Check out the final draft of students’ exciting stories on their blogs (access on sidebar). Look for an engaging opening, a developed main character, a plot that has an obstacle—maybe even a twist—and a resolution that doesn’t involve: “… then I woke up” 
. In Grade 7, teachers will further challenge students by asking them to identify and to include “rising action”, “climax”, “falling action”, “dynamic/static and round/flat characters”, etc.
A final project this week for book clubs—by student design—will consolidate their comprehension of the featured book, encourage a deeper curiosity for character/plot/setting in novels, and push students toward thinking about theme in concrete and abstract ways. Yes, this is a perfect time in their development to start asking students about “theme” in fiction—including books, film and theater … eh-hem, and YouTube (some students are already aware of theme, but all should be starting to make it part of their understanding of literature and part of their own writing). Teachers will continue to focus on theme next year in Grade 7.
Here is a poster of predictions, which a group produced before reading their book:
The “Five-Paragraph Character Analysis” outlines went as predicted for a first attempt. Feedback was given, and students will submit a rough draft of the five-paragraph essay this week for further feedback. The class is on target for the process and seems engaged by the challenge and by knowing that the five-paragraph essay format will serve them during Grade 7, the rest of their schooling and probably their life after school. (Hazard: Use of the five-paragraph essay can lead to impaired creativity. It should be used sparingly 
)
Students finished their 3rd “Math Concept Guide”, a precursor to “study sheets” that they should make in Grade 7 to prepare for paper-and-pencil tests and exams. We have been sharing the guides with each other and refreshing/testing each others’ knowledge about concepts from this whole year in math.
After tuning in to the transdisciplinary theme and central idea (see below), students have chosen their own area of focus to prove the two statements. Students will survey, interview and observe outside of the classroom to find evidence supporting their conclusions.
6B students are collecting for a Food drive. There is a collection box in the classroom.
Please remember that the Upper School Transition Evening will be held on May 28. Sadly, students are not to attend this evening. But! they will have their separate transition day on May 22.
Our next Lower School DDD will be on May 24. Charity Supported: Shelter Box. Theme: To be confirmed Super Heroes – Prep – grade 6 (You may create your own super-hero if you wish.). Shelter Box provides “emergency shelter and lifesaving supplies for families around the world who are affected by disasters.” For more information about Shelter Box, visit their web site.
HAAP Group Message
The “Computers at Home Group”, also known as HAAP [for some unknown reason; I was thinking "CAHG"], want to find out what the parents think about computers at home over the weekend from the Exhibition. Parents, please fill out this survey. They hope to see the results as soon as possible [as the number of weekends to bring home computers are dwindling, despite these industrious and proactive students starting this process months ago].
*The spelling of “segue” is unrecognizable thanks to this dubious invention:
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marcderagon