Adapting Literature

Appendices

Appendix A: Virginia Standards of Learning for English and District Instructional Model

Reading

9.3 Explain the relationships between and among elements of literature: characters, plot, setting, tone, point of view, and theme.

10.3 Identify text organization and structure; identify main and supporting ideas; make predictions, draw inferences, connect prior knowledge to support reading comprehension; identify universal themes.

11.3 Discuss American literature as it reflects traditional and contemporary themes, motifs, universal characters, and genres.

Research and Writing

9.6, 10.7, 11.7 Generate, gather, plan, organize, and revise writing.

9.8 Credit the sources of quoted and paraphrased ideas.

10.11 Present information as an oral presentation and written report; use technology to access information, organize ideas, and develop writing.

District Instructional Model

The Richmond Public Schools Instructional Model includes the following components: snapshot; instructional focus; procedure and activities; class review; application; assessment; homework; and maintenance moment.

Appendix B: Technology Survey

Surveymonkey.com is one site where teachers can easily develop their own online survey. Students can submit answers and data can be easily analyzed. The free service only applies to the first ten questions, but often this is enough to generate a fruitful discussion.

I created a simple survey with the following "belief statements" on the uses of technology.

1. Technological advances make life better for everyone.
2. It would be great to have my own personal robot to take care of my needs.
3. It is dangerous to place too much faith in technology.
4. Having the latest technology is important to success.
5. The conveniences of modern technology outweigh the disadvantages.
6. Online networks (like MySpace) help develop and maintain friendships with other people.
7. If people let machines do too much for them, eventually people will no longer be able to do things for themselves.
8. It is possible for a human to love a machine.
9. Eventually, artificial intelligence will surpass human intelligence.
10. Eventually, humans and machines will merge, creating a new species.

Students must answer either "I agree" or I disagree." After collecting the data, I will facilitate an open-ended discussion on what the results might suggest. As a final activity at the end of the unit, this survey will be retaken and the new results compared and analyzed.

Appendix C: Journal

Students will maintain a double-entry journal. This assignment will help students read with the eye of a detective, uncovering possible meanings. Interacting with the text helps students slow down and pay attention to the language. This helps develop reading comprehension and analytical skills. Students can begin to appreciate the critical art (and joy) of close reading.

For each chapter of the novel, students will write one entry composed of at least four short passages. Students should graphically divide their journals so that one side of the page provides a space for interesting lines or passages taken directly from the text. The other side of the page provides space to interpret the text. I provide a guide that gives them a range of interpretive options including:

1. questioning to clarify or probe
2. reflecting on possible meanings
3. making connections to other texts, to self, and to world
4. visualizing with drawings
5. discussing literary techniques and their effects

Appendix D: Classroom Blog

Online Blogs (Web logs) provide an excellent forum for student discussion about literature. Like a traditional journal, Blogs provide an area for students to experiment with ideas and writing. As with strong classroom discourse, the teacher is a facilitator and not the focal point of the discussion. Blogs also utilize students' online literacy so many come to this activity with great enthusiasm.

Prior to initiating a Blog, discuss ground rules and have students agree that such rules are essential for fruitful dialogue. Ask students what kind of responses are not appropriate and might hinder full participation. Remind students that the goal is to have everyone participating in a conversation about the literature. The goal is not witty repartee, but in-depth examination of the text.

Blogging has become easy to implement, and there are a multitude of free sites to begin (blogger.com, wordpress.com, blog.com, etc.). A good introduction to educational use of Blogs (and Wikis) can be found at www.wikiblogedu.org.