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.
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.
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!
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:
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