Jimmy Valentine is the main character in this story. He is a man who faces many decision that change his life and the lives of others.
As a reader, you need to draw a conclusion about this skilled safe-cracker. After doing time, he makes life choices that lead him down a familiar path.
This book report will be completed in the format of a newspaper. Use the following requirements to design and lay out your newspaper.
Place the articles and features where you think they will fit best.
All the space in your newspaper should be filled. Choose at least two of these options to include in your newspaper. Be creative when filling up the white space. Make sure these relate to the story.
Check off each requirement as it is completed.
(You received a paper copy of these requirements when you walked in the door.)
The written sections may be completed using Microsoft Word or by hand. The pictures can be drawn and colored or printed out from the computer. You can mount the sections on tagboard or construction paper.
If you are computer savvy, you may wish to complete the entire project on the computer.
Requirements: You must have each of the following sections in your newspaper.
REQUIRED ELEMENTS: MUST HAVES
Title/Name of Newspaper– it can be related to the book, your name, the name of the school…
Articles: Complete the following 2 article listed below
Summary – Write a summary of the plot that will answer who, what, when, where, and why. This article should be 2 – 3 paragraphs only. Create a catchy headline for the article. Be sure to include the title of the book somewhere in the summary or the headline.
Character Profile– Select a character from the book. Write an article that describes this character, including what he/she did and any interesting things about the character. Create a catchy headline and draw a picture that accompanies the article.
YOUR CHOICE:
Features: Select 2-4 of the features listed below to include in your newspaper
Advice Column – Pretend the main character wrote a short letter to a newspaper advice columnist seeking help with a major problem that he/she faces in the story. Create an assumed name for the character to use in his/her letter. Then, write a response from the columnist that reflects how the problem was solved.
“Wanted” Ad – Write an article that alerts the public about the danger of one of the characters in the book. Include a drawing of the character, a physical description, the character’s misdeeds, other information that is important, and the reward offered for his/her capture.
Editorial – Choose an issue related to your book and think about your opinion. Write a letter to the editor describing how you feel about the issue. Think carefully and honestly about what you want to say. Create a headline for the editorial.
Book Review – Write a review for the book you read. Explain what you liked and/or disliked about the book and support it with examples from the book. To whom would you recommend this book and why? Create a headline for the review.
Comics – Design a single comic or comic strip that illustrates something funny relating to the story. Create a title and include captions or speech bubbles that explain what’s happening.
Advertisements – Based on something that was included in the story.
Obituary (Death Notice) – Can be for a character who died in the story.
Sports – Use if there were any sporting events that were part of the story.
... Going Electronic?
...Choose Your Layout
Here are links to possible Newspaper Documents: Click each "Layout" to view.
Management of Time and Completion of Independent Tasks is an Important Learning Skill
AR Tests are due on a specific date. This date is set at the beginning of each quarter.
All students are given a month and a half, offered extensive support, and many opportunities to access computers for testing.
Here are the 11 Reasons ALL Students Have the Capacity to Complete the AR Test by the Due Date:
1. Students have 6 weeks to read a book.
2. Students books are self selected.
3. Students record a count down to the due date in their planner.
4. Students receive constant reminders throughout each week about focusing on progress.
5. Student visit the library as a class every other week giving them access to computers.
6. Students are given suggestions as to when they can go to the library.
7. Students are encouraged to complete AR tests days prior to due date to ensure preparedness.
8. Students go to the computer lab with access to testing multiple time throughout the quarter.
9. Students can request tablets during advisory to complete tasks.
10. Students receive little homework other than reading and study skills application.
11. Students' AR Projects are completed in class to free up independent reading time at home.
For these reasons, ALL students are given the opportunity to be success adhering to the required time frame.
If testing is completed on time and you receive 100% on the test, you will earn full credit toward the AR Project for the quarter. (75% Project - 25% AR Test = 100% total)
Maximize the support you're given and take action to stay on track with your independent novel study.
According to Aristotle, the rhetorical transaction consists of three basic components:
Ethos (Author/Point of View)
representing the author's ability to reveal his or her credibility in the text, demonstrates ethics
Note how the author establishes a persona
Note how the author establishes credibility
· Note any revelation of the author's credentials or personal history
Pathos (Intended Audience)
representing the author's ability to appeal to the audience through the text through the use of emotions and other methods
Note the primary audience for the text
Note the emotional appeals the author makes
Note the author's expectations of the audience
Logos (Text/Language)
representing the author's ability to reveal logic and reason in the text;
Note the claims the author makes, the exigency.
· Note the data the author provides in support of the claims.
Note the conclusions the author draws.
When reading nonfiction, note the language the author uses to establish logos, ethos, and pathos.
Annotating everything you read for the Rhetorical Appeals, also called modes of persuasion, will reveal information about the author, the author's purpose, and the author's methods of persuasion and argumentation.
This week you revisited your understanding of claim and evidence by sharing your understanding though a written response shared with four other people. Well, five really because I also saw it.
As a class we revisited the First Quarter Review page you completed last week.
This week you also received your annotation workbook that goes along with the online Collections resources we use in reading.
This 'reading journal', as I like to call it, is an essential tool in reading this quarter. Please make certain this resource is with you at all times. We began reading "My Friend Douglass" by skimming the text and discussing it. This will be continue next Monday.
You also watched a video and recorded your observations and insights online, while watching a video about a Close Reading lesson.
Remember, all writing skills and strategies you learned thus far should be applied to all written responses, including the online responses you submit.
What You're Doing Today
Today you are taking the Diagnostic English Assessment for second quarter. This will be completed online after signing up using the link and specific join code for your class.
NoREDINK is the site you will visit today and create your private account. Once your account is created you will them begin the Diagnostic Assessment. Once completed, you and I will know your results.
Each class has their own class code.
Find you class below. Copy the appropriate class code.
Then click on this link below and you will sign up by pasting the class code when it is requested on the sign-up page.
Active Reading is necessary for improved comprehension. It's a process of being highly engaged while collecting information from text and can be used with function, non-fiction, and testing situation.
Reading and talking are inputs for information. When you input more information in your brain, you expand your thoughts and create more meaning about old ideas while creating new ideas.
Annotating text is a tool to help you build your understanding.
Overview of Annotations: Only the Beginning
This, my friend, it called thinking!
The whole point of reading literature, an any other text for that matter, is to give yourself new experiences to grow your brain.
Only YOU can decide to give your attention to reading for meaningful reasons. Here's the simple three step process of reading to grow your brain...
Brain Growing Process of Active Reading
Read
Annotate
Discuss
This seems simple, an it can be, but you already know that each step can be broken down into smaller action steps, (as you will come to experience over the course of this year).
Keep working on your participation in what we do in our Learning Lab, and you will be a master at all the steps of active reading before you know it!
Literary Devices: Personification, Metaphors, and Similes
Literary Devices
are tools you can use to increase the depth of your active reading. Rather than reading literature for the sake of “hearing” a story, you can read use your
knowledge about these literary devices to help you discover a joy in reading you may have yet to experience: Literary Analysis.
This mean you read with the intention of finding meaning to the story that is deeper than the text. You look for structures and ideas that just may bring a
different meaning to the story beyond the events presented.
Before taking a look at some examples of personification, metaphors, and similes, (literary devices)click on the links in the list of memory
joggers below.
Literary Devices Memory Joggers
Review of all three literary devices. Watch the video below
Here are some examples of the listed literary devices from the story, “Drummer Boy”.
Two examples of personification:
1. “…bones of young harvested by the night and bindled around campfires” (giving the night the job of a farmer who gathers the men up in bunches like
stalks of corn and places them around the fires) p.5
2. “sun might not show its face because of what was happening here” (giving the sun emotions-shame- and choice to shine or not) p7
Many examples of metaphor
1. “Similarly strewn steel bones of their rifles” (comparing the rifles to skeletons) p5
2. “its great lunar face” (comparing the shape and color of the drum skin to the moon) p5
3. enemy army “turning slow, basting themselves with the thought of what they would do when the time came” (comparing the soldiers turning over and over in
their restless sleep as they dream of battle to something cooking over a fire on a spit turning over and over and basting or coating itself in sauces) p5
4. “a moth brushed his face, but it was a peach blossom” (comparing a moth and a blossom) p6
5. “soldiers put on their bravery with their caps” (comparing bravery or courage to an article of clothing p6
6. “There’s your cheek, fell right off the tree overhead” (comparing his fuzzy facial hair to peach fuzz ) p6
7. “bunch of wild horses on a loose rein” (comparing the wild, untrained soldiers to untamed horses) p7
8. “You are the heart of the army’ (comparing the army to one living human & Joby to a beating heart) p7
9. “they would sleep forever” (Comparing death to sleep) p7
10. “muted thunder” (comparing sound of drum to thunder) p8
Many examples of simile:
1. “…bayonets fixed like eternal lightning” (comparing the shiny, sharp knives on their guns to lightning shining in the moonlight since
the guns were hidden in the grass and the moonlight could only detect the knives) p5
2. peach pit “struck once like panic” (comparing the startling sound of the pit hitting the drum to the panic the sound created in the
boy’s imagination) p5
3. Soldiers’ whispering “was like a natural element” (comparing the combined whispering of all the soldiers to the sound of a great wind
approaching p5
3. “this drum which was worse than a toy” (comparing drum’s effectiveness as a weapon to a toy) p6
4. “him lying small here, no more than a toy himself” (comparing the small boy to a toy) p6
5. “their knees would come up in a long line down over that hill, one knee after the other, like a wave on the ocean shore” (comparing
their energetic, precision marching to waves crashing on the shore) p7
6. “waves rolling in like a well-ordered cavalry charge to the sand” (comparing march to wave) p7
7. “put steel armor on the men…blood moving fast… as if they’d put on steel” (comparing the adrenaline rush of their organized, energetic
march to steel armor) p7
Today is filled with brainwork! Read below to find out your tasks for the next 42 Minutes. (Okay, maybe longer... You know I always over plan for those big brains.
Need a memory jogger about PowerWriting? CLICK HERE
STEP 4: Evaluate and Reflect
Get the Blue Checklist From the front of the room. Use it to evaluate yourself. Revise your work if needed. Then evaluate your partner's writing using the same checklist. Revise if needed. You can resubmit before Monday if needed.
It looks like this...
STEP 5: Electronic Submission
Submit completed paragraph by clicking on the correct button below.
