Mrs. Smith's Weblog

Why you are here…

Anne Smith — Tue, 01 Jan 2008 16:45:18 +0000

To my students:

Hello, and welcome to your virtual classroom. During the month of January, we will be studying a novel, some short stories, poetry, even some current music. This weblog is your chance to keep current with assignments, find interesting links, and contact me with any questions or feedback you have. My email address is: smithlaw@inbox.com

I look forward to sharing this site with you, and you’re welcome to leave interesting posts that relate to the class. I have also included some interesting links you may wish to explore…

Instructions for class assignments:

Anne Smith — Tue, 01 Jan 2008 16:04:37 +0000

“Who Am I? Finding yourself Through Literature”

This unit is based upon the idea that we are each trying to discover who we are. My theory is that we can find ourselves by examining the struggles of others who are doing the same thing.

Please review ALL of the assignments for the next four (4) weeks and be prepared for each day’s class. We will go over the upcoming activities, but I want you to be prepared for the entire unit, and know what to expect. If you have questions about ANYTHING, please let me know before the assignment due dates.

Week One

Anne Smith — Tue, 01 Jan 2008 16:00:06 +0000

Monday – We will open the unit by briefly discussing our objectives for January, and the reason behind studying the literary works in this unit. We will talk about our own feelings of isolation, rejection, search for self-worth or lack of self-confidence, and whether you believe you may be the only ones that feel this way. I will then distribute the lyrics to the “Anything But Ordinary” by Avril Lavigne, and play the CD for you. You will then write a brief reflective paragraph describing how you think the singer feels, and if you have ever had similar feelings. Following this activity, we will discuss how reading and writing can help us to create our own identity, and make us more self-aware and self-confident.

Tuesday – The class will take turns reading passages from the short story “Teammates”, and the poem “Andre”, both of which will be displayed on the overhead projector. You will then write in your journals about both pieces, briefly outlining what “awareness” the characters reached. If time permits, we will discuss your journal thoughts as a class, with guidance from me. Students should read pages 1-22 of Romeo and Juliet Together (and Alive!) At Last for the next class.

Wednesday – We will open with you writing a paragraph in your journals about what occurred in the novel and your reaction to it. We will go over the reading and review the motivation of the characters to put on a play. Students should read pages 23-42 for the next class.

Thursday – You will again write a paragraph in your journals, just as on Wednesday, and discussion of the book will continue. Students will read pages 43-67 for the next day.

Friday – You will again write a paragraph in your journals (get used to it!), with discussion to follow in the class. Students will be instructed to read pages 68-93 for Monday.

Week Two

Anne Smith — Tue, 01 Jan 2008 15:50:44 +0000

Monday – You will write a reflective paragraph in your journals, and discussion of the novel will continue in class. Students will read the remaining pages 94-122 for Tuesday.

Tuesday – You will begin class by writing a reflective paragraph in their journals, and discussion of the novel will conclude with analysis as to the use of humor in the book to illuminate the author’s subject matter. Within small groups of 3-4, your groups will be asked to orally compose, and write as a group to turn in, an alternate ending to the story. You will designate a group leader to present the group’s new conclusion to the class.

Wednesday – We will read aloud the poems “The New Suit” and “Who Will Teach Me?”, which I will display on the overhead projector. The class will discuss, in small groups of three or four, how the poems differ and/or are alike, and what each poet has learned about himself or herself. In the last ten minutes of the class, each small group will orally offer its thoughts to the class.

Thursday – We will begin viewing The Wizard of Oz on the video tape player, and you will orally answer questions as posed by the teacher, such as “Why does Dorothy want to leave home?” and “Does she consider the consequences of leaving home?” In the final ten minutes of class, you will write a paragraph in your journals about your impressions of Dorothy’s relationships with her Aunt, Uncle, farm workers and her dog, Toto.

Friday – We will continue viewing of The Wizard of Oz, and will write a paragraph in your journals about your impressions of how Dorothy is maturing and changing in the movie, and what she is learning from her decisions.

Week Three

Anne Smith — Tue, 01 Jan 2008 15:10:58 +0000

Monday – We will conclude viewing The Wizard of Oz. The small groups of 3-4, students will then select a character or group of characters, e.g. flying monkeys, Wicked Witch, Scarecrow, and pretend to work for a newspaper. Each group will create a newspaper article giving a brief story about this character(s). The article should involve an activity by the character not found in the movie, but created by the small group. Perhaps Auntie Em could win the Pillsbury Cook-Off, or the Wicked Witch is exposed doing good deeds! Groups will be encouraged to share their article with the class. In the last ten minutes of class, you will write a paragraph in your journals about whether or not you would have left Oz in the balloon with the Wizard, and why or why not.

Tuesday – We will continue discussion of The Wizard of Oz. To assess comprehension, I will give you some well-known proverbs, such as:

Don’t cry over spilt milk
Still waters run deep
Let sleeping dogs lie
Actions speak louder than words
Two wrongs don’t make a right

I will then ask you how each proverb relates to one of the characters in the movie.

Wednesday – We will begin reading aloud the short story “The Goodness of Matt Kaizer”. I will define the terms “internal” and “external” conflict, and lead a discussion about examples in the text of each.

Thursday – We will conclude reading aloud “The Goodness of Matt Kaizer” and continue discussion of Matt’s change in attitude and character, peer pressure and expectations from those around you. You will conclude the class by writing a paragraph in your journals about why you believed Matt changed from the boy he was at the beginning of the story to the boy he was at the end.

Friday – We will discuss the thematic connection between the song, movie, book, stories and poems read by the class. I will focus on the issues faced by the characters, how the character perceived and approached the issues, and how the character dealt with the issues, if he did so. The class will discuss how perception changes one’s approach to a problem. I will then present the class with three optical illusions to help student appreciate that life can be interpreted and perceived very differently by different people. For tomorrow’s class, students will bring in family photos for the next day of several stages in their lives when they experienced change that they are willing to share with the class.

Week Four

Anne Smith — Tue, 01 Jan 2008 15:08:36 +0000

Monday - We will begin by having you look over your family pictures, and use them to prepare a written autobiographical incident. Using a graphic organizer (I will provide to you), you will identify an incident in your life where you were faced with a problem or learned something very important. You will begin planning your writing piece by working on the organizer, individually presenting their work to me for assistance. I will distribute the grading rubric to students, and will give the following instructions:

The composition must maintain a first person point of view and should be no more than one page in length.
You must develop a standard plot line, and have a definite setting, complex characters, and a clear theme, which gives your audience an understanding of what you learned from your experience.
Your writing should give information in clear chronological order.
Your writing should NOT have any errors in spelling, punctuation, or grammar.
BE SURE TO BRING YOUR USB FLASH DRIVES INTO CLASS TOMORROW.

Tuesday – You will begin writing your autobiographical incident on the computers (I will have the laptop lab brought into our classroom). You will use the information from the graphic organizer, and seek assistance from me, if necessary. You will proofread your work prior to the end of class, and print it off. If you have not completed your autobiographical incident prior to the end of class, you shall complete it as homework, due tomorrow.

Wednesday – You will attach a blank page to the back of your printed autobiographical incident, exchange your work with your neighbors in your small groups of 3-4, and each of you will review each others’ work for content, grammar and structure. Each reviewing student shall place his comments on the blank attached page, sign his name, and return the work to the author when all reviews are completed. Please remember to be constructive.

Thursday – You will revise and proofread your autobiographical incident, making corrections and final adjustments with the advice of the teacher, and print a final version of their work. Tonight, you will rehearse your presentation at home for tomorrow’s class.

Friday – Each of you will briefly (2-3 minutes) present his or her autobiographical incident aloud to the class, and answer any questions. You will each turn in your journal and autobiographical incident to me for grading. If all students are unable to present their writing, this activity shall continue on Monday.

Extra Credit – 10 points

Anne Smith — Tue, 01 Jan 2008 15:05:23 +0000

Locate lyrics to a song, or dialogue from a movie to read to the class which relates to the theme of self-awareness. You should identify a song or movie wherein the character(s) grow and develop a sense of identity, and you must be able to explain to the class how they believe the lyrics or dialogue apply to the theme. This work must be turned in on or before the last day of January for full extra credit, and we can schedule your presentation at that time.

Works List

Anne Smith — Tue, 01 Jan 2008 14:00:07 +0000

Avi. “The Goodness of Matt Kaizer.” What Do Fish Have To Do With Anything?” Candlewick Press, 1997.

Avi. Romeo and Juliet Together (and Alive!) At Last. Orchard Books, 1987.

Baum, L. Frank. The Wizard of Oz. Warner Brothers, 1939.

Brooks, Gwendolyn. “Andre.” 1 December 2007

http://www.scrapbook.com/poems/doc/1515/350.html

English Teaching Forum, 4 October 2007

http://exchanges.state.gov/forum/vols/vol42/no3/p02.htm

Golenbock, Peter. Teammates. Gulliver Books, 1990.

Lavigne, Avril. “Anything But Ordinary.” Let Go, 2002.

North Central Regional Educational Laboratory, 11 November 2007.

http://www.writedesignonline.com/organizers/sequence.html#eventschain

Nye, Naomi Shihab. “The New Suit.” This Same Sky – A Collection of Poems From Around the World. Aladdin, 1996.

Thompson, Joann. ALEX Lesson Plan Rubric. 21 November 2007

http://alex.state.al.us/lesson_view.php?id=7226

Wood, Nancy. “Who Will Teach Me?” Many Winters: Prose and Poetry of the Pueblos. Doubleday & Company, 1974.