Students report about their daily reading in a variety of increasingly sophisticated forms and make a final presentation using a format and technology tools of their choice.

• 3T-P3. Use technology tools to publish and present information with interactive features

• 6T-E1. Determine when technology is useful and select and use the appropriate tools and technology resources to solve problems

Reading: Strand 2: Comprehending Literary Text (Grades 11-12)

PO 1.  Evaluate the author’s use of literary elements:

·  theme (moral, lesson, meaning, message, view or comment on life),

·  point of view (e.g., first vs. third, limited vs. omniscient),

·  characterization (qualities, motives, actions, thoughts, dialogue, development, interactions),

·  setting (time of day or year, historical period, place, situation), and  

·  plot (exposition, major and minor conflicts, rising action, climax, falling action, and resolution).

Concepts and Generalizations

Developing reading comprehension is one of the goals of a beginner English language learner.  Therefore, students are expected to read daily and report about their reading in a variety of forms. 

Objectives

Academic: Students will create a variety of book reports that include basic literary analysis.

Technological: Students will be trained in a variety of technology tools that can be used to create a book report, and then select a tool to produce a final project.  

Pre-Requisite Technology Skills

1. Word processing.

2. Internet use. 

Materials

1. A computer with Internet access, Inspiration, Student Writing Center and Microsoft Power Point.

2. A presentation device, such as a smart board, a projector or an averkey with a TV monitor.

3. Hand outs with Daily Reading Log forms (Appendix 1.)

4. Book Blog instructions (Appendix 2.)

5. Inspiration instructions (Appendix 3.)

6. Student Writing Center instructions (Appendix 4.)

7. Microsoft Power Point instructions (Appendix 5.)

8. Materials for hand-crafted reports such as shoe or cereal boxes, brown bags, props and objects representing literary elements. 

Lesson Differentiation

          Strategies

Varied pacing; student-teacher goal setting; varied scaffolding; use of cooperation, collaboration and independence; community mentorship; explorations by interest.

          This lesson differentiates What?

·   Content: Students report about different books.  

·  Process: Students work on a report format of their choice. 

·  Product: Students create and present a product of their choice: a book blog entry; an Inspiration diagram; a Student Writing Center report; a Power Point presentation or a hand-crafted project (a shoe box diorama, a brown bag report or a cereal box book cover) that may be illustrated with images from the Internet and labeled with type-written text.    

          This lesson differentiates How?

 ·  Interest: Students select a book, a product and presentation form according to their interest and ability.  

 ·  Readiness:        RIT Range 160-170     Students with emerging literacy skills will require a tutor to help them read aloud and guide them through the project.

                            RIT Range 171-180     Students will focus on basic literary analysis and a grammatically correct report text.

                            RIT Range 181-190     Students will create a more lengthy and detailed report that includes a deeper literary analysis.

 ·  Learning Profile: Students make a choice, whether they will work independently, with a partner, with a mentor; select their working environment, their pace of work; as well as choose the report format and technology tools to use.

1. Students are instructed to read daily and take notes in the Daily Reading Log--a scaffolding form.

2. In Bellwork, students discuss elements of literature and learn the pertinent vocabulary: fiction, non-fiction, a novel, a story, a poem, a genre, adventure, historical, fantasy, comics, children's literature, the author, the title, main characters, theme, plot, settings, conflict, resolution, chapter, etc. 

3. Throughout the year, students are trained in several computer programs and applications that can be used to create a book report: Inspiration, Microsoft Power Point, Student Writing Center, Book Blog.  

4. For a final project, students select a favorite book to report about and a format of their report.  They work on the report in the lab, in the classroom and at home.  They present the final product to class or a small group.   
   

Assessment

     Students are assessed according to the following rubric.

Teacher Name:  Katherine Engel
Email:  kengel@amphi.com
Site:  Amphitheater High School
Date Submitted:  4/14/05