By Kay Martin, Tina Willoughby
A to Z: Novel rules for analyzing academics is a superb source for somebody who teaches interpreting. The booklet is filled with actions that supply scholars the opportunity to discover their insights into literature in various ways—through writing, poetry, paintings, examine, and making own connections to characters, quotations, and events.The teacher-tested, hands-on actions interact scholars of all degrees and studying kinds. better of all, they're designed in order that academics can use them with any novel. in truth, a number of the actions also are applicable to take advantage of with brief tales, biographies, autobiographies, and different interpreting fabric besides. A to Z was once written via interpreting lecturers with a long time of expertise within the lecture room. it truly is useful, filled with rules, and adaptable for plenty of occasions!
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Additional resources for A to Z : Novel Ideas for Reading Teachers
This activity is not meant to be a forum where students have permission to ridicule others. • Students must explain why a particular student was assigned a part — what characteristics they have in common. Again, remind students that if they are using student or teacher names, comments as to why someone was cast in a certain role are to be positive statements only. • Students then write their choices on the casting boards (poster board or newsprint) that are displayed around the room. • Discussion should focus on comparing and contrasting choices and character traits.
I Say . . You Say . ” is a review activity that provides a useful check to see if students are reading carefully. First make a list of “I say . ” statements (see below) that involve details about characters and their motives, cause and effect relationships, sequence, setting and plot, etc. Then go down the rows in your classroom, giving an “I say . ” statement to each student and having the student respond with a “You say” statement. ” Teacher: Student: Mr. Rosen wants everyone to be this. A teacher.
Here’s one account of a teacher’s use of “Journal of Facts and Statistics”: After reading the nonfiction book Exploring the Titanic, by Robert D. Ballard, my students were fascinated by the statistics and facts. We decided to log all the measurements, dates, facts and statistics in a journal, and then we used them to do some practical comparisons. We went to the football field to get an idea of the length of the Titanic, the size of the hole the iceberg made in the side, the size of the anchors, etc.
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