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The document provides instructions for journal entries about the novel The House of the Spirits. Students are asked to create a family tree of the del Valle-Trueba family including generations from Nivea and Severo to Alba. For their literature dot assignment, students must choose one of three roles - Discussion Director, Connection Maker, or Word Wizard - to analyze a section of the novel and include relevant quotes and page numbers in their response. The homework includes finishing any unfinished literature dot assignments, reading a section of the novel, and studying for an upcoming final test on The House of the Spirits.
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This document contains an agenda and instructions for an in-class writing workshop. The agenda includes discussing a reflective essay self-evaluation, peer evaluation, and final portfolio submission. The calendar section lists due dates for the reflective essay and revising the combined essay. Instructions are provided for an in-class peer review activity where students will review each other's essays and provide feedback. Guidance is given on formatting, organization, and elements the grading committee will look for. Homework includes revising the reflective essay based on feedback and bringing drafts of the reflective essay and combined essay to the next class.
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This document contains an agenda and instructions for an in-class writing workshop. The agenda includes discussing a reflective essay self-evaluation, peer evaluation, and final portfolio submission. The calendar section lists due dates for the reflective essay and revising the combined essay. Instructions are provided for an in-class peer review activity, with guidance for annotating paragraphs in each other's essays. Formatting requirements are also outlined. Homework includes revising the reflection essay based on feedback and bringing drafts to the next class.
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The document outlines 6 roles for members of a book club to take on when meeting to discuss their reading. These roles include Wordsmith, Captain Connector, Genius Guesser, Question Queen/King, Artful Artist, and Transformer. Each role has specific tasks to complete related to analyzing, connecting with, questioning, or representing aspects of the reading through words, drawings, or discussing how their thinking changed. Members are meant to take on different roles each time they meet to encourage active participation and engagement with the book from different perspectives.
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The document provides guidance for students taking on different roles to engage with and summarize a text. It describes 9 different roles: Summariser, Vocabulary Extender, Artful Artist, Clever Connector, Discussion Director, and Character Captain. Each role has specific tasks to complete like writing a summary, identifying unfamiliar words, creating a visual representation, asking discussion questions, or explaining a character's perspective. The document outlines success criteria and suggestions for going beyond the basic requirements for each role.
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Literature Circles Workshop
Literature circles involve small groups of students reading and discussing the same novel. They choose their own books and lead their own discussions, applying reading and writing skills. The goal is to promote love of reading and critical thinking. Literature circles balance teacher-guided and student-led learning, as well as wide and close reading. Students take on roles like discussion director and connector to structure their conversations. After finishing a book, students respond through extension projects like three-word summaries or literary weavings.
Using literature circles
Using Literature Circles provides guidance for teachers on connecting fiction books to students' real lives through literature circles. It recommends generating student excitement about upcoming activities, choosing books based on themes students can relate to, allowing students to rank their top book choices to form small discussion groups, and giving each group member a role such as recorder, artist, or question generator to keep reading focused and on track. Suggested books that connect to students' interests include the Bluford High series.
Using social networks and ICT to enhance Literature Circles
Using social networks and ICT to enhance Literature CirclesInternational Association of School Librarianship
Describe and demonstrate how social networks such as Facebook and Goodreads, and ICT tools like laptops and iPods can support and enhance Literature Circles. Literature Circles
Literature Circles involve small groups of students meeting to discuss books they have read. Each student is assigned a specific role with responsibilities to help facilitate discussion. Roles include Discussion Director, Character Analyzer, Artful Artist, Text Connector, Summarizer, Word Finder, and Passage Picker. Students must complete their assigned jobs and participate effectively to ensure Literature Circles are successful.
Literature circles
This document provides an overview of literature circles, which are small discussion groups of students who read and discuss books together. It defines literature circles as groups of 3-5 students who read, discuss, and respond to books to become critical thinkers and engage meaningfully with literature. The benefits of literature circles include promoting student independence, fostering authentic discussions and a love of reading. The document outlines how to structure literature circles, including assigning roles, setting agreements, and assessing discussions. It also provides resources for learning more about implementing literature circles.
Making Literature Circles Come Alive
This document discusses literature circles, which are student-led book clubs. It describes literature circles as reader response centered, structured for student independence and ownership. Various roles are assigned like discussion director, literary luminary, and connector. Challenges of managing literature circles include developing an understanding of roles and teaching group work skills. Suggested strategies to address challenges are modeling expectations, practicing roles, and establishing time for reading.
Literature Circles - Roles
This document outlines different roles for students in a literature circle discussion. It describes the Discussion Director role as leading discussion by asking prepared questions and keeping the group on task. The Summarizer role is to write a brief summary paragraph of the key points and include a prediction. The Passage Picker role is to select meaningful passages and record the page and reason for choosing each one. The Word Wizard role is to select challenging vocabulary words, find their definitions, and share the words and passages with the group. The Illustrator role is to draw and explain a scene from the text. The Connector role is to connect part of the text to another work or experience and explain the connection.
Intro To Lit Circles
Literature circles involve students reading and discussing sections of a book in small groups. Each student is assigned a different role for each discussion, such as correspondent, word finder, connector, or discussion director. During discussions, students with roles present their contributions, such as interesting passages, unfamiliar words, connections to other topics, or prepared discussion questions. The groups use role assignments, prepared materials, and discussion guides to structure their conversations about the book. After each meeting, students reflect on their participation and the group's discussion.
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Using social networks and ICT to enhance Literature Circles
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This document provides an introduction and overview of the organization of a textbook for an English class. It discusses that the book contains 5 chapters organized by theme, with readings on each theme ranging from 1-15 pages. It notes that the readings come from various sources and will be used to support thesis statements. It also describes the "Green Section" which provides guidance on writing essays and incorporating outside sources. It states that students can expect 1 hour of homework per class hour each week, consisting of vocabulary assignments and journal entries to be submitted digitally. It provides an example of a vocabulary exercise and explains the journal entry format. Finally, it previews the first assigned readings and vocabulary exercises.
Note Taking
This lesson is over how to take notes over a chapter or article as well as how to take live lecture notes.
Critical reading coastal carolina narrative
This document provides instructions for critically reading informational text through annotation. It outlines 7 tasks for annotating a sample text: 1) Read the text without understanding everything; 2) Annotate headings and paragraph numbers; 3) Look up unfamiliar words and write definitions; 4) Re-read with new vocabulary; 5) Underline main ideas and supporting sentences; 6) Answer questions by writing in margins; 7) Identify major events, conflicts, and the theme. The goal is to break down the text through multiple close readings with annotations.
Class 21 final writing workshop 4
This document provides instructions for students to revise Essay #4. It includes:
1. A checklist for students to review specific elements of their essay drafts such as formatting, in-text citations, and works cited pages.
2. Directions for students to exchange papers and provide feedback by answering revision guide questions and the writer's specific question.
3. An explanation that the teacher will review student feedback and return papers so students can begin revising Essay #4 based on comments, with a due date of March 28th-29th.
Preparing to write ii bim
Pre-writing activities such as clustering, brainstorming, asking questions, and taking focused notes can help writers develop their ideas before drafting. These techniques help writers (1) think through their topic, (2) organize their ideas in an outline, and (3) produce better writing with supported ideas. Specific strategies are suggested, such as creating a web of related ideas in clustering, freely listing all thoughts in brainstorming, questioning to explore different perspectives, and engaging actively with a reading by taking notes to support one's own opinion. Pre-writing saves time and leads to clearer, better structured writing.
Preparing to write
Pre-writing activities such as clustering, brainstorming, asking questions, and taking focused notes can help writers develop their ideas before drafting. These techniques help writers (1) think through their topic, (2) organize their ideas in an outline, and (3) produce better writing with supported ideas. Specific strategies are suggested, including creating a web of related ideas through clustering, freely listing all thoughts without editing in brainstorming, questioning to uncover different perspectives, and engaging actively with a reading by taking notes to support one's own opinion. Pre-writing saves time and leads to clearer, better structured writing.
Eng 83 r week 2 day 2 012914 dictionary and sq3r
The document provides an agenda and lesson plan for an English class. It includes turning in homework, registering for courses, reviewing homework, learning about using dictionaries and the SQ3R reading strategy using a text about the Holocaust. Students will work in literature circles and have homework on context clues and organizing their binders.
Advice on academic essay writing
This document provides guidance on how to write an academic essay. It discusses determining the essay type and developing a thesis statement. An outline should be created during research and note-taking. The introduction engages the reader and provides context for the thesis. Body paragraphs each address a main idea related to the thesis with a topic sentence and supporting details. The conclusion restates key points and leaves the reader with a final thought. Revision ensures a cohesive, well-supported final draft is submitted.
Writing a technical paper
This document provides guidelines for writing a technical paper, including identifying the audience, organizing the paper, drafting and revising the text, preparing figures and tables, conducting research, and getting feedback. The key steps are to identify the audience and their interests, decide if the topic is worth writing about through literature research, organize the paper into standard sections like introduction, background, methods, results, and conclusions, write a first draft and revise it multiple times, and get peer reviews to improve the paper. Research should be conducted through relevant databases and libraries to include related work in the background section.
Class 18 library day; bring task handout
The document outlines the agenda for a library workshop for a class. It instructs students to find three sources from four specified source types - a book, encyclopedia, journal article, and newspaper/magazine article - related to their topic and compile them into a works cited page to post for participation points. It also reminds students to do research for their problem solution essay, read their research articles, and bring sources and a draft to the next class meeting along with studying vocabulary.
Research paper
The document outlines the 7 steps for writing a successful research paper: 1) Choose an interesting topic with an arguable thesis, 2) Find credible primary and secondary sources, 3) Evaluate and organize sources into a working bibliography, 4) Avoid plagiarism by properly citing ideas, 5) Read research and take notes, 6) Create an outline and rough draft with logical arguments supported by evidence, 7) Revise draft for structure, citations, grammar and spelling. The key aspects are developing an arguable thesis, distinguishing primary and secondary sources, properly citing research, and using evidence to support the argument.
FLE quick guide
A short description of what to do in IGCSE First Language English (500). The papers discussed here are paper 2 & paper 3.
synthesis writing 112
This document provides instructions for writing a synthesis essay. A synthesis essay combines information from multiple sources and develops an original perspective. Key elements include reporting information from sources using varied phrasing, organizing sources to show overlaps, and helping readers understand sources more deeply. Writers should analyze sources for common themes, summarize these, and choose an effective organizational structure. The body should integrate and attribute quotes from sources fairly. The conclusion restates significant themes and connections to the overall topic.
synthesis writing
This document provides instructions for writing a synthesis essay. A synthesis essay combines information from multiple sources and develops an original perspective. Key elements include reporting information from sources using varied phrasing, organizing sources to show overlaps, and helping readers understand sources more deeply. Writers should review sources for common themes, summarize these, and choose an effective organizational structure. The body should integrate and attribute sources fairly using transitions and topic sentences. The conclusion restates significant themes and connections to the overall topic.
Advice academic writing
This document provides guidance on various aspects of academic writing such as understanding essay topics, organizing an essay, reading and researching, using sources, revising writing, and specific types of writing. It discusses key elements like introductions, conclusions, paragraphs, topic sentences, taking notes, paraphrasing, summarizing, and identifying and fixing sentence fragments. The document aims to offer students advice to improve their academic writing skills.
Class 16 library day; bring task handout
This document provides an agenda for a library workshop. It instructs students to find three sources from four specified source types - a book, encyclopedia, journal article, and newspaper/magazine article - related to their topic. Students must compile these sources into a tentative works cited page to post online for the homework in order to earn library participation points. The homework assignments are to do more research for a problem solution essay, read research articles, and post the tentative works cited page along with bringing a draft of the essay to the next class.
A guide to essay writing
This document provides guidance on writing essays. It discusses why essays are useful for developing critical thinking and communication skills. It also outlines the key steps in essay writing, including: thoroughly analyzing the essay question; researching and collecting relevant materials; developing main themes and arguments in a logical order; structuring the essay with an introduction, body, and conclusion; and editing and proofreading the final draft. The document emphasizes organizing one's thinking, supporting arguments with evidence, and answering the original essay question.
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Lp 04.14
This document provides instructions for students to analyze the themes in Bless Me, Ultima by completing a graphic organizer on searching for meaning. It asks students to find themes as messages or statements, not single words, and to ask two discussion questions about the book in their journals. Students are also to fill out a book critique for Bless Me, Ultima either in class or as homework to receive credit.
Lp 04.14
This document provides instructions for students to analyze the themes in Bless Me, Ultima by completing a graphic organizer on themes. It asks students to find themes that convey a message or statement rather than a single word. It also asks students to write down two discussion questions from the book and to finish completing a book critique of Bless Me, Ultima for homework.
Lp 04.06
The document provides instructions for a summarizer homework assignment. Students are asked to:
1) Tear a piece of scratch paper in half and title it "BMU C20 Summary"
2) Write down 3 main events from pages 222-235 of Bless Me, Ultima in bullet points
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Lp 03.31
The document provides reading and homework assignments for different class periods, including debating whether a work qualifies as magical realism and journaling about relatable characters in novels. Students in Period 1 are assigned to read pages 202-216 of Bless Me, Ultima and students in Periods 2, 3, and 5 are to read pages 267-284 of The House of the Spirits.
Lp 03.30 summaries p1
The document instructs students to divide into groups of 3-4 and create posters summarizing sections of the book "Bless Me, Ultima". The posters and presentations will be graded as classwork and must include the chapter and page numbers being summarized, avoid pronouns, and include page numbers for each point. Students must speak when their group presents their poster to receive any credit.
Lp 03.30 summaries
The document instructs students to divide into 6 groups, with each group summarizing a section of "The House of the Spirits" for a class poster presentation. It provides the page ranges for each section and advises students to be specific, include page numbers, and avoid pronouns in their summaries. It also warns of sensitive content in two passages and notes the presentation and poster will be graded on including the required details.
Lp 03.11 12 diction, allusion, roman a clef
The document outlines requirements for a magical realist story assignment, including exploring real-world settings and culture, fantastical details, and themes. It prompts the reader to consider these elements in developing their story, such as describing their real-world setting and any magical, mythological, or dreamlike fantastical details. The reader is also asked to identify the theme of their story.
Lp 03.11 12 diction, allusion, roman a clef p1
The document outlines requirements for a magical realist story assignment, including developing the real-world setting, fantastical details, and theme. It prompts the reader to begin outlining their story by considering questions about the setting, fantastical elements, and theme.
Lp 03.10 11 period 235
The document provides instructions for students to write a magical realist story based on a projected image in their journals. It asks them to include the setting, fantastical details, and authorial reticence in their story. For their next literature circles meeting, it assigns each student a different role than their previous one and states that groups working off-task will be broken up to work silently on their roles. It also lists the assigned reading from The House of the Spirits for several periods and notes a section containing mature content.
Lp 03.10 11 period 1
The document provides instructions for students to write a magical realist story based on a projected image in their journals. It asks them to include the setting, fantastical details, and authorial reticence in their story. It also notes that literature circle groups will have different roles from the previous time and lists potential consequences for being off-task. Students are assigned to read a chapter of Bless Me, Ultima and identify an example of imagery or symbolism along with their interpretation.
Lp 03.09 imagery and symbolism
This document defines and provides examples of literary imagery and symbolism. It defines imagery as using language to evoke one of the five senses to describe a person, place, or experience. Imagery examples use descriptive language about sights and smells. Symbolism is defined as using a person, place, thing, or event to represent something beyond itself. Students are asked to identify common symbols and what owls or birds may symbolize. The homework assigns reading with tasks to find examples of imagery and symbolism in two assigned texts.
Lp 03.05 metaphor and simile (1)
The document provides instructions for an activity called "Crumpled Paper Ball" where participants write short stories by adding sentences onto crumpled pieces of paper that are thrown and collected. It also includes information about the literary devices of simile and metaphor, providing definitions and examples.
Lp 02.26 27
- The document outlines literature circle groups and assignments for students to discuss sections they were assigned from novels and write summaries of the sections in bullet points.
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Pwpt 02.24 t hot s
The document contains literature circle group assignments for five different class periods. Students are divided into groups of 4-5 and each group is assigned a number. For each period, the document lists the name of each student and their assigned group. It also provides information on the different roles students will take on in their literature circles, including discussion director, connection maker, summarizer, word wizard, and passage picker.
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Lp 04.16 17
- 1. Journal #27: Family Tree In your journals: Create a family tree for the del Valle-Trueba family. Include each generation beginning with Nivea and Severo and finishing with Alba. List other characters you also find important.
- 2. Journal 28: Literature Dot • Choose one of the 3 to do for the section we just read: • Discussion Director - write questions to guide thoughtful class discussion • at least 1 question • write down the page number with the quote that inspired the question • Connection Maker – write connections between the book and anything outside of the book • Text-to-Text, Text-to-Self, Text-to-World • at least 1 connections • include page number of the quote that inspired the connection • Word Wizard - search for unusual word choice or description or defines words the class may not know • at least 2 words • write down the page numbers of the quotes that have the word
- 3. Journal 28: Literature Dot • Choose one of the 3 to do for the section we just read. Choose a different one from the one you chose before: • Choose one of the 3 to do for the section we just read: • Discussion Director - write questions to guide thoughtful class discussion • at least 1 question • write down the page number with the quote that inspired the question • Connection Maker – write connections between the book and anything outside of the book • Text-to-Text, Text-to-Self, Text-to-World • at least 1 connections • include page number of the quote that inspired the connection • Word Wizard - search for unusual word choice or description or defines words the class may not know • at least 2 words • write down the page numbers of the quotes that have the word
- 4. Journal #28: Literature Dot • Choose one of the 3 to do for the section we just read. Choose the role you haven’t done yet: • Choose one of the 3 to do for the section we just read: • Discussion Director - write questions to guide thoughtful class discussion • at least 1 question • write down the page number with the quote that inspired the question • Connection Maker – write connections between the book and anything outside of the book • Text-to-Text, Text-to-Self, Text-to-World • at least 1 connections • include page number of the quote that inspired the connection • Word Wizard - search for unusual word choice or description or defines words the class may not know • at least 2 words • write down the page numbers of the quotes that have the word
- 5. HOMEWORK READING: The House of the Spirits p384-404 LITERATURE DOT: Complete any of the roles you didn’t finish during literature dot. Include quotes, page numbers, etc. STUDY: Study for The House of the Spirits Final Test! Test will be taken on Tuesday (April 20th)/Wednesday (April 21st). See study guide.