Students must "become" a character in a novel in order to describe themselves and other characters using powerful adjectives.
Students "become" one of the major characters in a book and describe themselves and other characters, using lists of accurate, powerful adjectives.
Students compare and analyze novels and the movies adapted from them. They design new DVD covers and a related insert for the movies, reflecting their response to the movie version.
Students read AviŐs "Nothing But the Truth" and examine the First Amendment and student rights, and then decide whether the rights of the novel's protagonist, Philip, are violated.
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Students work in small groups to examine Margaret AtwoodŐs use of and observations about language in The HandmaidŐs Tale. Through this activity, students discover and articulate overarching thematic trends in the book and then can extend their observations about official or political language to examples from their own world.
Students name unnamed chapters in a novel they are reading. They discuss possible chapter names, considering accuracy, word choice, and connotation, before settling on a choice.
"The Newbery Medal was first offered in 1921 by Fredric G. Melcher as an incentive for better quality in children's books. Named after John Newbery, the famous 18th-century publisher and seller of children's books, it is now donated annually by the Melcher family and awarded by the Association for Library Service to Children, a division of the American Library Association. It is awarded to the author of the most distinguished contribution to American literature for children published during the preceding year.
From the beginning of the awarding of the Newbery Medal, committees could, and usually did, cite other books as worthy of attention. Such books were referred to as Newbery "runners-up." In 1971 the term "runners-up" was changed to "honor books." The new terminology was made retroactive so that all former runners-up are now referred to as Newbery Honor Books. These are cited here as Nominees."
This twist on readers theater has students prepare original news programs based on incidents in a recent reading, as they explore standard literary elements of character, conflict, resolution, and setting.
Students create a soundtrack for a novel that they have read, as they engage in such traditional reading strategies as predicting, visualizing, and questioning.
Make connections across genres and across cultures to engage students in the study of literary voice and themes. Comprehension skills and vocabulary also come into play, especially for English language learners, as students read a novel and related poems, then write and perform original poems related to the novel.
This resource list consists of Novel (F)/Non-Fiction (NF)/Play (P)/Movie (M) Choices for grades 10-12. It was created by the Sun West School Division ELA PLT 2020-2021.
Everyone knows that "Star Wars" character Darth Vader is a villain. This lesson asks students to explore how they know such things about heroes and villains they encounter in texts. After examining how moviemakers communicate the villainy of Darth Vader, students examine a passage from Harry Potter and the Sorcerers Stone that describes the villain Voldemort, noting how Rowling communicates details about the character. Students then read novels in small groups, with each group member tracking a character in a reading log. When they finish their novels, students design posters and present details on their novels to the class. After the presentations, students make observations on how authors develop character and write journal entries reflecting on what they learned.
Students analyze the elements of a novel in many different genres and then hyperlink these pieces together on student-constructed Websites.