INTRO TO I AM MALALA-PART ONE IS DUE THURSDAY, MAY 10- BE PREPARED TO DISCUSS SOCRATIC SEMINAR STYLE. PLUS BE PREPARED TO DISCUSS THESE QUESTIONS: Why is education important? To what extent is it important that all members of society are educated? Is it a basic human right to receive an education?
| iammalalaintro.pdf |
THE CAY FINAL--SOCRATIC SEMINAR--MONDAY, APRIL 30TH. ACTIVITIES ARE DUE THURSDAY, MAY 3RD.
PREPARE FOR FINAL SOCRATIC SEMINAR FOR THE CAY ON MONDAY. MAKE SURE YOU COME UP WITH AT LEAST ONE OF YOUR OWN QUESTIONS AND THINKING ALONG WITH THE FOLLOWING:
• Design an alternative book cover for The Cay (must have at least 5 lines of recommendations and/or summary of the book and illustration must connect to a major theme of the novel such as overcoming prejudice, survival etc.)
• Write a prologue or an epilogue for The Cay.
• Write an alternative ending for The Cay.
• Design a memorial stone that Phillip might have made for Timothy if he ever returned to the cay in the Devil’s Mouth. (must have at least 5 lines on an index
card explaining how the message on the memorial is connected to the novel.)
• Write a song or rap to a favorite melody with at least 10 lines that relate directly to
The Cay.
• Write a script for and act out a conflict in the novel (filming optional)
• Write a script for a turning point in the novel (filming optional)
• Extreme Island Makeover (Hut, Clothing Line, Cuisine, Raft etc.)
• Build a Stew Cat (a la Build a Bear)
• “Bling” my raft/hut
• Design an amusement park, carnival etc. with a “Cay” theme (Can be broken down into 3 groups of 3)
• Restaurant Menu featuring delicacies from the cay (samples optional)
• Design a 3D Hato
• Build a model or map of the island
• Create a game
• Create a survival guide
• Build a model of Timothy’s water catchment system
• Create a diorama of a favorite scene from The Cay
• Or get teacher approval for an idea of your own!
- What sacrifice did Timothy make on Philip’s behalf during the hurricane?
- What was Timothy’s legacy to Philip (lasting impact) and how did it help him continue his fight for survival?
- What was the one object Philip took with him from the island? What was its special significance? What was Philip’s dream for the future?
- The setting of a novel is the time and place where the story occurs. What are the two main settings of this novel? Why are two different locations important to this novel? Make sure you explain how they connect to the theme or main idea. Provide evidence from the text.
- Why is the context of the times in which the story was written also so relevant to this story?
• Design an alternative book cover for The Cay (must have at least 5 lines of recommendations and/or summary of the book and illustration must connect to a major theme of the novel such as overcoming prejudice, survival etc.)
• Write a prologue or an epilogue for The Cay.
• Write an alternative ending for The Cay.
• Design a memorial stone that Phillip might have made for Timothy if he ever returned to the cay in the Devil’s Mouth. (must have at least 5 lines on an index
card explaining how the message on the memorial is connected to the novel.)
• Write a song or rap to a favorite melody with at least 10 lines that relate directly to
The Cay.
• Write a script for and act out a conflict in the novel (filming optional)
• Write a script for a turning point in the novel (filming optional)
• Extreme Island Makeover (Hut, Clothing Line, Cuisine, Raft etc.)
• Build a Stew Cat (a la Build a Bear)
• “Bling” my raft/hut
• Design an amusement park, carnival etc. with a “Cay” theme (Can be broken down into 3 groups of 3)
• Restaurant Menu featuring delicacies from the cay (samples optional)
• Design a 3D Hato
• Build a model or map of the island
• Create a game
• Create a survival guide
• Build a model of Timothy’s water catchment system
• Create a diorama of a favorite scene from The Cay
• Or get teacher approval for an idea of your own!
THE CAY-DUE FOR SOCRATIC SEMINAR-TUESDAY, APRIL 24TH
PREPARE A RESPONSE TO LITERATURE THAT DEALS WITH SETTING (TIME AND PLACE). HERE IS AN OUTLINE OF WHAT YOUR RESPONSE SHOULD LOOK LIKE:
THE SETTING IN _______ IS SIGNIFICANT BECAUSE IT SHOWS THAT___________________. SOME DESCRIPTIVE PHRASES THAT STAND OUT ARE _____________________, _______________________ AND _________________________. THE SETTING REMINDS ME OF (CONNECT TO REAL LIFE OR ANOTHER TEXT) ________________________. THE MOOD OR ATMOSPHERE OF THE STORY CAN BEST BE DESCRIBED AS _____________ BECAUSE ___________. I THINK AN IMPORTANT THEME IN THIS STORY IS _____________________ BECAUSE ______________________. I THINK THE SETTING CONNECTS TO THE THEME OR MAIN IDEA BECAUSE ______________________________.
THE CAY—read through chapter 13
THE SETTING IN _______ IS SIGNIFICANT BECAUSE IT SHOWS THAT___________________. SOME DESCRIPTIVE PHRASES THAT STAND OUT ARE _____________________, _______________________ AND _________________________. THE SETTING REMINDS ME OF (CONNECT TO REAL LIFE OR ANOTHER TEXT) ________________________. THE MOOD OR ATMOSPHERE OF THE STORY CAN BEST BE DESCRIBED AS _____________ BECAUSE ___________. I THINK AN IMPORTANT THEME IN THIS STORY IS _____________________ BECAUSE ______________________. I THINK THE SETTING CONNECTS TO THE THEME OR MAIN IDEA BECAUSE ______________________________.
THE CAY—read through chapter 13
- How did Philip show his growing self-sufficiency during Timothy’s bout with malaria?
- When Philip learned to fish, he was alone at the reef; yet, he did not mind being by himself. Compare this attitude to the way Philip felt when he first arrived on the island.
- What did Philip really mean when he asked timothy, “Are you still black?”
- Read the passage below and discuss how Philip’s blindness made it easier for Philip to become close to Timothy and cast aside his former prejudice. How had Philip’s prejudice cause him to misjudge Timothy’s real character?
- A symbol in literature is an object or an act that represents an idea or an entire set of ideas. Consider the act of Philip’s climbing the coconut tree. How is this a symbolic act? What is its significance?
ORDINARY MARY TEXT:
| ordinary_mary_text.docx |
| compareandcontrastlifeandordinarymary.pdf |
| life_by_cynthia_rylant__2_.docx |
THE CAY PART ONE-CHAPTERS ONE AND TWO. WE WILL DISCUSS SOCRATIC SEMINAR STYLE ON THURSDAY. BE PREPARED.
FOR THURSDAY: THE CAY: READ CHAPTERS 1 AND 2. COME PREPARED WITH AT LEAST ONE OF YOUR OWN QUESTIONS AND THINKING AS WELL AS AT LEAST TWO NEW VOCABULARY WORDS.
1. Why did Philip and the people of Curacao fear for their own safety even though the major events of World War Two were taking place in Europe and the South Pacific?
2. Why were the islands of Aruba and Curacao in potential danger of German attack?
3. How did Philip’s mother feel about living on the island of Curacao? What about his father?
4. How did Philip feel about leaving?
5. Do you think Philip shared his mother’s prejudice against African Americans? Why or why not?
6. What kind of event might motivate you to want to leave your home?
7. Who is telling this story? Why do you think the author chose this point of view?
1. Why did Philip and the people of Curacao fear for their own safety even though the major events of World War Two were taking place in Europe and the South Pacific?
2. Why were the islands of Aruba and Curacao in potential danger of German attack?
3. How did Philip’s mother feel about living on the island of Curacao? What about his father?
4. How did Philip feel about leaving?
5. Do you think Philip shared his mother’s prejudice against African Americans? Why or why not?
6. What kind of event might motivate you to want to leave your home?
7. Who is telling this story? Why do you think the author chose this point of view?
SOCRATIC SEMINAR INTRO FOR THE CAY:
I can deepen my understanding of the Civil Rights Movement and the text, the Cay through engagement in a Socratic Seminar. Review slideshow and rules. Distribute book and discuss the following questions:
THE CAY:
1. Preview the book and predict what it may be about.
2. This novel is dedicated to Dr. King and his dream for a society without prejudice. Predict how his speech may be woven into the fabric and theme of the book.
3. What do you know about the civil rights movement? Begin to list questions you have about that time. MAKE CLASS CHART.
4. What is a self fulfilling prophecy? (Vision). How do prejudice and stereotyping often reinforce the behaviors they criticize in their victims? In what situations at school might low expectations cause poor achievement?
THE CAY:
1. Preview the book and predict what it may be about.
2. This novel is dedicated to Dr. King and his dream for a society without prejudice. Predict how his speech may be woven into the fabric and theme of the book.
3. What do you know about the civil rights movement? Begin to list questions you have about that time. MAKE CLASS CHART.
4. What is a self fulfilling prophecy? (Vision). How do prejudice and stereotyping often reinforce the behaviors they criticize in their victims? In what situations at school might low expectations cause poor achievement?
DUE MONDAY, MARCH 26: Comparative Essay-Extended Response Using: Last Kiss and Growing Pains
Read The Short Story Last Kiss by Ralph Fletcher and the poem Growing Pains by
Jean Little. You will use the two passages to compare and contrast the text with
similar themes hand develop a thesis/ claim that applies to both stories and a
common message.
In your response, be sure to:
- Introduce a topic
- use details from the stories to sport your answers
- Organize ad connect your ideas in your writing
- Provide a closing statement in your writing
- Use transition words
- Check your writing for complete sentences, capitalization, punctuation and
Spelling.
Jean Little. You will use the two passages to compare and contrast the text with
similar themes hand develop a thesis/ claim that applies to both stories and a
common message.
In your response, be sure to:
- Introduce a topic
- use details from the stories to sport your answers
- Organize ad connect your ideas in your writing
- Provide a closing statement in your writing
- Use transition words
- Check your writing for complete sentences, capitalization, punctuation and
Spelling.
| last-kiss.pdf |
| growing_pains.pdf |
DREAMS AND DREAMS DEFERRED
I can deepen my understanding of poetry by comparing and contrasting two poems by Langston Hughes and by identifying their mood, tone and theme with text based evidence and inferring. (Dreams and Dreams Deferred).
What is Mood?
The feeling created by the text in the reader.
What is Tone?
The attitude expressed by the author/writer about the subject.
What is Theme?The author's message or lesson about life and humanity
A Dream Deferred
by Langston Hughes
What happens to a dream deferred?
Does it dry up
like a raisin in the sun?
Or fester like a sore--
And then run?
Does it stink like rotten meat?
Or crust and sugar over--
like a syrupy sweet?
Maybe it just sags
like a heavy load.
Or does it explode?
Dreams- Hold fast to dreams
For if dreams die
Life is a broken-winged bird
That cannot fly.
Hold fast to dreams
For when dreams go
Life is a barren field
Frozen with snow.
Langston Hughes
What kinds of dreams do you think the author of the poem had?
Do you think this poem could be talking to other people about their dreams too?
Tone is the writer's attitude toward the subject he or she is writing about. On the other hand, mood is the feeling the reader gets when reading something. How can you best describe the tone and mood of this poem?
What is the theme or message of this poem? GIVE SPECIFIC TEXT EVIDENCE.
How does it "speak" to you about the dreams you have in life?
Life is a broken winged bird that cannot fly is what kind of figurative language?
Why do you think the author made this comparison?
What does barren mean?
Why do you think the author made this comparison?
Dreams Deferrred Dreams are awesome things, and we can chat about them until the cows come home. But are dreams really dreams if they are never pursued? In "Harlem," the speaker discusses the darker underbelly of poems; that is, he wonders what happens when dreams are ignored or "deferred." The result is not too pretty.
Questions About Dreams, Hopes, and Plans
1. Dreams come in all shapes and sizes. What kind of dreams do you think our speaker is thinking about?
2. What does it mean to defer a dream?
3. Our speaker offers several possible answers to his first question. Which of these answers do you think he believes in most?
4. Why does our speaker choose the word "deferred" over words like "ignored," "postponed," or "forgotten?"
5. In your experience, what happens to a dream deferred?
6. Why do you think Langston Hughes structured this poem in the way he did?
8. Why does our speaker answer questions with questions?
VISIT THE FOLLOWING WEBSITE ON SMARTBOARD: http://www.americaslibrary.gov/aa/hughes/aa_hughes_subj.html
What is Mood?
The feeling created by the text in the reader.
What is Tone?
The attitude expressed by the author/writer about the subject.
What is Theme?The author's message or lesson about life and humanity
A Dream Deferred
by Langston Hughes
What happens to a dream deferred?
Does it dry up
like a raisin in the sun?
Or fester like a sore--
And then run?
Does it stink like rotten meat?
Or crust and sugar over--
like a syrupy sweet?
Maybe it just sags
like a heavy load.
Or does it explode?
Dreams- Hold fast to dreams
For if dreams die
Life is a broken-winged bird
That cannot fly.
Hold fast to dreams
For when dreams go
Life is a barren field
Frozen with snow.
Langston Hughes
What kinds of dreams do you think the author of the poem had?
Do you think this poem could be talking to other people about their dreams too?
Tone is the writer's attitude toward the subject he or she is writing about. On the other hand, mood is the feeling the reader gets when reading something. How can you best describe the tone and mood of this poem?
What is the theme or message of this poem? GIVE SPECIFIC TEXT EVIDENCE.
How does it "speak" to you about the dreams you have in life?
Life is a broken winged bird that cannot fly is what kind of figurative language?
Why do you think the author made this comparison?
What does barren mean?
Why do you think the author made this comparison?
Dreams Deferrred Dreams are awesome things, and we can chat about them until the cows come home. But are dreams really dreams if they are never pursued? In "Harlem," the speaker discusses the darker underbelly of poems; that is, he wonders what happens when dreams are ignored or "deferred." The result is not too pretty.
Questions About Dreams, Hopes, and Plans
1. Dreams come in all shapes and sizes. What kind of dreams do you think our speaker is thinking about?
2. What does it mean to defer a dream?
3. Our speaker offers several possible answers to his first question. Which of these answers do you think he believes in most?
4. Why does our speaker choose the word "deferred" over words like "ignored," "postponed," or "forgotten?"
5. In your experience, what happens to a dream deferred?
6. Why do you think Langston Hughes structured this poem in the way he did?
8. Why does our speaker answer questions with questions?
VISIT THE FOLLOWING WEBSITE ON SMARTBOARD: http://www.americaslibrary.gov/aa/hughes/aa_hughes_subj.html
WESTWARD EXPANSION #4: DUE FRIDAY, MARCH 23:
| westward_book_clubswrap.doc |
WESTWARD EXPANSION #3-DUE MONDAY, MARCH 19TH:
| westward_expansion3.doc |
WESTWARD EXPANSION BOOK CLUB #2-DUE TUESDAY, MARCH 13TH:
| westward_expansion_book_club_packet.doc |
INTRO TO WESTWARD EXPANSION & BOOK CLUB PACKET #1:
| westwardexpansionbackground_info.doc |
| westward_expansion_book_club_packets1.doc |
COMPARATIVE ESSAY DUE THURSDAY, FEBRUARY 15:
| samplecomparativeessay.docx |
COMPARATIVE ESSAY: DUE THURSDAY, FEBRUARY 15
Kids can make a difference in changing the world/Perseverance overcomes any obstacle/All it takes is one small act of kindness to change the world (or select another theme that you feel is most applicable-relevant).
TASK: YOU ARE GOING TO WRITE A FOUR-FIVE PARAGRAPH ESSAY THAT INCLUDES A SPECIAL INTRODUCTION WHERE YOU COMPARE AND CONTRAST YOUR CARL HIASSEN BOOK (HOOT, FLUSH OR SCAT) TO THE NIGHT OF THE SPADEFOOT TOAD OR ANY OTHER NOVEL OF YOUR CHOICE.
FIRST PARAGRAPH DISCUSSES YOUR THEME WITHOUT MENTIONING THE TEXT YET.1. Begin by introducing the topic or main idea. A quick summary or reiteration of the essay question—which will be the main idea-theme-thesis that you will be exploring. You may include a quote from brainyquote or quotegarden to support your thesis statement (but make sure it relates to the body of your essay). For example, what is perseverance all about? How can kids go about making a difference in changing the world? Try to include A SPECIAL QUOTE THAT RELATES TO YOUR THEME. SAMPLE: JAZZ MUSICIAN HERBIE HANCOCK ONCE SAID, "It's part of life to have obstacles. It's about overcoming obstacles; that's the key to happiness."
SECOND PARAGRAPH: INTRODUCE BOTH STORIES-IN A SENTENCE OR TWO, DESCRIBE THE PLOT. THEN DISCUSS HOW THE TEXTS ARE SIMILAR AND WHAT IMPORTANT THEME(S)-MESSAGE(S) THEY SHARE. Second paragraph includes a transitional phrase. For example, In the first text, Hoot an important theme is….I know this because the text teaches us that (paraphrase info). Give at least two other examples from the text that supports this theme. Show insight. Something like, Therefore this text teaches us that… Now, make sure you use examples of quotes and techniques which explore this idea in this text. Then discuss how this theme applies in the second text. Include a transitional phrase like similarly in the text, Night of the Spadefoot Toad, we see the important idea of...Give at least two examples of how the theme-idea is supported. Then add your insight.Therefore, I can conclude (infer) that….(state new knowledge that shows insight based on your new learning). Now, make sure you use examples of quotes and techniques which explore this idea in this text. Make sure to discuss at least two important similarities.
THIRD PARAGRAPH EXPLORES IMPORTANT DIFFERENCES IN THE TEXT. Begin by saying something like….even though these two stories share similar themes and life messages, there are important differences. In the first text….describe what the main character hoped to accomplish, what obstacles stood in the way and how the situation was resolved. Then compare it to the other text by saying something like….while in the other story, the main character wanted...but was faced with...so he-she resolved the problem by...Try to add insight that tells us why you think the author included the scene-information-text-based evidence. Try to include at least two important differences between the texts and explain them fully.
FINAL PARAGRAPH: CONCLUSION. SUM UP WHAT BOTH STORIES TEACH US AND WHY THEY ARE IMPORTANT. ***Include an important difference-contrast (with text based evidence from both stories-texts). Also add on your own thinking-insight about what you the reader learned from reading both texts. You may add an inspirational quote that pertains to the theme or end by posing a question to the reader. You may also conclude by making a text to world connection.
Kids can make a difference in changing the world/Perseverance overcomes any obstacle/All it takes is one small act of kindness to change the world (or select another theme that you feel is most applicable-relevant).
TASK: YOU ARE GOING TO WRITE A FOUR-FIVE PARAGRAPH ESSAY THAT INCLUDES A SPECIAL INTRODUCTION WHERE YOU COMPARE AND CONTRAST YOUR CARL HIASSEN BOOK (HOOT, FLUSH OR SCAT) TO THE NIGHT OF THE SPADEFOOT TOAD OR ANY OTHER NOVEL OF YOUR CHOICE.
FIRST PARAGRAPH DISCUSSES YOUR THEME WITHOUT MENTIONING THE TEXT YET.1. Begin by introducing the topic or main idea. A quick summary or reiteration of the essay question—which will be the main idea-theme-thesis that you will be exploring. You may include a quote from brainyquote or quotegarden to support your thesis statement (but make sure it relates to the body of your essay). For example, what is perseverance all about? How can kids go about making a difference in changing the world? Try to include A SPECIAL QUOTE THAT RELATES TO YOUR THEME. SAMPLE: JAZZ MUSICIAN HERBIE HANCOCK ONCE SAID, "It's part of life to have obstacles. It's about overcoming obstacles; that's the key to happiness."
SECOND PARAGRAPH: INTRODUCE BOTH STORIES-IN A SENTENCE OR TWO, DESCRIBE THE PLOT. THEN DISCUSS HOW THE TEXTS ARE SIMILAR AND WHAT IMPORTANT THEME(S)-MESSAGE(S) THEY SHARE. Second paragraph includes a transitional phrase. For example, In the first text, Hoot an important theme is….I know this because the text teaches us that (paraphrase info). Give at least two other examples from the text that supports this theme. Show insight. Something like, Therefore this text teaches us that… Now, make sure you use examples of quotes and techniques which explore this idea in this text. Then discuss how this theme applies in the second text. Include a transitional phrase like similarly in the text, Night of the Spadefoot Toad, we see the important idea of...Give at least two examples of how the theme-idea is supported. Then add your insight.Therefore, I can conclude (infer) that….(state new knowledge that shows insight based on your new learning). Now, make sure you use examples of quotes and techniques which explore this idea in this text. Make sure to discuss at least two important similarities.
THIRD PARAGRAPH EXPLORES IMPORTANT DIFFERENCES IN THE TEXT. Begin by saying something like….even though these two stories share similar themes and life messages, there are important differences. In the first text….describe what the main character hoped to accomplish, what obstacles stood in the way and how the situation was resolved. Then compare it to the other text by saying something like….while in the other story, the main character wanted...but was faced with...so he-she resolved the problem by...Try to add insight that tells us why you think the author included the scene-information-text-based evidence. Try to include at least two important differences between the texts and explain them fully.
FINAL PARAGRAPH: CONCLUSION. SUM UP WHAT BOTH STORIES TEACH US AND WHY THEY ARE IMPORTANT. ***Include an important difference-contrast (with text based evidence from both stories-texts). Also add on your own thinking-insight about what you the reader learned from reading both texts. You may add an inspirational quote that pertains to the theme or end by posing a question to the reader. You may also conclude by making a text to world connection.
| comparecontrastrubric5315.docx |
EMPATHY BUILDING-I CAN DEEPEN MY UNDERSTANDING OF TEXT AND BECOME A MORE COMPASSIONATE CITIZEN BY exploring how our understanding of the world around us changes when we look at situations from another’s perspective.
| empathybuildingrevised.ppt |
ANGEL ISLAND:
| angel_island.pdf |
QAR-QUESTION-ANSWER RELATIONSHIP
CARL HIASSEN PART SIX. FIRST SECTION IS DUE TUESDAY, FEBRUARY 6TH. PART TWO ON WEDNESDAY, FEBRUARY 7 AND FINAL PART IS DUE THURSDAY, FEBRUARY 8.
WE WILL HAVE BOOK CLUB DISCUSSIONS TOMORROW AND WORK ON NEXT PACKET. YOU MAY BEGIN TONIGHT. PLEASE DO AN EXTRA GREAT JOB AS SUPERINTENDENT DIMANGO IS VISITING ON THURSDAY.
SCAT-PART one final:
FLUSH: PART one final
1. Remember there are different conflicts in stories including character vs. self, character vs. nature, character vs. fate, character vs. character and character vs. society. Choose two that you think are mostly found in this story and explain how and why.
2. Compare Noah with another important character from the story. Explain at least three important similarities and differences.
3. The climax usually occurs at the most exciting or important part of the story. Where do you think the climax of this story occurred and why?
4. What was ironic about Paine’s statement, “I think the counseling has helped Noah, honestly I do?”
5. Why was Dusty able to get off with such a light sentence?
6. Why did Noah’s dad get a check for $1000?
7. What was your impression about the way the story ended? Why? Would you have changed anything? Explain.
8. Imagine you are a newspaper reporter at the time and place of Flush. Write a third person narrative newspaper article about the important events from the story. Include quotes from the characters. Try to also include real information about the ecological problem presented in the story (research!) Include a photo-caption and present in two column format so it looks like a real article.
PART TWO: DUE WEDNESDAY, FEBRUARY 7TH EVERYONE:
LITERATURE DISCUSSION:
How are you like the main character? How are you different?
Do you find the characters in the story realistic? Why or why not?
Which character did you like the most and the least? Why.
Who else would like to read this story? Why?
What two questions would you like to ask the author about this story and why?
I thought it was funny when…
I was angry when…
I would have liked to have seen…
The main character learned that.
I learned that…
FINAL PART. DUE THURSDAY, FEBRUARY 8TH-EVERYONE:
Write your personal response. What does it make you think about and why?
Find out what causes the original song supported. Why was it originally written? What other causes adopted the song and why? What causes might support it now in our local and world community and why?
- FINISH THE BOOKS. WE WILL HAVE TWO FINAL DISCUSSIONS. THIS IS FOR PART ONE. PART TWO FOLLOWS. PART ONE IS DUE TUESDAY, FEBRUARY 6. PART TWO IS DUE THURSDAY, FEBRUARY 8H.
- PART ONE: DUE TUESDAY, FEBRUARY 6:
- Did you think Roy should have placed himself at risk by becoming involved with Mullet Fingers and his cause? Why or why not?
- Why do you think Mullet Fingers would not accept help from Beatrice and Roy?
- What does the burrowing owl symbolize?
- How was the government implicated in the owl cover up?
- Why do you think Roy’s father granted his son permission to go to the groundbreaking ceremony?
- Do you think that a group of students could stop commercial development as was accomplished in this novel? Why or why not? Would you ever participate in such a cause? Explain.
- At Mother Paula’s groundbreaking ceremony, Beatrice’s soccer teammates had signs that said:
- MOTHER PAULA DOESN’T GIVE A HOOT ABOUT OWLS!
- BIRD KILLERS GO HOME!
- SAVE THE OWLS, BURY THE BUTTERMILKS!
- USE THESE THREE SLOGANS TO COME UP WITH THREE NEW SLOGANS. CHOOSE ONE AND CREATE A MINI POSTER ON 8X11 PAPER WITH IMAGES AND DESIGNS.
- PRETEND YOU ARE A NEWSPAPER REPORTER WHO IS ASSIGNED TO THE MOTHER PAULA GROUNDBREAKING CEREMONY. WRITE AN ARTICLE ABOUT THE DEMONSTRATION. WRITE IN THIRD PERSON NARRATIVE WITH PRETEND QUOTES FROM CHARACTERS. BE SURE TO INCLUDE WHO, WHAT, WHEN, WHERE, WHEN, WHY AND HOW. PREPARE IN A PUBLICATION FORMAT WITH A PHOTO AND CAPTION.
SCAT-PART one final:
- Explain how Nick changed during the course of the story.
- How did his opinion of Mrs. Starch change and why?
- Issue: Bullying. At what point in the novel does the reader know that Smoke isn’t really a bully? Contrast it to the way that Mrs. Starch bullies her students to the way she treats the baby panther. What is the difference between bullying and blackmail? How does Mrs. Winship use blackmail to help her grandson and son in law? Discuss Drake’s attempt at blackmail. Why doesn’t it work for him?
- Issue: Courage: Who is the most courageous and why? How does Smoke display one type of courage at the beginning of the story and another at the end when he stands up to Mrs. Starch? What do Smoke and Mrs. Starch teach Nick and Marta about courage?
- Issue: Sacrifice: Nick’s father joins the army reserves in order to have extra money to send Nick to Truman School. What is his ultimate sacrifice? Explain what Nick, Marta, Smoke and Mrs. Starch sacrifice to save the panther cub. What is the irony of Nick breaking his right arm?
- Issue-abandonment: What is abandonment? Discuss Smoke’s feelings of abandonment. How do these feelings contribute to his past criminal record? How is his dedication to reuniting the panther and her kitten related to his own feelings of abandonment? Mrs. Starch also deals with abandonment. How does she deal with her feelings? What other characters deal with this issue? How has this shaped the way they live?
- Write an article after the students return from Black Vine Swamp having successfully saved the Panthers. Create a catchy headline. Use quotes and research from the story and from research you have done about the Panthers. Publish as an article in two column format. Include a photo and caption.
FLUSH: PART one final
1. Remember there are different conflicts in stories including character vs. self, character vs. nature, character vs. fate, character vs. character and character vs. society. Choose two that you think are mostly found in this story and explain how and why.
2. Compare Noah with another important character from the story. Explain at least three important similarities and differences.
3. The climax usually occurs at the most exciting or important part of the story. Where do you think the climax of this story occurred and why?
4. What was ironic about Paine’s statement, “I think the counseling has helped Noah, honestly I do?”
5. Why was Dusty able to get off with such a light sentence?
6. Why did Noah’s dad get a check for $1000?
7. What was your impression about the way the story ended? Why? Would you have changed anything? Explain.
8. Imagine you are a newspaper reporter at the time and place of Flush. Write a third person narrative newspaper article about the important events from the story. Include quotes from the characters. Try to also include real information about the ecological problem presented in the story (research!) Include a photo-caption and present in two column format so it looks like a real article.
PART TWO: DUE WEDNESDAY, FEBRUARY 7TH EVERYONE:
LITERATURE DISCUSSION:
How are you like the main character? How are you different?
Do you find the characters in the story realistic? Why or why not?
Which character did you like the most and the least? Why.
Who else would like to read this story? Why?
What two questions would you like to ask the author about this story and why?
I thought it was funny when…
I was angry when…
I would have liked to have seen…
The main character learned that.
I learned that…
FINAL PART. DUE THURSDAY, FEBRUARY 8TH-EVERYONE:
- Be prepared to discuss all of the following questions and write your ideas down.
- Identifying two important themes that emerged in the story. Make sure you stop and jot important events that related to the story’s themes-main ideas. Consider what the life lesson is that the reader learns (try to avoid clichés) and what evidence-events support that life lesson.
- Compare and contrast the main character in this story to another main character. Give specific examples as to how they are the same and how they are different. (You may wish to compare to another character that took a stand for the environment or another important cause. But these should be fictional characters).
- Compare and contrast the book’s main idea-theme to another story with a similar theme-main idea. Give specific examples as to how they are the same and how they are different.
- Remember key words and phrases that relate to a particular theme will be repeated throughout the book. Character’s words, actions along with things other characters say about main character and for these, too! (Okay. This is just jotting down some text evidence that relates to main ideas. But try to focus on characters’ relationships with each other including what they think about each other and how they relate to each other. Also, are there any key words and phrases that keep emerging that relate to main idea?)
- Identify how and why the main character changes. Consider what event brings about the change. What important life decision is the main character is faced with? What choice does he or she make? How does that choice impact the main character and others?
- Look at how figurative language (metaphors, similes and personifications) are used. Consider why they are used in the story—and what they reveal about setting, characters or relationships. Try to find at least two solid examples to explore. JOT DOWN AT LEAST TWO IMPORTANT EXAMPLES AND EXPLAIN HOW THEY RELATE TO THE MAIN IDEA OF THE STORY.
- In Hoot, one of the main characters began to sing, “This Land is Your Land, which was composed by Woody Guthrie. http://www.woodyguthrie.org/Lyrics/This_Land.htm
Write your personal response. What does it make you think about and why?
Find out what causes the original song supported. Why was it originally written? What other causes adopted the song and why? What causes might support it now in our local and world community and why?
- How has this book made you think about other ecological causes? How has it made you think about the roles of individual people and the government in these issues-causes? Try to be specific. What conclusions-theories have you drawn or how has your thinking changed about advocating for the environment based on reading this story?
- How does this story fit into the theme of kids making a difference? Explain and elaborate on your thinking.
CARL HIASSEN PART FIVE: DUE TUESDAY, JANUARY 29:
All: Continue adding on to the above questions FROM PART FOUR.
HOOT: Read chapters 13-18.
Scat: Read through chapter 16
Flush: Read through chapter 15.
HOOT: Read chapters 13-18.
- What do you think Roy’s mother meant when she said to him, “The line isn’t clear between what’s right and what’s wrong; your heart tells you to do one thing and your brain will tell you to do something different. In the end, all that’s left is to look at both sides and go with your best judgment? How does this quote fit in with the main idea of the story? Have you ever been faced with a dilemma similar to Roy’s? If so, explain.
- Why do you think Mullet Fingers took Roy to his “hidden sanctuary?”
- Do you think Roy can help the birds without breaking the law? Explain.
- “A pale sliver of moon peeked over the rooftops.” What is being personified? How does this help you visualize the scene? What is the significance of this quote?
- Do you think Roy should place himself at risk by becoming involved with Mullet Fingers and his cause? Explain.
- Why do you think Mullet would not accept help from Beatrice and Roy?
- Identify one of the important conservation-environmental issues raised in this novel. Do some research. Describe it in your own words in one long or two short paragraphs. Describe how it connects to the story and add on your own thinking-ideas about the issue.
- Stop and jot two new vocabulary words. Try to figure out the meaning using context clues. Then compare to dictionary definition.
- What did you read? What did you learn? What questions do you have?
Scat: Read through chapter 16
- Pretend to be one of the main characters. Describe how you are feeling at this point and justify some of your important actions-behaviors. How do you feel about yourself, what you are doing and why?
- Choose the same or another character. Describe how other people might see or feel about them. (Be specific).
- If you were advising Duane Scrod on how to handle his situation with the law, what specific advice would you give him?
- How would you describe Nick’s relationship with his dad? How does he feel about his decision to join the arms reserve? How is he coping with his father’s disability?
- Identify one of the key conservation issues raised in this novel (including protecting endangered species, destruction of wild habitats, exotic animal trading and issues around oil drilling). Provide some background information in your own words in one long or two short paragraphs and explain how this issue relates to the book. Also, add your own thinking about your new learning.
- Explain how and why Mrs. Starch and Smoke are two “unlikely soulmates on a mission.” Describe the mission and why are they an unlikely pair.
- How is Nick’s opinion of Mrs. Starch changing?
- Stop and jot two new vocabulary words. Try to figure out the meaning using context clues. Then compare to dictionary definition.
- What did you read? What did you learn? What questions do you have?
Flush: Read through chapter 15.
- When Noah’s dad tells him about his change of heart, Noah says, “I sure didn’t want Dad to make himself into a while different person.” Why do you think he didn’t want to see this happen?
- The novel says that after Shelley hit the man in the speedboat with an empty beer can it was dented. Do you think this is realistic? Why or why not?
- Write a brief synopsis (summary) of the altercation (argument) Noah and Abbey had with Jasper and Bull.
- Noah decides to use the Word, Geronimo to let his sister know if he is in trouble. He tells her that it was an expression he once heard in a movie, but Geronimo was also a famous Apache chief. List three important facts about Geronimo.
- We have already read about a number of important conflicts in this novel. (person vs. person, person vs. self, person vs. nature, person vs. society and person vs. fate). Describe and identify two conflicts from this story.
- Mark Twain once wrote, “Courage is resistance to fear, mastery of fear, not absence of fear.” Do you think Mark Twain is right? Explain. How does this relate to this story?
- Identify one of the key conservation issues raised in this novel (including protecting endangered species, destruction of wild habitats, exotic animal trading and issues around oil drilling). Provide some background information in your own words in one long or two short paragraphs and explain how this issue relates to the book. Also, add your own thinking about your new learning.
- Stop and jot two new vocabulary words. Try to figure out the meaning using context clues. Then compare to dictionary definition.
- What did you read? What did you learn? What questions do you have?
CARL HIASSEN PART FOUR: DUE FRIDAY, JANUARY 26:
All:
- Be prepared to discuss packet number three.
- Be prepared to discuss all of the following questions. Make sure you have jotted your ideas down:
- Identifying two important themes that are emerging in the story. Make sure you stop and jot important events that relate to the story’s themes-main ideas. Consider what the life lesson is that the reader learns and what evidence-events support that life lesson. You may add on to this as you finish the book.
- Remember key words and phrases that relate to a particular theme will be repeated throughout the book. Character’s words, actions along with things other characters say about main character and how they respond-act towards them also help reveal themes. So look for these, too! (Okay. This is just jotting down some text evidence that relates to main ideas. But try to focus on characters’ relationships with each other including what they think about each other and how they relate to each other. Also, are there any key words and phrases that keep emerging that relate to main idea?) Y
- Identify how and why the main character is changing. Consider what event brings about the change. What important life decision is the main character is faced with? What choice does he or she make? How does that choice impact the main character and others?
- Look at how figurative language (metaphors, similes and personifications) are used. Consider why they are used in the story—and what they reveal about setting, characters or relationships. Try to find at least two solid examples to explore.
CARL HIASSEN PART THREE: DUE TUESDAY, JANUARY 23RD
ALL: REMEMBER TO FOCUS ON THE FOLLOWING THROUGHOUT THE NOVEL: (CARL HIASSEN AUTHOR STUDY: HOOT, FLUSH AND SCAT). TASK: During the next two weeks, you and your reading partner will read another novel that is about a main character who demonstrates a commitment to the environment. As you read your book, pay extra close attention to the following:
HOOT CHAPTERS 7-12
FLUSH—READ THROUGH CHAPTER 12
SCAT-READ UP TO CHAPTER 12
- Identifying two important themes that emerge in the story. Make sure you stop and jot important events that relate to the story’s themes-main ideas. Consider what the life lesson is that the reader learns and what evidence-events support that life lesson.
- (Remember key words and phrases that relate to a particular theme will be repeated throughout the book. Character’s words, actions along with things other characters say about main character and how they respond-act towards them also help reveal themes).So look for these, too!
- Identify how and why the main character changes. Consider what event brings about the change. What important life decision is the main character faced with? What choice does he or she make? How does that choice impact the main character and others?
- Look at how figurative language (metaphors, similes and personifications) are used. Consider why they are used in the story—and what they reveal about setting, characters or relationships.
HOOT CHAPTERS 7-12
- Hoot’s setting is essential to the story. Describe three important characteristics of the setting. How does the setting influence the story? Be specific.
- Do you think Roy should continue to stand up to Dana? Is there any other strategy that might be better? Explain.
- Do you think Roy’s parents and school officials should have taken stronger action against Dana? Explain.
- Is more than one species of osprey found in the US? Are there places in the US where ospreys are not found? Do ospreys migrate?
- Dramatic irony refers to a situation in which one character is unaware of something that the other characters know. What is ironic about Mrs. Eberhardt’s conversation with Officer Delinko when he brings Roy home?
- Why do you think Dana is intent on terrorizing Roy? Will Beatrice’s punishment make him stop harassing Roy?
- Stop and jot two new vocabulary words. Try to figure out the meaning using context clues. Then compare to dictionary definition.
- What did you read? What did you learn? What questions do you have?
FLUSH—READ THROUGH CHAPTER 12
- How do you think the Underwood family will feel about the reporter segment of the news? Why?
- When mom was on the phone to Janet, what was the mood of the conversation?
- What are mom and dad going to think about what Jasper did to Noah?
- What is dad going to think about the news Shelly delivers to the house?
- What is the mood in the car as they are going to look for Abbey? Describe it.
- How did mom, dad and Noah feel when they found Abbey walking home?
- What might happen if the sheriff finds out dad left the house?
- Stop and jot two new vocabulary words. Try to figure out the meaning using context clues. Then compare to dictionary definition.
- What did you read? What did you learn? What questions do you have?
SCAT-READ UP TO CHAPTER 12
- What happened to Melton out in the Black Vine Swamp?
- Why doesn’t Drake and Jimmy Lee want to call the cops?
- Why does Marta lie to her mother about going to the movies with Nick?
- Why did Nick and Marta decide to break into Mrs. Starch’s house?
- What is special about all the taxidermied animals that Mrs. Starch collects?
- At the end of the chapter how was Twilly able to prove to Nick and Maria that Mrs. Starch was not dead?
- Stop and jot two new vocabulary words. Try to figure out the meaning using context clues. Then compare to dictionary definition.
- What did you read? What did you learn? What questions do you have?
Carl Hiassen part two due Wednesday, January 17
ALL: REMEMBER TO FOCUS ON THE FOLLOWING THROUGHOUT THE NOVEL: (CARL HIASSEN AUTHOR STUDY: HOOT, FLUSH AND SCAT). TASK: During the next two weeks, you and your reading partner will read another novel that is about a main character who demonstrates a commitment to the environment. As you read your book, pay extra close attention to the following:• Identifying two important themes that emerge in the story. Make sure you stop and jot important events that relate to the story’s themes-main ideas. Consider what the life lesson is that the reader learns and what evidence-events support that life lesson.
• (Remember key words and phrases that relate to a particular theme will be repeated throughout the book. Character’s words, actions along with things other characters say about main character and how they respond-act towards them also help reveal themes).So look for these, too!
• Identify how and why the main character changes. Consider what event brings about the change. What important life decision is the main character faced with? What choice does he or she make? How does that choice impact the main character and others?
• Look at how figurative language (metaphors, similes and personifications) are used. Consider why they are used in the story—and what they reveal about setting, characters or relationships.
HOOT: READ CHAPTERS 4-6-Read to find out whether Roy finds the running boy.
1. Why do you think Beatrice did not react aggressively when Roy spoke to her in the cafeteria?
2. Do you think Roy should discuss his interest in the running boy with his parents? Why or why not?
3. Why do you think Beatrice was harassing Roy?
4. Jot down any new knowledge about the burrowing owls’ habitat. Find out whether there is any other species of owl that is endangered and why.
5. What is the cliffhanger at the end of chapter six?
6. Explain the meaning along with relevance of the following simile to the story, “Roy just wanted to blend in quietly and not be noticed, like a bug on the riverbank.” What was Roy being compared to and why?
7. Stop and jot two new vocabulary words. Try to figure out the meaning using context clues. Then compare to dictionary definition.
8. What did you read? What did you learn? What questions do you have?
SCAT: READ CHAPTERS 4-6:
1. How do you think the other teachers, Mr. Neal and Miss Moffitt, felt when they found out that Mrs. Starch hadn’t returned?
2. Peculiar means strange or weird. What peculiar stories were the teachers saying about her home?
3. What does Libby’s asthma inhaler showing up mean about Mrs. Starch? How does Libby feel about this?
4. What was the problem with the Trapwick School and why was the name changed?
5. What was very peculiar about the rat on Mrs. Starch’s porch?
6. When Nick asks “How bad?” his mom doesn’t tell him. What do you think this means?
7. Stop and jot two new vocabulary words. Try to figure out the meaning using context clues. Then compare to dictionary definition.
8. What did you read? What did you learn? What questions do you have?
FLUSH: READ CHAPTERS 4-6:
1. “Only the best are bullied.” (Tim Field). Do you agree with this quote? Why or why not?
2. The novel mentions several types of fish and fish lures. Find out more about the following: snook, mangrove snapper, whitebucktail and finger mullet.
3. How do both chapters four and five end as cliffhangers?
4. There are two types of conflict evident in this story: character vs. character—between Noah’s family and his father. Explain and provide textual evidence to identify this conflict. There is also an external conflict of Noah vs. nature (the environment). Explain how this type of conflict is evident and provide textual evidence to support your claims.
5. What did you think of the way Noah reacted when confronted by Jasper? What inspired him to respond the way he did? What would you have done?
6. How did talk of divorce impact Noah and Abbey?
7. Stop and jot two new vocabulary words. Try to figure out the meaning using context clues. Then compare to dictionary definition.
8. What did you read? What did you learn? What questions do you have?
CARL HIASSEN AUTHOR STUDY: MAKING A DIFFERENCE-COMMITMENT TO THE ENVIRONMENT-PART ONE IS DUE THURSDAY, JANUARY 11TH. (CARL HIASSEN AUTHOR STUDY: HOOT, FLUSH AND SCAT). TASK: During the next two weeks, you and your reading partner will read another novel that is about a main character who demonstrates a commitment to the environment. As you read your book, pay extra close attention to the following:
Identifying two important themes that emerge in the story. Make sure you stop and jot important events that relate to the story’s themes-main ideas. Consider what the life lesson is that the reader learns and what evidence-events support that life lesson. (Remember key words and phrases that relate to a particular theme will be repeated throughout the book. Character’s words, actions along with things other characters say about main character and how they respond-act towards them also help reveal themes).So look for these, too! Identify how and why the main character changes. Consider what event brings about the change. What important life decision is the main character faced with? What choice does he or she make? How does that choice impact the main character and others? Look at how figurative language (metaphors, similes and personifications) are used. Consider why they are used in the story—and what they reveal about setting, characters or relationships.
| carl_hiassen_author_study.doc |
NIGHT OF THE SPADEFOOT TOADS INTERPRETIVE ESSAY: DUE WEDNESDAY, JANUARY 3RD
| night_of_the_spadefoot_toad_interpretive_essay.docx |
| interpretive_essay_rubric.docx |
CHAPTER 17: I CAN: Determine themes in literary texts by examining how writers use dialogue and details to develop characters & their experiences and by considering how and why characters change by resolving conflicts.
| lesson10conflict_brings_complexity_spadefoot_toads_gr_5_unit_1a_lesson_10.ppt |
CHAPTER 18: I can determine theme in a text by examining how and why the main character has changed.
| chapter18toad-determiningthemethroughchange_gr_5_unit_1a_lesson_11.ppt |
WONDER WEBQUEST AND ACTIVITIES:
| explore_the_world_of_wonder.pptx |
| exploretheworldofwonderpacket.docx |
POHL'S THINK TO LEARN QUESTIONS: USE THESE IN YOUR BOOK TALKS:
| pohl’s_think_to_learn_scaffolded_questions.docx |
CHANGING AND REARRANGING-CHARACTER TRAITS LINK:
blogs.birmingham.k12.mi.us/fazzolaragilmoreblog/files/2013/03/charactertraits1-1sbeq6o.pdf:
IN YOUR RESPONSE, MAKE SURE YOU FOCUS ON CHARACTER TRAITS, HOW AND WHY CHARACTERS CHANGE AND HOW THIS CONNECTS TO THE STORY'S THEME-BIG IDEA. BE SPECIFIC. ADD EVIDENCE AND INSIGHT.
REMINDER: DON'T FOCUS ON PLOT. YOU ARE FOCUSING ON CHARACTER TRAITS AND RESPONSES-BEHAVIOR. YOU ARE SHOWING HOW AND WHY THE MAIN CHARACTER IS CHANGING.
At first, main character is……..(describe him).
I know this because…..
This makes me think that…
But then, main characterl is….
I know this because
This makes me think that….
The message of this story is…..
I know this because….
It connects to how and why the character changes because...
I know this because…..
This makes me think that…
But then, main characterl is….
I know this because
This makes me think that….
The message of this story is…..
I know this because….
It connects to how and why the character changes because...
| badroadforcats_take_a_stand_14-15.pdf |
| changehowandwhy.pdf |
| changingandrearranging.ppt |
DISCERNING BETWEEN IMPORTANT AND INTERESTING INFORMATION. THIS IS WHAT WE CAME UP WITH:
HOW CAN WE DISCERN-DIFFERENTIATE-TELL APART-SEPARATE-TELL THE DIFFERENCE--DISTINGUISH BETWEEN WHAT IS IMPORTANT AND WHAT IS JUST INTERESTING?
- Important details or facts that when put together help you understand the main idea-big idea or what the author is trying to teach the reader about.
- Important details are usually very specific and necessary in order to understand the topic-subject.
- Usually answers the five w’s” who, what, when, where, why and how.
- Most important details help you summarize a section-part of the text.
- In an informational article, we will find the most important facts in the first couple of paragraphs. Then the nutgraph—the so what somes it up—usually around the third paragraph.
- In a chapter book, usually in the first paragraph, you will learn the most important information.
- Important info would also be found in introductions and endings—sort of reflections on what the book was mostly about.
- Detail that engages reader and makes them want to read on.
- Something unusual or extra.
- Keeps reader hooked
- Info-details that make you feel-care more about topic.
- Those wow moments that may lead to a personal response or further investigation-research on a topic.
READING PARTNERS HANDOUTS AND RUBRIC:
QUESTIONS TO ASK OURSELVES AS WE READ OUR PARTNERSHIP BOOKS--WE CAME UP WITH THESE TOGETHER:
MAKE SURE YOU COME PREPARED FOR MEETING BY ANSWERING COMPLETELY AT LEAST ONE OF THE FOLLOWING QUESTIONS (THESE ARE YOUR QUESTIONS) AND ONE OF YOUR OWN "THICK" QUESTIONS:
How does the characters' thoughts and feelings about the situations or each other contribute to the theme-big idea of the story?
How does the characters' relationships, conversations and actions relate to the theme-big idea of the story?
How does the setting-time-place contribute to the theme-big idea?
How and why are the characters changing as a result of what is happening in the story?
How does the characters' changes contribute to the main idea of the story?
What am I learning about the theme-big idea of in this section of the story?
Is there any figurative language-sybil or descriptive language-passage that helps us understand the theme-big idea of the text? Explain.
REMEMBER TO RESTATE THE QUESTION, PROVIDE TEXT BASED EVIDENCE AND ADD YOUR OWN THINKING-INSIGHT.
MAKE SURE YOU COME PREPARED FOR MEETING BY ANSWERING COMPLETELY AT LEAST ONE OF THE FOLLOWING QUESTIONS (THESE ARE YOUR QUESTIONS) AND ONE OF YOUR OWN "THICK" QUESTIONS:
How does the characters' thoughts and feelings about the situations or each other contribute to the theme-big idea of the story?
How does the characters' relationships, conversations and actions relate to the theme-big idea of the story?
How does the setting-time-place contribute to the theme-big idea?
How and why are the characters changing as a result of what is happening in the story?
How does the characters' changes contribute to the main idea of the story?
What am I learning about the theme-big idea of in this section of the story?
Is there any figurative language-sybil or descriptive language-passage that helps us understand the theme-big idea of the text? Explain.
REMEMBER TO RESTATE THE QUESTION, PROVIDE TEXT BASED EVIDENCE AND ADD YOUR OWN THINKING-INSIGHT.
| readingpartners__1_.doc |
| readingpartnerrrubric.pdf |
THICK VS. THIN QUESTIONS POWERPOINT AND HANDOUTS:
| thick_vs_thin_questions2.ppt |
| thick_questions.pdf |
| prompts_to_push_our_thinking.pdf |
ORPHAN TRAIN INDEPENDENT ACTIVITY PACKET: DUE MONDAY, NOVEMBER 20
| orphan_train_independent_activities.docx |
NON-FICTION PROMPTS TO USE TO GUIDE YOUR READING: TRY TO USE ONE AFTER EACH TIME YOU READ. YOU CAN JOT ON POST IT AND ADD TO NOTEBOOK OR JUST STOP AND JOT IN NOTEBOOK.
Summarizing Strategy
This section was mostly about how snakes hunt for their prey. I know this because it says that they can swallow prey up to three times their size, constrict (squeeze) them to death, or some even use venom (poison) to kill their prey.
Use this prompt:
This section was mostly about….
I know this because…
Predicting Prompts
I think this book will be about…. because…
I think I will learn….. in this section…. because the heading is…
Ex. I think this book will mostly be about how snakes care for their young because on the cover of the book it shows snakes with their eggs. Also, the blurb says “Find out what makes snakes such great parents.”
Question: wonder how…
Why might…
What are the…
What is…
Ex. I wonder how many different types of snakes there actually are in the world?
Answer pg. #
Questioning Prompts
I wonder how…
Why might…
What are the…
What is…
Ex. I wonder how many different types of snakes there actually are in the world?
Inferring Prompts
I think the author wants me to know that… because…
One idea I have about my topic is… because…
I think the author wrote this book to…. because….
Ex. I think the author wrote this book to teach us about all the different ways that make snakes great hunters. I think this because each section in the book was about a different style of hunting.
Figure out tricky vocabulary or phrases (Clarify)
I think this word means… because it says….
Because it says/ or in the picture it shows ….I was able to understand that
Ex. I think the word constrict means to squeeze because in the picture it shows a snake squeezes its prey and it also says that when snakes constrict, they squeeze their prey to death.
Making Connections
The information in this book is similar/different than the information in the other book because…
Ex. The information I found in my second book about snakes is different than the information in the first book I read because in the first book, it mainly talked about the different types of snakes but in the second book, it discusses only how they take care of their young.
Strategy: Comparing and contrasting in order to formulate ideas about topics
_________ are like _________ because….
Ex. Gorilla moms are like human moms because they both take care of their young the same way.
Determine Importance/Big Idea
I think the most important thing the author wanted me to know was… because…
Ex. I think the most important thing the author wanted me to know about snakes was that they are not as dangerous as most people think. I think this because the book stated that there aren’t many types of snakes that are dangerous and they really don’t attack unless they are provoked.
This section was mostly about how snakes hunt for their prey. I know this because it says that they can swallow prey up to three times their size, constrict (squeeze) them to death, or some even use venom (poison) to kill their prey.
Use this prompt:
This section was mostly about….
I know this because…
Predicting Prompts
I think this book will be about…. because…
I think I will learn….. in this section…. because the heading is…
Ex. I think this book will mostly be about how snakes care for their young because on the cover of the book it shows snakes with their eggs. Also, the blurb says “Find out what makes snakes such great parents.”
Question: wonder how…
Why might…
What are the…
What is…
Ex. I wonder how many different types of snakes there actually are in the world?
Answer pg. #
Questioning Prompts
I wonder how…
Why might…
What are the…
What is…
Ex. I wonder how many different types of snakes there actually are in the world?
Inferring Prompts
I think the author wants me to know that… because…
One idea I have about my topic is… because…
I think the author wrote this book to…. because….
Ex. I think the author wrote this book to teach us about all the different ways that make snakes great hunters. I think this because each section in the book was about a different style of hunting.
Figure out tricky vocabulary or phrases (Clarify)
I think this word means… because it says….
Because it says/ or in the picture it shows ….I was able to understand that
Ex. I think the word constrict means to squeeze because in the picture it shows a snake squeezes its prey and it also says that when snakes constrict, they squeeze their prey to death.
Making Connections
The information in this book is similar/different than the information in the other book because…
Ex. The information I found in my second book about snakes is different than the information in the first book I read because in the first book, it mainly talked about the different types of snakes but in the second book, it discusses only how they take care of their young.
Strategy: Comparing and contrasting in order to formulate ideas about topics
_________ are like _________ because….
Ex. Gorilla moms are like human moms because they both take care of their young the same way.
Determine Importance/Big Idea
I think the most important thing the author wanted me to know was… because…
Ex. I think the most important thing the author wanted me to know about snakes was that they are not as dangerous as most people think. I think this because the book stated that there aren’t many types of snakes that are dangerous and they really don’t attack unless they are provoked.
ORPHAN TRAINS-Introduction to Orphan Train Riders: I can discern between important & interesting facts by doing a shared reading of Orphan Train Riders. I can also identify the author’s purpose and theme through word choice and text based evidence.
AS YOU READ, YOU WILL DISCERN BETWEEN IMPORTANT VS. INTERESTING FACTS AND INFORMATION. YOU WILL ALSO ADD YOUR OWN THINKING-WONDERINGS. ALSO, KEEP IN MIND THE AUTHOR'S PURPOSE THROUGH WORD CHOICE, EVIDENCE, ANGLE AND TEXT FEATURES. PLEASE HAVE AT LEAST TWO IMPORTANT AND TWO INTERESTING FACTS FOR EACH CHAPTER. THE INTRO WAS DONE FOR YOU. BEGIN WITH CHAPTER ONE.
| orphan_train_rider.docx |
THE GREAT PUMPKIN DEBATE-DUE FRIDAY
| greatpumpkindebate.doc |
| charliebrowndebate.doc |
| it’s_time_to_retire_charlie_brown.docx |
GETTING THE GIST: I CAN LEARN MORE ABOUT GENDER BIAS AND STEREOTYPES BY USING THE JOTTING THE GIST STRATEGY
https://newsela.com/read/girls-comedy/id/36588/
SHARED READING-Newsela- I can engage critically with a text by creating critical questions that address stereotypes, gender, bias and empowerment.
/educators.brainpop.com/video/student-made-project-tim-moby-gender-stereotypes/
- Bias: A judgment based on a personal point of view. [IS.4 - All Students]
- On the other hand, empowering children would create a culture of self-reliance. Empowering someone allows the individual to be taught correct principles, given the help that they need, but the key is creating a sustainable model or system that can be followed for long after the teacher has left the student.
Remember the oft told story and cliche, “Give a man a fish and he’ll eat for a day, teach a man to fish and he’ll eat for a lifetime.”
Empower means "give power or authority to." When you educate children and believe in them, you empower those kids to go after their dreams. Empower might seem like a new word, but it's been around since the 17th century.
https://wiki.kidzsearch.com/wiki/Bias
KINDNESS IS COOLER: SHARED MENTOR TEXT AND TASK
| kindeness_is_cooler_shared_text_and_task.docx |
| outline_for_interpretive_essay__1_.docx |
| interpretiveessayrubricgrade5.pdf |
SOMETHING BEAUTIFUL SAMPLE INTERPRETIVE ESSAY
REMINDER: WHEN WRITING IN RESPONSE TO LITERATURE...RE-STATE THE QUESTION...PROVIDE TEXT-BASED EVIDENCE...I KNOW THIS BECAUSE IN THE TEXT IT SHOWS US THAT...MAKE SURE TO PUT THE INFORMATION IN YOUR OWN WORDS. THEN ADD YOUR INSIGHT BY SAYING, "THIS MAKES ME THINK THAT..." YOUR THINKING SHOULD SOMEHOW CONNECT TO THE THEME-BIG IDEA-MESSAGE OF THE TEXT.
| something_beautiful_mentor_interpretive_essay.docx |
MANGO ESSAY: DUE MONDAY, OCTOBER 23-Please use the following sites to assist you with your intros and conclusions: brainyquote.com and quotegarden.com
| house_on_mango_street_literary_essay_rubric.doc |
| mangosampleessay.doc |
| mangoessay.doc |
| literaryanalysisessaygraphicorganizer.pdf |
THIS IS THE FIFTH PARAGRAPH GRAPHIC ORGANIZER TO YOUR LITERARY ESSAY...The theme of __________ is also clearly evident in the text, (name book-song-poem). In this text, (describe what happens and why this theme is evident). Make connection to House on Mango Street by saying, "We can see the similarity because...." (provide the text evidence). Then add your own thinking-insight. Say something like, "This shows us or makes me think that...
ALLUSION POWERPOINT:
REMINDERS: —So during independent reading time, use your post its to stop and jot any familiar references you observe. Then reflect why you think the author included the allusion and how does it fit into the “big picture”/theme of the story?
—You may also continue to focus on what you are learning about theme through figurative language, characters’ actions and interactions with others.
—You may also continue to focus on what you are learning about theme through figurative language, characters’ actions and interactions with others.
| intro_to_allusions.ppt |
FIGURATIVE LANGUAGE POWERPOINT:
| figurative-language_power_point_1.ppt |
EXTENDED METAPHOR IN SONG:
| extendedmetaphorinsong.docx |
| identity.docx |
EXTENDED METAPHOR: IDENTITY
IDENTITY
Identity
by Julio Noboa Polanco
Let them be as flowers,
always watered, fed, guarded, admired,
but harnessed to a pot of dirt.
I'd rather be a tall, ugly weed,
clinging on cliffs, like an eagle
wind-wavering above high, jagged rocks.
To have broken through the surface of stone,
to live, to feel exposed to the madness
of the vast, eternal sky.
To be swayed by the breezes of an ancient sea,
carrying my soul, my seed,
beyond the mountains of time or into the abyss of the bizarre.
I'd rather be unseen, and if
then shunned by everyone,
than to be a pleasant-smelling flower,
growing in clusters in the fertile valley,
where they're praised, handled, and plucked
by greedy, human hands.
I'd rather smell of musty, green stench
than of sweet, fragrant lilac.
If I could stand alone, strong and free,
I'd rather be a tall, ugly weed.
IDENTITY QUESTIONS:
Answer the following questions in your partnership. You may discuss the questions and answers together; however, each individual in the group must have his/her own copy of the responses.
1. Who is the speaker of the poem? Explain your answer.
2. What is the tone of the poem? Give a specific example from the poem to support your answer.
3. What is the mood of the poem? Explain your answer.
4. Are alliteration and/or onomatopoeia present in the poem? If so, give specific examples from the poem of each device.
5. Are similes, metaphor, and/or personification present in the poem? If so, give specific examples from the poem of each device.
6. Is imagery present in the poem? If so, give specific examples from the poem to support each sense present.
7. What is the theme (s) of the poem? Explain your answer.
8. What is the extended metaphor? Give three specific examples from the poem that are components or extensions of this metaphor.
9. Explain how the extended metaphor supports the theme (s).
Identity
by Julio Noboa Polanco
Let them be as flowers,
always watered, fed, guarded, admired,
but harnessed to a pot of dirt.
I'd rather be a tall, ugly weed,
clinging on cliffs, like an eagle
wind-wavering above high, jagged rocks.
To have broken through the surface of stone,
to live, to feel exposed to the madness
of the vast, eternal sky.
To be swayed by the breezes of an ancient sea,
carrying my soul, my seed,
beyond the mountains of time or into the abyss of the bizarre.
I'd rather be unseen, and if
then shunned by everyone,
than to be a pleasant-smelling flower,
growing in clusters in the fertile valley,
where they're praised, handled, and plucked
by greedy, human hands.
I'd rather smell of musty, green stench
than of sweet, fragrant lilac.
If I could stand alone, strong and free,
I'd rather be a tall, ugly weed.
IDENTITY QUESTIONS:
Answer the following questions in your partnership. You may discuss the questions and answers together; however, each individual in the group must have his/her own copy of the responses.
1. Who is the speaker of the poem? Explain your answer.
2. What is the tone of the poem? Give a specific example from the poem to support your answer.
3. What is the mood of the poem? Explain your answer.
4. Are alliteration and/or onomatopoeia present in the poem? If so, give specific examples from the poem of each device.
5. Are similes, metaphor, and/or personification present in the poem? If so, give specific examples from the poem of each device.
6. Is imagery present in the poem? If so, give specific examples from the poem to support each sense present.
7. What is the theme (s) of the poem? Explain your answer.
8. What is the extended metaphor? Give three specific examples from the poem that are components or extensions of this metaphor.
9. Explain how the extended metaphor supports the theme (s).
STORY PLOT MOUNTAINS:
| storymountain.pdf |
| storymountain2.pdf |
THEMES IN LITERATURE PRESENTATION FOR YOU:
| themeinlit.ppt |
YOU WILL BE READING YOUR "JUST RIGHT" BOOKS INDEPENDENTLY AND RECORDING IN YOUR BOOK LOGS...IN READY GEN, OUR FIRST UNIT IS "INTERCONNECTEDNESS" AND WE WILL READ WASHED UP & NIGHT OF THE SPADEFOOT TOADS, A WONDERFUL STORY ABOUT KIDS "MAKING A DIFFERENCE..."
WAYS TO RESPOND TO TEXTS USING POST ITS:
Use “post its” to mark:
- The page where you especially feel the author’s big idea, message or lesson
- · Places that make you go “oh my gosh!”
- · Sections that make you say, “I wonder why. . .”
- · A place where the main character changes and parts that show what contributed to the change
- Sections where the book reminds you of your life Sections that discuss the main problem or issue in the book
- Sections that resemble another book
- · Sections which show a view of life with which the readers disagrees
- · Places where the author has done something you want to try or emulate
- · Cool things you want to discuss
- · Places that show a central conflict
- · Places where the pattern in a book is broken
- · Sections that reveal something significant about a character
- · A part when the reader is surprised
- · Sections where secondary characters points of view are shown
- · Parts that the reader find funny or moving
- · Parts where there reader notices repeating actions across the book
- · Places where the reader notices repeating objects
- · Sections that show foreshadowing
- · Sections that contain symbols
|
|
WE WILL ALSO BEGIN THE SCHOOL YEAR WITH A SHARED READING OF SANDRA CISNEROS' HOUSE ON MANGO STREET TO ENJOY A BEAUTIFUL TEXT AND TO LEARN MORE ABOUT THE CRAFT OF NARRATIVE WRITING AND HOW TO INCORPORATE SOME OF THE BEAUTIFUL STRATEGIES THE AUTHOR USES--LIKE FIGURATIVE LANGUAGE--INTO OUR OWN WRITING.
MANGO #6: DUE FRIDAY, OCTOBER 6
Due FRIDAY, OCTOBER 6
Finish book!!!
Choose tWO new vocabulary words and list their definitions.
Reflect and respond to the following questions:
1. Why did Esperanza’s mother relinquish (give up) the goals of her youth?
2. How did Esperanza know that the three sisters understood her silent wish?
3. Why do you think Esperanza’s intelligent mother never learned to take the subway train to go downtown?
4. What does this suggest about the lives of women of her generation (the time and place she lived in) and culture (Latina background)?
****Literary element: Structure of the Novel
Re-read the first chapter and the last two chapters of the book. In what ways do they express the same wishes and offer the same descriptions. How does this literary construction reinforce the three sisters assertion that life is a circle—that one always returns to the place where one began?
Finish book!!!
Choose tWO new vocabulary words and list their definitions.
Reflect and respond to the following questions:
1. Why did Esperanza’s mother relinquish (give up) the goals of her youth?
2. How did Esperanza know that the three sisters understood her silent wish?
3. Why do you think Esperanza’s intelligent mother never learned to take the subway train to go downtown?
4. What does this suggest about the lives of women of her generation (the time and place she lived in) and culture (Latina background)?
****Literary element: Structure of the Novel
Re-read the first chapter and the last two chapters of the book. In what ways do they express the same wishes and offer the same descriptions. How does this literary construction reinforce the three sisters assertion that life is a circle—that one always returns to the place where one began?
MANGO #5: DUE TUESDAY, OCTOBER 3:
HOUSE ON MANGO STREET PACKET #5
DUE TUESDAY, OCTOBER 3
READ PAGES 76-89
Choose two new vocabulary words. Write their definitions.
Questions:
1. What did Rafaela’s circumstances-situation suggest about married life among those who lived on Mango Street?
2. Why did Esperanza identify with Sally? Why did she feel that other people were wrong to gossip about her?
3. How did Esperanza feel about Minerva’s problems? Why did she feel that way?
4. Why did Esperanza say she would let bums live in the attic of her dream house?
5. What did this reveal about her character (that she would allow bums to live in the attic of her dream house?)
Literary Device: Allusion
In literature, an allusion is a reference to a well-known person, event or other literary work. In the section about Rafaela, there is an allusion to Rapunzel, the fairy tale character.
• In what sense is Rafaela like Rapunzel?
• In what sense is the allusion ironic (meaning the opposite of what you expect and suggests that her situation is actually quite different from the fairy tale character?
DUE TUESDAY, OCTOBER 3
READ PAGES 76-89
Choose two new vocabulary words. Write their definitions.
Questions:
1. What did Rafaela’s circumstances-situation suggest about married life among those who lived on Mango Street?
2. Why did Esperanza identify with Sally? Why did she feel that other people were wrong to gossip about her?
3. How did Esperanza feel about Minerva’s problems? Why did she feel that way?
4. Why did Esperanza say she would let bums live in the attic of her dream house?
5. What did this reveal about her character (that she would allow bums to live in the attic of her dream house?)
Literary Device: Allusion
In literature, an allusion is a reference to a well-known person, event or other literary work. In the section about Rafaela, there is an allusion to Rapunzel, the fairy tale character.
• In what sense is Rafaela like Rapunzel?
• In what sense is the allusion ironic (meaning the opposite of what you expect and suggests that her situation is actually quite different from the fairy tale character?
MANGO #4: DUE THURSDAY, SEPTEMBER 28
Mango Street Packet #4
Read pages 58-75
Choose two new vocabulary words and write their definitions.
Answer the following questions:
Questions for Deeper Reflection:
Literary Devices: Personification
Reminder: Personification is a literary device in which an author grants human qualities to something that is not human. EX: But I think diseases have no eyes. They pick with a dizzy finger anyone, just anyone.
How does this use of personification reveal the narrator’s view of her aunt’s misfortune (bad luck)?
Read pages 58-75
Choose two new vocabulary words and write their definitions.
Answer the following questions:
- Why did Esperanza think she was a bad person?
- What puzzled Esperanza most about Ruthie?
- ***FIGURATIVE LANGUAGE ALERT. EXTENDED METAPHOR. The term “extended metaphor” refers to a comparison between two unlike things that continues throughout a series of sentences in a paragraph, or lines in a poem. It is often comprised of more than one sentence, and sometimes consists of a full paragraph. This section, four skinny trees is an extended metaphor. Why did Esperanza identify with the four skinny trees in front of her house?
Questions for Deeper Reflection:
- Why do you think Esperanza began a game in which she ridiculed her beloved, dying aunt?
- What do you suppose Elenita meant when she spoke to Esperanza of a home in the heart?
- Consider the other deaths Esperanza recalled—those of her grandmother and her aunt. Which affected her most deeply? Why do you think this is so?
Literary Devices: Personification
Reminder: Personification is a literary device in which an author grants human qualities to something that is not human. EX: But I think diseases have no eyes. They pick with a dizzy finger anyone, just anyone.
How does this use of personification reveal the narrator’s view of her aunt’s misfortune (bad luck)?
MANGO #3: DUE WEDNESDAY, SEPTEMBER 20:
Read pages 43-57
Part One: Choose two new vocabulary words and definitions
Question:
Questions for Reflection:
Literary Device: Simile
What is compared in the following simile?
Esta muerto, and then as if he (papa) just heard the news himself, crumples like a coat and cries. My brave papa cries.
Why is this more meaningful than just saying, “Papa broke down and cried?”
Part One: Choose two new vocabulary words and definitions
Question:
- At what moment did Esperanza act as a parent to her father?
Questions for Reflection:
- What rites of passage signaled Esperanza’a transition from childhood into adolescence?
- Have you ever had the opportunity to act as the adult to a grown up who needed your help or solace (comfort)? EXPLAIN.
Literary Device: Simile
What is compared in the following simile?
Esta muerto, and then as if he (papa) just heard the news himself, crumples like a coat and cries. My brave papa cries.
Why is this more meaningful than just saying, “Papa broke down and cried?”
MANGO #2: DUE MONDAY, SEPTEMBER 18:
| mango_street_packe2.doc |
MANGO STREET PACKET #2-PAGES 26-42
DUE MONDAY, SEPTEMBER 18
DEFINE THE FOLLOWING WORDS AND THE CORRECT PART OF SPEECH:
DESTINED, DESTINY, DISILLUSIONED
Part Two: Questions:
Part Three: Questions for Deeper Reflection:
Poetic Elements: Rhythm and Alliteration
The rhythm of a line of poetry involves variation in the intensity of the sounds. Rhythm is the basis for musical composition, but it is also an important element in literature, particularly poetry. Alliteration refers to the repetition of consonant sounds to create a mood, reinforce meaning or provide a lyrical quality to the words. Notice the rhythm and use of alliteration in the following lines from the section called Marin:
Marin, under the streetlight, dancing by herself, is singing the same song somewhere. I know. Is waiting for a car to stop, a star to fall, someone to change her life.
Why do you think the writer breaks up the sentences in this way? How would the rhythm and sense of the lines be different if they were written in a more conventional style?
What sound is alliterated?
What mood does it create?
What does this all mean? Interpret in your own words.
OPTIONAL: TWO EXTRA DOJO POINTS-Writing activity: Try it like Sandra Cisneros
This is challenging but I would like for you to give this a shot. Write a few short paragraphs in the style of Sandra Cisneros describing someone who lives in your neighborhood. Choose one defining moment to write about that illustrates and shows this person’s character. Also describe your relationship with this person.
DUE MONDAY, SEPTEMBER 18
DEFINE THE FOLLOWING WORDS AND THE CORRECT PART OF SPEECH:
DESTINED, DESTINY, DISILLUSIONED
Part Two: Questions:
- What were Marin’s goals? Were they realistic? Why or why not?
- What did Esperanza notice about race relations in the city in which she grew up?
- How did the neighbors react to the behavior of the Vargas children? How did their responses affect the fate of these children and what happened to them?
- FIGURATIVE LANGUAGE ALERT: What did Alicia’s father mean when he said, “a woman’s place is sleeping so she can wake up early with the tortilla star?” What did this reveal about traditional roles for Latina women?
- What caused the quarrel between Esperanza and the Guerrero sisters?
Part Three: Questions for Deeper Reflection:
- Why were most of the people Esperanza described destined to remain on Mango Street?
- In what ways was Esperanza out of place living on Mango Street?
- Why did the girls become disillusioned with the high heeled shoes?
- Why do you suppose the author chose to tell the story in such short segments? How did she succeed in portraying characters through these short sketches?
Poetic Elements: Rhythm and Alliteration
The rhythm of a line of poetry involves variation in the intensity of the sounds. Rhythm is the basis for musical composition, but it is also an important element in literature, particularly poetry. Alliteration refers to the repetition of consonant sounds to create a mood, reinforce meaning or provide a lyrical quality to the words. Notice the rhythm and use of alliteration in the following lines from the section called Marin:
Marin, under the streetlight, dancing by herself, is singing the same song somewhere. I know. Is waiting for a car to stop, a star to fall, someone to change her life.
Why do you think the writer breaks up the sentences in this way? How would the rhythm and sense of the lines be different if they were written in a more conventional style?
What sound is alliterated?
What mood does it create?
What does this all mean? Interpret in your own words.
OPTIONAL: TWO EXTRA DOJO POINTS-Writing activity: Try it like Sandra Cisneros
This is challenging but I would like for you to give this a shot. Write a few short paragraphs in the style of Sandra Cisneros describing someone who lives in your neighborhood. Choose one defining moment to write about that illustrates and shows this person’s character. Also describe your relationship with this person.
| house_on_mango_street_packet_number_one__1_.doc |
RULES AND REGULATIONS OF READING TIME:
1. You must read a book. Magazines, newspapers and comic books don’t have the chunks of texts you need to develop fluency. They won’t help you discover who you are as a reader of literature. (Please note: they are acceptable during transitional periods of the day as well as for reading material at home or during indoor lineup days).
2. Don’t read a book you don’t like. Don’t waste time with a book you don’t love when there are so many great books out there waiting for you. However, you should try to give some books a chance. Sometimes, it takes a couple of chapters before you “settle in” and get used to and interested in a book.
3. If you really don’t like a book, find another one. Browse; ask me, the librarian or a friend for a recommendation.
4. It’s okay to re-read a book you love. This is what readers do.
5. Record every book you finish in your reading log and complete a reading journal entry for each book you read.
6. Collect information about yourself as a reader, look for patterns and take satisfaction in your accomplishments over time.
7. Understand that reading is thinking. Do nothing to distract the teacher or other readers. Don’t put words into our brains as we are trying to escape into the worlds created by the authors of our books.
8. When you confer with me or your partners use a soft voice as I use when I talk to you; whisper.
9. Read and write in your reading journal the whole time.
1. You must read a book. Magazines, newspapers and comic books don’t have the chunks of texts you need to develop fluency. They won’t help you discover who you are as a reader of literature. (Please note: they are acceptable during transitional periods of the day as well as for reading material at home or during indoor lineup days).
2. Don’t read a book you don’t like. Don’t waste time with a book you don’t love when there are so many great books out there waiting for you. However, you should try to give some books a chance. Sometimes, it takes a couple of chapters before you “settle in” and get used to and interested in a book.
3. If you really don’t like a book, find another one. Browse; ask me, the librarian or a friend for a recommendation.
4. It’s okay to re-read a book you love. This is what readers do.
5. Record every book you finish in your reading log and complete a reading journal entry for each book you read.
6. Collect information about yourself as a reader, look for patterns and take satisfaction in your accomplishments over time.
7. Understand that reading is thinking. Do nothing to distract the teacher or other readers. Don’t put words into our brains as we are trying to escape into the worlds created by the authors of our books.
8. When you confer with me or your partners use a soft voice as I use when I talk to you; whisper.
9. Read and write in your reading journal the whole time.
DON'T FORGET TO USE YOUR BOOK LOGS. FILL OUT UPON COMPLETION OF EACH BOOK YOU READ.
BOOK LOG: USE WHEN COMPLETING BOOK
| booklogs5315.doc |
NEW READING LOG: USE DAILY
| grades_3-5_reading_log.docx |
| 3-5_reading_log.docx |