The Middle School English department had a busy and fun week with their Book Bash project, starting with a fun storyteller and culminating with every Year 7 and Year 8 class inviting parents to their presentations on the Literature books and topics they had been working on during the first part of the year.  

There were all kinds of interesting activities  which included dramatizations, oral presentations, movie trailers, movie clips, games and research on specific topics such as World War issues, human rights and childhood in different contexts. 

We were proud to see our students at the different work stations, sharing with their parents through a variety of media their conclusions after having read what it means to grow up during war or in extreme poverty or in the midst of a natural disaster, or explaining what a dystopian society is and what we can do to avoid becoming one.  

There was also an exhibition of the stories written, published -and in some cases even bound into a book- by the students themselves.    

Reading opens a window to other worlds and our students did a great job of entering those new worlds with enthusiasm and then guiding us into them as well during their presentations. 

Congratulations to all our students and MS teachers for their hard work and their enthusiasm, and a special thanks to all the parents who shared the experience with us!

Mariela Lopez Gibson
English Middle School Coordinator

Middle School Book Bash: An Experience to Remember

During the first part of the year, in our english classes, we did many activities to learn about the dystopian genre. at the end of the project, we presented everything we knew about it in a Book Bash to our parents and classmates.

After reading various dystopian stories, including The Giver by Lois Lowry first activity we made in the project was a tic-tac-toe, in which we had to choose three exercises out of nine and work on them using dystopian stories we had been reading during summer and throughout the year. These activities include unusual ways to show our knowledge such as: writing songs, poems or raps, creating travel brochures or letters with the rules of the communities in the stories. Our writing skills were improved too due to other activities in the tic-tac-toe such as: writing an interview, a letter from the point of view of characters or a review.

Using everything we learned about the genre and all the characteristics we learnt about characters, plot, setting, themes and conflicts in dystopian books, we wrote our own dystopian story. In first place, we brainstormed ideas to organize our story, wrote the first draft, got feedback from different people and edited our story for a final copy. Finally, we printed, sewed and designed a cover and back cover for our book.

Afterwards, we took a Multiple Intelligences Test in which we had to answer some questions and depending on our answers, it would tell us which Multiple Intelligence was our strength: Linguistic, Visual, Naturalistic, Musical, Kinaesthetic or Logical Intelligence. With our corresponding intelligence group, we worked on either: plot, characters, conflict, setting or themes of dystopian stories and prepared an activity for the Book Bash in which we would explain the topic we chose through our strongest intelligence and make the parents and our classmates learn through that type of intelligence. On Book Bash  day, our parents visited us at the library or our class and we shared all our work and our finished books.

In our opinion, Book Bash was a great project and we really enjoyed it as well as our parents. It is a wonderful experience in which we were able to present everything we had learnt to our parents in a fun way. Not only was the Book Bash itself really amusing, but our journey through it, everything we did to achieve a wonderful presentation was really fun, we were allowed to learn through unusual and entertaining ways and from each other too, we shared knowledge about dystopia and helped others too, for example: when we wrote feedbacks to help them improve their stories. All in all, we hope other eighth-graders are able to have such an exciting Book Bash as we had and can enjoy all the process, every step in the way, not only the destination!

Alexia Oxenford and Gaspar Werthein