week+of+dec+1+and+3+(for+the+lit+class)

December 1 Note: The original syllabus says that we have an SRI due on this date, but that has been canceled.

Today our goal is simply to begin discussing one of the two books we chose to read - either //The Book Thief// or //Octavian Nothing//. Today, we'll talk to those who read the same book as us, and then on Thursday we'll talk to people who read the other book.

This is a really scaled down version of a literature circle (e.g., lesson plan [|here] and a web site[|here] - though there are lots more resources out there). We'll talk in class today about the books, about literature circles, and about the idea of violence in literature.

Looking ahead at the final ... I'm asking you to put together an outline of a unit that you've been working on throughout the semester. Part of that entails revising what you've already done (I'm returning materials to you on Thursday), but also to draft a couple of new activities, including a DRTA and a few memos/proposals.

I know that it's sometimes difficult to know what we pay attention to when we read, but two resources that might be helpful are by Thomas C Foster, who wrote [|How to Read Novels Like a Professor] and [|How to Read Literature Like a Professor]. These texts might give you some ideas of the kinds of things you might be paying attention to but not realizing. If you're looking for ideas on reading strategies, then you might try [|Mosaic of Thought,] [|Strategies that Work], or [|I Read It, but I Don't Get It]

Agenda for the last few weeks of the semester:
 * ** T 12.1 ** || Violence and Change: How does violence, both subtle and explicit, change people?

Literature Circles and Jigsaw Discussing the book you chose with others who chose the same one || // Book Thief // or //Octavian Nothing//

|| Discussing the books with those who read the other book || Miller’s “Shattering Images of Violence” || · Initial Memo – with possible questions/themes AND possible reading goals and learning goals · Draft of Study Guide · Question Hierarchy for Chew on This · Question Circle for Short Story or Poem · DRTA for any text you might use in your unit Plus: · A memo outlining and justifying a possible sequence for teaching these texts · A proposal for a “big understanding” project (i.e. an integrated, inquiry project) that meets your reading and learning goals || Notes from class discussion Questions Jim asked and we wrote about in the middle of our group discussion:
 * ** Th 12.3 ** || Literature Circles and Jigsaw
 * ** T 12.8 ** || Assignment Sequencing || SR 7 ||
 * ** Th 12.10 ** || Assessing Students’ Understanding || TLA 12 ||
 * ** Th 12.17 ** || Finals week – We will meet in class for a final reflection and sharing and celebration
 * ** Th 12.17 ** || Finals week – We will meet in class for a final reflection and sharing and celebration
 * 8 – 10 on Thursday, December 17 ** || Portfolio of your “unit”: includes original and revisions of your
 * What have you talked about so far?
 * What roles are you each taking in the group?
 * Would you describe it as a conversation or something else? How do you know?
 * Why did you choose this book and how has it met (or not) your expectations?
 * What do you want to talk about with this book that you haven't so far?

Traits of a conversation (about a book)
 * Topics include: writing style
 * Everyone contributes (doesn't mean you're always talking)
 * Body language
 * Informal feel / not structured / friendly
 * Topics flow from one to the other
 * Personal connections
 * Comfortable and trusting of other group members
 * Intentional / purposeful

Roles in a conversation (about a book)
 * Leader / Initiator
 * Synthesizer
 * Expert
 * Interpreter
 * Asker / Questioner
 * Connector
 * Opinion offerer
 * Predictor

December 3

Talking to people who read the other book and tying the two together.

Meeting in same groups as last time. You're going to have four minutes to talk with someone from the other book group, discuss in this group what you would want the others to know about your book. As listeners, you'll be trying to find connections between the two texts and jotting down questions.

Switch partners.

Meet in groups of four (two from one group, two from the other book group).
 * Big Concepts from your book - why would you have students read this book? which grade level? which sections of the book?
 * Four key terms students would need to know that would help them understand those big concepts
 * Compare the two books - where might there be links?

Let's talk about the challenges of teaching these books - style, vocabulary, topics, length, YA ...