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Month: November 2017

The Outsiders Day!

The Outsiders Day!

Today we CELEBRATED all of our hard work on our novel study of The Outsiders.  This morning, we all piled into the computer lab, looking pretty fierce in our Greaser and Soc costumes, and we watched the movie!  There were snacks, and laughs, and tears and an amazing discussion after the movie.  It’s clear that many of us liked the book much better than the movie!  (Pssst! Secret for you: The book is almost ALWAYS better than the movie!)

Once again, I have to tell you all that I AM SO PROUD OF YOU!  I couldn’t believe how we were able to have a really interesting and totally civil discussion with about 60 people in the room.  Grade 8, you are totally amazing!

Here are some pics of us enjoying our morning!

THE GREASERS!

THE SOCS!

 

 

THE RUMBLE!

 

Greasers, just standing around looking ‘tuff.’

We look very ‘tuff’ and Soc-y, right?

 

Thanks for a great day, Grade 8!  This was the best celebration of The Outsiders yet!

 

 

The Moments that Define Us – Memoir in Grade 8

The Moments that Define Us – Memoir in Grade 8

Memoir is a genre of text.  Memoirs are nonfiction – true stories – of the moments in our lives that had a significant impact on us, the way we think, the way we see ourselves and the world.  Our memoir unit started in October, and we’ve finally finished our drafts.

Our journey so far went like this:

  • We read lots of memoirs to get a sense of the genre: Fishcheeks by Amy Tan, A Writer’s Education by Jean Little, several of the memoirs in Guys Write for Guys Read, student memoirs, excerpts from Angela’s Ashes by Frank McCourt
  • We learned that memoirs can be on topics that are funny, heartbreaking, inspiring, pensive, and they can just represent the ‘way’ we are with family and friends
  • We made lists of ideas for personal memoir topics
  • We wrote quick-writes to determine which ideas held the most potential to be good memoirs
  • We drafted in our notebooks and then typed our drafts
  • Now we are getting revision feedback on our work from our peers: Are our communications clear? Do we need to add detail or explanation? Are parts unnecessary and need to be cut? Are our words and sentences exciting, specific, fluid, and dynamic?

Here we are in student-student conferences!

 

 

 

 

 

 

 

 

 

After we revise our drafts, we’ll edit and publish!  Although some students will likely want to share their memoirs on their blogs, it is entirely up to each student.  Memoirs can be personal and each author has the right to decide whether or not to share his/her work.

SNEAK PREVIEW:  What’s next?  We’ll be extending our study of memoir in a short media studies unit on . . .

Memoir in SONG!

Stay tuned . . .

 

Grade 8 – The Outsiders

Grade 8 – The Outsiders

The Outsiders by S. E. Hinton was written over 50 years ago, and yet our recent novel study of this book is proof that some literature is timeless.  Many students in our two grade 8 classes found this novel to be powerful and moving!

After reading some of the last chapters, several students came to tell me how emotional they became due to some of the final events in the novel.  I felt compelled to share this with S.E. Hinton herself!

 

To give you an idea of how we approached this novel study, here is a quick recap of the types of work we did:

  • Followed a reading schedule for 4 weeks so that we would all be ready to discuss the events and ideas in the novel and so that everyone would be on the same ‘page’ both literally and figuratively
  • Tested our basic knowledge of the text with 2 tests – Chapters 1-2 and Chapters 3-7
  • Each student used sticky notes to identify and record passages that were meaningful in some way to him/her because they provoked questions, inferences or Aha! moments, confusion, connections, wonderings, heartfelt reactions, etc.

 

  • We learned about SYMBOLISM and how objects, events, natural phenomena, etc. can be used in literature to make us understand deeper concepts, connections between characters, and emotions
  • We used our sticky notes to introduce concepts, questions, reactions, inferences in small and whole class discussions

 

 

 

 

 

  • We took our discussion online here because our in-class discussion was so animated and rich that we needed to expand our thinking in writing
  • We also used our sticky notes to develop our thinking (inferences, questions, confusions, reactions, etc.) in 2 reading journal responses: one after Chapters 3-7, and one after Chapters 9-12

I can’t even begin to tell you how proud I was of our discussions.  Most students were well prepared and brought intriguing passages on their sticky notes as well as insightful ideas and comments to share in their group discussion. By thinking deeply about the concepts, events, and ideas explored in the novel our discussions were rich and exciting!

To celebrate our hard work on this novel study, we’ll be having an OUTSIDERS party sometime in the next couple of weeks, during which students can dress up as Greasers or Socs, and we’ll watch the movie in class.

 

Poetry from the Heart

Poetry from the Heart

We’ve finally finished our “Where I’m From” poems modelled after the famous poem by George Ella Lyon!  Most of the poems are on students’ blogs!

Students read and analyzed the original poem several weeks ago.  A line by line approach was necessary because the poem is like a beautiful puzzle; each line reveals a memory, a part of the author’s life, something that has made her who she is today.

Here’s the original poem:

Where I’m From

by George Ella Lyon

I am from clothespins,
from Clorox and carbon-tetrachloride.
I am from the dirt under the back porch.
(Black, glistening,
it tasted like beets.)
I am from the forsythia bush
the Dutch elm
whose long-gone limbs I remember
as if they were my own.

I’m from fudge and eyeglasses,
from Imogene and Alafair.
I’m from the know-it-alls
and the pass-it-ons,
from Perk up! and Pipe down!
I’m from He restoreth my soul
with a cottonball lamb
and ten verses I can say myself.

I’m from Artemus and Billie’s Branch,
fried corn and strong coffee.
From the finger my grandfather lost
to the auger,
the eye my father shut to keep his sight.

Under my bed was a dress box
spilling old pictures,
a sift of lost faces
to drift beneath my dreams.
I am from those moments–
snapped before I budded —
leaf-fall from the family tree.


Our analysis revealed that Lyon talks about many aspects of her life, so we recorded the categories in our Writing Notebooks.

  • chores
  • childhood pastimes
  • important people – grandparents, parents, friends
  • hobbies
  • special places
  • favourite foods, foods shared with others
  • the voices of others – things that were repeatedly expressed to the author
  • losses, important moments in our own lives or those of the people close to us

After making our lists, we mined our own histories for each category and tried our best to present our ideas in colourful language, with some mystery.  We didn’t want to just say: I am from hockey. or I am from playing video games. We wanted to use all of the senses to describe ourselves, and by thinking deeply about the experience of playing hockey or video games, we came up with gorgeous lines of poetry!

The assessment rubric:

[embeddoc url=”https://rdeighton.edublogs.org/files/2017/11/Rubric-for-Where-Im-From-Poem-qv8dym-1meuu80.docx” download=”all” viewer=”microsoft” ]

Parents, students, and visitors, please take a moment to read some of the poems on 7th grade students’ blogs and leave a comment.  They are truly beautiful!

Here’s mine!  And yes, I got a bit carried away.  Always the wordy one, me!

Where I’m From

I am from the red kitchen table with matching chairs,
from quiet talks and rowdy board games.
From the legend of the Barclay gang,
and playing on the truck in the driveway.

I’m from lunch with the Flintstones,
From Sunday BBQs with the whole gang,
sleeping in the sun
and running in the streets.
I’m from the smell of dad’s pipe
and mom’s apple cake.

I am from Laura’s voice, soft comfort and good advice,
from three of us on New Year’s Eve waiting for number four.
I’m from the furniture that Dad made,
hands worn from the day
spirit never dampened.

I’m from singing the Chattanooga Choo-choo with Sarah
and long walks downtown with Karen.
From Saturday trips to the library,
Twelve books for 14 days
And from waiting in Eva’s living room
to tap the ivory
Fletcher-Kincaid and the scales that made me stronger.

I’m from the bullet in my father’s chin
the war stories he told,
sometimes with vim, sometimes with a tear in his eye.

I am from the Honda,
bugs on my visor
knees buckling in the wind.
From exotic voyages to far off places, alone
and with friends.
I’m from paint swirls and slide-rules
from chalk dust and apples.

I’m from cheering from the bleachers
at that save he made
and the tournament they won,
and cheering in the arena
at the graceful dance of two tiny champions.

I am from him,
lame jokes,
crazy made-up lyrics
and the life we made together
From shoe-shopping and Mario Cart,
from band aids and bruises
from Kiss it Better and I’m Not Tired

I’m from the zesty grandmother who stayed wonderfully late
and the sister who left tragically early
heart torn from my bosom
may she rest peacefully now and forever.

 

Novel Studies in 7th Grade

Novel Studies in 7th Grade

After a few months of self-selected reading, where students chose their own books to read and their own ‘reading homework’ (as long as they read for 20 minutes per evening), we’ve recently started our first class novel studies for the year.  Since I have 2 grade 7 classes limited number of copies of each text, each of my classes is reading a different novel now, and we’ll switch later on this year.

That’s why it’s really IMPORTANT to avoid giving away the juicy bits of the novel YOUR class is reading to students in the other class.

7B is reading Freak the Mighty by Rodman Philbrick.  It’s a humorous, yet poignant story of two friends, Max and Kevin, both outcasts in their own way, who become a force to be reckoned with – Freak the Mighty (that’s what they call themselves).

 

7C is reading Touching Spirit Bear by Ben Mikaelsen.  This story centres on Cole Matthews, a young teen whose behaviour has gotten him into much trouble, and he now has the option of either going to jail or participating in Circle Justice by spending a year alone on an island in Alaska.  Part survival story, part coming of age story, this young adult novel appeals to both boys and girls, and it gets everyone thinking!

In both classes, we’re reading deeply by enhancing our reading through discussion, chapter questions, reading responses, character studies, vocabulary work, and chapter tests.

We’re reading on a collectively agreed upon reading schedule, too.  Each day we decide the number of pages we’re prepared to read as a class for that evening, and so far I’m proud to say that most students have kept up with the reading.  It makes our novel study and our discussions so much more enjoyable when everyone is able to contribute, because all have completed the reading.

Keep up the great work, Grade 7!  And stay tuned for updates and photos on our novel study!

The Outsiders: The Discussion Gets Interesting!

The Outsiders: The Discussion Gets Interesting!

Today in class our discussions got pretty heated!  Here’s your chance to express your views and continue the discussion.

 

IS JOHNNY A COLD-BLOODED KILLER?

OR

DID JOHNNY DO THE RIGHT THING TO PROTECT HIS FRIEND?

 

Share your thoughts in the comments section.


For those of you who are parents and other visitors of this blog, I thought I’d back up a bit and explain how this discussion got started.

As you may know, the Grade 8 classes are reading the classic young-adult novel called The Outsiders by S. E. Hinton.  

 

Since we are reading the novel as a class, students are reading according to a schedule.  This week’s reading was Chapters 3, 4, and 5.  These were some pretty exciting chapters!  In order to prepare for today’s discussion students were asked to:

  1. Do the reading
  2. Find one passage from each chapter that they found particularly meaningful and copy it onto a sticky note, complete with page number for easy reference.  This passage should be something that made the student think, infer, connect, question, react, wonder, etc.  Here are some examples of passages that we found meaningful to us.

3.  Take one of the three sticky notes and use it as the basis of a Reading Response in their journal.  Students did this yesterday in class (and some finished for homework).  They were to explain why the passage was important to them, to the story, etc.

 

 

Today, we started our discussion in both Grade 8 classes with some small group discussion.  Each student was given the chance to talk about the passage they selected and why it was meaningful to them.

 

After each group had a chance to discuss, we shared our thoughts in a whole class discussion.  As you can see from the comments on this blog, our discussion was so animated and intense that we couldn’t even give it up to go to the lab for other work.  So, we continued the discussion on this post!

I’m so proud of my students today!  The discussion could not have been so successful if students hadn’t done all that work to read, think, and write before we sat face to face and then computer to computer.  I’m proud that we asked each other good questions, elaborated on one another’s thoughts, and disagreed/agreed respectfully.

Way to go GRADE 8!!

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