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.
Reading Journal Q1 #1 Part I Tuesday, September 5th, 2017
In the novel The Last of the Really Great Whangdoodles by Julie Andrews Edwards, Professor Savant states, “The whole world could pass them by and most people wouldn’t notice (11).” And later on he tells the children, “There aren’t many people in this world who really know how to look….It’s such a pity, for there is texture to everything we see, and everything we do and hear…I want you to start noticing things (47-48).” Being a good observer is a powerful tool and is key to our survival and exploration. Describe a room inside your house without stating which room it is and let us see if we can surmise the room based on your descriptive details and use of figurative language. You should have ¾ to one full page of writing and you may type it, if that’s easier.
Reading Journal Q1 #1 Part II Wednesday, September 6th, 2017 2. Using the novel you have been assigned to read at home (Gregor, Lemoncello’s Library, Holes, Night of the Twisters, Ninth Ward…), compare and 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 assigned novel to support your ideas and detailed paraphrasing from The Last of the Really Great Whangdoodles. (15 sentences minimum. Choose at least 4 ideas to connect for each character. Don’t forget your topic and concluding sentences).
Topic Sentence: The novels The Last of the Really Great Whangdoodles and Harry Potter & the Sorcerer’s Stone have two powerful characters that share a few attributes while also exhibiting important differences. Firstly, Professor Savant, from The Last of the Really Great Whangdoodles, and Albus Dumbledore, from the novel Harry Potter and the Sorcerer’s Stone share the power of wisdom. Both men are older and have experienced a great deal in life. Professor Savant understands science in a way that most could only dream of and he has knowledge of a magical world called Whangdoodland. Dumbledore knows wizardry so well that he has become Headmaster of Hogwarts, School of Magic, protecting the students from all manner of harm, especially that of the deplorable, most evil, Lord Voldemort. The novel describes him thusly: “Considered by many the greatest wizard of modern times, Dumbledore is particularly famous for his defeat of the dark wizard Grindelwald in 1945, for the discovery of the twelve uses of dragon’s blood, and his work on alchemy with his partner, Nicolas Flamel (102-103).” Their power of intelligence stems from a greater power for exploration and curiosity. Both men desire greater knowledge of their worlds and the people around them, thus making them very wise and perceptive. They study situations for lengthy periods of time. For example, Professor Savant studies genetics and Whangdoodleland. He even studies animals, which is where he meets his young friends, the Potters, at the Bramblewood Zoo. Dumbledore also studies those around him, whether it’s the students at Hogwarts, the professors he hires, or on a larger scale, what is happening in the wizarding community. He uses Snape and others to help protect Harry, “Funny, the way people’s minds work, isn’t it? Professor Snape couldn’t bear being in your father’s debt…I do believe he worked so hard to protect you this year because he felt that would him and your father even (300).” Both characters also share the power of living in two very different worlds. Professor Savant goes back and forth from Earth to the fantastical world of Whangdoodleland. Dumbledore moves between the world of wizards and witches and that of the world of muggles. Moving between these worlds can be dangerous for both men. Lastly, their power for dealing with crisis differs in that Professor Savant cannot wield magic to stop danger, while Dumbledore can. This type of power demonstrates the very different worlds these men live within. In conclusion, Professor Savant and Albus Dumbledore share a great many attributes that illustrate the power their characters have within their two different novels.
Reading Journal Q1 #2 Part I Monday, September 11th, 2017
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? What great historical changes occurred in The Last of the Really Great Whangdoodles that altered the course of the lives of the fantastical creatures? Complete the graphic organizer. (Use details/notes from the class discussion to support your ideas).
Reading Journal Q1 #2 Part I Tuesday, September 12th, 2017 2. 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.” (15 sentences minimum using topic and concluding sentences. Explain using details/notes 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.
Reading Journal Q1 #4 due Thurs., 9/28 for Avengers & Fri., 9/29 for Justice League Part I- Making connections between the assigned novel read at home and an event in history, another character from a book or film, an inanimate object, or an idea. Complete the graphic organizer and then write a paragraph, using the organized ideas to help. Part II- As we continue to study the exploration of early explorers and the characters of the Last of the Really Great Whangdoodles we need to consider more contemporary advances. Students choose three discoveries/inventions that they believe have had a great impact and explain their significance. Complete the graphic organizer from class and then write a paragraph, using the organized ideas to help.
Whangdoodles 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?
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.
Part II- Exploration: NOW Key Idea: What current explorations are having a significant impact on our society/world? Why? How? Goal: Create another page in your photo-journal/scrapbook highlighting at least 3 over-arching ideas that answer the questions.
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- What have you learned about survival, exploration, and power this quarter? Goal: Write a poem or three paragraphs that address/answer all three parts of 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