Shannon Brinker
Teaching Language Arts
BOOK PROJECT UNIT
PREFATORY STATEMENT--
A staple of traditional teaching is the dreaded book report. Many educators have tried to find enjoyable, yet educational alternatives to the summary type reports often assigned in language arts classrooms. The purpose of this unit is to take some of these ideas and shape them to fit within the guidelines of the Minnesota standards.
A major goal within the unit is to find activities that students at various levels of ability and interest will find challenging. At the same time they should feel confident they will be able to succeed. This unit combines reading with writing in a way that should enhance both skills.
These projects can be adapted to correspond with specific reading assignments or incorporated in conjunction with independent reading. Many schools have time dedicated to sustained silent reading. This unit would fit nicely into that framework. A language arts teacher could work on one project a month and use this unit to complement their independent reading programs.
Sustained silent reading is effective because it gives the students the opportunity to see reading as a recreational activity. It improves attitudes toward reading and student begin to read more. It introduces students to a variety of reading materials read for different purposes. It allows teachers to model their interest in reading. Sustained silent reading also allows students to read in a silent environment where they can concentrate totally on the reading material. Many of these students may not have that quality time at home. Students can also begin to monitor their own reading and work through trouble spots on their own. This increases their confidence in their own reading ability.
CLASS SPECIFICATIONS--
This unit is designed for students from grades 7 through 10. It would be suitable for a class with a diverse group of students. It may also work very
well with students challenged by traditional teaching methods. Each project is designed to give the student a feeling of purpose. In many cases each student's and individual effort culminates in a group project. These lessons may also work best in situations where students enjoy working cooperatively and in small groups.
In a class with younger students the teacher may want to set up conferences with each student and design a checklist to make sure the student is progressing. Some of the projects may require students to keep track of information and materials over an extended period of time. It might be helpful to have files set up in one part of the classroom for the students to keep their papers.
SIGNIFICANT ASSUMPTIONS--
--Students need to have the freedom to choose some of their own reading material.
--Students will respond better to lessons they feel have real purpose.
--In order to provide the best learning environment for all students a teacher should use a variety of teaching techniques.
--Students will do better work if they enjoy their assignments.
STANDARDS TO BE MET--
Although the basis for these projects is student reading the standard that the unit is focusing on is the writing and speaking element of the Minnesota Graduation Rule.
In particular these projects should seek to fulfill the academic writing portion of the standard which states students should be able to:
1. Describe, narrate or explain observations of human events or situations (e.g., biographies, historical narrative, ethnology)
2. Analyze patterns and relationships of ideas, topics, or themes (E.g. literary analysis, ethnography, academic essay.)
3. Construct support for a position, argument, plan or idea
4. Evaluate (e.g., review or critique) an idea, topic or theme based on criteria
By the end of this unit students will have read a biography on a famous person they are interested in. They will write a diary from the point of view of that person describing events occurring in that person's life and showing they have understood the motivations and consequences for that person's actions.
The students will learn to analyze patterns and relationships of ideas, topics and themes by doing a comparison of a book and a movie based on that novel. They will be required to analyze both in order to come to conclusions regarding these ideas.
The students will construct support for their library book review project. They will formulate a plan then present their ideas to the school librarian and principal through letters and an oral presentation.
They will then write individual book reviews using real book review models. They will then create a book review file for the high school library. Each evaluation will be placed in that file.
Possible Whole Class Activities:
--Brainstorm support arguments for a library book review file
--In class short oral interpretations using segments from books students are reading
--Create a library book review file
--dramatization of scene in book
--sales talk--students try to sell book they are reading
--Art show from student shape-it, scrape-it, drape-it project
--Book-it travel show
Possible Small Group Activities
--Share selections from quotation journal
--peer edit letters and reports
--brainstorm criteria for movie/book critique
--book talks
--formulate plan for individual travel booths
--bulletin boards advertising books
--found poems from books
Possible Individual Activities
--Write letters for projects
--Write reviews
--biography diaries
--art projects
--dramatic reading
--write news article using one event in the book
Ongoing Activities
--quotation logs
--outside reading
--student-teacher conferences on projects
Student Resources
ś
--Book reviews from a variety of publication/with different audiences
--Lists of biographies
--Lists of books that have been made into movies
--Quotation books
--Examples of business letters
--Individual folders for to keep materials
--Checklist of assignments and due dates
--Library access
Unit Launch/Anticipatory Set
Day One/Month One
Unit Launch/Book Review
Standard: Writing and Speaking
Substandard: Academic Writing
Specific: Evaluate (e.g. review or critique) an idea, topic, or theme based on criteria
Objectives: Students will determine what information is included in book reviews. Students will learn to evaluate writing based on its audience appeal.
Students will learn to work cooperatively. Students will learn to determine the purpose of a published piece of writing.
"METHODS •(50 minute class period)
1. Teacher will write "What is a book review?" on the board. She explains to the class that she is not going to tell them they will have to decide for themselves based on real book reviews. She splits the class into small groups. Each group gets two different book review from a the same publication.
(5 minutes)
2. Each small group reads the book review and discusses it. They must write a definition of a book review based on what they have read. This must be specific and contain at least five sentences. (10 minutes)
3. The whole class discussed each description. Common ideas are written on the board. The class comes up with a list of necessary components included in a good book review. (10 minutes)
4. The teacher asks the students who the audience is for a book review. She also wants to know the purpose. The small groups need to come up with an audience for each review and a stated purpose. (5 minutes)
5. The whole class discusses the results. The small groups should have come up with different audiences because of the varied parent publications of the reviews. The teacher tells each group where the review came from and they discuss whether they were right. (5 minutes)
6. Students go to the library to look at and/or pick out books for their book review (15 minutes)
ASSESSMENT•: I will know the students have:
1. Understood what a book review is by looking at their definitions of a book review.
2. Understood the main components of a book review by their list of components.
3. Understood the concept of writing differently for different audiences by their responses to the question of whom the review was written for.
4. Understood the purpose for a book review from their stated purpose statement.
Week 2-Day 1
Argument/Support Letter
Standard: Writing and Speaking
Substandard: Academic Writing
Specific: Construct support for a position, argument, plan, or idea
Objective: Students will learn to write for a specific audience. Students will learn to formulate supporting arguments. Students will learn to look at a situation from different perspectives. Students will learn the format for a business letter.
Methods:
1. Teacher will hand out the criteria for the review based on the items students identified. Teacher will explain the idea for a library file where all high school students would have access to students reviews of books. She explains the class will have to get the principal's approval in order to accomplish this. The class will need to write a letter to the principal asking for his support(5 min).
2. The teacher poses the question, "Why should the principal support this project?" Students free-write then the teacher splits the class into small groups. Each group must come up with five reasons to support the project. (10 min)
Sponge activity: If a group is done early have them look at the opposite perspective and come up with reasons why it might not be a good idea.
3. The whole class discusses arguments for and against and puts them up on the board. (5 min.)
4. The teacher puts a form business letter on the overhead for everyone to look at. She explains the homework assignment--writing a letter using this format and clearly explaining to the principal the reasons to support the class's plan.
The class works in small groups on this getting ideas and putting together a rough sketch of the letter. (15 minutes)
5. Students work independently using the ideas from their small groups to write their letter. The teacher circulates to answer questions and help students. (15 minutes)
Homework: The letter must be completed and ready to hand in by the next class period.
Assessment: I will know students have:
1. Understood how to support an argument from their free-writing and small group findings.
2. Understand the basics of a business letter from their small group discussion and their independent work on the letter.
Week 4-Day 1
Title: Peer editing
Standard: Writing and Speaking
Substandard: Academic Writing
Specific: Evaluate (e.g. review or critique) an idea, topic or theme based on criteria
Objectives: Students will learn how to give effective feedback to peers. Students will learn to evaluate writing based on specific guidelines. Students will learn to work cooperatively. Students will learn to make revisions based on feedback from peers.
Methods:
1. The teacher explains peer editing and hands out a peer editing critique sheet to each student. She hands out the rules of editing. These include the proper type of feedback to give peers. Each student reads the rules. The teacher explains them and emphasizes sticking to the critique sheet and giving only relevant feedback. (10 minutes)
2. Students break up into groups of three. They take turns reading each review. (5 minutes)
3. Students discuss each review spending 5 minutes on each one and focusing only on the items on the peer editing sheet. (15 minutes)
4. Students go back to their desks and write about the peer editing. They should include information about the things that did/didn't go well. They should also include one suggestion for making the editing more helpful.
They might write one concern they had about their papers the editing session didn't address.(5 minutes)
5. Students work on paper revisions. The teacher circulates to answer questions and pick up student comments on peer reviews.(15 minutes)
Assessment: I will know the students have:
1. Worked successfully at peer editing from their revised reviews and their free-writing.
2. Worked cooperatively by observing their small group editing sessions.
3. Taken peers comments seriously be reviewing the peer editing critique sheet with the finished product.
Month Two/Week One
--Put together review file and put in school library
--Have students write a press release for the school newspaper to announce the
file is now available
Month Two/Proposed lessons
Biography diaries
Lesson 1
--Have students pick out a biographical book about a famous person they admire
--Explain students will need to complete a diary from the point of view of that person, they need to have one entry for every historically significant event in that person's life
--Explain time lines and give examples--A time line must be included at the beginning of each diary
Lesson 2
--The class will watch a short segment of a movie they are all familiar with and have probably already watched. In small groups and as a whole class discuss motivations. Why did certain characters act the way they did? The teacher will explain to the class that this should be reflected in biography diaries. If the teacher has students complete interest inventories at the beginning of the school year he/she could ask the student for a list of their five favorite movies. With these lists the teacher could pick out a movie that the class is familiar with.
Lesson 3
--Discuss completed diaries and share information with the class--each student has two minutes to share something special they learned
Month 3
Shape It, Scrape It, Drape It
Lesson One
Lesson 1
--The teacher introduces the project. The students can use any creative/ artistic way of depicting the theme or characters in their independent reading. This includes soap carving of characters. They can make puppets and design costumes for them. They can do collages or build scale models. The only written requirement is a one page explanation of the art and how it relates to the book they are reading.
Throughout the month
--Teacher will be conferencing with the students once a week for five minutes to judge their progress.
End of the Month
Lesson
--Students will display their art along with their one page description. The paper and a picture of the student with their artwork will go into their portfolio.
Each student will spend two minutes explaining their project to the class.
Month 4
Book-It Travel Show
Lesson 1
--A travel agent will come to the class with brochures and pictures of exotic locations. She will give the class suggestions on booking a trip. She will also tell students about the types of reading and writing involved in being a travel agent. Students will get to ask questions and look at materials.
Lesson 2
--Students will pick one location from a book they are reading. It may be an exotic location or a town nearby. The teacher will explain that they are going to try to put together a travel brochure for that location. At the end of the unit the students will have a travel fair. Each student will be responsible for setting up one booth advertising their location. Students brainstorm on ways to get information. They must also write one letter to a tourist organization requesting information and use one other source (internet, library, 800 numbers).
Lesson 3
Students look at brochures from different locations. What makes a good brochure? Students brainstorm in small groups. Students plan a format including size, folds, text, and pictures.
Lesson 4
Students bring brochures to class and critique them in small groups. Students work individually to revise brochures
Lesson 5
Students display completed brochures and other information at their booth.
Class sets up travel show for other classes to look at also.
Month 5
Book and Movie Review
Lesson 1
Students go to the library and pick out a book that has been made into a movie. As a class students discuss theme. The teacher will take examples from a movie all the students have seen and students look for themes.
Lesson 2
Students have already watched the movie for their projects. They break up into small groups and discuss the films following pre-assigned criteria. After this they work independently on their projects while the teacher conferences with students.
Lesson 3
Students bring their rough drafts and work through peer editing. They conference with the teacher and work independently on revision.
Lesson 4
Students share ideas from their papers and talk about their analysis. They give their impression of the movie and book (thumbs up or down) and explain why they feel that way.
Month 6
News Article
Lesson One
Students look at newspaper accounts of different events and look for similarities. What does a newspaper writer need to include in their article. Students work in small groups followed by a class discussion.
Lesson Two
Students pick one event from a book they have been reading and begin writing a newspaper account of the event.
Lesson Three
Students work at peer editing and revision.
Lesson Four
Students turn in their work and each group works at one page of a newspaper.
The teacher takes their work and puts it together. They each will have a copy for their portfolio.
Month 7
Letter to the Author
Lesson One
Teacher has students research to find an address for the author of the book they are reading. They also must try to find out additional information about the writer The class brainstorms to identify different methods of finding the information (internet, publisher's address, book cover, library).
Lesson Two
The student writes a letter to the author. The student may ask the writer questions or comment on the book. The students mail the letters.
Lesson Three
Students share their findings. The students with difficulty explain the problems they had finding information. Students receiving replies to their letters read them to the class.
Month 8
Dramatic Reading
Lesson One
Teacher explains that students will be picking a small portion of their book to read to the class. The teacher models by reading. The whole class discusses the types of writing that are interesting to listen to. Students work independently to pick out a small section of their books to read.
Lesson Two
Students work on their readings in small groups. One member of the group times the reader. The group gives feedback according to specified criteria.
Lesson Three
Students give their oral interpretations of their reading. They complete self-evaluations on their own performance.
Month 9
Lesson One
Students complete the quotation log they have been working on all quarter. They put these on display to share with the rest of the class. Each student picks the quote they like best and posts it on the bulletin board in the classroom.
Lesson Two
Students work in small groups to write found poems. Each student picks one paragraph from the book they are reading and the small group works together to write a poem. Each small group shares their work with the class.
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Example)
FEEDBACK CHECKLIST FOR LETTER TO PRINCIPAL
E=EXCELLENT
S=SATISFACTORY
N=NEEDS IMPROVEMENT
STUDENT TEACHER
__________ Letter is written using the correct business format ____________
It is attractive to look at. Headings and salutations
are done centered at the correct spot on the page.
__________ The letter explains to the principal the positive ____________
benefits of the book review file. The letter makes
the argument clearly and concisely.
The letter includes at least three supporting arguments
__________ The letter is written using professional formal ____________
language appropriate for the request. There will
not be any slang or contractions. The student will
write using the standard English we have studied in
class.
__________ The purpose of the letter is clearly stated and there ____________
is a clear request for approval of the project
__________ The student works cooperatively in small group ____________
discussions. The student uses the information
from small groups to revise and edit the letter.
The student comments on group member's projects
by writing suggestions on the revision worksheet.
__________ The student has completed a rough draft of his/her ____________
letter followed by a revised copy. The revised copy
shows the student has effectively implemented
suggestions from the teacher and classmates
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SAMPLE PEER EDITING QUESTIONS
1. What is the topic of this paper?
2. Can you identify the thesis? If so, write the thesis sentence in the space below. If not, why?
3. Is there and introduction and conclusion?
4. Do you find a clear topic sentence in each paragraph? In which paragraphs is the topic sentence unclear?
5. Do the other sentences in the paragraph support the topic sentence? Why or why not?
6. Does the author use good transitions? Give examples.
7. What are some positive aspects of the author's writing?
8. What parts of the author's work did you find it difficult to understand?
9. What suggestions do you have for the author?
10. Who would you gauge the audience to be?
11. Do you think this writing works for that particular audience? Why or why not?
*****The teacher may want to include space for the author to ask the editor for suggestions on one specific aspect of his/her paper.
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(Sample of possible grading system)
PEER EDITING GRADING ASSESSMENT
10 POINTS POSSIBLE
2 points The student answers each of the questions of the peer review handout.
2 points The student contributes verbally during the editing trios and gives relevant advice (the student spends time discussing the paper not other topics)
2 points The student is positive and doesn't use judgmental language in his/her review. For example, the student doesn't write "this is really horrible." As editors we only want to make comments that will help our writers.
2 points The student uses specific rather than general language. For example, the student writes, "The sentences in the second paragraph did not support the topic sentence" rather than "The second paragraph was confusing.
2 Points The student makes revisions to his/her paper based on the peer editing review sheet.1
10 points = "A" grade
8 points = "B" grade
6 points = "C" grade
2-4 points = "D" grade
0 points = "F" grade
**Note: The students only get the points if they fulfill the requirements. The students will have an understanding of "relevant" comments from their peer review sheet and class discussion. This is a learning activity so students who make a real effort should be able to attain "A" or "B" grades.
Teacher Resources:
Atwell, Nancie. In the Middle. Boyton/Cook Heinemann. 1987.
Beach, Richard and James Marshall. Teaching Literature in the Secondary School. Harcourt, Brace, and Company: 1991.
Gere, Anne Ruggles, et al. Language and Reflection. Macmillan Publishing: 1992.
Miller-Cleary, Linda. Book Report Alternative Handouts. University of Minnesota Duluth.
Miller-Cleary, Linda and Tom Peacock. Collected Wisdom. Allyn and Bacon. Boston: 1988.
Tsujimoto, Joseph I., Teaching Poetry Writing to Adolescents. National Council of Teachers of English. 1988.
For sustained silent reading information: http://www.parentsoup.com