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.
An Introduction to Audiences- Brittany Stahlman
Focus: An Introduction to Audiences
Name: Commercial Journal - an activity for 8th graders
Rationale: This activity is intended to encourage students to begin thinking about audiences in both literature and other types of media, such as advertisements, film and television. After completing a record of the commercials that happen during a TV show, students will in groups begin to analyze the products advertised during particular TV shows. The objective of the activity is to have students discuss the importance of audiences, why they exist, and the strategies authors or advertisers use to reach them.
Procedure:
1.Materials: Students will need a television to watch for an hour at home; if students do not have a television to watch, they will be able to use magazines, the Internet or radio.
2. Length of time: 1 hour at home for students to journal commercials; 30-45 minutes in class for discussion.
3. Sequence of events:
- The class before discussion, students will be instructed to watch 1 hour of TV. They will have to record a) The show(s) they watched; b) the products advertised and a short description of the commercials played during that hour; and c) the number of times per hour each commercial played.
- The next class period, students will get into groups of 3 or 4 and discuss their journals. They will spend 10 minutes discussing what they watched and the types of commercials they saw.
- The students will then spend 20 minutes discussing questions that have been written on the board:
1. How old do you think people who watched your show are? What gender are they?
2. What do you think they like to do in their free time?
3. Were there any commercials you thought seemed out of place? If not, what commercial would you be surprised to see?
4. What were your favorite and least favorite commercials? Why?
- After the discussion, the teacher will bring the students together for a large group discussion. She will ask for some of group's responses to questions and tie them to the importance of knowing the intended audience when writing, reading, advertising or speaking.
Reference:
Adapted from - Henry, Laura A.(n.d.). Critical Media Literacy: Commercial Advertising. Read. Write. Think. Retrieved September 30, 2010, from http://www.readwritethink.org/classroom-resources/lesson-plans/critical-media-literacy-commercial-97.html?tab=4#tabs
Name: Commercial Journal - an activity for 8th graders
Rationale: This activity is intended to encourage students to begin thinking about audiences in both literature and other types of media, such as advertisements, film and television. After completing a record of the commercials that happen during a TV show, students will in groups begin to analyze the products advertised during particular TV shows. The objective of the activity is to have students discuss the importance of audiences, why they exist, and the strategies authors or advertisers use to reach them.
Procedure:
1.Materials: Students will need a television to watch for an hour at home; if students do not have a television to watch, they will be able to use magazines, the Internet or radio.
2. Length of time: 1 hour at home for students to journal commercials; 30-45 minutes in class for discussion.
3. Sequence of events:
- The class before discussion, students will be instructed to watch 1 hour of TV. They will have to record a) The show(s) they watched; b) the products advertised and a short description of the commercials played during that hour; and c) the number of times per hour each commercial played.
- The next class period, students will get into groups of 3 or 4 and discuss their journals. They will spend 10 minutes discussing what they watched and the types of commercials they saw.
- The students will then spend 20 minutes discussing questions that have been written on the board:
1. How old do you think people who watched your show are? What gender are they?
2. What do you think they like to do in their free time?
3. Were there any commercials you thought seemed out of place? If not, what commercial would you be surprised to see?
4. What were your favorite and least favorite commercials? Why?
- After the discussion, the teacher will bring the students together for a large group discussion. She will ask for some of group's responses to questions and tie them to the importance of knowing the intended audience when writing, reading, advertising or speaking.
Reference:
Adapted from - Henry, Laura A.(n.d.). Critical Media Literacy: Commercial Advertising. Read. Write. Think. Retrieved September 30, 2010, from http://www.readwritethink.org/classroom-resources/lesson-plans/critical-media-literacy-commercial-97.html?tab=4#tabs
The Grapes of Wrath and Woody Guthrie- From Rebecca Hanten
Pre-Reading Activity
Audio Analysis Activity
Grades 8-12
50 minutes
It is important to introduce a new novel or text through a context in which kids can relate to and enjoy. Through an analysis of an audio clip pertinent to the context of the text being introduced, students will identify major themes and cultural contexts in which to further explore in the required text. This will establish a thematic base for students to frame the new text.
The only materials needed would be an audio file and a media player.
For instance, when reading, “The Grapes of Wrath” by John Steinbeck, the instructor could introduce music and life of Woody Guthrie, considering the following quote by John Steinbeck:
“Woody is just Woody. Thousands of people do not know he had any other name. He is just a voice and a guitar. He sings the songs of a people and I suspect that he is, in a way, that people. Harsh voiced and nasal, his guitar hanging like a tire iron on a rusty rim, there is nothing sweet about Woody, and there is nothing sweet about the songs he sings. But there is something more important for those who will listen. There is the will of a people to endure and fight against oppression. I think we call this the American spirit.”
The instructor would play the song, “This Land Is Your Land” by Woody Guthrie and distribute lyrics of the song focusing student attention on the last several (relatively unknown) verses considering the following:
* Use of irony (e.g. beauty of land vs. condition of people)
* Attitude toward the land
* Idea of the “American spirit”
* Political implications/views
After reading “The Grapes Of Wrath,” further discuss connections previously discussed between the song and the novel.
Perhaps read excerpts from "Bound for Glory," Guthries’ autobiography. Discuss the parallels between Guthrie’s life and music and the experience of the Joad family. How well does Tom Joad fit Steinbeck’s description of Guthrie? How does Tom change over the course of the novel?
Partially taken from The Rock and Roll Hall of Fame:
http://rockhall.com/education/resources/lesson-plans/sti-lesson-9/
Audio Analysis Activity
Grades 8-12
50 minutes
It is important to introduce a new novel or text through a context in which kids can relate to and enjoy. Through an analysis of an audio clip pertinent to the context of the text being introduced, students will identify major themes and cultural contexts in which to further explore in the required text. This will establish a thematic base for students to frame the new text.
The only materials needed would be an audio file and a media player.
For instance, when reading, “The Grapes of Wrath” by John Steinbeck, the instructor could introduce music and life of Woody Guthrie, considering the following quote by John Steinbeck:
“Woody is just Woody. Thousands of people do not know he had any other name. He is just a voice and a guitar. He sings the songs of a people and I suspect that he is, in a way, that people. Harsh voiced and nasal, his guitar hanging like a tire iron on a rusty rim, there is nothing sweet about Woody, and there is nothing sweet about the songs he sings. But there is something more important for those who will listen. There is the will of a people to endure and fight against oppression. I think we call this the American spirit.”
The instructor would play the song, “This Land Is Your Land” by Woody Guthrie and distribute lyrics of the song focusing student attention on the last several (relatively unknown) verses considering the following:
* Use of irony (e.g. beauty of land vs. condition of people)
* Attitude toward the land
* Idea of the “American spirit”
* Political implications/views
After reading “The Grapes Of Wrath,” further discuss connections previously discussed between the song and the novel.
Perhaps read excerpts from "Bound for Glory," Guthries’ autobiography. Discuss the parallels between Guthrie’s life and music and the experience of the Joad family. How well does Tom Joad fit Steinbeck’s description of Guthrie? How does Tom change over the course of the novel?
Partially taken from The Rock and Roll Hall of Fame:
http://rockhall.com/education/resources/lesson-plans/sti-lesson-9/
Mapping the Action- suggested by Eve Thomas
a. This is a pre-reading activity
b. Title: Mapping the Action
c. Rationale: Students often have trouble visualizing the setting and movement of a story, especially if the story takes place in another country. Though this activity is designed for the novel The Namesake it could easily be adapted for use for any text that takes place in a location students may be unfamiliar with. This activity also helps activate prior knowledge and would serve as a good warm-up activity in a discussion of international cultural differences.
d. Procedure
Time: 10 Minutes
Resources needed: Worksheet with world map and instructions (below), Internet Access,
The Namesake is about the Ganguli family's life in America and their son Gogol's search for his identity. The parents, Ashoke and Ashima, were both born in Calcutta, India and the children, Gogol and Sonia, were both born in the Boston metropolitan area in the state of Massachusetts.
The story's conflict takes on not only geographic but also cultural proportions. As Ashoke and Ashima acclimate themselves to American life, their native-born American children grow up within the embrace of their Bengali parents, and Gogol and Sonia learn in many ways how their bicultural identity sets them apart from other children.
To understand how long the "journey" was that Ashoke and Ashima took from India to the United States, examine the map with a partner. Find India. Draw a line from India to where you believe Boston, Massachusetts is located. Then search the Internet to find out exactly where Calcutta is and what the exact mileage is from Calcutta to Boston.
From: The Book-of-the-Semester Project at Hostos Community College (2006-2007). Retrieved from http://www.hostos.cuny.edu/oaa/book/book2/guidejl1.htm
b. Title: Mapping the Action
c. Rationale: Students often have trouble visualizing the setting and movement of a story, especially if the story takes place in another country. Though this activity is designed for the novel The Namesake it could easily be adapted for use for any text that takes place in a location students may be unfamiliar with. This activity also helps activate prior knowledge and would serve as a good warm-up activity in a discussion of international cultural differences.
d. Procedure
Time: 10 Minutes
Resources needed: Worksheet with world map and instructions (below), Internet Access,
The Namesake is about the Ganguli family's life in America and their son Gogol's search for his identity. The parents, Ashoke and Ashima, were both born in Calcutta, India and the children, Gogol and Sonia, were both born in the Boston metropolitan area in the state of Massachusetts.
The story's conflict takes on not only geographic but also cultural proportions. As Ashoke and Ashima acclimate themselves to American life, their native-born American children grow up within the embrace of their Bengali parents, and Gogol and Sonia learn in many ways how their bicultural identity sets them apart from other children.
To understand how long the "journey" was that Ashoke and Ashima took from India to the United States, examine the map with a partner. Find India. Draw a line from India to where you believe Boston, Massachusetts is located. Then search the Internet to find out exactly where Calcutta is and what the exact mileage is from Calcutta to Boston.
From: The Book-of-the-Semester Project at Hostos Community College (2006-2007). Retrieved from http://www.hostos.cuny.edu/oaa/book/book2/guidejl1.htm
FAILBOOK/WIN BOOK!
Focus: Important Scenes in a text, reversals of fortune in plot, developing connections from a text to an enjoyable student pastime.
Materials: Paper, pen, novel the students are reading at the time, colored pencils, projector and computer to show failblog examples.
Rational: Since there is such a large following of failblog.org and with the prevalence of "fail" and "win" in everyday speech amongst young people, I thought this would be great fun for a post reading assignment, particularly in novels that feature great reversals of fortune, or scenes of great failure or success.
Procedure:
Once students have finished reading a book, such as Dorian Gray, they will be asked to draw a "fail" or "win" picture based on a moment in the book. For example, a student might draw the scene where Dorian stabs the painting thus killing himself and label that an EPIC FAIL.
The instructor could then put the pictures up around the classroom.
Wilde, Oscar. (1962). The Picture of Dorian Gray and Selected Stories. New York, NY: Signet Classics.
Materials: Paper, pen, novel the students are reading at the time, colored pencils, projector and computer to show failblog examples.
Rational: Since there is such a large following of failblog.org and with the prevalence of "fail" and "win" in everyday speech amongst young people, I thought this would be great fun for a post reading assignment, particularly in novels that feature great reversals of fortune, or scenes of great failure or success.
Procedure:
Once students have finished reading a book, such as Dorian Gray, they will be asked to draw a "fail" or "win" picture based on a moment in the book. For example, a student might draw the scene where Dorian stabs the painting thus killing himself and label that an EPIC FAIL.
The instructor could then put the pictures up around the classroom.
Wilde, Oscar. (1962). The Picture of Dorian Gray and Selected Stories. New York, NY: Signet Classics.
Shakespearian Gossip
This idea is one Dan Thompson inadvertently gave me when he switched out a regular word for a Shakespearean one during one of our classroom discussions.
During Reading Activity
Grade: 9-12
Materials: computer, projector, clip from Youtube or TeacherTube, vocabulary sheets, assigned text
Duration: 10 minutes, once a week (Fridays, probably).
Focus: Vocabulary
Rational: This exercise will (hopefully) serve as a fun and informal way for students to a) practice using vocabulary from a given text, b) discuss a current social phenomenon, or event, and c) engage in conversation with other students in the classroom.
Procedure: Students will be asked to keep vocabulary sheets accompanying their texts (which for this demonstration will be King Lear). Once a week, the instructor will select two video clips- one news related, and one entertainment related- and allow the students to discuss the content of the clips using their Shakespearean vocabulary.
Examples: Jeez, did you see what Kanye did at the VMA's? What a base, football player. What a knave!
Britney Spears is such a Flibbertigibbet, and I'm being nice!
Shakespeare, William. (1993) King Lear. New York, NY: The Folger Shakespeare Library.
During Reading Activity
Grade: 9-12
Materials: computer, projector, clip from Youtube or TeacherTube, vocabulary sheets, assigned text
Duration: 10 minutes, once a week (Fridays, probably).
Focus: Vocabulary
Rational: This exercise will (hopefully) serve as a fun and informal way for students to a) practice using vocabulary from a given text, b) discuss a current social phenomenon, or event, and c) engage in conversation with other students in the classroom.
Procedure: Students will be asked to keep vocabulary sheets accompanying their texts (which for this demonstration will be King Lear). Once a week, the instructor will select two video clips- one news related, and one entertainment related- and allow the students to discuss the content of the clips using their Shakespearean vocabulary.
Examples: Jeez, did you see what Kanye did at the VMA's? What a base, football player. What a knave!
Britney Spears is such a Flibbertigibbet, and I'm being nice!
Shakespeare, William. (1993) King Lear. New York, NY: The Folger Shakespeare Library.
Stranded Without a Teacher
Title: Stranded Without a Teacher
Type: Post reading activity
Materials: A notebook and pen, recording device if possible, chalk/white board, cover for directions, and the students will need their texts.
Grades: 9-12 (in this example I will use 10)
Timeframe- Two classes, one for the activity, one for the debriefing.
The following activity is a modified version of something all English 10 Honors classes tried at my high school, York Community HS, after finishing reading Lord of the Flies. I have made the modifications.
Rational: This is a fun way to engage with a text that gives students the power in the classroom. It also, by design, forces them to investigate their strengths and weaknesses as a group, and engage in decision making and problem solving strategies as a collective. Also, it is a risk as an activity, which makes it exciting for students who are normally not engaged with English literature/ underachieving students. This activity also pushes the students deeper into the reading, in the follow up discussion to the initial activity, by asking them to examine why characters make the decisions they did in the novel.
Procedure: Before the students arrive in class, write on the board:
"After receiving a giant grant from the Department of Education, Ms. Witham was able to pay for our class to take a field trip to the island described in Lord of the Flies. Unfortunately, the plane had no landing gear and the plan crashed into the ocean. All the adults, including your beloved Ms. Witham, perished. Only you, Ms. Witham's English 10, class survived. Take the next 45 minutes to meet as a class and figure out how you will structure yourselves to survive. Perhaps this involves electing a leader, assigning jobs, assigning crews to devise ways to escape, resolving conflicts, figuring out how to survive together, etc. Perhaps someone rebels because they are unhappy with leadership. Determine what structure is most conducive to your success as an individual, and as a group. Everyone should have a job. Use L of the Flies as a tool to help you determine what will be advantageous, or disastrous. You may not ask me for help, as I am dead... although I will be taking notes, recording the conversation, and inexplicably grading you on your participation from beyond the grave."
Before the students enter, the teacher should cover the scenario instructions with a poster or over head screen. As the students enter class, the teacher should try not to say to say anything and wait for the bell. Once the bell rings, the teacher should close the door, unveil the instructions, and sit back in her seat. After the students have read the instructions and gotten the initial excitement about running class out of their system, there will probably be a period of time where there is a tentativeness to begin. Be patient. Once the students realize you are serious, they will begin to speak up. Begin taking notes and recording the discussion on some device if possible. Only interrupt if the student get completely off task or out of hand. If this is a major concern with this class, perhaps this is not an appropriate activity for them, or maybe the teacher could assign someone (in secret) in advance who will keep the conversation on track. It has been my experience that students actually get really into this activity. Five minutes before the bell to end class rings, the teacher will stand up from the desk and end the activity with something like, "Rescue planes have just spotted you on the island and have come to take you back home." For the last five minutes of class, have a brief journal session for them to write down elements of the activity that frustrated them and elements they thought went well.
The next class session should be dedicated to discussing the activity. The teacher should pull moments from the notes or recording that are particularly interesting. Perhaps the essential questions for this class period could be, "How did the class do as a unit in comparison to the characters in Lord of the Flies? What made it different for us? What if this had been real? Would that change the game?"
Golding, William. (1954) Lord of the Flies. New York, NY: Perigee
Publishing.
Type: Post reading activity
Materials: A notebook and pen, recording device if possible, chalk/white board, cover for directions, and the students will need their texts.
Grades: 9-12 (in this example I will use 10)
Timeframe- Two classes, one for the activity, one for the debriefing.
The following activity is a modified version of something all English 10 Honors classes tried at my high school, York Community HS, after finishing reading Lord of the Flies. I have made the modifications.
Rational: This is a fun way to engage with a text that gives students the power in the classroom. It also, by design, forces them to investigate their strengths and weaknesses as a group, and engage in decision making and problem solving strategies as a collective. Also, it is a risk as an activity, which makes it exciting for students who are normally not engaged with English literature/ underachieving students. This activity also pushes the students deeper into the reading, in the follow up discussion to the initial activity, by asking them to examine why characters make the decisions they did in the novel.
Procedure: Before the students arrive in class, write on the board:
"After receiving a giant grant from the Department of Education, Ms. Witham was able to pay for our class to take a field trip to the island described in Lord of the Flies. Unfortunately, the plane had no landing gear and the plan crashed into the ocean. All the adults, including your beloved Ms. Witham, perished. Only you, Ms. Witham's English 10, class survived. Take the next 45 minutes to meet as a class and figure out how you will structure yourselves to survive. Perhaps this involves electing a leader, assigning jobs, assigning crews to devise ways to escape, resolving conflicts, figuring out how to survive together, etc. Perhaps someone rebels because they are unhappy with leadership. Determine what structure is most conducive to your success as an individual, and as a group. Everyone should have a job. Use L of the Flies as a tool to help you determine what will be advantageous, or disastrous. You may not ask me for help, as I am dead... although I will be taking notes, recording the conversation, and inexplicably grading you on your participation from beyond the grave."
Before the students enter, the teacher should cover the scenario instructions with a poster or over head screen. As the students enter class, the teacher should try not to say to say anything and wait for the bell. Once the bell rings, the teacher should close the door, unveil the instructions, and sit back in her seat. After the students have read the instructions and gotten the initial excitement about running class out of their system, there will probably be a period of time where there is a tentativeness to begin. Be patient. Once the students realize you are serious, they will begin to speak up. Begin taking notes and recording the discussion on some device if possible. Only interrupt if the student get completely off task or out of hand. If this is a major concern with this class, perhaps this is not an appropriate activity for them, or maybe the teacher could assign someone (in secret) in advance who will keep the conversation on track. It has been my experience that students actually get really into this activity. Five minutes before the bell to end class rings, the teacher will stand up from the desk and end the activity with something like, "Rescue planes have just spotted you on the island and have come to take you back home." For the last five minutes of class, have a brief journal session for them to write down elements of the activity that frustrated them and elements they thought went well.
The next class session should be dedicated to discussing the activity. The teacher should pull moments from the notes or recording that are particularly interesting. Perhaps the essential questions for this class period could be, "How did the class do as a unit in comparison to the characters in Lord of the Flies? What made it different for us? What if this had been real? Would that change the game?"
Golding, William. (1954) Lord of the Flies. New York, NY: Perigee
Publishing.
Casting Director
Name: Casting Director
Age: Middle school through high school
Focus: Character analysis
Materials: books currently being read, papers, pen
Time: 15-20 minutes depending on quality/length of discussion
Type of Activity: During reading/Post reading (either would do)
Description: The instructor will ask the class to take out their note books and list the cast of characters from the novel, play, short story, etc. they are currently reading, or have just read. The instructor will ask the students to think of a few describing words to jot next to each character's name, and put their pens down when finished. After everyone has finished jotting a few descriptors down, the instructor will then ask the students to imagine they were holding the screenplay version of the text and will be charged with casting any living actor in each of the roles. The students should fill in a rough draft of their selections next to their character list quietly, and wait for the discussion to begin. After everyone has had a chance to write down their cast list, the instructor should open the casting up to discussion. "Who would you cast for the lead? Why? What about that character makes you think that actor is the right fit? Where in the text (scenes, dialogue, description) are you finding this information?" The students and instructor may have a light hearted discussion about their choices and debating who would be best suited to play each role, and how different performers would change the characters.
Rational: In a culture obsessed with celebrities, I feel that this activity offers another way into a text that students may have trouble engaging with- particularly with texts that are extremely character driven, or the characters make complex choices. There is also a good opportunity for heated debate to occur without much at risk. If a student has a strong reaction to one actor playing a certain character in the book, then they are also developing a strong opinion about that character. Listening to others share their ideas and justifications about casting choices may change, or enhance their reading of the text for the duration of the unit. Most importantly, this activity is designed to be fun. It allows the students to grapple with a text in a new way without worrying about the usual formalities of classroom discussions.
*At the time of this post, I had come up with this idea without the aid of other sources*
Age: Middle school through high school
Focus: Character analysis
Materials: books currently being read, papers, pen
Time: 15-20 minutes depending on quality/length of discussion
Type of Activity: During reading/Post reading (either would do)
Description: The instructor will ask the class to take out their note books and list the cast of characters from the novel, play, short story, etc. they are currently reading, or have just read. The instructor will ask the students to think of a few describing words to jot next to each character's name, and put their pens down when finished. After everyone has finished jotting a few descriptors down, the instructor will then ask the students to imagine they were holding the screenplay version of the text and will be charged with casting any living actor in each of the roles. The students should fill in a rough draft of their selections next to their character list quietly, and wait for the discussion to begin. After everyone has had a chance to write down their cast list, the instructor should open the casting up to discussion. "Who would you cast for the lead? Why? What about that character makes you think that actor is the right fit? Where in the text (scenes, dialogue, description) are you finding this information?" The students and instructor may have a light hearted discussion about their choices and debating who would be best suited to play each role, and how different performers would change the characters.
Rational: In a culture obsessed with celebrities, I feel that this activity offers another way into a text that students may have trouble engaging with- particularly with texts that are extremely character driven, or the characters make complex choices. There is also a good opportunity for heated debate to occur without much at risk. If a student has a strong reaction to one actor playing a certain character in the book, then they are also developing a strong opinion about that character. Listening to others share their ideas and justifications about casting choices may change, or enhance their reading of the text for the duration of the unit. Most importantly, this activity is designed to be fun. It allows the students to grapple with a text in a new way without worrying about the usual formalities of classroom discussions.
*At the time of this post, I had come up with this idea without the aid of other sources*
I See, I Notice, It Reminds Me
Focus: Pre-reading Activity for Beginning Creative Writers
Name: I See, I Notice, It Reminds Me
Grade level: 9th or 10th grade
Time: (including instructions and discussion) 15-20 minutes
Materials: None
Rationale: As a way to physically demonstrate how to read and interpret metaphor laden text, this exercise will provide students with a different perspective on how to see and describe otherwise mundane objects. The activity will also help the students begin to think about how authors are able to ascribe the depth that can be achieved to people, places, and things in descriptive writing by attaching personal memory to the physical description of an object they see everyday. Lastly, the students will get to practice reading a peer's interpretation of familiar objects in the room by listening for their partner's descriptive narration.
Procedure: Students will be pared by ones and twos with a partner. The ones will be the first to describe their surroundings, while the twos will listen. The partners should walk around the room shoulder to shoulder, with number one guiding where they walk. Number one is to find an object in the room and say "I see ___, I notice _____, it reminds of ____." For example, "I see a light switch. I notice it has a "hit the lights sticker on it. It reminds me of when at summer camp somebody in a globe costume spoke to us about the environment." Number one will continue walking about the room moving from object to object for 1 minute. Then, the instructor will call switch, and person two will now control the movement and make object observations for one minute. Both students should observe twice. After the four minutes is up, students should return to their seats to discuss. The instructor should ask the students to think of one observation/description their partner made that struck them. Then, the instructor could bring the class to a full discussion about some of these descriptions they'd like to share, an how it felt noticing particular things about objects in the room, and what kind of memories they associated with certain objects. Good ones? Sad ones? etc. From here, the instructor could begin a lecture about figurative language tactics in novels, poems, and short stories while referencing the activity.
I got the idea for this activity from Michael Sommers. He frequently uses this activity as a way to teach perspective to his puppetry students.
M. Sommers, personal communication, Specific date unknown.
Name: I See, I Notice, It Reminds Me
Grade level: 9th or 10th grade
Time: (including instructions and discussion) 15-20 minutes
Materials: None
Rationale: As a way to physically demonstrate how to read and interpret metaphor laden text, this exercise will provide students with a different perspective on how to see and describe otherwise mundane objects. The activity will also help the students begin to think about how authors are able to ascribe the depth that can be achieved to people, places, and things in descriptive writing by attaching personal memory to the physical description of an object they see everyday. Lastly, the students will get to practice reading a peer's interpretation of familiar objects in the room by listening for their partner's descriptive narration.
Procedure: Students will be pared by ones and twos with a partner. The ones will be the first to describe their surroundings, while the twos will listen. The partners should walk around the room shoulder to shoulder, with number one guiding where they walk. Number one is to find an object in the room and say "I see ___, I notice _____, it reminds of ____." For example, "I see a light switch. I notice it has a "hit the lights sticker on it. It reminds me of when at summer camp somebody in a globe costume spoke to us about the environment." Number one will continue walking about the room moving from object to object for 1 minute. Then, the instructor will call switch, and person two will now control the movement and make object observations for one minute. Both students should observe twice. After the four minutes is up, students should return to their seats to discuss. The instructor should ask the students to think of one observation/description their partner made that struck them. Then, the instructor could bring the class to a full discussion about some of these descriptions they'd like to share, an how it felt noticing particular things about objects in the room, and what kind of memories they associated with certain objects. Good ones? Sad ones? etc. From here, the instructor could begin a lecture about figurative language tactics in novels, poems, and short stories while referencing the activity.
I got the idea for this activity from Michael Sommers. He frequently uses this activity as a way to teach perspective to his puppetry students.
M. Sommers, personal communication, Specific date unknown.
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