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.
A support site for an online course with the objective of improving literature instruction.
Monday, April 2, 2007
Sunday, April 1, 2007
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.
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
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