Tag Archive for picture books

Picture books are DUE TODAY!!!

Standard: 

  • RL.9-10.9. Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

Learning Target: Students will finish their picture books and turn them in for assessment.

Activator: We love this book at my house 🙂

HEY!!!! Your picture books are due TODAY!!!!!

GET TO WORK, SLACKERS!!!

Closing Session: Picture book check in – anyone care to read their story aloud to the class?

Differentiation: Process – students can work on different aspects of the book; content – differentiated groupings.

Assessment: Checks for understanding throughout, picture book will be a major project grade.

Workday Thursday

Standard:

  • ELAGSE9-10W3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Learning Target: I will work with my group to write a narrative, ensuring that my technique is effective and my details well-chosen.

Activator: I’m pretty sure this song is ridiculous and I love it.

Work Session: Today you guys are going to have a whole work day to make some headway on your picture books. I can send students 5 at a time to the media center to type – so that means one from half the groups can go during the first half of class, and one from the other half of the groups can go during the second half of class. (You ever write a word so much it starts to look wrong? That just happened to me with “half”.) You can only go after you show me your hand-written draft! I’m not sending people to the media center just to fiddle around 😛

For those who are here, I’ll pass out the art supplies and your papers and show you how to fold them to make the pages of your books. I’ll be laminating them when all is said and done, so you don’t need to worry about gluing the pages together or anything 🙂

Don’t forget to work on your cover art! Make it awesome!!

Closing Session: Picture book check in – anyone care to read their story aloud to the class?

Differentiation: Process – students can work on different aspects of the book; content – differentiated groupings.

Assessment: Checks for understanding throughout, picture book will be a major project grade.

The Story of Wednesday!

Standard:

  • RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Learning Target: Students will finish reading The Metamorphosis and continue working on their picture books.

Activator: THUG NOTES!!!

Work Session:

Welcome to Tuesday! We are going to continue reading The Metamorphosis today, using the same strategy we did yesterday – and we are gonna finish the book today!! What what, we are DONE reading it!!! Now we just get to work on our picture books and discussion before we do our essay and test next week! (Yep, essay. I must be a glutton for punishment because those suckers take 5ever to grade, and yet I keep assigning them….)

Anyway, we will read to the end of the page and then I’ll ask you guys a question, then reset the timer and check for understanding. This way things are chunked up a little but. BUT, because I have to raise the bar, we are doing 6 minutes per page this time instead of 8 like we had yesterday!

After we finish, I want you guys to get into your groups and work on your picture books. Remember, you need to have your story draft and storyboard (rough draft of illustrations) done TODAY!!! Tomorrow we will have a whole day work session for your picture books, so be ready!

Closing session: Picture book check in!

Differentiation: Learning Style – visual learners can draw, writers can write, kinesthetic learners can work on book assembly.

Assessment: Formative checks for understanding, picture books will be graded.

Smell Like a Monster!

Standards

RL.9-10.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).
RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
RL.9-10.9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

Activator

A classic :)

Learning Target

Scholars will look at the concept of monsters in children’s literature and television, and they will also read the second half of part I of The Metamorphosis.

Work Session

Today we’re going to start out by listening to the second half of part I of The Metamorphosis and then talk about monsters in some other media. When we last left Gregor, he had just gotten out of bed and was about to work his way out of his room and try to get to work. Let’s see what happens today…

…Well, that was weird, wasn’t it? Anyway, we’ll of course continue with Gregor later on, but for now how about swapping gears and talking about some other monsters? The video we watched today is a famous children’s story that you’ve all probably read – or if not, you’ve seen it now! But just to reiterate, let’s get six volunteers up here to perform the story! Whoo! Give ‘em a round of applause!

After our lovely acting performs the Wild Things, we’re going to look at a couple of other famous children’s monsters – Grover and Cookie Monster!

So, obviously we have a lot of monsters made for kids today. Wild Things and Muppets are both obviously set up for little children to watch, and obviously not intended to scare. So…what’s up with this? I would like you to think about and discuss this in a paragraph. Yep, a paragraph. Write and turn in one paragraph of 7-10 sentences that answers the following question:

–>Why do you think children’s shows and books choose to use “monstrous” characters such as the monsters on Sesame Street and the Wild Things in Where the Wild Things Are?

Closing Session

Turn in your paragraph and tell me who your favorite monster is :)

Assessment

Students will be graded for their paragraphs as well as for their participation in class discussions and in performing Where the Wild Things Are.

Differentiation

Different learning styles are used in the presentation of different types of monsters. Various reading levels from children’s picture books through college+ level reading of Kafka allow for challenging and accessible texts for all students.

Smell Like a Monster

Standards

RL.9-10.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).
RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
RL.9-10.9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

Activator

A classic 🙂

Learning Target

Scholars will look at the concept of monsters in children’s literature and television, and they will also read the second half of part I of The Metamorphosis.

Work Session

Today we’re going to start out by listening to the second half of part I of The Metamorphosis and then talk about monsters in some other media. When we last left Gregor, he had just gotten out of bed and was about to work his way out of his room and try to get to work. Let’s see what happens today…

…Well, that was weird, wasn’t it? Anyway, we’ll of course continue with Gregor later on, but for now how about swapping gears and talking about some other monsters? The video we watched today is a famous children’s story that you’ve all probably read – or if not, you’ve seen it now! But just to reiterate, let’s get six volunteers up here to perform the story! Whoo! Give ‘em a round of applause!

After our lovely acting performs the Wild Things, we’re going to look at a couple of other famous children’s monsters – Grover and Cookie Monster!

So, obviously we have a lot of monsters made for kids today. Wild Things and Muppets are both obviously set up for little children to watch, and obviously not intended to scare. So…what’s up with this? I would like you to think about and discuss this in a paragraph. Yep, a paragraph. Write and turn in one paragraph of 7-10 sentences that answers the following question:

–>Why do you think children’s shows and books choose to use “monstrous” characters such as the monsters on Sesame Street and the Wild Things in Where the Wild Things Are?

Closing Session

Turn in your paragraph and tell me who your favorite monster is 🙂

Assessment

Students will be graded for their paragraphs as well as for their participation in class discussions and in performing Where the Wild Things Are.

Differentiation

Different learning styles are used in the presentation of different types of monsters. Various reading levels from children’s picture books through college+ level reading of Kafka allow for challenging and accessible texts for all students.