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