Independent Reading Assignments - directions (to be used as reference)

Directions: Identify and present passages from your independent reading book that illustrate the qualities listed below. Limit passages to one page of text. To present them, you may type them or photocopy and paste them.


After each passage, write a brief but specific explanation of hot the passage exemplifies the quality stated (three to five sentences). Remember to provide the page number of each passage.

• passage that reveals an important quality about the main character (protagonist)
• passage that shows an important part of setting
• passage that suggest the complexity of the protagonist's conflict(s)
• passages that suggest the complexity of the protagonist's conflict(s)
• passage in which the author uses language in a particularly effective way
• passage in which the author uses language in a particularly effective way
• passage that shows teh symbolic importance of something or a passage that suggests why the book has the title it has
• passage that shows the protagonist's situation at the end
• passage that suggests and important idea, theme, or insight the book conveys
• passage that shows what you liked about the book

for Thursday, 10/1 - Springboard Texts to class

Please make sure to bring your Springboard books to class on Thursday, 10/1 - you need them for this week's skill - reading with purpose

Thanks,
See you in class tomorrow

Reminder, 1st independent reading assignments are due via email/google.docs on  Friday 10/9

Embedded Assessment #1

In class today, you went over the first big assignment (p.24 in the text).  I'd like you to post your ideas and questions to this post.

Reminder

Please remember to bring your Springboard books to class tomorrow.  They are necessary for your lesson.

If you come unprepared, you will NOT be able to go to your locker to retrieve them and will be marked unprepared.

Please let your friends know.

Thanks :)

National Punctuation Day

http://www.nationalpunctuationday.com/

From Mr. Nisonoff

Please remember to bring your text books to class tomorrow (9/29). Also, when Ms. Sackstein and I were observing your independent reading on Friday we noticed that too many of you were coming to class unprepared. Please note that, in accordance with WJPS rules, you will not be allowed to go to your lockers during class time. You must always have your independent reading books with you and you must bring your text books to class every Monday and Tuesday. Excuses such as "I didn't know" or "I forgot to check the blog/website" will not get you off the hook. This is a short week because of the three day weekend so please come to class prepared to work.

Tips for when I don't know words by AGS Publishing

• if the word is boldface, look for the definition on the word at the bottom of the page
• if the word is not boldface, read to the end of the sentence and maybe the next sentence.  Can you determine the unknown word now?
• Look at the beginning sound of the unknown word
• Ask yourself, "what word would make sense here that begins with this sound?"
• Sound out the syllabiles of the word
• If you still cannot determine the unknown word, see if you know any parts of the word: prefixes, suffixes, or roots.
• If this does not work, write the word in the glossary section of your notebook and look it up in the dictionary after you have finshed reading the selection.
• If the word is necessary to understand the passage, look it up in a dictionary or glassary immediately.

How do I read specific types of literature? tips by AGS Publishing

When reading poetry:

• read the poem aloud
• listen to the sounds of the words
• picture the images the author is describing
• reread poems over and over again to appreciate the author's use of language

When reading essays:

• review the questions, if any before reading the piece
• make predictions
• remember that essays usually express an author's opinion. Try to understand how the author arrived at these opinions

When reading plays:

• picture the setting of the play. There is usually not much description. Try ot relate it to what you have seen before.
• Pay attention to the dialogue.  How does the dilogue reveal the characters' personality? Have you ever known anyone like this?  Are you like this?

How do I read? tips by AGS Publishing

Strategies:
Before beginning reading:

• read the selection's title
• look at the pictures and other visuals
• read the background material that may be provided
• predict what you think the selection is goin gto be about
• ask yourself questions about the material

As you read:

• Think about the predictions that you made before reading.  Were you right?
• Make new predictions as you read
• Read the notes in teh side columns (if provided).
• Think of people or events in your own life that are similar to those described.
• Reread sentences or paragraphs that you don't understand.
• Refer to a dictionary if you don't know words
• In a notebook or on notecards, record definitions of words that you do not know.

After you read:

• Think about the quesitons that you asked yourself before you read.  Were your answers to these questions right?
• Reread interesting or difficult parts of the selection
• Paraphrase what you read
• use graphic organizers to help you organize and remember information

Literature Circles - Roles to be used in class...

http://www.englishcompanion.com/pdfDocs/litcirclepacket.pdf

Please review the following document and take notes in your notebook by Friday, 10/2

Independent Reading blogwork #1 checkin

In class today, each of you had to read a book of your choosing.  I took the status of the class to see how everyone was doing.

Please share with the class what you read, are reading and something interesting about the section you had the chance to read... please avoid full plot summary.

You may:
talk about the character
discuss a passage that you think would engage other students -
post an excerpt with page number and a short analysis like you will do for the assignment
something that disappointed you
something about theme
something about a symbol
good use of language

Looking forward to seeing what everyone is reading and how we can start to foster conversations around literature in our learning community.  These posts are due by class on Tuesday, 9/29

Ayn Rand Essay Contest - deadline 3/20/2010

Please see http://www.anyrandandeducation.com/  for specific guidelines and directions.



If you are interested and would like help, please see me.

Independent Reading

Please make sure to bring your independent reading book to class tomorrow with post-its and a pen.

For Friday, 9/25

Google.docs

Now that everyone is using their WJPS emails, you have access to Google.docs.  All assignments that are due to come in should be turned in via google.docs paperlessly.

Your first independent reading assignment should be shared in this manner.

If you don't know how to use the technology, please let me know and I will set up an after school seminar in how to use the technology.

Writing opportunity

http://www.nanowrimo.org/ -check out this writing opportunity :)

Independent Reading rationale -

According to the College Board, "research indicates that the best way for students to improve their reading skills is to engage often in independent reading for extended periods of time."

Guidelines for the independent reading are:

• Texts should be short enough for students to read outside of class in two weeks and engaging enough that students will be motivated to read them
• Texts should have a first person narrator who conveys a strong voice
• Texts should have an identifiable cultural context perhaps including, but not litmited to, such elements as food, sports, hobbies, religion, clothes, family, music, art, education, gender, ethnic identity, etc

Possible titles and authors include:
Persepolis by Marjane Satrapi (graphic novel)
Funny in Farsi by Firoozeh Dumas (memoir)
Chicana Falsa by  Michelle Serros
How to Be a Chicana Role Model by Michelele Serros
Brighton Beach Memoirs by Neil Simon (a drama)
Angela's Ashes by Frank McCourt (memoir)
The Freedom Writers Diary by Erin Gruwell (memoir)
Always Running by Luis Rodriguez (memoir)
Yello-Oh Girls! by Vickie Nam
Joy Luck Club by Amy Tan (novel)

Day 2 exemplars - please read

Please read a 6,3,1 for each of the below
http://www.nysedregents.org/testing/engre/eng-609/eng-rg-two-a-609s.pdf

http://www.nysedregents.org/testing/engre/eng-609/eng-rg-two-b-609s.pdf

What did reading these essays help you understand about the task? What do suspect is being tested in these tasks?

What standards must you master to be successful?
http://www.nylearns.org/

please comment to this link for Monday... we will be talking about this in class on Monday.  Please make sure to bring your notebook and a pen and an independent reading book.

Diagnostic testing

Today is the last day of diagnostic testing (as I'm sure you are all happy to know)

I've noticed many things that we will be working on this year and it has been a helpful way for me to get to know each of you as writers.

Starting next week we will be talking about routines that the class will be establishing...

Monday and Friday will be literature related days (Monday whole class or small group, Friday - independent or small group - most likely lit. circles)
Tuesday will be a skills day
Thursday will be a writing day

In class on Monday, everyone will be reseated based on need and location... seats may be changed at teacher's discretion.

finallly figuered out how to use this blog

Tasks 1 and 2

So you all have endured a diagnostic Task 1 and Task 2...

Please follow the link provided below to see what some sample essays look like...

http://www.nysedregents.org/testing/engre/eng-609/eng-one-rg-609s.pdf

Included is a rubric for each task.

Read a level 6 essay for both task and a level 3 for both task and then comment to this post about what you notice is required to acheive these grades.

Please be ready to discuss by Monday, 9/21

Routine Reminder

Please come to class with an independent reading book, ALWAYS.

Make sure that when you first arrive at class you check the board for directions and sit in your seat promptly to get ready to learn.

Independent Reading

You are free to select whatever book you want for your reading assignments...

I only ask that you select novels that will offer enough depth to provide analysis. If you are unsure if your book does that, please see me.

Task 1 essays

Please finish your in class diagnostic essays at home tonight... do not labor over them, type them or rework them...

Task: Write an essay that explains the need for and benefit of having a therapy dog program for the elderly. Make sure to include specific information from the listening passage.

Make sure to bring them in to school tomorrow to be collected.

Failure to submit your essay tomorrow will result in staying after 8th period to write the essay with me in class from 2:20-3.

Please bring lined paper and pen to class tomorrow for task 2.

Thanks

Independent Reading Assignment #1

is due on Friday, October 9th -

They will be do monthly despite your need to read 25 books total in the year, this assignment will continue to help you interact with literature using specific literary elements in an effort to better prepare you for the Regent and college.

Independent Reading Assignments

So we discussed in class today what the independent reading assignment is...
I'm going to post a model to give you an idea of what a good one looks like. If you have questions, you may post a comment to this post and I will do my best to answer it :)

The Notebook by Nicholas Sparks

1) Passage that reveals an important quality of the main character
On page 200

“You have something inside you, Noah, something beautiful and strong. Kindness, that’s what I see when I look at you now, that’s what everyone sees. Kindness. You are the most forgiving and peaceful man I know.”

In this passage an important quality of the main character is revealed. Allie wrote Noah a letter telling him he was kindhearted, forgiving, and peaceful. The reader infers these characteristics however it is confirmed in this passage. Noah is kind to everyone; he was even kind to Allie’s mom even though she hates him. Noah is also forgiving because Allie left him over and over and hurt him countless times however he easily forgave her. Noah is also peaceful when he heard about Lon (Allie’s fiancé) he didn’t become angry and yell, he acted peacefully and rationally.

2) Passage that shows an important part of the setting
On page 31

"Broken sunlight passed through water oaks and hickory trees a hundred feet tall, illuminating the colors of fall. On her left, a river the color of iron veered toward the road and then turned away before giving up its life to a different, larger river another mile ahead. The gravel road itself wound its way between antebellum farms, and she knew that for some of the farmers, life hadn’t changed since before their grandparents were born. "

This excerpt tells the reader that one of the main characters, Allie is on her way to somewhere in the country. The main setting of the book is in fact in the country, in a town called New Bern. A lot of important things happen in New Bern, all the major events. Allie met Noah while visiting New Bern for the summer. Allie is going to see Noah several years later.

3) Passage that suggests the complexity of the main characters conflicts
On page 49

"She walked to the other side of the dock, feeling a sense of closure. A compulsion had driven her here, and for the first time in three weeks the feeling was gone. Shed somehow needed Noah to know about her engagement, to understand, to accept it- she was sure of that now-and while thinking of him, she was reminded of something they’d shared from the summer they were together. With head down, she paced around slowly, looking for it until she found it-the carving. Noah loves Allie, in a heart. Carved into the dock a few days before she’d left."

Allie was driven to New Bern to find Noah. She had to clear things up; the years that followed their summer together, Allie spent thinking about Noah. She found with every boyfriend something wrong, weren’t good enough; they could never amount to Noah. No one could replace the empty space in Allies heart for it was always reserved for Noah. Originally coming to New Bern to find closure Allie ends up finding old feeling. She starts to fall in love with Noah all over again and even wonders if she ever stopped. However now she has to choose between Noah and Lon. Finding it incredibly hard to decide she is not sure what the rite choice is.

4) Passage that suggests the complexity of the main characters conflicts
On page 162-163

“I’m sorry to have to tell you this,” Dr. Barnwell began, “but you seem to be in the early stages of Alzheimer’s…”
It is a barren disease, as empty and lifeless as a desert. It’s a thief of hearts and souls and memories. I did not know what to say to her as she sobbed on my bosom, so I simply held her and rocked her back and forth.
“It’s a degenerative brain disorder affecting memory and personality… there is no cure or therapy… There’s no way to tell how fast it will progress… it differs from person to person… I wish I knew more…Some days will be better than others…It will grow worse with the passage of time…I’m sorry to be the one has to tell you…”

Allie had been acting strange for a while so she and Noah had decided to go to the doctors together. There Noah and Allie learn that Allie has developed Alzheimer’s. A major conflict for the rest of the book, Allie forgetting her whole life and Noah watching destroys both main characters. Everyday Noah must re-tell the story of how they met and fell in love to Allie never actually telling her that they are the characters in his story. Hoping that she will remember on her own Noah thinks love will overcome disease.

5) Passage which the author has used language in a particularly effective way
On page 107

“Noah what are they doing here?’
“I don’t know. I know the swans from up north migrate to Lake Matamuskeet every winter, but I guess they came here this time. I don’t know why. Maybe the early blizzard had something to do with it. Maybe they got off track or something. They’ll find their way back though.”
“They won’t stay?”
“I doubt it. They’re driven by instinct, and this isn’t their place. Some of the geese may winter here, but the swans go back to Matamuskeet.”

The author uses foreshadowing and metaphors in this passage. Allie is the swans/birds that was driven to Noah but doesn’t belong with him (being engaged to Lon). She will eventually realize that she got off track and will find her way back to Lon. The author uses Allie and the swans as a metaphor and her leaving foreshadowing. I thought that was a clever and effective way of using language/literary devises.

6) Passage which the author has used language in a particularly effective way
On page 185

"The sun has long since set and the thief is about to come, and there is nothing I can do to stop it. So I stare at her and live a lifetime in these last remaining moments."

The author uses the word thief to symbolize Allies Alzheimer’s disease. After all it does steal everything from its helpless victims. The memory of Noah and there life will soon slip away like always. The reader feels more emotion and the scene is more powerful with this metaphor. Also the next part about living a “lifetime in these last remaining moments” is powerful and there is good use of language.

7) Passage that suggests why the book has the title it has
On page 4-5

"Ready now. On go the glasses, out of my pocket comes a magnifier. I put it on the table for a moment while I open the notebook. It takes two licks on my gnarled finger to get the well-worn cover open to the first page. Then I put the magnifier in place.
There is always a moment right before I begin to read the story when my mind churns, and I wonder, Will it happen today? I don’t know, for I never know beforehand, and deep down it really doesn’t matter. It’s the possibility that keeps me going, not the guarantee, a sort of wager on my part. And though you may call me a dreamer or fool or any other thing, I believe that anything is possible.
I realize the odds, and science, are against me. But science is not the total answer; this I know, this I have learned in my lifetime. And that leaves me with the belief that miracles, no matter how inexplicable or unbelievable, are real and can occur without regard to the natural order of things. So once again, just as I do every day, I begin to read the notebook aloud, so she can hear it, in hope that the miracle that has come to dominate my life will once again prevail. "

This passage explains why the book has the title it has. Noah has written his and Allies story down in a notebook, knowing that she was developing Alzheimer’s disease. So when she started to forget her life she would be able to read and remember. However Allie’s condition has worsened and Noah is the one who has to read from the notebook every day hoping his wife will remember. The chances of Allie remembering are slim to none and with the odds against him Noah proves time and time again that love will prevail.


8) Passage that shows the main characters situation at the end
On page 207

I gently trace the outline of her cheek, then take her hand in mine. I kiss her lips, her cheeks, and listen as she takes a breath. She murmurs softly, “Oh, Noah… I’ve missed you.” Another miracle-the greatest of all!-and there’s no way I can stop the tears as we begin to slip toward heaven itself.

After reading the notebook aloud to Allie a miracle happens. Allie remembers Noah and there wonderful life together. She remembers that’s the girl in the story is her and she chose Noah. The two are on their way to heaven together both remembering everything. This is a very emotional time. Earlier in the book Noah expresses his concerns about dying without Allie, it’s not how he imagined it would be. So then in the end for everything to happen the write way, how he wanted and how it was meant to happen is amazing. Allie remembers, even though she has a disease that makes her forget. This ending proves the point Noah and so many other preach, love is stronger than anything and it will always prevail.

9) Passage that suggests an important idea/insight the book conveys
On page 176

"And I learned what is obvious to a child. That life is simply a collection of little lives, each lived one day at a time. That each day should be spent finding beauty in flowers and poetry and talking to animals. That a day spent with dreaming and sunsets and refreshing breezes cannot be bettered. But most of all, I learned that life is about sitting on benches next to ancient creeks with my hand on her knee and sometimes, on good days, for falling in love. "

In this excerpt Noah is explaining to readers what he has got out of his experience. I think it is true that you should cherish each day separately and make the most of them. People suffering with addictions are told to treat each day as a new day, and differently from the last. Do not dwell on what has happened and have no regrets but look forward to the future and the things to come. I think this is one of the messages I kind of all ready knew but the book conveyed.

10) Passage that shows what you liked or disliked about the book
On page 201

So I love you so deeply, so incredibly much, that I will find a way to come back to you despite my disease, I promise you that. And this is where the story comes in. When I a lost and lonely, read this story-just as you told it to the children-and know that in some way, I will realize it’s about us. And perhaps, just perhaps, we will find a way to be together again.
Please don’t be angry with me on days I do not remember you, and we both know they will come. Know that I love you, and we both know that I always will, and that no matter what happens, know I have led the greatest life possible. My life with you.
And if you save this letter to read again, then believe what I am writing for you now. Noah, wherever you are and whenever this is, I love you. I love you now as I write this, and I love you now as you read this. And I am sorry if I am not able to tell you.

I think this is my favorite part of the book and also the adapted movie version of this scene. It’s so emotional and touching to me. Allie knows what’s going to happen, she’s going to lose her memory and forget Noah. So she writes him a letter, a very touching one might I add. I think the whole concept alone is really special. First the idea that she is going to forget the love of her life, the one person she loves to death, after everything they have been through, she will forget him. It’s like the author is really sick, in every book he has some tragedy happen. The last book I read by him the wife dies, and there child almost dies, and I saw a movie based on his book about a couple who falls in love and then the girl develops cancer and dies. It’s just horrible, but in a way really smart. The good guy always wins and there is always a happily ever after, but not according to Nicholas Sparks. He says that something bad can happen but out of that something bad will come something good. It’s a little confusing and I don’t know if I am explaining it write, but it’s something I noticed.
It’s weird that I am saying this but I actually liked the movie better. I usually like books better because it gives the reader more freedom to imagine the characters and have creative freedom to conjure up images. There’s no script and nothing is set in stone. However I liked the movie much better. Aside from a few parts I actually didn’t like the book. I notice with Nicholas Sparks that his beginnings are very slow and after the first 100 pages the book gets good. However I doubt many people will stick around for those first 100 pages. Overall the book was okay, but I was a little disappointed.

Syllabus

ssackstein@wjps.org
September 10, 2009

Dear Student:

I want to take this opportunity to welcome you to your 10th grade World Literature class at WJPS. I want to invite you to participate in an experience which will create a positive influence in your life.

Our classroom will be a community environment. Everyone's voice and opinion is important and will be listened to and heard. We will treat each member of our community with the same respect that we would all like to be treated with. I will do my best to ensure that everyone’s needs are met. I am here to help facilitate your learning and are looking forward to gaining valuable information and wisdom from you. Being a part of a community is a big responsibility -- I hope you will choose to rise to the occasion!

What we expect:
 Come to class prepared and on time
 Participation in class discussion.
 Completed homework. (This includes all projects and/or drafts of projects and essays)
 Completion of all reading assignments and journal entries
 Respect for the thoughts and feelings of all of your classmates (We work as a team here!)
 Attendance of after school tutoring when you need extra support.

What you can expect:
 Your assignments returned in a timely fashion with comments.
 Our assistance whenever you request it.
 Friendly smiles and fair minds to help direct the class.
 An interesting and exciting class that you can look forward to attending.
 High expectations and constant encouragement (We know you are capable of impressing everyone -- make yourself proud, we know you can!)
 A willingness to accept suggestions to better fit the class to your needs.

I look forward to an exciting and successful year together and to the opportunity to help expand your skills and your horizons.

Sincerely,


Ms. Sackstein



Course Description
This year we will be exploring culture and community through a thematic approach using literature of the world working with your global studies learning. Themes that will be covered are:
1. Voices of modern culture
2. World Mythology
3. Cultural conversations
4. Community
5. Justice
6. Building culture bridges

More specifics here with what we hope to achieve within the Standards…

Course Objectives

By the end of the school year, students are required to have a completed portfolio encompassing the range of work produced throughout the school year. This portfolio will represent and reflect the skills and knowledge learned in accordance with, or in excess of, New York State’s 10th Grade English Language Arts Standards. Each student will select pieces that best represent his/her learning and progress, including evidence of drafting, revision, and reflection. The following pieces should have representation in the portfolio:
• A personal essay
• A narrative piece
• A historical fiction piece
• A research paper
• A persuasive piece
• An informative piece
• A variety of shorter pieces chosen by the students (letters, varying pieces of multi-genre pieces, etc.)
• Success on the English Regent

Course Requirements

A. ELA Content

Reading
Students are expected to read on a daily basis. By the end of the year students should have read 25 books. Evidence of reading may be in the form of reflection, analysis, and critique in the student’s Readers’ Sourcebook, or through other methods of literary response. One recurring assignment will be an independent reading assignment monthly to follow.

Writing
Students are expected to contribute to their Writers’ Sourcebook daily. Entries may include, but are not limited to: brainstorming, outlines, topic searches, reflections, drafts, revisions, free writes, ideas, notes, etc.

Throughout the year, students will write several pieces of writing that go through multiple drafts of content revision. Frequently students will be allowed to choose their own topics, with the knowledge that their choice or subject, intended audience and purpose direct the decisions they make while writing. Students will be encouraged to make connections between published work and their own produced work.

Editing is seen as a separate and final stage in the writing process. Upon completion of the final draft, students turn in all drafts of the piece (with proof of revision) and a reflection on both their writing process and their choices and decisions made in the creation of the work. Numerous drafts are expected. These final pieces will be collected in a portfolio.


Course Scope: ELA
Standard ELA1: Language for Information and Understanding - Students will read, write, listen, and speak for information and understanding.
Standard ELA2: Language for Literary Response and Expression - Students will read, write, listen, and speak for literary response and expression.
Standard ELA3: Language for Critical Analysis and Evaluation - Students will read, write, listen, and speak for critical analysis and evaluation.
Standard ELA4: Language for Social Interaction - Students will read, write, listen, and speak for social interaction.
More specifics can be found at www.nylearns.org


Recommended Reading/Booklist

…more here

Welcome back

Good afternoon 10th graders. This year we will be exploring the world literature. I am looking forward to an exciting year filled with exploration and learning.
Please make sure to check the blog at least once a day as it will serve as a supplement to our class time together. You will be able to find:

• class topics
• supplemental resources and readings
• opportunities to post your thoughts and ideas
• continuation from classroom conversation
• hopefully answers to questions
• homework assignments
• project assignments

I'm looking forward to a productive and successful year :)

See you all soon.