Focus: Students who have difficulty seeing the connection between events (Post-Reading)
Name: Literary Dominos (Activity)
Grades: 9-12
Time: 45 minutes
Rationale: This activity gets students comprehending, analyzing, and reviewing plot by properly ordering and connecting events in a text. It also asks them to synthesize those events by answering “What if…?” questions and applying them to a text. Finally, students are responsible for evaluating plot points in terms of importance when deciding whether or not to include events in the activity.
Procedure: I’ve taken this activity from Kelly Gallagher’s book, Deeper Reading: Comprehending Challenging Texts, 4-12. In-depth discussion of the activity as well as diagrams can be found there.
First split the class into groups so that each group has three or four students. Give each group a pack of dominos, scrap paper, scissors, tape, and a pen or pencil. Instruct them that it will be their job to write all of the important events of the text they read on a piece of paper that can then be cut out and taped to an individual domino for each plot point. Next, have them order the dominos so that each plot point is placed next to the event it causes in sequential order within the text. If several different plots take off from one event, the students should represent this with the dominos branching apart. Also have students answer “What if…?” type questions to have them think about where the plot would have gone had events occurred differently – represent this by more dominos branching off. In the end, when students tip their first domino, they should be able to see the progression of a text and how one action’s consequences cause another event the text they read. Gallagher suggests providing climax and denouement dominos for each group and having them work backwards. The activity is complex to explain, so I hope this made some sense. Check out the Gallagher text for how to perform the activity using William Shakespeare’s Romeo and Juliet.
Gallagher, K. (2004). Deepening Comprehension Through Second-Draft Reading. In B. Varner (Ed.), Deeper Reading: Comprehending Challenging Texts, 4-12 (pp. 94-98). Portland, ME: Stenhouse Publishers.
Thursday, December 9, 2010
Choose Your Side- from Ted Fable
Title: Choose Your Side
Rationale: As a teacher, I would at sometime like to have students write reviews of a show, a movie, a meal, or something that they are passionate about, positively or negatively. This activity will give students the opportunity to read a few well-written reviews of the movie Avatar, which I assume they will have all seen, and see where people divide on their opinions of it. If by the time that we are teaching a movie has come out that gets the amount of hype as Avatar did (did someone say Avatar Part Deux?) use that instead to avoid being called a 26 year old dinosaur.
Procedure: At the beginning of class, ask students what movies they have seen recently, theater or elsewhere. Then ask them to give their review of it in 30 seconds or less. Do this for two or three students. Next, ask students if they have seen Avatar, but be sure to emphasize that you will not be watching it before the barrage of whining starts. Have students hold up as many fingers on one hand that they feel Avatar deserved. You will probably get a lot of fours and fives. If you do get a one or a two, put that student on the spot and encourage them to voice their opinion, assuring them that many people disliked the movie for a number of reasons. Next, ask one student to offer their favorable review.
Next, hand out the reviews pasted below and have students read them closely highlighting where the reviewer hails the movie, and where they assail the movie. The first review is positive, the second negative.
Bring the reviews the the big group and discuss the differing opinions. Next, bring up a few debatable issue/things (issues could include open lunches, things could include bicycles/bicycles on the road)
This should lead you nicely into an assignment on taking a stance on something whether it be for a review or any other argumentative essay.
http://rogerebert.suntimes.com/apps/pbcs.dll/article?AID=/20091211/REVIEWS/912119998/1023
http://moviechopshop.com/2009/12/31/most-overrated-movie-of-2009-avatar/
Idea retrieved from: http://www.ehow.com/list_6373895_fun-reading-activities-high-school.html
Rationale: As a teacher, I would at sometime like to have students write reviews of a show, a movie, a meal, or something that they are passionate about, positively or negatively. This activity will give students the opportunity to read a few well-written reviews of the movie Avatar, which I assume they will have all seen, and see where people divide on their opinions of it. If by the time that we are teaching a movie has come out that gets the amount of hype as Avatar did (did someone say Avatar Part Deux?) use that instead to avoid being called a 26 year old dinosaur.
Procedure: At the beginning of class, ask students what movies they have seen recently, theater or elsewhere. Then ask them to give their review of it in 30 seconds or less. Do this for two or three students. Next, ask students if they have seen Avatar, but be sure to emphasize that you will not be watching it before the barrage of whining starts. Have students hold up as many fingers on one hand that they feel Avatar deserved. You will probably get a lot of fours and fives. If you do get a one or a two, put that student on the spot and encourage them to voice their opinion, assuring them that many people disliked the movie for a number of reasons. Next, ask one student to offer their favorable review.
Next, hand out the reviews pasted below and have students read them closely highlighting where the reviewer hails the movie, and where they assail the movie. The first review is positive, the second negative.
Bring the reviews the the big group and discuss the differing opinions. Next, bring up a few debatable issue/things (issues could include open lunches, things could include bicycles/bicycles on the road)
This should lead you nicely into an assignment on taking a stance on something whether it be for a review or any other argumentative essay.
http://rogerebert.suntimes.com/apps/pbcs.dll/article?AID=/20091211/REVIEWS/912119998/1023
http://moviechopshop.com/2009/12/31/most-overrated-movie-of-2009-avatar/
Idea retrieved from: http://www.ehow.com/list_6373895_fun-reading-activities-high-school.html
Cover Artist- from Tara Hjalmquist
Focus: post-reading activity
Name: Cover Artist
Rationale: This activity will help students really think about the important themes and characters in the novel. This activity will also help students critically analyze the importance of a book cover and dust jacket. Students will get to showcase what they think is important to understand about the novel.
Procedure: After completing a unit with a novel you can end the novel with a fun reflective activity. The teacher should have the students discuss what they liked and didn't like about the novel's cover. It would also be beneficial to show other book covers of the novel if available so students can compare. After the discussion students should reflect on what they want the audience to see and know about the novel before reading. The teacher should have the students work on reconstructing a new cover for the novel with what elements they found important. It would also be a nice piece to have students create a dust jacket for their novel cover and discuss how the students would summarize the novel to appeal to a wide audience. There could also be a technology component to this activity. On NCTE website they have a online book cover creator.
Citation: Fink, Lisa. Read. Write. Think. http://www.readwritethink.org/classroom-resources/lesson-plans/book-report-alternative-creating-b-972.html. 13 October 2010.
Name: Cover Artist
Rationale: This activity will help students really think about the important themes and characters in the novel. This activity will also help students critically analyze the importance of a book cover and dust jacket. Students will get to showcase what they think is important to understand about the novel.
Procedure: After completing a unit with a novel you can end the novel with a fun reflective activity. The teacher should have the students discuss what they liked and didn't like about the novel's cover. It would also be beneficial to show other book covers of the novel if available so students can compare. After the discussion students should reflect on what they want the audience to see and know about the novel before reading. The teacher should have the students work on reconstructing a new cover for the novel with what elements they found important. It would also be a nice piece to have students create a dust jacket for their novel cover and discuss how the students would summarize the novel to appeal to a wide audience. There could also be a technology component to this activity. On NCTE website they have a online book cover creator.
Citation: Fink, Lisa. Read. Write. Think. http://www.readwritethink.org/classroom-resources/lesson-plans/book-report-alternative-creating-b-972.html. 13 October 2010.
21st Century Shakespeare- from Leigh Kelner
Name: 21st Century Shakespeare
Grade Level: 9th – 12th grade
Time: 3 class periods (two for preparation and one day for presenting)
Materials: If the students want to use props or costumes, they will have to bring them in.
Rationale: This post reading activity will help the students summarize, evaluate, comprehend, and think critically about the material that they have recently completed reading. It will help create a sense of closure and this activity will personalize the text for them since they are in control of the final product. It will help them apply the hard text of Shakespeare and apply it to their life in this day and age.
Procedure: After completing a Shakespearian play, the students will be split up into groups of 5 or 6. By now, the play will have been discussed and worked through in-depth as a class, so the students should already have a good grasp of the plot, main ideas, themes, characters, and concepts. Now, they will be responsible for breaking down the play, identifying which significant themes, concepts, and ideas they want to focus on, and re-create the play into a modern day version. Each group will be given one scene and must re-write it (dialogue and narration) into a modern day play (modern day meaning making it current with our time including current issues and technology). They do not have to follow the play exactly and keep everything the same except for dialogue. For example, in A Midsummer Night’s Dream, the students could rewrite it so that there were no fairies but instead Wall Street business men, but any changes that are made must be justified and explained and make sense in the context of their re-write. The justifications for the changes that the students make will be written into a one-two page reflection that will be due on the day of presentations. This activity will be a fun closure to reading a play that was hard to work through and allow the students to identify the themes of the plays and apply it to their lives.
Grade Level: 9th – 12th grade
Time: 3 class periods (two for preparation and one day for presenting)
Materials: If the students want to use props or costumes, they will have to bring them in.
Rationale: This post reading activity will help the students summarize, evaluate, comprehend, and think critically about the material that they have recently completed reading. It will help create a sense of closure and this activity will personalize the text for them since they are in control of the final product. It will help them apply the hard text of Shakespeare and apply it to their life in this day and age.
Procedure: After completing a Shakespearian play, the students will be split up into groups of 5 or 6. By now, the play will have been discussed and worked through in-depth as a class, so the students should already have a good grasp of the plot, main ideas, themes, characters, and concepts. Now, they will be responsible for breaking down the play, identifying which significant themes, concepts, and ideas they want to focus on, and re-create the play into a modern day version. Each group will be given one scene and must re-write it (dialogue and narration) into a modern day play (modern day meaning making it current with our time including current issues and technology). They do not have to follow the play exactly and keep everything the same except for dialogue. For example, in A Midsummer Night’s Dream, the students could rewrite it so that there were no fairies but instead Wall Street business men, but any changes that are made must be justified and explained and make sense in the context of their re-write. The justifications for the changes that the students make will be written into a one-two page reflection that will be due on the day of presentations. This activity will be a fun closure to reading a play that was hard to work through and allow the students to identify the themes of the plays and apply it to their lives.
Multiple Interpretations- from Jake Westrum
This is a during and post-reading activity meant to crystallize, clarify, and present in new ways a novel. In this case, the sample novel is "Frankenstein" (discovered in a search completely unrelated to this class), but it can be adapted to any novel with strong interpersonal conflict.
Rationale -- it serves to provide a more entertaining method of understanding the themes and ideas behind the novel as well as to illustrate the changing views of the characters. In this case, rather than seeking bloody vengeance on the Doctor, The Creature seeks to sue for negligence. To quote the activity, "Active readers interpret a novel—its characters, plot, setting, and theme—in different ways.
Great literature can be and has been adapted in many ways over time."
Procedure: this will take three days upon completion of the novel. One day to view a dvd adaptation (or to discuss ideas of modern adaptations), and two to stage the trial.
Materials: Simplified legal guides, Dictionaries, Space to set up mock trial, Frankenstein DVD and DVD player
After watching the video, discuss Frankenstein's nature. Was he inherently evil? What made him so angry and vengeful?
Point out to the class that in the United States these days, when litigation is so popular, a new version ofFrankensteinset here might show the monster, before going off to the Arctic, suing his creator in civil court for negligence, malpractice, and emotional and physical distress. Tell students that they are going to stage a mock trial of Victor Frankenstein for the above-mentioned charges. The trial, like the novel, can have science-fiction or fantasy elements.
Explain that the case will be heard in civil court, where a suit is brought by one individual (plaintiff) against another (defendant), whereas in criminal court, the case is between the state (prosecution) and the defendant.
Proceed by making sure students know what the charges are. They can research the definitions, used in the legal profession, ofnegligence,malpractice, andemotionalandphysical distress. To find definitions, students may use materials prepared for jurors in local courts; in addition, some college-level and most unabridged dictionaries will give law-specific definitions for at least negligence and malpractice.
Ask students to help you determine what roles the following characters will play in the trial, and then assign students to those roles:
Victor Frankenstein
the ghost of William Frankenstein
the ghost of Justine Moritz
the ghost of Henry Clerval
the ghost of Elizabeth Lavenza
the monster
witnesses for the plaintiff, including medical expert and ethicist
witnesses for the defendant, including medical expert and ethicist
attorney for the plaintiff
attorney for the defendant
judge
Because this mock trial is a civil case, assign six jurors and one alternate. Take the role of bailiff, the person who keeps order in the court.
Go over with students the order in which they may carry out their mock trial:
opening statement by plaintiff’s attorney
opening statement by defendant’s attorney
interrogation of plaintiff’s witnesses by attorney for the plaintiff
cross-examination of plaintiff’s witnesses by attorney for the defendant
interrogation of defendant’s witnesses by attorney for the defendant
cross-examination of defendant’s witnesses by attorney for the plaintiff
closing arguments by both attorneys
Give each participating student time to prepare for his or her role by reviewing the novel.
During the trial, the judge may intervene to help the witnesses and to respond to objections by attorneys. After both sides have rested their cases, the judge should remind the jury of its obligations. Then you can invite the jury to deliberate in front of the class. The jury should submit a verdict in writing to the judge, who will read it aloud.
Determine for your class whether the trial will end with the jury’s verdict, or, if found guilty, the defendant will hear what damages he must pay to the monster. The judge, the original jurors, or a new panel of jurors may determine damages.
Ask the students who did not participate in the mock trial to assess the strengths and weaknesses of the students taking part in the mock trial.
Adapted from - Frankenstein Lesson Plan. Discover Lesson Plans. Retrieved October 09, 2010, from http://school.discoveryeducation.com/lessonplans/programs/frankenstein/
Rationale -- it serves to provide a more entertaining method of understanding the themes and ideas behind the novel as well as to illustrate the changing views of the characters. In this case, rather than seeking bloody vengeance on the Doctor, The Creature seeks to sue for negligence. To quote the activity, "Active readers interpret a novel—its characters, plot, setting, and theme—in different ways.
Great literature can be and has been adapted in many ways over time."
Procedure: this will take three days upon completion of the novel. One day to view a dvd adaptation (or to discuss ideas of modern adaptations), and two to stage the trial.
Materials: Simplified legal guides, Dictionaries, Space to set up mock trial, Frankenstein DVD and DVD player
After watching the video, discuss Frankenstein's nature. Was he inherently evil? What made him so angry and vengeful?
Point out to the class that in the United States these days, when litigation is so popular, a new version ofFrankensteinset here might show the monster, before going off to the Arctic, suing his creator in civil court for negligence, malpractice, and emotional and physical distress. Tell students that they are going to stage a mock trial of Victor Frankenstein for the above-mentioned charges. The trial, like the novel, can have science-fiction or fantasy elements.
Explain that the case will be heard in civil court, where a suit is brought by one individual (plaintiff) against another (defendant), whereas in criminal court, the case is between the state (prosecution) and the defendant.
Proceed by making sure students know what the charges are. They can research the definitions, used in the legal profession, ofnegligence,malpractice, andemotionalandphysical distress. To find definitions, students may use materials prepared for jurors in local courts; in addition, some college-level and most unabridged dictionaries will give law-specific definitions for at least negligence and malpractice.
Ask students to help you determine what roles the following characters will play in the trial, and then assign students to those roles:
Victor Frankenstein
the ghost of William Frankenstein
the ghost of Justine Moritz
the ghost of Henry Clerval
the ghost of Elizabeth Lavenza
the monster
witnesses for the plaintiff, including medical expert and ethicist
witnesses for the defendant, including medical expert and ethicist
attorney for the plaintiff
attorney for the defendant
judge
Because this mock trial is a civil case, assign six jurors and one alternate. Take the role of bailiff, the person who keeps order in the court.
Go over with students the order in which they may carry out their mock trial:
opening statement by plaintiff’s attorney
opening statement by defendant’s attorney
interrogation of plaintiff’s witnesses by attorney for the plaintiff
cross-examination of plaintiff’s witnesses by attorney for the defendant
interrogation of defendant’s witnesses by attorney for the defendant
cross-examination of defendant’s witnesses by attorney for the plaintiff
closing arguments by both attorneys
Give each participating student time to prepare for his or her role by reviewing the novel.
During the trial, the judge may intervene to help the witnesses and to respond to objections by attorneys. After both sides have rested their cases, the judge should remind the jury of its obligations. Then you can invite the jury to deliberate in front of the class. The jury should submit a verdict in writing to the judge, who will read it aloud.
Determine for your class whether the trial will end with the jury’s verdict, or, if found guilty, the defendant will hear what damages he must pay to the monster. The judge, the original jurors, or a new panel of jurors may determine damages.
Ask the students who did not participate in the mock trial to assess the strengths and weaknesses of the students taking part in the mock trial.
Adapted from - Frankenstein Lesson Plan. Discover Lesson Plans. Retrieved October 09, 2010, from http://school.discoveryeducation.com/lessonplans/programs/frankenstein/
Post-It Notes- from Stephanie Windfeldt
Activity Focus: During reading activity
Name: Critical Reading with Post-Its', go 3M!
Rationale: With this activity students are made to critically think about the text as they read it and create marks of what they thought where, and why. This will aid in any assignments that could be anticipated for the future. It will be a valuable source to look back on during discussion to illustrate arguments with in-text examples. This is also a good practice for college bound students, as well as a way to get students thinking about how they read and employing a critical lens as they read.
Procedure: The students will be asked to purchase post-it notes, unless the school is able to provide them for the students. The students will then use their post it notes to write down thoughts, reactions, and questions they have and stick them to that page in the text. Students will be expected to use no less then 10 notes for every 25-50 pages.
Time: This will be an ongoing process through the in-class and out of class reading time.
Citation: This is a procedure that has been modeled for me in my undergraduate and graduate learning experience.
Name: Critical Reading with Post-Its', go 3M!
Rationale: With this activity students are made to critically think about the text as they read it and create marks of what they thought where, and why. This will aid in any assignments that could be anticipated for the future. It will be a valuable source to look back on during discussion to illustrate arguments with in-text examples. This is also a good practice for college bound students, as well as a way to get students thinking about how they read and employing a critical lens as they read.
Procedure: The students will be asked to purchase post-it notes, unless the school is able to provide them for the students. The students will then use their post it notes to write down thoughts, reactions, and questions they have and stick them to that page in the text. Students will be expected to use no less then 10 notes for every 25-50 pages.
Time: This will be an ongoing process through the in-class and out of class reading time.
Citation: This is a procedure that has been modeled for me in my undergraduate and graduate learning experience.
Prediction Journal- from Nicole Brinza
This activity is to be used during reading. I used this method (but tweaked it a little after watching it play out) at Crosswinds on Wednesday and thought it worked well to keep students engaged and also to hear student voice and opinion on the short story we were reading.
Name: Prediction Journal.
Grade: I think this can be used with any grade level, but for the purposes of this activity I will choose 7th grade.
Rationale: This activity is designed for students to not only retell what they have just read in their own words and eliminate any confusion of the text by facilitating classroom discussions, but also for students to engage in the text and to predict what will happen next.
Materials: Whatever text the teacher is having the student read, a notebook dedicated to predictions.
Procedure: After reading a chapter of a book, part of a short story, or any amount of text that allows for students to wonder what will happen next, have them get into small groups to discuss what they have just read. Do this only for a shorter amount of time (10 minutes) to dedicate most time to large group discussion and individual prediction time. After small group, bring it back to the whole class and have the students talk about what just happened in the text (7 minutes). This is a chance to clear up any misconceptions, problems with wording, or questions students may have. After that, have students write in their prediction journals what is going to happen in the next chapter. The teacher can then use this same activity throughout the duration of the text while allowing for students to keep their predictions in a separate notebook. After each time a prediction is made, students are invited to share their predictions to the group and talk about the reasons they think that.
*One thing that I thought of while writing this that I can see being a fun activity at the end of a text is for students to re-write a summary of the story based on their predictions throughout the text whether they are right or wrong. They will then create their own piece of work to help them remember the text, and to also have a piece of writing in their own voice.
Name: Prediction Journal.
Grade: I think this can be used with any grade level, but for the purposes of this activity I will choose 7th grade.
Rationale: This activity is designed for students to not only retell what they have just read in their own words and eliminate any confusion of the text by facilitating classroom discussions, but also for students to engage in the text and to predict what will happen next.
Materials: Whatever text the teacher is having the student read, a notebook dedicated to predictions.
Procedure: After reading a chapter of a book, part of a short story, or any amount of text that allows for students to wonder what will happen next, have them get into small groups to discuss what they have just read. Do this only for a shorter amount of time (10 minutes) to dedicate most time to large group discussion and individual prediction time. After small group, bring it back to the whole class and have the students talk about what just happened in the text (7 minutes). This is a chance to clear up any misconceptions, problems with wording, or questions students may have. After that, have students write in their prediction journals what is going to happen in the next chapter. The teacher can then use this same activity throughout the duration of the text while allowing for students to keep their predictions in a separate notebook. After each time a prediction is made, students are invited to share their predictions to the group and talk about the reasons they think that.
*One thing that I thought of while writing this that I can see being a fun activity at the end of a text is for students to re-write a summary of the story based on their predictions throughout the text whether they are right or wrong. They will then create their own piece of work to help them remember the text, and to also have a piece of writing in their own voice.
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