...

...takes on a new meaning when you're reading the The Giver.  During our morning announcement, Ms. Wilson reminded students of their "early release" (aka half-day) on Wednesday which sent many students into a tizzy because in the novel, release appears to mean banishment or even death!  It was a serendipitously appropos choice of words, unbeknownst to our principal, as we are looking at euphemisms in the novel and pondering why Lois Lowry might use them.  It seems ironic given the community's value of "precision of language."  

In addition to this language study and reading and discussions of the novel, we will take a look at short articles on utopias, including one attempted right here in Florence in the 1800s.  The Northampton Association of Education and Industry was established in 1842 as a utopian community in which "the rights of all are equal without distinction of sex, color or condition, sect or religion."  A core value of this community, of which Sojourner Truth was a member, was the abolition of slavery.  There is a link below to the article and Historic Northampton website; the virtual tours are interesting and informative.  As we analyze the community of The Giver, we will be deciding whether it is a utopia, and whether the trade-offs to achieving this are worth the result.

Homework: reading & completing charts as needed:

Monday:  Ch. 10 & 11 

Tuesday:  Ch. 12 & 13

Wednesday:  Ch. 14 & 15

Thursday:  Ch. 16 & 17

Friday:  Ch. 18 & 19;  Vocabulary activity introduced today due 12/14

Northampton Association of Education and Industry article/Historic Northampton

Giver Vocabulary Activity/Rubric

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