#getlit Circles Day 7

Day 7

Poem-a-Day

“We Used to Wait” Arcade Fire

Students will try to identify the theme of this song.

Mini-Lesson

Today’s objective is to review theme, how themes are developed, and to discuss emerging themes in #getlit books. For this activity, I have chosen 1-2 pages of text from a meaningful portion of the books the students are reading. I made photocopies for each student in the group. Then I introduced the idea of “black-out”poems. Each student will create a poem out of words that they leave white, while blacking out all of the other words. They look like this:

Image result for blackout poemsImage result for blackout poems

Image result for blackout poemsImage result for blackout poems

The goal is for students to try and capture the theme of their book with a poem. Students will share their poems, and discuss their thinking.

Active Engagement

Students will discuss their poems, and then move onto working on their #getlit projects

Closure

PROJECTS AND POETRY OUT LOUD MONDAY.

#getlit Circles Day 6

Day 6

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Poem-a-Day

“Am I Wrong?” Nico & Vinz

Students will identify the conflict in the song. Who is the conflict between?

Mini-Lesson

The objective today is for students to identify the central conflicts in their #getlit books. Review the major types of literary conflict and review internal vs. eternal conflict. Students will pick two people from their group to act out a central conflict in their #getlit novels for the class. The rest of the class has to guess the type of conflict (internal, external, man vs. man, man vs. himself, man vs. society, man v. nature, man v. technology).

Active Engagement

Students work on #getlit vlog projects, take quizzes, share poems-a-day, etc.

Closure

Make sure you are prepared for quizzes/pad, class next time!

#getlit Circles Day 5

Day 5

Image result for take off your sunglasses

Poem-a-Day

“Take of Your Sunglasses” Ezra Furman and the Harpoons

The objective for today’s mini-lesson is to identify and discuss possible symbols in book circle books. This is a great song to get the kids ready for that. After we listen to the song, I prompt students to tackle this PAD in their groups. I ask the groups to discuss what they think the song is about, and to identify the symbols and what the symbols might represent.

Mini-Lesson

Briefly recap some of the symbols used in To Kill a Mockingbird, and their purpose. Model for students those “aha” moments, and show that you have a method for remembering them. Although students in all three of my classes are reading a total of 8 books, in each class there are only 3-6 books being read, so I share out some symbols I found and how I found them in the books that no one in that particular class is reading.

I ask students to spend 5 minutes discussing symbols they have found and what they might mean in their lit circles. Circulate to see how they do.

Active Engagement

Students work on their vlog projects, take quizzes, share poems-a-day, etc.

Closure

#getlit Circles Day 4

Day 4

Image result for luke skywalker

Poem-a-Day

“Don’t Stop Believin'” Journey

This is just for fun- we are doing Hero’s Journey today.

Mini-Lesson

Ask students to define the hero’s journey (since I worked as an 8th grade English teacher last year, I know for a fact most of the freshmen learned this last year). Listen to this story and provide this handout to re-fresh their memories.

Ask students to work in their groups to discuss how the protagonist in their #getlit books may be a hero; what point in the cycle is their character now?

Active Engagement

Students work on #getlit vlog projects, take quizzes, share poems-a-day, etc.

Closure

Make sure you are prepared for quizzes/pad, class next time!

#getlit Circles Day 3

Day 3

Poem-a-Day

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“Young Folks” Peter Bjorn and John

The kids liked this one- it’s catchy. They thought it was very “coming of age” because its about being in-between “old” and “young” and how adolescents can be very self-involved… I promise- those were their responses.

Mini-Lesson

Review expectations for class time. Let students know that there will be a form on Google classroom to fill out about group participation. This is the first day of the unit that students are working on projects- after this day, the mini-lessons kick in to eat up some of the unstructured time.

Active Engagement

Students work work work (I have never overheard so many amazing conversations between students that were self-directed. Students came to class and got into their novels immediately, without me even asking them to get them out. It was amazing. Their discussions about the poems were rich and led to some new insights about the texts. About 60 percent of students are already filming vlogs.

During this time period, I check in with each group, discuss their progress, and whats happening in the books, but honestly, they haven’t needed me much yet.

Closure

Make sure you know what your group expects of you before next class.

#getlit Circles Day 2

Day 2

Image result for chameleon changing color

Poem-a-Day

“Animal” by Miike Snow- We discussed the concept of trying to fit in, and the conflict of individual vs. society. One of the lyrics in this song is “I change shapes just to hide in this place, but I slip, I’m still an animal. Nobody knows it but me when I slip, but I slip, I’m still an animal.” Reminds me of the high school days.

Mini-Lesson

I explained to students that all their novels will involve this conflict (man vs. society) to some degree and to watch for it. I also gave students this form to fill out in their groups so they could plan their unit. I collected one form per group.

Active Engagement

Students in groups plan their units. Lots of questions came up about the logistics. By the end of the day I had to come up with these quiz requirements because students had no idea how to make a quiz up. Pretty cute, actually. Once they started turning in quizzes, I saw some pretty adorable things, like this question: “Are the sisters close to each other? Yes or No? Explain your answer with at least two pieces of evidence from the text in complete sentences.” Look at her, Englishing like that 😉

We also decided that each person who created a quiz got 100 for that quiz grade. Each student was then motivated to create at least one quiz.

Poem-a-day in groups goes just like in class. The person who chooses the poem shares it with the group and each writes connections to the novels in their notebooks. I will check notebooks at the end of the unit for 4 poem a day entries.

Closure

Collect plans- check to make sure they aren’t too ambitious or too lazy.

#getlit Circles Day 1

Day 1

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Poem-a-Day

“Upon This Tidal Wave of Young Blood” Clap Your Hands, Say Yeah!

This is a fun song, but a bit odd and also has some questionable lyrics at the end- Know your students and whether this is appropriate for them or not.

Mini-Lesson

Congratulate students on a wonderful seminar and recap some of the great thoughts they expressed. Tell them they are about to embark on another “coming-of-age” novel of their choice. I introduced the main project for the whole unit before showing them the book options.

Active Engagement

Using the board-approved books for ninth grade at our school, I created (with the help of our incredible media specialist Robin Stiles) this slideshow to give the kids an idea of their options.

Students then filled out this Google form, indicating their top four choices.

Once I had their choices, I put them into groups of 3-4 based on their personalities and work ethic, etc. Group your students appropriately.

Closure

I gave this assignment before winter break, and gave out the books. I told students they did not have to read at all during break- the project would begin the day we returned.

Side Note: Over half of the students began reading over break due to a mixture of boredom and excitement about their projects. This is the highest level of interest and engagement I have ever had in a classroom, and that’s saying a lot. I also had one student who read her entire book twice, and another student who read 7 of the final 8 novels assigned, just to see which one she liked most. This unit lends itself organically to extension for high-flyers.