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Companion Website

Chapter 14

Cultivating Motivated and Independent Readers and Writers Through Reading and Writing Workshop

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LITERATURE BOOK BINGO QUESTIONS

Clues & Answers Q. One of Gary Paulsen’s best selling books A. Hatchet Q. This boy attends Hogwart’s School of Wizardry A. Harry Potter Q. Complete the title:The Lion, the Witch, and the ________________. A. Wardrobe Q. What is the name of the cat in The Cay ? A. Stewcat Q. Who wrote Maniac Magee ? A. Jerry Spinelli Q. Who wrote the Goosebumps series? A. R.L. Stine Q. What is the name of the pig that Fern took care of in Charlotte’s Web? A. Wilbur Q. What is the name of the big, red dog? A. Clifford Q. In the story of The Three Little Pigs, what was the strongest house made of? A. Bricks Q. What is the name of the woman who helps cure children of their

problems? A. Mrs. Piggle-Wiggle Q. What is the name of the poem that begins “I cannot go to school today,

said little Peggy Anne Mckay…” A. “Sick” Q. What book tells stories that are meant to inspire you? A. Chicken Soup for the Teenage Soul Q. What rhyming author helps teach children to read? A. Dr. Seuss

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Q. What is the name of the boy in Maurice Sendak’s story, Where the Wild Things Are?

A. Max Q. What did Miss Muffet eat for breakfast? A. Curds and Whey Q. One of Winnie-the-Pooh’s friends A. Tigger Q. Mary, Colin, and Dicken are the main characters in what novel? A. The Secret Garden Q. What is the name of the mouse who rode on the red motorcycle? A. Ralph Q. What was the island shaped like in Island of the Blue Dolphin? A. Dolphin Q. What’s the name of the famous veterinarian who talks to animals? A. Dr. Doolittle �

Designed by Meredith Ritner and her 6th grade remedial reading class at Aliso Viejo Middle School, Aliso Viejo, California. Reprinted with permission.

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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!

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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.

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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?

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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

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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.

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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.

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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.

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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�

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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.

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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.

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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.)

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�

Book Cover Activity Ed Ramirez, an eleventh grade student at Century High School in Santa Ana, California, chose the metaphor of a book to describe himself: � 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

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.

Developed by Meredith Ritner, English, Aliso Viejo Middle School, Aliso Viejo, CA. Reprinted with permission.

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� Bookmark Activity

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�

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.

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.

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Stickman Activity � ������������������������ � � �

Weaknesses

Ideas

Visions/Hopes

Strengths

Feelings

What S/he did Personality Traits

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.

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� Postcard Activity

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�

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.

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� Flipchart Activity

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�

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 flip- chart. 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.

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Framed Found Poem �

Developed by UCI Teaching Credential Candidate, Leslie Baldwin. Reprinted with permission.

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, ing-words, 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!

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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 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: • 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.

THE BOOK TALK 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. 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: _____

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. �

� From Meredith Ritner, English Teacher, Aliso Viejo Middle School, Aliso Viejo, CA. Reprinted with permission.

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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.

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�

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.)

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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 1 2 3 4 5 6 7 8 9 of the book Is attention getting 1 2 3 4 5 6 7 8 9

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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 _______

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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

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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

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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.

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�

Women protesting the “disappeared” in Lawrence Thornton’s Imagining Argentina

Project by UCI Teaching Credential Candidate, Jenny Hussa. Reprinted with permission.

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� 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? (Reports, essays, paragraphs, reviews, stories, poems, essay-test answers, etc.)

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.

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�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? What sorts of changes do you

normally make when you revise? 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.

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I Am 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 Poem �

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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.

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� WRITING GROUP ASSESSMENT Name: Date: • The piece I brought to share today is entitled: • This is Draft 1 Draft 2 Draft 3 Genre: • To date, I have spent approximately on this piece. • This is a piece I intend do not intend to take to the final

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: ( 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.

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����� 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

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• 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.

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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.