Weekly+Updates+from+Ms.+B.


 * Update, April 9, 2010 --
 * Homework for 7th graders: read 30 min./day; write a draft of a book review.
 * Homework for 8th graders: read 30 min./day; complete GPS self-eval and get parent to sign it.**

Dear parents/guardians,

It's at this point of the year that time begins to fly so fast that I feel it's impossible to accomplish everything I want to -- but we're trying hard!

In writing workshop this week, the 7th graders diligently completed their historical fiction stories. What wonderful stories! I'll mail the final drafts to the Anchorage Daily News creative writing contest (the deadline's April 21) -- I think some of our kids have a chance of winning. We're also planning to bind copies of the stories into books to share with our 4th grade reader buddies -- I think we'll try to visit the 4th graders at Harborview sometime at the end of April.

The 8th graders struggled through the nit-picky world of the personal essay this week as they worked to revise (and revise and revise and revise -- "Ms. B., come on! AGAIN?!!!") their personal essays on what defines them. However, I currently have a stack of fairly good essays -- earnest, honest, full of voice, and sporting shiny thesis statements. I'll edit them this weekend and hand them back to kids next week for one final edit. These are the essays the adult panelists at UAS will read before the 8th graders enter the room to present their GPS projects.

In American History this week, we continued our discussion of the Constitution with a look at several U.S. Supreme Court cases. After a week of good debates and questions, we got the opportunity to host Lisa Kirsch, Naomi's mom and a lawyer in the AK legislative branch. Lisa fielded the questions we'd emailed her and then expertly fielded even more. Thank you, Lisa!

For homework this weekend, the 7th graders should write a rough draft of a book review -- the assignment is here: http://musingsfromthemiddle.wikispaces.com/What+We%27re+Writing.+.+ (this is in preparation for the journalism unit we'll begin Monday). The 8th graders should complete a self-evaluation of their work on their GPS projects and obtain your signature on the page (copied below). The homework is due Monday.

Thank you to all of you for your support!

Sincerely, Sarah Brooks LA/SS



8th Graders’ Weekend Writing, April 9-12: GPS WAKE-UP CALL

due Mon., April 12

Dear 8th graders,

You will be presenting your GPS projects to three community members at UAS on May 20-21. That’s coming soon. Here’s how we’ll get there:

April 12-16 – Analyze Ms. B.’s model presentation; learn presentation skills; start writing GPS presentations (leads); start work on visual outside of class. April 19-23 – Learn more presentation skills; continue writing GPS presentations; Mentor Evaluation Form due April 23. April 26-30 – Workshop GPS presentations in 8th grade class; finish visuals. May 3-7 – Present finished GPS presentations to 7th/8th grade team. May 10-14 -- Present finished GPS presentations to 7th/8th grade team. May 17-21 – Prepare to present at UAS; present at UAS May 20-21.

Basically, you should be finishing up your GPS project and beginning to work on the visual you’ll show your classmates in your presentation – a movie of what you’ve done, a Powerpoint, a demonstration of a skill, etc.

For your weekend writing this weekend, I’d like you and your parents/guardians to sit down together and evaluate your work on your GPS project together. I’m proud of the work most of you have done so far – we’re on the homestretch (baseball metaphor for Ethan).

Sincerely, Ms. B.

Part 1: Parent/Guardian Evaluation

Please have your parent/guardian read the above information and sign that they’ve read it:

Parent/guardian signature: _____________________________________

Parent/guardian comments, questions, or concerns about your GPS project:

(Turn over for part 2) Part 2: Your Evaluation of Yourself

0. Your GPS project is ______________________________________________.

1. Have you completed all the journal entries in your orange GPS packet? ____ If not, update those this weekend, please.

2. How many times have you met with your mentor? _____ What’s your plan with your mentor for these last 2-3 weeks of the project?

3. What do you still plan/hope to accomplish in the next 2-3 weeks?

4. How do you honestly feel you have done on completing your short-term goals for this project?

5. What could you have done differently (about GPS) in the last several months? If you could do this project over again, what would you do?

6. What skills have you learned in this project? What have you learned about yourself?

7. Is there anything else Ms. B. needs to know about your work on this project before we start writing our presentations?


 * Update, April 2, 2010 -- Homework for 7th graders: read and find illustrations/photos for your hist. fic. stories; 8th graders: read and finish final drafts of hist. fic. chapters/stories.**

Dear parents/guardians,

I hope the beginning of April is treating you well. The students returned from spring break rejuvenated, which bodes well for these last two months of school!

In my 7th grade writing workshop this week, the 7th graders have worked hard to revise their historical fiction stories, to submit final drafts to the Anchorage Daily News creative writing contest (in which they could win $50 -- see the link at http://www.adn.com/3658), and to find illustrations/photos to make the stories even more interesting to our 4th grade readers. I'm extraordinarily proud of the 7th graders' work on these writing/research projects.

In my 8th grade writing workshop this week, we made the decision to move on from our historical fiction chapters (the students are supposed to finish their final drafts at home and turn them in to me by next Friday, April 9) and dive into the genre of the personal essay. When the 8th graders present their GPS projects at UAS on May 20-21, their panelists (adult evaluators from the community) will read these essays first, to get a sense of who the kids are. I THINK I've successfully convinced the 8th graders that essay-writing is not intimidating or boring -- and that a good essay can even be enjoyable to read. I've modeled three approaches for them this week -- writing about an adjecitve that describes yourself, writing about a belief you hold, and writing about something/someone that has shaped you. Next week, each kid will choose the essay draft they like best and revise that one. Note to parents of 8th graders: more information coming about GPS! The kids should be working to finish their projects, which means meeting with their mentors for the last few times, continuing to journal, and starting work on a visual for their presentations (we'll talk more about this in class next week).

In American history, we've been studying the Amendments to the Constitution this week -- particularly the Bill of Rights. We'be begun to examine Supreme Court cases that have involved students in schools, to study the ways in which students' rights are a bit more limited than adults'. My second social studies class got the surprise appearance of Ms. Yerkes, our assistant principal, who came to answer their questions about the 4th Amendment (search and seizure) -- we all learned quite a bit.

Thank you to everyone for your support! Please email me if you have any questions or concerns!

Sincerely,

Sarah Brooks


 * Update, March 19, 2010 -- Homework: READ, READ, READ!**

Dear parents/guardians,

It was great to see so many of you at conferences last week -- and it was good to hear my students tell you what they feel they're learning. That's what matters!

I DO think the students (and thus, the teachers) are ready for spring break. I hope it's a good, relaxing time for all of you. The students' only homework is to read every day -- I want them to have a break, too.

In writing workshop this week, the students learned how write prefaces to their historical fiction stories (essentially history reports on the research they did, as well as lists of sources); they also finished their drafts of the historical fiction stories. MY homework over spring break is to read through their stories and give them good feedback so they can revise the stories into final drafts.

In American history this week, we continued to look at the U.S. Constitution and the government it set up. The kids are raising excellent questions and are struggling in good ways to understand the concepts of our government. Although I will not be here tomorrow (I'm heading out a day early to be with my mom for spring break), a sub will give the kids an evaluation to see what they've learned so far. If you'd like to help your kids prepare for this, see http://musingsfromthemiddle.wikispaces.com/Assessment+on+the+Constitution. Thank you!

Thank you, everyone, for your support. I'll write again when classes resume after spring break!

Sincerely,

Sarah Brooks Language Arts/Social Studies


 * Update, March 5, 2010 -- Homework: read and think about the Preamble to the Constitution (copied below)**

Dear parents/guardians,

I hope this week went well for you! I can't believe it's already March -- and nearly spring break. It seems we never have enough time to accomplish everything I want to (which is a good problem to have).

In writing and reading workshop this week, the 7th and 8th graders continued their hard work on their historical fiction stories. This week, my mini-lessons focused on how to effectively weave research into the stories, on how to utilize strong verbs and effective adverbs, and on how to move the plot line forward. The rough drafts of the completed stories are due March 18.

In American History this week, we continued our study of slavery and of the culture of the U.S. in the early 1800s (post American Revolution). We finished viewing excerpts of "Amistad" and we examined the attempts by certain scientists and doctors to "prove" that slavery should continue (based on "scientific" arguments that humans of one color of skin were superior to humans of another color). We made historians' arguments in thesis essays at the end of the week, debating over whether the Amistad court case was actually as important to the ending of slavery as the director made it seem.

This weekend, the students are supposed to read, annotate and analyze the Preamble to the U.S. Constitution. It's a short little paragraph, but it's the thesis statement for the whole Constitution. We'll begin studying the document (and the formation of the U.S. government after the American Revolution) in depth on Monday. I'm hoping that, as we explore the amazing ideals presented in the Constitution, we will keep our study of slavery (and our earlier study of the treatment of Native Americans in North America) in mind -- my goal is to encourage the kids to think as historians, with an eye toward both ideals and reality.

Thank you for all your support! I'm looking forward to seeing you at conferences next week (Thursday and Friday, March 11-12). Mr. Campbell will conference with the 8th graders and their parents and I will conference with the 7th graders and their parents. However, 8th graders' parents: I plan to write a short narrative on each of their self-evaluations; also, I'd love to talk to any of you how have further questions.

Thank you, everyone!

Sincerely,

Sarah Brooks Language Arts/Social Studies



The Preamble to the Constitution of the United States: Weekend Thinking, 3/5-3/8

due in social studies class, Mon., March 8

Background knowledge you need:
 * After the Americans won the American Revolution in 1783, they called themselves a “union” of 13 strong, independent states.
 * Many felt the states needed a strong national government – a United States.
 * In 1787, representatives from the 13 states approved the U.S. Constitution, which described the new U.S. government and the rights that government would protect.
 * A “constitution” is a set of rules for a government. You could write a constitution for your house.
 * The Constitution is a document – a piece of paper. It’s the “supreme law of the land”. It defines the United States government. It can be amended (changed) – but only by Congress.

Your task this weekend: Read the beginning of the Constitution (called the Preamble) and answer the questions to guide/push your thinking.

1. Read the Preamble of the Constitution and “talk to the text” (circle and find out words you don’t know, ask questions in the margin, write your connections to background knowledge). I’ll look for your notes here:

“We the people of the United States, in order to form a more perfect union, establish

justice, ensure domestic tranquility, provide for the common defense, promote the general

welfare, and secure the blessings of liberty to ourselves and our posterity, do ordain and

establish this Constitution for the United States of America.”

2. Answer and think about the following:

a. The representatives who voted to approve the Constitution were white, land-owning men over the age of 21. Who did they intend “we the people” to include?

b. Why call the country “United States”? Why not “America” or “Washingtonia”? What does the name say about the power the individual states still hoped to have in the new country?

c. Look at the phrase “in order to form a more perfect union”. More perfect than what? Have we achieved a perfect union, or are we still in process?

d. Look at the phrase “establish justice”. Remember that “justice” means “working towards what is ‘right’ and ‘fair’”. What are some ways a government can do that?

e. Look at the phrase “ensure domestic tranquility”. Quick word study: “ensure” means “to make sure it happens”; “domestic” means “here, in our country” (it’s the opposite of “foreign”); “tranquility” means “calmness” or “peacefulness”. Put all those together. What are some ways a government can make sure it is peaceful at home?

f. Look at the phrase “provide for the common defense”. “The common” means “everyone’s” here. How can a government provide protection for everyone in its country?

g. Look at the phrase “promote the general welfare”. “Promote” means “encourage” here. “The general welfare” means “everyone’s health and happiness”. How can a government encourage everyone’s health and happiness?

h. Look at the phrase “secure the blessings of liberty to ourselves”. “Secure” means “make sure it happens”. Who normally gives blessings? Is the government talking about God here?

i. Look at the phrase “. . .and our posterity”. “Posterity” means “descendants” – all our children and our children’s children, etc. Who is this Constitution (and this government) for?**

Update, Feb. 26, 2010 -- Homework: work on hist. fic. story for one hour and get a response (form copied below)

Dear parents/guardians,

I hope this week's been a good one for you! I haven't written for two weeks, since we had our field trip to Eaglecrest last week. We had an incredible, sunshine-filled experience up on the mountain -- and a little 3-year-old girl gained almost a hundred new "friends". (-:

This week in writing workshop, the 7th graders worked on moving their historical fiction stories forward. They also drafted the beginning to their non-fiction prefaces, which they are writing to their 4th grade audience to explain the historical settings of their story. I'm amazed by the good, literary work they're doing.

The 7th graders and I got the opportunity to be observed by Nancy Norman on Thursday -- Nancy is the leader of the "Adolescent Literary Seminar" of which I've been a part this year. I think it was good for the students to connect a face to why I'm gone once a month, and Nancy seemed to feel the kids were learning!

In the 8th graders' reading workshop this week, we finished the American Revolution novel Sarah Bishop, discussing questions of ethics (How should we treat our enemies? Is it every okay to kill? What happens to a community in the midst of a war?) along the way. In writing workshop, the 8th graders continued their historical fiction chapters (they're writing the first chapter of historical fiction novels, as a different approach).

In American History this week, we examined various justifications that were made for slavery, including biblical justifications and scientific justifications. We also viewed excerpts from the film "Amistad" in order to discuss the historical court case in which a group of Africans was -- famously -- declared free by the U.S. Supreme Court (a landmark case, since the debate in 1841 was over the humanity of people of color).

A quick note: I had mentioned a few weeks ago that we would present our plays to parents this week, but the young playwrights and actors (and their teacher) concluded that our performances are too far from being polished. Instead, we performed the plays for the other half of our team this afternoon -- it all went well! Sorry for the change.

You'll find the homework form copied below. Thank you for helping your child with his/her assignment this weekend -- and thank you for all your support!

Sincerely,

Sarah Brooks Language Arts/Social Studies

Weekend Writing: Work on your historical fiction (and share with a parent/guardian/sister/brother/etc.) – due in class Mon., March 1!

Student’s name:

Did your 7th/ 8th grader work for at least an hour on his/her historical fiction story this weekend? _

When you read the section he/she allowed you to read, what did you like?

What’s a question you had for the writer when you were done reading?

Your signature: Date: February 26-28, 2010

February 12, 2010 -- homework: practice writing historically consistent similes and metaphors; read 30 min./day


 * Dear parents/guardians,

It's been a good week -- Cupid seems to have even made it feel a bit faster (hearts are certainly beating faster around middle school today!).

In writing workshop this week, the students and I dove into writing our historical fiction stories. After days of researching the historical background to their stories, the students were ready to imitate other writers' leads, then choose their own and begin. They keep post-it notes with them to keep track of the additional historical details they discover they need as they write. I'm incredibly proud of the seriousness with which both the 7th and 8th graders have approached their research. They're working hard to make these stories feel believable.

In reading workshop in the 7th grade class, we worked on the skill of reading research, particularly on what search terms work best on search engines like Google. In the 8th grade class, we continued our study of the book "Sarah Bishop," by Scott O'Dell. We learned about theme this week, and analyzed the theme of the Bible and faith in the book.

In American history, we halted (momentarily) our chronological study of events and began an in-depth study of slavery. We discussed that, as historians-in-training, it is crucial to examine as many perspectives as possible -- particularly as we study the beautiful ideals of equality, liberty, and justice expressed in the Declaration of Independence and in the Constitution. It is especially important to work to understand the institution of slavery, both to see how far we've come as a society and to ensure that such grievous errors are not repeated. I'm using the excellent TCI curriculum to teach about the Trans-Atlantic Slave Trade and the experience of the American slave. We'll also hear excerpts from slave spirituals, examine primary source material on the justification of slavery, and view selected scenes from "Amistad". The students have approached this study with excellent questions and with studious seriousness -- you'd all be impressed by our class discussions.

Thank you all for your support. Please email me if you have any questions or concerns.

Sincerely,

Sarah Brooks**

Weekend Writing: Practice Writing Historically Consistent Metaphors and Similes //due in class, Mon., Feb. 15//


 * Good writers -- especially good historical fiction writers -- use metaphors and similes to help their readers understand on a more meaningful level. In "The Glory Field," by Walter Dean Myers, Muhammed notices the white clouds "drifting like beasts" -- partly to show what the clouds looked like, but partly to explain his feelings of fear on board the slave ship. Later, he uses a metaphor for the slave ship: he feels he is in the bowels of a beast; he feels the ship has eaten him.**

Your assignment this weekend: A SIMILE = a comparison using "like" or "as" ("Michael is like a lion in the morning") A METAPHOR = a comparison that does not use like or as ("the ship was a great, terrible beast")
 * Review definitions for similes and metaphors:
 * Remember: the goal of a simile or metaphor is to tell MORE about a person or thing.
 * On the back of this page, please practice writing similes and metaphors that you can use in your historical fiction story. Write at least 10 of each. Push yourselves to be good writers!**

Similes for my historical fiction story (comparisons using "like" or "as" -- compare characteristics of a person, the landscape, a battle, a feeling -- keep it historically consistent! In other words, if you're writing about the Civil War, don't say "The dead man's eyes were as round as a video game player's." There were no video games in 1862!)

2. 3. 4. 5. 6. 7. 8. 9. 10.**
 * 1.

Metaphors for my historical fiction story (comparisons that do NOT use "like" or "as" -- compare characteristics of a person, the landscape, a battle, a feeling -- keep it historically consistent!)**

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Older Updates from Ms. B. August 31, 2009 -- parent letter/course syllabus