Teacher resources and professional development across the curriculum

Teacher professional development and classroom resources across the curriculum

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In Search of the Novel:Teacher-TalkNovel


From: Sue Oliver (soliver@d20.co.edu)
Date: Mon Apr 17 2000 - 18:22:17 EDT

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            Is this for your advanced level classes or regular classes? Also what is
    New York in Short? That's a new one for me. Thanks for replying.
    Sue Oliver



    > Sue Oliver wrote:
    > > There was some discussion about reading aloud in class or giving class time for
    > > students to read. I heartily agree that both should be allowed. I teach 8th
    > > grade and most of my students enjoy being read to. Many of them are slow
    > > readers and find it helpful to hear the first page or so before I turn them
    > > loose to read on their own. It gives them a purpose for reading and I usually
    > > leave off in a place where they want to keep reading. They keep at it until the
    > > end of the story or chapter. This also helps slow readers to follow along with
    > > the words. They can see and hear pronunciation and listen to how a sentence
    > > should be read.
    > > I also agree that kids need time in class to read. They do have hectic
    > > schedules and appreciate (usually) what time they are given. If they misuse the
    > > time, they don't get it in the near future.
    > > One other idea. I just started a unit where I'm combining the reading of the
    > > novel with their research. I gave them a list of 12 novels from which they
    > > could choose. We have 10 of them as class sets, which I've taught before. They
    > > must choose a novel that 3 other people in class are also reading. That way
    > > they have a discussion group formed and we will meet in small groups along the
    > > way. Also they must base a research topic on that novel. For example: No
    > > Promises in the Wind by Irene Hunt. They could research teen runaways, gangs,
    > > circus professions, the Great Depression, hobos and Hoovervilles, etc. They can
    > > choose any of the 12 novels and then select what topic they'll research based on
    > > that novel. The other titles include To Kill a Mockingbird, The Iceberg Hermit
    > > (Roth), Words by Heart (Sebestyen), Woodsong (Paulsen), Call of the Wild
    > > (London), Hound of the Baskervilles (Doyle), Eva (Dickinson), Beardance (Hobbs),
    > > Summer of My German Soldier (Greene), The Last Silk Dress (Rinaldi), and Z for
    > > Zachariah (O'Brien). This gives the students a feeling that they have chosen
    > > the novel and the topic and it's not being pushed down their throats. It will
    > > also (hopefully) give a chance for quieter students to voice an opinion in a
    > > small group that they wouldn't offer in front of the whole class. We'll see.
    > > Any comments/suggestions?
    > > Sue Oliver
    > > ---------------------------------------------
    > > Academy School District Twenty 20Mail
    > Sue, I do something similar with in class reading. Currently, my
    > sophomores are working on a three segment nonfiction unit. Segment One-
    > 20 minute in class silent reading of an autobiography/biography of
    > choice (composition topic - recognizing objective or subjective point
    > and view). Segment Two - a research paper on topic of choice. We are
    > working on this through the research process in which each of six parts
    > have due dates. Segment Three - selected readings from our textbook
    > with one to two page, word processed summaries of related happenings.
    > These will be turned in as a portfolio. We started this unit last week
    > and will finish all segments May 5th. My juniors also read three
    > contemporary novels written by American authors and do each of three
    > activities - oral report/analysis, written review based on New York In
    > Short, and a detailed creative project. I also give class time for
    > silent, sustained reading. Diana.





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