“Today is the day!”

Honestly, this is embarrassing.

I distinctly remember standing before you in August claiming that I would publish the goings-on of the classroom on a weekly basis. What happened?

Already, the end of the year is whispering in my ear, reminding me of my gross shortcomings.  So despite the enormous lapse in time, I take a deep breath and jump in to write this blog post.

After all, some events are worth waiting for…

Communication with Extraterrestrial Intelligence (CETA) is still waiting for a message from alien lifeforms.

Leap day takes about four years to come around.

Waiting for a blue moon might take 2-3 years.

Depending on the altitude in which they live, black alpine salamanders wait for their young to be born from two to three years.

Additionally, an elephant’s gestational period is close to two years before the opportunity to nuzzle their young is possible.

Since the cartoon the Jetsons, we have patiently been waiting for flying cars, meal pills, antigravity, jumpsuits and teleportation.

It may take a month or more of waiting for your child’s teacher to publish a blog post.

As author Richie Norton states, “No more tomorrows. Today is the day.” Hard to procrastinate if you live by this mantra.

Despite my silence on the blog, your children have not been silent. Here is a summary (albeit lengthy) of what they have been up to since the last post.

IMPACTS UNIT

Students researched a country’s history of natural hazards and the impact these hazards have on the country’s lenses of sustainability (environmental, economic, and society). NGO’s were then researched to determine which would best help their country become disaster prepared to reduce risks. Findings were compiled into a written proposal and a visual presentation prepared to present to the UNISDR panel (group of teachers) in a bid to receive funding to implement disaster preparedness programs. See a sampling of the end results below.

Watching the final presentations filled me with great pride. Students were poised, articulate and well-informed. It was, indeed, a moment to savor.

If you would like to peruse some written grant proposals, take a look at ChinaPhilippines and India.

WORD STUDY

Investigating the morphology and etymology of <mitigation> was a challenge that required students to learn enthusiastically. Once the denotation of <mitigation> was uncovered, students tackled the morphology of the word. The following hypotheses represents their initial thinking…

* <miti + gate + ion>

* <mit + i + gate + ion>

* <mitigate + ion>

* <mit + i + g + ate + ion>

To determine which hypothesis, if any, was accurate, students had to prove the morphemes. Students brainstormed words that used the identified suffix(es) to check their theories. Once satisfied with the accuracy of the word’s affixes, students moved onto determining the base. Here they used Etymology Online to determine the root.

Proving the base element was most challenging as the students were reticent to let go of their theory that <gate> was the base element. Progress was stunted because many were looking for what was familiar, a word they recognized, in <mitigation>. I found it extremely challenging to allow students to make mistakes without giving them hints of how to find the correct answer.

Sounding like a broken record, I continued to ask students to prove their theories and asked about connections between the etymological root of the word and the denotation.

With determination, students found <mit> as one base element coming from Latin mitis meaning “gentle or soft”. With reluctance, students let go of the idea that <gate> was another the base element, however they needed guidance in the end to uncover the second base <ig> coming from the Latin root agere meaning “to do, make or act”. This was an exciting find as they connected this root to the one they uncovered in <proactive>. Meaning, base elements <act>, <ig>, <ag> all come from the Latin root agere.

Eavesdrop on a couple of conversations…

Investigations were recorded on a poster.

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Next, we will be studying words related to dystopian societies.

BLOGGING & PERSONAL NARRATIVES

Once students completed their March Slice of Life Story Challenge, we paused our blogging to work on the craft of writing and produce a piece of more substance. When visiting author, Jack Gantos was here, he claimed, “We are all full of really good stories.”  Taking his advice, students started their narrative with a small moment of their life and then stretched it out using magnified moments, internal monologues, dialogue and show, not tell.

Through several focused rewrites, students revised their beginning, strengthened their word choice, varied sentence beginnings and lengths, added figurative language, applied other literary techniques such as alliteration or repetition, and finally, tightened their ending. Before hitting the publish button, students edited their conventions and formatting. What you see published, is purely student work. They are proud of their accomplishments, as am I.

Writers need an audience, so I need your help. Please take the time to read your child’s narrative as well as two others and  leave a comment sharing what spoke to you about their story. Your time and attention to this matter is much appreciated. You can find the student blogs on the right hand sidebar of my Wonderland blog. As I am writing alongside the students, my personal narrative, Childhood Stupidity, is my latest post.

NOVEL STUDY

Currently, students are engaged in reading a dystopian novel of their choice. The term ‘dystopia’ was coined by the British philosopher John Stuart Mill. According to Wikipedia, J. S. Mill first used ‘dystopian’ in a speech before the British House of Commons in 1868 regarding the government’s Irish land policy: “It is, perhaps, too complimentary to call them Utopians, they ought rather to be called dys-topians, or caco-topians. What is commonly called Utopian is something too good to be practicable; but what they appear to favour is too bad to be practicable.” A life of destitution, tyranny and terror is summoned when visualizing a dystopian society.

Dystopian fiction, although set in the future, explores modern issues that have reached drastic proportions producing nightmarish conditions.  Corrupt governments convince their people society is fair and sound, a utopia, not the dystopian community it really is. Dystopias are written as warnings – reminders that humankind must tread carefully to prevent such chaos from becoming a reality.

The protagonists of dystopian fiction are dissidents, standing up against oppression for the greater good; teaching us that it is important to be an upstander and make a difference. Students stand alongside the protagonist, soaking up their empathy for others and courage to stand up for what you believe in. As Neil Gaiman states, “Fairytales are more than true; not because they tell us that dragons exist, but because they tell us that dragons can be beaten.” As students help the protagonist “slay the dragons” of these dystopian worlds, they learn their dragons can also be slain.

Students are taking part in Socratic seminars and threaded discussions to dialogue about the provocative themes that are emerging in their novels through setting, character and plot development. Here is a sneak peek into a threaded discussion on Lois Lowry’s novel, The Giver and another threaded discussion on the second book in her series, Gathering Blue. To view a discussion, click on the COMMENTS button in the top right hand corner of the document and all will be revealed.

That’s it for now. I will try not to let so much time lapse between posts, although my word is a bit suspect based on my actions.

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