Respond to one of the prompts below. Follow the directions while posting. Begin your comment with the prompt number.
1. None of the chapters in Of Mice and Men are given titles. Your mission is to create those chapter titles. Select one chapter. Then…
· Summarize the chapter using at least 3-5 sentences. (Include the actions that take place and the characters involved.)
· Choose one quote from the chapter that you feel is representative of the entire chapter. (Be sure to put a page number for your quote!)
· Creatively name the chapter based on your summary and your quote. (Titles like “Chapter 1”, “The Ranch”, and “The End” are NOT creative!)
· Write at least one sentence explaining why your title is appropriate for the chapter.
2. Classic literature is a term generally applied to written works that contain some artistic quality, enrich the human mind, have universal appeal, reveal a deep understanding of or truth about the human condition, and stand the test of time. Given this loose definition, why is Of Mice and Men considered a classic? Respond in 5+ complete sentences, and use examples from the text to support your answers.
Tuesday, September 23, 2008
Chapter 6 - Reading Strategy: Synthesize
What is Synthesis?
Guided Reading the Four Blocks Way states, “As you read, your brain synthesizes information from the words to comprehend the sentences, information from the sentences to comprehend the paragraphs, information from paragraphs to synthesize sections, and so on, as you move through the text. The text tells you some things, you drew conclusions that pulled together information you had read and what you knew from your own life experiences. As you read, you constantly accumulate information, and you keep this information in mind by subsuming smaller facts into larger generalizations. You summarize, conclude, infer, and generalize, and then you read some more, incorporate the new information, and draw even bigger conclusions” (44-45).
Synthesizing…
· is the most complex of the comprehension strategies.
· lies on a continuum of evolving thinking.
· runs the gamut from taking stock of meaning while reading to achieving new insight.
· is stopping every so often to think about what you have read. Each piece of additional information enhances your understanding and allows you to better construct meaning.
· helps your thinking evolve, perhaps leading to new insight, perhaps not, but enhancing understanding in the process.
· information integrates the words and ideas in the text with the reader’s personal thoughts and questions and gives the reader the best shot at achieving new insight.
Readers who synthesize…
· maintain a cognitive synthesis as they read. They monitor the overall meaning, important concepts, and themes in the text as they read and are aware of ways text elements fit together to create that overall meaning and theme. They use knowledge of these elements to make decisions about the overall meanin
g of a passage, chapter, or book.
· retell or summarize what they have read. They attend to the most important information and to the clarity or synthesis itself. Readers synthesize in order to better understand what they have read.
· capitalize on opportunities to share, recommend and criticize books they have read.
· may respond to text in a variety of ways; independently or in groups of other readers. These include written, oral, dramatic, and artistic responses and interpretations of text.
· are likely to extend the literal meaning of a text to the inferential level.
Guided Reading the Four Blocks Way states, “As you read, your brain synthesizes information from the words to comprehend the sentences, information from the sentences to comprehend the paragraphs, information from paragraphs to synthesize sections, and so on, as you move through the text. The text tells you some things, you drew conclusions that pulled together information you had read and what you knew from your own life experiences. As you read, you constantly accumulate information, and you keep this information in mind by subsuming smaller facts into larger generalizations. You summarize, conclude, infer, and generalize, and then you read some more, incorporate the new information, and draw even bigger conclusions” (44-45).
Synthesizing…
· is the most complex of the comprehension strategies.
· lies on a continuum of evolving thinking.
· runs the gamut from taking stock of meaning while reading to achieving new insight.
· is stopping every so often to think about what you have read. Each piece of additional information enhances your understanding and allows you to better construct meaning.
· helps your thinking evolve, perhaps leading to new insight, perhaps not, but enhancing understanding in the process.
· information integrates the words and ideas in the text with the reader’s personal thoughts and questions and gives the reader the best shot at achieving new insight.
Readers who synthesize…
· maintain a cognitive synthesis as they read. They monitor the overall meaning, important concepts, and themes in the text as they read and are aware of ways text elements fit together to create that overall meaning and theme. They use knowledge of these elements to make decisions about the overall meanin
g of a passage, chapter, or book.· retell or summarize what they have read. They attend to the most important information and to the clarity or synthesis itself. Readers synthesize in order to better understand what they have read.
· capitalize on opportunities to share, recommend and criticize books they have read.
· may respond to text in a variety of ways; independently or in groups of other readers. These include written, oral, dramatic, and artistic responses and interpretations of text.
· are likely to extend the literal meaning of a text to the inferential level.
Chapter 6 Assignment
As you finish the book, reflect on the previous chapters and the universal, timeless message this book implies.
Comment 5 - Making Inferences
Read through the questions below and use them as your purpose while reading! While you are reading and/or when you finish chapter 5 (pages 84-98), answer one of the questions by making an inference. Answer the question in 4+ complete sentences. Jot down examples and/or lines from the text to support your answers. Begin your response with the question number. (Be sure to read through all questions and your classmates' responses!)
1. Is Curley's wife really in love with her husband? Why do you think she married him in the first place?
2. What is wiped from Curley’s wife’s face at the bottom of page 92? What does this mean?
3. Why do you think Curley’s wife’s name is not given?
4. What is the importance of the following quote from page 95?
“I’ll work my month an’ I’ll take my fifty bucks an’ I’ll stay all night in some lousy cat house. Or I’ll set in some poolroom till every’body goes home. An’ then I’ll come back an’ work another month an’ I’ll have fifty bucks more.” (George)
5. Do you think the men will be able to reach their dream of owning a farm, tending to rabbits, and “livin’ off the fatta the lan’”?
6. Is George really worried that the rest of the men might think he was party to the killing or is there another reason he wants to slip back to the bunk house before the others discover the body?
1. Is Curley's wife really in love with her husband? Why do you think she married him in the first place?
2. What is wiped from Curley’s wife’s face at the bottom of page 92? What does this mean?
3. Why do you think Curley’s wife’s name is not given?
4. What is the importance of the following quote from page 95?
“I’ll work my month an’ I’ll take my fifty bucks an’ I’ll stay all night in some lousy cat house. Or I’ll set in some poolroom till every’body goes home. An’ then I’ll come back an’ work another month an’ I’ll have fifty bucks more.” (George)
5. Do you think the men will be able to reach their dream of owning a farm, tending to rabbits, and “livin’ off the fatta the lan’”?
6. Is George really worried that the rest of the men might think he was party to the killing or is there another reason he wants to slip back to the bunk house before the others discover the body?
Chapter 5 - Reading Strategy: Making Inferences
Good readers make inferences.
What, Exactly, Is an Inference?
When you make an inference, you draw a conclusion about what you read by combining what is written on the page with what your already know. You realize what the author means even though he or she did not specifically write it all down. Another way to think about it is
author’s statements + your background knowledge = Aha!
Examples –
- Diane blew out the candles and opened her gifts. (What day is it?)
- Leaves, branches, and debris covered Ron’s yard. (What probably happened?)
- After Cris bought tickets, she bought popcorn, Junior Mints, and a pop. (Where is she?)
- Phyllis forgot to set her alarm last night. (What might have happened this morning?)
Experts believe that inferring is “the bedrock of comprehension” and is what often separates readers with excellent comprehension from readers with poor comprehension. Struggling readers do not realize that, often, what the author does not say is just as important as what the author states explicitly.
Bumps in the Road
Some readers create “outlandish responses”-- inferences that are simply way off the mark. The problem is usually that these readers have relied too much on background knowledge and not enough on textual evidence. Be sure you have quality and substantial TEXTUAL EVIDENCE combined with your background knowledge to make your inference!
What You Can Do
· Make predictions and educated guesses . . . about the results of a science experiment, about how a foreign nation will react to a U.S. policy, about what will happen next in a story, about word meanings based on context, about what someone’s body language reveals.
· Pay attention to exactly which text clue(s) led you to your conclusion.
· Check your interpretations of what you read with others.
Chapter 5 Assignment
Read through the questions in the "Comment 5 - Making Inferences" post and use them as your purpose while reading! While you are reading and/or when you finish chapter 5 (pages 85-98), answer the questions by making inferences.
What, Exactly, Is an Inference?
When you make an inference, you draw a conclusion about what you read by combining what is written on the page with what your already know. You realize what the author means even though he or she did not specifically write it all down. Another way to think about it is
author’s statements + your background knowledge = Aha!
Examples –
- Diane blew out the candles and opened her gifts. (What day is it?)
- Leaves, branches, and debris covered Ron’s yard. (What probably happened?)
- After Cris bought tickets, she bought popcorn, Junior Mints, and a pop. (Where is she?)
- Phyllis forgot to set her alarm last night. (What might have happened this morning?)
Experts believe that inferring is “the bedrock of comprehension” and is what often separates readers with excellent comprehension from readers with poor comprehension. Struggling readers do not realize that, often, what the author does not say is just as important as what the author states explicitly.
Bumps in the Road
Some readers create “outlandish responses”-- inferences that are simply way off the mark. The problem is usually that these readers have relied too much on background knowledge and not enough on textual evidence. Be sure you have quality and substantial TEXTUAL EVIDENCE combined with your background knowledge to make your inference!
What You Can Do
· Make predictions and educated guesses . . . about the results of a science experiment, about how a foreign nation will react to a U.S. policy, about what will happen next in a story, about word meanings based on context, about what someone’s body language reveals.
· Pay attention to exactly which text clue(s) led you to your conclusion.
· Check your interpretations of what you read with others.
Chapter 5 Assignment
Read through the questions in the "Comment 5 - Making Inferences" post and use them as your purpose while reading! While you are reading and/or when you finish chapter 5 (pages 85-98), answer the questions by making inferences.
Monday, September 22, 2008
Comment 4 - Determining Importance
After reading chapter 4 (pages 66-83), determine importance. Think about what you have read in the book so far (not just chapter 4!) related to intolerance/prejudice, dreams/plans, and the characters.
Answer two of the questions below. First, copy down the lines from the text (include the page number!). Then, in 2+ sentences, explain why it is important to the plot, characters, etc.
- Where do you see instances of intolerance and/or prejudice?
- Where do you see dreams/plans that the characters have for their lives?
- What important information is revealed about the characters?
Answer two of the questions below. First, copy down the lines from the text (include the page number!). Then, in 2+ sentences, explain why it is important to the plot, characters, etc.
- Where do you see instances of intolerance and/or prejudice?
- Where do you see dreams/plans that the characters have for their lives?
- What important information is revealed about the characters?
Chapter 4 - Reading Strategy: Determining Importance
Good readers determine what is important in the reading.
Determining Importance Involves:
- Distinguishing between important information and interesting details to decide what to learn.
- Understanding how details help develop and support a larger topic.
- Merging purpose for reading, questions, and background knowledge to decide which information is important.
Reasons to Determine Importance
- In life, one continually makes decisions about what is important, setting priorities andselecting what must be done now and what can wait . . . what to notice on the CNN news screen, what to ignore . . . which dishes for Thanksgiving dinner to cook from scratch and which dishes to purchase already prepared at the grocery store.
- In reading, too, one must hone his or her skills of discriminating between what is important and what is not. Readers must practice making decisions about what is important in the text, not just do assignments for which the teacher has already determined what is important. The process of sifting through the information brings a deeper understanding.
What You Can Do
- As you read, pause and think about how you determine importance:
* The most important information seems to be . . .
* That is interesting, but what seems to be more important . . .
* This is important because . . .* I think the big idea here is . . .
- Give yourself a purpose for reading. For example, as you read an assignment, use small sticky notes to mark the three (or however many) points you think are most important in the piece.
- Ask what you will be expected to do with the information in your notes after you have finished reading. Will you discuss with a small group? Write a summary? Make a poster? Use the notes to review for a test?
- Compare your notes with peers’ notes and with your teacher’s ideas about what is important in the reading. Add any critical information that is missing from your notes.
- Notice the text features in the book for your course. Often the format of nonfiction text (boxed info, boldface ideas, etc.) alerts one to importance.
Chapter 4 Assignment
While reading chapter 4 (pages 66-83), determine importance. Think about what you have read in the book so far (not just chapter 4!) related to intolerance/prejudice, dreams/plans, and the characters.
Determining Importance Involves:
- Distinguishing between important information and interesting details to decide what to learn.
- Understanding how details help develop and support a larger topic.
- Merging purpose for reading, questions, and background knowledge to decide which information is important.
Reasons to Determine Importance
- In life, one continually makes decisions about what is important, setting priorities andselecting what must be done now and what can wait . . . what to notice on the CNN news screen, what to ignore . . . which dishes for Thanksgiving dinner to cook from scratch and which dishes to purchase already prepared at the grocery store.
- In reading, too, one must hone his or her skills of discriminating between what is important and what is not. Readers must practice making decisions about what is important in the text, not just do assignments for which the teacher has already determined what is important. The process of sifting through the information brings a deeper understanding.
What You Can Do
- As you read, pause and think about how you determine importance:
* The most important information seems to be . . .
* That is interesting, but what seems to be more important . . .
* This is important because . . .* I think the big idea here is . . .
- Give yourself a purpose for reading. For example, as you read an assignment, use small sticky notes to mark the three (or however many) points you think are most important in the piece.
- Ask what you will be expected to do with the information in your notes after you have finished reading. Will you discuss with a small group? Write a summary? Make a poster? Use the notes to review for a test?
- Compare your notes with peers’ notes and with your teacher’s ideas about what is important in the reading. Add any critical information that is missing from your notes.
- Notice the text features in the book for your course. Often the format of nonfiction text (boxed info, boldface ideas, etc.) alerts one to importance.
Chapter 4 Assignment
While reading chapter 4 (pages 66-83), determine importance. Think about what you have read in the book so far (not just chapter 4!) related to intolerance/prejudice, dreams/plans, and the characters.
Thursday, September 18, 2008
Reminder!
For Tuesday 9/23:
- You should be done reading the first three chapters!
- You should have comments 2 and 3 posted by 11:59 PM!
- Then, being reading chapters 4, 5, and 6!
- You should be done reading the first three chapters!
- You should have comments 2 and 3 posted by 11:59 PM!
- Then, being reading chapters 4, 5, and 6!
Comment 3 - Asking Questions
After reading chapter 3 (pages 38-65), respond to one of the questions below in 4+ sentences. Begin your post with the prompt number.
1. Identify one of your fat questions and try to answer it. Write down your question, and then in a few sentences try to answer it. Make inferences and draw conclusions based on your own experience and the information from the text. Give examples from the text to support your answer.
2. How does Slim react to the fact that George and Lennie travel together? Contrast Slim's view of their friendship from the responses of Curley and the boss?
3. What does Whit excitedly show Slim? Why is it so important to him? What does this show you about the men and the time period?
4. Before Carlson leaves with the dog, what does Slim remind him to take with him? Why does he need to do this? How does this help the reader understand the difference between Slim and some of the other men?
5. Why do you think that Slim has the power and respect that he has on the ranch?
1. Identify one of your fat questions and try to answer it. Write down your question, and then in a few sentences try to answer it. Make inferences and draw conclusions based on your own experience and the information from the text. Give examples from the text to support your answer.
2. How does Slim react to the fact that George and Lennie travel together? Contrast Slim's view of their friendship from the responses of Curley and the boss?
3. What does Whit excitedly show Slim? Why is it so important to him? What does this show you about the men and the time period?
4. Before Carlson leaves with the dog, what does Slim remind him to take with him? Why does he need to do this? How does this help the reader understand the difference between Slim and some of the other men?
5. Why do you think that Slim has the power and respect that he has on the ranch?
Chapter 3 - Reading Strategy: Asking Questions
Good readers ask questions before, after, and during the reading.
Kinds of Questions
1. “Skinny” question = has one brief, correct answer.
Ex: How many roundabouts do we have in Lawrence?
Ex: Are George and Lennie related? How?
2. “Fat” question = open-ended, causes one to ponder; elicits opinions and discussion.
Ex: How effectively and economically do roundabouts control traffic in Lawrence?
Ex: How well does the relationship between George and Lennie work?
Reasons to Ask Questions
- Doing something active while reading helps readers pay attention and remember what they read.
- Question-asking is a key life skill.
- Student-generated questions increase engagement and inform your teachers (because the teachers will have a clearer idea of what confuses and/or interests you).
- School has been a place where adults come each day and work very hard . . . and where kids watch the adults work. One step in building a culture where students carry more of the thinking load is to help them learn to ask important questions!
What You Can Do
- Think about all the different instances when you have to ask questions. Maybe you have questions when you learn a new hobby or when you are reading new material.
- Become aware of the role questions play in your daily thinking.
- Pracitce paying attention to the questions that occur to you when you read.
- Some readers might claim they have no questions at all. This probably is a sign that they are not thinking as deeply as they could about the content.
- Some readers might not be aware of all the questions they have.
Chapter 3 Assignment
Think about the questions you have. What do you wonder? Think about what questions you have before you start reading chapter 3 (pages 38-65). Maybe you will be able to answer some of them while reading this chapter! Pay attention to your questions while reading the chapter, and ask questions when you finish the chapter.
Kinds of Questions
1. “Skinny” question = has one brief, correct answer.
Ex: How many roundabouts do we have in Lawrence?
Ex: Are George and Lennie related? How?
2. “Fat” question = open-ended, causes one to ponder; elicits opinions and discussion.
Ex: How effectively and economically do roundabouts control traffic in Lawrence?
Ex: How well does the relationship between George and Lennie work?
Reasons to Ask Questions
- Doing something active while reading helps readers pay attention and remember what they read.
- Question-asking is a key life skill.
- Student-generated questions increase engagement and inform your teachers (because the teachers will have a clearer idea of what confuses and/or interests you).
- School has been a place where adults come each day and work very hard . . . and where kids watch the adults work. One step in building a culture where students carry more of the thinking load is to help them learn to ask important questions!
What You Can Do
- Think about all the different instances when you have to ask questions. Maybe you have questions when you learn a new hobby or when you are reading new material.
- Become aware of the role questions play in your daily thinking.
- Pracitce paying attention to the questions that occur to you when you read.
- Some readers might claim they have no questions at all. This probably is a sign that they are not thinking as deeply as they could about the content.
- Some readers might not be aware of all the questions they have.
Chapter 3 Assignment
Think about the questions you have. What do you wonder? Think about what questions you have before you start reading chapter 3 (pages 38-65). Maybe you will be able to answer some of them while reading this chapter! Pay attention to your questions while reading the chapter, and ask questions when you finish the chapter.
Comment 2 - Making Connections
Think about two connections you made while reading chapter 2 (pages 17-37). Follow the example located in the "comments" on this post. You will need the sentence and page number, your connection (3+ sentences), and the type of connection (text to self, text to world, text to text).
Chapter 2 - Reading Strategy: Making Connections
Good readers make connections while reading.
Kinds of Connections
1. Text to self: to own experiences and memories
2. Text to world: to facts and information about history, current events, the world
3. Text to text: to other stories, songs, TV shows, movies, etc.
Reasons to Make Connections
Making connections helps readers:
- Visualize.
- Listen to others to see how they are connecting to the text, thus enrichingeveryone’s understanding of the material.
- Read more actively—with a purpose—which reduces boredom and increasesattention.
- Remember what they read since it has become personalized.
- Ask questions.
- Relate to characters by understanding their feelings and motivations.
What You Can Do
- Create a Venn diagram to show how subject areas overlap and how they differ, or to bridge information between textbook chapters or linked novels.
- Look at the topic of study. Write the facts you know about the subject.
- Model your thinking by sharing the connections you make while reading.
- Identify similarities between subjects you study.
Example Connecting Statements
- This part reminds me of....
- I felt like...(character) when I....
- If that happened to me I would....
- This book reminds me of...(another text) because....
- I can relate to...(part of text) because one time....
- Something similar happened to me when....
Chapter 2 Assignment
While you are reading chapter 2 (pages 17-37), think about the connections you make to the text. Remember, connections can be text to self, text to world, and/or text to text.
Kinds of Connections
1. Text to self: to own experiences and memories
2. Text to world: to facts and information about history, current events, the world
3. Text to text: to other stories, songs, TV shows, movies, etc.
Reasons to Make Connections
Making connections helps readers:
- Visualize.
- Listen to others to see how they are connecting to the text, thus enrichingeveryone’s understanding of the material.
- Read more actively—with a purpose—which reduces boredom and increasesattention.
- Remember what they read since it has become personalized.
- Ask questions.
- Relate to characters by understanding their feelings and motivations.
What You Can Do
- Create a Venn diagram to show how subject areas overlap and how they differ, or to bridge information between textbook chapters or linked novels.
- Look at the topic of study. Write the facts you know about the subject.
- Model your thinking by sharing the connections you make while reading.
- Identify similarities between subjects you study.
Example Connecting Statements
- This part reminds me of....
- I felt like...(character) when I....
- If that happened to me I would....
- This book reminds me of...(another text) because....
- I can relate to...(part of text) because one time....
- Something similar happened to me when....
Chapter 2 Assignment
While you are reading chapter 2 (pages 17-37), think about the connections you make to the text. Remember, connections can be text to self, text to world, and/or text to text.
Tuesday, September 16, 2008
How do I post a comment?
At the bottom of each post, you should see the time stamp and the number of comments.
When you are ready to write your response, click on the word "comments" - it is a link!
Then, CAREFULLY follow the directions on the right side of the screen (they are also here below!).
Directions on the "leave your comment" Page
To see the prompt, click on "show original post" at the left!
1. Type your response in the “leave your comment” box. At the top of your response, please include the question number.
2. Choose "Name/URL" for your identity. You should type your first name and last initial (example - Lauren W.). Do not include your last name!
3. Click the “publish your comment” button at the bottom of the page.
4. If your posting was a success, the top of the page should read “Your comment has been saved and will be visible after blog owner approval.”
When you are ready to write your response, click on the word "comments" - it is a link!
Then, CAREFULLY follow the directions on the right side of the screen (they are also here below!).
Directions on the "leave your comment" Page
To see the prompt, click on "show original post" at the left!
1. Type your response in the “leave your comment” box. At the top of your response, please include the question number.
2. Choose "Name/URL" for your identity. You should type your first name and last initial (example - Lauren W.). Do not include your last name!
3. Click the “publish your comment” button at the bottom of the page.
4. If your posting was a success, the top of the page should read “Your comment has been saved and will be visible after blog owner approval.”
Comment 1 - Visualizing
Look back through chapter 1 (pages 1-16) and focus on information from the text that broadens your understanding by giving you images in your head (VISUALIZE!!). Respond to one of the questions below in 4+ sentences. Begin your comment with the prompt number.
(To respond, click on "comments" at the bottom of the post. Then, follow the posting directions!)
1. Describe Lennie and George’s relationship. What images help you understand their relationship?
2. How are Lennie and George different physically and mentally? What images help you understand their differences?
3. Find visual examples of how Lennie is described as childlike and/or animal-like. How does this help with your understanding of Lennie? What does this tell you about him?
4. Page 9 – “George’s hand remained outstretched imperiously. Slowly, like a terrier who doesn’t want to bring a ball to its master, Lennie approached, drew back, approached again. George snapped his fingers sharply, and at the sound Lennie laid the mouse in his hand.”
* How do these words create an image in your head? What do you picture? Is it a simile or metaphor? Why is Lennie compared to a terrier? What does this tell the reader about Lennie and George’s relationship?
5. Discuss your individual visualizations. Were than any images that deepened your understanding or connection to the characters/setting/novella/etc.?
Be sure to check back and see what your classmates had to say!
(To respond, click on "comments" at the bottom of the post. Then, follow the posting directions!)
1. Describe Lennie and George’s relationship. What images help you understand their relationship?
2. How are Lennie and George different physically and mentally? What images help you understand their differences?
3. Find visual examples of how Lennie is described as childlike and/or animal-like. How does this help with your understanding of Lennie? What does this tell you about him?
4. Page 9 – “George’s hand remained outstretched imperiously. Slowly, like a terrier who doesn’t want to bring a ball to its master, Lennie approached, drew back, approached again. George snapped his fingers sharply, and at the sound Lennie laid the mouse in his hand.”
* How do these words create an image in your head? What do you picture? Is it a simile or metaphor? Why is Lennie compared to a terrier? What does this tell the reader about Lennie and George’s relationship?
5. Discuss your individual visualizations. Were than any images that deepened your understanding or connection to the characters/setting/novella/etc.?
Be sure to check back and see what your classmates had to say!
Chapter 1 - Reading Strategy: Visualizing
Good readers visualize and use sensory imagery while reading.
What Are Sensory Images?
As you muse over a poem, read a novel, or pause over a newspaper article, a picture forms in your mind. Certain smells, tastes, sights, and sounds emerge, depending on what you are reading and what life experiences you bring to it.
Reasons to Visualize
· Visualizing is creative and makes reading fun! This ongoing creation of sensory images keeps the reader hooked on the material.
· Visualizing helps the reader personalize the information and retain the information.
· Paying attention to the “camera” in one’s head is a great way to monitor one’s own comprehension. When the camera shuts off, that is a signal that meaning has broken down and the reader needs to get back on track.
What You Can Do
· Compare “pictures” with other readers. Ask, “What do you see when you read this section?” · Draw timelines, graphic organizers, maps, cartoons, and quick impressions based on your reading. Then discuss your products with someone else.
· Point out which words in a passage help you visualize . . . point out the phrases or sentences that give you a clear image.
Chapter 1 Assignment
While reading chapter 1 (pages 1-16), VISUALIZE! Think about the imagery (definition – the language that evokes one or all of the five senses: seeing, hearing, tasting, smelling, touching).
What Are Sensory Images?
As you muse over a poem, read a novel, or pause over a newspaper article, a picture forms in your mind. Certain smells, tastes, sights, and sounds emerge, depending on what you are reading and what life experiences you bring to it.
Reasons to Visualize
· Visualizing is creative and makes reading fun! This ongoing creation of sensory images keeps the reader hooked on the material.
· Visualizing helps the reader personalize the information and retain the information.
· Paying attention to the “camera” in one’s head is a great way to monitor one’s own comprehension. When the camera shuts off, that is a signal that meaning has broken down and the reader needs to get back on track.
What You Can Do
· Compare “pictures” with other readers. Ask, “What do you see when you read this section?” · Draw timelines, graphic organizers, maps, cartoons, and quick impressions based on your reading. Then discuss your products with someone else.
· Point out which words in a passage help you visualize . . . point out the phrases or sentences that give you a clear image.
Chapter 1 Assignment
While reading chapter 1 (pages 1-16), VISUALIZE! Think about the imagery (definition – the language that evokes one or all of the five senses: seeing, hearing, tasting, smelling, touching).
Monday, September 15, 2008
Intro to blogging...
We are going to give blogging a try...
This summer, I became interested in blogging, and I think it may be an effective way for us to stay connected while reading Of Mice and Men.
Next week, we will be in the library for orientation. You will be required to read and post when you have extra time in the library and from home. I have not set aside time for you to read and post in class, so prepare to do so outside of class time.
I hope you will enjoy this blogging experience as we begin our blog together: )
Enjoy: )
This summer, I became interested in blogging, and I think it may be an effective way for us to stay connected while reading Of Mice and Men.
Next week, we will be in the library for orientation. You will be required to read and post when you have extra time in the library and from home. I have not set aside time for you to read and post in class, so prepare to do so outside of class time.
I hope you will enjoy this blogging experience as we begin our blog together: )
Enjoy: )
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