“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!
Banned Books Week is celebrated each autumn in the United States. This year Banned Books Week is September 24-30. There are many events happening during the week at your local library or bookstore. Check it out!
The American Library Association is the main sponsor of the event because it is an event that proclaims intellectual freedom and the right of all to have free and open access to information. It is a time to consider censorship and how it impacts our communities and society.
Banned Book Week promotes our freedom to choose, and the importance of the availability of books on all topics and about all viewpoints for those that want to read them. ALA: Banned Books
Check out the list. I’ll bet you’ve read some of these books such as The Hunger Games, And Tango Makes Three, or The Golden Compass.
This is from the ALA website today:
Banned Books Virtual Read-Out!
Readers from across the country and around the world will participate in a “Stand for the Banned Read-Out” during Banned Books Week 2017.
Visit our “Stand for the Banned Read-Out” playlists to view videos from past participants which include videos from Judy Blume, Chris Crutcher Stephen Chbosky and Dav Pilkey, as well as actors Jeff Bridges and Whoopi Goldberg!
Do you think that any book should be banned? Have you read a book that is on the list?
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
Welcoming a new school year is exciting! Here in New England I think I can actually feel the excitement in the cooling air of autumn. Getting ready for a new school year can mean finding the best spot for studying, getting your supplies in order, and setting up your desk space. Setting up your own “work space” allows for you to separate work from play. Look for a quiet, comfortable space with few distractions, and good lighting. Looking ahead in the curriculum to see what supplies you may need is a great way to set yourself up for successful learning. Get out your favorite pencils, pens, crayons, and notebooks!
For those of you in the middle grades (ages 11-14), if you don’t yet have your very own dictionary and thesaurus, now is the time to find them! Both will become your best friends as you go through the year. Printed book versions are great to just have next to you as you read and write. With a book at hand you won’t be distracted by your device (computer, kindle, phone, ipad) and you can mark up the pages any way that you like! You can often find used ones at second hand book stores. If you are looking for a good dictionary that will last you through the junior high years, look for Merriam-Webster’s Intermediate Dictionary. Also recommended is the Merriam-Webster Collegiate Dictionary. (Try to get the most recent additions.) For a good thesaurus, try Merriam-Webster’sCollegiate Thesaurus.
Also really useful is a good atlas for discovering new places in the world and helping you illustrate maps. 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!
“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!!!