This is one of my favorite times of the year: the weather is turning cooler; football is in full swing; we're looking forward to basketball; and we're are starting novels in English I and II. I'm SO excited!
We started reading To Kill a Mockingbird by Harper Lee today in English I (9th grade), and I cannot wait to see how my students react to the story. I am always surprised at how many students end up loving this novel by the time we reach its end. There are so many reasons I love this novel: the innocent and naïve narrator, Scout; timeless themes of acceptance and doing the right thing in spite of cultural expectations; and scenes that never cease to make me smile. I have read this novel to my students every year since I have been at Varnum. I enjoy reading aloud to students. It is a challenge to me to give voice and personality to each character, and I'm also demonstrating good oral reading practices to my students.
Since I teach two sections of sophomore English II, I let each class choose the novel they would like to read. My fourth hour students chose to read Lord of the Flies by Williams Golding. This is the third time I've taught this novel, and I like to think I get better at teaching it each time. Sometimes it's difficult for me to get a good mental picture of the layout of the island in the story, but I'm getting better at it. The kids and I work together to make sense of the landscape. Some of themes of Lord of the Flies are civilized behavior and its deterioration in extreme situations, power struggles, and leadership. It's an intense story, and it's one that has grown on me. I wasn't very excited about this story the first time I taught it, but now I see greater meaning and depth in the characters and plot than I first did.
Seventh hour English II is an all-girls class, and they chose to read Zora Neale Hurston's Their Eyes Were Watching God. Hurston's use of metaphor and imagery is stunning in this novel. Her language is beautiful, poetic, and rich in meaning. She also uses African American dialect when writing dialogue, and that helps make the characters more authentic and engaging. The story itself focuses on Janie, a woman reflecting back upon her life and three very different husbands. It's an engaging tale, and I find that female readers are much more receptive to this novel than a male readers.
All these novels that we are reading have strong literary merit; although, they are all quite different in theme, content, and style. I like to expose students to a wide variety of literature in hopes of engaging them in the learning and reading process.
Thursday, September 19, 2013
Sunday, September 8, 2013
Independent Reading Projects
Students are required to read at least three novels of their own choosing on their own time this semester. Students must keep a reading log that records when and how many pages the student read.
Also, students are required to keep a reading journal. At least twice a week students should write about what they have read. These journals should consist of SOME summary, but I really want them to tell me their thoughts, reactions, and opinions about events and characters in the book. The best example I can think of to illustrate what I want them to write about is a conversation two people may have about a movie. They may certainly discuss some parts of the movie, but they will also describe which scenes they enjoyed or disliked. They may discuss casting and character development. They may also talk about how the movie reminded them of something else. This is exactly what I want students to do with the reading journals: move beyond simple summarization and into a reflective narrative that includes their own thoughts and opinions.
After students have completed their novels, they need to create some kind of post-reading product. This could be an illustrated book jacket with a short blurb about the story, or a book talk in which they try to "sell" the book to their peers. Students can letters from one character to another, or they can rewrite a scene or ending. The possibilities are endless, and the internet is a great tool for students to use to find post-reading projects.
The first novel's deadline is Monday, September 23rd. Please remind your students of this impending date. If they have not already started reading, they need to get started this week.
Happy reading!
Also, students are required to keep a reading journal. At least twice a week students should write about what they have read. These journals should consist of SOME summary, but I really want them to tell me their thoughts, reactions, and opinions about events and characters in the book. The best example I can think of to illustrate what I want them to write about is a conversation two people may have about a movie. They may certainly discuss some parts of the movie, but they will also describe which scenes they enjoyed or disliked. They may discuss casting and character development. They may also talk about how the movie reminded them of something else. This is exactly what I want students to do with the reading journals: move beyond simple summarization and into a reflective narrative that includes their own thoughts and opinions.
After students have completed their novels, they need to create some kind of post-reading product. This could be an illustrated book jacket with a short blurb about the story, or a book talk in which they try to "sell" the book to their peers. Students can letters from one character to another, or they can rewrite a scene or ending. The possibilities are endless, and the internet is a great tool for students to use to find post-reading projects.
The first novel's deadline is Monday, September 23rd. Please remind your students of this impending date. If they have not already started reading, they need to get started this week.
Happy reading!
Subscribe to:
Comments (Atom)