Hello! I hope you are able to access this site and keeping up-to-date with the assignments your student has been assigned so far. I wanted to give you an overview and update on what we have been working on in Language Arts this year.
All three grades started with lessons and reviews on figurative language (i.e. imagery, simile, metaphor, hyperbole, personification, and idiom), setting, plot, and characterization. The latter are basic elements of literature and, for the most part, were review for seventh and eighth grade. Characterization was relatively new to all three grades, as was figurative language. We spent several weeks on these topics and practiced identifying and analyzing these elements in a variety of short stories, the titles of which are posted on each grade's page. We spent an additional week in sixth grade going over characterization and figurative language, while in seventh and eighth grade students read a longer story ("Two Kinds" and "The Most Dangerous Game") and completed work sheets on all four elements. Sixth grade will receive a similar assignment at a later date (update: "The Circuit").
Last week we started reading our first class novels. In eighth grade we are reading White Fang by Jack London, and in seventh grade we are reading To Kill a Mockingbird by Harper Lee. We started The Hobbit by J.R.R. Tolkien in sixth grade today. Our essential question for the unit is, "What do you think characterizes someone who has courage? What situations might call for courage?"
Before we began reading, we did several pre-reading activities to set up the context of each novel. Students created a KWL (Know-Want to Know-Learned) Chart in their notebooks on several related topics, then we watched videos about the topics. Then I passed out books and students spent time examining the covers, summaries, and chapter titles, and finally made predictions about the book. Finally, we started reading. Generally I read the chapter out loud while students follow along in their own copies and jot down notes about 1-2 questions on the board, then we have a class discussion. Afterwards, students are given time to work on a vocabulary packet with a partner or neighbor. The vocabulary packets can be found on each grade's individual page. For each word, students must copy down its definition and the quote in which it appeared in the novel. Students must complete the vocabulary for every chapter we have read; whatever they do not finish in class is homework. I will be checking the packets every Friday to make sure students are keeping up.
In addition to the vocabulary packets, students will be given assignments on character analysis, setting, and figurative language. There will be opportunities for creative writing, illustrating, and using technology. I have plans to study the Hero's Journey in sixth grade and reenact the pivotal trial scene in seventh grade, and I would like to view clips or even full film adaptations of our novels if we have time. The final assessment for each unit will be a short essay on a topic relating to courage and character. I will provide students with outlines, peer feedback, and time in class to work - but we'll cross that bridge when we get to it.
I will try to keep this page and the website in general as up-to-date as possible. If you have any questions, comments, or concerns - you or your student - please email me at [email protected] and I will get back to you as soon as I can!
-Ms. Martinson
All three grades started with lessons and reviews on figurative language (i.e. imagery, simile, metaphor, hyperbole, personification, and idiom), setting, plot, and characterization. The latter are basic elements of literature and, for the most part, were review for seventh and eighth grade. Characterization was relatively new to all three grades, as was figurative language. We spent several weeks on these topics and practiced identifying and analyzing these elements in a variety of short stories, the titles of which are posted on each grade's page. We spent an additional week in sixth grade going over characterization and figurative language, while in seventh and eighth grade students read a longer story ("Two Kinds" and "The Most Dangerous Game") and completed work sheets on all four elements. Sixth grade will receive a similar assignment at a later date (update: "The Circuit").
Last week we started reading our first class novels. In eighth grade we are reading White Fang by Jack London, and in seventh grade we are reading To Kill a Mockingbird by Harper Lee. We started The Hobbit by J.R.R. Tolkien in sixth grade today. Our essential question for the unit is, "What do you think characterizes someone who has courage? What situations might call for courage?"
Before we began reading, we did several pre-reading activities to set up the context of each novel. Students created a KWL (Know-Want to Know-Learned) Chart in their notebooks on several related topics, then we watched videos about the topics. Then I passed out books and students spent time examining the covers, summaries, and chapter titles, and finally made predictions about the book. Finally, we started reading. Generally I read the chapter out loud while students follow along in their own copies and jot down notes about 1-2 questions on the board, then we have a class discussion. Afterwards, students are given time to work on a vocabulary packet with a partner or neighbor. The vocabulary packets can be found on each grade's individual page. For each word, students must copy down its definition and the quote in which it appeared in the novel. Students must complete the vocabulary for every chapter we have read; whatever they do not finish in class is homework. I will be checking the packets every Friday to make sure students are keeping up.
In addition to the vocabulary packets, students will be given assignments on character analysis, setting, and figurative language. There will be opportunities for creative writing, illustrating, and using technology. I have plans to study the Hero's Journey in sixth grade and reenact the pivotal trial scene in seventh grade, and I would like to view clips or even full film adaptations of our novels if we have time. The final assessment for each unit will be a short essay on a topic relating to courage and character. I will provide students with outlines, peer feedback, and time in class to work - but we'll cross that bridge when we get to it.
I will try to keep this page and the website in general as up-to-date as possible. If you have any questions, comments, or concerns - you or your student - please email me at [email protected] and I will get back to you as soon as I can!
-Ms. Martinson