First Quarter is all about the power! Power of the people, self, love, words, weather, systems, perspectives, desire to survive and to explore beyond... Through novel studies and American History we will be looking at who has the power, how they obtained it, why they want it, and how they keep it... Oftentimes it is the questions that we ask that are more important than the answers we receive! Some questions to keep in mind: 1. How do we define power?
2.Where or with whom does the power lie in your novel/story? Does that change?
3. How does the character or situation gain power?
4. Does the power create conflict among other characters, in the setting, plot…?
5. Rank the order of those characters, leaders, events… with greatest to least power and defend your choice.
6. When was power thought to be real but was actually just an illusion or ill-perceived? Conversely, when was power real but not realized?
7. Grander scale comparison in conclusion: How is the power in your novel/story compare to an event, idea, situation, phenomenon… in the world? Explain.
Power to EXPLORE!
Concept: Exploration 1. How do we define exploration? 2. If you had to further explore an aspect in your novel/story/event, which one would it be and why? 3. What obstacles/barriers exist to the exploration of _______________? Think about an aspect in your novel study such as two characters knowing one another better, a conquest, obtaining knowledge... How do these obstacles impact the story/event and the characters/people involved? 4. If you had to design an exploration packet to learn about an aspect in your novel study/event, what would you put in it and what would you leave out? Why? 5. How does the exploration of ________________ affect you, a culture/civilization, character in a novel, or a system? Explain. 6. Make a grander scale comparison: How does the exploration in the novel you're reading compare to an event, idea, situation, phenomenon... in the world? Explain.
Power to Survive!
Concept: Survival 1. How do we define survival? 2. In your novel study/story/event, what is threatened? How can the characters, ideas, future... that are threatened, increase their likelihood of survival? Explain. 3. What skills in the novel/story/event could be used to help an individual survive? How? 4. How does change affect the survival of the characters, ideas, events, future...in the novel study? if change hasn't occurred, how can it affect the survival? Explain. 5. Make a grander scale comparison: How is the survival in your novel study/event compare to an event, idea, situation, phenomenon... in the world? Explain.
Q1 1st Reading Journal Thursday, September 8th, 2016
In The Last of the Really Great Whangdoodles Professor Savant states, “The whole world could pass them by and most people wouldn’t notice (11).” How is the power of observation key to our survival and exploration, as well as the characters in the novel? Discuss the impact of the power of observation (12 sentences minimum using topic and concluding sentences. Explain using details from the novel and personal experiences to support your ideas).
Using the novel you have been assigned to read at home (either Gregor the Overlander or Escape From Mr. Lemoncello’s Library), compare/contrast the power of one of the characters versus a character from The Last of the Really Great Whangdoodles. Explain your connections using quotes from the novel you are reading at home to support your ideas and detailed paraphrasing from The Last of the Really Great Whangdoodles (12 sentences minimum. Choose at least 4 ideas to connect for each character. Don’t forget your topic & concluding sentences).
Q1 2nd Reading Journal Monday, September 12-Thursday, Sept. 15th, 2016
How have the events of September 11, 2001 impacted the course of American History? Are there other examples from history that have had great impact? Explain. (15 sentences minimum using topic and concluding sentences. Explain using details from the class discussion to support your ideas).
In what ways does this tragic event, and its aftermath, compare to your novel? Compare considering the following words of former U.S. President George W. Bush: “Today, our fellow citizens, our way of life, our very freedom came under attack in a series of deliberate and deadly terrorist acts. These acts …were intended to frighten our nation into chaos and retreat. But they have failed. Our country is strong. A great people has been moved to defend a great nation" (12 sentences minimum using topic and concluding sentences. Explain using details from the class discussion and 2 quotes from your assigned novel to support your ideas).
EXAMPLE FOR RJ Q1 #2 QUESTION 2: 2. The tragic events of 9/11 and its aftermath compare to the novel The Last of the Really Great Whangdoodles in several ways. Firstly, the Prock is notorious for his scare tactics to dissuade the children and Professor Savant from wanting to explore Whangdoodleland and make it to the Whangdoodle’s palace. He creepily showed up when Lindy was walking home from school one day to interrogate her about the plans to visit Whangdoodleland. Once they finally made it to Whangdoodleland he frightens the exploration party with the unattractive and fear-inducing Sidewinders. Upon Lindy, Tom, Ben, and Professor Savant’s return from their first trip, the Prock is waiting for them in the garden. He is very angry and tells them all, “I came here to give you a warning. If you persist in this adventure, then the Sidewinders are just a beginning. Give up this foolish idea of seeing the Whangdoodle, or it will be the worse for you all (97).” This is similar to the terrorists attacking the Twin Towers, the Pentagon, and attempting to attack the White House. They wanted to instill a sense of fear and uncertainty in Americans and in many ways, they succeeded, just like the Prock. The Professor explains to Lindy and the boys that the Prock used fear as a weapon (99) and the terrorists also did this. They knew that it would heighten America’s fear and make us feel like we needed to watch our backs all of the time. Lindy was hesitant about trying to return to Whangdoodleland after the incident with the Sidewinders and after that all four of them are constantly looking over their shoulders and wondering what else the Prock has in store for them. Another way that the novel and the events of 9/11 are similar is the case of survival. The terrorists believe that America’s way of life is somehow a threat to them. In turn, America faces the very real threat of their terrorist violent attacks. Our very existence is being threatened and therefore we are trying to survive the situation. On the day of 9/11 people in the planes and buildings were fighting for their survival and others on the ground were fighting to help them survive, as well. This is similar to the novel because the Professor tells the children, “The terrible thing is that when man dismissed all the fanciful creatures from his mind, the Whangdoodles disappeared along with them…By the time the Whangdoodles and the other animals realized what was happening to them, it was almost too late (34).” For the Whangdoodle’s safety and survival we learn that “…he retreated to a realm where man could not see or harm him” and that he is the last of his kind (35). The Prock is the Prime Minister and protector of the Whangdoodle and Whangdoodleland. He is tasked with an enormous responsibility to ensure the safety of the creatures within that world and resorts to all sorts of tactics to do so. Americans are trying to survive the onslaught of terrorist attacks like 9/11. In this way the novel and the events of 9/11 are similar.
Our wonderful globe project that three fantastic parents helped with for several weeks! Finally, after the paper mache, paint, and gluing the continents, students painted on the routes of 4 European explorers before the 1600s.
Graphics are visuals, such as maps, charts,
tables, graphs and timelines that give you facts at a glance. Each type of graphic
has its own purpose. Being able to read informational graphics can help you to
see a lot of information in a visual form.
and charts from the past allow us to see what
the world was like in a different time. Using maps can provide clues to place
an event within its proper historical context. The different parts of a map,
such as the map key, compass rose and scale help you to analyze colors,
symbols, distances and direction on the map.
O Is the map handwritten or printed?
O What dates, if any, are on the map?
O Are there any notations on the map?
What are they?
O Is the name of the mapmaker on the
map? Who is it?
of these clues will help you keep the map within its historical context. O Read the title to determine the
subject, purpose, and date. O Read the map key to identify what the
symbols and colors stand for. O Look at the map scale to see how distances
on the map relate to real distances. O Read all the text and labels. O Why was the map drawn or created? O Does the information on this map
support or contradict information that you have read about this event? Explain.
O Write a question to the mapmaker
that is left unanswered by this map. http://schools.nycenet.edu/offices/teachlearn/ss/7.2_Guide.pdf
The students made totem poles after watching a brief video clip on Native Americans of the Northwest and discussing the symbolism behind the animal totems.
Q1 3rd Reading Journal Monday, September 19-Thursday, Sept. 22nd, 2016
The celebration of Constitution Day is significant to American History for many reasons. How were power, survival, and exploration key components in the actual signing of this “living document” as well as many of the events that surrounded the Founding Fathers in getting to this achievement? (15 sentences minimum using topic and concluding sentences. Explain using details from the class discussion to support your ideas and at least one quote from the Preamble or the “10 Fast Facts on the Constitution” page).
How does the Constitution connect/relate to the novel you have been assigned to read at home? (12 sentences minimum using topic and concluding sentences. Explain using details from the class discussion and 2 quotes from your assigned novel to support your ideas).
Q1 4th Reading Journal Monday, September 26-Thursday, Sept. 29th, 2016
What types of discoveries and inventions have made a huge impact on man’s existence and in what ways does power, exploration, and survival play a key role in such advances? (12 sentences minimum using topic and concluding sentences. Explain using details from the class discussion to support your ideas and at least one quote from a reputable source on the internet).
How have discoveries and inventions been significant in the novel you have been assigned to read at home and in what ways does power, exploration, and survival play a key role in these advances? (10 sentences minimum using topic and concluding sentences. Explain using details from the class discussion and 2 quotes from your assigned novel to support your ideas).
Q1 5th Reading Journal Monday, October 3-Thursday, October 6, 2016
What types of connections can be made between an event from history, an idea, another novel’s character, a character from a film… and a character, idea, object, lesson… from The Last of the Really Great Whangdoodles (10 sentences minimum using topic and concluding sentences. Explain using details from the class discussion to support your ideas and at least one quote from the novel per paragraph. The graphic organizer should be completed during class time and paragraphs begun).
Who or what has the power in the novel The Last of the Really Great Whangdoodles? (12 sentences minimum using topic and concluding sentences. Explain using details from the class discussion, quotes from the novel, and paraphrasing key points to support your ideas). Create a pie graph from Microsoft Word or some other computer-generated program.
Q1 6th Reading Journal Tuesday, October 11-Thursday, October 13, 2016 1. Savant’s Savvy Sayings Requirements One page dedicated to 2 well chosen, accurately cited wise quotes from Professor Savant. RL5.1 – Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 3-5 well-written, student-created sentences explaining what Professor Savant means and how this impacts all of our lives. (Think power, patterns, perspective, relationships…). RL5.2 – Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarizes the text. No grammatical or punctuation errors 2. Graphic Organizer for the informational essay: What impact did the early explorers have on North America?
This week, 10/10/16-10/14/16 the goal is to complete the following parts of the project: Part I- Exploration: THEN Key Idea: What impact did early explorers have on North America? Why? How? Goal: Write an informational essay highlighting at least 3 over-arching ideas that answer the questions with a 3D artistic rendering of one or more aspects that address the question. The second part of the Reading Journal this week will address this essay. Students will be required to complete the graphic organizer for home work so the essay can be completed in class the next day. In class, we will review key ideas to assist in answering the question. They will receive the rubric that addresses this essay on Tuesday. I am asking that students bring in materials to work on by Friday to build/create/make a 3D rendering of some aspect of their essay. For example, if I were to write that diseases brought to the New World largely impacted the Natives of North America, I may choose to build a 3D model of a Smallpox virus. Or, conversely, if I prefer to focus on the inventions that were used, I may choose to make a 3D version of the 1500s compass. Horses also changed the face of North America, which means I could make a 3D replica of the horse.
In addition, for their Power Up Special this week, Mr. Russell and I will be working with students to address the second part of their Exploration Project: Part II- Exploration: NOW Key Idea: What current explorations are having a significant impact on our society/world? Why? How? Goal: Create a photo-journal highlighting at least 3 over-arching ideas that answer the questions.
This week, 10/17/16-10/21/16 the goal is to complete the following parts of the project:
1. Cited pictures and video on Padlet for Part II of the Exploration Project: Part II- Exploration: NOW Key Idea: What current explorations are having a significant impact on our society/world? Why? How? Goal: Create a photo-journal highlighting at least 3 over-arching ideas that answer the key idea questions. 2. Graphic Organizer for the script for Part III of the Exploration Project: Part III- Exploration: Getting Personal Key Idea: What explorations can you pursue that will have a positive impact on our society/world? In what ways? Goal: Write down at least 3 over-arching ideas that answer the key idea questions. (We will build onto this theme in Quarter 2, beginning our Social Justice Project).
Part IV- Exploration, Survival, and Power Key Idea: What have you learned about these key concepts this quarter? Goal: Create a soundtrack, dance, song, performance…highlighting your ideas that answer the question.
On Thursday, September 5th, 2013 students were introduced to a cart littered with various objects and told to "...draw what you see." Below you will find the cart and their "perceptions" of what they saw. After about 8 minutes, students were told to put pencils down, stand up, push in chairs, and take a silent gallery walk to observe the illustrations of their peers. A very interesting discussion ensued about perspective, conflict, truth, and interpretation. You'll notice that some students focused on just one or several items, while others were meticulously trying to recreate the entire cart, and still others drew people in front of the cart, blocking their view. Some students didn't even draw any items on the cart! Amazing to notice just how differently we all "see" the world around us! Please ask your child what their "take" on the exercise may have been. It was a great way to end the week!
NEWSPAPER TOWERS ACTIVITY Students had an opportunity to work within their table groups to build a newspaper tower with two sheets of newspaper and four pieces of masking tape. They were given about 7 minutes to devise their plan and put it into action. Once the time was up, we looked at their results and I asked them to identify what they learned, observations about their structures, and what they believed to be the point of the exercise. There were many responses: -Tape was needed for the structures to stay up, for the majority -Hard to build -Some kept falling -Team work/working together was a requirement -Everyone in the group had a different idea -Many towers were simply giant cylinders -A bottom structure was needed -Some groups were very creative, others not so much -Several attempts to get it right -Most of the groups had to demolish the resources given to make the structure work -Some groups added to the plate on the bottom -All of the towers were different shapes and sizes -Nothing was the same from group-to-group, there were many differing perspectives on the task -Cooperation takes listening & taking turns & giving everyone ownership of the task Next, students were given colored tissue paper, gold pieces from a mylar balloon, and a few more pieces of masking tape and asked to "dress" their towers up. Once that was completed, I told the students to put their heads down and gave three students the task of taking items off the towers of other groups and adding it to their own. After 5 minutes, the students raised their heads and I asked them if they noticed anything different. Immediately students noticed the change in their structures. Some structures had been stripped completely while others may have had their entire structure removed from their table. I asked the students what they thought of this and how it made them feel. They were "frustrated" and "confused." We then made the comparison of how the native peoples of the New World must have felt when the explorers came to their homes and began to colonize the area. POWER of the TOWER -is that colonizing new land meant taking precious resources from other cultures. -Sometimes it resulted in complete annihilation of a group of people and their way of life -Empires crumbled under the force of the European explorers -Diseases spread -The explorers and the countries they came from, believed they could "civilize" a "savage" world/existence while also making their own countries more beautiful (from stripping the New World) -Horses, from the Spaniards, helped Native Americans hunt
Theme Types of themes that you may find in text video (warning: there are spelling and punctuation errors...see if you can locate them) Finding theme and mood in Pencil Face Finding theme and mood in My Piano Lesson Finding theme and mood in Emma's Dilemma
Author's Purpose How we define Author's Purpose video Informational Video Link
Choosing Precise Words: It's all about the semantics (word choice)! OWL Engagement: Precise Words Link Practicing Precise Words Link Choosing the right word link Transitional Words and Phrases Informational Link Transitional Words/Phrases Video Link