January 23, 2008

 

January 23, 2008  Reading Lessons   January 23, 2008 Student Directions       Writing Class Grades        5-8                     Ms. Edwards  January 23, 2008

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 Reading Lessons   January 23, 2008

 

Grade 8

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Independent Reading    9:05-9:40

Students read independently in their own books, which they have in the room.  If they do not have their books, students may use a book from my bookshelves; they do not need to get a book from the library or their locker.

While reading, students choose one of their Literature Circle Roles (they have copies and have practiced all roles) and read to take notes based on that role using the reading strategies we have learned (information on the roles/strategies follows these lessons). Ask students to take notes on their own paper.

Response Self-Check: 9:40-9:45: Review your response notes to be sure they are complete.

Response Sharing 9:45-10:00 Options:  Choose one, or if time, do both.

Independent Response:

1. Ask students to complete a written response from their notes on a separate sheet of paper, which includes: date, pages, title of text, name of Literature Role, response.  Response should be complete with evidence from the text. Respond to: character changes, theme, plot, setting, conflict (problem/solution), figurative language.

2. Ask students to write a summary of what they read below their response:

q Retell the three main events/actions/information

q Explain why they are the most important

q Explain how the ideas are connected to each other, and to the whole text they are reading.

3. Turn in all work.

 

OR Group Response:

1. Ask students to work in their seated groups to discuss the reading while each person records the following:

a. Share their reading notes with each other

b. Summarize each person’s main idea from their sharing – write the person’s name and a phrase that summarizes what the person shared.

c. Each person writes what s/he asked the other group members

d. Each person writes the most interesting idea shared, telling why it was the most interesting.

2. Turn in notes and individual summary sheets.

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Other options, if needed:

Students read until the end of the period in their books.  Students illustrate the best part of their book.

Students draw the setting of their book.

Figurative Language:

A. Alliteration--  Repeated beginning consonant sounds, such as "feather fingers flapping"

B. Personification-- Giving life to something not living; such as :The sun smiled down on us.”

C. Onomatopoeia-- (ah no mah toe pee ah) Words that sound like the sound they make, such as Bam! Pop! Bang! slap gurgle Phzzzzt

D. Simile-- Comparing two things that are different and finding a similarity -- write it using like or as , such as comparing how high the eagle flies to how a skyscraper is. The eagle flies as high as a skyscraper .

E. Metaphor -- comparing two different objects ---  "Her sparkling eyes are stars."

F. Imagery: Use The Senses-- Write all sights, sounds, smells, tastes, texture, feelings about your topic

G. Hyperbole -- extreme exaggeration. “His grin is as wide as the ocean!”  "She is as tall as a mountain!”

H. Vivid verbs-- Action words like flies, spread, searching, hops, munches, drops, fold, dives, scoop, flaps, flows

I. Nifty nouns-- Specific nouns (persons, places, things, ideas); instead of dog, say German Shepard; instead of fast, say 100 miles an hour; instead animal, say rabbit or snake

J. Assonance-- Repeated vowel sounds, such as flies across the skies

 

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Student Directions       Writing Class Grades        5-8                     Ms. Edwards  January 23, 2008

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Part 1: Power Writing  (10 minutes—3, 2-minute timed writings, counting, and one edit)

 

Power Write Directions:  Six ideas for students to use as topics are: roses, horse racing, Omak Stampede, bumble bees, snowflakes, snow day.  However, students may write on any topic of their choice.  Students must write for the whole timed period.  If stuck, students repeat their last word over and over until an idea for writing occurs.  Credit is given for DIFFERENT words, however, not repeated words.  Time students for two minutes.  Students stop and count the number of words written, recording them on their power writing chart.   Repeat two more times.  Students circle the one they think is the best.  Direct students to read that section over four times: once for correcting capitals, once for correcting periods, and once fill in any missing letters from words or missing words from sentences. Finally, ask students to read from the END of the section to the BEGINNING to proofread and circle any word they THINK they misspelled. If you ask them to do this step by step, providing a short time for them to do each step, the process works better. Turn in.

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Part 2:   (25 minutes) Reading/Notes/Gists/Figurative Language

 

Nonfiction ---Texts: Reader’s Digest magazines  -- hand out to students

 

A. Choose a nonfiction article.  If not ready within two minutes, the teacher will assign you reading material from your magazine.

a. Find at least 3-4 section breaks in the article.

b. Read the article, section by section.

c. After each section, ask yourself, “What does this mean? What does this mean to me?”  Take three column notes and include the following information (handouts provided):

Title:             Page:           Date of Magazine:

What the text says (own words):      What it reminds me of:        What I think it means:

c.  After each section, write any figurative language or strong verbs used by the author. Include page numbers. (Handout provided – see figurative language on next page)

d. After reading the article, look over your notes.  Star the three most important parts.

e. Write a twenty-word gist statement that summarizes your whole article.

f. Turn in your work.

g. Turn in your Readers Digest.

 

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Part 3:  20 minutes with 6 minute nonstop writing  Goal: Lots of ideas with Strong Verbs and Figurative Language.

 

A. Choose a topic (something you know about), or look in your Write Source 2000, pages 50-51, or write another story similar to the text you just read.

Ideas:

Martin Luther King        freedom        peace        fairness        uplifting music

Citizenship        discrimination    prejudice        justice        hobbies

Bill of Rights        Constitution    respect        community    forest happenings

Dreams            goals        rights        responsibility    an animal   

Selfishness        honor        compassion    honesty        underground

Elders            Adults        children        water happenings    in the sky

 

 

B. List ideas for two minutes (web, list, story map). Then write for six minutes nonstop.  Skip lines.  Do not erase.  Don’t worry about punctuation and spelling at this time. If you draw a blank, keep writing the last word you wrote over and over until you develop an idea.  Try to use strong verbs and figurative language – create a mind movie. You may switch topics.  Your writing must be school appropriate. 

 

C. Reread your work once, filling in any missing words or correcting punctuation and capitalization.  Circle any words you think you misspelled.  (Goal: practice editing)

 

D. Reread your work again: add strong verbs and figurative language. (Goal: Practice Word Choice)

 

E. Trade papers.  Read your own paper to your partner while your partner follows along.  Read your own paper to your partner again while your partner edits your paper.  Find one excellent word choice—underline it.  Find one mind movie—draw an arrow to it. Repeat for the other partner. 

 

F.  Talk about what you wrote.  What topics did you choose?  What did you like about the writings? What were good word choices?  What mind movies did you see when reading? Write a one sentence (twenty-word) summary of your discussion on each of your papers. (What did you do, what did your partner do, what did you both write well?)

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Remaining Tiime: Sentence Practice:

Write one complex sentence on the back of your paper, such as:

    Even though the world wants peace, we still have wars.

    Before we turn in our paper, we must write a complex sentence.

    After we turn in our completed work, we will feel a sense of accomplishment and pride.

    Before I saw the movie Lord of the Rings, I read the whole series.

 

       Check your partner’s work.   Is the comma in the correct place?

------------------------- Turn in papers.

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Figurative Language:

 

Alliteration--  Repeated beginning consonant sounds, such as "feather fingers flapping"

 

Personification-- Giving life to something not living; such as :The sun smiled down on us.”

 

Onomatopoeia-- (ah no mah toe pee ah) Words that sound like the sound they make, such as Bam! Pop! Bang! slap gurgle Phzzzzt

 

Simile-- Comparing two things that are different and finding a similarity -- write it using like or as , such as comparing how high the eagle flies to how a skyscraper is. The eagle flies as high as a skyscraper .

 

Metaphor -- comparing two different objects ---  "Her sparkling eyes are stars."

 

Imagery: Use The Senses-- Write all sights, sounds, smells, tastes, texture, feelings about your topic

Describe what it looks like.

 

What does it sound like?

 

How might it smell, taste?

 

How might it feel if you touched it?

 

 

Hyperbole -- extreme exaggeration. “His grin is as wide as the ocean!”  "She is as tall as a mountain!”

 

Author Musts:

 

Vivid verbs-- Action words like flies, spread, searching, hops, munches, drops, fold, dives, scoop, flaps, flows

 

Nifty nouns-- Specific nouns (persons, places, things, ideas); instead of dog, say German Shepard; instead of fast, say 100 miles an hour; instead animal, say rabbit or snake

 

Assonance-- Repeated vowel sounds, such as flies across the skies

 

Repeated words--  Repeat words for effect, like "hops, munches, hops, munches" to show the rabbit doesn't know the danger

 

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