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NEW BEGINNING The third quarter begins Monday (2/4).

Everyone gets a fresh start and, hopefully, bad habits will atrophy in favor of beneficial and salubrious ones.

Changes…as always, there will be changes. Vocabulary will change slightly, current events have a new twist, our reading program has changed, and I have become an unintelligible (nothing new there) houseplant with a penchant for dirty laundry. Please keep apprised of information in the newsletter.

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READING DISCUSSION GROUPS

The second semester will focus on reading and discussing novels within small groups. Students (and parental units) will have a little time and wiggle room to alter choices and groupings, but by Monday (2/4) students need to have a copy of the novel they will be reading. Please communicate any and all problems early, so that I can help solve them in a timely manner.

The choice of a novel is often a contentious and touchy issue. I do not wish to step on any toes or push a student into reading a subject matter they are not ready for or comfortable with. I emailed the list of novels and groups to families last Monday (1/28). Please let me know if you have concerns or desires to switch novels as soon as possible. Your help, respect, and diligence are appreciated. DISCUSSION #1

Students have twenty minutes each day to read their discussion novel. Additionally, students should use whatever time at home necessary to fulfill the number of pages or chapters required for each discussion. Each student has a bookmark listing the dates of each discussion and the assigned pages. The bookmarks are also available via the “Reading” page of my web page.

The assignment sheets for the discussions are also available via the “Reading” page of my web page. You will have to access the bookmarks (or ask the student) in order to determine what assignment the student must complete. Students are given the new assignment sheet two weeks(ish) ahead of time I recommend using the assignment sheet as a second bookmark and completing the assignment as the novel is read. Directions are on each sheet, but the “post discussion” part is completed after the discussion.

The assignment for discussion #1 is due Thursday (2/7) and the discussion is on Friday (2/8). The assignment is due a day before the discussion so that I have time to evaluate and provide feedback on the assignment.

SHEL SILVERSTEIN We will be reading some of Shel

Silverstein’s poetry over the next couple of weeks. Additionally, we will be writing poetry ala Shel in the upcoming weeks. Students will create three drafts, workshop the poems, and edit and revise one of them into a final version complete with a visual.

One of the biggest problems, typically, is that students do not like to edit, revise, and rework their poetry. Heck, they do not like to edit, revise, or rework most of their written work. Poetry, however, hinges on word choice, fluency, and the dynamic interaction of the words within the stanzas. Students who do not edit, revise, and rework their poems will receive a lower grade. Sorry, it is just a part of the process.

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WRITING VOCABULARY #9

The first week of vocabulary is the same; words and work at the beginning of the week and the assignment is due at the end of the week. The assignments, however, have been slightly shortened (depending on your vocabulary group) to allow time and mental space for the grammar. Regular vocabulary students submit only cartoons or sentences utilizing any five of the current list’s vocabulary words (examine vocabulary guidelines from first semester to refresh your memory). W3 students on lists #1-20 need only submit the list and sentences, while those on lists #21+ still have to submit the list and ideas.

As part of our second semester vocabulary, we begin to incorporate grammar—the dreaded leviathan that it is.

MARKET A CLASSMATE

The project is due at the beginning of class on Tuesday, February 5. We will be presenting the posters during the rest of the week and through the next until we have marketed everyone in Core week. We will be presenting three posters toward the beginning of class and three more at the end of class each day. Sorry for the delay, but I wanted students to have enough time to complete the project well.

The objective is to create a visually appealing poster that persuades us that a student’s partner is a valuable member of our community. As part of the project, students will use interviewing techniques to research what qualities (humor, dependability, creativity, etc.) their partner has that actively contribute to the well-being of our classroom.

Students will cull information from interviews and research to create a poster. Posters will include a front and a back with a variety of elements. The front of the poster should include graphics and images that are visually appealing and thoughtfully placed. The poster’s content should clearly indicate who the classmate is and include text and artwork that expresses the theme the student is trying to communicate.

The back of the poster will include at least two paragraphs, in biography form, that clearly states why s/he is a valuable member of our community. Students should use convincing examples and details should be included as evidence. Writing can be typed or in one’s best penmanship (in ink, not in pencil). All writing is expected to be free of errors and neat. MURDER MYSTERY

As an end of the semester culminating activity, those students who are up-to-date with their work will be participating in a two-day Murder Mystery party. We are still trying to determine which story to use, but all of that should be ironed out soon. We did the same thing last year, and it was a rousing success. We hope to recreate its fun and hijinks.

Those who would like to participate will receive a role in the Murder Mystery. We might have one mystery or several. If it is one mystery, students will share a role. If we are conducting several mysteries then students will receive a unique role. The task is to become the character…in dress (yes, a simple costume is needed), manner and speech (become the character), and background (“know” the character based on the information provided and interpret how s/he would be or act). Food donations are needed. We worked long and hard first semester and a little active sleuthing will be a refreshing change of pace for a couple of days. ♠

HISTORY CURRENT EVENT #9

The new format for current events is a cross between Jon Stewart’s “Daily Show”, a “Saturday Night Live” news segment, and The Anchorman. Students still need to prepare a current event the day before they present, but the presentation style is group instead of individual.

As far as student preparation goes…it is similar to first semester. Students need to read a significant news item and summarize it. The summary can be a paragraph, bulleted list, or use the “who, when, where, & what” current event form. The

“who, when, & where” can/should be copied from the article, but the “what” still needs to be paraphrased. Students still need to be able to locate the current event on the map and I still need a copy of the article. Students can staple the article to their current event summary or email me the article.

On the assigned day, students who have an article prepared will meet and practice in the hallway during reading time. Students need to be comfortable with the information in the news item otherwise the practice time is of little use. I do check the articles to assist and advise them. Students who are not prepared will present the next day.

The daily show group members have at least two anchors, a map/weather person, and several in-the-field reporters. Groups are free to assign other roles as well. The main purpose is still to present current events, but the style, format, and “other” elements are up to the daily show group. The daily show group practices the order of the presentations, transitions, and their theme song.

In years past, several groups have really gotten into the presentations. We have had mock commercials, “gossip” corners, grooming advice, counselor moments, costumes, etc. Many students embrace the format while others yearn for the comfort and anonymity of just submitting the article. Regardless, it is a change that is needed to break up the format of current events.

MIDDLE AGES Our fianl chapter in the textbook is, “The Byzantine

Empire” (chapter 6). We will read, review, and take a short quiz on the chapter on Friday (2/8). Next week we take our first step along the path of our medieval storyline.

MEDIEVAL ROLES Students will randomly select a role

for our medieval village—chandler, cobbler, peasant, knight, squire, etc. Students are supposed to research the role and create a character biography/sketch for the role. What is the role (what does the character do as his/her job), what do they wear, eat, etc. It should be a fairly comprehensive picture of the character.

I will be introducing the requirements and guidelines for the village structures later next week. Each student is responsible for creating an accurate representation of his/her character’s residence and/or shop. I asked students to start gathering supplies (cardboard, dry grass/straw, objects to represent their character, etc.). Construction will begin next week if we have time ♠