Animal Farm

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.

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.

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.

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

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.

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.

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.

Second Lesson

Unfortunately, I have not had the opportunity to teach any novels, outside of literature circles. I will be teaching Hamlet. Within this play, I am going to have all of my students act it out. I will only have a class of twelve seniors and there are no scenes within this play that are larger than this, to my memory. I will also be using both a movie and a CD set for this play. I am hoping to find more activities. I would like for them to create a project of some aspect within Shakespeare's time, be it his theatre or otherwise. I have not completely planned this out, but these are my general thoughts.

2nd Lesson Plan - In Search of the Novel

This is a lesson plan that I created to use with my Art I students. All students are required to read a novel every nine weeks for their English classes in addition to the ones they read as a class project. I have a mix of grade levels in my art class so there will be a variety of novels represented. I present three projects and give the students a choice of doing two of them. The first is to set up a still life vignette that contains 2-5 objects from the book. They should be important to the plot or characters of the novel. The students create a journal entry about what each thing means & why it's so important. The class then has a choice and they can pick at least 2 vignettes to draw. The second project is to design a book jacket for a regular sized book - not a paperback. They can use paint, pastel, ink, or pencil. Their goal is to create an artwork so compelling that people will want to pick up the book and read it. The picture must obviously relate to the book in some way. They are required to include a short biography of the author with a picture. They must also include a synopsis of the book and a list of other books written by the author if appropriate. I take pictures of the art work to be posted on the school's web site. The last project choice is to make a movie trailer using Windows Movie Maker. They can use almost any media; drawings, pictures, clay, real life student actors, etc. They must design a studio name, logo, and icon for the trailer. Their artit's name must be part of the design. Their goal is to generate a buzz or excitement about the movie that is so intense that the viewer will want to see the movie and will remember the movie when it is released. KH016

Lesson Plan for In Search of a Novel - Barefoot: Escape on the Underground Railroad

This is a history based fictional picture book. I came across the lesson plan in Books, Lessons, Ideas for Teaching the Six Traits. The book Barefoot: Escape on the Underground Railroad is fairly short. It is about a slave in the process of escaping. The book is not told through the slave’s eyes or the pursuers’ eyes but through the eyes of the forest animals. It is a great book to demonstrate the concept of perspective. The lesson that goes along with this book is to have the student think of something simple, such as leaving home for school in the morning. The students then tell or write that story from someone or something else’s perspective, like a dog, a bird, and ant on the countertop, etc. The student tells both the story in simple terms and then from the perspective of someone or something watching what happened. The class can then discuss which version is more interesting and why? I think it is good for them to hear stories from different perspectives. It causes them to see things and think about things in a different way. In many facets of life, we should look at situations, etc. from a different view. It helps us understand others, their ways and reasons for doing specific actions. Hopefully it will help us not to be so self-centered and selfish but aware of others.

Another lesson plan

Friendship and decision making are common themes. On My Honor is an excellent book which shows value, carelessness, friendship, emotion, and decision making. We use this book as a start to the new school year. This book is especially effective because the two main characters are ten years old, which is the age group of my children. Although this book is written at a 3rd grade level, once the students start reading it, they don't want to stop. I introduce the book by talking about friendship, what it means, and what we do for our friends. Usually a great class discussion develops and I learn a lot about my students. During this discussion, I make a character web on chart paper which is hung in the classroom throughout the project. After the first two or three chapters we do a charachter analysis, describing each of the two main characters - comparing and contrasting their personalities. From here we make predictions based on the characters. As we continue reading the students journal their ideas and thoughts about each one and make connections to the characters and setting. As the book progresses the characters are called upon to make decisions, which become life changing. Again, class discussions are important. It always surprises me the connections the students can make, and how they identify with the characters and the problem that has risen. Throughout the book, the different themes are brought up and discussed and predictions are made. This is a great, simple book to use when teaching rising and falling action. At the midpoint I introduce this and we start our plot line, which they also put in their reading journal. This is added to as we continue to read the story. It becomes hard for the students to stop reading, although I ask them not to read ahead. After we have completed the book we revisit our character traits - the students then do a compare/contrast project of the two main characters and the changes they go through in the book. They also finish their plot line. For a final project, I have the students re-write the ending, starting from the point where the two main characters are at the river. Because the book itself is very simple and easy reading, most of the work is done at the end. To re-write the ending the student has to evaluate the situation presented and make decisions, based on their character trait comparison. I usually find the new endings are very reflective the of text-self connections that the student makes. The students love to read their endings to the whole class.

...Another Lesson Idea...To Kill a Mockingbird

Okay folks...just sit right back and I will tell you the tale.
Kids love to hear that. There is something about the word tale. Tale, not story.
I think that students need to feel. Feel anything. In years past I have taken my students out onto the property at Central High School. There are some very large trees that I like to take them to and read under. I really like reading To Kill a Mockingbird out there, especially when it is the fall and the leaves are blowing...just like in the story. Another thing I have done is take the students to the court house. (I know...a large amount of work, but it is very effective.)

Here is the lesson:
You select one of your best readers to read the famous monologue by Atticus Finch. If (where you are located) there is a courthouse with a balcony, I make the other students sit in the "colored balcony" while "Atticus" is reading that monolouge. I have seen tears. I have heard sobs. There is something about the solemnity of a courthouse that really attaches itself to a student.

Then, for the assignment, I have the students write a reaction to what he/she has heard and they must write in the voice of a person of color. I have seen some very powerful results from this lesson, mind-changing and life-changing. A challenging lesson to put together, yet EXTREMELY POWERFUL.

Freak the Mighty. We start this novel by identifying what it means to be a friend. This starts with a class discussion, then the students do a prewrite on a particular friendship they either have or have had in the past. Throughout the novel the students post to their writing journal, different topics each day. Included in these posts are character traits, setting, word choice, imagery and action. The journal becomes a reference for later. As we read the novel, the students make a flip book and develop their own dictionary. The words they put in this dictionary are words currently used in their vocabulary - usually some slang. At the fourth grade level this can get quite interesting. After posting in their journal, every day, I ask for two volunteers to share what they have written, which promts discussion.

After we have read the novel, the students make their own "Freak the Mighty" book. Using their journals as reference, they create the cover, do a character anaylsis of both characters and pick one other character of importance. They have to draw the character and write a paragraph describing him/her. The next section of the book includes two pages of imagery. They are to create two different scenes from the book, drawing and coloring them. In these pictures they also have to use labels to describe their scene. The next secion is two pages of vocabulary from the book. The students choose the words they like and want to showcase, minimum of six words. A definition from the book is used. The next section of their book is a paragraph on friendship, what it is and how it can change and why. This is typed, cut and pasted in the book. They can then decorate the page(s) . Finally they put their own dictionary in the book.

We use a Dina Zyke design for making our books. They are simple and cheap.

Lesson Plan In Search of Novel

Lesson plan for Great Expectations
To set the stage before reading the novel in class. I have the students work in groups to research Dickensian England and prepare a collaborative project to illustrate the setting & the time frame of the story. The students are to create a virtual museum with photos and illustrations using their drawing skills, GIMP, Windows Movie Maker, or PowerPoint. While we read the story in class I have the students keep and empathy journal to help them identify Pip's emotions, experiences, beliefs, etc. that are similar to the experiences and such that they have. We share and discuss teh journal entries in class after we read for the day. After we've completed the novel in class. I have the students create an illustration of one of the main characters. We watch two different versions of Great Expectations usually David Lean's version from 1946 & Julian Jarrold's from 1999. We discuss the variations in the movies & the book; things they like & don't like; things that are missing &/or added; if the actors and directors stayed true to Dickens, etc. As a culminating activity I have the students collaborated on a serial group writing project - a short story with on or more of the themes from Great Expectations. They publish this story in the school newspaper. KH016

Among the Hidden

We do not do a lot of projects with the novels that we read in FAME. However, students often want to talk about what they are reading. Among the Hidden is one of the first books we read in Adventures and students really get hooked into it. One of the very first questions they ask is "Is this real?" or "Could this happen?" When those questions come up, I never answer them directly but instead get the students talking. Throughout the book, I try to get them to make connections to this book. Some connections that could be made:

• the internet made communication possible for third children
• governmental power
• economic standings (Luke's family vs. Jen's family)
• The last time Luke saw Jen, he told her, "It's people like you who change history. People like me – we just let things happen to us." What does this mean? Are you a person who makes things happen or are you a person who watches things happen?

"What if" questions work very well for this book. We also talk about China and how the country connects to this book. Inevitably someone brings that up! If we had the opportunity to work more with the book, I would have students learn about the restrictions placed upon Chinese people.

Favorite Teachable Books--To Kill a Mockingbird

To Kill a Mockingbird is an enduring choice for high school students. The unique juxtaposition of presenting an incident in the Jim Crow South of the 1930s not only within its own historical context and reaction, but at the same time examining it through the eyes of the Finch family who hold the moral beliefs of the more accepting, more educated Civil Rights response of the 1950s allows the reader to "grow" 20-30 years in his moral value judgment while experiencing a story that only spans 2-3 years.

A second literary device that appears deceptively simple about the novel is filtering the action through the eyes of a six year-old child. Harper Lee lays out, with a fair amount of detail, some difficult, complex issues in this book. But then she presents a child saying, "Oh, I get it. He must have meant..." and she has the youngster retell, in simple direct wording, the main idea that the audience is supposed to catch. It's a stroke of genius--we can ALL understand the message! To Kill a Mockingbird will continue to be a strong choice.

Literature Circles Final Projects

I do several literature circles throughout the year with all grade levels of my English classes. Once the students have completed their novels and have completed their discussions they are given a final assignment to create a museum display in order to share their book with the rest of the class.
Each group creates two group posters to act as their backdrop for the museum. The poster must include all of the pertinent information about the novel: Title, Author, and a review or synopsis. They can also include facts about the author on the posters if they choose and pictures always help as well.
The second part of the project is individual. They students each have to create their own artifact to showcase a portion of their novel. Artifacts can range from diaries of a character, a significant item with a description of why it was important in the novel or even a power-point presentation about the time period.
The project is designed to be self explanatory just a museum would be, although you could have students act as docents to answer questions.
The final stage of the project is when the students set up their museums and rotate through the classroom (museum) and learn and read about each others' novels. I have found this to be a great way to introduce them to more literature. Their interest is then peaked for another novel.
I have had great success with this project with ninth graders and eleventh graders.

Huck Finn teaching ideas

I teach Huck Finn to my juniors every year, and I have found that most students like the book once they can get past the dialect issues.

To set the stage, we turn to the Internet to search for images of the Mississippi River; Hannibal, MO; Mark Twain, slavery, and the antebellum South. Students are assigned to bring back the URL links to class, and we spend some time bringing them up on the SmartBoard. Students brings up their images and discuss why they chose them and what they learned from their search. We also talk about the allure of the river since we live next to the Missouri, and they do a journal entry on their favorite river memories.

The next issue I deal with is dialect. Before we even get into the reading of the book, we examine some of the dialects in the book, with special emphasis on Jim and Pap Finn. I read some of Jim's dialect out loud to them and then they "translate" it into standard English. We do the same with Pap Finn, and then we discuss how Twain created the sound of spoken language. I think this is crucial for many readers who would otherwise struggle with the dialect. Once they can train their ears to "hear" the language, they seem to find it less of a stumbling block as they get into reading the story.

As we read the book, we stop for discussion and journaling. I always give them a couple of different prompts for journals, but I encourage them to respond to the section that they have just read in any way that is appropriate. They often make connections between what Huck is experiencing and what they have experienced in their lives. Sometimes they question what is going on, and sometimes they predict what will happen. Since the journals are kept in the classroom, I read them periodically before our reading circle day and highlight comments here and there in the journals that I think they might like to share with the entire class on circle talk day.

We do a "circle talk," which is one of the students' favorite times. Armed with their journals and comments to share, we usually have a lively conversation! I typically just sit back and listen and make sure they don't get too far off track. Sometimes we have to devote more than one day.

When we are finished with the book, I assign a final project, giving them a lot of choices. They can write a traditional essay or they can do a creative response to the book. I would say I have about 25% opting for the traditional essay with the other 75% doing something more creative. I make a few suggestions (build a raft, make a poster, interview the author, write a new ending, write a chapter from another character's perspective, etc.), but I often have students who come up with their own novel approaches. For example, this year I had a very artistic student make an entire deck of cards that were illustrated with characters and scenes from the book. It was awesome! At the end of the year, he gave the deck of cards to me!

This final project is the student's opportunity to respond in a way that fits his/her talents. Students seem to enjoy having some options, and I try to let the project be pretty open-ended because I don't want to end up with all the same project. Left to their own devices, students come up with better ideas than I might have had and have more "buy-in" as a result.

Mobydiculousness

Good Morning one and all. Here is a lesson plan that I utilize for Moby Dick

I put the students into groups and have them "cast" a movie version of Moby Dick.
What they have to do is this:
They have to figure out locations for shooting scenes and an actor for each character. This does a couple of things...
They really get into the setting and making sure that it is accurate.
As far as the characters are concerned, they totally have a grand time with characterization, character traits, static, dynamic all those wonderful things that make a teacher's face light up when you see them take the ball and run.

Then, each group has to present his or her cast list and shooting locations to the class. What is more important than the who is the why. My students are fully aware that I am more concerned with the why than the who.

This is a really fun activity for the students because it provides two very important key elements - creative freedom and a small study group which will allow for discovery of important details and to see what another classmates perspective is...

Maybe I will try this next year with Of Mice and Men...Hmmmmm

Lesson Plan for In Search of a Novel

"Weslandia" by Paul Fleischman

My students have a separate reading class from Language Arts but occasionally we read a book in class. One activity we do is with the picture book "Weslandia" by Paul Fleischman. I discovered the main idea to use this book from another book called "Books, Lessons, Ideas - for Teaching the Six Traits". First I read the book aloud to the class, showing them the pictures as I go. Even 7th graders like to be read to. The book is not written in 1st person so the reader can only guess at what the main character, Wesley, is thinking or feeling. After reading and discussing the story, the students write Wesley’s diary. Each student takes a day (or event) from the book and pretends he or she is Wesley. I write out the days/events on slips of paper and the students draw a slip out of a hat. I divide the days/events of the book up according to how many students I have in the class. The students write what they think Wesley would write in his diary based on what he did or what happened to him that day. When we are done writing, the students present their diary entry to the class. Of course we do this in order of the events in the book. By reading the diary entries aloud they not only get some practice with public speaking they also get a chance to hear what their classmates wrote. The trait that is being focused on is organization, but we cover other areas as well.

Literature Circles

Over the past two years, I have thoroughly enjoyed teaching novels in literature circles. As I'm sure many of you are familiar with this process, I won't go into endless detail about the small groups themselves. However, what I will share is a way that I've found to create some ownership of the learning and get some really great thinking out of my kids. Before beginning to read the novels, I tell my students that at the end of the process they will determine how they will get a "final test" grade from me for that book. Their choices are fairly limitless, but I let them know that they must "pitch" their idea to me, complete with grading rubric, and that we may need to negotiate point values together. I give them some general big ideas to consider, and I describe 3-4 different projects done in the past. I am always pleasantly surprised and sometimes completely amazed at what these kids come up with. I've had kids videotape themselves doing Siskel&Ebert-type reviews of the novel, including homemade film clips; many different powerpoint presentations, some with video clips; posters; dramatizations; scripted debates; and even a lego-video, where the students created animation by moving the legos between each frame. They added music, words, etc... and provided a great discussion of the importance of their book. I've gotten much more in terms of depth and quality than I ever would have gotten by giving a test or assigning an essay. All projects are presented to the class, so this often sparks an interest in the books that other students did not read. Definitely my current favorite part about teaching literature.

"The Crucible"--an introductory activity

“The Crucible” by Arthur Miller

This assignment is meant to cover the introductory materials through the opening scene of the play.

Background needed: On the board, list the name of the characters introduced in the first scene:
Reverend Samuel Parris Mr. Thomas Putnam
Betty Parris Ruth Putnam
Tituba Reverend John Hale
Abigail Williams Mercy Lewis
Susanna Walcott Mary Warren
Mrs. Ann Putnam

Lead-in: I want to make sure you understand two things at this point in the play.
First, you should know what action took place in a clearing in the forest outside Salem, MA, the night before the play opens.
Secondly, because of that midnight action, you should know what emotions and effects the characters that we’ve met so far in the play are demonstrating. (You should know what they did in the forest, what they fear now, and what story they plan to concoct.)

Set: Your task will be to demonstrate your understanding of the background information Arthur Miller lays out for his audience.
Your assignment will be to complete an informative paragraph telling what is happening in the play so far. You may begin with one of the following topic sentences. That should be followed with at least five additional sentences highlighting the actions, as well as the inner motivations, of the characters we have met up to this point. Finish your paragraph with a concluding or summarizing statement to bring your ideas to a logical close. Again, you are composing one complete paragraph with seven sentences retelling the action in the play so far.

Suggested topic sentences: (You may also devise one of your own.)

This whole incident is being blown out of proportion.
The girls will have to work hard to get out of this mess.
It’s not all fun and games anymore.
This situation could get unpleasant.
Arthur Miller weaves a web from the beginning.
Salem only appears to be a quiet village.

Assessment: After about 5-8 minutes of writing, pair students to check each others’ paragraphs for legitimate details from the play so far. Award one point for each sentence of supporting detail. Do not count the topic or concluding sentences. (5 pts.)

Second Lesson Plan for Week 8- Book Clubs

I will describe a lesson plan for conducting book clubs, or lit circles. Sometime after the first half of the year (January at least) I introduce book clubs to the students. If there are students from older grades that do book clubs, I try to arrange for a "fish bowl" so my students can see one being demonstrated. Once students are ready, they are given a list of 4 books to choose from and sign their name on the list for that book. There is a maximum of 6 students per club. If their first choice is full, they sign on their second choice. Once clubs are formed, each one meets with the teacher to decide on the job they will do. Some jobs include discussion director, connector director, art director, word finder, summarizer, or any that the teacher feels worthwhile. The task of the student is to come up with a question to ask the other students pertaining to their topic. (Asking questions allows for better discussions rather than just sharing their own thoughts with the group.) After the jobs are decided on, the students read the book independently, with a buddy, or with another adult. Towards the end of the week (2-4 days later) groups get together to discuss their books. The teacher needs to give the students a great deal of support at the beginning to get them started. After participating in few book clubs, the students can handle more of the discussions themselves. For at least the first few meetings, I like to bring in a snack for the children so they can eat while the "visit" about their book. (I'm trying to make a correlation of something they like (snack) with books. I say "whatever works" to get them to love books.)Most students end up loving to do book clubs and are disappointed when they are done for the year.

Roll Of Thunder, Hear My Cry Lesson Plan

Roll of Thunder, Hear My Cry by Mildred D. Taylor

This novel is filled with many opportunities. We use it in a variety of ways.

Roll of Thunder, Hear My Cry addresses several themes that students are able to identify as we travel through the novel. The most obvious is racism, but others are injustice, betrayal, and the power of choice and consequences. Working with behavior students in an alternative school, we try to focus on the power of choice and consequence as much as possible!

When we begin the book, I have the students choose a character and analyze that character in their journal as we continue reading. Students document what kind of person that character is and support their analysis with excerpts from the novel. For example: T.J. is a sneaky person because he conned Stacey into giving T.J. his coat.

As their character is presented with a conflict, students journal a diary entry from that character explaining the conflict and possible solutions. Discussion of consequences resulting from each solution is required. The novel offers several opportunities for this type of diary entry.

After the completion of the novel, we have conducted a mock trial for T.J. in the classroom. This activity has gone well sometimes and not so great other times. The students are so upset with the injustice, they forget to play characters according to the personalities in the novel. It’s a learning experience… but the success will depend on the maturity of your class.

A Lesson Plan for a Novel

In seventh grade, we read the novel The Outsiders by S. E. Hinton. One of the focuses of this novel is characterization. It is full of interesting characters!

Throughout the reading of the novel, students complete a character grid on one of the characters in the story, listing the physical appearance, quotes-what he/she says, actions-what he/she does, and quotes-what others say about him/her (including page numbers giving evidence of the information found).

For a final study on characterization, students create a poster that introduces the character. Using the information collected, students' posters include the following:
* the character's name at the top of the poster;
* a picture of a current actor/actress that the student would cast in the 2007 Outsiders movie;
* a complete physical description of the character;
* three of the character's direct quotes and what these quotes reveal (p. #);
* three of the character's actions and what they reveal (p. #);
* three examples of what others have said about the character and what this reveals (p. #); and
* spelling, and overall neatness and effort.

Some teachers at my school also have a day where students dress up as those characters, and students really seem to enjoy that activity. We watch the Outsiders movie as well.

While there are also many other elements/devices present in this story, such as the themes of friendship, heroism, and "staying gold," this is a lesson students can carry into their reading of other novels and also into their own writing.

Novel techniques

I think the strategies in teaching novels depends on the novels being taught. If the novel is strong in figuative and style like Their Eyes were Watching God or House on Mango Street, one needs to focus on those aspects. When the strong elements are introduced, they must be reinforced with how it enhances the presentatin of the novel. What doe sthe novel gain from this? Discussion is importatnn when dealing with syle. Studetns tend to have a bit of difficulty understanding style and allowing themselves to be taken away from the plot. In the novels I teach I try to focus more on the themes of the novels and the ideas being presented rather than plots. Sophomores in high school are still worried about plot. I try to address their questions about what is hapening but at the same time try to identify what idea is being present according to this plot. WHne the novel is heavy with themes and symbols like a Lord of the Flies or a Mockingbird, these symblos and themes need to be placed in the students' world. Novels and not isolated int their pages; they are instructions at times just waiting to be followed. I atempt to lead the studetns to this reallization. We do this through discussin, listening, and application.

lesson plan for a novel

I use the novel When the Legends Die to promote discussions and activities regarding cultural differences. We begin by mapping territories of Native American lands and how they became lesser and lesser with time. We read several short essays by Native American writers - trying to learn as much as we can about cultural beliefs. We, in particular, study about the Ute Nation - as this is the one in the novel. If time allows, we do an internet search - looking for other works written by Hal Borland. As we begin reading, we make journal entries about the setting and the characters - especially the protagonist and how he is affected by other characters and by setting. We keep track of the protagonist's many names - why he gets them and his reaction to them. Each student then finds out what his/her name means - first and last - and why his/her parents chose that name. The students create a visual of this which is displayed. The other classes that come into the room really enjoy these posters. Discovering this tradition in the novel often leads us to a discussion about religious traditions (allowed in our school). Throughout the story - we make a circle, the theme of the story being that life travels in a circle. Actions lead to reactions and the chain continues. The final includes a short essay recounting a life experience where a decision toward action caused a chain of reactions.

Basic Lesson Plan for the Novel- Literature Circles

I have taught novels primarily within Literature circles. I generally allow the students to “test drive” the novels in about a five minute span each. They can read the beginning of the novel, or they can read whichever part they might need to. After they have read all of them, and usually there are about eight choices, the students are to fill out a card ranking their choices one through three. Once the students have been grouped together, they are to meet in groups and determine how many pages must be read each week. I usually give an assignment for each week. One week they are to find five elements of mood and use sticky notes to mark the periods that mood is used. The assignment that will be given the upcoming Friday will deal with mood and the collection of what they have done. While students are in groups, they are able to discuss what they have read and any problems. I will generally walk around and ask a few questions as well. I have done various projects while doing the Literature circles. Some of the projects are book in a bag, a different version of a plot chart, creating another ending chapter for the novel, creating a new front and back cover for the novel, creating a persuasive commercial for the book, and several other persuasive elements. Usually they have to use all of the literary elements that we have gone over. I try to make teaching novels more project and discussion based. I have yet to teach a novel with a whole class reading the same novel. I have also used puzzle posters in order to show the different elements. This could be used with a plot line, to show what happens if a piece was taken away…or even used with a variety of elements.

Novel Lesson Plan - Nicole

When I teach to a novel I usually like to have a literary element in mind that I will focus on. It helps to narrow down what I am teaching so that I can cover one standard at a time. I will give you two examples of novels that I have used and the literary element for each.

The Miraclous Journey of Edward Tulane by Kate DiCamilo

This is a great story for teaching setting because it has multiple settings in the story. We created a timeline of events from beginning to end. Edward is a china rabbit that belongs to a little girl in a well to do family - throughout the story he gets thrown out to sea, lost in a heap of garbage, claimed by a man who lives on the street, loved by an elderly couple, and repaired by a craftsman. Anyway, you get the idea. As we read the story students drew pictures and wrote a caption for each of the settings in the story and reflected on how each one was related to the other. I think having a focus and setting the stage for reading helps students organize their thoughts while reading.

Loser by Jerry Spinelli

I used this novel to focus on characterization. It is easy to organize because it follows the main character, Zinkof, through his years in school. We used an organizational mini book to label each year that he was in school and wrote how his character developed through the story. Students were able to make self to text connections when they reflected on how they have matured through the years. Again, I think just these small organizers help to focus reading and structure mini lessons on standards that need to be covered throughout the school year.

Lesson Plan for a novel

I teach first grade so I will explain a lesson I would do for the level of my students. When reading "Johnny Appleseed," I start with reading the book to the students, since this would be too difficult for most first graders to read independently. (We read about "Johnny" at the beginning of the school year.) I bring in other books about Johnny Appleseed written by different authors. We discuss similarities and differences in the books and determine what things about Johnny were true and what things were added to the story. With a partner, students do interactive writing and write about (and draw a picture) the thing they liked most or were impressed with in Johnny Appleseed. These are later presented to the rest of the class. We tie it in with art and make Johnny Appleseed puppets to be used in our puppet theatre in an informal fashion. The lesson ties in with geography as we look at the states he traveled in on our carpet which has a huge map of the United States. Because Johnny lived off the land with basically the shirt on his back, a pan on his head, and no shoes (according to most versions), we take our shoes off and walk on the gravel playground and also on the grass to feel how it was for Jonny when he went barefoot. We discuss the importance of planting trees and plant apple seeds in containers to grow in our classroom. Finally, each student brings an apple and we make applesauce. While students enjoy their applesauce, they watch the video of Johnny Appleseed that comes from our public library. I realize this is more like a mini unit than a lesson plan but activities could be added or deleted according to the amount of time that is available.

Lessen plan for teaching a novel

Another way I teach a novel is mainly journaling and discussions. I book talk five novels and students vote. Knowing that not everyone will get their choice, they are also invited to read the other novels individually. After setting up journals in binders that stay in the classroom, I gather what they already know about the elements of literature(plot, characters, etc.) and 5-10 figurative language terms (flashback, etc.). Third, we review or reteach imagery, connections, questions, predictions, clarification, and evaluation. With the students thoroughly impressed with how much they already know, we listen to the book on tape, stopping 5-10 pages in to have students work in groups to fill in their notes with details from the novel telling the setting, etc. that we had previously defined in our notes. This is followed by full class discussion. As the novel progresses, students are required to either write or orally contribute daily; and they write while listening or may ask to stop the tape to comment. Bonus points are given for contributing figurative language examples, current connections, or higher level thought questions etc. and points deducted if students do not write or speak. Students have to share the speaking time, and I mark who speaks each day, making some allowances for extended response time and such. I try to have students answer questions other students pose, so I'm not the expert but everyone's view is a possibility. Along the way we get mini lessons or do extended writing and they have been told we'll do a paper or project at the end of the book-usually about themes but open to any related topic students want meeting some preset rubric- 8-10 pieces of evidence from the book or new (author, comparison to other lit., etc.) info.

Week Eight: Lesson plans

In order to have my students connect with the setting of Fever, 1793, I have my middle school students log on to http://teachingamericanhistory.org/convention/map on the Internet to begin their web quest. Fever, 1793 takes place in Philadelphia. During this time in history, Philadelphia was the capital of the newly formed United states.

As students pull up the website they are greeted with a colored map of old Philadelphia and some of the famous landmarks of the day, along with street names and hyperlinks on famous land marks. In Fever, 1793 Laurie Halse Anderson has taken great steps to make sure her street names coincide exactly with the streets of old Philadelphia.

We begin this lesson with our list of addresses and landmarks we've collected from Anderson's novel. The students click each of the landmarks to find pictures and information concerning old Philadelphia as well as present day pictures and links to continue their web quest. We utilize this information to create our own wall map of old Philadelphia plotting where the novel takes Mattie, the main character, during each chapter of the book.

The students are always curious as to why the capitol of the U.S. didn't stay in Philadelphia as well as how the City of Brotherly Love chose to maintain the historical buildings and build their modern structures around them.

Students are also amazed at the history of Washington Square, it's existence, and it's utilization as a grave yard for Revolutionary War soldiers and well as Yellow Fever victims.

I have several different angles in which I utilize this web quest, depending upon which chapters we are focusing on in our studies. Creating the wall map and plotting the main character's navigation through the novel and the city is just one piece.

This is an overview and the links provided can take you to the history of Dr. Rush, the consulting physician during this outbreak of Yellow Fever in 1793, to Blanchard's Balloon and his attempts at flying.

Lesson Plans

Novels in the News

One project that incorporates well into both novels and plays is creating a newspaper. Using local weekly and daily papers to see what types of articles should be included, students work in small groups to design and create the newspaper. Publisher is a great program because the templates for newsletters work so well. This project exposes them to a different type of writing. We discuss what events in the novel/play qualify as hard news for the front page, events that would entice a reader to write a letter to the editor, local weather related to setting, obituaries, human interest stories, and even the classifieds have appeared in these newspapers. The final product is reproduced so that each student has a copy of the newspapers and we spend a day reading.

This project is done almost exclusively in the classroom. Revisions and proofreading is done by students and the instructor. The details that students include in their stories are then discussed pointing out how they reveal theme, character, symbol, motif, etc. I use a rubric to grade the newspapers.

Essay Writing

I have found that students have difficulty finding symbols, motifs, and themes while they read. I will give them an essay usually five paragraphs it pick one of the above stated and focus on it. With The Great Gatsby, the three types of houses are an important symbol to the people who live in them and how they got and spend their money. The first essay my students had to write was a five paragraph essay. Paragraph one was an introduction paragraph stating what they would be discussing in their essay and giving their thesis statement. The next three paragraphs deal with the people and their houses. One paragraph on teh Buchanan's, one paragraph on Gatsby, and one paragraph on Nick. Then the finish with a conclusion paragraph summarizing their main points and restating their thesis statement. I have found that when I help them find one or two symbols, they are more eager and less apprehensive about talking and writing about symbols, motifs, and themes. The beauty of these three items is that they are so open to interpretation that students can connect with them in different ways.

Journaling Assignment

I always have my students do a reading journal/log when we read a novel in class. We usually spend a day discussing the journal and what makes for good journal entries - highlighting what would be the most important information they would want to refer back to at a later date (characters, setting, themes, symbols, important events, etc.) At the end of each chatper I give them the reading questions that they also answer into their journals. The questions give me a chance to make sure they have hit the high points in the chapter and focus on those areas. Then I usually read the first chapter to them outloud. This helps give them the feel for the book and we can discuss any questions they have along the way. Then I give them my journal notes from the first chapter so they can see how I did my journal. They don't have to follow it, but they can see how I mark important information and give little symbols or marks so I can find similar information quickly. It has worked out well for me. I grade the entire notebook at the end of the unit and give them points. They also can use the notebook on any tests and of course for essays. I find it really helps students focus on reading and not just skimming the words.
Below is a copy of my Reading Log Ideas:

Reading Response Log

As you have read in your syllabus notes, you will be keeping a reading response log on the novels you read in class.
The in-class log will deal specifically with assignments you are given to read by Mrs. Kallemeyn. These logs will be turned in at the end of each book. Your logs are worth 50 points per novel.

Reading Response Log Entries and Writing Ideas

The following will be required at the beginning of each novel entry in your logs:
The title The author
The date the book was published The number of pages
The genre (mystery, humor, nonfiction, adventure, realistic fiction, autobiography, history)
Answer the question: What do you think the title of the novel means?

Upon finishing each novel you will need to write a paragraph that includes the following:
· Your ranking from 1-10 (1 being the worst) and why you ranked the book the way you did.
· Your response to the final chapter of the book, did it end the way you had hoped? Why or why not?
· Did your thoughts on what the title of the book meant turn out to be accurate? Why or why not?
· Did the author leave you hanging or did (s)he finish up all of the details?

Here are some ideas on what to keep notes on while reading your novels. Many if not all of these will be used in your daily novel logs in class. The purpose of the reading log is to help you better understand and become more aware of what you are reading. One of the biggest advantages to keeping a reading log is to help you review for tests both in class and for AR.
(Be sure to write page numbers by everything you make reference to in your log.)
Characters – write down a brief description of the character as you read it, also include the page when you first meet the character. This list will continue on through the book so you may want to leave some space to fill in details at later date.
If a character makes you angry, write it down – what did (s)he do? What was your reaction to it? If you would have handled the situation in a different way, write about what you would have done.
Write what you think, when you think it!
Write your reactions to plot and character development, tone, language, diction, style, images, symbols, themes, setting, etc.
Ask questions as you read. Most of the time you can answer your own questions if you will take a moment to write them down so that you won’t forget them as you go along.
Write about what you like and dislike about the novel, what seems confusing or unusual to you.
Tell what you think something means. Make predications about what might happen later.
Relate your personal experiences that connect to the plot, characters, or setting.
Take note of words that you do not know. Look them up in the dictionary and write the definition in your reading log.
Write down questions you would like explained or discussed with the teacher or in class.

Here are some questions to answer while reading your novel or when you have finished it:
ü Are you enjoying the book?
ü Are you confused?
ü What would you tell someone about the book so far? Why?
ü Why do I think the author wrote this book?
ü What have I learned from this book?
ü What would I like to learn more about? Less about?
ü Did my feelings change at some point during the book? Where?
ü Was the book believable? Are there connections to my own life?
ü What confuses me about the book?
ü Has the author persuaded me?
ü Has the book affected my attitude toward this subject?
ü How have I changed after reading this book?
ü How did the author’s style affect the book’s message?
ü Which element is the author most skillful with: plot, setting, characterization, conflict, resolution?
ü Who would benefit by reading this book?
ü Would I read any other books by this author?
ü Character: Who are the major characters? What are they like?
ü Plot: So their actions seem believable? Why or why not?
ü Setting: What mood does the setting create?
ü Conflict: What are some of the conflicts the characters face?
ü Theme: What important truths about human experience does the story communicate?

Here are some starter sentences that will help you get your ideas down on paper:
I wonder what this means
I really don’t understand this part
I really like/dislike this idea because
This character reminds me of somebody I know because
This character reminds me of me because
This character is like (name of the character) in (title of book or movie) because
I think this setting is important because
This scene reminds me of a similar scene in (title of book or movie) because
I like/dislike this writing because
This part is very realistic/unrealistic because
I think the relationship between _____ and _____ is interesting because
I like/dislike (name of character) because
This situation reminds me of a similar situation in my own life. It happened when…
The character I most admire is _____ because
If I were (name of character) at this point, I would

My side of the mountain

I taught this book a few years ago and to get students involved I had them create their own refuge in the mountain. They were going to have to bring some supplies from home that the would need to survive out in the mountains. They set everything up and we would talk about what it would be like if we did this in the real world. Would they be able to survive like our character in the book.
We go on to do research on what plants we can find in the wild that are edible and what else we would need to survive.

Freak and Vocabulary

In the book “Freak the Mighty” by Rodman Philbrick, one of the main characters (Freak) has an impressive vocabulary while the other main character (Max) describes himself as never having a brain. At one point in the story, Freak writes a dictionary and gives it to Max. The end of the book is a copy of this dictionary. It contains real words with humorous definitions and invented words with definitions. I assign my students to create their own dictionary with humorous definitions and invented words, but they only get to create one themselves. They must find friends, family, teachers (anyone else) to write their name down and write a word and definition. It is a great activity to get my 6th grade students talking to their families about what they are doing in school. Most parents take this very seriously and think a long time on their responses. Sharing favorite entries is always good for a laugh.

After the imaginative word dictionary exercise, we go back through the book and inventory the real words that are used. Students make a short list of favorites, quote the passage where the word is used, and define the word. We then choose a class list of ten vocabulary words and the students create a vocabulary test for themselves. We make a game of using the words in conversation and in writing assignments when it is appropriate. I find that the students take much more ownership in their vocabulary and some try to use “good words” they know and acknowledge others for vocabulary.

Be the producer

This lesson came from reading a poem called "The Skater of Ghost Lake" by William Rose Benet, but it could certainly be adapted to a short story or a novel. Although it would be fun to do the actual production, time is always at a premium, and the proper technology is not necessarily available. I have my students do just the planning and storyboarding to create a short film.
The directions -- Using specific references from the poem to explain your choices, describe how you would present the poem as a short film. Would you recommend color or black and white, sound or silent film? Who would be your actor and actresses? How would you accomplish the special effects? What would you choose as music?

The storyboard -- Describe each change in action by saying whether the camera view will be an extreme closeup (XCU), a closeup (CU), a middle shot (MS), a long shot (LS), or an extreme long shot (XLS). How will you create and build the drama? What visual imagery is essential for conveying the various details of the poem? How will you keep the action moving? In what way will you maintain the mystery surrounding the poem?

I don't have the results yet, but one girl believes she can use textual support to have the main characters be field mice pursued by an owl. She intends to use cartoons.
One boy believes the characters to be ghosts. I am uncertain of his plans for the movie, but he is a rock drummer, so I can predict his choice of music.

If this were adapted to a long work, the film could serve as the "trailer" for a longer movie. It would have to hit the highlights and set the tone and introduce the characters without revealing all. I particularly like the fact that the movie won't actually be made.

Act I

After we have read a novel and had the lit circle dicussing connections, themes, dialogue, irony, etc., as an ending or assessing activity I have the students break into small groups. The are instructed to choose a part of the book that they liked. Then they are to put on a production of the part. This includes characters, dialogue, creating the setting, and learning their parts. When they do their parts they are to not just say the words, but put the feelings behind the words or body language. The students really seem to enjoy this, but at the same time they must really understand the character and what is happening in this part of the story. I have many students who are very artistic and this draws them into the project. They feel success in being a part of the production.
I use a rubric to grade the students, one that they get at the beginning of the project. The see what they must do to obtain the grade they desire. It is amazing to see the productions they can come up with and really get a grasp on the situation at hand. I have in the past video taped the productions. On another day we get popcorn and a drink and watch the production. The kids get to critique themselves. It has in the past been a favorable experience.

A lesson plan Idea

Ruby Holler by Sharon Creech is the novel that I just wrapped up with my 8th graders. The two main characters, twin orphans, travel to several homes of potential adoptive parents. These homes are not fit for man or beast. Through these travels, Dallas and Florida, the twins, learn to never trust anyone but each other. Their orphanage is run by two misfits, the Trepids.

Dallas and Florida meet Tiller and Sairy, a middle-aged couple looking for companions to go on trips. Tiller and Sairy have raised four children of their own.....all in the holler, Ruby Holler......with no electricty or running water, TV, or any other modern conveniences.

As the story progresses, Dallas and Florida learn of Tiller's and Sairy's talent for wood carving. The students are hooked by this point and so I have a great time with the follow lesson.

Dallas and Florida learn through wood carving, that the beauty of something or someone is not always on the outside and visible to our eyes. This story is rich with metaphor and the wood carving sequence is one of my favorites.

I have the students carve soap with plastic utensils as, of course, we cannot bring sharp knives into the school building. They are given a block of soap and we roll it around in our hands, turn it and study it. We revisit the chapter were Florida and Tiller and camping and the speak of knowing what to carve about....."just see what comes out."

The only object that I give the students is that their soap cannot resemble a bar of soap when it is finished. It must be a three dimensional, recognizable object. We have had canoes, hearts, pumkins, stars, anything the kids can think of.

We then revisit the carving project at the end of the book. Open ended questions we discuss are: Do you have to stay where you are in society just because you were born there? Why or why not? What if you cannot move up in society? Are you who you want to be as an adult when you are 13? How would you know? Can you "carve out" your own future? How would accomplish this?

Of course, soap and wood certainly carve differently the the lesson is a wonderful one.

TV Talk Show

After reading the novel Downriver my class created a TV Talk Show that occurred with the characters after the end of the novel. One student took on the role of Host. Several students took on the roles of chracters in the novel. Another group of students produced the commercials and another group of ctudents chose to be the director/cameraman/stage crew.

The students worked with the host to create questions for the interview and then practiced and timed their segmants. An opening number was produced including music. We worked on the project for about one week. The culmination was a 30 minute live performance of the show that was recorded on tape.

The students and I had a memorable experience that the student still talk about.

The downsides of this project are that it does take some time to put together and it can be difficult to keep everyone on task. Under the right circumstances it can be a valuable project.

This project could certainly be adapted to manynovels. This novel worked particulary well for this because it involved several student age characters and it was fairly contemporary. I think it would be fun to do it as a culminating activity at the end of the school year and let the characters be froma variety of literary selections

A Lesson Before Dying

One other idea that I like to use with novels is that of journaling the thoughts of a character as the novel progresses. In A Lesson Before Dying, this is a great novel to use for the character journals. The thoughts of the teacher talking to the man in prison everyday opens up an incredible discussion through the journals. Each day I give them different prompts to think about in their writing. Often times it is hard for students to talk in a group discussion in front of the class, through the journals, it opens up a discussion without them having to put themselves out there. I also will take quotes out of their journals, with the students' permission, and word process them with no name and put them on desks in a circle. Through open discussion, the quotes can be an easy avenue to start the discussion and no one knows who they came from.

Teacher Cyber Guide

Since I use novels to teach content rather then teaching specific novels I went searching for some ideas. In a conversation with a friend I was reminded of the novel "Cry the Beloved Country" and how much I had enjoyed it as a student in a literature class. Teacher Cyber Guide has a lesson plan posted for the novel and you will find a link to the main site and a direct link to the lesson plan at the end of this posting. I thought the variety of student activties was good and would at some point appeal to just about any type of learner. Also at the site is a very comprehensive list of website links for researching each task and for extended learning. Here are the main activities.
Student Activity 1 : Creating an Annotated Timeline as HistoricalInvestigation
Student Activity 2 : Keeping a Journal and Creating an Illustrated Map
Student Activity 3 : Writing a Letter in the Voice of a Character (Narrative)
Student Activity 4 : Answering Three Key Questions and Presenting a
Dramatic Reading as a Classic Speech
Student Activity 5 : Writing a Newspaper Article (Exposition) for the
Literary Section http://712educators.about.com/gi/dynamic/offsite.htm?zi=1/XJ/Ya&sdn=712educators&cdn=education&tm=34&gps=110_9_905_500&f=00&tt=14&bt=0&bts=1&zu=http%3A//www.sdcoe.k12.ca.us/score/cry/crytg.html


http://712educators.about.com/cs/novelsmenu/index.htm

Beowulf

This could be adapted to fit other texts. It is the final assessment I used after my seniors read Beowulf in class.

Beowulf
Final assessment options
100 points

DUE DATE: Tuesday, Sept. 19

Below you will find several options for your final assessment of Beowulf. They range from group presentations to the standard essay. Anything that you turn in to me must be typed (Deubrook report format) with the exception of the graphic novel choice. Choose one and have fun!


A) Write and perform a sequel or prequel to Beowulf in the form of an epic. (This can be prose, poem, skit, etc., but it needs to have the elements of an epic: heroes or people of high rank who encounter adventures or struggles on a grand scale, strong plot, conflict, excitement, adventure, detailed descriptions, and compelling imagery.)

· One to three people can do this.
· This should be 5-10 minutes long, no more, no less. If you have 2 people in your group, a minimum of 7 minutes; for 3 people, a minimum of 9 minutes.
· You will turn in a copy of your epic with each group member’s name at least one day before you perform it. You will receive the same grade unless I see that equal effort has not been made by each member.

B) Write and perform a monologue from Beowulf’s perspective describing his life from the beginning until his death.

· One person.
· This should be 4-10 minutes long, no more, no less. You will turn in a copy of your monologue to me at least one day before you perform it.


***A note about options A & B: In a “test” of a 2 page reading, it was 2.5 minutes, so 1 page=75 seconds. This is just an estimate! Make sure you rehearse, so you can make your time!

C) Choose a section of Beowulf (Beowulf’s encounter with Grendel’s mother, for example) to rewrite and illustrate as a graphic novel. This should be very detailed and in color. You need a minimum of 10 illustrations 3x5 inches with narrative text included. See me for an example of this! One person.






D) Write an essay on one of the following topics. One person. This essay should be 4 ½-8 pages long, following the Deubrook report format. You will probably have to do some research outside of the topic itself. Include a works cited page. For examples, see the Deubrook report format.
1. The epic Beowulf often digresses to include other legends or stories. Describe two or three of these and relate the significance and relevance to the epic itself.

2. The role of Women in Beowulf. Examine the female characters in Beowulf. Do women play an important role in the poem? Is this consistent with their roles in Anglo-Saxon society?

3. Monsters of Beowulf. Consider the qualities of the three monsters. Why does the poet give Grendel and his mother human qualities? What do each of their homes say about them as foes for Beowulf?

4. Battles with monsters. In Beowulf’s three fights with three monsters he uses different methods, techniques, and weapons, and he wins different “trophies” each time. Analyze these differences and explain what this says about his development as a hero.

5. Modern themes. Look for themes in Beowulf that have connection to our society and to modern humanity. Does this ancient literature have any common themes that we can learn from? (For example, compare Grendel to a villain of modern time: Hitler, Saddam Hussein. OR Can Grendel be seen as a victim? Perhaps the Danes moved in and polluted his home just as humans are cutting down rainforests or hunting endangered animals.)

GIST Summaries

I just learned something new at our inservice about using a GIST template, which means Generating Interaction between Schemata and Text. Step 1-Select content-related articles for students to read, allow them to work in pairs. Step 2-Students read the article and identify the 5 W's and an H on the GIST template. Step 3-Using the 5 W's and an H as a reference, students write 20-word summaries (GIST's) Step 4- Once the students have mastered writing a GIST using articles, the strategy is then applied to content area texts to support comprehension and summarizing skills. The 5 W's are Who: What: Where: When: Why: and 1 H is How:

Who: is the primary characters? who participated? who is affected?
What: is the topic of the lesson? its significiance? is the problem? are the issues? happened?
Where: did the event occur? is the setting? is the source of the problem?
When: did the event occur? did the problem begin? is it most important?
Why: did the event, issue, or problem occur? did it develop the way it did?
How: is the lesson, problem, or issue important? can the problem be resolved? does it affect the participants or characters identified in the Who question?

This can be used for any type of reading assignment it helps writers organize their stories or summaries.

Small Town Life

After reading the first 8 chapters of To Kill a Mockingbird, I split my students into pairs. I then give them an assignment that is cross-curricular. They are to make a movie using movie maker. I have them take photos and film shots of our small town of Kadoka and parallel it with the small town of Maycomb, Alabama. If they are working with someone who lives on the reservation and rides the bus, they can choose to summarize the chapters or do a movie on the Great Depression. Then in computer class, the students are taught how to use movie maker. They get class time to put their piece together. It usually takes about 4 days because of the shortage of cameras and camcorders. This project really gets them to connect their reading to their everyday lives. Music is required as a background to the piece as well. The instructions are easy; and since the students are so technology oriented, they really get into the project. I have copied the informaton and am posting it below:

Due to the fact that you are learning new and exciting things in your computer class, you are going to make a movie choosing one of the following:

Document small town life. Choose various excerpts in chapters 1-5 that depict small town life. Then take those excerpts and parallel them with life in the small town of Kadoka. How does Maycomb differ from Kadoka? How are the towns similar? Choose a song or 2 that is appropriate for your movie.

Research the Great Depression in the 1930s. Choose excerpts from chapters 1-5 that show us how life was in the 30s. How realistic is the books depiction of farmers (the Cunningham family, etc.) predicament in the book? Compare life during the Great Depression to life in the book which takes place during those times. Choose a song or 2 that is appropriate for your movie.

Make a movie that summarizes the first 5 chapters of the book. It should be detailed and realistic. This summary should include all that has happened in the book thus far. Make sure to choose a song that is appropriate for the project.

This assignment is due March 19th. It is a dual grade project. This one assignment will be graded for Mr. Murphy and for Mrs. Shuck and Mrs. Smiley. Presentations will begin when school resumes after spring break.

The Final Word

Great posts, everyone! Your final assignment is to post another lesson plan idea and to comment on two other plans in the blog. There are a lot of us posting, so it might help to navigate the blog easier if you include a LABEL for your post with the title of the novel and/or concepts taught in the lesson. For example, I'm labeling this post with the word "instructions" so if you are looking for instructions from me, you can just click on the instructions link in the Labels list on the home page of the blog (top right hand column). This process is also known as tagging in other social learning environments like del.icio.us and furl and other blog hosts.

Also, a quick reminder to those who haven't yet-- send in your USF registration and payment to Joe Hauge, TIE, 1925 Plaza Blvd, Rapid City, SD 57702. The title and number for the class are listed below.

2 credits

In Search of the Novel

EDU 544F

Thank you again for your patience with me as the class has developed and progressed, and for your willingness to work with these new technologies. I am convinced that Web 2.0 is here to stay, and I appreciate your delving into the world of wikis and blogs and online learning with me. Hopefully I'll see you online again soon!
Kris

Acclimating with a Prison Climate

When December and January roll around and the weather is cold, it is time to introduce One Day in the Live of Ivan Denisovich. I prefer a day when the snow is crunchy, the wind chill bites through your clothing, and being inside is extremely preferable to being outside. I don't set this activity up as one that will introduce a novel, but have desks arranged in groups of three or four depending on class size so that when they come in they will sit in groups. They usually sit with their friends which adds another element to the discussion later.

Step 1: Explain this will be a discussion activity and one person in the group must act as moderator and one as recorder. I offer no other parameters so that the discussions go in every possible direction in every possible scenario.

Step 2: handout the questions to be discussed and inform them they have XX minutes to complete the discussion. The questions require them to think about weather considerations, survival needs, friendships, fair treatment, helping others, and working conditions.

I circulate during this time adding a comment for them to consider or offering a different perspective on the questions.

Step 3: Sharing the results. I keep track on the board of the basic answers to each of the questions discussed. The answers are extremely varied and set up a wide range of situations to consider each one of the questions.

At this point, students are usually curious where this discussion is leading and by now one of them has asked why we need to talk about this. I then present the idea that they are in a forced labor camp and the weather is much like "today" (hopefully) and they must get ready to put in an eight hour day outside with meager rations, no heat and inadequate tools and materials.

After the inevitable comments, we discuss how long they each think they could survive in such conditions, what would help them survive and why some would survive and others would not.

with the idea of survival in their minds, I move onto historical background of Stalin and Alexander Solzhenitsyn. After presenting them with the background information, we read aloud for whatever time remains on the second day of this lesson paying close attention to sensory details and making connections with the sounds in the cold environment.

This introduction usually takes two days, but helps them realize what the prisoners are going through before they start reading and also helps them pinpoint injustices and cruelties found in the novel.

Author's Use of Language

I am currently having my students look at the language in their novel understand why Harriet Beecher Stowe had such an impact on the Civil War with her book. I got this idea from Houghton Mifflin.

The objective is for students to explore the language in the text to show how the author uses it to influence their thoughts on slavery.

The materials that you need to do this lesson (which can be adapted to any novel being taught - that is why I like it so much) are the novel being read and a copy of the Use of Language Worksheet. I will put the link to the worksheet here, but it cannot be changed in any way. You will also need to keep the copyright information at the bottom of the page. That is the condition for use by Houghton Mifflin. This assignment should take about 2-3 days. If your students are not on task, the assignment can be made to be due at the end of the hour.

Students need to work in groups. This works really well with literary circles. Each group is to choose one chapter of the book and select words and phrases that are specific to the theme of that novel. In my case, it is slavery. The students should look at how the author creates different moods and feelings about that theme. The groups should be given time to look at their chapter, working together to answer the questions from the worksheet. The address for the worksheet is http://www.eduplace.com/ss/hmss/5/unit/act6.2blm.html. The conditions for use are listed there.

Once the worksheet is finished, students are to write a report about the chapter they chose using specific words and examples from the book. The groups then report out to the class about their chapter and how the language may have influenced the people in 1851 to believe that slavery was wrong.

Esperanza Rising

When we read this novel we talk about the culture and the time that it is set in. They did not have anything when they left Mexico yet they were considered some of the wealthiest people in Mexico. They had to leave everything behind. We go into great detail about how spoiled Esperanza was and that she did not appreciate all that she had.
The students read the chapter about the train and the little girl on the train admiring Esperanza's doll.
They are then required to make a yarn doll. I use a foam ball for the head and cut enough yarn(30 pieces or so) to cover the ball. Put the ball in the middle and tie yarn on the bottom of the ball. Then tie down an inch or so for the body . Then divide for the arms and legs.
The students have to then show kindness to others by giving their doll to a lower grade. I have picked the 2nd in the past and we explain to them what we are reading and why they are getting this item. They are usually very excited like the girl in the book and we talk about similarities and differences when we get back to class. They then write in their journals what they liked about the assignment and what they disliked and how it made them feel.

Lesson Plan

I am going to share a lesson I used when my English IV class read Macbeth this past semester. I know Macbeth is not a novel, but the same ideas could be used for any book that requires a "history day" to set up the reading. I introduced the unit by having them do a WebQuest called "A Day in the Life...A Personal Journey Through the English Renaissance." Here is the link: http://cte.jhu.edu/techacademy/web/2000/hebert/

The finished product of the WebQuest was a diary entry that the students wrote from the perspective of an imaginary character I assigned them (31 year old fabric merchant, 27 year old miller, 17 year old son of a nobleman, 25 year old widow from the village, et cetera). They presented their diary entries to the class, so everyone got an overview of the time period. Some of the students really got into it and collaborated to talk about encounters with other characters their classmates had.

To encourage even more creativity, I could require students to bring a prop (costume, food) on the day they perform the diary entry.

The students filled out the following chart and had to include most of these things in the diary entry:

A day in the life of…
Character’s name

Clothing

Meal or snack

What occupied your time? Describe the feelings, troubles, and triumphs of your day.


Leisure and entertainment

Dialogue

OTHER: home, family life, love, intrigue, hobbies or vices, money, education, religious beliefs, etc.

I love to have the students act out various scenes from the novels we have read. The students have to decide which scene, which characters, and how best to depict the scene using their own imaginations and ingenuity. It has been really fun and educational in the scenes they choose and the characters they assign themselves to protray. I have been amazed at the expressions and the interpretation of the story by the students.
This lesson usually takes one class period and the students own time to be totally prepared. The props are very sparse as each group may pick a different scene and time is a restriction. Students are divided into small groups, they choose the scene and the characters, and use the novel for the dialog. I really enjoy seeing the students act out the stories in this manner. It makes the novel come alive for them.

Mockingbird names

Lesson objective: Students will be able to draw parallels between names of characters in To Kill A Mockingbird and the characters themselves to gain insight.

Something I like to do as an introduction or briefly into the novel is list the names of the characters in the book on the white board and then field questions as to the quality or qualities associated with that name.

For example, what quality or qualities would you associate with “Scout”? Someone who is loyal, trustworthy, brave, adventurous, smart, etc.; For “Jem”? Someone or something that is admirable, cherished, radiant, polished, etc.; For “Boo”? (That one seems pretty obvious, doesn’t it? For “Dill”? Someone or something that is not ponderous or heavy, but is very distinct or peculiar; For “Atticus”? (This may be somewhat reaching, but doesn’t the name conjure up an association with formalism, rationalism, heroism?). And there is still Calpurnia, Heck Tate, Alexandra, etc.

I write these qualities/associations after the names, and then ask the question: “Are these names intentionally selected by the author to help guide us in understanding the characters, or are they just random names used by the author?

I think the activity helps students along in their path to knowing the characters, and also reveals yet another device of the writer in presenting their characters and plot.

Novel lesson plan ideas

I recently finished the novel Flowers of Algernon, so since I don't teach middle or high school students here's some ideas I would use to present this novel.
My first part would be do discuss Charlie's feelings and have them close their eyes and think about what Charlie must have felt like when Algernon beat him in the maze races.
Another activity to use with the students would be to do a Ink blot test like the Rorschach test. Have them write down what the picture reminds them of.
Identify with the students what it would be like to be Charlie after the operation.
During these activities 1-2 students will be "beating the mouse", saying that each inkblot is just an inkblot, and when Charlie says he couldn't lie about people he didn't know, 1-2 students would lie.
After all these activity tests are done then ask the students to identify which is the true Charlie. Discussion questions such as: Have you ever thought about what it would be like to have an IQ of around 68? How would people treat you? Would you ever want to be "smarter", Would you let them? What would you say to them?
I would like to dicuss more on feelings and how do we treat people that are different than we are. Do we ignore them? help them? or tease or ridicule them because they are different?
I really enjoyed this novel and would also like my kids to read it as I think it would be another eye opener to them to see how we are all different, but yet the same.

I just finished the novel The Bridge to Teribithia. I really enjoyed it as well. I really felt like I was in the setting and a part of the story. My kids want to see it at the movies I hope it doesn't ruin the imagery I have in my head of how the author made me feel apart of these two kids' lives.

Character Day

(This is a note to the student)

Reading Halloween Project

There will be a final reading project for the first nine weeks. Your will bring to life a character from a book you have read this quarter. You will need the book in class to complete parts of the assignment.

Assignment parts:

Choose a good character
Character Analysis
Illustration
Talk Preparation (note cards )
Costume
The Talk


You will be graded on six activities listed.

1) “Choose a good character”. You will need to have your character chosen and bring the book with you to class. The reading teacher will OK the choices and let you know if it is an appropriate character.

2) “Character Analysis” due. You will need the book to write exact words about this character. The character analysis is an activity where you choose three characteristics of your character and back them up with quotes from the book.

3) “Color Illustration” due. The illustration should be of you portraying the character. Draw your costume to the best of your ability. Make sure to include any props you intend to have with you.

4) “Note cards” due. Have your note cards neatly written. You may use these cards during your talk.

5) “Costume” due. Using your illustration as a guide, dress (and behave) like your character. Costume guidelines are:
•School appropriate (covers properly, no graphic violence, no drug reference)
•Face paint must be put on at home (do not bring face paints to school)
•Bring props first period and use only in the reading classroom.

6) “The Talk” due. Become your character. Talk to the class giving everyone an idea of who you are and what characteristics you have.



(The following continuums are here as a rubric guide. They can be used by the student and the teacher to assess the performance of the project.)

Character Analysis continuum:
a) Three characteristics .......... One characteristic
b) Completely finished ............. Incomplete
c) Quote or example relates to characteristic .......... Quote or example does not go with characteristic

Color Illustration continuum:
a) Use all the space wisely .......... Much unused space
b) Character is most of the picture ...Character too small
c) Colorful & neat .......... Messy
d) Many details included .......... Very few details

Costume continuum:
a) Costume looks like the illustration .......... Hard to see how the illustration is a picture of you in costume
b) Props and costume “make sense” for the character .......... Props and costume seem random
c) Costume is elaborate / detailed .......... Costume is thrown together
d) Costume required thought and time to prepare .......... Costume required very little thinking to put together
e) You act the part as well as dress the part .......... People can’t tell what kind of characteristics your character has by looking at you.

The Talk continuum:
a) You are completely prepared and have obviously rehearsed .......... You do not seem at all prepared to present
b) You become your character (facial expressions and body language generate strong interest) .......... Very little use of facial expressions or body language.
c) Volume is loud enough to be heard by all audience members .......... Volume often too soft to be heard by all audience members
d) Stands up straight, looks relaxed. Establishes eye contact with everyone in the room .......... Slouches and/or does not look at people during the presentation
e) Presentation is 3 – 4 minutes long .......... Presentation is too long or too short

Novel Circle Alphabet Books

After reading a novel and participating in novel circles, each circle group prepares an alphabet book version of the novel. This is a culminating project.

Requirements for the project:
1. Create an original cover for the book (front and back) group member names must appear on the cover as well as title, author and a new "blurb" on the back.
2. Each letter of the alphabet must represent a character, event, object or theme in the novel.
3. Each page must include

• An over sized first letter followed by "is for....----" Ex: M is for Melinda
• 5 sentences of explanation of how this item, theme, character etc. is essential to the novel
• Use of pictures to symbolize this word. This can be original drawings, clip art, etc.
• Be attractive to the eye, consistent in style Ex: everyone in the group needs to use the same font or stencils--no mixed media. Decide on a style and be consistent.

4. Plan: For each letter of the alphabet decide as a group what the symbol/word will be.

5. Divide and Conquer: Each group should assign each letter, cover, and binding to member of the group. Then a copy should be made of these assignments for the teacher. This way if any one member of the group does not fulfill his/her duties it is clear who needs to be help accountable.

6. Students prepare pages. It is required that they proofread before final printing. They should be error free of grammar and spelling mistakes.

5. Bind the book appropriately--a binder, punching holes and tying with yarn, rings etc.

5. Present the books to the class with an oral presentation. This way all members of the class get a taste of the novel.

Comment: It is easy to identify the groups that work well together and those that do not. To really be successful with this project the members need to support each other, make decisions together, and fulfill their responsibilities. After completion of the projects I ususally sit down with each group and discuss successes and problems. I always ask why their group succeeded or not succeeded. After honest discussion, the students feel my evaluation of their project is fair and they had an opportunity to share any explanations before points are assigned.