August 19-23, 2019

Please check ParentVue since I have updated grades.

++++BOOK REPORT PROJECT DUE AUGUST 23++++++

AC will be working with making a connection to the text. We are currently reading Under The Royal Palms.

 

Resource has chosen their groups and are working on their topics. We should be in production mode by next week. I have created a tiny url to house all the podcasting information.

https://tinyurl.com/y648uyzm

 

 

The week of August 12th

AC reading is using Before, During and After strategies for reading this week. We will begin reading UNER THE ROYAL PALMS by the end of the week.

 

Resource has been taking and utilizing the Myers-Briggs personality test as a basis for building their podcast teams. We should be ready to begin the podcast writing and production phase next week.

The first week of school Aug. 5 -Aug.9

I will be administering the reading inventory to all students this week. I will also be working with each student to develop a goal and a plan to reach their goal.

We will have media center orientation and check out books this week.

Listed below are the book report projects and their due dates.

 

Book Report Projects and Due Dates Ms. Dycus

Please see the corresponding Grading checklist for further information.

  1. August 23 – Descriptive writing. Have each student read aloud the best example of descriptive prose found in the book he or she is currently reading. The student should write a paragraph explaining why the excerpt is a particularly good example of descriptive prose. The paragraph might include some of the adjectives the author used to set the scene.
  2. September 13 -Thumbs Up, Thumbs Down. Each student writes a review of the book he or she just finished reading — in the style of a movie review. The student concludes by awarding a thumbs up or thumbs down on the book. This activity could be even more fun if two students read the same book. They could plan a lively interaction, a la and Ebert and Roeper, about the book, which could be videotaped for all to see!
  3. October 4 – Character Trait Diagram. Each student creates a Venn diagram to illustrate similarities and differences in the traits of two of the main characters in a book just completed. (A student might elect to create a Venn diagram showing similarities and differences between the book’s main character and the student!)
  4. October 31 – Surfing the Net. Where did the story take place? When did it take place? Each student surfs the Net to find five Internet sites that others might check out before they read the book so they will know more about the book’s setting or time period.
  5. November 15 – Write a Letter to the Author. After reading a book, each student shares reactions to the book in a letter written to its author. If a student writes to an author who is still alive, you might actually mail the letter.
  6. December 6 – Sell It. Each student pretends to be a publicist for the book that’s just been read. The student writes and then delivers a 60-second speech that will persuade other students that they should read the book. Writing and speaking persuasively will be especially difficult if the student didn’t like the book. If that’s the case, the student can share that fact after completing the speech.
  7. January 7 – Create a Card Catalog. After reading a book, a student completes an index card with information about the book. The front of the card includes details such as title, author, and date published along with a two- to three-sentence synopsis of the book. On the back of the card, the student writes a paragraph critiquing the book. Students might even rate the book using a teacher-created five-star rating system. Example: A five-star book is “highly recommended; a book you can’t put down.” Completed cards are kept in a card file near the classroom bookshelf or in the school library.
  8. January 24 – Interview a Character. Each student composes six to eight questions to ask a main character in a book just completed. The student also writes the character’s response to each question. The questions and answers should provide information that shows the student read the book without giving away the most significant details.
  9. February 7 – Ten Facts. Each student creates a “Ten Facts About [book title]” sheet that lists ten facts he or she learned from reading the book. The facts, written in complete sentences, must include details the student didn’t know before reading the book.
  10. February 27 – Script It! Each student writes a movie script for a favorite scene in a book just read. At the top of the script, the student can assign real-life TV or movie stars to play each role. The student might also work with classmates to perform the favorite scene.
  11. March 13 – What Did You Learn? Each student writes a summary of what he or she learned from a book just completed. The summary might include factual information, something learned about people in general, or something the student learned about himself or herself.
  12. March 31 – In the News. Each student creates the front page of a newspaper that tells about events and characters in a book just read. The newspaper page might include weather reports, an editorial or editorial cartoon, ads, etc. The title of the newspaper should be something appropriate to the book.
  13. April 30 – Create a Comic Book. Each student can turn a book, or part of it, into a comic book, complete with comic-style illustrations and dialogue bubbles.
  14. May 14 -Character Trait Chart. Each student creates a chart with three columns. Each column is headed with the name of one of the book’s characters. As the student reads the book, he or she can keep a record of the traits each character possesses and include an incident that supports each trait.