921-Deperry,+Susan

Susan Kelly-DePerry 8th Grade English Language Arts Gorton Junior High School Warwick, RI 02886

(Used with the novel __Staying Fat for Sarah Byrnes__, by Chris Crutcher) || Students will learn how the literary element “theme” drives the plot in the story.  Students will be able to collaboratively work on a class wiki, and generate blog entries. || __Reading __ R–8–3.1 Identifying literary elements such as simile, metaphor, hyperbole, point of view R–8–14.3 Reading multiple texts for depth of understanding an author, subject, theme, or genre R–8–17.2 Participating in in-depth discussions about text, ideas, and student writing by offering comments and supporting evidence, recommending books and other materials, and responding to the comments and recommendations of peers, librarians, teachers, and others __Written and Oral Communication __ W–8–3.1 Stating and maintaining a focus (purpose), a firm judgment, or point of view when responding to W–8–11.2 Sharing thoughts, observations, or impressions || Lesson 1 (1-2 days) Using a SmartBoard, students will explore what a blog is, how to post to a blog, how to comment on a post, how to access the class blog. Students will also learn about appropriateness when blogging, and what is acceptable for a response as well as what is unacceptable. Students will be given a copy of the blogging rubric. Lesson 2 (1-2 days) The concept of wiki’s will be introduced to students. The ins and outs of how to create, use and change a wiki will be explained. Using computers in the school’s computer lab, the students will generate a KWL chart using a wiki that has been created for their class using eduwiki.com. Students will generate a KWL chart on the class wiki so the teacher may gain some background information as to what students know about “literary themes”. After completed, the wiki will be brought up on the SmartBoard so that they can see the creation of the wiki and how it can be changed. Teacher will introduce the literary element “theme” by doing a ‘read aloud’ of a picture book. Students will use dictionaries to find the word “theme”. Students will generate a list of themes from the picture book. Students will have to blog when they get home about what “theme” is, and give an example from a book that they are now reading, or have previously read, and explain the theme of the book.
 * __Title: __ **Literary Elements: Theme **
 * **__Overall days: __** 4-6 weeks ||
 * **__Discipline/Content Area Focus __**: English/Language Arts ||
 * **__Grade Level __**: 8 ||
 * **__<span style="font-family: 'Verdana','sans-serif'; font-size: 9.5pt;">Discipline Content: __**
 * __Technology__** **__<span style="font-family: 'Verdana','sans-serif'; font-size: 9.5pt;">Goals: __**<span style="font-family: 'Verdana','sans-serif'; font-size: 12pt;">
 * **__<span style="font-family: 'Verdana','sans-serif'; font-size: 9.5pt;">Processes: __**
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 9.5pt;">Critical Thinking
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 9.5pt;">Research
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 9.5pt;">Compare & Contrast
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 9.5pt;">Response to Literature
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 9.5pt;">Integration of Technology ||
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 12pt;">Written Curriculum ** ||
 * __<span style="font-family: 'Verdana','sans-serif'; font-size: 9.5pt;">Grade Level Expectations/Grade Span Expectations: __
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">R–8–3 **
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings and relationships by… **
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">W–8–2.2 Summarizing key ideas **
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">W–8-2.3 Connecting what has been read (plot/ideas/concepts) to prior knowledge or other texts, by referring to relevant ideas **
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">W–8–3 **
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">In response to literary or informational text, students make and support analytical judgments about text by… **
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 12pt;">Taught Curriculum ** ||
 * __<span style="font-family: 'Verdana','sans-serif'; font-size: 9.5pt;">Instructional Sequence: __

Lesson 3 (1 day) Teacher will hand out Anticipation Guide for __Staying Fat for Sarah Byrnes__. After completing the anticipation guide, students will brainstorm what they think will be themes in the novel. Students will blog about what connections they can make to the themes discussed from the anticipation guide for the book: Text to Text, Text to Self, Text to World <span style="font-family: 'Verdana','sans-serif'; font-size: 9.5pt;">

Lesson 4 (3-4 days) Teacher will begin by handing out a Reading Summary for chapters 1-2 of the book. Prior Knowledge will be answered and shared. The literary terms simile and metaphor will be introduces. Unfamiliar vocabulary words will be explored. Teacher will begin reading chapters 1 and 2 aloud to students. Using the book, students will find an example of a simile or metaphor and blog about it at home, explaining how it is a simile or metaphor by explaining the comparison. Students will complete the questions and analysis on the reading summary.

Lesson 5 (3-4 days) Teacher will hand out Reading Summary for chapters 3-4 of the book. Prior knowledge will be answered and shared. The literary term theme will be discussed. Unfamiliar vocabulary words will be explored. Teacher will read aloud chapters 3 and 4 to students. Students will blog about various themes they see developing in the book so far, and will continuously add to the wiki discussing the various themes. Lesson 6 (3-4 days) Using the computer lab, students will start working with the themes they blogged about the previous night in the class wiki. Students will log on and begin a discussion. Teacher will hand out Reading Summary for chapters 5-6 of the book. Prior knowledge will be answered and shared. Character traits will be discussed. Unfamiliar vocabulary words will be explored. Teacher will read aloud chapters 5 and 6 to students. Students will choose one character we have read about so far and blog about a character trait he or she displays, explaining by giving an example of how the character acts a certain way.

Lesson 7 (3-4 days) Teacher will hand out Reading Summary for chapters 7-8 of the book. Prior knowledge will be answered and shared. Literary term hyperbole will be discussed. Unfamiliar vocabulary words will be explored. Teacher will read aloud chapters 7 and 8 to students. Using the book, students will find one example of hyperbole in the chapters we have read and blog about what makes it a hyperbole. Students will continue to utilize the class wiki and add to the themes they will be discussing in class. Lesson 8 (3-4 days) Teacher will hand out Reading Summary for chapters 9-10 of the book. Prior knowledge will be answered and shared. Prediction will be discussed. Unfamiliar vocabulary words will be explored. Teacher will read aloud chapters 9 and 10 to students. Students will made a prediction and blog about whether they think that Eric will break his promise to Sarah Byrnes and go to Ms. Lemry or his mother about what she has told him. Lesson 9 (3-4 days) Teacher will hand out Reading Summary for chapters 11-12 of the book. Prior knowledge will be answered and shared. Point of view will be discussed. Unfamiliar vocabulary words will be explored. Teacher will read aloud chapters 11-12 to students. Students will discuss, by blogging, whose point of view the story is told from and why. Lesson 10 (3-4 days) Teacher will hand out Reading Summary for chapters 13-14 of the book. Prior knowledge will be answered and shared. Character traits will be discussed. Unfamiliar vocabulary words will be explored. Teacher will read aloud chapters 13-14 to students. Students will blog about the following questions: Who is ultimately responsible for other people’s actions? Is it right to blame other people for choices that people make for themselves? Why or why not? Lesson 11 (3-4 days) Teacher will hand out Reading Summary for chapters 15-16 of the book. Prior knowledge will be answered and shared. Character traits will be discussed. Unfamiliar vocabulary words will be explored. Teacher will read aloud chapters 15 and 16 to students. Students will blog and make a prediction on how they think Mr. Byrnes will be caught. Lesson 12 (3-4 days) Teacher will hand out Reading Summary for chapters 17-End of the book. Prior knowledge will be answered and shared. Character traits will be discussed. Unfamiliar vocabulary words will be explored. Teacher will read aloud chapters 17-End to students. Students will blog about the end of the book, making sure to address what loose ends were tied up. Did they like the ending? Why or why not? Essay Test: <span style="font-family: 'Geneva','serif';">Write a 4-paragraph essay in which you explain how author Chris Crutcher demonstrates two (2) of the following themes in the novel, __Staying Fat for Sarah Byrnes.__ Make sure you use specific examples and cite the text to reinforce the reasoning for your explanation. <span style="font-family: 'Geneva','serif';"> Students will be graded according to the following rubric: RESPONSE TO LITERATURE RUBRIC for GRADES 7- 8 || = = || =SCORE= || =ORGANIZATION= || =CONTENT= || =STYLE= || =MECHANICS= || =PROCESS= || = 5 = || = = § ** Unique, appropriate hook ** § ** Conclusion thoughtfully or creatively restates the thesis & sums up the essay’s main ideas ** § ** Skillful, logical paragraph structure ** § ** Paragraphs have strong topic sentences ** || § ** Writer leads audience to a clear and strong understanding of the essay’s main idea ** § ** Clear and insightful thesis ** § ** 1st paragraph clearly identifies: author, title and genre ** § ** Shows skillful analysis of the text using well-chosen textual references and quotes as evidence ** || = = § ** Sophisticated sentence variety ** § ** Strong use of vocabulary ** § ** Skillful use of transitions ** § ** Skillful use of point of view – consistently third person ** || = = § ** No errors in: ** § ** Neat, legible and conscientious presentation ** § ** Proper format used when citing text ** || = = § ** All steps of writing process are present ** § ** Evidence of significant edits, revision and growth ** || ** 4 ** || = =
 * <span style="font-family: 'Geneva','serif';">Friendship
 * <span style="font-family: 'Geneva','serif';">Religion
 * <span style="font-family: 'Geneva','serif';">Peer pressure
 * <span style="font-family: 'Geneva','serif';">Humiliation / Shame
 * <span style="font-family: 'Geneva','serif';">Loyalty
 * <span style="font-family: 'Geneva','serif';">Social outcasts / Social alienation
 * <span style="font-family: 'Geneva','serif';">Child abuse
 * <span style="font-family: 'Geneva','serif';">Physical pain and. emotional pain
 * <span style="font-family: 'Geneva','serif';">Parent and child relationships
 * <span style="font-family: 'Geneva','serif';">Dealing with loss
 * EXCEEDS **
 * STANDARD ** || = =
 * capitalization **
 * spelling **
 * punctuation **

ACHIEVES
= § Good, appropriate hook = § ** Conclusion restates the thesis & sums up the essay’s main ideas ** § ** Good paragraph structure ** § ** Logical order ** § ** Paragraphs have topic sentences ** || § ** Writer leads audience to good understanding of the main idea ** § ** Evident thesis ** § ** 1st paragraph identifies most: author, title, genre ** § ** Logical analysis of text using appropriate textual references or quotes as evidence ** || = = § ** Good sentence variety ** § ** Good vocabulary ** § ** Good use of transitions ** § ** Good use of point of view – stayed in the third person ** || = = § ** Few errors in: ** § ** Neat and legible ** § ** Mostly proper format used when citing text ** || = = § ** Most steps of writing process are present ** § ** Evidence of edits, revision and growth ** || = 3 = || = =
 * STANDARD ** || = =
 * capitalization **
 * spelling **
 * punctuation **

NEARLY
= § Attempted a hook = § ** Attempted a conclusion ** § ** Attempted to use paragraph structure ** § ** Some paragraphs have topic sentences ** § ** Needs more practice ** || § ** 1st paragraph doesn’t identify most: author, title, or genre ** § ** Somewhat clear reason for writing, but undeveloped ** § ** Thesis may be unclear. ** § ** Doesn’t lead audience to clear understanding ** § ** Uses some textual references & evidence, but not enough ** || = = § ** Some sentence structure variety ** § ** Basic vocabulary usage ** § ** Some, but not enough, transitions ** § ** Point of view doesn’t stay third person – slips into 1st or 2nd, using “I” or “you” ** || = = § ** Some intrusive errors in: ** § ** Lacks neatness ** § ** Improper format ** § ** May not cite text correctly ** || = = § ** Missing some steps of the writing process ** § ** Some edits, revision and growth ** || = 2 =
 * ACHIEVES **
 * STANDARD ** || = =
 * capitalization **
 * spelling **
 * punctuation **

** 1 ** || = =

DOES NOT
= § Weak or no hook = § ** Weak or no conclusion ** § ** Weak or no paragraph structure ** § ** Weak organization ** § ** Needs more serious work, effort ** § ** Not applying lessons taught in class ** || = = § ** Unclear reason for writing ** § ** Lacks focus and thesis ** § ** Lacks references to text or quotes from the text as evidence to back up ideas ** || = = § ** Little or no sentence variety ** § ** Lacks vocabulary to express ideas ** § ** Little or no transitions ** § ** Point of view changes frequently to the 1st or 2nd person, using “I” and “you” ** || = = § ** Many intrusive errors in: ** § ** Not neat ** § ** Citing text incorrectly **
 * MEET **
 * STANDARD ** || = =
 * capitalization **
 * spelling **
 * punctuation **

§ Improper format
|| = = § ** Little or no evidence of the writing process ** § ** Little or no evidence of edits, revision, and growth ** || = 22-23 = 92, A- 17-18 = 82, B- 12-13 = 72, C- = || Dictionaries, classroom copies of __Staying Fat for Sarah Byrnes__ by Chris Crutcher, access to a computer with internet access || Character traits, point of view, simile, metaphor, hyperbole, prediction, connections (T-T, T-W, T-S), blog, wiki || DOK 3- Determine the theme/themes and describe how it affects the interpretation of the reading selection. DOK3- Activate prior knowledge, making text-to-text, text-to-self, and or text-to-world connections. || KWL, Observations, questions at DOK 3 level or higher, blog, wiki || End of chapter tests(open book), quizzes, post test essay ||
 * 25 =100, A+ 21 = 88, B+ 16 = 78, C+ **** 10-11 = 65, D **
 * 24 = 95, A **** 19-20 = 85, B **** 14-15 = 75, C 1-9 = 50, E **
 * **__<span style="font-family: 'Verdana','sans-serif'; font-size: 9.5pt;">Resources and Materials: __**<span style="font-family: 'Verdana','sans-serif'; font-size: 9.5pt;">
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 12pt;">Instructional Considerations: ** ||
 * __<span style="font-family: 'Verdana','sans-serif'; font-size: 9.5pt;">Key Vocabulary: __<span style="font-family: 'Verdana','sans-serif'; font-size: 9.5pt;">
 * **__<span style="font-family: 'Verdana','sans-serif'; font-size: 9.5pt;">Differentiation Strategies (for all student learners): __**
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 9.5pt;">Read aloud
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 9.5pt;">Hand written “blog” if no access to computer with internet
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 9.5pt;">Extra time as needed
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 9.5pt;">Teacher read podcasts of the text will be available on the class website for students to listen to at home ||
 * **__<span style="font-family: 'Verdana','sans-serif'; font-size: 9.5pt;">Depth of Knowledge __**<span style="font-family: 'Verdana','sans-serif'; font-size: 9.5pt;">:
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 12pt;">Assessed Curriculum: ** ||
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 9.5pt;">Assessment Options ** ||
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 9.5pt;">Embedded, Formative Assessments
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 9.5pt;">Summative/Unit Assessments

Deliverable #3 Proposal for Implementation <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Evidence everywhere suggests that we are losing the battle to promote literacy in our school district as well as in schools across the country. The number of literacy classes has increased not only in our school district, but in school districts around the state. We ourselves have one of two reading specialists in the district at our junior high. The numbers of those students requiring intensive literacy support goes up each year as we struggle to meet the needs of all students. We need to explore all options in regards to enabling our students with the tools they will need to meet the future ahead of them, a future that will surely include computer literacy.

The popularity of computer use among teenagers is often to blame as a factor in this decrease in literacy. The popularity of social networking websites (Facebook, My Space), instant messaging (IM), and e-mail has rendered conventional forms of communication, such as newspapers and text books, as archaic. Although the average teenager spends a total of 31 hours a week online, the harmful effects of computer use may be overstated. According to Media Literacy Clearinghouse, 78% of teenagers between the ages of 12 and 18 have created some type of content online. This could include social networking sites, blogging, or using wikis. A survey conducted in August of 2009 by Media Use Statistics found that 87% of adolescents write for pleasure. It also found that 94% of them use some type of electronic communication and 81% of adolescents believe that good writing skills will be important for them to succeed in life. 78% of teenagers believe that more time spent on in class writing would improve their abilities to write better and more effectively. 89% would like for their teachers to use Web 2.0 tools to teach writing, among other skills, in their classrooms. The evidence is vast and we can no longer ignore it. Today’s teens are engrossed in a culture that is technologically savvy. It is only logical that we should use any means to our advantage in gaining growth in literacy. The way to do this is to bring the technology that our students are using into our classrooms. If properly used, Web 2.0 tools, such as blogs, wikis, and podcasting, can be used to promote student reading and writing and to encourage and enable students to broaden their horizons by communicating, interacting and collaborating with a wide range of audiences that are far more reaching than the four walls of a classroom. There are many ways we can integrate this technology in our school; however, I would like to recommend the use of blogs in the classroom. There are many ways in which teachers can integrate the use of blogs into the school day. Starting at the beginning of the 2010-2011 school year, I would introduce the concept of Web 2.0 tools in my classroom using my SmartBoard. There would need to be several lessons on what specifically Web 2.0 tools are, how we will be using them, and internet safety. I truly believe that the use of blogs in the classroom will motivate students to want to be more effective learners. The use of a classroom blog will enable me to engage my students in novels that we are reading in class, as well as other aspects of learning, to new levels. This is something they already know; why not use it to our advantage? To clarify what exactly a blog is, let me refer to the book, __Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms__, by Will Richardson. He writes, “What exactly is a Weblog [blog]? In its most general sense, a Weblog is an easily created, easily updateable, Website that allows an author (or authors) to publish instantly to the Internet from any Internet connection” (17). Since so many of our students are already so proficient in the use of Web 2.0 tools, such as blogs, wikis, and podcasts, the next step is to incorporate these tools into classroom instruction, assessment, and work production. I see a classroom blog as a chance for all students to have a chance to use their voice, especially the ones who try to never speak during class time; a place where students can understand the importance of being able to express themselves in order for others to validate their input; a median through which students can collectively share what they know about a topic and get feedback from others; a place where they can relax and write about interesting books they are reading and offer comments to their peers about what they are reading; a porthole through which parents can glimpse what their children are doing in class Blogs are already being used successfully in many other schools around the country. To watch a video that shows the benefits of blogging from student and teacher perspectives, please view the following link: [] In the article “Educational Blogging,” Stephen Downes makes a very persuasive argument about the benefits of blogging, and he pinpoints five specific ways in which blogging can be used effectively in education: []. This next article was quite informative to me because it explores ten ways in which blogs can be used by teachers, even those who are beginners and are trying to figure out how to work with web tools: []. Although blogs do have benefits, they certainly have their drawbacks as well. The first concern is always student safety. My first thought when it comes to the internet is always how will I keep my students safe? To begin with, the students must be taught how to use the technology with care, consideration, and in a realistic light. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">“ **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal; line-height: 115%;">A Blogger's Code of Ethics” by Jonathan Dube, a writer from the website CyberJournalist.net **//<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-style: normal; line-height: 115%;"> will be useful in this area. //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> Specific guidelines should be created for the students to follow, including what information they should never give away, for example no phone numbers, addresses, or last names. Students will have a formal evaluation rubric which they must follow in order to score a high grade. They will also have a behavioral evaluation rubric which will grade them on the language they are using. These two rubric grades will be combined into their total blogging grade. Another drawback will be how much the teachers at our school know about Web 2.0 tools, and how they would be trained in the usage of these tools. One possible way to ensure that all teachers are prepared and familiar with Web 2.0 tools is to hold a session of workshops that will have hands on learning. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">There are many blogging sites that are available for us to use. The best part…many are free. I recommend blogger.com. It is the blog I use in my classroom with my students. I found it to be simple to use and easy to understand. I invite all you to visit and view the blogs that I have set up to use with my students in my own classroom. We blog about books that we are reading in class, and have recently started doing “Reading Blogs” online. Instead of completing their weekly reading logs in a written format, we are now blogging about them online. Part of their responses has to include a comment on a book that another student is reading. I believe this incorporates the true spirit of what a blog is…an interactive tool where students can share their thoughts about what they are doing. I truly believe that blogging is only the beginning. There is so much we can do with Web 2.0 tools, and I hope you all become as excited as I am to integrate them into our school.

Building a Blog into an Existing Lesson** I’m particularly excited about integrating an edublog into my classroom. I actually started this last week, with what I think is a pretty good success rate. We are reading a book in my 8th grade ELA class called __Staying Fat for Sarah Byrnes__, by Chris Crutcher. We’re only a few chapters in, but I have had my students’ blog about it twice already. The most difficult part of it was getting them to remember how to get to the blog site. 8th graders are forgetful creatures! I demonstrated every step on a fellow teachers SmartBoard. We went over how to type in the address, how to post their comments, and, most importantly, being appropriate. All comments are moderated by me before they are posted to the blog for others to see. I am proud to say the participation rate is at about 85%, and the kids seem really excited about it. It’s new and different. It’s something they haven’t done before. They are starting to ask me on a daily basis if they can blog when they get home. We are blogging in a very basic format…I am posting a question pertaining to the book, and they are posting their comments, or answers, to my post. It’s a start! I was wondering how the other participants of this class felt about creating a classroom Facebook account? I think it would be a great idea…a place for kids to ask questions about homework and things we are doing in class and for other kids to answer. I have asked several colleagues in my school and have gotten mixed thoughts about it. I can see both sides, and that’s why I’m having a hard time deciding whether or not to set one up for my classroom. I would love to hear what you guys have to say about it.
 * Deliverable #2