"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