“The word ‘philatelist’ means a person who practices philately or stamp collecting. It comes from the French word ‘philatelie’, which was derived from the Greek words ‘philos’, meaning loving, and ‘atelia’, meaning exemption from tax which also came to mean ‘postage is prepaid.’.”
When I was little and traveled with my family, we didn’t have computers for emailing and so we wrote lots of letters to family and friends. We also made a tradition of mailing ourselves letters to our own home! We would go to a post office in a country or town that we were visiting, and purchase a special stamp. (You can ask the post master to show you what stamps he/she has available.) Then, using the stamp, we would mail the letter home to ourselves. It was fun to see the letters and the stamps when we arrived home. I don’t have a very big collection of stamps, but the ones that I do have hold some wonderful memories for me.
This year a really cool stamp is going to be offered! A first of its kind! Some background first:
You may have read that there is going to be a total eclipse of the sun across the United States this summer. (Monday, August 21, 2017.) People from all over the world will be coming to different spots in the United States to witness this solar eclipse.
What does a solar eclipse have to do with a stamp? Well, the Postal Service will be offering a first-of-its-kind stamp! It changes when you touch it! The Postal Service announcement says: “The Total Eclipse of the Sun, Forever® stamp, which commemorates the August 21 eclipse, transforms into an image of the Moon from the heat of a finger.”
You can read the story of how the stamp was designed here.
If you would like to view other stamps that have commemorated eclipses, you can view them here.
So, as you travel to new places, or even stay in your hometown, take a look at the many stamps that the post office has to offer!
Recently one of my students found it interesting to support her ideas about music by submitting some examples in YouTube videos that she found on the internet. I thought it was a great idea! It can be supportive of your thoughts and opinions in lesson work by including a YouTube video, an Instagram photo or video, a Ted Talk, Tweets, or any other video or photograph from a social media site.
Social Media has a lot to offer in the way of credible information. It may seem like a fun way to spend time for entertainment, but there are also times when a video, a photograph, or something on a social media post can be suitable for a research report or persuasive essay. These types of resources have to be cited in your written work, just as any resource used for research is cited in a bibliography. There is a special MLA form (which Oak Meadow uses) to cite these types of resources.
Based on MLA standards for other media formats, Oak Meadow asks that you use the following format. Make sure you include all the quotation marks, commas, italics, and periods in the proper places.
To cite YouTube videos:
Author’s Name or Poster’s Username. “Title of Video.” Name of Website. Name of Website Publisher, date of posting. Medium. Date retrieved.
“Lunch Hour NYC: Hot Dog Carts.” New York Public Library, 5 July 2012, www.nypl.org/audiovideo/hot-dog.
To cite an Instagram post:
Account holder’s Last name, First name or Username. “Photo Title or Description.” Instagram, Other contributors, Date photo was published, URL (without http:// or https://).
(If no title is available, create a simple description and do not place it in italics or quotation marks.)
National Geographic. Photo of Bering Sea. Instagram, photographed by Corey Arnold, 2 Apr. 2017, www.instagram.com/p/BSaisVuDk7S/?taken-by=natgeo.
To cite an Instagram video:
Poster’s Last name, First Name or Username. “Video Title.” Instagram, Other contributors, Date published, URL (without http:// or https://).
(If no title is available, create a simple description and do not place it in italics or quotation marks.)
@itsdougthepug. “I Climb All The Time…Into Bed.” Instagram, April 2, 2017, www.instagram.com/p/BSWo9-0j940/?taken-by=itsdougthepug&hl=en.
To cite a TED Talk:
Cite a TED Talk as you would a lecture:
Author. (Year, Month). Title [Video file]. Retrieved from URL
Cain, Susan. “The Power of Introverts.” TED. Feb. 2012. Lecture.
To cite a Tweet:
Last name, First name (Username). “Tweet Message.” Date posted, Time Posted. Tweet.
Here in the Meadow, we celebrate student poetry throughout the month of April with our annual Poetry Extravaganza. We invited our enrolled students to submit their favorite original poems, and we’ll be sharing some of them here over the next few days. Enjoy!
If your only emotion was happy by Katherine Almquist Oak Meadow Grade 9
They have emotions
I have but one
Feelings of sadness
I know none
Surprise…. I can not understand
Anger…. Passes through me as a wind through a ghost
feelings of many I know not
Happiness I know only
People of many feelings are emotionless
Unless happiness is sensed
Wenst it is seen on the faces of theirs
This happiness which lights the faces of theirs
Is routine on the face of mine
Free are they
Chained am I
Solitude (created by a single emotion)
Surpasses (the rest)?
The answer? I have not.
For only in I lives happiness
Emotions, I do not have
“I was inspired to write this poem for a Oak Meadow literature assignment. I was required to write an experimental poem and I decided on a topic that I had written about in an essay before, but made it more professional and put the concept into a poem.”
Paper Revolution by Claire Kern Oak Meadow, Grade 9
I twist the cap of my pen
between my teeth, ink
stains on molars, the page
still blank, void of words,
still lacking the power,
still failing to affect change.
Wanting, wanting, wanting to affect change,
Trying to force revolution out of my pen.
Building weapons to battle the power
hungry war-machine, but my ink
spills over to form broken words,
broken images on the page.
Frustrated, I rip the page
into pieces, that’s my change.
I reach for a new sheet, that new words
might follow. Afraid my pen
cannot erase the ink
of others, the permanent stench of the power.
Lead boot prints of power
tear holes in my page,
black and blue ink
bruises beat me, no change
they scream, breaking pens
and banning new voices, new words.
The banished words
hold all the power,
and the gunpowder pen
burns my palm and page,
demanding I write the call for change
demanding I carve new voices in fresh ink.
Progress is marked by ink
lines drawn in blood, battle words
and wounds whose mouths cry change.
Bury the patriarchy, power
drunk bastards with blood pages,
scar their rank flesh with my pen.
Ink tears bleed power,
and I craft words on torn pages,
changing, changing, changing the world
with my pen…
At Oak Meadow, we celebrate student poetry during our annual Poetry Extravaganza. In April, we invited our enrolled students to submit their favorite original poems. We hope you will enjoy their poems as much as we do!
Freddy Lives On By Deanna Oakes Oak Meadow, Grade 6
In front of the fire,
At the foot of the bed,
In the warm sun,
At the homestead,
Freddy is gone.
Freddy is gone, but his memory lives on.
He rode in the truck,
He played with his toys,
He snored real loud,
But he didn’t like noise.
Freddy’s memory lives on,
He will never truly be gone.
“Last year, my librarian’s friend was grieving the passing of her dog, who had recently passed away. Her friend was very sad, so Mrs. Hoffman, my librarian, asked me to write a poem in memory of Freddy, the dog. She told me a little about Freddy, and I used what I learned about him to write this poem. It was wonderful to gift this poem to her; she loved it.”
“I kept always two books in my pocket, one to read, one to write in.”
– Robert Louis Stevenson
In a recent Oak Meadow blog, I wrote about the book character, Flat Stanley, and how author Jeff Brown initially created this funny fellow as a bedtime story for his sons. Creative writing, especially for the younger grades, often begins with oral and artistic expression. In Oak Meadow’s early elementary language arts lessons, the students are introduced to the art of storytelling by listening to stories and then practice retelling story events with detail and in sequential order. They compose simple story summaries and draw story scenes showing specific details. Puppet shows and play acting are also encouraged in the retelling of stories or in creating imaginative scenarios.
As the students mature and develop, creative writing is introduced through detailed story summaries, short stories, and original poetry and rhyming compositions, along with descriptive and opinion paragraphs. By the time the student reaches grades three and four, creative writing is generated through brainstorming story ideas, identifying story components (character, setting, story problem, conflict, and resolution), expressing thoughts and ideas in informal journal form, and completing other free writing exercises.
For some students creative writing flows with ease, while for others information research projects are much more appealing. As American novelist and non-fiction writer Anne Lamott once wrote, “Almost all good writing begins with terrible first efforts. You need to start somewhere.” When I work with my local home school students on creative writing projects, we often tell stories together. It’s kind of like a Round-Robin storytelling session, where we sit in a circle and I (or one of the students) begin the story with a few sentences or a short scenario and then pass it on to the next person to continue with a few more sentences. It goes all the way around the circle until the last person gives the story an ending. It’s not only a great activity for oral participation, it also provides a nice segue into writing ideas in story format.
When my students and I learned about Flat Stanley and each participant made a “Flat Me”, we created adventurous settings and stories for our characters. Perhaps we visited a jungle or a deep enchanted forest, or we climbed atop a mountain or visited the deep blue sea. The stories that were written to accompany the activity included questions that helped in composing the imaginary stories:
1 – Who went with you?
2 – Why did you go?
3 – How did you travel?
4 – What trail did you follow?
5 – How long did it take?
6 – What did you see?
7 – Who did you meet?
8 – What special memories did you bring back with you?
No matter how you approach creative writing, it can enrich the student’s imagination. Knowing where to begin or what to write about allows the activity to flow easier, naturally, and more creatively. Inspiring the student to write with their own passion and excitement allows a new freedom to write about many things.
Why am I playing a Pink Floyd album as I write my blog? Well, I just couldn’t resist after reading about the newly found shrimp that is named after the band! The legend goes that Pink Floyd once played their music so loudly at a concert that the sound waves killed the fish in a nearby pond.
The shrimp has a very large pink colored front claw that it uses to kill its prey. It uses the claw by snapping the pink claw and creating a sound so loud that it can kill small fish. So the scientists (Sammy De Grave of the Oxford University Museum of Natural History, Arthur Anker of the Universidade Federal de Goiás in Brazil and Kristin Hultgren of Seattle University) thought it would be a great honor to name the new species of shrimp “Synalpheus Pinkfloydi” after the band Pink Floyd!
This little shrimp creates volumes of sound up to 210 decibels! If you are in the 8th grade physics course with Oak Meadow, you study sound waves, sound pressure, and sound power and the impact they have on wildlife and humans. You will also study decibels, the speed of sound, and the way sound travels. So when I write that the sound created by the snapping of the claw can reach 210 decibels, you know THAT IS LOUD!!!
Having studied poetry with amazing teachers in my life, and having honed my own craft at Sarah Lawrence College, it is a joyful and enriching experience to teach poetry at Oak Meadow. What makes poetry so unique is something discussed in our poetry course: Poetry is a universal art form that can be found in all aspects of human life and can hold within it elements of all other art-forms. Poetry is not bound solely to the page. The famous phrase “poetry in motion” is a purpose of graceful fluidity, such that moves with tactful elegance throughout. Abstract, yet direct and completely beautiful to all 5 senses. We live with poetry every single day, even if we don’t have time to pick up a book.
To find poetry in the world, we often look to nature. To try to create an essence or impression of nature in art, we often turn to poetry. In my teaching, I try to teach in a way that takes into account my student’s developing mind as well as their heart, blending the two with their imagination. Poetry is one perfect way to do this. Each student brings their own unique perspective to analyzing a poem and their own special voice to the crafting of their own poems. Poems can be successful in any number of ways, but calling on the senses of our readers is crucial.
What makes poetry even more incredible is that the reader is welcome to read between the lines, to string together their own meanings and ideas, to bring their own working palette of comprehension to the experience of reading. I feel this way with my students in this distance learning course and in the monthly poetry workshops we have created together. In these workshops, students celebrate their classmates’ poems and give them the gift of constructive feedback. It is amazing to see how perceptive each student becomes, how kind and selfless they are in making another poet’s poem better.
Poetry exists around us all, and you can read into that statement all that you want! For it’s not simply an abstract or ambiguous thought, but a truth waiting for us all to discover.
Antony Yaeger received his undergraduate degree in Poetry and Theatre from Sarah Lawrence College in New York, and his Masters of Science in Education and Waldorf Education from Sunbridge College, New York. Antony spent four years at the East Bay Waldorf High School in Berkeley, CA teaching poetry, photography, literature, and directing school plays. In 2009, Antony graduated once again from Sarah Lawrence College, this time earning a Masters Degree in poetry and creative writing. He encourages students to use writing as a tool forself-exploration and to gain clarity and perspective on world events by examining issues from new angles.
For more information on enrolling in Oak Meadow’s semester-long high school Poetry course with Antony Yaeger, click here.
For more information on purchasing Word: The Poet’s Voice curriculum for independent use, click here (on sale for the month of April 2017 in honor of National Poetry Month!)
In the United States, March has been designated as Women’s History Month, and it can be a great time to spend time learning about important women who have made, and are making, contributions to our world.
In celebration of the contributions of women in the United States, our blog post this week is written by Deb Velto, a teacher with Oak Meadow. She shares a special interest in the contributions of a woman named Temple Grandin. Thanks to Deb!
Temple Grandin is an animal scientist who was recently inducted into the National Women’s Hall of Fame because of her work to improve the welfare of animals in the meat industry. Temple has a special ability to understand the animals she observes. Because of this gift, Temple was able to design a method of holding animals at a slaughterhouse that was more humane and would reduce the stress the animals experienced. She could see the stress the animals were experiencing and understand what would help them. Today, her methods are used by the meat industry throughout the world. Temple Grandin’s mind works differently than most scientists because she has autism. Although she has had to overcome many challenges related to being autistic, she attributes the way her mind works with her ability to understand animals.
Temple Grandin eventually became an important advocate for people with autism because she was one of the first people who was able to explain to others what it was like to be autistic. Her insights have helped parents and teachers learn to improve the way they interact with and teach autistic children. She invented something called a “squeeze box” which is still used today to comfort children and adults who have autism. Because her parents and others took the time to learn the way her mind worked, Temple was able to succeed. Today, Temple works to help people better understand autism through her books and lectures. She also continues her work for animals as a scientist and professor at the University of Colorado. Temple Grandin believes that the world needs all kinds of minds. Do you agree? Do you know anyone like Temple, who may have a special gift, but also faces challenges because of the way their mind works? How do you think we can help people better understand and appreciate these kinds of differences?
If you would like to learn more about Temple Grandin try:
Temple Grandin: How the Girl Who Loved Cows Embraced Autism and Changed the World by Sy Montgomery
Animals Make Us Human: Creating the Best Life for Animals by Temple Grandin
The Oak Meadow curriculum offers many opportunities to learn how to research and write reports. Note that I wrote LEARN, because most middle school students are just beginning to learn how to find appropriate resources for a topic and how to organize the information into an interesting, cohesive, and fact-filled report.
Finding a reliable source can begin with a trip to the library for magazines, encyclopedias, newspapers, biographies, and lots more! Some students don’t have a library nearby and so they use the internet for their research. Reliable sites are usually ones that end in .org, .net, or .edu. I like to use the Great Websites for Kids as a starting point. Their website notes that the site is an “Internet guide of child-safe sites selected by a committee of the American Library Association.” You can choose a subject such as “sciences” and then choose a specific subject of interest. Give it a try!
There’s a lot in the news these days about what is fact and what is opinion. When I read reports by students I often write, “Make sure you back up your opinion with a reliable source that explains the facts that you are basing your opinion on.” Some students are learning that an opinion can be based on fact, and they’re backing it up with a quotation from a reliable source. For instance, I received a research report on sound frequencies for an 8th grade physics lesson. I was impressed with the three sources and the examples that the student used for his research. However, most impressive was the use of quotations from his sources that added strength to his examples. Convincing a reader that what you’ve written is true, rather than just your opinion, is pretty important! When you use a quote from a reliable source you give your opinion validity. It allows the reader to trust that your opinion is based on fact.
The Stonekeeper book #1 of the Amulet series by Kazu Kibuishi
I was at the public library the other day when I overheard a librarian ask a student what genre she had to read for an assignment. “Genre? What’s genre?” the student asked. I listened as the librarian explained that books are written in different genres. She went on to explain that in fiction for example, there is the mystery genre, science fiction genre, or even fantasy genre. Then the student asked what genre graphic novels are because she wanted to read one. I was very interested in the answer because I really love graphic novels! I’ve read quite a few and lately my favorites are Cardboard by Doug TenNapel and Roller Girl by Victoria Jamieson. They are both entertaining and inspiring stories with lively illustrations.
As it turns out, graphic novels fall into many genres. They are not a genre by themselves. There are non-fiction graphic novels, fiction graphic novels, fantasy graphic novels, mystery graphic novels and the list goes on!
So again the librarian asked what genre graphic novel the student was interested in. She answered that she didn’t care at the moment. She just wanted to look at them. The librarian showed her the graphic novel section of the library.
When I looked around the library and saw sections of books divided into categories, I had to wonder when this genre idea came into being. I love to research, investigate, and learn about the things I wonder about so this will take me some time! In the meantime, I’ve got a whole list of great graphic novels, in all genres, that you may enjoy reading!