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.
Saturday, March 31, 2007
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.
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.
Thursday, March 29, 2007
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.
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.
Tuesday, March 27, 2007
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.
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.
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.
Monday, March 26, 2007
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
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
Sunday, March 25, 2007
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.
Wednesday, March 21, 2007
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
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
Tuesday, March 20, 2007
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.)
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.)
Monday, March 19, 2007
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.
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.
Sunday, March 18, 2007
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.
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.
Wednesday, March 14, 2007
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.
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
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
Monday, March 12, 2007
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.
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.
Friday, March 9, 2007
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.
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.
Thursday, March 8, 2007
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.
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.
Monday, March 5, 2007
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.
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.
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.
Saturday, March 3, 2007
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.
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.
Friday, March 2, 2007
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.
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
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
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.
To Kill a Mockingbird
At the halfway point in TKAM, I have my freshman choose groups and they then draw from a hat a character from the novel. Then they outline a member of the group onto a large piece of paper and create the appropriate label to identify the character. They have to spend a few minutes identifying character traits from the novel with an action, comment from another character or something the character says to support their characterizaton. Then they put them outside in the hallway. Then throughout the second half of the novel, they have to add to the pictures with new information.
An assignment that doesn't really deserve to write home about. It's fun and the students get to visualize the information. However, I had a senior (I teach TKAM to freshmen) ask what they were doing. The senior then said, can we add to them? It became a school project. Being in a small school, I'm guaranteed that I've had every student as a freshman and they've all read the novel. The upperclassmen added to the charts from an older perspective. The older students also ended up discussing the novel in relationship to what we were doing in their individual classes as well.
Now, the freshmen first thought, "Cool, the juniors and seniors will do all our work for us." But it didn't work that way. They actually were drawn into conversations outside of class about the novel they were reading in class. It became a visualized debate on the walls and the upperclassmen understood that novels change as their perspective changes and the freshmen understood that it's not simply an assignment for class and then it goes away.
I was thrilled that the novel remained with the kids. To this day I'm amazed that the kids show so much more if I just listen to them. I've often wondered what would have happened if I had told that senior that he couldn't add to the charts. That's a freshmen project....
An assignment that doesn't really deserve to write home about. It's fun and the students get to visualize the information. However, I had a senior (I teach TKAM to freshmen) ask what they were doing. The senior then said, can we add to them? It became a school project. Being in a small school, I'm guaranteed that I've had every student as a freshman and they've all read the novel. The upperclassmen added to the charts from an older perspective. The older students also ended up discussing the novel in relationship to what we were doing in their individual classes as well.
Now, the freshmen first thought, "Cool, the juniors and seniors will do all our work for us." But it didn't work that way. They actually were drawn into conversations outside of class about the novel they were reading in class. It became a visualized debate on the walls and the upperclassmen understood that novels change as their perspective changes and the freshmen understood that it's not simply an assignment for class and then it goes away.
I was thrilled that the novel remained with the kids. To this day I'm amazed that the kids show so much more if I just listen to them. I've often wondered what would have happened if I had told that senior that he couldn't add to the charts. That's a freshmen project....
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