Readbox & Short Story Trailers

Lego figurines, masks, dolls, and toy food.  Could this be English class?  Yes!!  Over the last week, students have been busy filming trailers using the iMovie app.  The process began with each group selecting a short story (from the five stories that were read for class) and creating a trailer that would establish the story's setting, protagonist, and primary conflict.  By selecting a complementary trailer template and music, students also demonstrated their understanding of the story's mood. Throughout the process, students were collaborating, problem-solving, and using technology in a meaningful way.  Upon completion, each trailer was assigned a QR code.  These codes are displayed on our "Readbox," giving students and parents the opportunity to link to all of the trailers.  I've included a few of the trailers below.  Enjoy!

Noa and Celia's trailer for the short story, "The Most Dangerous Game" by Richard Connell.

Hannah and Skylar's trailer for the story, "The Sniper" by Liam O'Flaherty.

Personal Narratives

                                           
Last week, seventh graders were given the task of writing a "slice-of-life" narrative.  We discussed how, often, the smallest moments in our lives make the best stories. For instance, do you remember your first rollercoaster ride?  Or your first time swimming in the ocean? Do you remember driving home with your first pet?  Students brainstormed narrative topics that would allow them to both reflect on an experience and showcase their skill at descriptive writing.

They worked hard to make their narratives interesting for a reader. This required including enough sensory details so a reader could accurately picture the event. 
We used the metaphor of looking at something through binoculars.  The students needed to give enough details --the best details--so readers could "zoom in" on the action.

Below, I've included some excerpts from their work.


Here is the beginning of Jack's story about a childhood game of hide-and-seek or "manhunt".  He does a really nice job of hooking his reader.

"I was more alert than a mouse hiding from a cat; my palms were sweaty and there were only two of us left.  I shivered as I heard them walking by, searching. "


In David D.'s story, titled "Leap of Faith," he describes landing a ski jump. His story is filled with great sensory details like the "cold air whistling through [his] helmet."  Moreover, he includes a nice reflection: "I felt victorious, like I could do anything.  Now that I look back on it, I know not to go that way again; however, I also know not to worry about things I think I can't do."


Brooke's story, titled "Salt in the Air- Sand in My Hair," describes the experience of being knocked down by a wave and dragged along the ocean floor.  When Brooke finally emerged from the water, her hair had "flipped on top of [her] head and was sticking up." Later, this detail is used to comic effect in her reflection: "I learned never to turn my back on the ocean and never to go swimming when the waves are so rough.  I also learned to wear my hair up when I'm in the ocean."

Nice work, everyone! 

Tracing Literary Patterns

In preparation for reading and analyzing The Adventures of Tom Sawyer, seventh graders created a tool for tracing literary patterns. Each student was given a manila folder, two library pockets, and two index cards.  In order to set up the folders, students adhered the library pockets inside and then put an adhesive note on the front of each library pocket.

Then, from the list shown below, students selected two patterns to trace throughout the novel.

Whenever one of the patterns appears in the novel, students will note its context and page number on the index card.  Below, you see Evyatar's folder.  He is tracing Tom's acts of courage and Tom's traits as a leader.  He has already noted one example of Tom demonstrating a leadership trait. (Click on the picture to enlarge.)

The search for these patterns helps students to read actively.  Moreover, at the novel's conclusion, students will use their notes to help them write an essay on one of the literary patterns.

Since we will be reusing these folders, for different novels, throughout the year, students had the opportunity to decorate the covers.  Below, you'll find some examples of their wide range of interests.

Tali's folder:

Hailey F.'s folder:

 David's folder:

Literature in a New Light

According to author Thomas C. Foster, "When readers first read a piece of fiction, they focus on the story and the characters: who are these people, what are they doing, and what wonderful or terrible things are happening to them?  They will respond emotionally...This is what every author hopes for.  But when an English teacher reads, though he/she will respond emotionally as well, a lot of his/her attention will be fixed on other things" (How to Read Literature Like a Professor: For Kids).

During the past two weeks, the eighth graders have been practicing identifying and analyzing an author's use of "other things," such as archetypes and/or irony.  Part of this process required students to read several short stories and then write an analytical response in which they "fixed on" the tools an author uses. As students become more aware of what to look for in a story, they will read and understand literature in a new light.

In Josh D's response (an excerpt is typed in red below), he explains how the author's use of irony helps to highlight a character's change in perspective.

In Richard Connell's short story, "The Most Dangerous Game," the author uses irony to portray the protagonist's change in opinion.  As the story begins, Rainsford, the main character, is sailing on a yacht in search of adventure.  When Rainsford, an expert hunter, remarks, "Who cares how a jaguar feels?" a reader learns of his callous attitude toward animals (1).  Later, Rainsford falls from the yacht and swims to a nearby island where another hunter, General Zaroff, lives.  General Zaroff says to Rainsford, "We do our best to preserve the amenities of civilization here" (5).  This is an example of irony because the General reveals to him that he intentionally traps sailors on his island in order to hunt them.  The next day, Zaroff supplies Rainsford, his next victim, with hunting equipment and a head start.  This displays situational irony because Rainsford, the hunter, becomes the hunted.  As a result, Rainsford learns how it feels to be a jaguar or any hunted prey. 

Picturing Irony

Recently in class, the eighth-graders reviewed the three types of irony (verbal, situational, dramatic) in preparation for reading and analyzing several short stories with ironic situations and/or endings.  In order to demonstrate their initial understanding of irony, the students created visual aids.  Their pictures needed to include an image as well as original text (in the form of a caption or a speech bubble).  The students shared their creations in class (so fun!) which helped to reinforce their learning. 

I hope you enjoy their work as much as I do! (Click on pictures to enlarge.)

Andrew's visual aid for dramatic irony (the audience knows something that the character does not):

 Noah's flyer for situational irony:

 


Kayla O.'s humorous example of situational irony:

 Caleb Z.'s "comic"-al take on situational irony:

Covering Vocabulary

"The limits of my language are the limits of my universe." --Johann Wolfgang von Goethe

"The more words you know, the more clearly and powerfully you will think...and the more ideas you will invite into your mind."  -- Wilfred Funk

Frequent repetition is usually key to learning new vocabulary.  However, there tends to be a gap between memorizing/reciting definitions and being able to use vocabulary correctly in speech and writing.  In order to close this gap, seventh graders completed several assignments that allowed them to use their vocabulary in creative, yet purposeful ways.

Writing Prompts - Students were given several prompts such as "If a special holiday were established in your honor, what would people do on that day?" These assignments produced some interesting (and often humorous) responses; however, they also gave students the perfect opportunity to try out new vocabulary. 

Here is Josh S.'s response to the above prompt (vocabulary words are underlined):

"If they named a holiday in my honor, I would have Congress work more as a monolith so that things would get done more quickly.  In addition, I would have all bosses duplicate their employees' paycheck value for that week.  I do not want to be so unfair about what people would have to do, so I would have there be a bilateral agreement between me and the President of the United States."

Vocabulary Magazine Covers - Students also created headlines for existing or invented magazine covers.  Each headline includes a vocabulary word. 

Chanan's magazine cover (click on picture to enlarge):

Cover created by Rivi G. and Zohar N.:

Joshua C.'s magazine cover:

Cover created by Harris and Bradley:

Don't you feel inspired by their work?  Let's go learn a new word (or 2!) and expand our own minds/universe.

Archetypes in Poetry

After discussing the origins and meanings of many archetypal symbols (such as water, snow, fog, the sea, the seasons, etc.), students made their first attempts to analyze a poem's use of archetypes.  The goal is to have students move beyond a surface reading of a text by looking for symbols that provide a deeper understanding.  This process requires close reading and purposeful annotation as students search not only for archetypes but for patterns as well.   This important work scaffolds students' thinking and helps them with the more difficult task of identifying a work's theme.  Take a look at some of their annotated poems; you'll see great minds at work!

Poem analyzed by Jacob K., Jacob A., Ryan L., and Nathan F.

Poem analyzed by Olivia, Hannah, and Elana O.

 

Poem analyzed by Orly, Lauren, and Haviva