For sixth and seventh grade students, we are completing our reading of nine, ten: A September 11 story. Mid-week, we thought about the purpose each main character has in the story as well as what we think is going to happen to each character on September 11. By focusing on the author’s choices for the multiple-perspective narrative and how each perspective is characterized, we are able to discuss our connections to various characters and, more broadly, how using relatable characters can help readers empathize with historical events. I know several students have already been talking with household and family members about their experiences on 9/11/2001, and I love to hear they are engaging with the story! Soon, all students will have an assignment that asks them to talk (more) to a trusted adult about their day on 9/11/2001, so please be prepared to dig back into those memories. 

For eighth grade students, we have continued to discuss “The Lottery,” its theme, and how an individual can impact a community and a community impact an individual. We have been working hard to ensure we have the textual evidence to support our statements about the various stories we’ve been reading. We will continue to do mini- multiple choice quizzes and short answer questions to ensure we have basic reading comprehension for each story. It is crucial students are completing at home their reading journals and any work that is not finished in class.

To engage with your student, you could:

• Ask to see their reading journal;
• For sixth and seventh grade: Ask which character they relate to the most or what they think is going to happen to Aimee’s mom (this seems to be one of the most debated predictions in both grades);
• For eighth grade: Ask about how tradition, conformity, and power are demonstrated in “The Lottery”; and/or
• Ask about the daily “bell ringers”, including an example of an independent clause.