|
with Angela Harris Analysis Chapters 13-18  We finished up our discussion of The Chosen by going over the events of Book Three. I think for the most part everyone enjoyed this novel; I know I certainly did. In Book Three, the two boys choose their individual paths and make peace with Reb Saunders. Danny goes to Columbia University to study psychology and Reuven tells his father he intends to become a rabbi. We took a three-page final quiz on the entire novel as a way to gauge our retention of many of the basic facts of the book. I think everyone grasped the novel quite well. Sigmund Freud  In The Chosen, Danny Saunders is drawn to the ideas of Sigmund Freud, much to the dismay of the adults in his life. Our mini-lesson this week focused on Freud, who he was, his ideas, and his life. After quickly reviewing a handout and maps of Moravia and Austria (where Freud spent much of his time) I think the students had a pretty good idea of why Freud would have seemed a rather shocking choice for a devoutly religious Hasid during this time frame. We then had some fun with a True/False quiz on dream interpretation and a writing exercise that asked the students to think of themselves in abstract, non-concrete terms and then try to explain their responses. For instance, if I were to say "mountain" or "valley," which word would you associate yourself with and why? We had some fun with this, and I really enjoyed hearing the students explanations for their choices. They revealed a deep understanding of their natures which I think quite rare for this age! Good stuff. Remaining Essays and Final Projects Students have until January 6 to submit any remaining essays and their final projects. If there are any questions on possible topics for the final, please let me know. Each student should have written a total of four exploratory essays for this session, as well as the final project. If you have any questions about what essays are still due, please consult the syllabus first, and then let me know if you have any further questions/concerns about completing your work. In addition, please read the following radio address by Albert Einstein. "The Dispersal of European Jewry” is the transcription of an address by radio for the United Jewish Appeal, broadcast March 22, 1939 in the USA, when World War II and the Holocaust were yet about to begin. Albert Einstein considered himself a Zionist (same as Mr. Malter in The Chosen). The Dispersal of European Jewry (March 1939) by Albert Einstein Albert Einstein The history of the persecutions which the Jewish people have had to suffer is almost inconceivably long. Yet the war that is being waged against us in Central Europe today falls into a special category of its own. In the past we were persecuted despite the fact that we were the people of the Bible; today, however, it is just because we are the people of the Book that we are persecuted. The aim is to exterminate not only ourselves but to destroy, together with us, that spirit expressed in the Bible and in Christianity which made possible the rise of civilization in Central and Northern Europe. If this aim is achieved Europe will become a barren waste. For human community life cannot long endure on a basis of crude force, brutality, terror, and hate. Only understanding for our neighbors, justice in our dealings, and willingness to help our fellow men can give human society permanence and assure security for the individual. Neither intelligence nor inventions nor institutions can serve as substitutes for these most vital parts of education. Many Jewish communities have been uprooted in the wake of the present upheaval in Europe. Hundreds of thousands of men, women, and children have been driven from their homes and made to wander in despair over the highways of the world. The tragedy of the Jewish people today is a tragedy which reflects a challenge to the fundamental structure of modern civilization. One of the most tragic aspects of the oppression of Jews and other groups has been the creation of a refugee class. Many distinguished men in science, art, and literature have been driven from the lands which they enriched with their talents. In a period of economic decline these exiles have within them the possibilities for reviving economic and cultural effort; many of these refugees are highly skilled experts in industry and science. They have a valuable contribution to make to the progress of the world. They are in a position to repay hospitality with new economic development and the opening up of new opportunities of employment for native populations. I am told that in England the admission of refugees was directly responsible for giving jobs to 15,000 unemployed. As one of the former citizens of Germany who have been fortunate enough to leave that country, I know I can speak for my fellow refugees, both here and in other countries, when I give thanks to the democracies of the world for the splendid manner in which they have received us. We, all of us, owe a debt of gratitude to our new countries, and each and every one of us is doing the utmost to show our gratitude by the quality of our contributions to the economic, social, and cultural work of the countries in which we reside. It is, however, a source of gravest concern that the ranks of the refugees are being constantly increased. The developments of the past week have added several hundred thousand potential refugees from Czechoslovakia. Again we are confronted with a major tragedy for a Jewish community which had a noble tradition of democracy and communal service. The power of resistance which has enabled the Jewish people to survive for thousands of years is a direct outgrowth of Jewish adherence to the Biblical doctrines on the relationship among men. In these years of affliction our readiness to help one another is being put to an especially severe test. Each of us must personally face his test, that we may stand it as well as our fathers did before us. We have no other means of self-defense than our solidarity and our knowledge that the cause for which we are suffering is a momentous and sacred cause. See you on-line Wednesday, Jan. 7, 2015, for
|
  |   |
Looking forward to hearing all of their memories next week!
 |  |
with Kim Rodgers
The Birth of the Moors
Today we read about the Islamic invasion of Spain. The Visigoths had taken over the area during ancient times, but had now become more similar to the Romans as the Franks, Burgundians, and Allemanni had done. When their king died suddenly they began to bicker amongst each other over who would be their next ruler. Some suggested one of the sons of the king, but the strongest noblemen wanted to put a warrior in charge named Rodrigo. They put him on the throne and forced everyone to acknowledge his rule. The sons of the king were so angry they decided to ask for help from Tariq Bin Ziyad, a great fighter from North Africa. This
proved a big mistake. Instead of helping the sons regain the leadership of their land, Tariq had his eyes on ruling the land himself! He and his troops boarded ships for Spain and when they arrived he ordered all the ships to be burned! They would conquer or perish trying! Tariq and his men conquered the area and Spain became a Muslim country. Spanish followers of Islam became known as Moors and many mosques were constructed around Spain.
proved a big mistake. Instead of helping the sons regain the leadership of their land, Tariq had his eyes on ruling the land himself! He and his troops boarded ships for Spain and when they arrived he ordered all the ships to be burned! They would conquer or perish trying! Tariq and his men conquered the area and Spain became a Muslim country. Spanish followers of Islam became known as Moors and many mosques were constructed around Spain.
Mosques, Minarets, Muezzins, and Mihrabs!
In honor of the mosques, we used clay to construct our own. We looked at photos of several features of mosques, including domes, minarets, porches for the muezzins to make the call to prayer, and mihrabs, which are essentially prayer walls. The students set to work creating.
  |   |
Homework
For homework they have the notebooking page and mapwork. I included advanced map work for those who would like to add famous landmarks to their maps.
Next week will be our last week before the holiday break. Our next class will be on January 5th.
Next week will be our last week before the holiday break. Our next class will be on January 5th.
with Leigh Ann Yoder
Planet Mystery Game
The students are beginning to prepare for their final game show in January. In class today they worked in small groups to create a planet game. Each team had to come up with stumping facts about the eight planets studied so far. After finishing making their games each team had an opportunity to play the others. There was some constructive debating and discussing of facts while playing. At the end of the class we went through all of the clues from each team and sorted them together. This activity was an engaging way for the students to review material learned so far by using their books and notebooks.
  |   |
Final Preparation
I discussed again with the class what they should be doing NOW to prepare for the final:
(1) Answer and study the 50 final review questions on pages 163-165 of the Notebooking Journal.
(2) Study pages 173-175 of their textbooks.
(3) Review all highlighted words in the textbook or study the vocabulary using the Notebooking crosswords. This studying should be ongoing over the next month, and should be encouraged even during our break.
(1) Answer and study the 50 final review questions on pages 163-165 of the Notebooking Journal.
(2) Study pages 173-175 of their textbooks.
(3) Review all highlighted words in the textbook or study the vocabulary using the Notebooking crosswords. This studying should be ongoing over the next month, and should be encouraged even during our break.
Library Books
Some of the students have had all the library books at this point, so they may not have one this week or the coming weeks. I ask for all books to be returned next week. If your student has lost a book, it will need to be replaced. Please let me know if you need information on your lost book. You can order from Amazon and have it shipped directly to me.
 |  |
Homework
MANDATORY:
ECA Chapter 12
Lending Library (if you have a book)
Prepare your Pluto statement (either for or against with supporting argument)
STUDY!
Return Library books next week
OPTIONAL:
JK Chapter 7
NB pg. 132, 133, 134, 135, 138, 140
ECA Chapter 12
Lending Library (if you have a book)
Prepare your Pluto statement (either for or against with supporting argument)
STUDY!
Return Library books next week
OPTIONAL:
JK Chapter 7
NB pg. 132, 133, 134, 135, 138, 140
with Angela Harris
Analysis Chapters 8-12
photo by Yad Vashem Poland, Prewar, Two boys studying the Talmud I think we all agreed that the book is really starting to capture our attention. We've enjoyed the story all along, but now tension is building between the characters and we feel that soon Danny will be faced with a very important decision. We finished Book Two this past week and will be wrapping up the book this week by completing all of Book Three. Please get started right away with your reading as it may be a little lengthier than past assignments.
In Book Two we learned the history of Hasidism through the eyes of Mr. Malter and discovered that Danny is reading a lot of Freud in the library. Through the study of psychoanalysis, Danny is trying to explain the conflict within, stating, "We're all so complicated inside."
We also discussed Danny's and his father's relationship, and while we agreed Reb is a loving and caring father, it's probably not a relationship we would wish to have. Danny's father only discusses Talmud with him, and otherwise lives in complete silence.
In Book Two we learned the history of Hasidism through the eyes of Mr. Malter and discovered that Danny is reading a lot of Freud in the library. Through the study of psychoanalysis, Danny is trying to explain the conflict within, stating, "We're all so complicated inside."
We also discussed Danny's and his father's relationship, and while we agreed Reb is a loving and caring father, it's probably not a relationship we would wish to have. Danny's father only discusses Talmud with him, and otherwise lives in complete silence.
Zionism and Israeli Statehood
We then attempted to take on the incredibly complex issues of the history of Zionism, the establishment of the State of Israel in 1948, and the Palestinian-Israeli conflict from about 1880-1948. No easy task, I can assure you, but I felt it was important for the students to have at least a basic understanding of these concepts, ideas, and events, so that we may appreciate more fully the story that is now unfolding in The Chosen.
I provided the students with a brief history of Zionism and a handout from POV (Pbs.org) that lists an abbreviated timeline of the Palestinian-Israeli conflict as well as a map of the area in 1947 and a map of the area from 1967 to present.
While nothing is likely to be settled in this region any time soon, it's important for students to be aware of and have some basic knowledge of the discussion surrounding these issues, at least within the context of the events in our novel (post World War II).
I provided the students with a brief history of Zionism and a handout from POV (Pbs.org) that lists an abbreviated timeline of the Palestinian-Israeli conflict as well as a map of the area in 1947 and a map of the area from 1967 to present.
While nothing is likely to be settled in this region any time soon, it's important for students to be aware of and have some basic knowledge of the discussion surrounding these issues, at least within the context of the events in our novel (post World War II).
Walking in Someone Else's Shoes
Spend a Day in My Shoes We finished with a creative writing exercise that sought to put the writer in "someone else's shoes." (What does it mean to "walk in someone else's shoes" and why might that be relevant when discussing divisive issues?)
Each student was given a sketch of a shoe, possibly a shoe they would never be caught dead wearing, and then filled out a questionnaire which led them to create a character around the style of the shoe. These turned out really well and we shared them before the end of class. If the students like, they may write a "day in the life" narrative of their character, incorporating the personality and lifestyle traits of the invented owner. They may also use this as their final project. If so, word count should be at least 1,000 words.
Each student was given a sketch of a shoe, possibly a shoe they would never be caught dead wearing, and then filled out a questionnaire which led them to create a character around the style of the shoe. These turned out really well and we shared them before the end of class. If the students like, they may write a "day in the life" narrative of their character, incorporating the personality and lifestyle traits of the invented owner. They may also use this as their final project. If so, word count should be at least 1,000 words.
Final Essays and Project for The Chosen
For Session I, all students currently have two more exploratory essays due and one final project, which may be creative or informative in nature. If creative, students can choose to finish the character sketch as mentioned above, or any other creative writing piece which relates in some way to The Chosen. If informative, topics can be anything we have discussed in class: The Torah, The Talmud, Judaism, Hasidism, Zionism, D-Day, World War II, The Holocaust (not discussed in-depth, but this could be a possible topic), or any other subject closely related to the book. If you need further ideas, please email me--word count should be at least 1,000 words.
Because this class crossed through Thanksgiving and we had one canceled meeting, students may use the holiday break to submit their final three papers. I strongly encouraged them to "stay on track" and not let three papers pile up until New Year's Eve. Please submit all work no later than Jan. 6. Session II (The Call of the Wild) begins Jan. 7.
As always, let me know if you have any questions. See you next week, our last class of the year!
Because this class crossed through Thanksgiving and we had one canceled meeting, students may use the holiday break to submit their final three papers. I strongly encouraged them to "stay on track" and not let three papers pile up until New Year's Eve. Please submit all work no later than Jan. 6. Session II (The Call of the Wild) begins Jan. 7.
As always, let me know if you have any questions. See you next week, our last class of the year!
On-line Class is Awesome!
Our second on-line six-week session will begin Jan. 7, 2015. We'll be taking on the Jack London classic, The Call of the Wild, and reading a short story by Rudyard Kipling. We'll also be taking side-trips to Alaska and the Yukon (history, geography) and writing a combination of personal response and exploratory essays. We have one spot available and you may register on-line.
with Jayne Besjak
Hansel and Gretel Found Guilty (and not)...
The trial of Hansel and Gretel Schmidt took place over the course of two class periods, concluding on 12/1. The jury returned a guilty verdict on the charge of criminal mischief and not guilty verdicts on the charges of petty theft and aggravated battery. The defendants now await sentencing...
Prosecution and defense teams worked hard to develop sound theories and prepare lines of questioning for their witnesses. Student attorneys are getting the hang of crafting solid opening statements and they are gaining a better understanding of how to thoroughly question witnesses. Students playing the role of witnesses are doing an excellent job of getting into character, with very believable performances. Great job everyone! Below are a few snapshots from the trial.
Prosecution and defense teams worked hard to develop sound theories and prepare lines of questioning for their witnesses. Student attorneys are getting the hang of crafting solid opening statements and they are gaining a better understanding of how to thoroughly question witnesses. Students playing the role of witnesses are doing an excellent job of getting into character, with very believable performances. Great job everyone! Below are a few snapshots from the trial.
 Prosecution attorney  Gretel, on the stand  Hansel under cross examination  Closing statement by the Defense  Our attentive jury members and bailiff |  A very distraught Malvinia (the victim) under direct examination  Defense team  Prosecution team  Jackie Horner (witness for the defense) |
Skills we are working on...
We spent some valuable time debriefing after the trial, discussing what worked well and what could have been improved upon. Our jurors provided an explanation of why they reached their verdicts and which arguments they found to be the most logical and compelling. Areas that we felt need further attention:
- better use of physical evidence - if you admit it in court, show it to the jury and use it to help make your case!
- more detailed questioning of witnesses on direct examination to bring out the complete story line and make strong arguments; don't forget the details which will help paint a full picture for the jury
- in addition to preparing the theory of the case for your own side, prepare for cross examination by thinking carefully about possible opposing theories and story lines; read all the affidavits carefully - what facts does the opposing side have in their favor? what might their witnesses testify to? be well prepared with rebuttal arguments and questions
- better establish information about your witnesses/characters by asking who they are, where they live, what relationship they have to other individuals involved in the incident; remember - the jury hasn't read affidavits and knows nothing about the case other than what attorneys and witnesses provide during testimony and opening/closing statements
- polish up public speaking skills during opening/closing statements - 1) speak slowly, 2) speak clearly, 3) don't be afraid to move around the courtroom and address the jury, 4) use body language and pause for dramatic effect - these will all help your statements sound more interesting and convincing!
Et tu, Brute?
 | Our next trial will be The Republic of Rome v. Marcus Brutus based on the assassination of Julius Caesar who was stabbed to death in the Roman Senate on March 15, 44 BC. Unlike our previous mock trials which were based on fairy tales, this trial is based on a real historical event. Students will need to spend some time researching the time period and events leading up to this incident. |
I provided a brief overview to put things into context and the students watched a video that summarizes Shakespeare's play, Julius Caesar, to help familiarize themselves with the various individuals involved who will be witnesses for the trial. We read the Statement of Agreed Facts for the case and students chose their roles for the trial. As a reminder, here are the parts that have been assigned:
Prosecution Attorneys: Nia, Mary
Defense Attorneys: Caleb, Victoria
Defense Research: Olivia O.
Ghost of Julius Caesar: Fiona
Calpurnia: Olivia C.
Mark Antony: Lauren
Cassius: Ellen
Portia: Sadie
Marcus Brutus: John
Casca: Maximilian
Soothsayer: Ava
Prosecution Attorneys: Nia, Mary
Defense Attorneys: Caleb, Victoria
Defense Research: Olivia O.
Ghost of Julius Caesar: Fiona
Calpurnia: Olivia C.
Mark Antony: Lauren
Cassius: Ellen
Portia: Sadie
Marcus Brutus: John
Casca: Maximilian
Soothsayer: Ava
HOMEWORK
We will spend next class period preparing for the trial, which will take place after our winter break. I encourage you to work together outside of class this week and especially over the break if you have time, so that you may prepare thoroughly for trial.
All Students:
1. Spend some time this week researching Ancient Rome and the Roman Republic during the lifetime of Julius Caesar. HERE is one (of many) links on the topic to get you started. Who was Julius Caesar? Was he well-liked and respected? Was he powerful? Why would members of his own Senate turn against him? What is a republic?
2. Read your own affidavit (if you are a witness) and research your historical figure. Read the other witness affidavits to get an overall understanding of the murder of Caesar and the role that each individual in this trial played.
The Affidavits Document
Student Attorneys:
Think about your theory of the case and what story line and argument you want to develop. Work together if possible this week to communicate your ideas. In class next week you will write opening statements and begin to develop direct examination questions with your witnesses.
As always, if you have questions or need guidance, please reach out to me so that I may help direct you.
Good Luck!
All Students:
1. Spend some time this week researching Ancient Rome and the Roman Republic during the lifetime of Julius Caesar. HERE is one (of many) links on the topic to get you started. Who was Julius Caesar? Was he well-liked and respected? Was he powerful? Why would members of his own Senate turn against him? What is a republic?
2. Read your own affidavit (if you are a witness) and research your historical figure. Read the other witness affidavits to get an overall understanding of the murder of Caesar and the role that each individual in this trial played.
The Affidavits Document
Student Attorneys:
Think about your theory of the case and what story line and argument you want to develop. Work together if possible this week to communicate your ideas. In class next week you will write opening statements and begin to develop direct examination questions with your witnesses.
As always, if you have questions or need guidance, please reach out to me so that I may help direct you.
Good Luck!
with Angela Harris
Analysis Chapters 4-7
Understanding D-Day
We had a short discussion session on Wednesday since we are taking two class meetings to get through Book Two. This week we are finishing Book Two by reading chapters 8-12. It is a fair amount of reading, so please get started right away if you haven't already.
We did take some time to connect the four main characters and establish what their relationships and feelings are to and for one another. I think we are enjoying the storyline thus far and are interested to see how Danny's and Reuven's friendship develops, as well as how Danny resolves his conflict with his father and his destiny to become a Tzadik.
We did take some time to connect the four main characters and establish what their relationships and feelings are to and for one another. I think we are enjoying the storyline thus far and are interested to see how Danny's and Reuven's friendship develops, as well as how Danny resolves his conflict with his father and his destiny to become a Tzadik.
We spent about half of our class time taking a side trip into history--June 6, 1944, to be exact. Operation Overlord, commonly known as D-Day, was the most massive land, air, and sea operation undertaken before or since that day.
We learned what the "D" in D-Day stands for. If you're unsure, ask your student to explain what D-3 means! We spent some considerable time learning "GI Jargon" by reading through a timeline of the events leading up to D-Day. This comes from a lesson plan listed on D-Day.org and I highly recommend using it in your homeschool if you are going to be studying World War II. The "Countdown to D-Day" PDF file contains the timeline and wonderful primary sources (mainly soldiers' diaries) that give you a more personal look at the conflict. Ask your student about the "coincidences" within the British Daily Telegraph crossword puzzles that started appearing about a month before the invasion--this was truly an amazing fact that I had never heard before!
If you haven't had a chance yet to listen to the first three minutes of the beginning of one of the radio broadcasts heard on D-Day, I highly recommend it, especially for students. Perhaps this was the same broadcast Reuven and the other patients were listening to in the hospital and were so excited about. You can hear it on the Overview page of D-Day.org. It is an audio file marked by a black band with a play button, and it's possible that not all browsers support it, so here it is on YouTube as well. I had to explain to them what a station identification break was--none of them are old enough to know about such a thing!
We learned what the "D" in D-Day stands for. If you're unsure, ask your student to explain what D-3 means! We spent some considerable time learning "GI Jargon" by reading through a timeline of the events leading up to D-Day. This comes from a lesson plan listed on D-Day.org and I highly recommend using it in your homeschool if you are going to be studying World War II. The "Countdown to D-Day" PDF file contains the timeline and wonderful primary sources (mainly soldiers' diaries) that give you a more personal look at the conflict. Ask your student about the "coincidences" within the British Daily Telegraph crossword puzzles that started appearing about a month before the invasion--this was truly an amazing fact that I had never heard before!
If you haven't had a chance yet to listen to the first three minutes of the beginning of one of the radio broadcasts heard on D-Day, I highly recommend it, especially for students. Perhaps this was the same broadcast Reuven and the other patients were listening to in the hospital and were so excited about. You can hear it on the Overview page of D-Day.org. It is an audio file marked by a black band with a play button, and it's possible that not all browsers support it, so here it is on YouTube as well. I had to explain to them what a station identification break was--none of them are old enough to know about such a thing!
Essay for Next Week
I think the students may feel that exploratory essay writing is particularly difficult because of the research needed to answer both sides of the question. This is exactly the right venue to try something new. The question for this week is a question that has been asked for many decades, and much debate and violence surrounds it. Be sure to check the revised syllabus for all homework and the question. There should be ample information on-line that gives you both sides of this issue. Don't forget to tell me what your sources are as you write!
Here are a couple of resources I shared with the Texas students last month to help get them started (their pain is your gain!):
YouTube video: Palestine Israel 101: https://www.youtube.com/watch?v=cZIzRB1T8ug
This 13 minute video will give you a good history of the Palestinian conflict in a fairly unbiased manner (which isn't entirely easy to find). You need to have some background on this conflict before you can research the opposing views. Taking the 13 minutes to view the video will give you a starting point for your research--about mid-way through they even give bullet points for each side's argument...take note of those points and then see what research you can find to support each side's position. Remember to tell me what your sources are. The video also suggests what it feels is an un-biased resolution (although not everyone may agree with it). We are not solving this problem or suggesting a resolution, make sure you are not expressing opinion in these particular essays.
This is a tough topic that many adults would not be able to write about. I promise you, not many young people have any understanding of this topic either. Use it as a learning opportunity. No matter what, you will come away with more information than you started with.
We will be talking about this topic more in depth next week. I will provide an overview of the history, a timeline, and map on the Community Page by Monday. Until then, see what you can find out so we can discuss it together.
The web-site ProCon.org has a side by side comparison of Israeli/Palestinian views. Remember, our question is, "Should the Jews have an established homeland in Palestine?" There are five points on each side. You could take two of the points on each side and see what you can find on-line. Then just talk to me about it in your paper. Exploratory essays are a journal of your research (or personal experiences, if they apply). Pretend we are sitting down and you are telling me what you now know about this issue.
We are going to be finding out in The Chosen that one of the characters supports Zionism (a special homeland for Israel) and one does not (can you guess in advance?) and talking more about this incredibly complicated issue at our next class.
Only two more exploratory essays to go and we break for the calendar year! "See" you next week!
Here are a couple of resources I shared with the Texas students last month to help get them started (their pain is your gain!):
YouTube video: Palestine Israel 101: https://www.youtube.com/watch?v=cZIzRB1T8ug
This 13 minute video will give you a good history of the Palestinian conflict in a fairly unbiased manner (which isn't entirely easy to find). You need to have some background on this conflict before you can research the opposing views. Taking the 13 minutes to view the video will give you a starting point for your research--about mid-way through they even give bullet points for each side's argument...take note of those points and then see what research you can find to support each side's position. Remember to tell me what your sources are. The video also suggests what it feels is an un-biased resolution (although not everyone may agree with it). We are not solving this problem or suggesting a resolution, make sure you are not expressing opinion in these particular essays.
This is a tough topic that many adults would not be able to write about. I promise you, not many young people have any understanding of this topic either. Use it as a learning opportunity. No matter what, you will come away with more information than you started with.
We will be talking about this topic more in depth next week. I will provide an overview of the history, a timeline, and map on the Community Page by Monday. Until then, see what you can find out so we can discuss it together.
The web-site ProCon.org has a side by side comparison of Israeli/Palestinian views. Remember, our question is, "Should the Jews have an established homeland in Palestine?" There are five points on each side. You could take two of the points on each side and see what you can find on-line. Then just talk to me about it in your paper. Exploratory essays are a journal of your research (or personal experiences, if they apply). Pretend we are sitting down and you are telling me what you now know about this issue.
We are going to be finding out in The Chosen that one of the characters supports Zionism (a special homeland for Israel) and one does not (can you guess in advance?) and talking more about this incredibly complicated issue at our next class.
Only two more exploratory essays to go and we break for the calendar year! "See" you next week!
with Kim Rodgers and Jayne Besjak
Rhyme Time
We started off class by reading some poems from Shel Silverstein’s “Where the Sidewalk Ends.” Silverstein has a gift of creating hilarious poetry using rhymes and rhythms that are catchy and fun to read aloud. We chose two words to work with - “boat” and “stop” - and brainstormed words that rhyme with each using a chart of consonants and consonant blends to use with the endings “-oat” and “-op”. After creating a list for each we put together a poem using the AABBAA format.
As deep as a castle moat |  |
We talked about how our poetry doesn’t always have to make sense. It can be silly or mysterious or exciting or sad...many different feelings can be evoked. The students broke up into pairs or on their own to create a poem using the words “back” and “light”. After some time of working they came back and shared what they had come up with. Some different patterns came up such as AAABBB. Towards the end of class they were sent off to come up with their own two words to create their very own poem. Students are to work on that poem this week and finish it up for our poetry reading on Monday.
with Kim Rodgers
Frank Beginnings
This week we used a map to travel back across all the landscapes we’ve been studying so far, which brought us to what is now modern-day France. Barbarians invaded Roman territory, where they began to learn Roman customs like building houses instead of being nomads, shaving and taking baths, and missionaries taught them about Christianity. They also learned how to speak Latin. The Franks were made up of different tribes who settled next to Roman citizens, along with other barbarian tribes called Burgundians and Allemanni. The problem was that they all didn’t like each other too much. They did become allies in order to fight against the Huns under the leadership of Merovius, but once the Huns retreated they went back to their warring ways. Merovius’s grandson, Clovis, remembered the days of unity and when he was 20 years old he became the leader of his tribe. His goal was to unite Gaul into one empire. He married a princess from the Burgundian tribe named Clotilda, fought other tribes and forced his leadership onto them, and defeated the last Roman soldiers left in the area. His empire became known as the Frankish empire, which is now called France.
 City on a HillWhile he was conquering his empire Clovis became a Christian, which he then forced onto his people. His thought was that when a people are united in one religion it is less likely that they will attack each other. He also established a capital city, built on a hill by the river Seine. This city is now called Paris. Finally, like Justinian, he unified the laws into one code that everyone knew and followed. Some of the laws sound quite silly, such as “If a man calls another man ‘Fox’ or ‘Hare’ he will have to pay 120 denars.” It was against the law to call anyone names! For all of Clovis’s efforts some of the tribes still didn’t want to live close to each other. The empire was united, but not very peaceful. |  |
The students then took a large sheet of paper and began work on creating their own empire. They drew maps of what their empire might look like, including a key in the corner. Many of them were still working on it when class ended. This week have them finish their map and include some laws they would put in place in their empire.
Mapwork for the Kingdom of the Franks
Your child came home with a notebooking page and a map, but apparently when I was making copies I skipped the map work instructions. I’m including them here so your child can complete their maps.
- Color the Mediterranean Sea and the Atlantic Ocean blue.
- Color the North Sea and the Baltic Sea blue.
- Underline the word “Allemanni” in yellow.
- Underline the word “Burgundians” in pink.
- Underline the work “Franks” in light blue.
- Clovis united all three tribes into one empire. Outline the territory of the Frankish Kingdom in dark blue to show the unification.
with Leigh Ann Yoder
The Stellar Universe
Hope you all had a lovely Thanksgiving. I shared with the students that over the break my family had an opportunity to see the new movie Interstellar. For a science fiction movie I thought it was rather well done and entertaining. It was certainly thought provoking and led to interesting discussions. I feel comfortable recommending for my middle school students. It is rated PG-13, yet I am not certain why. There were two mild curse words and several deaths. However, the deaths were not gruesome, but rather implied.
We then moved to a rather disturbing (for some), yet fascinating look at proportion, size and space. I did warn the students that it would certainly make them think, however, they needed to keep in mind that it was an internet based article that had not been validated. Some of the students wanted the opportunity to view the images on their own computers, so here is the website.
We then moved to a rather disturbing (for some), yet fascinating look at proportion, size and space. I did warn the students that it would certainly make them think, however, they needed to keep in mind that it was an internet based article that had not been validated. Some of the students wanted the opportunity to view the images on their own computers, so here is the website.
Centaur Rocket Launch Attempt!
As our project we made the Centaur Rockets described at the end of chapter 10. The students did a terrific job following directions and assembling their rockets. We moved outdoors to launch them. It turned out the launching was not as successful as we would have liked, but the students were resourceful and came up with many ideas to improve the launch. In the end, only a few students had lift off, but the class worked well together helping each other.
I began talking to the students about their final quiz show which will take place during our last class. I highly recommended that they begin preparing now rather than waiting. To begin with, they should start answering the questions on pages 163-165 of the notebook. For students that do not have the notebook, I will bring copies to class next week.
I began talking to the students about their final quiz show which will take place during our last class. I highly recommended that they begin preparing now rather than waiting. To begin with, they should start answering the questions on pages 163-165 of the notebook. For students that do not have the notebook, I will bring copies to class next week.
  HomeworkMandatory: ECA Chapter 11 Lending Library Optional: JK Chapter 6 NB pg. 120, 121, 122, 123, 128, and 130 Test Prep: Begin working on pages 163-165 of NB |   |
RSS Feed
Categories
All
Afternoon Enrichment
Closures
Clubs
Early Elementary
Mosaic Texas
Odyssey Of The Mind
Out Of This World
Philosophy
Tesserae Fall 2012
Tesserae Fall 2013
Tesserae Fall 2014
Tesserae Spring 2013
Tesserae Spring 2014
Tesserae Spring 2015
Tesserae Spring 2016
Archives
May 2016
April 2016
March 2016
February 2016
June 2015
May 2015
April 2015
March 2015
February 2015
January 2015
December 2014
November 2014
October 2014
September 2014
July 2014
June 2014
May 2014
April 2014
March 2014
February 2014
January 2014
December 2013
November 2013
October 2013
September 2013
July 2013
May 2013
April 2013
March 2013
February 2013
January 2013
December 2012
November 2012
October 2012
September 2012
August 2012