Independent Reading Initiative 2019-2020 School Year
Along with reading comprehension and analyzing literature, our Language Arts classes must also rely on independent reading to assess each student’s skill level. To do so, we will independently read and analyze four short stories and one novel for the first half of the school year.
When students read and work independently, they should identify various literary terms within each piece. A list of these terms will be provided, however this list will grow when any new terms are introduced with our discussions/board notes. Together in class, we will have already demonstrated how this can be accomplished with Ray Bradbury’s “There Will Come Soft Rains.”
Therefore, once each story is discussed in class, students will be tested on information from each piece about its plot, characters, and conflicts to show they’ve read and understood the lessons, discussions, and the work we’ve completed. Prior to these assessments, students may review the plot with the teacher during student support period (SSP). Ultimately, their participation, timeliness, and work ethic is crucial to create a better student-centered learning experience.
While reviewing these works in class, students will discuss them using the QTE Method (a Socratic Seminar) to share their lingering Questions, Thoughts, and Epiphanies to encourage a deeper and more meaningful conversation about the literature.
EACH STUDENT WILL RECEIVE THEIR OWN COPY OF EACH TEXT AND MUST NOT LOSE IT!
Students may write on the provided copies of the short stories; however, they will need to use a notebook to detail their literary findings for the novel as we move forward. Each student received their own copy of the novel. They must not lose or damage this book. At the end of the unit, the novel needs returned in the same condition as when the student received it.
Short Stories:
Novel:
When students read and work independently, they should identify various literary terms within each piece. A list of these terms will be provided, however this list will grow when any new terms are introduced with our discussions/board notes. Together in class, we will have already demonstrated how this can be accomplished with Ray Bradbury’s “There Will Come Soft Rains.”
Therefore, once each story is discussed in class, students will be tested on information from each piece about its plot, characters, and conflicts to show they’ve read and understood the lessons, discussions, and the work we’ve completed. Prior to these assessments, students may review the plot with the teacher during student support period (SSP). Ultimately, their participation, timeliness, and work ethic is crucial to create a better student-centered learning experience.
While reviewing these works in class, students will discuss them using the QTE Method (a Socratic Seminar) to share their lingering Questions, Thoughts, and Epiphanies to encourage a deeper and more meaningful conversation about the literature.
EACH STUDENT WILL RECEIVE THEIR OWN COPY OF EACH TEXT AND MUST NOT LOSE IT!
Students may write on the provided copies of the short stories; however, they will need to use a notebook to detail their literary findings for the novel as we move forward. Each student received their own copy of the novel. They must not lose or damage this book. At the end of the unit, the novel needs returned in the same condition as when the student received it.
Short Stories:
- “The Pedestrian” (Ray Bradbury)
- “A Glow in the Dark” (Gary Paulsen)
- “The Landlady” (Roald Dahl)
- “The Tell-Tale Heart” (Edgar Allan Poe)
Novel:
- Chains (Laurie Halse Anderson)