Reading Assessment

Today, Literature Circles met briefly to discuss the most recent chunk.  Then, students completed a set of questions designed to assess the level of engagement and insight they are bringing to their book.  This was completed and submitted in class.

Bring food.  On Friday.  For the food drive.  Please.

Food Drive, Food Drive, Food Drive...

After a visit from the school counsellors, we spent the remainder of yesterday's class looking at two samples of writing that do an impressive job of showing character emotion and creating setting and mood.  We looked at an excerpt from Angela's Ashes by Frank McCourt, and a section from The Hour I First Believed by Wally Lamb.

Then, students wrote short paragraphs where they attempted to show, and not tell, character traits or emotions, setting, or mood.  These were submitted at the bell.

Remember to read your chunk and create a Page of Thoughts for Wednesday's class.

Most importantly, remember to bring a donation for the food drive.  I cannot stress enough how badly I do not want to finish second.  You know what they say about second place: it totally sucks.

Show, Don't Tell

In Thursday's class, we talked about enriching narratives with description, and that when describing, we want to show, not tell.  Students were given sentences strips that tell, and they were asked to create sentences that showed what was represented in the sentence strip.  Then, they gave their sentences to a partner, and the partner attempted to guess what the original sentence was. 

Literature Circles met to discuss their next chunk, and then each student wrote a reflection on how the group discussions are going.  Students answered two questions about their discussions: what's working, and what's not? 

Remember to read your next chunk and prepare a Page of Thoughts for Wednesday.

Also, remember your food drive donations!

Thinking like writers... where to begin?

Today, we reviewed the criteria we generated last class for what makes an effective narrative beginning.  Then, students were asked to write a narrative beginning, using one of three prompts as inspiration.  After 30 minutes of writing, students shared their beginning with two peers, and sought feedback: one comment on something done well, and one suggestion for improvement for next time.  I collected the beginnings and will read and comment on them for Monday's class.

Remember to read your second chunk of your Literature Circle book and prepare a Page of Thoughts to share on Thursday.

Also, remember to bring a donation for the food bank.  This is perhaps the most important thing you can do this week.  I like winning.  And being charitable.

Effective Narrative Beginnings

Today we talked about what makes an effective narrative beginning.  We mentioned that effective beginnings should grab the reader's attention, introduce setting and/or character, and potentially introduce a hint of the conflict.

We read four different beginnings and evaluated them, noting elements that made them effective, or not.  We discussed that effective beginnings can raise questions in the reader's mind, use descriptive language, approach things in an inventive or unique way, and/or introduce conflict.

Then, Literature Circle groups met to discuss their book.  Groups discussed the openings and whether they were effective or not, and anything else that struck them in the first chunk.  Then, groups chose a second chunk of reading to complete for next Thursday's class.

For next Thursday, read chunk two and complete a Page of Thoughts to share with your circle.

How to think (and talk) about what you read

Today, we read the first chapter of a book called Anthem of a Reluctant Prophet.  Together, we recorded all the different ways we can think about, and interact with, text as we read.  We noted the following strategies:

• asking questions
• making predictions
• making images in head (smells, sounds, pictures, textures, tastes)
• making connections (to self, to world, to other texts)
• making inferences (about character, setting...)
• making note of unknown or puzzling words
• analyzing literary elements (setting, character, plot, theme, conflict)
• making note of rich, complex, thoughtful quotations

Groups then met to select their first chunk of reading, to be completed for Friday's class.  Students are also expected to create a "Page of Thoughts" to share with their Literature Circle on Friday.

Day Two and I didn't forget to post!

Look at me!  I'm a regular blogger.  Day two, and I'm managing to keep up with my posts.

Today in class, I allowed the students to complete the "Shawshank Redemption Literary Analysis," as there was not enough time last day for most people to finish.  Also, students signed out Literature Circle novels.  On Wednesday, we will be launching into our Literature Circle books, so make sure you bring your book with you!

I am blogging. Yes, it's true.

I know, I know... it's hard to believe.  Barsky has a blog.  I thought I was joining the tech revolution when I updated my cell phone this past summer, and started (finally) sending text messages.  This?  Well this is reallly diving into it. 

Why did I do it?  Actually, a colleague convinced me that a class blog would make my life much easier.  Goeson, you better know what you're talking about....

So, my plan is to update the blog after each class, with information about how we spent class and any homework assignments due.  Also, any handouts distributed will be posted where you can access them.  I may also post information about writing contests, reviews of great books, poems I love, songs I think you should listen to.... You know, nerdy English teacher stuff.  You can't be surprised by this.