"The nonreader is mystified by the attraction of reading, having never felt it" (117)

"Unless we can persuade students that reading is a form of deep sustained pleasure, they will not choose to read; and because they will not choose to read they will not develop the skills to make them good readers" (117)

"Embracing their inner reader starts with students selecting their own books to read. This freedom is not a future, perhaps-by-spring goal for them but our first accomplishment as a class" (23)

Asset Based Approach: Repositioning educating

"I know you can do better"

"Teaching is an opportunity to respond"

The fun I have had with reading is mostly because I have had a lot of freedom with my reading. When the chapter goes into letting the students choose their own books, it wasn’t a new idea for me. It was something that was done in at least one of my English classes every year since 9th grade. I think it is common sense to let students do this. I’m not sure of anyone else, but nothing will make me not want to read something like having someone tell me to read it. I think that giving the students the option to look and choose for themselves what style of books they would like to read, making sure to include unconventional literature like poetry and graphic novels, allows them to create identities for themselves and find what they like in a story.

I’m very glad the chapter went over graphic novels because I feel like even now there is such a stigma against them, but it is truly one of my favorite styles of writing. That being said, novel’s as a whole were demonized in the 18th and 19th century because people thought they gave young girls unseemly wants. Not to mention the dime novels as mentioned in the chapter, and all of Shakespeare's plays. Old writing doesn’t mean incorruptible, and I feel like relying purely on the canon relies on old writing being the pinnacle of art. This idolizing of old, euro-centric writing gives the canon that iconic “unbearably white” glow (71). Mixing in contemporary and even old, non-euro-centric writing provides students with more view into the wide range of literature that exists.

• General overload

• Lack of instructional Agency

• Time constraints

I think the biggest worry is lacking instructional agency. I am overall very bad with authority and the idea of someone controlling how and what I teach is a struggle. And parents trying to control me as well leaves a bad taste in my mouth.

• Overarching

• Sincere

• Provocative

• Associative

• Understandable

Don't:

• Specifics

• Fishing for a specific answer

• complicated

"That's why we are reading this book together" (8).

"Reading is Thinking" (18).

• Opener

• Learning outcomes for the session

• Teaching methods (track!)

• Engagement strategies (track!)

• Formative data collection

Giving Objective::giving criteria for success

Circle Discussion(Popcorn style)

Gentle suggestions of controlling conversation

Questions, but bring in quotes

Kahoot

group poject

think write share

questions reading techniques

fist of 5

I think the essential question “What is worth risking everything for?” was really supported by the activity. The students were able to fully investigate what the question meant for them alongside The Scarlet Letter. Bringing the money aspect into it connected it to something physical for the students to connect to.

Supporting the Reading:

One interesting idea that stuck out to me is that they were having the students come together to give advice and workshop their projects together, despite it not being a group project. I think the project overall showed that the students had high-engagement, and thus, high-interest in the book. It also talked about how they had to completely re-look at how they taught classic novels, which I think is valuable for teachers to do when they see their students not engaging well with a text.

Composing in New Modes:

One of the prevalent ideas of this section was that the new mediums let the students get lost in the book. They point out that it had gotten to the point where students didn’t realize that time was up until the bell rang. This shows the effectiveness of this project.

The Fruits of Our Labors:

The results of this project shows the effectiveness of having students do something that allows them to interact with the text in a way they are not used to. It also shows that “high-interest texts” can be anything as long as it is presented in a way that engages students. Meaningful connections with books can be formed anywhere if facilitated correctly.

EQ: what would you do if you were young forever? what if there were no consequences?

LO: Themes of Dorian Gray to other books

Activity: Draw the soul of a character, stuff i sold my soul for

Frankenstein

EQ: what roles are in play when asking if an action is good or evil?

LO: Identity and actions

Activity: Psychology of the characters

Assessment: Write a paragraph about a choice and what their motives are

Pride and Prejudice

EQ: How does pride and Prejudice influence our lives?

LO: Citing Textual evidence for character assessment

Activity: Finding roasts in the book, then writing their own roasts

Great Gatsby:

EQ: Is the American dream worth chasing? What does it mean to make it?

LO: Problemitize the American dream. Understanding motive and actions. Understanding narrators.

Activity: Wealth Relativity. Story Corp. Writing from different perspectives.

• Good accommodation for group activity going unplanned.

• Collecting the exit ticket and not just letting us keep it.-- actually assessing

• nudging for deeper engagement

• Crave feedback

Question:

Polish:

• To much time in the first activity

• There was a lot of quiet, and not enough promotion and directing discussion.

• Not enough direction

Not a good way to get assessment

Put a controversial statement from the novel.

One side is yes, one is no. If they choose a side or change sides, they must explain why.

A ball is tossed/passed to decide who speaks next.

50% - Completely their choice

25% - Partial Choice

25% - No Choice

Not just in what books they want to read, but in also their responses. Are we letting the students practice autonomy?

Know the book

Read a short passage

Keep Records

Accept Help

Remember how important you are

"Getting myself excited about it."

Showing that you also have to find books, and are very busy. Imperfect teacher.

Do the work on the front end so they can do the work on the back end

Question: You mentioned having some opinions contradicary to the book, what were your major complaints about it?

Polish: I wish we did something more than discussing in our seats like at least get into a circle to do a Socratic seminar

Pros: Helps prevent manipulation

Cons: "You've just demonstrated that everything we've learned up to this point is a shame!"

Cons: Some students might not identify with the texts and find that "relating" to books is the only purpose for reading

practical icon is a type of icon that is used in language, science, and communication(letters, numbers, arrows)

pictures are designed to resemble their subject

they are public and mostly universally recognition

Mood is my reaction from their additude.

Sub critics: Problem posing, perspective taking, difference locating, or stereotype tracking.

Are there ghosts

What does reading time look like?

Interrogation of source

"Solid or Suspicious"

Lap 2: Synthesizing

Lap 3: Creation

Multiple Tools

Skills are like "building a plot", "creating an argument"