Operation: Time Line Monday

Today seemed to be the day of time lines (planned, though not premeditated).

Following this weekend's Language Arts homework of summarizing A Wind in the Door's third chapter, the students in Room 503 worked their way through chapters 1-3, and wrote down the first and last sentences from each chapter. By doing so, we found that the last sentence or line of the chapter seemed to truly wrap up, or come full circle, back to the first. Have a look for yourselves:

Ch. 1:
(1st) “There are dragons in the twins vegetable garden.”
(Last) “You see, Meg! They were here! My dragons were here!”

Ch. 2:
(1st) When Meg and Charles Wallace returned to the house, silently, each holding strange and new thoughts, evening was moving in with the wind.
(Last) Suddenly a voice called to them from the direction of the woods, “Do not be afraid.”

Ch. 3:
(1st) A huge form strode swiftly through the woods and into the pasture; it reached them in a few strides, and then stood very still, so that folds of the long robe seemed chiseled out of granite.
(Last) Was he real? What is real?

Each student then chose which chapter he/she wanted to focus on. Next they were given a piece of blank paper and were instructed to create an image for the first sentence and one for the last. Then they were to create at least one image (but could create several more) in between - creating an "image/imagery" time line of the chapter. This assignment began in class, but was given as a full-fledged homework assignment (see HOMEWORK entry) that is due tomorrow.

This afternoon, we began working on a time line for our Ancient Egypt unit. As a class, we determined the most important dates of the time period we are studying, and wrote them out chronologically. The students were then given a long, piece of poster board paper to create their own Ancient Egypt time line. Making sure to include a line, students can incorporate all kinds of images and ideas, so long as they make sure to clearly label the three different Kingdoms (Old, Middle and New), their dates and place the images in the correct areas of the time line.

The time line is a three-day assignment and so the expectations for the students are high: the time line must be neat, clear, imaginative and thoughtful. The students began the project in class and I noticed quite a few students already hurrying through. This project needs time and care and I would like to encourage the students who jumped in full-throttle, to take a step back and, perhaps, start over if need be.

Let the time lines begin!

Cheers,
Ms. Pitman