Making Rigor Common in a Language Arts Class

Sherri SpearsMichelle Nivens

PART 1

Establishing the Climate

Concept Based Learning

Building RelationshipsThrough Interest Inventories

Multiple Intelligence Choice Boards

Class Rules:1. There are no dumb questions or answers.2. This is the place to TAKE RISKS and learn from mistakes.3. Teasing, bullying, put downs, and sarcasm are NOT allowed.4. If you don’t agree, say so, and explain your thoughts.5. It’s okay to say “I don’t know.”6. No one is perfect.7. Keep asking until you truly understand.8. Don’t criticize people—agree or disagree with their ideas.9. During discussions, sometimes it is OK to listen and not talk.10. It’s good to have a MIND OF YOUR OWN.

Lawrence Kohlberg’s Six Levels or Moral Development

1. I don’t want to get into trouble (I don’t want you to fear my anger and power) Lowest level of development Based on fear not because you think it is right

2. I want a reward (I want you to work hard and put forth effort because it is the right thing to do—not because you want an A or a reward)

Parents and teachers are guilty of rewarding the “right” thing

The right thing should be done without reward

3. I want to please somebody (Please yourself by doing the right thing) Many children are so desperate to please someone

else, they fail to ever please themselves or make their own decisions

Do you brush your teeth for me? Dress for me? Eat breakfast for me? This is silly, but many children try to please their teachers.

4. I follow the rules (a good stage, but you are still not doing the right thing because it is the right thing to do. You’re doing it because it is the rule. If you break a rule consequences follow).

5. I am considerate of other people Achieving a state of empathy “ You never really understand a person until you

consider things from his point of view…until you climb inside his skin and walk around in it.”

Kindness is contagious

6. I have a personal code of behavior and I follow it—The Atticus Finch level Resides within the soul of an individual Sincerity, humble, do the right thing because it is

what you want to do—it is who you are

Modified from Teach Like Your Hair is on Fire by Ralph Esquith

CONCEPT: BELIEFSGuiding Questions:

What is your belief about a situation? Why is it important to understand others beliefs?

How do your beliefs change? How do beliefs influence decisions?

Essential Understandings: Different people have different beliefs. Understanding various beliefs helps with understanding of a situation. Beliefs may change over time. Beliefs may dictate a person’s actions, words, or decisions.

CONCEPT: DECISION AND CONSEQUENCESEssential Understanding:

Decisions and their consequences impact our futures. Decisions have consequences. Consequences may follow as a logical conclusion or inference and may be

logically consistent. Decisions should be affected by personal goals. Wisdom comes by analyzing the consequences of our decisions.

Guiding Questions: Why do the decisions we make require living with the consequences? What affects the decisions we make or the consequences we suffer? How can you make better decisions? How do we show responsibility when making decisions? What actions can be taken to remedy poorly made decisions? Are all consequences bad?

CONCEPT: PERSPECTIVESEssential Understanding

Experience and background knowledge influence perspective. Perspectives can change. Evaluating and understanding perspectives allow for better interpretation of

shared information. Differing perspectives lead to different interpretations and may cause conflict.

Guiding Questions Why do diverse people interpret issues and events differently? How do different perspectives effect actions and interactions? What leads to conflict, cooperation, and interdependence among individuals,

groups, societies, and nations? How do differing perspectives lead to conflict?

CONCEPT: POWEREssential Understanding

Words are often more powerful than actions. Power can be abused.

Power can be earned through hard work and wise decision-making. Knowledge is power. Power should be handled responsibly.

Guiding Questions

Is power earned or given? What is the key in making good choices?

This was an anticipation guide for a series of selected readings dealing with jaded customs and the struggles of women.

EXAMING YOUR BELIEFSFemale Roles, Tradition, and Values examined through Literature

How do words empower you? How is power abused?

What is your current view of the status of women in the United States? Think about their freedoms, abilities, restrictions, contributions, etc.

What is your current view on women in other regions of the world: Middle East, China, Africa, etc. Think about their freedoms, abilities, restrictions, contributions, etc.

What are your current beliefs about women?

What traditions are carried out in the United States? Think about holidays, processes, rituals, greetings, etiquette, etc.

What traditions do you find valuable and practice?

Why?

What traditions do you find frivolous?

Why?

What traditions do you know of in other countries?

What do you like or dislike about the above traditions.

Why do you think societies and families have traditions and practices?

Why are people so reluctant to change traditions, practices, rituals, etc.?

NAME: ________________________________

MULTIPLE INTELLIGENCE INVENTORY

Complete each section by placing a “1” next to each statement you feel accurately describes you. If you do not identify with a statement, leave the space provided blank. Then total the column in each section.  

Section 1

_____  I enjoy categorizing things by common traits_____  Ecological issues are important to me_____  Classification helps me make sense of new data_____  I enjoy working in a garden_____  I believe preserving our National Parks is important_____  Putting things in hierarchies makes sense to me_____  Animals are important in my life_____  My home has a recycling system in place_____  I enjoy studying biology, botany and/or zoology_____  I pick up on subtle differences in meaning _____  TOTAL for Section 1

Section 4   _____  It is important to see my role in the “big picture” of things_____  I enjoy discussing questions about life_____  Religion is important to me_____  I enjoy viewing art work_____  Relaxation and meditation exercises are rewarding to me_____  I like traveling to visit inspiring places_____  I enjoy reading philosophers_____  Learning new things is easier when I see their real world application_____  I wonder if there are other forms of intelligent life in the universe_____  It is important for me to feel connected to people, ideas and beliefs _____ TOTAL for Section 4  

Section 2 _____  I easily pick up on patterns_____  I focus in on noise and sounds_____  Moving to a beat is easy for me_____  I enjoy making music_____  I respond to the cadence of poetry_____  I remember things by putting them in rhyme_____  Concentration is difficult for me if there is background noise_____  Listening to sounds in nature can be very relaxing_____  Musicals are more engaging to me than dramatic plays_____  Remembering song lyrics is easy for me _____  TOTAL for Section 2 

Section 5 _____  I learn best interacting with others_____  I enjoy informal chat and serious discussion_____  The more the merrier_____  I often serve as a leader among peers and colleagues_____  I value relationships more than ideas or accomplishments_____  Study groups are very productive for me_____  I am a “team player”_____  Friends are important to me_____  I belong to more than three clubs or organizations _____  I dislike working alone _____ TOTAL for Section 5 

Section 3 _____  I am known for being neat and orderly_____  Step-by-step directions are a big help_____  Problem solving comes easily to me_____  I get easily frustrated with disorganized people_____  I can complete calculations quickly in my head_____  Logic puzzles are fun_____  I can't begin an assignment until I have all my "ducks in a row"_____  Structure is a good thing_____  I enjoy troubleshooting something that isn't working properly_____  Things have to make sense to me or I am dissatisfied _____  TOTAL for Section 3

Section 6 _____  I learn by doing_____  I enjoy making things with my hands_____  Sports are a part of my life_____  I use gestures and non-verbal cues when I communicate_____  Demonstrating is better than explaining_____  I love to dance_____  I like working with tools_____  Inactivity can make me more tired than being very busy_____  Hands-on activities are fun_____  I live an active lifestyle 

_____ TOTAL for Section 6Section 7 _____  Foreign languages interest me_____  I enjoy reading books, magazines and web sites_____  I keep a journal_____  Word puzzles like crosswords or jumbles are enjoyable_____  Taking notes helps me remember and understand

Section 9 _____  Rearranging a room and redecorating are fun for me_____  I enjoy creating my own works of art_____  I remember better using graphic organizers_____  I enjoy all kinds of entertainment media_____  Charts, graphs and tables help me interpret data

_____  I faithfully contact friends through letters and/or e-mail_____  It is easy for me to explain my ideas to others_____  I write for pleasure_____  Puns, anagrams and spoonerisms are fun_____  I enjoy public speaking and participating in debates _____ TOTAL for Section 7

_____  A music video can make me more interested in a song_____  I can recall things as mental pictures_____  I am good at reading maps and blueprints_____  Three dimensional puzzles are fun _____  I can visualize ideas in my mind _____ TOTAL for Section 9

Section 8 _____  My attitude effects how I learn_____  I like to be involved in causes that help others_____  I am keenly aware of my moral beliefs_____  I learn best when I have an emotional attachment to the subject_____  Fairness is important to me_____  Social justice issues interest me_____  Working alone can be just as productive as working in a group_____  I need to know why I should do something before I agree to do it_____  When I believe in something I give more effort towards it_____  I am willing to protest or sign a petition to right a wrong _____ TOTAL for Section 8

Part II Now carry forward your total from each section and multiply by 10 below:SECTION TOTAL MULTIPLY SCORE1 X 102 X 103 X 104 X 105 X 106 X 107 X 108 X 109 X 10

Part III Now plot your scores on the bar graph provided:

1009080706050403020100 SEC 1 SEC 2 SEC 3 SEC4 SEC 5 SEC 6 SEC 7 SEC 8 SEC 9

Part IV

Key: Section 1 – This reflects your Naturalist strengthSection 2 – This suggests your Musical strengthSection 3 – This indicates your Logical strengthSection 4 – This illustrates your Existential strengthSection 5 – This shows your Interpersonal strengthSection 6 – This tells your Kinesthetic strengthSection 7 – This indicates your Verbal strengthSection 8 – This reflects your Intrapersonal strengthSection 9 – This suggests your Visual strength  Remember:

• Everyone has all the intelligences!• You can strengthen each intelligence!• This inventory is meant as a snapshot in time - it can change!• MI is meant to empower, not label learners!

IT'S NOT HOW SMART YOU ARE-- IT'S HOW YOU ARE SMART!

Howard Gardner's Theory of Multiple Intelligences

What parent cannot see gleaming rays of genius in their child? And yet, how many children come to school and demonstrate their own unique genius? There was a time when it might have been a joke to suggest, "All parents think their kid's a genius." But research on human intelligence is suggesting that the joke may be on educators! There is a constant flow of new information on how the human brain operates, how it differs in function between genders, how emotions impact on intellectual acuity, even on how genetics and environment each impact our children’s cognitive abilities. While each area of study has its merits, Howard Gardner of Harvard University has identified different KINDS of intelligence we possess. This has particularly strong ramifications in the classroom, because if we can identify children's different strengths among these intelligences, we can accommodate different children more successfully according to their orientation to learning. Thus far Gardner 's work suggests nine intelligences. He speculates that there may be many more yet to be identified. Time will tell. These are the paths to children's learning teachers can address in their classrooms right now. They are:

VISUAL/SPATIAL - learning visually and organizing ideas spatially. Seeing concepts in action in order to understand them. The ability to "see" things in one's mind in planning to create a product or solve a problem.

VERBAL/LINGUISTIC - learning through the spoken and written word. This intelligence was always valued in the traditional classroom and in traditional assessments of intelligence and achievement.

MATHEMATICAL/LOGICAL - learning through reasoning and problem solving. Also highly valued in the traditional classroom, where students were asked to adapt to logically sequenced delivery of instruction.

BODILY/KINESTHETIC - learning through interaction with one's environment. This intelligence is not the domain of "overly active" learners. It promotes understanding through concrete experience.

MUSICAL/RHYTHMIC - learning through patterns, rhythms and music. This includes not only auditory learning, but the identification of patterns through all the senses.

INTRAPERSONAL - learning through feelings, values and attitudes. This is a decidedly affective component of learning through which students place value on what they learn and take ownership for their learning.

INTERPERSONAL - learning through interaction with others. Not the domain of children who are simply "talkative" or "overly social." This intelligence promotes collaboration and working cooperatively with others.

NATURALIST - learning through classification, categories and hierarchies. The naturalist intelligence picks up on subtle differences in meaning. It is not simply the study of nature; it can be used in all areas of study..

EXISTENTIAL - learning by seeing the "big picture": "Why are we here?" "What is my role in the world?" "What is my place in my family, school and community?" This intelligence seeks connections to real world understandings and applications of new learning.

Here is a short list of occupations categorized by primary intelligence:

• Linguistic Intelligence: librarian, curator, speech pathologist, writer, radio or TV announcer, journalist, lawyer

• Logical-Mathematical Intelligence: auditor, accountant, mathematician, scientist, statistician, computer analyst, technician

• Spatial Intelligence: engineer, surveyor, architect, urban planner, graphic artist, interior decorator, photographer, pilot

• Bodily-Kinesthetic Intelligence: physical therapist, dancer, actor, mechanic, carpenter, forest ranger, jeweler

• Musical Intelligence: musician, piano tuner, music therapist, choral director, conductor

• Interpersonal Intelligence: administrator, manager, personnel worker, psychologist, nurse, public relations person, social director, teacher

• Intrapersonal Intelligence: psychologist, therapist, counselor, theologian, program planner, entrepreneur

• Naturalist Intelligence: botanist, astronomer, wildlife illustrator, meteorologist, chef, geologist, landscape architect

Read more on TeacherVision: http://www.teachervision.fen.com/intelligence/teaching-methods/2175.html#ixzz1yxJve2Yh

Multiple Intelligences ChartHow do you ensure all of your students' intelligences are being tapped?

Here is a list of activities that speak to each intelligence.

Verbal-Linguistic

Logical-Mathematical

Visual-Spatial Bodily-Kinesthetic

choral speaking

declarizing

storytelling

retelling

speaking

debating

presenting

reading aloud

dramatizing

book making

nonfiction reading

researching

listening

process writing

writing journals

problem solving

measuring

coding

sequencing

critical thinking

predicting

playing logic games

collecting data

experimenting

solving puzzles

classifying

using manipulatives

learning the scientific model

using money

using geometry

graphing

photographing

making visual metaphors

making visual analogies

mapping stories

making 3D projects

painting

illustrating

using charts

using organizers

visualizing

sketching

patterning

visual puzzles

hands on experiments

activities

changing room arrangement

creative movement

going on field trips

physical education activities

crafts

dramatizing

using cooperative groups

dancing

Musical Interpersonal Intrapersonal Naturalistic

humming

rapping

playing background

music

patterns

form

playing instruments

tapping out poetic rhythms

rhyming

singing

classroom parties

peer editing

cooperative learning

sharing

group work

forming clubs

peer teaching

social awareness

conflict mediation

discussing

cross age tutoring

study group

brainstorming

personal response

individual study

personal goal setting

individual projects

journal log keeping

personal choice in projects

independent reading

reading outside

cloud watching

identifying insects

building habitats

identifying plants

using a microscope

dissecting

going on a nature walk

build a garden

studying the stars

bird watching

collecting rocks

making bird feeders

going to the zoo

Read more on TeacherVision: http://www.teachervision.fen.com/intelligence/teaching-methods/2204.html#ixzz1yxKEOlY2

Multiple Intelligence Choice Board

Verbal/Linguistic• Write instructions • Keep a personal journal • Create a poem • Create TV ads • Read stories to others • Retell in your own words • Teach concept mapping • Create crossword puzzle

Logical/Mathematical• Create a time line • Compare/contrast ideas • Create an outline for a story • Design a map • Decipher codes • Create patterns • Design a game to show...

Visual/Spatial• Create a poster • Draw a map • Create visual diagrams • Draw from different perspectives • Create a comic strip • Graph results of a survey

Visual/Spatial• Create a poster • Draw a map • Create visual diagrams • Draw from different perspectives • Create a comic strip • Graph results of a survey

FREECHOICE

Intrapersonal• Keep a personal journal • Write about personal experiences • Think about and plan... • Review or visualize • How would it feel to... • Imagine and write about the future

Body Kinesthetic• Make up a cooperative game• Practice physical exercise• Conduct hands-on experiments• Construct a model or representation

Musical Rhythmic• Create raps • Play musical instruments • Write to music • Teach dance steps • Make up sounds and sound effects• Write a jingle • Create rhymes that...

Naturalist• Collect and categorize data, materials, or ideas• Discover or experiment • Take a field trip • Study means of survival • Adapt materials to a new use • Label and classify

Figurative Language Choices BoardDirections: Choose two activities from the choices below. Make sure your choices

correspond with the two symbols your teacher assigned you.

Perform a 30-second radio advertisement to encourage people to use oxymorons when they talk.

Perform a one-minute puppet show that teaches about apostrophes.

Make a WANTED poster using at least two metaphors. Include a picture.

Write a letter to a friend using at least five different kinds of figurative language in the text.

Interview an idiom of your choosing and write the transcript of the interview.

Create at least four newspaper headlines using an oxymoron in each.

Create a picture dictionary for these terms: idiom, simile, metaphor, paradox, personification, oxymoron, and apostrophe.

Write at least three jokes or puns using one kind of figurative language in each.

Make a comic strip with three characters using different kinds of figurative language.

Write a short story about a homework machine. Include one simile, one personification, and one metaphor.

Make a Venn diagram that compares and contrasts metaphors and similes. Write at least three sentences to summarizethe diagram.

Create a set of six idiom flash cards. Be sure to include the answers on the backs of the cards

Write one scene of a play that shows personification for at least three characters.

Act out four figurative language terms for a friend. Have your friend guess the terms you are acting out.

Create your own crossword puzzle that includes these terms: idiom, simile, oxymoron, metaphor, personification, paradox, and apostrophe.

Create three mathematics story problems for others to solve using a different figurative language descriptor in each problem.

Choice Boards borrowed from:

http://www1.cbsd.org/sites/teachers/middle/csikora/DI%20Handouts/Choice%20Boards%20Packet.pdf

READINGRequirementsAssignmentsStrategies

No matter how busy you may think you are, you must find time for reading, or surrender yourself to self-chosen ignorance.” –

Confucius

“Reading without reflecting is like eating without digesting.” – Edmund Burke

“We read to know we are not alone.”– C.S. Lewis

“The man who does not read good books has no advantage over the man who can’t read.” – Mark Twain

“Why Can’t I Skip My Twenty Minutes of Reading Tonight?”

Let’s figure it out --- mathematically!Student A reads 20 minutes five nights of every week;Student B reads only 4 minutes a night…or not at all!

Step 1: Multiply minutes a night x 5 times each week.Student A reads 20 minutes x 5 times each week = 100 minutes/week.Student B reads 4 minutes x 5 times a week = 20 minutes/week.Step 2: Multiply minutes a week x 4 weeks each month.Student A reads 100 minutes/week x 4 weeks = 400 minutes/month.Student B reads 20 minutes/week x 4 weeks = 80 minutes/month.Step 3: Multiply minutes a month x 9 months each school year.Student A reads 400 minutes/month x 9 months = 3600 minutes/school year.Student B reads 80 minutes/month x 9 months = 720 minutes/school year.

Student A practices reading the equivalent of ten whole school days a year.Student B gets the equivalent of only two school days of reading practice.

By the end of 8th grade if Student A and Student B maintain these same reading habits:Student A will have read the equivalent of 80 whole school days.Student B will have read the equivalent of only 16 school days.

One would expect the gap of information retained will have widened considerably, and so, undoubtedly will school performance.

How do you think Student B will feel about him/herself as a student?

Some questions to ponder:Which student would you expect to read better?Which student would you expect to know more?Which student would you expect to write better?Which student would you expect to have a better vocabulary?Which student would you expect to be more successful in school…and in life?

Reading LogsThroughout the school year, you will use a reading log to document your reading. The minimum requirement is 200 minutes every 2 weeks. You MUST read at least two nonfiction selection during this time. Nonfiction can be a recipe, an instruction manual, a biography, an informational pamphlet, etc. and may come from the internet as long as it is from a reliable source and documented correctly. Reading logs will be collected on the dates listed below. You will earn one point per minute of reading up to 200 points. Since this is a 200 point assignment make sure you don’t hurt your grade by not reading your full 200 minutes each time. A parent or adult signature is required for each reading selection. No signature will result in no grade.

August 29, 2011 HISTORICAL FICTIONSeptember 12, 2011 September 26, 2011 MYTHS/LEGENDSOctober 10, 2011October 24, 2011 GOTHIC/HORRORNovember 7, 2011November 21, 2011 MYSTERYDecember 5, 2011December 19, 2011 CLASSICJanuary 9, 2012 January 23, 2012 NON-FICTION (BIOGRAPHY/AUTOBIOGRAPHY)February 6, 2012February 20, 2012 SCI-FI/FANTASYMarch 5, 2012March 26, 2012 REALISTIC FICTIONApril 9, 2012April 23, 2012 SERIES BOOKMay 7, 2012May 21, 2012 FAVORITE AUTHOR/FREE CHOICE

READING LOG FOR MRS. Spears’s CLASS

NAME: _______________________ DUE DATE: _________Title of Book/Article

Date Pages Minutes

Parent/Teachersignature

Summary of reading-- This must be grammatically correct, legible, and concise. Include one question/thought that you have from the reading.

***Please highlight the non-fiction selections;you must have two (2) per log. Continue on the back as needed.***Tips for Motivating Students to Read

Here are suggestions for motivating students that author Deborah Reed has used and drawn from numerous sources.

• Offer students choice in their reading materials.

• Ask your librarian to give book chats

• Have students make book trailers to encourage classmates to read a selected title (show the trailers at the start of class throughout the year)

• Arouse curiosity of books by previewing them with students, activating students' prior knowledge, connecting the book to students' lives or to popular culture, and helping students make predictions about possible outcomes.

• Allow students to respond to their reading through discussion with both peers and adults, through reflective writing, or both.

• Frequently and explicitly model reading, responding, and monitoring comprehension.

• Reduce the number of activities associated with the book to focus more on the reading itself and foster an aesthetic stance (as opposed to an efferent stance where students read to carry away information).

• Ensure opportunities for students' success by assigning tasks that are neither too easy nor too difficult.

• Give frequent, early, positive feedback that supports students' beliefs that they can do well.

• Use positive emotions to enhance learning and motivation. Strong and lasting memory is connected with the emotional state and experience of the learner. That is, people remember better when the learning is accompanied by strong emotions. If you can make something fun, exciting, happy, loving, or perhaps even a bit frightening, students will learn more readily and the learning will last much longer. Emotions can be created by classroom attitudes, by doing something unexpected or outrageous, by praise, and by many other means.

The day you come to class with a bowl on your head and speak as an alien observer about humans will be a day and a lesson your students will remember. Don't be afraid to embarrass yourself to make a memorable point.

GET A TASTE OF ANOTHER WORLD!

Using your Sci-Fi or Fantasy genre novel, create a restaurant from scratch. This project will be due:________. You will be given 2 full class periods to work on this—Possibly 3 classes if the entire class is working diligently. Since computers are not available, all final drafts will be completed at home. You will present your restaurant to the class on Wednesday, 11/30 for 250 possible points.

1. Name your restaurant and develop a LOGO (it should be relevant to the novel) 15 points

2. Come up with a theme that ties to your novel. You will need to type up a clear rational for the theme and discuss how it relates to the novel. 15 points

3. Design the floor plan which should be inspired by events and places in the novel—you may illustrate if you are capable, you may bring in a 3-D model, computerized model—whatever you are good at—do it! This should show significant effort and thought (colors, designs, shapes, lighting, etc.). Pay attention to the details. 100 points

4. Select a “play list” for background music 25 points (type up a rationale for why you chose the style of music) 20 points

5. Type up a menu that would be unique and pleasing to the characters (be creative with naming the menu items and make it neat and realistic in a Sci-fi Fantasy kind of way) 25 points

6. Illustrate or find a means you are comfortable working with and design uniforms for the staff (colors, style, and thematic elements should be considered) 25 points

7. Create an advertisement you may come up with a newspaper/magazine ad, TV commercial, Radio commercial, or flyer (again, spend time with this, the language and effort put in to this will reflect your grade—nothing handwritten or thrown together will earn a passing grade) 50 points

S.Spears--ChMSNAME: _____________________________________________________Restaurant Rubric

Require-ments

A B C D F Total

LOGO Name and Logo are creative, neat and relevant to the novel. It is obvious that much time and effort went into creating this.

Name and Logo are somewhat creative and neat, but may not be relevant to the novel

Name and Logo are lacking some creativity and average effort was put forth

Logo is poorly illustrated and lacks effort

Logo and name are irrelevant to the novel or sloppily hand-written Minimal effort is displayed /15

THEME Theme is well thought out and supported by a typed rationale that relates to the novel

Theme is well thought out, but lacks a clear rationale

The me is cliché and rationale is not well supported

Theme is cliché; rationale is handwritten

No rationale is included or it is weak and lacking effort /15

FLOOR PLAN

The utmost attention to detail is displayed. Much effort, thought, and creativity was poured into the conception of the design

Detailed, but missing the small details to make it excellent. Effort is noted and it is apparent much thought was put into the design

Average attention to detail; some effort is seen, but lacks thought and planning

Design is sloppy or lacking details, poorly planned, and doesn’t meet expectations

No floor plan or a sloppy sketched attempt. Little to no effort is observed

/100

PLAY LIST A Play-List is well-chosen, matches to the theme, and is accompanied by a clear rational for why the style of music was chosen

Songs match to the theme but may lack continuity. A clear rationale is provided

Only a few songs are identified and a rationale is provided

Play list is included, but the rationale is too brief or lacks thought

No rationale—may only have a playlist or nothing at all

/20

MENU Menu is visually appealing, includes creative entrée names with vivid descriptions that are relevant to the novel and overall theme

Menu is visually appealing, includes creative entrée names but descriptions have minimal details

Menu is not the most appealing, the names lack creativity and averagedescriptions

Menu is sloppy, may be handwritten, no descriptions are observed

Menu appears to have been thrown together, little thought or effort applied

/25

UNIFORM Uniforms are creatively designed, neat and match the theme. Clear effort to details are made.

Uniforms are designed, but don’t vary from a present day uniform. Effort is noted

Uniforms are average, typical attire for present day, not relevant to the story

Designs are thrown together, lacks thought and planning

No attention to detail; sloppily sketched or thrown together

/25

AD Ad is visually appealing, creative and witty. Clear persuasive techniques are noted. This is of professional quality, No typos and much attention to word choice is observed.

Ad is visually appealing, creative but may lack wit. Some persuasive techniques are noted. Attention to word choice is observed 1 mistake is seen

2 mistakes are made, average effort and creativity is noted minimal persuasive techniques are used

3 mistakes are observed, lacks appeal

4 or more mistakes, Sloppy, lack of persuasive language or appeals

/50

Geometric Character Analysis (You have two periods to complete this project) Presentations will be the next day. Follow all directions carefully! No further explanations will be given by me!

PLANNING Select four characters from the book you just read. Devise a shape for each character. Choose a shape that properly represents

this person’s trait. Do not choose the same shape for any two characters. Choose a color for each character—a color that properly represents this

person’s traits. On scratch paper, group the four shapes: The sizes of the shape should represent the sizes of the characters The grouping should represent the character’s relationships.

Yes, they may touch or overlap.You may add arrows, dotted lines, shading, or other techniques (not words, though) to better portray the relationships

CREATING Now create a paper presentation: Cut out the shape in the appropriate sizes and colors Glue or draw the shapes onto the paper given . (Choose your background

carefully – yes you will have to color it.) Draw any additional arrows, lines, etc. Do NOT write characters’ names anywhere on the project. Write the title and author of the book in an artistic manner on the

background sheet. Prepare an explanation of the shape, color, and size of each characters (50-

100 words per character, maximum) and of the arrangement and relationships (150-200 words maximum).

PRESENTATIONBe able to present your explanations and creation orally. DO NOT JUST READ TO US!

You will be observed during this group work. Points are only awarded for projects that are completed in class. No additional items may be brought in by you. All groups have the same items to work with. Your creativity and ability to work together is of utmost importance.

This project will be worth 100 points. 75 points are available for the thoroughness (did you follow all of the directions) of your creation and your character representations.25 points are available for your presentation and explanation. S.Colley—ChMS

NAME: ________________________________ DATE:___________

TITLE OF BOOK______________________________________

CHARACTER: ________________________________________

The Post-Mortem of a Protagonist

Instructions:On a piece of poster board, to the BEST of your ability, illustrate the protagonist of the novel. Make the illustration as accurate as possible. Next, find quotations/passages from the novel that support at least 10 of the following “body parts” for a post-reading “autopsy” of the character. Place these strategically on the body outline. Write the chapter and page number in parentheses after each quotation or passage. For each “body part” you choose, you must type a written response for EVERY question that falls under each particular “body part”.

BODY PARTS Head- Intellectual side of the character-what are his/her dreams? Visions?

Philosophies he/she keeps inside? Eyes- Seeing through the characters eyes-What memorable sights affect

him/her? How? Ears- Hearing through the characters ears-What does he/she notice and

remember others saying to him/her? How is he/she affected? Nose- Smelling through the characters nose-What smells affect him? How? Mouth- The character’s communication- What philosophy does the character

share/espouse? What arguments/debates? What song would symbolize the character’s philosophy of life? What specific lyrics/images from the song would symbolize his or her philosophy?

Arms- Working- What is the character’s relationship to work in general? To specific work?

Hands- The practical side of the character-What conflicts does he or she deal with? How?

Heart- The emotional side of the character What does he/she love? Whom? How?

Torso- The instinctive side of the character- What doesn’t he or she like about himself or herself? What does he or she hide? What brings the character pain? What does he or she fear? Describe his or her “dark” side.

Legs- The playful side of the character-What does he or she do for fun? What are his or her avocations?

Feet- The character’s mobility- Where has he or she been (literally/figuratively)? How has he or she been affected by travel or setting?

Wings- The character’s future-Where is he or she going?

Modified from Laying the FoundationsNAME: __________________________________ DATE: _____________

TITLE OF BOOK: ____________________________________________________

Tic-Tac-Toe1. Decide on 5 or more criteria by which to judge characters. Design a report card using these criteria, and make a separate report card for at least 3 characters. Include grades and a comment section for each where you write specific comments about the character.

2. In a well-developed essay, discuss the major theme(s) within the novel. Support your essay with at least 3 quotes from the novel.

3. Identify one major one major symbol in the novel. Replicate the symbol in any form. Then, write a well developed paragraph explaining the significance of the symbol in relation to the novel.

4. Rewrite a chapter in the story from another character’s point of view. Be sure that your tone, diction, and ideas reflect that character’s true point of view.

5. Identify your favorite passage in the novel. After a close read locate the elements that make it a great passage (figurative language, imagery, verbal cleverness, humor, tone, style, diction). Then, write a well-developed essay explaining why the passage is so memorable/powerful. Use at least 3 quotes from the passage to support your ideas.

6. Design a travel brochure to the main setting. Include ALL relevant attractions, dining, lodging, parks, etc. Write a persuasive piece to lure travelers to this destination.

7. Replicate the setting of the novel. This should be in the form of a model or diorama. This must be specific to the novel. Attach the passages that helped you construct the setting.

8. In a well-developed essay explain how the character’s beliefs influence his/her decisions. Also, discuss how his/her understanding or lack of understanding of another character’s beliefs affected him or her.

9. Compose an original poem or song from one character’s point of view. The poem/song should express that character’s experience in the novel.

For this assignment you must choose three activities in a row (just like the game of tic-tac-toe). You may choose three that are vertical, horizontal or diagonal. Each activity is worth 50 points. When you turn in your projects, you must turn in this sheet with your name on it, and the activities you chose circled.

RUBRIC for Summer Reading Tic-Tac-Toe Project1. Report Card5 criteria listed ______

Report cards for 3 characters ______

Comments show knowledge about characters _____

Report Card is neat and free from grammatical errors ____

2. Thematic Essay

Clear thesis statement _____

major theme(s) discussed ____

3 quotes used _____

neat and free from grammatical errors ____

3. Symbol Replica

Identified symbol ____

Replication of the symbol ___

paragraph explaining the significance of the symbol in relation to the novel ______

neat and free from grammatical errors ____

4. Point of View Change neat switch of point of view ____

full chapter length _____

tone, diction, and ideas reflect that character’s true point of view ______

and free from grammatical errors ____

5. Favorite Passage Essay favorite passage copied and annotated _____

essay explaining why the passage is so memorable/ powerful _______

3 quotes from the passage to support your ideas _____ neat and free from grammatical errors ____

6. Brochure brochure format ____

accurate information/details of the novel’s setting _____

persuasive piece ______

neat, creative and free from grammatical errors ____

7. Model of Setting model or diorama of setting ____

Attached passages that helped construct the model _____

Accurate reproduction _____

Creative, neat _____

8. Beliefs Essay

clear thesis _____

explanation of how the character’s beliefs influence his/her decisions _____

discussion of how his/her understanding or lack of understanding of another character’s beliefs affected him or her _____

neat and free from grammatical errors ____

9.Poem or Song

Poem/ song length is appropriate ____

point of view of a character is taken _____

The poem/song expresses the character’s experience(s) in the novel ____

neat and free from grammatical errors ____

Questions and Key Words for Critical Thinking

Knowledge Comprehension Application Analysis Synthesis

Evaluation

Exhibit memory of previously-learned materials by recalling facts, terms, basic concepts and answers.

Demonstrate understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions and stating main ideas.

Solve problems to new situations by applying acquired knowledge, facts, techniques and rules in a different way.

Examine and break information into parts by identifying motives or causes. Make inferences and find evidence to support generalizations.

Compile information together in a different way by combining elements in a new pattern or proposing alternative solutions.

Present and defend opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria.

What is…?Where is….?How did...happen?Why did…?When did…?How would you show…?Who were the main…?Which one…?How is…?When did…happen?How would you explain…?How would you describe…?Can you recall…?Can you list the three…?Who was…?

How would you classify the type of….?How would you compare…? contrast?Will you state or interpret in your own words…?How would you rephrase the meaning…?What facts and ideas show…?What is the main idea of…?Which statements support…?Can you explain what is happening..? what is meant..?What can you say about..?Which is the best answer?How would you summarize?

How would you use…?What examples can you find to..?How would you solve__using what you’ve learned…?How would you show your understanding of ..?What approach would you use to …?How would you apply what you learned to develop…?What other way would you plan to…?What would result if…?Can you make use of the facts to…?What elements would you choose to change…?What facts would you select to show…?What questions would you ask in an interview with..?

What are the parts or features of…?How is __related to..?Why do you think..?What is the theme..?What motive is there…?Can you list the parts…?What inference can you make…?What conclusions can you draw..?How would you classify..?How would you categorize…?Can you identify the different parts..?What evidence can you find..?What is the relationship between..?Can you make a distinction between…?What is the function of…?What ideas justify..?

What changes would you make to solve…?How would you improve…?What would happen if…?Can you elaborate on the reason…?Can you propose an alternative…?Can you invent…?How would you adapt___to create a different…?How could you estimate the results for..?What facts can you compile…?Can you think of an original way for the..?Can you construct a model that would change..?

Do you agree with the actions..? with the outcome…?What is your opinion of ..?How would you prove…?disprove…?Can you assess the value and importance of..?Would it be better if…?Why did they (character) choose…?What would you recommend..?How would you rate the..?What would you cite to defend the actions…?How would you evaluate…?How would you determine…?What choice would you have made…?What would you select…?How would you prioritize…?What judgment would you make about…?Based on what you know, how would you explain…?What information would you use to support the view…?What data was used to make the conclusion…?Why was it better that…?How would you prioritize the facts…?How would you compare the ideas…?

people…?

Critical and Creative Thinking Question Stems

Modified from Kagan 1999

Analyzing:How could you break down…….?What are the parts of……?What qualities/characteristics…..?

Applying:How is _______ and example of ….?What practical applications…..?What examples….?How could you use…..?How does this apply to ….?In your life, how would you apply…?

Augmenting/Elaboration:What ideas might you add to….?What more can you say about…?

Categorizing/Classifying/OrganizingHow might you classify…?What category does __ belong to? Why?What else could you ass to this category?How else could you organize….?

Comparing/ContrastingHow would you compare…?What similarities….?What are the differences between….?How is_____ like _______?How is ____ different from_____?

Connecting/AssociatingWhat do you already know about…..?What connection can you make between….?What things do you think of when you think of…..?

Decision MakingWhat are theh props and cons of choosing…….?What would be a better decision? Why?

DefiningHow would you define….?In your own words what is …..?

Describing/SummarizingHow could you summarize…?If you were a reporter how would you describe….?

Determining Cause and EffectWhat are the causes of….?How does ____ effect____?What impact might….?

Drawing Conclusions/Inferring ConsequencesWhat conclusions can you draw from….?What would happen if …..?What would have happened if….?If you changed--------, what might have happened?

EliminatingWhat part of __________ might you eliminate?How could you get rid of……?

Evaluating/AssessingWhat is your opinion about….?Why did you like/dislike…..?How would you grade/rank….? Why?Would you prefer/rather…? Why?What is your favorite……? Why?Do you agree/disagree with…..? Why?What are the positive and negative aspects of……….?What are the advantages and disadvantages of ……?Is it better or worse…? Why?By what criteria would you assess….?

ExplainingHow could you explain why….?What reasons might explain…?What are some alternative explanations for….?

ExperimentingHow could you test….?What experiment could you use to…?If you changed ________ how would it effect_______?

GeneralizingWhat general rule can…?What principal could you apply…?What is common to all….?

InterpretingWhat does ____ mean to you?What is the significance of………..?What role……..?What is the moral of……?

InventingWhat could you invent to….?What machine could….?

InvestigatingHow could you find out more about….?If you wanted to know more about….?

Making analogies/Similes/MetaphorsHow is __ like_____?What similarities do___________ and ________share?What analogy/simile/metaphor can you invent for…..?

ObservingWhat did you notice about………?What observations did you make about…………?What changes………..?

PatterningWhat patterns can you find…………..?How would you describe the organization of….?If the pattern were to continue………?

PlanningWhat preparations would you…………?How would you plan to……?

Predicting/HypothesizingWhat would you predict…?What is your theory about…..?What are some possible explanations for/why……………….?If you were going to guess….?

PrioritizingWhat is more important……?How might you prioritize….?In what order would you rank….?

Problem SolvingHow would you approach the problem?What are some possible ways to……..?

QuestioningWhat questions do you have about…………?If you could ask a question of……………….?

Reducing/SimplifyingIn a word/sentence, how would you describe…………?How can you simplify……………?

Reflection/MetacognitionWhat were you thinking of when…………….?How has your thinking changed on…….?How could you describe what you thought about ………?

RelatingHow is________ related to _____?What is the relationship between…………………?How does________ depend on__________?

Reversing/InversingWhat is the opposite/antonym of …………………?

Role Taking/EmpathizingIf you were someone/something else…….?How does_____ look like to _________?What would it feel like to be………..?

SequencingHow would you sequence……………?What are the steps involved in…………….?

SubstitutingWhat else could you use for/instead of……….?What is a synonym for…………..?What is another way you could………….?

SymbolizingHow could you express it with a drawing/symbol/song/movement/poem?

SynthesizingHow could you combine/put together………..?What could you make using…………..?

Adrienne Elder 10-2009

Socratic Stems I agree with you because…10 pts I agree with you, but…10 pts I disagree with you because…10pt I have a question about…20pts I’d like to clarify…20pts I’d like to hear from…(only once per discussion) - 1 pt, then increase as students begin to use in a responsible, appropriate

mannerMust address the speaker by name, must maintain eye contact, must stand until done, must sit down when finished. Each person only gets to speak once. Once that’s done – it’s open.

Quick Fires – 30 second rounds - Topics

All men are created equal People who work hard will be successful Success can only be measured by a bank account Money can buy happiness. We are worried about too many materialistic possessions. Being aggressive is a negative trait We have to have poverty.

Criteria for Successful Socratic Stems

1. Dig Below the Surface2. Speak loudly and clearly3. Cite reasons and evidence4. Listen respectfully5. Stick with the subject6. Paraphrase7. Ask for help to clarify8. Support each other9. Be prepared10. Avoid hostility

Socratic Circle Rubric

Read the text

Engaged in discussion

Supports ideas with references

from text

Uses sound reasoning in questioning

Accepts more than one point

of view

Listens and respects others

Above Target

Remarks reveal a critical reading of the text with preparation.

Demonstrates active participation throughout circle time.

Makes specific references to text and defends ideas regularly.

Questions to others are thoughtful, logical, and contribute to the group’s discussion.

Accepts other points of view.

Comments reflect active listening and respect of others.

Target Remarks reveal a reading of the text, but ideas seem incomplete.

Demonstrates active participation in at least 50% of the circle time.

Makes references to text and defends ideas only when challenged.

Questions and comments are logical, but lack momentum to move group forward.

Acknowledges other points of view, but does not use them to expand meaning.

Comments reflect active listening and respect of others.

Below Target

Remarks suggest text was not read.

Some participation, but off-task a majority of circle time.

Makes no references to text or does not defend ideas.

Remarks are difficult to understand or no remarks are made.

Does not accept other points of view.

Inattentive

Adapted from Copeland, M. (2005). “Socratic Circle Rubric”.