Final+Project

[|Content, Literacy, & Technology State Frameworks]

__Standards:__
RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
 * English Language Arts Standards » Reading: Literature » Grade 11-12**

Standard 3. Demonstrate the ability to use technology for research, critical thinking, problem solving, decision making, communication, collaboration, creativity, and innovation.
 * Massachusetts **** Technology Literacy Standards **

Use Reader's Notebook/Journal to accompany all reading [pre-reading] assignments. Use Reader's Notebook/Journal to record student's thinking as he/she reads. Read 2 - 6 additional texts, some selected by the teacher and some by the students themselves. Ask and answer clarifying and open-ended questions. Conduct small and large group discussions based on literature according to agreed-upon rules. Participate in a variety of types of discussion, including "silent conversations."
 * Content **

__Mastery/Thinking Objective:__
SWBAT __Outcomes/Assessment:__
 * Consider the importance of stories to connect to others.
 * Share knowledge and lessons about conflicts endured by others and themselves.
 * Search the internet to review Glogster and Glogs.
 * Students will share in group and class discussion and in their journals opinions about the role of stories in their lives and the lives of others.
 * Students will identify conflicts, people, or authors they are interested in reading about.

__Preview/Do Now:__
Journal - Do Now: Students will write a short response to the questions that follow:
 * 1) What do you know about the lives and conflicts of Native Americans today?
 * 2) What conflicts have you faced and/or continue to face growing up?
 * 3) What types of prejudice have you experience, observed, and held towards others?
 * 4) What assumptions about others have been changed either by meeting an individual or by reading about people you have no connections to?

__Direct Instruction/Modeling/Class Notes:__

 * Students will be introduced to Glogster and watch the Glog about Sherman Alexie's work of fiction that shares the concerns, conflicts, and views of Native Americans today.
 * Students will see a sample Glog modeling their own end product of their independent reading.
 * Students will watch both Before and After videos in class, but will be required to view the Sherman Alexie interview for homework.

[|Glogster Home Page]

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__Guided Practice/Independent Work:__
__In 7 small groups, students will be assigned to one sentence from the Barry Lopez quote about the role of stories in our lives.__ __I will read and share connections about a variety of stories of both fiction and nonfiction that related to the first sentence.__ __Groups will have to come up with their own interpretations of the remaining sentences and provide 3 or more examples that connect to the sentence assigned.__

Barry Lopez quote, from //Crow and Weasel//
== 1. (Ms. Halks ) "The stories people tell have a way of taking care of them. 2. (Group A) If stories come to you, care for them. 3. (Group B) And learn to give them away where they are needed. 4. (Group C) Sometimes a person needs a story more than food to stay alive. 5. (Group D) That is why we put these stories in each other's memory. 6. (Group E) This is how people care for themselves. 7. (Group F) One day you will be good storytellers. 8. (Group G) Never forget these obligations." ==

The stories above all have a special connection to the authors.
 * __Jaycee Dugard__** tells her story of survival. By sharing the horror and the hope she makes peace with all the questions people have about her and she gives strength to others who suffer and long to break free and live with happiness and purpose.


 * __Sherman Alexie__** writes primarily to inform the American public about the concerns and conflicts of Native Americans. Alexie emotionally and intentionally tells his stories to improve the lives of other Native Americans.
 * __Ishmeal Beah__** was forced to become a soldier as a child; he tells of his personal demons at a young age in the hopes of sharing with the world an unbelievable horror in order to move his life towards a future of understanding, world intervention, and hope.
 * __David Peltzer__** was one of the most abused children in the state of Californis before he graduated from middle school. He has written 4 books about the cruelty he suffered at the hands of his mother and his continual struggle to find himself and secure personal peace.

__Closure-Sharing/Debriefing/Assessment:__

 * Ticket to Leave - On the file card provided, identify a total of 6 authors, conflicts, or people you might want to read about.

__Homework:__

 * 1) Visit [|Glogster Home Page] and look at sample Glogs. Record the title of 2 Glogs you look at and write 1 -3 sentence/s in which you comment, summarize, or generate questions about each.
 * 2) Return to the Glog about Sherman Alexie [|Glogster Home Page] and listen to his interview. In your journal, record a minimum of 2 details, 2 comments, and 2 questions about this interview.

__Materials:__
__File cards, Eno Board, Journals__

__Standards:__

 * Massachusetts **** Technology Literacy Standards **

G 9-12: 3.2 Compare, evaluate, and select appropriate electronic resources to locate specific information. Standard 3. Demonstrate the ability to use technology for research, critical thinking, problem solving, decision making, communication, collaboration, creativity, and innovation.

__Standard 1: Discussion -__ Students will use agreed-upon rules for informal and formal discussions in small groups.
====__Standard 2: Questioning, Listening, and Contribution -__ Students will pose questions, listen to the ideas of others, and contribute their own information or ideas in group discussions or interviews in order to acquire new knowledge. ====

__Standard 3: Oral Presentation -__ Students will make oral presentations that demonstrate appropriate consideration of audience, purpose, and the information to be conveyed.
Students at all grade levels need both breadth and depth in reading experiences. English language arts teachers should include classic works that reflect our common literary heritage, high quality contemporary works that show American life today, and significant works from other countries and cultures.
 * Reading and Literature Strand: Choosing Books **


 * Content **

Use Reader's Notebook/Journal to accompany all reading [pre-reading] assignments.

Use Reader's Notebook/Journal to record student's thinking as he/she reads.

__Mastery/Thinking Objective:__
Use the Internet to research independent reading choices. Visit the Barnes and Noble sites identified below.

1. People on the street discuss why and what they read. "There are probably as many reasons why people love to read as there are people - and books. In this original video series from Barnes & Noble.com, the readers of Los Angeles share how their favorite books inspire, motivate, entertain, teach and, most of all, help keep them happy."

[|Why I Read]

2. Barnes and Noble Studio [|Upstairs at the Square] "Barnes & Noble's //Upstairs at the Square// event series pairs writers with musicians for an evening of words and music at our flagship store in Manhattan's Union Square. Join our host, Katherine Lanpher, as we take a look at what's going on...Upstairs at the Square."

Watch either the interview with Sapphire the author of //Precious// and //Push// or another interview of your choice. Watch at least 15 - 20 minutes with Sapphire, this explains quite clearly how this author is deeply moved and commited to write about the issues within her books.

3. Meet the Writers

[|122 Video Interviews: Meet the Writers]

[|493 Intervies about Biographies and Memoirs]

Using information from 3 or more videos, identify the importance of an author's perspective and experiences when writing. For example, Sherman Alexie experiences first hand the prejudice against him because he is Native American and against him because he attends a white school. These real life experiences and the personal struggles and conflicts he endures are translated into a work of fiction about a main character Junior who experiences a world almost identical to the author’s life. Jaycee Dugard’s memoir, on the other had, reveals from the beginning that the experiences of the book are directly from her life. Students will learn about sites on the Internet to acquire information about books and authors.

__Outcomes/Assessment:__
Identify how the experiences of 2 - 3 authors have a direct influence on the subject and concerns of their writing. Students will take notes on the interviews viewed in class; in their journals they will record 1-2 details, 1-2 comments, and 1-2 questions about each interview. Students will record information about 3 - 5 book talks or author interviews to be graded for completeness and thoughtfulness.

__Preview/Do Now:__
__Share-Pair:__ In pairs, students will discuss and identify 2 authors whose lives where closely intertwined with the stories they wrote. Examples include //Night// or //All Souls// or //Our America//. Students will also identify 2+ current events which would make moving and informative stories and which would depend on the experiences of an individual. The books //127 Hours// and //Infidel// originate totally from the life experiences of the authors; both books have important lessons to teach. Pairs will share out with the class.

__Direct Instruction/Modeling/Class Notes:__
__Students will observe how easy it is to find interviews with authors on the Internet. Students will be directed to record 1 detail, 1 comment, and 1 questions about the interviews.__ __Students will watch the interview with J. R. Moehringer who wrote the memoir //The Tender Bar//. As students view the video, they will individually record 1 detail, 1 comment and 1 question in the journal. In a silent discussion format, students will share about details, comments, and questions. The results from the easel discussions will be shared with the class.__ [|A Boy Raise in a Bar - J. R. Moehringer, The Tender Bar]

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__Guided Practice/Independent Work? Notes:__
__Students will have the option of watching any of the interviews they can link to through the wikispace or they can search the internet individually.__ __Students will watch the Diane Sawyer Interview with Jaycee Dugard. Notes will be taken in student journals.__ media type="custom" key="10356224" [|Diane Sawyer Interview with Jaycee Dugard]

Randy Pausch author of //The Last Lecture// [|Randy Pausch]

//The Glass Castle//

[|Jeanette Walls]

//Night//

[|Elie Wiesel]

__Closure-Sharing/Debriefing/Assessment:__
Students will share with a partner the most interesting author/book they learned about during the period.

__Homework:__
__Begin looking for the book or author you want to read for your independent reading project.__

====Visit Barnes and Noble sites identified above and take time to review information available on each. View 1-3 more author interviews or book talks and record comments, details and questions in your journal.====

Be prepared to share information on what you discovered in class.

__Extra Credit Opportunity:__

__Materials:__
Journals, Internet and Computer Loft, Eno Borad, long block

__Standards:__

 * College and Career Readiness Anchor Standards for Reading **
 * 1. ** Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
 * 2. ** Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
 * 3. ** Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
 * 8. ** Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
 * 10. ** Read and comprehend complex literary and informational texts independently and proficiently.

1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. 2. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. 3. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. 10. By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently.
 * Reading Standards for Informational Text 6–12 **

Standard 3. Demonstrate the ability to use technology for research, critical thinking, problem solving, decision making, communication, collaboration, creativity, and innovation.
 * Massachusetts **** Technology Literacy Standards **

Research G 9-12: 3.1 Devise and demonstrate strategies for efficiently collecting and organizing information from electronic sources. G 9-12: 3.2 Compare, evaluate, and select appropriate electronic resources to locate specific information.

__Mastery/Thinking Objective:__
Use the internet to view conflicts and concerns around the world. Identify conflicts of teens within America. Compare and contrast autobiography, memoir, biography, and first-person fiction. Go to a variety of sources (teacher, library, and internet) for book suggestions. Choose an appropriate and informative topic/author for independent reading.

__Outcomes/Assessment:__
Students will complete 2-5 short journal entries - including from 2 of the videos on the Global Awareness Glog and 1 from the video options provided on 100 People: A World Project site. Students will complete 2 short book previews (form to be provided).

__Preview/Do Now:__
Pair-Share - students will record discussions using easel sheets and present information about books from previous readings. They will work in pairs to identify and differentiate memoirs, autobiographies, biographies, and first-person fiction. Next to each title, pairs will try to identify lessons learned from the text.

__Direct Instruction/Modeling/Class Notes:__
Memoirs, autobiographies, biographies and fiction have been written by and about recent immigrants and children of immigrants. Reading the stories about Americans can be informative. You may choose titles about any minority groups within the United States for your reading. Remember, for your final project, you will need to research the topics, conflicts and concerns shared in your book. Remember that embedding a video or interview will help you share about your reading.

American Stories: Teens and Immigration [|Four teen immigrants]

Students will be introduced to the Global Awareness Glog. They elements of the Glog will be pointed out to again introduce students to Glogster and to model a Glog as a method for sharing about the conflicts, setting, lessons, etc. after reading.

Reading World Literature and developing awareness about people around the world is of growing importance in our global reality. Other than Native Americans, we all have roots in countries around the world. You may find books written by authors from Haiti, China, India, Dominican Republic, Mexico, Russia, and more. Many countries experiencing political and economic turmoil have produced authors who share with clarity about the world they live in and the struggles to survive in non-fiction that has come out of Rwanda, Iran, Afghanistan, South Africa and Other Places around the globe. Students will be led to the 100 People: A World Portrait site and there view as a class the 100 People Project explanations. Students will see the video offerings and review elements of this Glog, so that they can see what will be expected of them for a final project and presentation.

media type="custom" key="10357780" [] __Guided Practice/Independent Work:__ Group visit to the Barnes and Noble site and presentation of information availalbe such as synopsis, editor and reader reviews, and situations where sample pages to read are available.

Class Example - Tina Fey:
The Tina Fey site provides a wealth of options for book previewing. Barnes and Noble makes available an Overview of the book, a link to Meet the Author for an interview, the Table of Contents, a chance to read a chapter with Read a Sample, Editorial Reviews, Customer Reviews, and additional information about the date of publication and number of pages and more. [|Tina Fey: Bossypants]

__[|Glogster.com]__ During class, students will view one more of the videos from the 100 People site and 1 of the videos embedded on the Glog. For the video, students will write a 2 sentence summary in journals.

Students can return to any of the Barnes and Noble sites and continue to gather information and work to choose an independent reading book. Students will be told that the information previewed in making their book choice can easily be added to their end presentation and help in their research about the author and book during and after reading.

__[|Meet the Author Videos]__

[|Barnes and Noble]

__Closure-Sharing/Debriefing/Assessment:__

Ticket to leave - File Card Answer the following questions:
 * How can the internet help you choose a book for independent reading?
 * Are you excited about creating a Glog to share the information about your independent reading experiences? Explain.
 * How will the Glogs be useful for class book presentations?

__Homework:__ __Return to Glogster and create an account. Experiment with creating your first Glog on any book you have already read or on a book you are considering reading.__

__Materials:__
Computers, computer loft, file cards, journals, easel sheets