Independent Reading

Overview

Literature is like a mode of transportation that drives us through life. When we meet new characters and encounter different worlds along the drive, we not only learn more about others, but we also learn a little more about ourselves: who we are as humans, our place in society and the greater world. This exploration of self is especially important freshman year when the journey into adulthood truly begins. Ninth grade marks the beginning of an independent reading journey that will continue throughout the remainder of high school. Each student is required to select four novels to read, one for each quarter of the school year. The books can be fiction or nonfiction. If students choose nonfiction, they should choose from memoir, biography, autobiography, or stories about people as these books are far easier to connect with and to write about than opinion or current topic-based books.

Objectives

  • Students will read literature to better understand the human experience.
  • Students will experience and create multigenre texts to demonstrate understanding of the decisions writers must make.
  • Students will practice literature as a social interaction to enhance their articulation of ideas and thoughts.

Requirements

During the reading process, students are required to complete the following tasks each quarter:

  • Keep an up-to-date Reading log
  • Create sticky notes
  • Create four multigenre blog posts
  • Respond to exit prompts

Part I: Sticky Notes

Sticky notes provide you with the opportunity to physically interact with your book. They also act as a cheat sheet for you when it comes to writing blog posts or answering exit questions, because they tell you the important aspects of the book. There are three categories of sticky notes that you should maintain throughout the reading process:

  1. Literary elements: consider the different literary elements used throughout the novel: symbolism, point of view, motifs, conflict, imagery, tone, figurative language, etc. These literary elements are used by the author to create theme: a statement or message about what it means to be human or to be a part of society. During the reading process, create sticky notes about the various literary elements in the book. Consider the effect those devices have on the reader. In other words, answer the question: why did the author use the literary device? Also consider how the element might lend hints to what the theme of the novel is.
  • Example from The Hunger Games (pg 55): the Mockingjay Pin may be a symbol of the rebellion, but it also reminds the reader that some things in life are worth dying for. In this example freedom.

Exit Prompt Hint: the majority of the exit questions will ask you to describe in details the use of a literary element in your text and the effect it has on the reader.

  1. Plot reminders: when there are moments in the plot that you feel are important to remember as the reader, make a sticky note. Be sure to describe why the event is important. In other words, answer the question: how does this event impact the story?
  • Example from Twilight (pg 185): Bella is physically hurt by James thanks to her involvement with Edward. This event is important because it confirms Edward’s worst fear that he is bad for her. Edward has come to a crossroad in their relationship: should he remain with her despite the knowledge that she could continue to get hurt or leave her for good? Ultimately, this confrontation with James has set-up many future conflicts with Bella’s and Edward’s relationship.
  1. Reader response: Reader responses are when you feel a specific connection to the text and make a note about it; therefore, the responses are based on your own life experiences and emotions.  These types of responses will help you move beyond writing (or saying) “I really liked” or “I didn’t really like this book,” by helping you determine the why.  Why you didn’t like the book.  Why you liked that character.  It will help you write in detail about your feelings and reactions. 
  • Example from Harry Potter and the Deathly Hallows: I completely understand Harry’s frustration with Ron and his negative attitude (even though I know it is because of the horcrux). I feel that same frustration sometimes with my sister, who is also my best friend. It is frustrating when someone  you care so much about is angry and shuts you out rather than letting you help. Just like with Harry, this makes me angry in return and then makes me want to shut her out of my life. In the end, I understand we are both just letting our emotions get the best of us which is exactly what Harry and Ron are doing. So I think they will mend things sooner or later. They have been through too much together and care about each other too much not to.

Part II: Genre Blog Posts

The genre blogs posts are meant for you to become part of the novel you are reading. You are to place yourself in the story (as a character, as an event, a part of the setting, etc.) and write about it rather than simply “retell” the story to your blog readers.

Before each of your genre pieces, you must include a brief introduction paragraph that explains the piece. This introduction needs to include the name of the book and author. It also needs to describe what your piece of writing is about and what type of literary elements it demonstrates from the book. Here is an example:

I am currently reading the book Thirteen Reasons Why by Jay Asher. For my genre piece, I created a poem that demonstrates the mood and tone of the novel. Through my poem you will understand the pain and turmoil the main character lived with during high school.

Students will write four blog posts per quarter (due approximately 2 weeks apart). Students must choose a  different  genre option each time. Blog post options are divided into three categories. The wide variety of options enables each student to find their writing voice, to use their own talents and skills, and to create blog posts that represent their best thinking. In general, blog posts are to be 250-300 words long, or if the post includes visuals or is primarily a visual genre, the explanation that accompanies it must be well developed with important details from the text. An example blog post for each genre option is linked to the genre name below. Check out the examples before you commit to that type of post!

When creating a blog post, it is important to extend your ideas beyond summary of plot or description of characters. To do so, place yourself in the story. Close your eyes before you begin writing and create a movie version of the story in the your mind. Which character would you be? What do your surroundings look like? What do you see, taste, smell, hear, feel? What are your emotions? What other character do you rely on, do you fear, do you love? Now open your eyes and begin writing.

  1. Character journal: Create at least three journal entries from a character’s point of view. The journal entries should be reflections of the different conflicts the character encounters. This means the character thinks about why they acted the way they did or they consider how to get out of a predicament. The journal entries should not be used to simply summarize the events that happened in the character’s life. The entries could also ponder the character’s relationship with another character. Remember your writing needs to portray the different characteristics of the character not of you.
  2. Letter to the author: Tell the author what you liked and disliked about the story. Tell the author what you like/disliked about the writing style.  Give them specific reasons and examples (evidence from the book) from the story to support what you say. Why did you feel this way? Provide support from the book to validate  your opinions. If there are portions of the book that confused you, ask the author about it. Explain why or what confused you as the reader. Ask the author about why characters acted in certain ways, settled conflicts, wanted specific things, etc. The post needs to follow letter format with a salutation, 4-6 body paragraphs and a closing. Be sure to only sign your first name, no last names.
  3. Song: Write a song that expresses a theme or central idea from your novel. You must also write a paragraph explanation of your song.
  4. Poem: Write a poem that tells your novel’s story, depicts a character’s perspective, or expresses the theme of the book. You must also write a one paragraph explanation of your poem.
  5. Rewrite a scene: Rewrite a pivotal scene from your novel in order to better represent today’s society or high school experience. Explain why you believe this rewrite enhances the meaning of the story or changes the reading experience for the reader.
  6. Play or script: Turn a pivotal scene from your novel into a scene from a play. Be sure to include character dialogue and stage directions. Explain why you eliminated certain details that are found in the book but not in your play. How did you make those difficult decisions? What parts couldn’t be cut out? Explain why?
  7. Literary analysis: Quote a phrase or a passage from the novel that you thought was a turning point in the book. The phrase/passage could represent a change in the character, an introduction to the conflict or the resolution of the conflict.
  8. Mp3 play list: Create a list of at least five songs that represent the different aspects of your novel. For each song, describe why/how this song can be linked to the novel.
  9. Collage, drawing, photo story or book cover: Use symbolic images and quotes to visually express the themes of the novel. Your art must also contain the title and author of the book. You may create the art on the computer or on paper and scan it onto the computer.
  10. Eulogy: A eulogy is a speech given to honor a person at his or her funeral.
  11. Cartoon or comic strip: Create a comic depiction of a pivotal scene from your book.
  12. Character graph: Outline the significant events in a character’s life. Explain the causes of each event and the effect it had the character. You may include images.
  13. Web Quest: Find 10 websites a character in your book would visit or you think they should visit based on the conflicts they encounter. Hyperlink the title of the website to the actual website.  Include 2-3 sentences for each on why your character might or should visit each of the sites. The selected websites must be accessible at school in order to receive full credit.
  14. Character interview: Pretend that you have been commissioned to write the biography of one of the characters in your novel. Create a series of interview questions that you ask the character. You must also construct the character’s responses. The questions that you ask you character should regard conflict, setting, theme, etc. The responses should reflect the characterization
  15. Dear Abby: Write a newspaper column with questions from a character in the novel asking for advice.  Their problems/questions should be in keeping with how they were presented in the book. You must include your solutions/answers as Dear Abby.
  16. Student ideas: Your idea must be approved by Ms. Degenhardt.

Part III: Exit Prompts

Exit prompts will be given once a week. These prompts will ask you questions about your novel. There are two objectives for this: (1) it will ensure that you understood the lessons of the week by showing you can connect them to your novel (2) that you are actually reading your novel. For example, if we are learning how to embed textual evidence (quotes from a book) into our writing, I might ask you on Friday to create a paragraph in which you argue why your novel is better than any other book students are reading. To successfully complete this paragraph, you must embed textual evidence to support your argument. By completing this prompt you will show me you can use quotes in your writing, you have been reading your novel, and you might even convince a few of us in CE9 to read your book!