Category Archives: Projects

The Voice Project Videos/Articles

Here are a few videos/articles you can examine to help guide your research or inspire action.

1. (Don’t let being young stop you!!) http://www.ted.com/talks/natalie_warne_being_young_and_making_an_impact.html
Natalie Warne did not let being too young stop her from running a successful campaign for the Invisible Children project In this talk, she calls on young people everywhere not to let age stop them from changing the world.

2. (Ending hunger now) to 9:20
http://www.ted.com/talks/josette_sheeran_ending_hunger_now.html
Josette Sheeran, the head of the UN’s World Food Program, talks about why, in a world with enough food for everyone, people still go hungry, still die of starvation, still use food as a weapon of war. Her vision: “Food is one issue that cannot be solved person by person. We have to stand together.” Our generation is the first in history with enough resources to eradicate hunger worldwide. Josette Sheeran, the former head of the UN World Food Programme, shares a plan.

3. (Birke Baehr: What’s wrong with our food system)
http://www.ted.com/talks/birke_baehr_what_s_wrong_with_our_food_system.html
11-year-old Birke Baehr presents his take on a major source of our food — far-away and less-than-picturesque industrial farms. Keeping farms out of sight promotes a rosy, unreal picture of big-box agriculture, he argues, as he outlines the case to green and localize food production.

4. Hyeonseo Lee: My escape from North Korea (recent topic, about international community, kindness of strangers) http://www.ted.com/talks/hyeonseo_lee_my_escape_from_north_korea.html
As a child growing up in North Korea, Hyeonseo Lee thought her country was “the best on the planet.” It wasn’t until the famine of the 90s that she began to wonder. She escaped the country at 14, to begin a life in hiding, as a refugee in China. Hers is a harrowing, personal tale of survival and hope — and a powerful reminder of those who face constant danger, even when the border is far behind. Born in North Korea, Hyeonseo Lee left for China in 1997. Now living in South Korea, she has become an activist for fellow refugees

5. Dave Meslin: The antidote to apathy http://www.ted.com/talks/dave_meslin_the_antidote_to_apathy.html
Local politics — schools, zoning, council elections — hit us where we live. So why don’t more of us actually get involved? Is it apathy? Dave Meslin says no. He identifies 7 barriers that keep us from taking part in our communities, even when we truly care.

6. Mitchell Besser – Helping mothers fight HIV – http://www.ted.com/talks/mitchell_besser_mothers_helping_mothers_fight_hiv.html
In sub-Saharan Africa, HIV infections are more prevalent and doctors scarcer than anywhere else in the world. With a lack of medical professionals, Mitchell Besser enlisted the help of his patients to create mothers2mothers — an extraordinary network of HIV-positive women whose support for each other is changing and saving lives. How can mothers with HIV avoid passing it to their kids? In South Africa, Mitchell Besser tapped a new resource for healthcare: moms themselves. The program he started, mothers2mothers, trains new mothers to educate and support other moms.

Articles:
Give freedom to people in North Korea but not its regime
http://ireport.cnn.com/docs/DOC-948965?fb_action_ids=592579957420587&fb_action_types=og.recommends&fb_source=aggregation&fb_aggregation_id=288381481237582

World and Local Issues

Here is a small list of different issues happening in the world.  There are also links to organizations (Locally and Globally) that are making an effort to help support those that are less fortunate. As your research the issues, answer the following questions:

What strikes you?

Were there any statistics that stood out to you?

What questions do you have about the issue?

How does this apply to your community?

After you read about the issues globally, go to KPBS and search about the topic locally

Find an organization in San Diego that helps with the issue that you would be interested in working with?

    What is the name of the organization?

    What issue are they helping with?

    What is their mission statement?

    How can you get involved?

Local Resources
Search KPBS for local news and issues in the San Diego community. Look under the “news” heading to find different news sections.

San Diego LGBT Community Center?
The San Diego Lesbian, Gay, Bisexual, and Transgender Community Center, Inc., (d.b.a., The Center) is the nation’s second oldest and third largest LGBT community center. The Center provides direct program services to the many different facets of the LGBT community, including men, women, youth, seniors, families, LGBT Latino community members and their families, and those struggling with HIV. Last year The Center provided more than 50,000 direct service visits to San Diego community members, and through its events, activities and advocacy, touched the lives of thousands more

A few Global Issues:
http://www.globalissues.org/
Using the links: Please remember to be resourceful! You may come across information that you do not understand, but try your best to figure it out before you seek help.  On most of the pages, there are links to videos and supplemental information.

Poverty and Hunger
1. http://www.globalissues.org/article/588/global-health-overview
Scroll down to find “Health Poverty and Inequality”

2. http://www.globalissues.org/issue/6/world-hunger-and-poverty

Human Rights
Womens’ Rights

1. http://www.globalissues.org/article/166/womens-rights

2. Children’s Rights
A. http://www.globalissues.org/article/152/rights-of-the-child
    B. http://www.unicef.org/crc/

Links to different issues regarding Human Rights.
3. http://www.globalissues.org/issue/137/human-rights-issues

Environment:
1. http://www.globalissues.org/issue/178/climate-change-and-global-warming
2. http://www.globalissues.org/issue/168/environmental-issues
      1.  Scroll through the page to find links to different environmental issues

Food
1. http://www.globalissues.org/issue/188/genetically-engineered-food
2. http://www.globalissues.org/issue/749/food-and-agriculture-issues

Education:
Search Results for issues regarding education
http://www.google.com/cse?cx=016577431153609535798%3Augfpnts3pnu&ie=UTF-8&q=education&sa.x=0&sa.y=0#gsc.tab=0&gsc.q=education&gsc.page=1

Veterans:
Stand Downs
http://www.globalissues.org/news/2010/08/18/6651

United Nations
United Nations Humanitarian Affairs –
The Universal Declaration of Human Rights
The Universal Declaration of Human Rights, which was adopted by the UN General Assembly on 10 December 1948, was the result of the experience of the Second World War. With the end of that war, and the creation of the United Nations, the international community vowed never again to allow atrocities like those of that conflict happen again.

UNICEF
The United Nations Children’s Fund (UNICEF) – works in 190 countries and territories to save and improve children’s lives by providing health care and immunizations, clean water and sanitation, nutrition, education, emergency relief and more.

Environmental Protection Agency
The EPA mission is to protect human health and the environment.

Voice Project Resources

Click here to get a list of different world issues.

The Voice Project! 2013

TheVoice

How hard is it to change the world?

A Baughman/ Anthony/ Zoe Collaboration

After students are exposed to the myriad of issues facing our community, nation, and world, they will select an issue for which they have great passion. Through research and discovery, students will understand their issue and connect with an organization trying to do something about it. Through that community partnership, students will take action through fundraising, awareness campaigns, volunteering, and/ or changing public policy. We will change the world, one voice at a time.

Part 1 – What do you care about?
Please click on the following links to complete the webquest. All of the organizations you will learn about are in San Diego and exist to help with issues that are happening in our community!

In order to move to the next part of the project, you must complete 8 of the following 12 web quests. As we have discussed, this is your opportunity to understand the issues facing our community, our country, and our world. Go forth young activist…learn, discover, and think about how you can make a difference.

1.San Diego Coastkeepers: San Diego Coastkeeper protects and restores swimmable, fishable and drinkable waters in San Diego County.
Roll over “Learn” and click on “Data From San Diego Beach Cleanups”
1. How did Coastkeepers start getting this information?
2. Which beach had the most debris collected? About how much?
3. Look at the “Types of Debris” chart. What percent of the trash collected was cigarettes/ cigarette butts? Combine all of the slices with “plastic,” what percent is that?
4. Click here to look at a map of polluted beaches in San Diego County. List the beaches or areas that you have visited or know about.
5. From the same page, what is the “303(d) list and who creates it?
6. Go back to the San Diego Coastkeepers page here. Roll over “ACT” and click on “Advocate for your community” and “Volunteer in San Diego.” What are two actions from those lists that might interest you?

2. Susan G. Komen San Diego: Komen’s promise is to save lives and end breast cancer forever by empowering people, ensuring quality care for all and energizing science to find the cures.
1. Start by clicking here to learn about breast cancer. Read just the first page; what is breast cancer?
2. Now go to the Susan G. Komen San Diego web site here and pick a story to read. Summarize their story. What strikes you about/ what is your reaction to this story?
3. Watch this video/ PSA. Why do you think they had so many different types of people? Why did they choose the final “boxer?”
4.Now, back to the Susan G. Komen San Diego page. Click into “Donate” OR “Race for the Cure” OR “Volunteer.” What is one specific way someone can help people with breast cancer?

3. YWCA San Diego: The YWCA of San Diego County helps women, children, and families escaping domestic violence and homelessness overcome trauma, rebuild their lives, and achieve self-sufficiency.
1. Click here to learn about the YWCA. How long have they been around and what do they do?
2. What is Becky’s House and how many people does it serve? Why do you think they do not list the address of Becky’s House?
3. Click here for the San Diego Domestic Violence Council. How many cases of Domestic Violence were reported in San Diego in 2011? How many murders were considered domestic violence in 2011?
4. From the main page of the YWCA San Diego, what are two donation opportunities for Becky’s House?

4.Red Cross San Diego/ Imperial County:
1. How many people does our local Red Cross serve?
2. What does the Red Cross do?
3. Watch this video. What did the Red Cross do during the wild fires? How have they improved their technology for future disasters?
4. Watch this video. What are four ways the Red Cross helped in 2012?
5. Of course you can give money, click here and describe two ways one can volunteer.

5.Give Clean Water: The Mission of Give Clean Water, Inc. is to change the world by providing clean water to every person on earth who needs it.
1. Watch the video on the main page. What does this organization do and what area of the world is it currently focused on?
2. Click on “About GCW” and list the steps they show under “How We Do It.”
3. Check out some water related facts on this page from Water.org. How many people are without clean water in Africa? How about South, West, and Central Asia? How about Southeast, East Asia? (You need to unclick areas so the amunt is not combined.)
4. On the same page, how many million people die each year from water related illnesses? How many are without access to clean water?
5. How can someone “Get Involved” in Give Clean Water?

6.The International Rescue Committee: The IRC offers lifesaving care and life-changing assistance to refugees forced to flee from war or disaster.
1. Watch this video on the main page of the IRC web site.
2. Keep reading; how many countries and U.S. cities does IRC operate in?
3. Look at the IRC Fast Facts page and write down two statistics that amaze you.
4. Watch this video on IRC San Diego’s work. What interests you about this work?
5. From the list on the left, what does the IRC San Diego make sure refugees get when they arrive here?
6. What is one current advocacy alert and what do they want you to do if you click on “Take Action Now?”

7. A Reason to Survive: A Reason To Survive is dedicated to providing, supporting, and advocating for arts programs that heal, inspire, and empower youth facing adversity.
Click here: http://www.areasontosurvive.org/arts/?page_id=2
1. Who is A.R.T.S
2. What do they believe in?
3. How do they use art?
Click here: http://www.areasontosurvive.org/arts/?page_id=17
4. What does it mean to be an “at risk” youth?
5. What is art’s solution to supporting “at risk” youth?
Click here: http://www.areasontosurvive.org/arts/?page_id=289, scroll down to Azia
6. How does art help Azia?
Click here: http://www.areasontosurvive.org/arts/?page_id=25
7. How can you (personally) support A.R.T.S?

8. Feeding America: Feeding America is the nation’s leading domestic hunger-relief charity. Our mission is to feed America’s hungry through a nationwide network of member food banks and engage our country in the fight to end hunger.
Click here: http://feedingamerica.org/how-we-fight-hunger/about-us.aspx
1. What is Feeding America’s mission?
Click here:http://feedingamerica.org/hunger-in-america/hunger-facts/hunger-and-poverty-statistics.aspx
2. Read the statistics and write down at least 3 that stand out to you.
3. Why do they stand out?
Click here:http://feedingamerica.org/how-we-fight-hunger/advocacy-public-policy/children-facing-hunger.aspx
4. How many children in America are living in families struggling with hunger?
5. How does hunger impact kids?

9. Monarch School:The mission of the Monarch School is to educate students impacted by homelessness and to help them develop hope for a future with the necessary skills and experiences for personal success.
Click here: http://www.monarchschools.org/about-us/need/
1. How many homeless students are in San Diego County?
2. Where do the students of Monarch school live? and how?
3. What is the Monarch School program designed to do?
4. What is the MAJOR way kids can break the cycle of poverty?
Click here: http://www.monarchschools.org/about-us/meet-our-students/
5. Read the stories of Greg and Jason, what strikes you? If you could ask Greg and Jason a question what would it be?
Click here: http://www.monarchschools.org/get-involved/ways-give/
6. What are ways you (personally) can give to the Monarch School?

10. St. Madeline’s Sophie’s Center: To empower adults with developmental disabilities to discover, experience and realize their full potential as members of the greater community.
Go to this website: http://www.cdc.gov/ncbddd/developmentaldisabilities/index.html
1. In your own words, write the definition of Developmental Disabilities?
Click here: http://www.stmsc.org/about-smsc
1. What is the mission of St. Madeline’s Sophie’s Center?
2. Read “For more than 45 years . . .” What does Sophie’s Center Help with?
Click here: http://www.stmsc.org/programs
3. Pick 3 programs and answer the following question, hHow does this program help adults with developmental disabilities?
Click here http://www.stmsc.org/donate/ways-to-give
4. What are ways you (Personally) can support St. Madeline’s Sophie’s Center?

11. St. Vincent de Paul: Our mission is to help our neighbors in need break the cycle of homelessness and poverty by promoting self-sufficiency through an innovative continuum of services, multi-disciplinary programs and partnerships that come together in the spirit of our CREED to teach, learn from and challenge our neighbors and one another.
Click Here: http://www.svdpv.org/about.html
1. What are services that St. Vincent DePaul provides and how do they provide them?
Click here http://www.svdpv.org/about.html?tabinterfaceid=7#tab4
2. What is the typical resident of the Village like?
3. How many people are homeless in San Diego?
4. can homeless people really change their lives and regain productive roles in society?
Click Here http://www.svdpv.org/help.html
6. How can you personally support St. Vincent de Paul?

12. Veterans Village: We believe intensive treatment leads to self-sustaining independence, the maximizing of human potential and a meaningful, fulfilling life.
Our veterans are worthy of nothing less.
Important Vocab:What is VA? What is a veteran?
Click here and watch the first video.
1. What surprised you about Eddie?
Click on this link http://www.vvsd.net/standdown.htm
2. What is Stand Down and What is it’s philosophy?
3. List two ways the physical needs of Veterans are met during Stand Down?
Click here http://www.vvsd.net/support.htm
4. What are the ways you (personally) can support Veterans Village?
5. Are there any questions you have regarding veterans or Veterans Village of San
Diego?

13. The San Diego Humane Society  – The San Diego Humane Society and SPCA provides vital services to animals and people alike.
1. Click here – http://www.sdhumane.org/site/PageServer?pagename=abt_WhoWeAre
a. What is the vision and mission statement of the San Diego Humane Society?
b. Read the programs that the San Diego Humane Society offers. Out of the programs listed, Write down 4 that you are passionate about.
c. Click here – http://www.sdhumane.org/site/PageServer?pagename=adp_SuccessStories

2. Read two of the stories available
a.Pick one story and write down how adopting affected the life of the owner or pet.

3. Click here – http://www.sdhumane.org/site/PageServer?pagename=don_WayToDonate
a. Which way could you (personally) support the San Diego Humane Society.

4. Have any questions? Click the link below and you may find an answer to one of your questions!
http://www.sdhumane.org/site/PageServer?pagename=abt_FAQs

This I Believe

This I Believe, Inc., was founded in 2004 as an independent, not-for-profit organization that engages youth and adults from all walks of life in writing, sharing, and discussing brief essays about the core values that guide their daily lives.

This I Believe is based on a 1950s radio program of the same name, hosted by acclaimed journalist Edward R. Murrow. Each day, Americans gathered by their radios to hear compelling essays from the likes of Eleanor Roosevelt, Jackie Robinson, Helen Keller, and Harry Truman as well as corporate leaders, cab drivers, scientists, and secretaries—anyone able to distill into a few minutes the guiding principles by which they lived. These essayists’ words brought comfort and inspiration to a country worried about the Cold War, McCarthyism, and racial division.

In reviving This I Believe, executive producer Dan Gediman said, “The goal is not to persuade Americans to agree on the same beliefs. Rather, the hope is to encourage people to begin the much more difficult task of developing respect for beliefs different from their own.”

This I believe in Humanities
Your essay will be around 350-500 words.

Interesting Links and Documents

This I Believe website (Put your mouse on explore to read featured essays or search for essays by theme.  Put your mouse on “Listen to hear classic essays or featured essays)

Mr. Anthony’s This I believe audio file (You have to download the audio file in order to listen)
Mr. Anthony’s This I Believe essay
Click here to find quotes and sayings you can put into your essay.

Guns, Germs and Steel final paper

    Guns, Germs and Steel final paper
To end our study of guns, germs and steel you will combine everything we have been working on into one final paper.  Answer the questions using complete sentences and try your best to make sure there is a nice flow between sentences and paragraphs.   You may use the following websites as a guide. You can use all of the notes from the previous research you have completed (Notes from movies, previous research questions)http://www.pbs.org/gunsgermssteel/variables/index.htmlFor information on crops:
http://www.pbs.org/gunsgermssteel/variables/wheat.html(Look to the right sidebar for information on other crops)For information on Cattle:
http://www.pbs.org/gunsgermssteel/variables/cattle.html(Look to the right sidebar for information on different types of animals)For information on Germs:
http://www.pbs.org/gunsgermssteel/variables/smallpox.html
http://www.pbs.org/gunsgermssteel/variables/malaria.htmlFor information on Steel and Writing:
http://www.pbs.org/gunsgermssteel/variables/steel.html
http://www.pbs.org/gunsgermssteel/variables/writing.htmlFor information on geography:
http://www.pbs.org/gunsgermssteel/variables/latitude.html
http://www.pbs.org/gunsgermssteel/variables/continents.html
http://www.pbs.org/gunsgermssteel/variables/cities.html
  1. Paragraph 1
    1. What is Jared Diamond’s theory behind geography, guns, germs and steel? (You should be able to write 4 sentences – One sentence for each topic) Talk about what he believes about geography, guns, germs and steel and how they determine whether or not a civilization has a lot of “cargo”
  2. Paragraph 2 (Geography)
    1. Define geographic luck
    2. Compare the geography of the fertile crescent to the geography of the people of Papua New Guinea.
      1. How did the geographic luck of civilizations in the fertile crescent differ from the geographic unluck of the civilization from Papua New Guinea?
      2. How did geography influence the way the people of Papua New Guinea grew their crops?
        1. Talk about the difference in crops between the two civilizations.  It will be helpful to mention how difficult it was for the Papua New Guineans to plant their crops and compare it to planting wheat.
  3. Paragraph 3 (Steel) Conquistadors vs. Incas
    1. How did geographic luck influence the development of steel?
      1. Why were the people from Papua New Guinea slow to develop steel?
    2. What advantages did the conquistadors have over the Incas? and what lead to these advantages?
      1. Writing
        1. How did writing play a pivotal role in the conquistadors conquest of the Inca?
      2. Steel
        1. What steel weapons and technology did the conquistadors poses and how were they an advantage over the Inca?
      3. Horses
        1. How did horses give the conquistadors an advantage over the Incas in battle and in “image”
  4. Paragraph 4 (Germs) Africans vs. Europeans
    1. Why did the Europeans have a hard time colonizing Africa as they moved from southern Africa to the interior?
      1. Talk about farming and Animal life
    2. Why did the Europeans have immunity to the diseases they passed to the Africans?
      1. Talk about where the diseases came from and how geography played a role in the spread of diseases.
    3. How did germs play a role in the European colonization of Africa
      1. Describe some of the long lasting effects of germs in Africa
  5. Conclusion
    1. How has Guns, Germs and Steel changed your view on history? If it has not changed the way you think of history, please explain why.

Chicken Soup for the Egyptian Soul Week 1 10/3 – 10/7

This is a very exciting day!! Today is the day we get to start our first classroom novel.  The novel we will read in class to get a better understanding of ancient egypt is called Mara, Daughter of Nile.   Anthony insert the summary of the book. 

  • Please click here if you want the Mara, Daughter of the Nile Book Club packet week #1.  The File is a .Doc . If you would like the PDF please click here
  • Please click here if you want/need graphic organizers to help keep your reading organized.  If you would like to print one sheet out then select the page you want to print after you click print.
  • Please click Section 1. The Nile River Valley if you would like to see the history students read in class.
  • Please click here if you would like to listen to the required reading for the week. Click on “Download anyway”
  • Please click here if you would like to see the site we used to research the Nile

A few notes about the “podcast”

1. I decided to create this because I wanted reading to be easier for students that have a hard time reading.  I was one of those students in my younger years and I would have benefited from my teacher creating an “audio book.” (That is if audio books would have been in existence)

2.  I never planned on creating an audio book.  I decided to create one because there was not an audio book available on the internet, which means that I did not have a lot of time or knowledge to edit and rerecord my voice in garageband.  There were times when I caught myself completely mispronouncing a word. I apologize for any confusion my mispronunciations may have caused.

My Cityscape / I am Poem

To introduce ourselves into the beautiful art form known as poetry we are going to create “My Cityscapes” The instructions for the project can be found here.  There were corrections that were made to the instructions and I will list them here.

Here are steps with pictures that should help you with the process.

The first thing that you need to do is finish your “Where I’m from poem” Here are a few examples of the first drafts of “Where I’m from Poem” and “I am Poem”

photo 2 (1) photo 1 (1)photo 3 (1) 

The second thing you need to do is create a draft of your cityscape.  Remember to do this in pencil!!

Once your draft is completed, you can now begin cutting out pictures that represent pieces of your “Where I’m from” Poem.  Remember to not glue them down until you are happy with the way it will look.

If you are happy with the way your cityscape will look. Begin Gluing your “Buildings”

After your building are glued down you should start outlining your buildings with a Black Sharpie.  In this photo the student drew windows on top of the buildings.

Once your buildings are outlined in Black Sharpie you should begin writing your “Where I’m from” poem in PENCIL

Once your “Where I’m from” is written in pencil you should outline it in Black Sharpie

After you have outlined your “Where I’m from” in Black Sharpie You can start decorating your “Cityscape” by drawing clouds in any blank areas, drawing birds, making clouds around some of the words you used in your “Where I’m from poem”  Here are some ways some students decorated their “Cityscapes”

 

Chicken Soup for the 6th Grade Soul Week 1

Week 1: This is week is all about building the foundation for your Chicken Soup Story.

Assignment: Write a story about living, traveling or interacting with the Nile.

“Yes!” I yelled from my diaphragm to the top of my lungs.  My dad told me that we are going to take a walk along the Nile River Valley.  Once a month my dad and I go to the Nile to sing songs of praise to the Nile for it’s beauty, and gifts of life.  We praise the Nile because it is a major source of water for Egypt and without it we would not be able to survive.  My dad read a poem that he wrote about the Nile when he was a little boy.  One of the lines that stood out was, “The Nile, bringer of life, beauty and joy.  Praise to the Black Land that provide us with Life giving Soil”

After our songs of praise, we walk along the banks of Nile in the Black Land.  After periods of great water down pour from the sky the Nile gives the gift of soil that is ready to plant.  My dad and I double crop the soil.  If there is time my dad and have competitions of fishing.  My favorite part about travelling the Nile is the time that I get to spend with my dad.

Things to Consider about this assignment:

There were times in doing this assignment where I couldn’t think of anything to write or couldn’t think of ways to put myself in the shoes of someone living in Egypt next to the Nile River.  I was having trouble coming up with a name for my character’s best friend so I googled “Egyptian names” and clicked on a website and choose one of the names

As we discussed in class, use Empathy as a way to put yourself in the shoes of another person.  Ask yourself, “How would an Egyptian 6th grader or 11/12 year old be like me?  “Is there something that I like to do that I could do in Egypt?” This could be anything.  I wrote about a young boy that spends time with his Dad.  One of my favorite things to do is go fishing with my dad and I thought about what it would be like to travel the Nile, plant soil, sing songs of praises (Because that is what people did in those days) and go fishing.

Just write!

Challenge Activity: Write a poem of praise to the Nile.

Here is a sample Poem About the Nile, written by Omar Ibrahim:

behold how the River Nile generously flows

and hugs the banks with its gentile waves

it flows and smiles to the sun above

it flows as the blood inside a body

it flows as the breaths inside the lungs

it flows to greet farms and gardens

it flows and waters thirsty throats

it flows and waters flowers and trees

it flows and offers fish for food

it flows and floods the dry soil

it flows through a valley of its creation

it flows beside great pyramids and temples

it flows to crown a heavenly land

it says: ”take my waters and grow”

it says: ”let my immortal waters flow”

it says: ”within my surge life awakens”


Chicken Soup for the 6th grade Soul!!

Chicken Soup for the 6th grade Soul!

Driving Question: What could my life look like if I were a 11/12 year old living in Ancient Egypt

Overview: This semester you will be challenged to integrate 4 skills: creativity, history, empathy and writing.  This project will allow students to have an outlet in which to explore their own stories and learn language arts concepts in the process.  The Chicken Soup project will focus on the writing process, Ancient Egypt,the elements of the short story and empathy.  All students will have an opportunity learn through a variety of writing genres such as:  Narrative Short Stories, Poetry and journal keeping.  Skills in proof reading, peer editing and peer critiquing will also be stressed.

At the end of the semester every student will have a portfolio of his/her writing.  This portfolio will include all revised drafts of writing.  All peer critiquing sessions and all poetry learned in class.  Once the project is complete we will have an “Author’s potluck party” that will include food, fun, and students reading their awesome stories!!

Topics that students can write about come from Chicken Soup for the Preteen Soul and Chicken Soup for the Kid’s Soul:

Achieving Goals

Friendship

Family

love

Death and Dying

Attitude and Perspective

Overcoming Obstacles

Choices

Tough Stuff

Changes

Here are some concepts that will be covered over the course of this project:

Click chicken soup Learning Goals CCS to see learning goals that pertain to the California Language Arts Content Standards

  • Week 1 – Theme & Critiquing/
    • Students will understand, demonstrate and be able to discuss common themes within any piece of writing
    • Students will understand and demonstrate the ability to effectively critique peers in a manner that encourages more writing.
  • Week 2 – Conflict, Crisis and resolution
    • Students will understand and demonstrate through their writing that conflict provides the tension and drama that stories are built upon, including character against character, character against society, character against nature, and character against self.
    • Students will understand, demonstrate and be able to discuss the dramatic moment when the tension reaches its peak in a given piece and follow through with understanding of resolution(s) on that conflict.
  • Week 3 – Story Form, Plot, and structure
    • Structure concerns how the story is told.  Students will understand that it is the framework that determines how the story is put together.  Through exposition, complication, climax and resolution, they will demonstrate and improve their ability to create strong, entertaining stories.
  • Week 4 – Point of View
    • Students will understand that point of view is the perspective from which the story is told.  They will demonstrate ability to use both omniscient and limited point of view.
  • Week 5 – The Active Voice/ First Person
    • The active voice occurs when the subject of a sentence performs the action described by the verb of that sentence.   Students will understand the difference between the passive voice, and the active voice
  • Week 6 – Comparison
    • Students will be able to demonstrate use and recognition of symbolism and imagery within a wide variety of writing/reading experiences.  Students will also the difference between a Metaphor and a Simile
  • Week 7 –  Clauses
    • Clauses either stand alone or depend on another clause for their full meaning.  Students will identify the difference between Dependent and Independent clauses.
  • Week 8 – Verbs
    • We need to give special attention to certain verbs that are similar in form but differ in meaning.
    • Students will become familiar with verb tenses.
  • Week 9 – Verbs continued & Capitalization
    • More on those tricky verbs
    • Students will have a better understanding of when to capitalize words