The NEW New Colossus

Here are our class translations of Emma Lazarus's "The New Colossus." How does this poem - inscribed on the Statue of Liberty - fit in with or complicate your stance on whether America should welcome Syrian refugees into the country? Click here to compare our poems to the original.

Band Group 1

Not like the famous statues in Greece that look like they are showing off,

The Statue of Liberty welcomes people into our country and her name is “Mother of Unwanted.”

Everyone’s welcome world wide.

The Statue of Liberty watches over people.

New York and New Jersey frame Liberty Island.

"Rich people stay in your homeland."

She’s a beacon to the poor and homeless who come for better opportunities

"If you come you will be safe from war and persecution.

Give me your bad trash of overflowing shores.

Send these, homeless, violent winds to me.

I will light the way."

Chorus Group 

Unlike the fake giant the Greeks worshiped with omnipotence,

here at the opening of the country on our beaches shall stand

a symbol of hope and welcoming.

Light is hope.

She embodies the immigrants and exiles as their mother.

She welcomes the world with her gentle eyes and commands the invisible bridge that two states surround.

“Keep your magnificent stories!” she cries without talking.

“Give me the tired and poor people, your people wanting to be free, the miserable who are at your shore.

Send these refugees to me

I light the way into America!"

Band Group 2

Unlike the proud Colossus of Rhodes

with crushing feet spread across from island to island,

here at our shore is standing

a powerful woman holding a torch

and her flame in the torch is the breakthrough

and her name is the Statue of Liberty.

From the Statue’s hand is a shining signal

shining world peace, her eyes in charge;

The bridge for peace between New York and New Jersey.

“Keep rich people where they are. Send me the people who can’t care for themselves” she says quietly.

“The trash of your crowded land, send these, the homeless, who have been through storms.

I lift my torch with hope.”

Maker Space and a Reflection!

Check out these pics from our time at the Melrose Maker Space! Then, complete this quick reflection on the work we've been doing in LA.

Sixth Grade Journalists

Journalists - your new assignment is in! Your task is to research America's response to the Paris bombings. Here is the link to the Google Doc that contains some of the sources you have found over the last few days (there are links to the videos and some of the articles within this document itself).

If you are in 6-1 or 6-2, be sure to complete your Journalist's Notes and Reflection Questions by Thursday 11/19.

If you are in 6-3, be sure to complete them by Friday 11/20.

Over the next few days you will work on your memo to your editor explaining your findings. Check Google Classroom for further instructions and materials!

Great American Smokeout

This Thursday, November 19th is the Great American Smokeout. Ms. Davis, our school's Student Assistance Counselor, will be joining us for Language Arts class tomorrow to share important information about the effects of smoking and the financial cost as well.

Though cigarette smoking has decreased since 1970 as you can see in the Washington Post infographic below, there is still lots of quitting to be done.

In addition to the health problems that smoking causes, there are economic factors that should make people think twice about lighting up. Here is a graph from the CDC that shows the trends in cigarette prices over the years.  And here is an article/chart from The Motley Fool that shows the cost of a pack a day in each state.

Many of you were upset and concerned about Papa's smoking habit in The Circuit, so this will be your chance to address Papa and let him know your worries and some startling facts. Hopefully we'll be able to share some of your letters here on the blog!

"Desperation at Sea"

Since we have been focusing primarily on the literary text The Circuit, we are now incorporating more informational texts to our understanding of immigration and migration. This week for homework, the students will be looking at the article "Desperation at Sea." It details the journey of migrants and refugees from the Mid East and Africa to Europe. They will practice map analysis (as they have learned in Social Studies) and also use their close reading skills. 

At the end of the week, the students will be completing their Quarterly Literacy Assessment, in which they'll review two a video and article about the challenge of educating migrant and refugee children. 

STEAM Trip to the Estuary!

On Wednesday morning, the students returned from the water with smiles on their faces, dirt on their boots, and new knowledge of oyster restoration. They noticed some patterns between the phases of the moon and the tides. And they shared creative writing pieces in which they looked at the world through the perspective of the natural objects around.

Here's a selection of writing prompts inspired by Keri Smith's book How to Be an Explorer of the World.

Here's a quick video of their writing/sharing in action!

Q1 Reading Logs Due Soon!

All Quarter 1 Reading Logs are due by Monday November 11. If you turn in a Reading Log after that date, it will count toward your Quarter 2 total. When you are working on them, be sure to really focus on the Theme question. Remember that a topic = 1 word, while a theme = the author's message about that topic. Then, include evidence and analysis to support your claim about the theme. Prove it!!

The Language of Migration

Now that we have finished up our first unit on analyzing literary texts and writing narratives, we are going to jump into our next unit on analyzing informational texts and writing to explain and inform.

This unit we will explore informational texts on the topics of immigration, migration, migrant work, and the current refugee crisis in Europe. We will also embed practice with our literary analysis skills through close reading of Francisco Jimenez's novel The Circuit. By the end of the unit, students will use what they have learned from the informational and literary texts to write a factual article on one of the topics of study.

This week, we are starting with the questions How do our words affect our thinking? and  How does our thinking affect our words? We will compare the definitions and connotations of words like immigrant, migrant, refugee, and deportee. Then we will read this article from a journalist's point of view on the issue: "The Language of Migration: Refugee vs.. Migrant" or this article from the United Nation's Refugee Agency stating their stance: "UNHCR Viewpoint: Which is Right?"

  

Final Drafts, Revision Notes, Rubric, and Survey!

Final drafts for our Personal Narratives are due by the end of the day on Friday! All drafts should be created in GoogleDocs and shared with me. There are some experts in each class, so if you are stuck, seek them out. If you get stuck with the writing, I am including links to notes about Revising with Narrative Techniques and the Personal Narrative Rubric. Also, if you finish your draft, please take the survey below. It's all about the first quarter (so far) since it is zooming right by. Can't wait to get your feedback!

Revising with Narrative Techniques

Personal Narrative Rubric

End of Unit Survey

A Peek into the Classroom

Here are the students working on their Narrative Timelines as part of their pre-writing for their personal narratives. Looking forward to reading about all the lessons they have learned. Can't wait to see how they apply the author's craft techniques they've learned from Sandra Cisneros and Gary Soto!

Confused about Theme?

This week, we dove deep into Sandra Cisneros's "Eleven" and identified themes, provided evidence, and detailed explanations. But sometimes, you still need a refresher. Here are a few creations to help you remember what theme is, what's not, and how you can find it. Don't forget to give your classmates kudos - they had only 25 minutes to plan and practice! And tell them thanks, too :)

* Unfortunately, I couldn't post them all since they were too long to upload properly :( *

Friday 10/2

Task #1:

Create something to teach/help others understand theme. You can create anything using any materials you can find in the classroom or any technology tools available. You will have only one class period to complete this project, so work efficiently. Finished, polished products will be posted around the classroom and/or on my blog, so do your best work. Your audience is waiting!


Task #2:

Complete the "What is Learning?" worksheet. Your work might be featured in my novel for my grad class!


Task #3

A. So many of you groaned when we finished "Eleven" because you wanted a more uplifting ending. Or at least wanted Rachel to stick up for herself. Create a copy of this document and create your own ending. Happy writing!

B. Create a comic strip page to represent "Eleven." Here are some pages. Choose one to print and put your comic-making skills to the test.

Sandra Cisneros Bio

Here's Sandra Cisneros's biography: Read me! Read me!

First Weeks Update

Over these first weeks, the students have been busy exploring several different questions.

First, we began with Who are you as readers, writers, and learners? We did a variety of activities like our Stick Figure Me posters as well as our Brown Bag Bios. The presentations rocked, especially when students were able to share their expertise with their classmates!

This week we have been thinking about Where we you as readers, writers, and learners? They have been working on the Quarterly Literacy Assessment Benchmark to gauge where there strengths are and where they have room to grow.

Now, we will be thinking about What do other writers do? We will be examining a variety of elements of author's craft, specifically looking at how authors tell stories about growing up. We will think about what it means to "fit in." We'll start with Sandra Cisneros's short story "Eleven," then delve into Gary Soto's "Seventh Grade." The students will compare each author's craft, then choose an element to imitate in their own personal narrative about growing up and/or fitting in.

Welcome new 6th Graders!

I'm glad you found me! On the right are the links for the summer reading information. Check out some of my old posts for a sneak peek at what you might do in sixth grade Language Arts.

If you're stuck for a book, here are some helpful links.

• from the American Library Association
• from the Rhode Island Teen Book Award Nominees

Or, if you want to catch up on some news, Newsela is great for some quick articles. Sign up for a free account for full access to all their articles!

Email me at richer.brittany@jamestownschools.org if you have any questions. Can't wait to meet you all!

 

Final Weeks!

As we finish up the school year, we will be reflecting on what we learned and creating something unique to show it.

Specifically, we will be looking at fables from a variety of cultures and seeing what lessons are taught in each. StoryArts website has a giant list of fables to choose from.

After analyzing a few, you will create your own - and the lesson will be based on something you learned this year. It could be a fact that stuck with you, a concept that your finally understand, or a personal challenge that you overcame.

You will have choice in your final product: your fable could be in the form of a short story, a story board/comic, a puppet show, a skit, a rap, or a poem. If you have a better idea, you could share that with me too!

I can't wait to hear about your biggest learning and seeing how creatively you share it!

June 10 Update

Here is the link for the Word Biography project!

Also, as a reminder, all Quarter 4 Reading Logs are due Friday June 19!

5/15 Update

*6-1 and 6-3 your 5 (at least) pictures will be due next Wednesday. 6-2 your 5 (at least) pictures will be due next Thursday.*

6-1

We have explored how people abuse their power, so today we are going to explore how people have resisted that abuse in order to make positive change for the world.

Little Rock Nine
Greensboro Four
excerpt from Warriors Don't Cry, a memoir by Melba Pattillo Beals of the Little Rock Nine
Freedom Struggle: An Overview of some challenges faced by civil rights activists


6-3
I have provided many sources exploring both sides of digital citizenship. Now it is your turn to find a source on your own. Remember all of our work about credibility. You can start by searching the archives on websites like The New York Times, Wired (here's one about catching trolls on Twitter), and Newsela. Print out the article you find and complete a Text Analysis sheet.

Week of 5/11-5/15

**Keep taking those pictures! The due date will be pushed to some time next week!**

6-1
Many of you are curious about historical abuses of power. One of the most significant examples of abuse of power is genocide. Here is an overview of genocide (*warning: graphic images*) and a brief intro to the genocides of the last 150 years.

Sadly, America is not innocent from these atrocities. Here is information about Native American Removal and a video showing the Trail of Tears.

Later, we will read an excerpt from Yoshiko Uchida's autobiographical memoir The Invisible Thread to learn about the Japanese Internment during World War II. Here is George Takei's experience.


6-2
Last week, we began exploring respect/disrespect for animals. This week, we will transition to respect/disrespect for the environment. Here is an amazing speech about protecting the earth from Severn Cullis-Suzuki, who started the Environmental Children's Organization at the age of 9. We will learn about climate change, including watching a brief intro from Bill Nye the Science Guy.

A Student's Guide to Global Climate Change
Solar Bike Path in the Netherlands
Solar Array in South Korea
Eiffel Tower Wind Turbines
Human Footprint: Where Does Our Trash Go?



6-3
We have been exploring more of the dangers of living in a digital world, now let's see what Sugata Mitra has to say about his educational research in remote Indian villages. And what about toys that make kids smarter? Or a calculator that makes you better at math (hint - you have to enter an estimate in order to get an answer!)?

LAX 5/7

In LAX we have been looking at the representation of girls and women in media. Now, we will be looking at the messages that the media sends to boys and men. Here is a sampling...

commercial: Manmercials: 2015 Taco Bell 
commercial: Playstation 4 Perfect Day
commercial: Dove #realstrength
informational video: The Mask You Live In

Soon we will be looking at toys and the debate surrounding gendered marketing...

article: When Kids Play Across Gender Lines
article: The War on Pink
article: The Problem with Separate Toys for Girls and Boys
update: Amazon Drops Gendered Categories for Toys


And there are some questions about clothing choices...

video: You Can't Be a Princess
article: What's So Bad About a Boy Who Wants to Wear a Dress?

However, some creative people have been rethinking all of these stereotypes and put together the It Was Never a Dress campaign!

Photovoice!

As you know, each class is now embarking on their Photovoice research process. Here are some important links for some upcoming lessons.

6-1: Power
video: How to Understand Power
video: Brown Eyes, Blue Eyes
video: Color Blind or Color Brave

stats: The Data on Women Leaders

stats: Race in America: Tracking 50 Years of Demographic Trends

article: Where Poor Kids Grow Up Makes a Huge Difference
article: NAACP: Criminal Justice Fact Sheet

6-2: Respect
video:Elephant Attack

6-3: Digital Citizenship
video: What the Internet Is Doing to Our Brains
article: The Web Shatters Foucs: Rewires Brain

Blackout Poetry!

Here's the Google Slides presentation we looked at in class about Blackout Poetry! Remember, like Austin Kleon explains, the purpose is to create something original from something that already exists.

Click here!

If you get inspired and make some at home, take a picture and post in the comments!

Link to Survey

6-1, here's the link to the survey!

Click me! Click me!

"Love My Reflection"

Check out this campaign "Love My Reflection" by two middle school girls to help spread positivity in their school!

Here's an article about their project and their project website.

In LA, don't forget, 6-1 and 6-3 short story revisions are due Thursday. 6-2 your first draft of your short story is due. Happy writing!

Fire Extinguisher Factory on Fire!

Irony is everywhere! Check out the article here.



In other Grade 6 LA news, Mr. George Stark from Cabot Oil and Gas called and was willing to schedule a video call with us! We should be receiving some pamphlets from him soon and talking with him at the beginning of April.

Short Story Brainstorm!

This week most students will begin writing their own short stories. Creative writing can be challenging, so here are some articles (found by your fellow classmates!) to help you get going or keep going.

5 Steps to Write a Short Story
Short Story Tips: 10 Ways to Improve Your Creative Writing
10 Secrets to Write Better Stories
5 Ways to Increase Conflict

Also, here are some videos to help that inspiration flow.

In need of story starters?
Try this story starter game!

What type of irony is this?

Saw this on my drive home.

For real.

March 3

6-2 LA, here are the links for the examples...

Trailers
Annie
Hunger Games: Catching Fire


Movie Posters
*type "movie posters" into Google Images and see what you notice
(How are most posters set up - where/what is your eye drawn to? What information do they include?)

Sky Dancers

Check out this real life skydancer and this how to!

Letters Have Been Sent!

Hey Sixth Graders,

Unfortunately, we were unable to take our walking field trip to the post office to mail our letters and receive a tour. However, your letters were mailed a few weeks ago. I have the proof!!

February 26 Update

Take a peek at another episode of The Twilight Zone. This one is called, "Eye of the Beholder."

While you watch, think about these questions, then answer them in complete sentences on a piece of looseleaf paper.

1. What do you notice about how the episode is filmed, particularly the choice to not show any characters' faces (besides Rod Serling's as the narrator). Why would the author do this?

2. How does the author show the different points of view of the characters?

3. What is the twist at the end of the episode?

4. What is the author's message (theme)? How do you know?

5.Why is the episode titled, "Eye of the Beholder?"

6. Based on what you already know about the author's message in "The Monsters are Due on Maple Street," (espeically Figure 1 and 2's conversation at the end) what do you see as a pattern in The Twilight Zone? What might be the overall purpose of The Twilight Zone series?

February 24 Update

6-1 and 6-3 LA, here are the links for the examples...

Trailers
Annie
Hunger Games: Catching Fire

Written Critic Reviews
Ice Age: Continental Drift  by Roger Ebert
Finding Nemo by Roger Ebert 
*feel free to take a peek at some of the others he has done too*

Movie Posters
*type "movie posters" into Google Images and see what you notice
(How are most posters set up - where/what is your eye drawn to? What information do they include?)

Blimps

Talk Show/Interview
Ansel Elgort Interview
Pitch Perfect Review