Wiki site for sections 2 and 3

Here is the link for the independent reading project we are doing in sections 2 and 3. 

I gave students their user names and passwords today in class.

Please remember, I am asking each student to buy a book because we will be writing in them. 

Important dates for MrBoZ's classroom

Tonight:
Pictionaries for unit 13

Vocab Unit Work:
We will review the words a little in class, but you must do the work on your own.
All vocab work must be entered into the responders, even if you are absent.

 
May 3: Unit 13 Vocab Quiz
May 5: Book due for sections 2 and 3 independent book project
May 8: Unit 14 Vocab Quiz
May 12: Response 1 Guiding Questions (Sections 2 and 3)
May 16: Unit 15 Vocab Quiz
May 19: Response 2 Guiding Questions (Sections 2 and 3)
May 23: Final on all 15 units
May 23: Response 3 Guiding Questions (Sections 2 and 3) sooner is better
May 27: Story Element Activities Due (Do one very well or three adequately.  I prefer you do three.)
May 28: Sections 2 and 3 will present their independent book projects (Book Talk)


Section 1 is reading Night in class.  We will be doing some of the same activities as sections 2 and 3, but we will be doing them together as a class.  Those assignments are in the works.

Students must have a book by NEXT MONDAY

Some students have been stumped trying to find a book to read.  Today I discussed the books on this list as possibilities.  I have chosen to read Slaughter House Five by Kurt Vonnegut.  I am half-way through the book. The story is set in WWII and is an interesting exploration of existence.  The story is not arranged chronologically.  It jumps around like the story does in The Time Traveler's Wife.  However, there are a few coarse words and some soldier talk.  I can see why it might be better for 10th grade, but the style is different. 

I am also reading Cannery Row by John Steinbeck.  Any Steinbeck book would be an exploration of great detail and description. 

Parents must sign a permission slip for a student to read the book.

• The books are due Monday, May 5th.
• Certain sections of the project are due each week on the Wiki. (TBD)
• The final project is a book presentation due May 27th.

Please go to Barnes and Noble online to explore the books.  There are reviews that will guide your decisions. 

Boyne	Boy in the Striped Pajamas	core
Bradbury	Farenheit 451	core
Bronte, E	Wuthering Heights	core
Conrad	Heart of Darkness	extended
Defoe, Daniel	Robinson Crusoe	101 LIST
Fitzgerald	Great Gatsby, The	core
Frank	Anne Frank:  The Diary of a Young Girl	core
Golding	Lord of the Flies	core
Hansberry	Raisin in the Sun, A	core
Hemingway	Farewell to Arms, A	extended
Hemingway	For Whom the Bell Tolls	extended
Hemingway	Old Man and the Sea	core
Hemingway	Sun Also Rises, The	core
Hugo	Les Miserables	extended
Hurston, Zora Neale	Their Eyes Were Watching God	101 LIST
Huxley	Brave New World	core
Keneally	Schindler's List	extended
Kingsolver	Bean Trees, The	core
Martel	Life of Pi, The	extended
McCourt	Angela's Ashes	core
Orwell	Animal Farm	core
Orwell	1984	core
Potok	Chosen, The	core
Remarque	All Quiet on the Western Front	core
Shelley	Frankenstein	core
Solzhenitsyn, Alexander	One Day in the Life of Ivan Denisovich	101 LIST
Steinbeck	East of Eden	extended
Steinbeck	Pearl, The	core
Steinbeck	Of Mice and Men	core
Steinbeck, John	The Grapes of Wrath	101 LIST
Stevenson, Robert Louis	Treasure Island	101 LIST
Swift, Jonathan	Gulliver’s Travels	101 LIST
Tan	Joy Luck Club, The	extended
Vonnegut	Slaughterhouse Five	core
Walker	Color Purple, The	core
Wells	War of the Worlds, The	extended
Wiesel	Dawn	extended
Wright	Native Son	extended

I said I would post this: The Independent Novel Study

I will be making Wiki pages instead of Google Docs because, as Alex said, you must have a Google account.  I do not want students signing up for Google because that is a parental decision.

Instead, I will be making a Wiki page for each student.  Fortunately, or unfortunately, all the pages will be accessible to all members of the two classes.  I want to encourage collaboration.  

I will be using the e-mail addresses the students gave me to set up accounts.  Each student will be able to log into the wiki and edit his/her page.  Each student can also comment on other students work and/or collaborate. Just know that any changes made to pages are tracked. 

I will set this up by the end of the week, but I wanted to show the students the assignment.

Do not freak out over the size of this assignment.  While there are a lot of questions to answer, I am not looking for a lot of writing.  I will establish the requirements soon. 

Just know that the all the asignments will lead up to the book sharing project at the end.  

• Many grades will be completion.
• Some questions will be scored for detail, but I will let you know which ones I will really focus on. 

 

Title of your book:

Author of your book:

Reason why you chose the book:

What connections/lessons have you made while reading the book?

(Update this frequently.)

                                                

Reading Log

                   

Date             Pages Read          Brief Comment

Following are activities to be completed for your novel. The use of technology is encouraged, although not required, in the completion of activities and may include web pages, blogs, text, or multi-media representation where appropriate. Other activities to demonstrate learning in each of the parts will be considered in consultation with Mr. Bosler.

If there is anything you are unsure of at anytime...ASK! The entire project is worth about half of the 4th Marking period grade.

Novel Selection

·      Select a novel appropriate for your grade and reading level.

·      Read the first chapter to be sure it is a novel that appeals to you.

·      Once you have chosen your book, let your teacher know the title and author.

·      Once you have told your teacher your selection you may change your mind, but you need my approval.

Vocabulary

CC.8.R.L.4 Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

As you read your novel, make a list of words that you come across that are unfamiliar to you. When you have finished reading the novel, choose ONE of the following activities. Include a title and any necessary headings.

1.     Vocabulary Log: Choose 15 words from your novel that you do not know the meaning of. Record the dictionary definition for each word (quote the page number for each word used).

2.     Create a Crossword of 15 words from your novel. Provide a clue for each word and the answer key.

3.     Create a Thesaurus: Select 15 words from your novel that seem overused or boring. Rewrite the sentence from the book in which the word was found with a better one (quote the page number for each word used). .

4.     Identify 15 interesting words from your novel and tell why you think each is interesting (quote the page number for each word used).

Reading Journal (Connect & Question)

Your task is to keep a reading log, and to complete 3 Reader Responses.

Response 1 Guiding Questions - (for the early chapters of the book)

1.     What is the time and place of the book? What evidence in the book tells you this?

2.     Name and describe the main character in the book. Describe him/her physically and describe his/her personality and history, if known. Use evidence from the book. Then give your impression of him/her.

3.     Name and describe a secondary character in the book. Describe him/her physically and describe his/her personality and history, if known. Use evidence from the book. Then give your impression of him/her.

4.     Describer the relationship between the two characters.  Include their history and details of their relationship.  Explain the significance of their relationship to the book.

5.     Describe one important event in the book and explain why it is significant to the story, the plot, the characters, or the theme.

6.     Describe any text-to-text connections you have made so far.

7.     Describe any text-to-self-connections you have made so far.

8.     Explain any text-to-world connections you have made so far.

9.     Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

10.  Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

Response 2 Guiding Questions (for the middle of the book)

1.     If the time or place changes during the book, explain how and give examples. How does this switching serve the story?

2.     What is the general feeling or mood of the book? Give specific examples of how the author creates that feeling or mood. (CC.8.R.L.4 Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.)

3.     Compare and contrast two characters psychologically.  To do this consider their behavior and personality.  Consider whether their physical descriptions match or differ with their behaviors and attitudes.

4.     Give an example of a conflict or conflicts between: i) two people ii) a person and his/her conscience(internal conflict) iii)a person and society iv) a person and an animal or nature v)a person and a spiritual/supernatural being

5.     Who is the narrator of the story? Is s/he inside or outside of the story? What is his/her relationship to the story?

6.     What is your reaction to a relationship, event, behavior or message/theme of the book.  Be clear about what you are reacting to and exactly what makes you respond as you do.

7.     Choose a sentence or phrase that attracts you.  Explain why you chose it, its value in the book, and its value to you.

Response 3 Guiding Questions (for the final chapters of the book)

1.     If there is any special language used (dialects, foreign words, slang, etc.) give examples and explain is use and purpose. What is the effect?

2.     How does the author use humor, irony, symbolism, or metaphors? Give examples and explain the effects.

3.     What is the climax of the novel?  What major conflicts lead up to it and what is the resolution afterward?

4.     Give an alternative outcome for your story.  What would have needed to change for this alternative ending to come true?  Explain the different effect the new outcome would have compare to the original.

5.     What is the theme or themes in the novel?  Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot. Give evidence.

6.     What did you learn from this novel? In answering this, you may comment on any aspect of the novel including how it is written.

Signposts in Literature

As you read, underline or identify the following. Below, give at least one example of each signpost and explain the significance of each.

·      Contrasts and Contradictions

·      Aha Moments

·      Tough Questions

·      Words of the Wiser

·      Again and Again

·      Memory Moment

Story Element Activities (Visualize, Synopsis, Theme)

Your task is to complete an activity for each Story Element (Character, setting, plot).  Choose one activity from each selection.  Include titles and any necessary headings.

Section One: Character: After reading your novel, identify the antagonist(s) and protagonist(s) within the story.  Remember, protagonists and antagonists are not necessarily people.

1.     Explain how a character in the book changed in the story.

2.     Created a “Wanted Poster” for a main character in the novel.

3.     Explain why you would like to have one of the characters as a friend.

4.     What problems did the major character(s) have and how did they solve them?

5.     Write an interview with one of the major characters.

6.     Write several diary entries made by one of the major characters.

7.     Make a character box.  In a shoebox, include 10 items that would be meaningful to the main character. On a separate sheet of paper, in a paragraph, explain why you have chosen each object.

8.     Create a character web that connects all of the characters in the novel and describe the relationship between them.

9.     Create another character that would fit into the story. Write another chapter or choose one even to rewrite using that character.  Remember to include a good description of your character.

Section 2- Setting: Examine the setting of the novel.  Select a particular scene to represent.  Be sure to consider the location, time period, function, and atmosphere of the setting.

1.     Sketch a scene in the book depicting part of the plot. (I am marking for detail and accuracy not drawing talent.) Explain your illustration and why you chose to draw this scene.

2.     Draw a color map of where a major part of the story takes place.  Label the major landmarks or points of interest.

3.     Do a collage of a major theme of your novel or one that illustrates certain parts of your novel.

4.     Choose an important scene in the book, write a script for the scene and produce the scene on video with voice-over telling about it.

5.     Make a 3D model of a major scene from the novel.

Section 3- Plot: Consider the “shape” of the story as it moves from introduction, through a series of related incidents building to a climax, and coming to a conclusion.

1.     Rate each chapter of the novel according to the level of excitement and complete a Climax-Tension Graph.  Summarize the reasons for your ratings.

2.     Find three songs that seem to relate to your novel.  Write out the lyrics and then write an explanation of how they relate.

3.     Do several pieces of art that illustrate the major events of the novel.  Write and explanation of how they relate to the story.

4.     Create a Power Point presentation of the book.

5.     Create a story map that shows the major events of the story.

Reader Reflection Assignment (infer and transform)

When we “read between the lines” or look for deeper meaning, we are inferring.  When that deeper understanding leads to a change in the way we see things of do things, we are transformed.  Your task is to look for the deeper meaning in the novel you read, making specific references to the text and defending your position with sound reasons, and to discuss how this understanding changed you.  Choose one of the following activities.  Include a title and any necessary headings.

1.     Describe a strong feeling or emotion that you experienced as you were reading this novel and what caused that feeling.

2.     Give your opinion of the author’s writing style.  What images captured your interest? How did the author create suspense?

Book Talk

A book talk is an opportunity to share a book you have read with others.  All the activities above have prepared you for your book talk by helping you understand your novel in detail through connections, visualizations, questioning, analysis, synthesis, and possibly transformation.  Your task is to assemble a presentation to share and promote your novel according to the following criteria.

You must address the following in your presentation.

1.     Introduce the book in a creative way.  Be sure to state the title, author, and the genre of the novel.

2.     Briefly summarize the book without giving away the ending.  Provide information that will make them want to read it too.  Read aloud an interesting section.

3.     Describe the main characters from the book.  Who are the protagonists/antagonists?  What were their roles within the story?

4.     Describe the setting of the book.  Tell is when and where the story takes place.

5.     Tell about some ways in which you connected with the novel (text-text, text-world, text-self).

6.     Tell about the underlying message you thought the novel was trying to communicate.

 

CC.8.R.L.2 Key Ideas and Details: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

CC.8.R.L.3 Key Ideas and Details: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

CC.8.R.L.6 Craft and Structure: Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

I have been pretty lax about posting lately

I have been spending a lot of time organizing the novel unit.  Right now, all classes are reading Night by Elie Wiesel.  It is an engaging memoir about his experiences during the Holocaust. Section 1 is reading the book for their novel study.  Sections 2 and 3 are reading the book to learn the skills of analyzing a novel.  Those two classes are currently searching for a book to read for after break.  Please see the previous posts.

There is no way we will finish the novel before break, but that is fine. 

I posted some pictures of the Boys and Girls LAX

Girls LAX Gallery

Boys LAX Gallery

Independent Novel Study: Sections 2 and 3

After break, sections 2 and 3 will be doing an independent novel study.  In my classroom, I have been giving students some guidance for choosing a book, but they have not seen the list they will be choosing from.  Please read the letter below.

Here is the list.

Below is the book choice permission slip that will need to be signed in order for a student to read the book. 

If a small group of students would like to choose the same book, that would be fine.  In fact, I would encourage it. 

Parents and students, feel free to e-mail if you have questions about a book. 

Book Choice for Independent Novel Study: Sections 2 and 3

Dear Parents,

            As you know, I have been pushing the honors classes this whole year, and they have been meeting every challenge head-on.  For the novel unit, I would like to challenge the students to choose a classic book.  I know most of the students in the class read book that are high interest like The Hunger Games, Divergent, Twilight, Percy Jackson, Lord of the Rings, The Hobbit, and other more modern novels.  While those books are entertaining, they are also modern.  I would like students to pick a book that they might not have thought to read for pleasure, a classic that has been studied/read for decades.

            The list I have provided starts with The College Board: 101 Great Books Recommended for College-bound Readers. (College Board is the SAT and AP test company.) These are the classics.  However, not all of these books are approved by our district.  And not all of those books are accessible to 8^th grade students.  The lists that follow the College Board list are the district-approved books. You will see that some of the College Board books are on the district list.

            I would like students to choose a book from the list I have provided. I am requiring a parental signature regardless of which list the book is on.  However, just because the book is on the district-approved list, I cannot be the one to determine what you find appropriate in your household.  I have not read every book on this list.

            Finally, the district has “core” and “extended” books.  The “core” books are reserved, which means I cannot teach that book in my grade because it will be covered in a later grade.  However, since a student is choosing this book independently, I feel it would be fine to choose a “core” book. I have bolded books that I am familiar with. 

            I am asking that students buy a paperback copy of the book.  I want to teach them how to mark-up a book as they read.  It is a very important skill that most students do not do because they have not been taught to or do not own the book.  (If a student cannot afford a book, one will be provided for him/her.)

I give (my child) __________________________ permission to read (book title)   _______________________________ by (author) ________________________.  If the book is not on the district-approved book list, I understand that even though the book is a “classic,” some of the content might be more appropriate for a high school student.  (If you are unsure, read the reviews of the book on Amazon or Barnes and Noble.)

Parent Signature  _______________________________________   Date ___________

Section 3 showed Warrior Pride!

While section 3 did not achieve  65% of the class making their DCAS goals, I am rewarding them for their results.  Almost every student earned a 4 in the class, with the lowest score being a 3.  That means they ALL "Met the Standard" or were "Advanced!"  That is awesome! 

The DCAS goals work against this class because many students earned such high scores in the fall that some of the highest scoring students did not make their goals in the spring.  That is a shame, but will I never tell students to not do their best... ever. 

But I want them to know that I am SO PROUD of their performance on the DCAS!  Their grades in my class and their scores on DCAS show me what I already know from teaching them: They are a smart, hard working group of students!

ICE CREAM PARTY FOR SECTION 2 !!!!

The results for section 2 are in: 70% of the class made their goal! 

To be rated as effective, 65% of my students must make their goal.  Now, section 2 is not all my students, but I told each class that if they helped me earn a "D" for their class, I would give them an ice cream party. 

I am happy for THEM. 

I assessed the timed writing pieces from last week (sections 2 and 3)

I gave every student a 100 and made it a formative grade.  I thought that with the clear focus of the standard, the students would finds supports and organize the pieces correctly. 
 

CC.8.R.L.2 Key Ideas and Details: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

That is not to say that the pieces were bad, but I did not think they demonstrated mastery of the standard.  Some were focused on a topic, but they did not discuss how the setting, plot, and characters developed the theme.  Some focused too much on summary.  Some were light on details.

I will get a good sample typed up soon so I can show the students what I was looking for.  Maybe we will revisit this with another piece before the end of the year. 

I short, I am am pleased that the students were able to write an organized piece in just 30 minutes.  However, many of the pieces did not meet the requirements of the Common Core standard.