The GiggleIT Spotlight Theme "Through My Window: the Colors of My World" invites students to creatively describe what they see when looking out their very own windows, with:
The 2016 Spotlight projects focus on your students' personal experiences and what they observe nearby. If your curriculum uses a different theme or another writing genre, please alert the GiggleIT Team so that we may properly name the category for your students’ work on your school page.
Feel free to copy and share the Instructions to Students shown for each Project or put them into your own words.
For each project, students should provide a Glossary of culture-specific words so that readers in other countries will understand their writing better. “The Three Not-So-Little Wombats” by 7th graders C & K at Concordia Lutheran College in Australia is a good example of highlighting terms in the story which might be unfamiliar to other readers and giving easily understood definitions in a glossary.
Before you submit any student work, you must register your school (it's free!) for the GiggleIT Project through the registration page – be sure to include the three GiggleCritters chosen by your school and/or each class as mascots for their webpage with your registration.
You will send your students’ work as Word documents (.doc) or text files (.txt) to the same email address used for registration: IASL.Giggle.IT@gmail.com - we will provide a URL to your students' work when it's available on our website. Please be patient, as it can take some time for GiggleIT team volunteers to format items and submit them to our IASL webmaster for your school’s GiggleIT page!
Windows are everywhere, and the view from each is unique. Your students can introduce their favorite sights and sounds to readers all over the world, using Japanese haiku poetry.
Haiku requires flexible thinking and concentration to get just the right words for its 5-7-5 syllable pattern.
Look at these lesson plans and children's haiku worksheets to begin:
Ask students to think carefully about what they see out their very favorite window, writing down descriptions (adjectives), actions (verbs) and things (nouns). Do they hear something, too? Do any scents or smells come through that window?
As they begin to craft their haiku, remind your students to carefully count their syllables for each line - five syllables in line 1, seven syllables in line 2, and five syllables in line 3. If they need a different word to "fit" the correct number of syllables, try sending them to a thesaurus or asking them to brainstorm with classmates. (Poems written by small groups are great!)
They also need to make a Glossary of words that might be unfamiliar to readers in other parts of the world. Trees, animals, games, and other sights which are well-known to your students are exotic and unusual to someone else. (see example in Instruction to Students, below)
Do your students want their Haiku paired with their original illustration or photo? Just let the GiggleIT Project team know which ones go together when you email their work. Our online space is limited, so items will be resized as needed - smaller is better!
Be sure to have parent-signed Project Consent Forms (from the GiggleIT Resources page) in your files for every student poet (but don’t send those forms to GiggleIT).
Email your students’ work to IASL.Giggle.IT@gmail.com as a Word document (.doc) or text file (.txt) – the more poems (in Verdana 9 pt font) and art in a single document, the better!
We will email you when your set of "Through My Window" Haiku is ‘live’ online so that you can share with students, parents, teachers, administrators, and the public!
Begin your Haiku by thinking about the windows that you look through - at home, at school, and in other places. What is your favorite view? Is it different at different times of the day or the year? Do you see people, animals, plants, or activities? Can you hear something? Any smells or scents coming through that window?
Next, start making a list of words about what you see, hear, and smell through your favorite window. Include nouns (words that name things), adjectives (describing words) and perhaps some verbs (action words), as well as how this view makes you feel.
Then, look at the special rhythm pattern of Haiku, which doesn't rhyme like some poetry.
Five sy-lla-bles first,
Next, se-ven sy-lla-bles here,
Then end-ing with five.
Write your Haiku – by yourself or with friends - and read it aloud to make sure you have the right words in the right spots. Ask your teacher or librarian to proofread your poem (good writers edit their work more than once). Remember to include a glossary, defining words that readers in other places might find unusual, confusing or strange.
Finally, center your Haiku on the page and sign it with your initials so it can be submitted for your school’s GiggleIT webpage. (Did your parents return the GiggleIT Project Consent Form yet? Your teacher/librarian must have that before your work goes online.)
Rounded backs*, purple, gold,
Sandaled feet pad softly by -
I do not belong.
(photo & haiku by P. Carmichael)
*people praying here are kneeling with heads bent low, so one can only see their backs when looking through the window into the shrine.
Of course, we would love to see the view that inspired your haiku! You may submit an original photograph (taken by you or family member) or draw a picture of it. Readers all over the world will see your work on your school’s GiggleIT Project page!
As your students look out their windows and consider their surroundings, ask them to think of things that represent their land to them. Then the whole class can re-name Snow White and the Seven Dwarfs as if they lived where you live!
Did you know that the original tale of Snow White did not give individual names to the dwarfs? Here is one of the oldest versions: www.nationalgeographic.com/grimm/snow_white.html
As an example, if Snow White and the Seven Dwarfs lived in Antarctica, their names might be "Southern Snow" and the Seven Penguins: Adelie, Emperor, Glacier, McMurdo, Amundsen, Shackleton, and Byrd.
Of course, your students must explain why the names chosen are meaningful in their land. So for the Antarctic version, Southern Snow lives on the southernmost continent and her skin is pale as moonlight on the glacier snow. Each penguin's name signifies an essential Antarctic feature: Adelie and Emperor are native penguin species, Glacier is named for the rivers of ice covering much of the land, etc. (the entire list is included in Instructions to Students, below).
Here’s one way for the class to decide on the names of their Seven Dwarfs. Have students brainstorm on symbols, objects, places, and events that are common and/or unique to where you live, each person writing their own list. Gather the lists and write each item on blackboard/large paper/display screen, omitting any duplicates = this gives you a master list of ideas. Names of celebrities, sport stars, or other living persons are not appropriate for this internationally-published project, so explain this to students as you remove those names from the master list.
To help students vote on many options at once, try the “Decision Dollars” method. Use pebbles, pretend money, sticky dots, shells, etc. to represent a vote. Each student has 10 votes and may use multiple votes on any item, depending on how much they like it. Some students will carefully portion out their votes, while others will pile all 10 votes on a single choice. Tally up all the votes for each item – the top 7 are your Dwarfs. In case of a tie between items, vote again on just those.
Divide the class into 8 groups so that each small group writes an explanation about a character, telling why each name is significant in your culture, then combine into one version of Our Snow White per registered class. They can send in an original piece of student art to accompany it, too.
Email your students’ version of Our Snow White (1 per class) to IASL.Giggle.IT@gmail.com as a Word document (.doc) or text file (.txt) in Verdana 9 pt font; you can include the optional art in that document also.
We will email you when each class's Our Snow White is ‘live’ online so that you can share with students, parents, teachers, administrators, and the public!
Think about the story of Snow White and the Seven Dwarfs, and try to imagine that these characters had come from your land. What would their names be? How would those names reflect your region's outstanding things, like animals, weather, land formations, bodies of water, unique professions, or history?
As a whole class, begin making a list of these types of things - it will be a very long list!
Then each student votes for the names they like best (your teacher/librarian will help you with the voting process).
When the class has decided on a new name for Snow White and for each of the Seven Dwarfs, you will need to explain the names' significance so people reading your character list will understand more about where you live, writing in small groups, then combining all eight names and explanations into Our Snow White for your whole class.
Here is an example, set in Antarctica, where we meet "Southern Snow and the Seven Penguins" named Adelie, Emperor, Glacier, McMurdo, Amundsen, Shackleton, and Byrd.
Southern Snow has skin as pale as moonlight on the glacier snows of Antarctica, the southernmost continent.
Adelie and Emperor are 2 penguin species native to Antarctica.
Glacier is named for the rivers of ice covering much of this polar continent.
McMurdo is named for the international research station where scientists study this continent's weather, animals, and geology.
Amundsen, Shackleton, and Byrd are named for early explorers of Antarctica