Whisper Down the Lane activity Social network establishes sharing and being public about an idea We’ve been empowered with the ability to control information with the understanding that it may or may not be professionalized (professional is in the eyes of the beholder) Example: Blog about gardening by a person who likes to garden rather than a botanist

Whisper Down the Lane activity

Social network establishes sharing and being public about an idea

We’ve been empowered with the ability to control information with the understanding that it may or may not be professionalized (professional is in the eyes of the beholder)

Example: Blog about gardening by a person who likes to garden rather than a botanist

21st Century Schools • Argue for the use of blogs in education • Argue for use of social networking sites in education • Argue for use of shared book reviews to enhance the literature experience (kids personal interaction with lit) • (20-30 minutes)

• Argue for the use of blogs in education

• Argue for use of social networking sites in education

• Argue for use of shared book reviews to enhance the literature experience (kids personal interaction with lit)

• (20-30 minutes)

An easy medium in which to publish student writing Combines fun with information Enables students to revise and edit each other’s work (living document) Students can create different personalities and create new worlds Gives each student a voice Penrod(get citation)

An easy medium in which to publish student writing

Combines fun with information

Enables students to revise and edit each other’s work (living document)

Students can create different personalities and create new worlds

Gives each student a voice

Penrod(get citation)

Time consuming to set up accounts Have to monitor comments Depersonalize online (They become another person. Careful to maintain identity. Online persona)

Time consuming to set up accounts

Have to monitor comments

Depersonalize online (They become another person. Careful to maintain identity. Online persona)

Edublog Blogger Word Press (You’ll need a server to host it)

Edublog

Blogger

Word Press (You’ll need a server to host it)

Technorati Blogcatalog Google (choose more and select blogs)

Technorati

Blogcatalog

Google (choose more and select blogs)

What to include and not to include When to assess impersonally and personally Link Bruce’s blog Phiferbooks.blogspot.com Make a connection with your life (text to text, text to world and text to self) Best reviews do all 3

What to include and not to include

When to assess impersonally and personally

Link Bruce’s blog

Phiferbooks.blogspot.com

Make a connection with your life (text to text, text to world and text to self)

Best reviews do all 3

Specific Format 3 paragraph review 1st paragraph Situate the book personal and professional experience (ex. Star Trek reference) 2nd paragraph Summary of book Use one or two quotations Don't give away anything but hook the reader I decide on a page that I won't exceed on explaining the action

Rules for Commenting between students No foul or inappropriate language Be respectful Don’t degrade or demean other people’s thoughts and opinions Share a positive comment and then share a constructive criticism Participate empathically Don’t drop out of a discussion if you don’t agree

Rules for Commenting between students

No foul or inappropriate language

Be respectful

Don’t degrade or demean other people’s thoughts and opinions

Share a positive comment and then share a constructive criticism

Participate empathically

Don’t drop out of a discussion if you don’t agree

Modeling Book Reviews for Your Students : Teach the art of the book review; it''s a persuasive essay like what they write for the NJASK. Beware of and be ready for the students' biggest pitfalls: Young reviewers tend to give away too much. Haven't mastered the art of hooking. They have mastered the art of telling. Students are sometimes afraid to share their true opinion because grades are at stake, and Students are accustomed to providing what is expected, not what they really feel or think Many Students think it's hard to make text-to-world, text-to-text, and text-to-self connections. Librarians and teachers must model this. You will have to write book reviews that the whole class has read. Try working with children's books, or a book you have read together, or that year's summer reading selection (if applicable). 3rd paragraph My personal assessment. Is it a good book or not and why. (You can add references like text to text elements.) example: Bruce's reviews of Malice and The Hunger Games Kids know that they like something but they don't know how to say it. They can recognize author's craft but can't identify it with words. children need to s

Modeling Book Reviews for Your Students :

Teach the art of the book review; it''s a persuasive essay like what they write for the NJASK.

Beware of and be ready for the students' biggest pitfalls:

Young reviewers tend to give away too much.

Haven't mastered the art of hooking. They have mastered the art of telling.

Students are sometimes afraid to share their true opinion because grades are at stake, and Students are accustomed to providing what is expected, not what they really feel or think

Many Students think it's hard to make text-to-world, text-to-text, and text-to-self connections. Librarians and teachers must model this.

You will have to write book reviews that the whole class has read. Try working with children's books, or a book you have read together, or that year's summer reading selection (if applicable).

3rd paragraph

My personal assessment. Is it a good book or not and why.

(You can add references like text to text elements.)

example: Bruce's reviews of Malice and The Hunger Games

Kids know that they like something but they don't know how to say it. They can recognize author's craft but can't identify it with words.

children need to s

Modeling Book Reviews for Your Students : (continued) 1st paragraph: Make sure to mention the author and book title in this section. Text-to-text, text-to-world, and text-to-self connections Does this book, or the style of the book, remind you of something? Brainstorm! Historical fiction can almost always generate text-to-world connections Realistic fiction can almost always generate text-to-self connections Reading multiple works in one genre, such as a specific non-fiction topic or poetry, is a direct way to generate text-to-text connections

1st paragraph:

Make sure to mention the author and book title in this section.

Text-to-text, text-to-world, and text-to-self connections

Does this book, or the style of the book, remind you of something? Brainstorm!

Historical fiction can almost always generate text-to-world connections

Realistic fiction can almost always generate text-to-self connections

Reading multiple works in one genre, such as a specific non-fiction topic or poetry, is a direct way to generate text-to-text connections

Modeling Book Reviews for Your Students : (continued) 2nd paragraph: Summary of the action: I like to include at least one quote from the text--besides making them choose relevant text, a required skill, it also makes them manipulate and cite quotes, an unquestionable important skill at almost any age. Start with info about the protagonist--whether or not we like the novel often begins with the protagonist Situate the conflict without revealing too much about it: go to blog-- Bruce's Blog . I decide on a page that I won't exceed on explaining the action

2nd paragraph:

Summary of the action:

I like to include at least one quote from the text--besides making them choose relevant text, a required skill, it also makes them manipulate and cite quotes, an unquestionable important skill at almost any age.

Start with info about the protagonist--whether or not we like the novel often begins with the protagonist

Situate the conflict without revealing too much about it: go to blog-- Bruce's Blog .

I decide on a page that I won't exceed on explaining the action

Modeling Book Reviews for Your Students : (continued) This is not the time to say if you like it or not and why--you are only presenting the action to hook the reader. Students must understand that writing an effective review means that they will leave out quite a bit, like: Minor characters Plot developments not relevant to the overall arc of the story Feelings or thoughts of the characters not directly related to the main elements of the plot Tell your Students that it is not only OK to leave stuff out, it is expected: Teachers and librarians need to model how to determine what is important and what is not.

This is not the time to say if you like it or not and why--you are only presenting the action to hook the reader.

Students must understand that writing an effective review means that they will leave out quite a bit, like:

Minor characters

Plot developments not relevant to the overall arc of the story

Feelings or thoughts of the characters not directly related to the main elements of the plot

Tell your Students that it is not only OK to leave stuff out, it is expected:

Teachers and librarians need to model how to determine what is important and what is not.

Modeling Book Reviews for Your Students : (continued) 3rd paragraph: This is where you assess the book, tnd therein lies the rub--this is the part people will agree and disagree about; this is the part they will blog on Elements of a successful, complete assessment: Is the book good? Why or why not? Does the book have literary merit? Is it well-written? Does it employ a unique style or narrative structure? Will it/Does it appeal to its target audience? Why or why not?

3rd paragraph:

This is where you assess the book, tnd therein lies the rub--this is the part people will agree and disagree about; this is the part they will blog on

Elements of a successful, complete assessment:

Is the book good? Why or why not?

Does the book have literary merit? Is it well-written?

Does it employ a unique style or narrative structure?

Will it/Does it appeal to its target audience? Why or why not?

Modeling Book Reviews for Your Students : (continued) Is the plot satisfying? Does the author avoid a deus ex machina ending? Does the novel end realistically in a way that clearly results from the pre0climax action? In what ways could the novel have been better? What recommendations would you give the author? Make sure to mention the author and book title in this section.

Is the plot satisfying? Does the author avoid a deus ex machina ending? Does the novel end realistically in a way that clearly results from the pre0climax action?

In what ways could the novel have been better? What recommendations would you give the author?

Make sure to mention the author and book title in this section.

We need to give our students the confidence to own a critical eye: Kids need to see themselves as reviewers, capable of deconstructing literature just like we do We need to teach kids to identify good writing; samples are best. We need to remind the kids that all of this is nothing personal; it's business. As teachers and librarians, we need to allow our Students to disagree with us as well if we want this to work; we need to allow them to see things we do not see in ways that we could not duplicate because of our differrnt schema, experience, and education. Modeling Book Reviews for Your Students: (continued)

We need to give our students the confidence to own a critical eye:

Kids need to see themselves as reviewers, capable of deconstructing literature just like we do

We need to teach kids to identify good writing; samples are best.

We need to remind the kids that all of this is nothing personal; it's business.

As teachers and librarians, we need to allow our Students to disagree with us as well if we want this to work; we need to allow them to see things we do not see in ways that we could not duplicate because of our differrnt schema, experience, and education.