The WMS Illumination Project

As we conclude our Holocaust unit, the scholars of rooms 201 & 202 have been examining an allusion made within our novel, “The Devil’s Arithmetic.”

In doing so, we have turned from the fictional container of writing to that of nonfiction; this brought them to a jigsawed reading (broken into parts) about the “monster” in question. They read and, as we do, annotated the text for meaning and then taught their “class” of peers the relevant substance within their portion of the overall selection. The goal: read smarter, think deeper, and share said knowledge with others — building a community of responsibility and knowledge.

Finally, today, we dissected the more contemporary song “Monster” by Eminem, featuring Rihana. After conducting a first read for explicit understanding, each scholar dissected for poetic devices within that served to deepen or alter their original understandings. Then, in viewing the video, they were tasked to identify ways the video also enhanced their respective, individual understandings.

Last step: they partnered up to discuss and collaborate (discussion and continued writing/annotating) for differences in understanding on both the “monsters” within the poem, but also synthesizing this poetic work with that of the aforementioned “monster” alluded to within the context of our historical fiction reading.

Of note: examples of what we refer to as, “tearing up the text.”

Over the past few days, the scholars of rooms 201 & 202 have been preparing themselves to do battle within a classroom debate.

After reading the fictional work “The Tell-Tale Heart” and examining the nonfiction 1843 M’Naghten Rule on determining one’s level of sanity, they prepared, first individually, then in collective trios, collaboratively sharing and discussing the “soundness of reasoning” and “depth of evidence” for presentation.

Today we began, and tomorrow we shall conclude said debate.

The scholars of rooms 201 & 202 continue to unravel the layers of the onion 🧅 that is Edgar Allan Poe.

This time, while viewing the 1996 A&E Biography of his life and works. Their task:

* view for GAPS in prior learning and CONTRADICTIONS, placing evidence upon their desks/whiteboards to avoid distractions behind the computer

* Evaluate the evidence every 10 minutes (or so) and place — with value of thought in tiering the information in consideration of relevancy with prior information with their digital graphic organizer

* ultimately, they are gathering relevant evidence in support of our current classroom Essential Question: To what degree, does Art mimic Reality?

Who ever said a classroom has to have four walls?

The young scholars of rooms 201 & 202 broke out of those tangible walls and experienced today’s classroom at The Washington Cemetery.

While there, each scholar was tasked to collaborate with their peers to grow their learning on the following:

* Imagery of the atmosphere (setting)

* Identification and collection of a few names, dates, and information for further research

* 19th Century gravestone symbolism

* Perhaps of most-importance, these young folks worked to promote that of RESPECT for those buried within and perhaps, just perhaps, may be able to share in the coming weeks a fraction of the stories — their stories — no longer being told.

Tomorrow, though back within those traditional walls of learning, the research from today’s work will continue.

Do you spot any of those symbolics upon the headstones? Inquire with your child scholar and task them to teach you on that of their intangible meanings.

More to come …