383
Companion Website
Chapter 14
Cultivating Motivated and Independent Readers
and Writers Through Reading and Writing Workshop
384
LITERATURE BOOK BINGO QUESTIONS
Clues & Answers
Q.
A.
One of Gary Paulsen’s best selling books
Hatchet
Q.
A.
This boy attends Hogwart’s School of Wizardry
Harry Potter
Q.
A.
Complete the title:The Lion, the Witch, and the ________________.
Wardrobe
Q.
A.
What is the name of the cat in The Cay ?
Stewcat
Q.
A.
Who wrote Maniac Magee ?
Jerry Spinelli
Q.
A.
Who wrote the Goosebumps series?
R.L. Stine
Q.
A.
What is the name of the pig that Fern took care of in Charlotte’s Web?
Wilbur
Q.
A.
What is the name of the big, red dog?
Clifford
Q.
A.
In the story of The Three Little Pigs, what was the strongest house made of?
Bricks
Q.
What is the name of the woman who helps cure children of their
problems?
Mrs. Piggle-Wiggle
A.
Q.
A.
What is the name of the poem that begins “I cannot go to school today,
said little Peggy Anne Mckay…”
“Sick”
Q.
A.
What book tells stories that are meant to inspire you?
Chicken Soup for the Teenage Soul
Q.
A.
What rhyming author helps teach children to read?
Dr. Seuss
385
Q.
A.
What is the name of the boy in Maurice Sendak’s story, Where the Wild
Things Are?
Max
Q.
A.
What did Miss Muffet eat for breakfast?
Curds and Whey
Q.
A.
One of Winnie-the-Pooh’s friends
Tigger
Q.
A.
Mary, Colin, and Dicken are the main characters in what novel?
The Secret Garden
Q.
A.
What is the name of the mouse who rode on the red motorcycle?
Ralph
Q.
A.
What was the island shaped like in Island of the Blue Dolphin?
Dolphin
Q.
A.
What’s the name of the famous veterinarian who talks to animals?
Dr. Doolittle
Designed by Meredith Ritner and her 6th grade remedial reading class at Aliso Viejo Middle
School, Aliso Viejo, California. Reprinted with permission.
386
Teacher's Reading Reminiscence Letter
Dear Class,
I can trace my memories of reading back to when I was three years old. My
mom or dad would tuck me into bed and we would read as a part of my bedtime
ritual. We read stories about dragons, fairies, witches, and princes. We read
about a guy named Sam, who ate green eggs and ham, and about a girl with
blonde hair who broke into houses and ate porridge. My favorite book of all was
the Dr. Suess Picture Dictionary. (Maybe English teachers read dictionaries as
children in preparation for their future careers!?) Each night, we would read all
the words that began with the letter A, B, and so on.
My first grade teacher, Miss Ford, was one of my favorites. She taught at
Sunset Mesa School in Albuquerque, New Mexico, where my family resided for
five years. I thought she was the nicest teacher in the world. Miss Ford taught
me how to sound out words, and from that point, I read everything from cereal
boxes to billboards. The first book that I remember reading by myself was The
Cat in the Hat, by none other than Dr. Suess. (He was one of my favorite
authors.) Unfortunately, I only spent half of my school year with Miss Ford
because my family moved to California that January. She gave me a book called
Young Years, Best Loved Stories and Poems for Little Children, which I still have. I
read it in the cab of the U-Haul while my dad drove. I wonder what happened
to her…
I grew up with books at my disposal. My grandmother subscribed to Ranger
Rick and my bedroom bookshelf was filled with reading material. Summers
were always the best because my sister and I would ride the Nickel Bus to the
Tustin Library on Wednesdays. After we made our selection, we’d have ice
cream cones at Swensen’s across the street.
As I grew up, I began devouring series of books from Beverly Cleary and
Nancy Drew to the Oz books and the Little House set. I spent hours sprawled
across my bed--just reading. I even read with a flashlight under the covers when
I was supposed to be sleeping!
387
In part because of Miss Ford, and many other teachers along the way, and
largely because of my parents, who not only read to me but were themselves
readers, I am a lifelong reader myself. My Book Club helps motivate me now.
Together we select titles, and extend our repertoire of authors. I enjoy roaming
the aisles of my favorite bookstores checking on potential titles or authors. I’ve
usually got reading material stacked on my nightstand, and I get to it when I can.
I love cracking the spine of a new book and settling in for a good read. Reading
before I go to sleep is still part of my bedtime ritual.
Please write me back and tell me about your reading life.
•
•
•
•
•
•
What memories of reading come to mind?
Were you read to? By whom?
Do you have a favorite childhood book?
Do you have significant memories of reading at school? Of specific teachers?
What kind of reader are you now?
What kind of reader would you like to be?
I am anxious to read your reply.
Sincerely,
Mrs. Ritner
By Meredith Ritner, English Teacher, Aliso Viejo Middle School, Aliso Viejo, CA.
Reprinted with permission.
388
Name :
Date:
Reading Survey
1.
How did you learn to read? Share your most vivid memory.
2.
Why do you read? List as many reasons as you can think of.
3.
If you had to guess…
How may books would you say you've read in the last six months?
How many books would you say there are in your house?
4.
What kinds of books do you like to read? List genres (like detective fiction,
adventure stories, poetry, etc.) but also note some favorite titles.
5.
When you select a new book, how do you decide which book you will
read?
6.
What does someone have to know or do in order to be a good reader?
389
7.
Do you consider yourself to be a good reader? What makes reading easy
for you? What is the hardest thing about reading?
8.
What kind of reading do you do just for you?
9.
How often do you read outside of school? For what length of time?
10.
Have you ever reread a book? If so, can you name it/them? Why did you
reread?
11.
What do you think the connections are between reading and writing?
How does the ability to do one help you do the other?
12.
In general, how do you feel about reading?
From Thelma Anselmi, English Teacher, St. Columban School, Garden Grove, CA. Adapted from Allen
(1995), Atwell (1998) and Rief (1992). Reprinted with permission.
Allen, J. (1995). It's never too late: Leading adolescents to lifelong literacy: Portsmouth, NH: Heinemann.
Atwell, N. (1998). In the middle: New understandings about writing, reading and learning. Portsmouth,
NH: Heinemann.
Rief, L.C. (1992). Seeking diversity: Language arts with adolescents. Portsmouth, NH:Heinemann
390
Best Selling YA Literature at A Whale of a Tale Bookstore
1.
Alias by Mary Elizabeth Ryan. (1997). New York: Simon and Schuster.
The saga of a young boy who has spent most of his life traveling with his mother as she
continually changes her identity and who discovers that she is a political fugitive from
justice.
2.
Artemis Fowl by Eoin Colfer (2004). Artemis Fowl is one of the greatest criminal minds
the world has ever seen. He is heir to the Fowl family empire—a centuries old clan of
international underworld figures and con artists. He is the most cunning Fowl of all and
he is only twelve years old.
3.
Bartimaeus Trilogy by Jonathan Stroud (2004). Treacherous magicians, conspiracies,
and demons abound in this thrilling trilogy.
4.
The Book of Three by Lloyd Alexander. (1964). New York: Henry Holt.
An enchanting fantasy about a boy who dreams of adventure, meets some strange and
wonderful friends, and finds himself fighting so that good may triumph over evil.
5.
Bomb by Theodore Taylor. (1995). San Diego: Harcourt Brace & Co.
Heart-wrenching book that takes place after the first atomic bombs were dropped on
Japan and the reality of the atomic age began.
6.
Breaking Boxes by A.M. Jenkins. (1997). New York: Delacorte Press.
Focuses on teen conflict and the emotional risks of opening up to others.
7.
Bud, Not Buddy by Christopher Paul Curtis. (1999). New York: Delacorte.
Saga of a boy who escapes a bad foster home and sets out in search of his real father.
8.
Chronicles of Narnia by C.S. Lewis (2005). The Chronicles of Narnia have enchanted
millions of readers over the last fifty years, and the magical events described in C. S.
Lewis's immortal prose have left many a lasting memory. For here is a world where a
witch decrees eternal winter; where there are more talking animals than people; and
where battles are fought by Centaurs, Giants, and Fauns.
9.
Cry of the Icemark by Stuart Hill (2003). Thirren, a princess warrior forges alliances
with fantastical creatures to defend her kingdom.
10.
The Dark Is Rising (Sequence) by Susan Cooper. (1973). New York: Simon and
Schuster. An eleven year old discovers that he is the last of the Old Ones, destined to
seek the six magical Signs that will help him to triumph
over the evil forces of the Dark.
11.
Dark Side of Nowhere by Neal Schusterman. (1997). New York: Little Brown & Co. A
science fiction thriller in which the main character faces an identity crisis after he
discovers he is the son of aliens who stayed on after an invasion.
391
12.
Dealing with Dragons (Enchanted Forest Chronicles, Book 1) by Patricia C. Wrede.
(1990). San Diego: Harcourt Brace & Co. The tale of a bored princess who finds
excitement when she meets a dragon, a witch, and a death-dealing talking bird.
13.
Dog’s Life The Autobiography of a Stray by Ann Martin (2004) Touching & hopeful
story of the challenges of a dog to survive on her own, with busy highways, changing
seasons, and humans both gentle and brutal.
14.
Each Little Bird That Sings by Deborah Wiles (2004). Comfort Snowberger is the
daughter of the town’s funeral home owners. She knows a thing or two about loss, but
life is still full of surprises and the biggest one of all is learning how to handle them.
15.
Face on the Milk Carton (Series) by Caroline B. Cooney. (1990). New York: Bantam
Doubleday Dell. A young girl recognizes her own picture on a milk carton and has to
wonder who her real parents really are.
16.
Flush by Carl Hiaasen (2004). Casino boat is polluting the harbor and Noah’s dad takes
matters into his own hand and lands in jail. Noah, along with some unlikely characters
set out to catch the real crook.
17.
Girls in Pants by Ann Brashares (2004). The Traveling Pants are back! Filled with
changes, surprises, and -- of course -- friendship, this appealing page-turner follows the
four friends through the last eventful summer before they head off to college.
18.
The Giver by Lois Lowry. (1993). New York: Houghton Mifflin Company.
A powerful novel of what it would be like to live in a perfect world, where everything is
under control and there are no choices.
19.
Golden Compass by Philip Pullman. (1996). New York: Alfred Knopf.
Totally captivating fantasy/adventure story about a young girl living among scholars in
the halls of Jordan College who is catapulted into the heart of a terrible struggle and
journeys into a powerful world of armored bears and Daemons, small creatures who take
the form of various animals and become the embodiments of the souls of their human
owners.
20.
Great Tree of Avalon by T.A. Barron (2005). Brilliant and exciting tale of Tamwyn,
Elli, and Scree as they set out on different journeys to try to save Avalon.
21.
Gregor the Overlander by Suzanne Collins (2004). Gregor and his two-year-old sister,
Boots, take a magical trip to the Underland, a place full of fanciful characters like flying
bats, giant cockroaches called Crawlers, huge spiders and the dreaded and vicious
oversized rats. Here in this fantasy world, Gregor comes to terms with his father's
disappearance, and because of a mysterious prophesy, realizes he may be the next
"Overland Warrior" of this mysterious world.
22.
Harry Potter (All Books) by J.K. Rowling (1999). New York: Scholastic Inc.
392
Engrossing tales about a boy who is rescued from the neglect of his aunt and uncle only
to discover his destiny as a wizard.
23.
Holes by Louis Sachar. (1998). New York: Farrar, Straus & Giroux.Focuses on a young
boy falsely accused of stealing a pair of sneakers who is sent to a detention center and as
punishment must dig a hole a day.
24.
I, Coriander by Sally Gardner (2004). Coriander faces cruelty at the hands of her
stepmother, but manages to transport herself to the land of fairies and discover abilities
inherited from her mother. Story casts a lasting spell.
25.
Inkheart & Inkspell by Cornelia Funke (2004). Two amazing fantasy novels where the
characters from the book come to life. Good versus evil…
26.
In My Hands: Memories of a Holocaust Rescuer by Irene Gut Myers. (1998). New
York: Random House. Memories of a 17 year old Polish nursing student during World
War II.
27.
Just Ella by Margaret Peterson Haddix. (1999). New York: Simon & Schuster. A
continuation of the Cinderella story, where landing Prince Charming is not at all what
fifteen-year-old Ella expected.
28.
Kira-Kira by Cynthia Kadohata (2004). Close friendship between two
Japanese-American ssters growing up in rural Georgia and the despair when one sister
becomes terminally ill.
29.
Lion Boy by Zizou Corder (2005). Captivating adventure full heroes,
villains, and amazing events.
30.
Lost Years of Merlin by T.A. Barrron. (1996). New York: Putnam
Publishing Group. Tale of a young boy who has no identity or memory of his past who
washes ashore on the coast of Wales, finds his true name, and goes on to become the
greatest wizard of all time.
31.
Many Waters by Madeleine L’Engle. (1986). New York: Farrar, Straus &
Giroux. A science fiction fantasy about twins of scientist parents who experiment with
travel in space and time who get involved in their own adventure… and now must find a
way back home.
32.
Monster by Walter Dean Myers. (1999). New York: Harper Collins.
Story of a teenager who is on trial for his role in the shooting of a convenience store
owner and who records his experiences in prison and in the courtroom. Was he in the
wrong place at the wrong time?
33.
The Outsiders by S.E. Hinton. (1967). New York: Viking Children’s Book.
Powerful book about friendship and what it takes to belong. Includes a look at gangs.
393
34.
Pendragon by D.J. MacHale (2005). The fight between good and evil continues as
Bobby Pendragon follows Saint Dane to the territory of Zadaa. Saint Dane's influence has
fueled the fire of discontent between two warring tribes: the Rokador and the Batu. This
is also the territory where the Traveler Loor lives as a member of the Batu. Together she
and Bobby must work to thwart Saint Dane's efforts to destroy Zadaa.
35.
Replay by Sharon Creech (2004). Leo is growing up in a chaotic family that makes him
feel like a sardine packed in a tin. He dreams of becoming a star on Broadway while he
struggles to find his way.
36.
Series of Unfortunate Events by Lemon Snicket (2004). The Baudelaire
orphans and their unfortunate adventures with the evil Count Olaf, their guardian.
37.
Speak by Laurie Halse Anderson. (1999). New York : Farrar, Straus &
Giroux. After a traumatic experience, a high school freshman finds it harder and harder to
speak out loud and retreats into her own world.
38.
Walk Two Moons by Sharon Creech. (1996). New York: Harper Collins.
Heartwarming story of love and loss about a young girl who desperately wants to reunite
with her missing mother and discovers herself in the process.
39.
White Mountains (Tripods Trilogy) by John Christopher. (1967). New
York: Simon and Schuster. Science fiction story of escape from the ruling Tripods who
capture human beings and transform them into docile, obedient servants.
40.
Within Reach: My Everest Story by Mark Pfetzer & Jack Galvin. (1998) New York.
Penguin Putnam Books. A story of will power, achievement and strength involving
mountain climbing in the United States, South America, Africa, Asia, and Mount Everest.
An additional source for YA literature that is continually updated is the Berkeley Public Library
Teens Services Booklists:
HYPERLINK http://www.infopeople.org/bpl/teen/booklist.html
http://www.infopeople.org/bpl/teen/booklist.html
394
Independent Reading Requirement
Directions: Read a book that has the approval of your parents for a minimum
of three hours per week. (Try to read at least six nights per week for 30
minutes.) Each night you read, fill in the chart below, and make certain that
you obtain a parent/guardian signature. Credit will not be given without a
parent signature. Bring this completed and signed chart with you to class on
Friday.
Date:
Title, Author
Pages
Read
Minutes
Read
Parent
Signature
From Meredith Ritner, English Teacher, Aliso Viejo Middle School, Aliso Viejo, CA. Reprinted
with permission.
395
STEP BY STEP THROUGH MY BOOK
Title of book________________________________________Date________________
Author’s last name_______________________From page__________to__________
What I read about _______________________________________________________
My question____________________________________________________________
Title of book________________________________________Date________________
Author’s last name_______________________From page__________to__________
What I read about _______________________________________________________
My question____________________________________________________________
Title of book________________________________________Date________________
Author’s last name_______________________From page__________to__________
What I read about _______________________________________________________
My question____________________________________________________________
Title of book________________________________________Date________________
Author’s last name_______________________From page__________to__________
What I read about _______________________________________________________
My question____________________________________________________________
Title of book________________________________________Date________________
Author’s last name_______________________From page__________to__________
What I read about _______________________________________________________
My question____________________________________________________________
Parent Signature
From Donna Moore, ELD Teacher, Fitz Intermediate, Garden Grove, CA. Reprinted with permission.
396
LITERATURE CIRCLES GROUP PROJECT
Congratulations! Now that you have finished your book, it is time for your group to
celebrate by sharing it with the rest of the class. Read the following list of ideas, decide as a
group what you would like to do, and what each person’s responsibility will be. Each of
you must write a plan explaining specifically what your part in the project will be. You will
be graded individually on your effort, creativity and neatness on the project as well as on
your presentation skills.
Have fun creating a project that the class will enjoy.
PROJECTS
Plan, draw and color a large Poster that inspires others to read this book. Each person will
help explain the poster to the class.
Write and read your parts in a Reader’s Theater. You may include just one chapter or make
your presentation a complete summary of the story.
Create, memorize, and perform a “Lost Scene” from the book.
As a group, write a Sequel to the book. Then take turns reading parts of this new story to the
class.
Create a large Time Line of the events in the book. Take turns explaining parts of the Time
Line to the class.
Write a Song Lyric about the book. A group member may provide accompaniment on a
musical instrument. In addition, you could choreograph a dance.
Write Diary Entries for a main character. The entries should be more specific about a
character’s feelings about the events in the book than the author was. Take turns reading the
diary to the class.
Create a Literary Newspaper about your book with a feature story, editorial, advice column,
cartoon, etc.
Rewrite the story as a Picture Book for younger children. After you read it to us, you will
share your book with a kindergarten or first grade class.
Create a Board Game based on this book. For your presentation, you will explain the game to
us. Then we will put it out as a free time activity.
Write and perform a Puppet Show. You may make puppets or use some you have at home.
Create a Diorama of a key scene. The box should be large and covered so no writing shows.
You can use markers or paint for the background. The objects may be made of any material
(paper, clay, wood, pipe cleaners, etc.) but they must be made by group members. A written
description must accompany the Diorama.
Write and perform a Television News Broadcast reporting events from the book. You must
include some type of visual aid (picture, chart, graph, etc.)
397
Book Cover Activity
Developed by Meredith Ritner, English, Aliso Viejo Middle School, Aliso Viejo, CA. Reprinted with
permission.
Ed Ramirez, an eleventh grade student at Century High School in Santa Ana,
California, chose the metaphor of a book to describe himself:
A Book
I am a book stationed at a huge library, lost among many. My cover, is not exciting, beautiful or
ugly. My cover is boring. I am a book, quiet, stationed on the shelves until someone picks me up. I am
book, and if you open me up, you’ll find out I’m interesting, full of fiction and non fiction material. I
am a book in that I’m going through different stages or chapters as my life goes on. I am a book in that
if you judge me by my cover you may never find out how interesting I am. I am a book in that one day
there will be an end.
As I sit on the shelves, I see the rest of the books and magazines. It’s incredible. I sit and gather
dust while people won’t let the other more “popular” better looking reading material alone. I just sit
relax, wait and wait, until a person comes and picks me up. This person doesn’t flip through my pages
for pictures; he reads page by page, day after day, and when he finishes, he is satisfied. He has read my
material. He didn’t judge my cover. He has found out I’m a pretty good book.
I feel happiness after opening my pages and flipping them for this person who has read me.
But the sadness comes back. He puts me back on my old dusty shelf. Once again, people ignore me and
pass me by. They go directly to the magazines and books with pictures, my more attractive peers. Yet,
somebody discovered me. Perhaps, someday, I’ll be discovered again.
Like Ed Ramirez, and like books, we all have many layers and are filled with stories to
tell about the chapters in our lives. We also may have one kind of cover on the outside
and another set of qualities on the inside.
Book Covers
As a way to get acquainted with a your Book Club, please create a Book Cover for
yourself. You may wish to write…
On the outside, I’m…
but on the inside, I’m…
Fill the outside and inside of your book cover with words and images (from magazines
or hand sketched) that you think say something about you.
P.S. If you’re not a person who is comfortable with “opening yourself up” to others
right away, please feel free to decorate your outside cover only.
Enjoy
398
Bookmark Activity
Create a Bookmark that corresponds with the book you are
currently reading.
• Begin by selecting the shape of your Bookmark. You might
choose a traditional rectangle, or some shape that reflects a
symbol or character from your reading.
• Design the front of your Bookmark by illustrating a scene,
or a quotation from your reading that symbolizes an
important moment in your book.
• On the back of your Bookmark, write:
“This Bookmark belongs to (your name, class period).”
You can also use this space to write a summary of your
book or to quote a golden line.
• Somewhere on your Bookmark, you need to include the title
of your book (underlined) and the author.
• You are welcome to decorate your Bookmark with a
medium of your choosing. You could draw, use your
computer, paint, cut out of a magazine, etc.
From UCIWP Special Interest Group Publication Book clubs: A practical handbook of models and
activities for k-college classrooms, by Betty Buck, Barbara H. Clark, Christie Haskall Cousins, Kim
Fatone, Meredith D. Ritner and Sharon R. Schiesl. Reprinted with permission.
399
Stickman Activity
Ideas
Feelings
Visions/Hopes
Weaknesses
Strengths
Personality Traits
What S/he did
Adapted from There’s room for me here: Literacy workshop in the middle school by Janet Allen and Kyle Gonzales.
Copyright © 1998. Reprinted by permission of Stenhouse Publishers, Portland, ME.
400
Postcard Activity
For this Book Club activity, you need to create a Postcard.
First, illustrate a scene, line, or image from your book on the
“picture” side. Include the title of the book ( underlined ) and
the author’s name.
On the other side, you need to write a letter. In your letter,
mention where you are (the setting) as well as a significant
event. Create a stamp (you might consider a symbol from the
story), address, and a postmark. For your letter, you could:
Pretend that you’re a character in the story and write a
letter to your Book Club.
Pretend that you’re a character in the story and write to
another character in the story.
From UCIWP Special Interest Group Publication Book clubs: A practical handbook of models and
activities for k-college classrooms, by Betty Buck, Barbara H. Clark, Christie Haskall Cousins, Kim
Fatone, Meredith D. Ritner and Sharon R. Schiesl. Reprinted with permission.
401
Flipchart Activity
Layer two pieces of paper over one another like this:
Paper one
Paper two
Holding the two pieces of paper in place, fold them in half, like
this:
You now have four pages. On page one, write the name of your
book and the author. Include a symbol from your novel.
In your most recent reading of your novel, what are some of the
key events that have occurred? In sequence, illustrate three key
events from your reading on the remaining pages of your flipchart. Write a brief sentence or explanation for each drawing.
From UCIWP Special Interest Group Publication Book clubs: A practical handbook of models and
activities for k-college classrooms, by Betty Buck, Barbara H. Clark, Christie Haskall Cousins, Kim
Fatone, Meredith D. Ritner and Sharon R. Schiesl. Reprinted with permission.
402
Framed Found Poem
Framed Found Poem
For this Book Club activity, you will create a Found Poem based upon the book
you have exploring these past few weeks. A Found Poem is a poem that is
constructed by combining meaningful phrases from the book you are reading. It
gives you an opportunity to share some of your favorite words or phrases from
the story--words that create vivid pictures or express significant ideas. Your
poem should reflect your interpretation of the theme or mood of your book.
•
•
•
First, find passages in your book that are particularly interesting, or
well written, or that you just really like.
Jot down the words and images that are strongest for you; words that are
emotionally charged, or the most essential to the feeling of the story.
Generate a long list of phrases.
Now begin to play with these words and images, rearranging them until you
find an order that appeals to you.
Some ideas to consider:
•
•
•
•
Place the words that you think are most important at the ends of the lines;
Set off powerful single words on lines by themselves;
Use a repetitive refrain;
Create a pattern: for example, start all of your lines with prepositions, ingwords, or onomatopoetic words;
Allow yourself to add, subtract, or change words to fit your poem.
Give your poem a title (it may or may not be different from your book title). Be
sure to give credit to the author and the book (underlined, if hand written;
italicized, if word processed or typed) that inspired your poem.
Now that you have your poem, it’s time to design and create a frame for it. The
frame should reflect your visual interpretation of your book, either symbolically
or literally. Be creative, both in your design and in construction materials.
Anything goes. In your frame, I am looking for:
•
•
•
Choices that illustrate your comprehension of the larger themes of your book
Creativity
Evidence of time and thought expended
Have fun with this project!
Developed by UCI Teaching Credential Candidate, Leslie Baldwin. Reprinted with permission.
403
Read All About It! Book Promotion
READ ALL ABOUT IT!!
Book Promotion
You've read lots of books this year through your independent self-selected reading. Choose one
that you especially enjoyed that you would like to recommend to our class. The requirements in
terms of your book selection are that the book must meet with the approval of your parents and
that it be at a reading level appropriate for the skill level of our class. (I will be happy to let you
know if you have selected an appropriate text.) Then, plan your three part promotion campaign.
THE FLYER
Create a flyer that advertises
your book. Include the
following:
•
•
•
•
•
•
•
Title, author
Number of pages
Description of the main
characters
Brief plot summary
Graphics/illustrations
Your name
Why you recommend the
book
Your flyer should be
eyecatching and informative.
You will need to photocopy
______ copies, so that each
member of our class receives
one. We will bind your flyers
together and each of you will
have a booklet with
recommendations for future
reading! I will also place your
flyer in two notebooks, one
for reference in our classroom
and one for our school library.
THE VISUAL AID
THE BOOK TALK
Create a visual aid that
corresponds with your
book. You may choose
from one of the following,
or you may choose one of
your own:
Prepare a "Book Talk" for our
class, describing your book and
why you recommend it. Use
appropriate literary terms (at
least five) as you present your
book to the class. Share your
project and your flyer with the
class, as a part of your
presentation.
•
•
•
•
•
•
•
•
Poster
Story Board
Collage
Diorama
Display
Mobile
Commercial *
Skit/Talk Show *
* May be videotaped
When creating your visual
aid, you should refrain
from exclusively using the
computer to generate your
graphics. On the back of
your display, or on a
separate sheet of paper,
explain how your visual
aid relates to your book.
And now for the nitty gritty . .
Each section is worth 20 points
for a total of 60 possible points.
All work should be prepared
by the due date. However, we
will draw numbers for
presentation order. Students
who are not prepared by the
presentation date assigned will
not be given an opportunity to
make up their "Book Talk."
My presentation date is: _____
From Meredith Ritner, English Teacher, Aliso Viejo Middle School, Aliso Viejo, CA. Reprinted
with permission.
404
Read All About It! Flyer
By Brett Nicastri, a student of Meredith Ritner's at Aliso Viejo Middle School, Aliso
Viejo, CA. Reprinted with permission.
405
Multiple Intelligences Literature Book Project
Over the past several weeks you have been reading, responding to, and sharing
a book that has been of particular interest to you in your Book Clubs. You have
explored your book using a variety of reader response strategies and, through sharing
those explorations in Book Clubs, you have been exposed to the Theory of Multiple
Intelligences. You will design a project as an alternative to the traditional analytical
essay. Your project will symbolically represent your interpretation of your book. It
will involve literally and symbolically constructing an artifact to convey your
personalized meaning of your book. You might consider making a collage, “finding”
a poem, creating a film, designing a sculpture, etc., to capture and convey the essence
of your book. Your project will be accompanied by a folder containing all of your
Book Club entries and a short, reflective paper in which you: summarize your book;
literally describe your project; explain why you chose to create what you did and how
it reflects, illustrates, and symbolizes your interpretation of your book; and explain
what intelligences you tapped and comment on the cognitive and affective process
you went through as you created all the components of the project. (You must tap at
least three intelligences in designing your project.)
406
Weighted Trait Scoring Guide for Multiple Intelligences
Literature Book Project
Overall impression:
Project:
Taps at least three intelligences
1 2 3 4 5 6 7 8 9
Has a clarity of theme
1 2 3 4 5 6 7 8 9
Shows evidence of time & thought expended
1 2 3 4 5 6 7 8 9
Is interpretive & not just a literal representation
of the book
1 2 3 4 5 6 7 8 9
Is attention getting
1 2 3 4 5 6 7 8 9
407
Book Club Activities:
Book Club activities are complete & reflective
1 2 3 4 5 6 7 8 9
Write Up:
Explains reader’s interpretation of the book
1 2 3 4 5 6 7 8 9
Clearly connects the project & the book
1 2 3 4 5 6 7 8 9
Is reflective
1 2 3 4 5 6 7 8 9
Is well edited
1 2 3 4 5 6 7 8 9
Final Comment:
Score _______
408
Sample Student Reflective Paper
Jenny Hussa
Multiple Intelligences Literature Book Project
Name of Book: Imagining Argentina
Author: Lawrence Thornton
Book Summary:
Imagining Argentina is about the political situation in Argentina in the
1970s. Throughout the course of the book, several people disappear for having
spoken out against the government, (or for having been perceived to have done
so). The wife of main character, Carlos Rueda, disappears after writing a
newspaper article about the disappearances of so many people. Carlos develops
an unusually powerful visionary ability with which he is able to imagine what
happens to various people after they disappear. His visions all come true. His
main purpose is to be able to imagine what happened to his wife, but he often is
unable to get a clear vision of her, or a vision that lasts long enough to show
where she is. Carlos uses his gift of imagination to help others find out about
their missing loved ones.
Project Description:
My project is shaped like a box missing its cover and front side. On the
bottom is a man sitting in a chair looking at a group of tall and short identical
women carrying signs and marching in a circle. There is also a palm tree with
birds in it. The left side depicts a brick wall with a barred prison window and an
open window with a camera pointed at the women and the man on the floor. The
back is a collage on four different colors. The right side is black with my found
poem on it.
Significance of Project:
I chose to create my project with several sides because the novel presents
so many powerful images, and I needed to represent several of them. The floor
is green to represent the vitality and strength of the people who openly protest
the government. The people are faceless and colorless because the government
sees them as all alike, despite the pained pleas represented on their signs. The
man in the chair is Carlos Rueda, and he is sitting in his garden, telling people
about the fate of those who have disappeared. He has eyes, because when he
tells his stories, he actually sees the visions in front of him instead of the people
in the garden. The majority of the people who come to his garden are the same
ones who march in a circle outside the government’s headquarters in protest; so
that is why the women are marching in front of him. The small women with
blank signs symbolize the way the government (and many citizens) takes no
notice of the protesting women, and perceives them to have very little power.
Later, however, the government realizes that the protesters are very powerful, so
409
I made a set of large women identical to the small ones, except that the large
women’s signs can be read. They are also large because they are brave enough to
face the government, unlike most people who “play it safe” under such
dangerous conditions. The camera on the back wall is pointed at the women and
Carlos, both because there is a camera in the book photographing them
mysteriously from a window, and to show the leaders’ new awareness of the
power of the people. The birds in the tree are symbols in the book of the people’s
realization that there is no benign purpose in the government’s actions, and that
the thought “Debe ser por algo” (it must be for something) is really just a dream.
No people are visible inside the brick building because the government is very
mysterious as are the prisons where disappeared people are taken.
The collage is set on four colors: the red and orange represent the people’s
anger at the government, the black is the government’s evil, and the blue is the
sorrow of those whose loved ones disappeared. I titled it “The Obligations of
Memory” because if people fail to remember and to protest a corrupt
government’s actions, no change can occur. They need to remember their loved
ones, speculate about the torture occurring behind the prison walls, and demand
action. On the black square, I’ve placed a dragon breathing fire on a healthy
plant to represent the destructive force of the government. The dice reveal the
way many of the disappearances are based on incorrect perceptions of people’s
motives by the government, and are therefore random. The red “Predictable?” in
the center asks whether such activities actually have a tendency to occur in
newly appropriated governments, since the occurrences are similar to such
events as the Holocaust and our Red Scare of the 1950s. The angry orange square
depicts the lack of control people feel as more and more people disappear, and
less and less can be safely said or written. The red and blue sections are about
Carlos’ anger and sorrow. I call him “Goldeneye” for his imaginative gift, which
he uses to help others in an “Advisory Network” and for his own “Daily
Therapy.” I chose the image of the Buddha statue to represent Carlos, as he
combats the government’s actions through his meditation and imagination. The
shoe with the flower is an image that occurs in Carlos’ sleep, and helps him trace
his wife’s path. The carnival picture represents the scene in which Carlos and his
wife reunite. “Viva Teatro” is under the Buddha statue, because Carlos’ more
overt means of protest occurs in the theater where he works, in a play he writes
to force people to remember those who have disappeared and why.
Finally, I put the found poem on the black because the story it tells is
rather bleak, and is primarily of the evil activities of the government, despite a
few points of triumph (see stanza four). After I put the poem together, I realized
that the imagination in the book’s title is not simply referring to Carlos’ gift. I
found by reading my poem that a darker side of imagination exists in the novel.
This side could be called paranoia and is often what underlies the government’s
abduction of people.
Intelligences Tapped to Create This Project:
I used linguistic, spatial, and kinesthetic intelligences to create my project.
Spatial and kinesthetic intelligence are generally out of my comfort zone, but the
power of the book’s images and wording really compelled me to show them
through art. The author’s fantastic descriptive talent helped me visualize exactly
410
how things should look. I had the most trouble figuring out how to shape the
people, and how to get them to stand up. I chose to do a collage because I have
done, in the past several years, many collages just for fun, so I have gotten adept
at finding the right phrases and pictures to convey my point. This collage, like
many of my other ones, is more linguistically-based than picture-based, which
tells me that words convey more to me than pictures. Originally, I thought I’d
have a collage all the way around the three sides, but when I re-read my found
poem, I really liked the final image of the brick wall. I thought it would be quite
appropriate to have the women and Carlos in front of the wall facing their enemy
bravely, even though it cost many of them dearly (but I don’t want to divulge all
that happens in the book). I also wasn’t originally going to include the found
poem, but I had such a good time reading the book and finding the poem, that I
decided to add it. I think the project is much stronger with the poem, since parts
of the poem explain other parts of the project in the author’s words. I really
enjoyed every minute of making this project; it was nice to get to use other forms
of analysis besides writing an analytical paper to convey my understanding of
the book.
By UCI Teaching Credential Candidate, Jenny Hussa. Reprinted with permission.
411
Women protesting the “disappeared” in Lawrence Thornton’s Imagining Argentina
Project by UCI Teaching Credential Candidate, Jenny Hussa. Reprinted with permission.
412
Name: ____
___________
Date: _________
______
WRITING SURVEY
This is a chance for you to take stock of your writing experiences
and abilities at the beginning of the year. Consider each question
carefully before answering it, and word your answers clearly and
carefully. This information will make it easier for your teacher to advise
you about your writing, and it will make it easier for you to evaluate your
writing progress later in the year when you refer back to this survey.
1. What forms of writing are you most familiar with?
paragraphs, reviews, stories, poems, essay-test answers, etc.)
(Reports, essays,
2. What are the last pieces of writing you have completed? (Identify two or
three.)
3. What is the most successful or meaningful paper you’ve written in the past
year or two? Briefly describe it. What made it so successful/meaningful?
4. Do you usually write on subjects of your own choosing or on assigned topics?
Which do you like better and why?
5. What is your greatest strength as a writer? Explain.
From Thema Anselmi, English Teacher, St. Columban School, Garden Grove, CA. Reprinted with
permission.
413
6. What stage in the writing process gives you the most trouble? (Getting started,
focusing your efforts, organizing, drafting, revising, editing, etc.) Explain.
7. Do you follow a set revising strategy?
normally make when you revise?
What sorts of changes do you
8. As a writer, what types of response do you feel help you most?
9. What type of writing gives you the most problems? What type of writing
would you like to learn more about? What specific writing skills would you
like to practice?
10. How often do you write at home? What kinds of writing do you do for
yourself that I might not otherwise know about?
11. In general, how do you feel about what you write?
* * * * * * * * * * * * * * * * * * * * * * *
Review this survey each trimester to see how your writing attitudes, skills, and
interests change throughout the school year.
414
I Am Poem
I am
I wonder
I hear
I see
I want
I am
I pretend
I feel
I touch
I worry
I cry
I am
I understand
I say
I dream
I try
I hope
I am
I Am
415
MONDAY MUSINGS: “KERNELS” for a WRITER’S NOTEBOOK
Each Monday at the beginning of class, you will submit a piece of writing. It may be anything: several
pages of a work-in-progress; a draft of a poem; a reflective piece about something that interests or
intrigues you; a draft of your college essay/autobiography.
In addition to the piece itself, you also must “meta” the piece: that is, you need to freewrite your
thoughts/ideas/reflections/observations about the writing--what went on in your mind as you
composed it, what you think now as you reread it, echoes and ruminations that occur to you as you
think back about the piece itself. In short, you are writing your “thinking about thinking”-- hence,
metacognition.
Both the piece and the “meta” will earn 100 points (the same as a timed-writing, book quiz, or in-class
essay test). If you would like commentary/feedback from the instructor, you need to write “Please
Comment.”
Please keep all Monday Musings and metas because you will be compiling Portfolios and you may
wish to include some of them. You also may choose to use Musings in your Writing Groups.
For those of you who need some type of impetus to begin, here are a few reflections by individuals
who have made reading and writing their vocation. Feel free at any time to use their ideas as a
springboard for your own perceptions/ruminations!
On Reading, Writing, Teaching, and Other Subjects:
“We should be seeking diversity, not proficient mediocrity.” Donald M. Murray
“We do not write and read primarily in order to ensure that this nation’s employers can count on a
competent, competitive work force. We write and read in order to know the human world, and to
strengthen the habit of truth-telling in our midst.” Benjamin De Mott
“Confusion is a state of advanced understanding.” Sheridan Blau
“Reading is an axe to break the sea frozen inside us.” Franz Kafka
“In order to write, something has to separate you from the nondescript cotton wool of everyday life.”
Anne Tayler
“(Being read aloud to from Dickens was) a lifeline, freeing me from the grim confines of my private
sorrow.” Maya Angelou
“What am I doing while the world is falling apart? I am sitting in my little study in front of my
typewriter.” Katherine Paterson
“As we age, we leave behind a litter of old selves.” John Updike
“I write entirely to find out what I’m thinking, what I’m looking at, what I see, and what it means…”
Margaret Atwood.
“To this day, whenever it rains, I feel the urge to write.” Beverly Cleary
“The willingness to hold an idea long enough to unlock and shape its power is the single characteristic
that separates creative from mundane thinkers.” Vera John-Steiner
“If you can’t cry, how can you write? “ Ring Lardner
“A memoir is not what happens, but the person to whom things happen.” Virginia Woolf
“Orthodoxy is the enemy.” Donald Graves
From Carol Mooney, English Teacher, Villa Park High School, Villa Park, CA. Reprinted with
permission.
416
WRITING GROUP ASSESSMENT
Name:
Date:
•
The piece I brought to share today is entitled:
•
This is
•
To date, I have spent approximately
•
This is a piece
draft stage.
•
Possible completion date for this piece is
•
I specifically wanted feedback from my group on the following aspect of my
piece:
•
The most helpful comments came from
who suggested
•
I’ve decided to:
Draft 1
Draft 2
I intend
Draft 3
Genre:
on this piece.
do not intend
to take to the final
put this piece on hold for awhile because…
abandon this piece because…
( revise this piece because…
(
(
•
The part of my piece that I like best is:
As a Writing Group member, I feel I contributed to today’s group by:
Final comments on our group process: (Please be as specific as possible.)
From Thelma Anselmi, English Teacher, St. Columban School, Garden Grove, CA. Reprinted
with permission.
417
Names of Group Members
Was prepared with all materials
Had writing to share
Asked good questions
Gave positive feedback
Followed the writing group format
Listened carefully
Contributed to every piece
Stayed on topic
Websites for Children's Online Publishing
418
•
Young Writer’s Clubhouse
Writing contests for students 8-17. Meet other kid authors, articles on keys to writing
success, writing FAQ (frequently asked questions), online critique group.
HYPERLINK http://www.realkids.com/club.shtml
http://www.realkids.com/club.shtml
•
Kids News: Kids writing from practically everywhere
Kids can submit creative writing, book and movie reviews, news features, and sports.
http://www.kidnews.com/
•
The Case.com Writing Contest
Monthly mystery writing contests for kids.
http://www.TheCase.com/kids/writing
•
Midlink Magazine Readers
An electronic magazine which publishes stories, poetry, artwork and class projects from
middle schoolers from all over the world.
http://longwood.cs.ucf.edu/~MidLink/
•
Electric Soup
An excellent high school literary cybermagazine issues which publishes poetry, short
stories, essays, interviews and artwork. Special features include issues devoted to
writings in languages other than English.
HYPERLINK http://www.hcrhs.hunterdon.k12.nj.us/esoup/welcome.html
http://www.hcrhs.hunterdon.k12.nj.us/esoup/welcome.html
•
Teen Ink: A Magazine Written by Teens For Teens
A magazine written entirely by teenagers which accepts submissions on topics ranging
from entertainment and the environment to fiction, sports, art and college reviews.
HYPERLINK http://www.teenink.com
http://www.teenink.com
Teen Trek
Submit creative writing or opinions on news events.
HYPERLINK http://www.weeklyreader.com
http://www.weeklyreader.com
Recommended by Anna Manring, Technology Specialist, UCI Department of Education.
419
Self-Evaluation of Independent Reading and Writing in 12th Grade Advanced Placement
English
Directions: Self-evaluation is extremely difficult, especially when you are held
accountable for so many factors in AP English. Please reflect upon your growth as a
learner in the Reading and Writing Workshop portion of this class. First, look at your
first semester portfolio and the goals you set for yourself as a reader and a writer for
second semester. Did you meet your goals? Why or why not? Second, look at the
amount and quality of independent reading you did this semester. Did you complete
what you had planned to or did other things take priority? Describe what kind of reading
you did, what activities you engaged in and what challenges you attempted. Third,
consider the independent writing you attempted during second semester (Monday
Musings, Writing Group pieces, informal papers). Did you complete the writing you
undertook to the best of your ability? Did you try new types of writing, new genres?
Finally, consider your own motivation, attitude and effort. Did you move beyond
minimum expectations, challenge yourself as a reader and writer, and maintain focus?
Did you participate in class discussions, small group activities, and whole group activities
with enthusiasm? Did you give helpful, constructive, committed feedback in Book Clubs
and Writing Groups? If you can not only answer “yes” to the above, but can also justify
your evaluation with support, then you should give yourself and A.
Student Self-Evaluation of Independent Reading and Writing in Advanced Placement
English 12
1) Goal:
2) Independent Reading:
3) Independent Writing:
4) Motivational/Attitude/Effort:
Grade:_____________+ additional comments/remarks
Teacher Evaluation/Comments:
From Carol Mooney, English Teacher, Villa Park High School, Villa Park, CA. Reprinted with permission.