Oak Meadow middle school students submit their lesson work to their teachers with such variety! Some students neatly type most of their assignments, others handwrite each page, while most submit a combination of both. As a teacher with Oak Meadow I love seeing the little extra bits on these pages of lesson work. I’m referring to the egg stain from breakfast, the rips from the new puppy, the notes that the student did the assignment but lost it somewhere, and the special little doodles (designs or scribbles) in the margins! These little extra bits can be clues for me as to how a student may be getting assignments done. I’m especially fond of the doodles.
Recently a doodle caught my eye on a student’s vocabulary page. It interested me, not because of the doodled design, but because I was interested to know what she may have been thinking about when doodling the design. What vocabulary word made her stop and doodle? Did the doodling help her to concentrate? Why did she choose to use this design?
I’m a fan of doodling so doodles on pages fascinate me! Through my research I’ve found that there are different types of doodlers and many are quite famous. I’ve read that President Obama preferred to doodle faces, while Kennedy doodled words, and J.R.R. Tolkien doodled things from the natural world. Some doodlers just draw designs that are formed randomly as they doodle.
Very little research has been done on why people doodle as they are working or listening. There may be many reasons for doodling as you work, but I think that it helps us to concentrate. If you are looking for ways to concentrate, take a look at these 7. (Number 7 is doodle!) So, I’m all in favor of doodling if it helps with the concentrating on an assignment! Doodle away and you may find that you can pay attention better to what you are doing.
What types of doodles do you do? Share some with us!
We are deep in the heart of winter up here in Vermont, and many of our most recent blog posts focus on one of my favorite topics / winter activities: reading.
I recently ordered an enormous stack of books to keep me occupied through the cold evenings and snow storms. It seemed like every day, the FedEx truck was stopping outside my house. Books by my favorite authors, books I’d been meaning to read for ages, are slowly, beautifully taking over my living room table. In the mornings, evenings, and on precious weekends, I dive in and out of them, embodying the words and worlds in those pages.
One of my favorite writers, who also lives in semi-obscurity in Vermont, has written in her essay, “Someone Reading a Book,” from her book, Madness, Rack, and Honey:
“Is there a right time to read each book? A point of developing consciousness that corresponds with perfect ripeness to a particular poet or novel? And if that is the case, how many times in our lives did we make the match?” -Mary Ruefle
I always think about this quote when I happen to read a book at what feels like precisely the right time. I thought about it this weekend three times:
1) I read the chapter from The Poetics of Space by Gaston Bachelard about how it feels to sit and read by the fire on a snowy evening in a country cottage, while reading by the fire on a snowy evening in my country cottage.
2) I talked to a friend in Chicago about a new project we plan to start: writing letters to each other while reading the same book at the same time. She told me she would “reveal the book we’re going to read presently.” A few hours later, I posted a picture on Instagram of several books I planned to read over the weekend. This friend commented: “Are you kidding me! I was about to mail you the book we’re going to read. You already have the book.”
3) While working on one of my current creative projects, a collection of essays called “On Reading,” I get stuck on an essay about a female writer from the Surrealist movement, and start to do more research. Later, I am rereading another of my favorite books, Heroines by Kate Zambreno, aand I come across a section about the same female Surrealist writer I am trying to write about. I Google interviews with Kate Zambreno and read in one about how much she values those points of correspondence, when she discovers that another writer she admires is writing about the same topic she is writing about too.
From Mary Ruefle’s essay:
“There was one book I read not only at the right age but also on the right afternoon, in the right place, at the right angle. I read The Waves on an island, on a plotless day, when I twenty-two years old, sitting on a terrace from which I could see in the distance the ocean, and the horizon where it met the sky and the changing light that played there as the sun climbed to its zenith and descended again while I thumbed the pages and my blood pressure washed up and down with the words. The Waves is not one of my favorite books. But my memory of reading it is. I was very silly when I was young. I have that to be thankful for.”
The Waves by Virginia Woolf actually is one of my favorite books of all time (although, how many favorite books have I listed here? No matter, there is always room for more!), and my experience of reading The Waves is also one of my favorite reading memories. I read The Waves on the back deck of a house where I lived in Vermont in college, when I was twenty-one, on a plotless day, sitting on that porch from which I could see, very close, a mountain range, and where it met the sky, and the changing light that played there on that August afternoon as the sun reached its highest heat and cooled again, and I decided then that I would be a writer.
I wrote a letter to a friend recently, and before he read it, he told me where he planned to read it and said, “It matters where and when you read things.”
One thing I love about teaching for Oak Meadow is how much I know my students are reading “outside of school” – in environments away from a desk. And I hope my students experience these cosmic correspondences with books too – that they build lasting associations between themselves and the books they read, the days they read them, the landscapes they read them in.
Mary Ruefle’s book, Madness, Rack, and Honey, in which she writes about reading The Waves, was published by Wave Books. How many times will you make the match?
I had a student that submitted a research paper about the country of Japan. It was really well written, but I was especially taken by the font she used for typing her final paper. It was different from what she usually used. It made such an impression on me that I had to find out what font it was.
I was reminded of the 2005 commencement speech given by Steve Jobs at Stanford in which he spoke about how he came to learn about calligraphy and, inspired by that course, later developed fonts for the Mac. You can watch the speech here.
So. I’ve been thinking how important it is to understand that each of the fonts one may use when typing actually COME from somewhere! They have a history! In my search for the history of one font I see all the time, every where I go, I discovered that there was actually a movie made about the font! You can view the trailer for Helvetica the movie here, and you can also purchase it.
How interesting to know that certain fonts are used to impress the reader! So if I use comic sans, I’m pretty much setting a certain mood. In fact, I may investigate further what font this blog is typed in. (It isn’t possible for me to change it to another font.) I think I’ll also find out which fonts the Oak Meadow curriculum uses.
By the way, the font the student used was Philosopher. Next time you type a paper, think about the font you are using and what impression it may leave on the reader!
Quotes on ceiling of Michel de Montaigne's study in France.
“Among the liberal arts, let us begin with the art that liberates us…”
Michel de Montaigne wrote these words in the late 1570s, when he withdrew from public life to hole up in a tower where he read, wrote, thought, paced, and ultimately, transformed the landscape of writing altogether.
Montaigne was a French nobleman and former magistrate whose life prior to his writing career has been called “unremarkable.” But it is precisely the things society has always called unremarkable that he fixed his mind on when he chose to sit down and begin writing in a style and form the world had never seen before.
Actually, he didn’t even sit. He felt his mind was more active if he paced around his library and dictated his thoughts to another person in the room. When he moved his books into the tower, he had his favorite quotes painted on the wooden beams that held up the ceiling. In this way, he could gaze up at them while walking and allow their ideas to inspire him as he walked.
“For our boy, a closet, a garden, the table and the bed, solitude, company, morning and evening, all hours will be the same, all places will be his study.”
This active approach to writing and thinking makes sense when we consider what he was writing about—ordinary, mundane things that everyone experiences but which no one ever talks about, to this day and certainly not in 1580. These were topics like: “Of thumbs,” “That we laugh and cry for the same thing,” “Of smells,” “Of sleep,” “Not to counterfeit being sick,” “Of the resemblance of children to fathers,” “Of liars,” “Of the custom of wearing clothes,” and so on. They weren’t informational articles, nor were they fictional stories or poems. They didn’t fall into any category of writing that anyone recognized. So what were they?
They were the mind in active work on the page—exploring, questioning, doubting, contradicting, and meandering, through the halls of sciences, poetry, fashion, law, history, morality, and a hundred other topics and disciplines, all with one unifying factor: the pursuit of curiosity.
Montaigne called them his essais, from the French word essayer—to try, or to attempt. Montaigne wasn’t an expert in the topics he was writing about or disseminating his superior knowledge. Instead, he was thinking and writing with a passionate rigor and a humble acknowledgement that learning and the pursuit of truth and discovery are never-ending processes.
“Put into his head an honest curiosity to inquire into all things; whatever is unusual around him he will see: a building, a fountain, a man, the field of an ancient battle, the place where Caesar or Charlemagne passed.”
This active, questioning, doubting, failing, and persevering definition of the word essay has been completely discarded from the American education system (if it was ever really present at all) through the industrialized uniformity of traditional curriculum design. When I say the word essay, I doubt you think to yourself, “Oh yeah, questioning and imagining, meandering and exploring! So fun, I love essays!” but rather, “Five paragraphs, same structure every time, topic sentences, plan the ending before I begin writing, never say the word I, hamburger method, makes me hate writing and feel like I am a bad writer.” At least that is what every writing student has told me the first time I asked them what an essay was.
The five-paragraph essay is one kind of essay, but it is not the only kind of essay, and it should not be the first kind of essay we learn how to write in school. I’ll tell you why: because it does not teach you how to think. In fact, it teaches you the opposite of thinking. It does teach organization of thought—but why should you learn how to organize your thoughts before you have been given the opportunity to think?
What Montaigne got so right in his essays that we should remember in our writing today is that essay writing is not so much about convincing your readers that you are an expert, but rather demonstrating the avenues, sidewalks, flight patterns, maps, and trajectories you’ve traveled to arrive at your discoveries. It’s about crafting a question (such as, “Since it is philosophy that teaches us to live, and since there is a lesson in it for childhood as well as for the other ages, why is it not imparted to children?”), reflecting on your initial knowledge about that question, researching the question, staging a conversation between your thoughts and your research, and reflecting on the discoveries that you made. By learning to think and write rigorously in this way, you also learn all the formalities of grammar and mechanics, and gain a comfort in writing in specific forms like lab reports or the five-paragraph essay.
In the spirit of Montaigne, and this rigorous, independent learning, I’ve designed a new writing course for Oak Meadow high-schoolers called Composition: Expression & Understanding, and you can enroll in the first semester now! Semester two will roll out this summer. This course will prepare you for the independent learning style of Oak Meadow, and it will strengthen your writing abilities in preparation for studies in all disciplines. But most importantly, this course will help you discover who you truly are, what you believe in, and how you want to pursue your own full and meaningful life. At the end of the day, isn’t that what it’s all about?
This time of year I start thinking about the birds in my area. The temperatures are dropping close to freezing. I see birds in great flocks swooping into the bird bath and landing on the feeder. Last week there were about 15 Common Grackles splashing and crowding into my bird bath. The winter is upon us here in New Hampshire. The birds need to eat quite a bit of food to keep up their energy for traveling south. Those that stay will need food all winter. I often look out the kitchen window in the winter to see a little black -capped chickadee at the feeder, and I wonder how it can keep warm. The tiny little feet and the skinny little legs look so vulnerable. They need high energy foods and lots of it! I know there are Oak Meadow students that enjoy watching and feeding the birds. If you do also, then you might like to join the Project FeederWatch that is a program of the Cornell University Lab of Orinthology.
“Project FeederWatch is a winter-long survey of birds that visit feeders at backyards, nature centers, community areas, and other locales in North America. FeederWatchers periodically count the birds they see at their feeders from November through early April and send their counts to Project FeederWatch. FeederWatch data help scientists track broadscale movements of winter bird populations and long-term trends in bird distribution and abundance.“
Here’s one: The Common Grackle often allows ants to crawl over its body so that they may secrete formic acid, which is thought to kill parasites, a practice called anting. Besides formic acid from ants, the Common Grackle has been observed using various other substances, such as walnut juice, mothballs, lemons, limes, and choke cherries in similar ways.
Do you watch the birds? Do you keep a list of the birds you’ve seen? Let us know!
I’ve been thinking a lot about turkeys lately! If you are in the United States, you might be celebrating the Thanksgiving holiday on Thursday. It is a celebration of thanks commemorating the first harvest feast the Pilgrims had in 1621. Today families often gather to have a big feast of foods and that meal might … Continue reading "Tyrannosaurus Rex, the Velociraptors, and turkeys? Huh?"
I’ve been thinking a lot about turkeys lately! If you are in the United States, you might be celebrating the Thanksgiving holiday on Thursday. It is a celebration of thanks commemorating the first harvest feast the Pilgrims had in 1621. Today families often gather to have a big feast of foods and that meal might include a roasted turkey. So, I’ve been thinking about turkeys.
One of my first thoughts led me to wonder where the word “turkey” originated. Why are they called turkeys? An article in the Atlantic Monthly had a good explanation. You can read it here. I was pretty surprised to find that the origin of the word is debated by etymology experts.
Then I was wondering if turkeys can really fly and I started to investigate. Sure enough, they can fly! This investigation led me to thinking about the wishbone in the turkey at our family Thanksgiving celebration. It’s the “wishbone” that is the bone that connects the wings of birds allowing them to fly.
So what do Tyrannosaurus Rex, the Velociraptors, and turkeys all have in common? I was amazed to find out that many dinosaurs, including the newly found “Mud Dragon” had wishbones. Yep! The wishbone is actually called the “furcula” and is found in birds and in DINOSAURS!
In November of 1895, Alfred Nobel passed away and left a very large amount of his money to go toward a variety of prizes. The prizes became known as the Nobel Prizes. It was a generous beginning to yearly honor work in the sciences, literature, and those people working for peace throughout the world.
I am always most interested in The Nobel Peace Prize. Alfred Nobel’s will stated that the Peace Prize would go to “the person who shall have done the most or the best work for fraternity between nations, for the abolition or reduction of standing armies and for the holding and promotion of peace congresses.”
The 2017 award went to an organization, rather than one person. The Nobel Peace Prize 2017 was awarded to the International Campaign to Abolish Nuclear Weapons (ICAN). This is a world-wide partnership of organizations dedicated and focused on a nuclear weapon ban treaty for the world. What an honorable intention to free the world’s people from the use of a nuclear weapon.
In 1904 Ivan Pavlov won the Nobel Prize in Physiology or Medicine. Some of you may have already studied about him and his ideas. You may be studying Pavlov’s work in the Oak Meadow curriculum. On the Nobel Prize website there are educational pages that have some fun facts and games to play. The one about Ivan Pavlov is great!
“I’m very sensitive to the English language. I studied the dictionary obsessively when I was a kid and collect old dictionaries. Words, I think, are very powerful and they convey an intention.” Drew Barrymore
For those of you in 5th-8th grade, I hope you have your very own dictionary! I don’t mean a digital one. I mean a dictionary that you can hold in your own hand, turn the pages, mark it up, and carry it around with you. Get a dictionary to keep next to you as you study. Make it your constant companion and it will serve you well!
With a dictionary you can find the proper spelling of a word, what a word means, how to pronounce it, the part of speech that it is, and where the word originated. If you are looking for a good dictionary that will last you through the junior high years and into high school, find a Merriam-Webster’s Intermediate Dictionary. Also recommended is the Merriam-Webster Collegiate Dictionary. (Try to get the most recent addition.) For a good thesaurus, try Merriam-Webster’sCollegiate Thesaurus. Both the dictionary and the thesaurus will become your best friends as you go through the year.
Also really useful will be a good atlas for discovering new places in the world. I like Rand McNally’s Goodes World Atlas, but look through a bunch at the bookstore or library until you find one you like. These three items will serve you well for many years to come!
While you are using the dictionary, why not make a dictionary of your own? Keep track of the new words you looked up or found while you were reading:
Get a notebook or put some lined paper into a binder.
Mark a page with each letter of the alphabet leaving about 10 pages in between each letter.
Make a beautiful cover to your dictionary.
Start filling in those pages with the words and their definitions!
“Teen Read Week™ is a national adolescent literacy initiative created by the Young Adult Library Services Association (YALSA). It began in 1998 and is held annually in October the same week as Columbus Day. Its purpose is to encourage teens to be regular readers and library users.” http://teenreadweek.ning.com/
It’s Teen Read Week! October 8-14, 2017! Support your local library!
I love this! If you have read any of these books vote for up to three that are your favorites. You have until the 15th of October to vote.
If you are in the 8th grade with Oak Meadow, you have the opportunity to choose a place to volunteer in your community as a community service project assignment. There are a variety of ways to provide service in a community.
My students have done projects as simple as picking up trash in their neighborhood, walking their neighbor’s dog, or playing cards once a week with a grandparent. Others have reached a bit further into the community by volunteering at a local Red Cross, community kitchen, or recreation center.
If you are wanting to do some community service and are undecided as to what to do, I encourage you to find the nearest public library during Teen Read Week and ask if you can volunteer. If the library doesn’t have positions for students your age, substitute your volunteering assignment with joining the teen club at your library. Most public libraries in the United States have teen clubs. Read for the fun of it!
This blog post is brought to you by our Oak Meadow teacher, Michelle Menegaz. I think you’ll enjoy it!
Hello Middle Schoolers!
This is a very important alert about the shark-infested waters of the Plagiarism Sea into which many middle school students dive at one time or another. It always starts out as a search fortreasure…the quick path to a wonderfully phrased and well-edited essay or report, but quite soon, the unsuspecting student becomes tangled in strands of broken copyright seaweed and the sharks begin to circle!
As an Oak Meadow teacher, I often notice that some of a student’s writing is almost word for word the same as parts of material in the sources used. (This, by the way, is one of the reasons for including citations for all sources. If no sources are cited, I can not be sure the work is original.) It’s really important that you always write in your own words and not copy sentences or paragraphs from other sources. Copying from other sources is considered cheating, and is taken very seriously at Oak Meadow. The first time it happens teachers give a warning, and if it happens again, it will more seriously affect grades.
Please take time to read more in the Oak Meadow Parent Handbook in the section called “Original Work Guidelines.” This can go a long way towards ensuring that you avoid the weeds and sharks on the way to the true treasure…an original, well-crafted piece of writing or research. I can also recommend the Purdue OWL website. It has some very good content that you could use.
Plagiarism is a very tricky thing to define at times, since excessive paraphrasing can also be considered copying of a sort. There is definitely a learning curve about plagiarism in all its forms, especially with use of the internet. There are many reasons that students plagiarize their work. Using three reliable sources at all times and taking very brief notes from these sources can be enormously helpful. Another possible path to try would be to do the work in your own handwriting, in your own words of course, so there are not cut and paste errors.
It is extremely time consuming for an Oak meadow teacher to verify plagiarized work. Once the first warning is given, any further work that is plagiarized will need to receive a failing grade. Let’s avoid this!
In summary, here is what to do:
*Review the Original Work Guidelines in the Oak Meadow Parent Handbook
*Read the bibliography piece called Citing Your Sources
*Discuss with your parents how to use your own words