This is a fun idea to use for the students reading George Orwell's Animal Farm.
Using some sort of vests and bowties or hats, have the students wear these things while reading the novel. I have found that sometimes the students have difficulty relating to the characters and keeping the animals straight in their minds. That way, if the students were wearing some sort of clothing (visual reminder) they would remember who is who and what is happenining in the nove. This also works well when a particular student is gone. If a reader is gone, someone else may assume his or her identity by simply wearing the hat or tie. It will allow for more comprehension of the novel and a greater understanding of the Russian Revolution.
Saturday, July 28, 2007
Friday, July 27, 2007
Novel Lesson/Unit #2
Author Study -- Obviously, this is not a lesson for a specific novel, but it includes a final "project" which encourages students to read works of a particular author and study his/her style of writing.
For several years, I have had my accelerated reading students do an author study. I provide these 7th graders with a list of traditional authors from which to choose (I am open to other choices they might have), and they are to read at least two novels by that author (usually at least 250-300 pages each; for longer novels, they only usually have time to read one novel by the author). I encourage them to read a more traditional author because they tend to read contemporary novels the rest of the year, and I want them to step out of their comfort zone and read something they might not otherwise pick up. While most of the reading is out on their own, students also complete a project of their own choosing when they finish. Unfortunately, I don't have the guidelines in front of me at home, and they aren't accessible at school right now, so I'll try to remember the details... they write a short piece about what they know and have learned about the author, including his/her writing style and the book(s) they read. They design a poster about the author and the books they read. Finally, they complete a "book project" on each book they read, which can be anything from creating a video about one of the scenes in the book, to writing a script to perform, to an artistic rendition about a scene, to writing a short musical piece to recreate the setting, theme, mood or tone about the book... they have come up with so many great ideas on their own that I don't have to suggest many ideas as they are always thinking ahead and using their own talents and skills to show their knowledge. They are "selling" the book and/or the author to the rest of the students, and it is fun to see them be so creative. The reason this is more of a long-term project is that I want students to find an author and books that interest them so that they CAN sell it. If they don't like the author or books, they don't invest much in it.
For several years, I have had my accelerated reading students do an author study. I provide these 7th graders with a list of traditional authors from which to choose (I am open to other choices they might have), and they are to read at least two novels by that author (usually at least 250-300 pages each; for longer novels, they only usually have time to read one novel by the author). I encourage them to read a more traditional author because they tend to read contemporary novels the rest of the year, and I want them to step out of their comfort zone and read something they might not otherwise pick up. While most of the reading is out on their own, students also complete a project of their own choosing when they finish. Unfortunately, I don't have the guidelines in front of me at home, and they aren't accessible at school right now, so I'll try to remember the details... they write a short piece about what they know and have learned about the author, including his/her writing style and the book(s) they read. They design a poster about the author and the books they read. Finally, they complete a "book project" on each book they read, which can be anything from creating a video about one of the scenes in the book, to writing a script to perform, to an artistic rendition about a scene, to writing a short musical piece to recreate the setting, theme, mood or tone about the book... they have come up with so many great ideas on their own that I don't have to suggest many ideas as they are always thinking ahead and using their own talents and skills to show their knowledge. They are "selling" the book and/or the author to the rest of the students, and it is fun to see them be so creative. The reason this is more of a long-term project is that I want students to find an author and books that interest them so that they CAN sell it. If they don't like the author or books, they don't invest much in it.
Thursday, July 26, 2007
Night
Night, by Elie Wiesel, is a required novel for sophomores at my school. However, they really get a lot of Holocaust material in middle school, so they're a little burned out on it by the time I get them. Before we begin, I like to spend a couple of days in a computer lab. They spend one day taking virtual tours of some of the concentration camps and listening to audio/video clips of some of the survivors. The next day they spend doing some very quick research about topics they choose from a list - some of the big names in the Nazi Party, different camps, and terms like Zyklon-B (poison), kristalnacht, sterilization, etc.... The next day each student shares his/her knowledge along with a picture, diagram, or some other visual. In doing this, each student forms a more personal connection with some of this - horrific as it is, and they also know a little more going into the novel.
As we read the novel, we try to take a look at some elements that are a little different. For example, Wiesel is very detached from this story by the time he writes it. There is little emotion in what is such a personal, painful topic and situation. We talk about why that might be and it's effect on our reading. We also (though it sounds harsh) talk about the Jews' repeated opportunities to avoid their fate, or at least attempt to do so. Kids can really get into discussions about the value of hindsight and the need to disbelieve.
Overall, kids tend to really enjoy reading this, but are struck by how awful the story really is.
As we read the novel, we try to take a look at some elements that are a little different. For example, Wiesel is very detached from this story by the time he writes it. There is little emotion in what is such a personal, painful topic and situation. We talk about why that might be and it's effect on our reading. We also (though it sounds harsh) talk about the Jews' repeated opportunities to avoid their fate, or at least attempt to do so. Kids can really get into discussions about the value of hindsight and the need to disbelieve.
Overall, kids tend to really enjoy reading this, but are struck by how awful the story really is.
Wednesday, July 25, 2007
Fahrenheit 451--Tone/Metaphor Assignment
A fellow-teacher shared this lesson with me. The writings the students produce are varied, wonderful and creative.
Through the voice of the narrator, authors use specific language and style to convey their attitude about their subject or the characters in their stories.
In Fahrenheit 451 the narrator is third person limited. Imagine this narrator as an actual person telling the story. Based on the specific language, phrases, metaphors, etc., that this person uses, what do you think his atitude is about Montag, Clarisse, and this version of the future? What is he saying about these characters and the setting by the words he chooses to use?
Once you have carefully thought about this, you are ready to begin this assignment.
Your task is to write an extra scene for the novel. Your scene must involve Montag and Clarisse. The goal will be for you to copy the voice of the narrator as exactly as possible. Your scene should sound like it was written by Bradbury himself. The scene may take place anywhere in Part I. Look for a logical transition to insert the new scene, or you may extend an already existing scene if you prefer.
Requirements:
*The scene must be between 150 and 200 words
*Must include dialogue
*Must include one extended metaphor
*Written in ink or (preferably) typed
*Indicate page number where the scene takes place
This piece will be scored according to the following criteria:
*Quality of the metaphor 10 points
*Dialogue 10 points
*Conventions 10 points
*Accuracy of voice 10 points
Through the voice of the narrator, authors use specific language and style to convey their attitude about their subject or the characters in their stories.
In Fahrenheit 451 the narrator is third person limited. Imagine this narrator as an actual person telling the story. Based on the specific language, phrases, metaphors, etc., that this person uses, what do you think his atitude is about Montag, Clarisse, and this version of the future? What is he saying about these characters and the setting by the words he chooses to use?
Once you have carefully thought about this, you are ready to begin this assignment.
Your task is to write an extra scene for the novel. Your scene must involve Montag and Clarisse. The goal will be for you to copy the voice of the narrator as exactly as possible. Your scene should sound like it was written by Bradbury himself. The scene may take place anywhere in Part I. Look for a logical transition to insert the new scene, or you may extend an already existing scene if you prefer.
Requirements:
*The scene must be between 150 and 200 words
*Must include dialogue
*Must include one extended metaphor
*Written in ink or (preferably) typed
*Indicate page number where the scene takes place
This piece will be scored according to the following criteria:
*Quality of the metaphor 10 points
*Dialogue 10 points
*Conventions 10 points
*Accuracy of voice 10 points
Monday, July 23, 2007
Lesson Two
As I have said before, I do not have the opportunity to do much more with novels besides read them. It does seem odd I know but the goal of the class is to build reading skills. I feel a regular English class is where students will get to experience all the wonderful techniques of "teaching a novel".
For the sake of this assignment--
Last year, I team taught a Foundations of English class with a regular ed. English teacher. One of the students' favorite novels was The Crucible. We acted this out and everyone had a turn at different parts-whether they wanted to or not! This was very effective with the students. Sometimes, students get confused with strange names and who said what. When they are able to say a classmates name along with a character from the book, they seem to remember much better.
For the sake of this assignment--
Last year, I team taught a Foundations of English class with a regular ed. English teacher. One of the students' favorite novels was The Crucible. We acted this out and everyone had a turn at different parts-whether they wanted to or not! This was very effective with the students. Sometimes, students get confused with strange names and who said what. When they are able to say a classmates name along with a character from the book, they seem to remember much better.
Novel Teaching Plan
Teaching a novel always has a bit of a gray area. That gray area is are the studetns reading it? I think if it is a class requirement, they should be held accountable for the words within the novel's pages. At times, this can be a hinderance in the teaching of the novel but I do have daily readings expected. It is 20-30 pages a night for Lord of the Flies. I then have daily quizes to check for understanding and to hopefully reward those students who are reading. I use studetn generated quizes. I call the student who is in charge of the quiz the "quiz master" I have the studetn create a quiz that I double check of course. The studetn is then incharge of asking the questions and doing everything a teacher would do in that situation. I reward that studetn with bonus points and the feeling of knowing the chpaters assigned quite well.
Our discussions are daily and focus first on general understanding. As I know this is being achieves we speak of symbols and themes. As the symbol is discussed, we apply that symbol to modern society. We try to identify where the conch is in our current society. This takes the novle and relates it more to them. We all cannot be stuck on an island but those ideas are easily placed. These ideas create a variety of answers and discussions.
After chapeter 5 we look up names of characters. This helps with foreshadowing and applicatin of methods of characterization of each character. We then take those name meanings and predict what will hapen as the novel progresses.
As we near the end of the novel, we spend more time with aplication of themes. This year I am planning on adding a few projects where the studetns can explore themselves on on this island. I plan on using a wiki to help with studeent collaboration. I will then give them options about the content of their project. Their method of presentatin of their project will hopefully be varied. I will encourage the use of wikis and even films. Studetns enjoy making films and evem more so watching them. My goal in using Lord of the FRies (joke) is to get the studetns to undersatnd novels on a higher level. LOF is a novel that has easily identified societal themes that students can easily appy to whaere they are currently in a society. Golding claims that a society cannot survive without consequenses. Students need to apply this to where our society currently is. Hopeully my completed project idea will allow studetns to explore the application of themes.
Our discussions are daily and focus first on general understanding. As I know this is being achieves we speak of symbols and themes. As the symbol is discussed, we apply that symbol to modern society. We try to identify where the conch is in our current society. This takes the novle and relates it more to them. We all cannot be stuck on an island but those ideas are easily placed. These ideas create a variety of answers and discussions.
After chapeter 5 we look up names of characters. This helps with foreshadowing and applicatin of methods of characterization of each character. We then take those name meanings and predict what will hapen as the novel progresses.
As we near the end of the novel, we spend more time with aplication of themes. This year I am planning on adding a few projects where the studetns can explore themselves on on this island. I plan on using a wiki to help with studeent collaboration. I will then give them options about the content of their project. Their method of presentatin of their project will hopefully be varied. I will encourage the use of wikis and even films. Studetns enjoy making films and evem more so watching them. My goal in using Lord of the FRies (joke) is to get the studetns to undersatnd novels on a higher level. LOF is a novel that has easily identified societal themes that students can easily appy to whaere they are currently in a society. Golding claims that a society cannot survive without consequenses. Students need to apply this to where our society currently is. Hopeully my completed project idea will allow studetns to explore the application of themes.
Sunday, July 22, 2007
Second lesson
Before I teach Chaucer's Canterbury Tales, I ask the students to think about our society today. I ask them to choose 30 people from all walks of life in America as representatives of modern life. They have to write about their choices in their journals, explaining and justifying them. Then we discuss their choices in class and come up with a class list. This exercise gets the students thinking about the most appropriate occupations and traits that represent our world today.
After we have done this activity, we start reading Chaucer's Prologue to the tales. We look for the broad cross-section of occupations that he represents and the many ways in which he discusses their traits. Sometimes their traits and even dress are appropriate to their occupation/class while sometimes they are not. This close reading is helpful to students in discovering the nuances of Chaucer and his wit.
Once we have read the prologue, all students read "The Knight's Tale" and "The Pardoner's Tale." After discussing those tales, I divide the class into groups and have the groups each draw for an additional tale that they will read and present to the class. They are responsible for teaching it to the rest of the class in a creative way that also helps the class understand yet another of Chaucer's tales. I generally find it is more effective NOT to give them too many examples of what to do because that somehow seems to limit their creativity. (I should point out that I teach all honors students, by the way. More direction might be needed for other students.)
By the time we are done, students have all read 3 of Chaucer's tales plus the prologue and have seen presentation on four or five more. Sometimes the projects are so interesting that students tell me they have read more of the tales on their own.
Inevitably, students tell me they are shocked at how "modern" Chaucer's tales and characters are. It is one of their first realizations that "older" literature doesn't have to be dry and boring. I think The Canterbury Tales are accessible for nearly all students, especially if you can create interest at first by tying it in to people's traits in modern-day America.
After we have done this activity, we start reading Chaucer's Prologue to the tales. We look for the broad cross-section of occupations that he represents and the many ways in which he discusses their traits. Sometimes their traits and even dress are appropriate to their occupation/class while sometimes they are not. This close reading is helpful to students in discovering the nuances of Chaucer and his wit.
Once we have read the prologue, all students read "The Knight's Tale" and "The Pardoner's Tale." After discussing those tales, I divide the class into groups and have the groups each draw for an additional tale that they will read and present to the class. They are responsible for teaching it to the rest of the class in a creative way that also helps the class understand yet another of Chaucer's tales. I generally find it is more effective NOT to give them too many examples of what to do because that somehow seems to limit their creativity. (I should point out that I teach all honors students, by the way. More direction might be needed for other students.)
By the time we are done, students have all read 3 of Chaucer's tales plus the prologue and have seen presentation on four or five more. Sometimes the projects are so interesting that students tell me they have read more of the tales on their own.
Inevitably, students tell me they are shocked at how "modern" Chaucer's tales and characters are. It is one of their first realizations that "older" literature doesn't have to be dry and boring. I think The Canterbury Tales are accessible for nearly all students, especially if you can create interest at first by tying it in to people's traits in modern-day America.
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