Final Book Reports

Hi Students!

Here are the final book reports. Unfortunately, I only received reports from six students; however, the six that I received are all excellent.

Enjoy!

And thanks again for your hard work this semester.

Alejandro's Report

A Dangerous and  Suspense  Crime  Story

Have you ever seen a crime in your real life? What would you do, if you saw a crime and  you are the witness.  Some people don’t want to involve in this situation because they know that their life will be in danger. But, in this story you will be amaze  in the intelligence, integrity, courage, and wisdom of the eleven years young boy. The story was started  when Mark, the important character in this story, witnessed  the crime which he saw , and he worked with his lawyer Reggie Love to solve this crime. This story entitled, “ The Client “ who  was written by John Grisham of Arkansas,U.S.A. The story is really  amazing and full of suspense such as, the scene that Mark discovered the murder case which the Mafia was involved.  Mark’s life  became terrible because Mafia was the powerful group on that time. Moreover, we will learn the exact meaning of the four words that the level 4 students had studied in “ The Giver,” such as intelligence, integrity, courage, and wisdom, because mark  has these four qualities that he used in this story. I would recommend this book to all students of ELI  who want to improve their knowledge about English Language. The Client is really interesting and helpful book. I learned a lot of vocabulary words and the story is really interesting and challenging. In addition , the author is one of the World’s best selling  crime writer , and The Client was his fourth book.

Chiho's Report

The Fruitcake Special

Author Frank Brennan

About girls delicate feeling and family relationship

This book is interesting. First, I can understand this main character’s feeling. She is twenty-seven years old and still can’t find a best man for her. Her aunt, Mimi, worry about her. “ ‘So soon? And you’re not married yet? Your mother was married when she was eighteen. Eighteen! And you were born when she was nineteen!” (p 8) Sometimes, parents, grandparents and aunt worry about their daughter too much. She doesn’t need worries about her marriage. Then, Aunt Mimi recommended one ‘boy’ so she lied about her partner and she used ‘fruitcake’ to attractive men. I think ever girl can understand these kinds of feeling.

Second, we can know about family connection from this book. Aunt Molly lost her husband and changed. Her sons and relatives cooperated with. “The boys never went out much with me and my parents or with our grandparents. Aunt Molly always stayed at home.” Such as, Aunt Molly don’t go out of her house, so the family managed to go her out. These days, family relationship becomes weaker and weaker. I learned that we have to cooperative and think with each other from this book.

     We can know people’s delicate feeling from this book. We can notice very important things, that is why I recommend this book.

Ikumi's Report

Book Report

      I watched a terrible short movie several days ago. The movie gave me fright, and the day after I sensed someone behind me. I don’t like ghosts that frighten me, but I don’t know why I’m curious about them. I read The Canterville Ghost and Other Stories which is written by Oscar Wilde. I enjoyed reading this stories and I wanted to read more the literary works of the author. I have two reasons of recommending of the book.

       First, this book has three short stories. If you read this book, you won’t get tired. Moreover, the first story gives the impact and interests keeping reading this book. The first story, The Canterville Ghost, is that the ghost frightened a family, and the family, especially Mr Otis, frightened the ghost as the revenge. The beginning of the story gives reader fun and reminds reader of the memories like a child. Then the story is getting serious. The ghost felt weak gradually and then Mr Otis’s daughter met the ghost. Finally, the ghost apologized for his crime and she prayed for the death of the ghost. I felt the love at the ending, and I was moving. I think that not only this story but all stories have the concept of mystery and love. You might be looking forward
      Second, this book is well worth reading because Oscar used easy, difficult, familiar, and unfamiliar words. In short, there are various words in the book. Totally, I think it’s easy to read, so I could finish in only one day. When I met the word that I didn’t know, I tried to skip and continued reading, finally I could guess and understand without looking for the meaning of the words. The book is good for the students in level 4 to spend doing what you like or refresh. In other words, it might be too easy for students in level 4. I recommend reading the book as hobby.
      In conclusion, I learned what love is from the book. Although each story is short, you might be able to enjoy reading this book. Sometimes it’s mysterious, and sometimes it’s touching. It’s easy to read it, so I recommend it.

Kazuki's Report

             The Strange Case of Dr Jekyll and Mr Hyde

     I want to recommend this book, because reading this book makes me exiting and it makes awesome imagination. It was little bit difficult to me but it was really interesting book. And also this story can be seen in a lot of movies. It is very famous and so interesting.

     There is a person who named Dr. Jekyll. Dr. Jekyll is living in London and he is a doctor’s of medicine and law. One day John Gabriel Utterson, who is a lower, watch that Mr. Hyde who is small and ugly guy often goes in and out of the house of Dr. Jekyll. He saw several times that and he thought why that guy goes in to Dr. Jekyll. Dr. Jekyll is very kind and good person, so he couldn’t understand why such a bad guy goes in to his house. However, the truth was that Dr. Jekyll and Mr. Hyde was same person. Dr. Jekyll made a medicine that can change to another person who is Mr. Hyde. Mr. Hyde is made by bad part so he is very bad person. The story goes, ordinary days Dr. Jekyll is very kind person, but in night he change to the bad guy Mr. Hyde and do bad things.

     I love these kinds of story’s that is like Dual personality. It is very interesting that two personalities in one person. But this story was not only two personalities in one person but also changes his apparent. That part made me very interested me. I want to read lest of the book after writing this. I didn’t know this story is very famous in the word until I read this book. This story is in lot of movies so I will watch this movie after I finish. 

Shinobu's Report

The prisoner of Zenda

Have you ever been same face people with you? Also, If you met him, what would you do?  This story is that Rassendyll, central character of this story, experiences a lot of things in exchange for King Rudolf who have same face with Rassendyll. I recommend this book for two reasons.

Frist, He experiences as new King in exchange for King Rudolf and fights with enemy who don’t agree with that Rudolf become King.

He and people who approve of King Rudoulf struggle with people who disagree with. They want to protect King Rudolf and their secret that Rassendyll is not real King. Ultimately, Rassendyll fight with aide of anti King Rudolf in head-to-head competition. If that is the case, can he defeat him for protecting himself and their secret?

Second, He falls in love Princess Flavia who becomes engaged to King Rudolf.

He love her but he is not Rudolf So He wonder about whether to confess that he is not Rudolf or not. This is because she do not love Rassendyll but Rudolf. He can’t stand to blow off her. If that is the case, can Rassendyll confesses the fact and his feeling and be happiness with her!?

This story has adventure, mystery and romance. I read this book for 1 day because this book is very fun. However, I can’t satisfy this end. How about you?

Yasna's Report

Fears and Disabilities: A Book for Children, Youths and Adults

A colorful robe, a carved piece of wood, and a long song save the history of a hostile community. Orphans children with artistic abilities are responsible of the maintenance of these objects, but also they have a bigger responsibility that it is to write the future. In a story full of colors, fear of the unknown, and hope of a better future, Lois Lowry makes to beat stronger the hearts of her young readers again. Gathering Blue is an excellent book for children, youths and, adults because it teaches to overcome the fears and live with disabilities.

Kira, the main character, is a two syllables orphan girl with a twisted leg. (In this community the number of syllables in the name shows how much experience or years people have). Throughout of the story, she has to face the fear many times, but she understands that it’s part of the life, “Because of fear, they made shelter and found food and grew thing. For the same reason, weapons were stored, waiting” (p. 2). However, the most horrific moment for Kira is when she discovers that Thomas the carver, the little singer Jo, and herself are the artists who will create the future. In the beginning, she is confused, but then she realizes that they can change their history and build a less hostile community.

This book also develops a topic that is not common in children books such as the life with disabilities. It is important because they can learn to do not make differences and include them in their groups. For example, when Kira born with her twisted leg, her destiny was to go to the Field of Leaving (cementery) as all the people with disabilities. However, her mom fought to keep her. Thus, when Kira found to her father -he hadn’t been killed for the beasts-, he has a disability too, now he is blind. In a conversation about their life, she told him, ““Mother said pain made me strong.” Telling him, she was no longer embarrassed, but proud, and she wanted him to be proud, too” (p. 201) and she feels she is not alone anymore because his father lives in an unknown community where most of the people have disabilities, and they live in peace. Finally, she understands that her mission is to be the painter of her community because she has the power to paint a better future for them.

If level 4 students enjoyed reading The Giver, sure they will enjoy this book of Lois Lowry. They will learn that the fear is something that all people have to face, and the disabilities are some stones in the life, but also these can hide wonderful advantages that simple people can’t see at a glance.

Speed Reading #20 Answers

These are the answers for Speed Reading #20, "Modern Art."
1. D
2. B
3. B
4. C
5. B

HW for Monday, April 30th

1. Speed Reading (#20 "Modern Art")

2. Book Report #3
**Please email to me by 5 pm~!

3. Timed Reading (p. 164-166) (optional)

*12 minutes to read and answer.
*Check answers when finished (see below)

*Timed Reading Answers:
1. C 2. A 3. C 4. D 5. C 6 C

Final Exam Giver Response Questions

The following response questions about The Giver will be included on the final exam.

1. Describe a character that you relate to in the book. What is it about this character that you like? How is this character similar to you or someone you know? What did you learn from this character?

2. Describe your favorite part of the book.  What happens? Why do you like this part of the story?

3. Explain what you will take away from The Giver. That is, which aspect of the story will you continue to think about in your own life? How did reading this story change you or your perspective on a given topic or issue? How has this story affected you personally?

Week 15 Giver Activities

1. Reading
Read chapters 22-23.

2. Discussion Topic: The Words Intelligence, Courage, Integrity, and Wisdom

• Find passages/parts of the book that represent the word you chose in week 7. In other words, when do Jonas' actions require him to have/use intelligence, courage, integrity, or wisdom.  Bring these passages to present to class. Be ready to discuss how/why the passages you chose represent your word. 
• How/Why will Jonas need these qualities  (words) after the end of the story? 

3. Week 15 Giver Response (collected)
Please answer the following questions based on your understanding of "The Giver." Please write your response in your own words; in other words, DO NOT COPY FROM THE BOOK or any other source.

• Think of an experience when you or someone you know  had/used (intelligence, courage, integrity, wisdom)? Describe your/their experience. Explain why you/they needed this word during this experience.  
• Make a  prediction about your own life: When will you need this word in your future? How will this word help you? 

4. Practice Quizzes

Quiz for Chapters 22-23

HW for Wednesday, April 25th

1. Speed Reading #19 "The Great Pretender"

2. Part of Speech Puzzle (handout from class).

3. Josh's Book Report Comprehension Questions (collected)

• Please answer the question below: 
• 1. Why does Josh recommend this book? List two reasons. 
• 2. Describe two aspects of what life was like in Montana 100 years ago. 
• 3. What is "packing?" Note that you may have to read around the word a bit to find out the meaning from the context. 
• 4. What happens to the main character (Norman Maclean) and his crew (workmates) in Hamilton.

Josh's Book Example Book Review

A Humorous Perspective on Montana’s Present Past

A one-day, 26-mile hike down a mountain without a drink of water; a dog that loves chasing down coyotes all summer long; a grizzly bear that pops out of nowhere when you least expect it; and a cook who plays the poker table as well as he handles a frying pan. What do all of these things have in common? They are but a few of the many interesting scenes, people, and animals found in Norman Maclean’s colorful story USFS 1919: The Ranger, the Cook, and a Hole in the Sky. This story comes highly recommended: reading it will surely bring a smile to your face (it's hilarious!) while at the same time you can catch a vivid glimpse of Montana’s fading but still present past.

While there are no laugh-out-loud scenes in USFS 1919, the story’s subtle but prevalent humor leaves the reader with a smile that remains for days. Take, for instance, the scene in which the protagonist, Norman Maclean, and his fellow forestry companions adamantly argue with a crew of surveyors from the U.S. Geological Survey about the naming of an unknown creek across the border in Idaho. The surveyors are unsure of whether or not they should mark the creek with its given name, “Wet Ass Creek,” given the inappropriateness of the title. Norman and his crew insist that the creek keep its original name. Having a little fun with the federal surveyors—who are, by the way, from out-of-state—Norman and his gang accurately and amusingly point out, “There are only five thousand Deer Creeks in the country. Let’s keep the America’s only Wet Ass Creek” (p. 159). The surveyors put it to a vote, and the original name wins out. Norman, who is only 17 in the story, envisions the area surrounding the creek as a new national park—Wet Ass National Park, “where all the pilgrims from Brooklyn can stop their cars in the middle of the road and let their children feed the grizzlies and vice versa” (p. 160). In the end, the joke is on Norman and his crew: when the map is published, the name is shown as “We-ta-se Creek”, bearing little resemblance to the original.

If nuanced “Montana-style” humor wasn’t enough, USFS 1919 offers a vivid view of what life was like in western Montana a little less than 100 years ago. With a multitude of traditions, characters, and scenes that describe a Montana that was shaped by mountain men, loggers, firefighters, and women who were as strong as their men, the story places the reader in a picture of a world that is rapidly vanishing but can still be seen by those with observant eyes. Importantly, the story follows the adventures of 17-year-old Norman Maclean during his last summer working as a fire lookout. Norman’s role-model in the story is Bill, the head ranger in the Bitterroot Valley, who teaches young Norman about the ancient but intricate art of “packing.” As Norman keenly observes of Bill, “with a rope, he was an artist” (p. 128). And in a world where there “were still few roads across the mountains and none across the Bitterroot Wall” (p. 129), this type of artistry was not only highly valued but also necessary for survival in the still untamed wilderness. While the art of packing is not as common now as it was in the Maclean’s story, take a trip into the roadless Bob Marshall Wilderness area just east of Missoula, as ELI teacher Lisa Willis recently did, and you will find that your guide's "packing" skills reflect a tradition that has changed little since the days when Norman and his hero, the ranger Bill, packed animals over the Bitterroot divide. Another part of the story that provides a descriptive reminder of Montana’s past is the scene in which Norman and his crew set the stage to double their money in Hamilton after collecting their summer’s pay. As stated above, the crew’s cook is as skilled at poker as he is in the kitchen; hence, the crew comes up with a plot to hustle (win against dishonestly) the rough poker-playing crowd at the Oxford, the toughest poker bar in Hamilton. The cook does indeed win all the money at the table; however, what happens next is a fight that leaves the cook hiding under the table and young Norman and his crew fighting half the town of Hamilton! While this type of scene is unlikely to occur in this day and age, if you walk on down to the Oxford in downtown Missoula (no relation to the Oxford in the story), you will find an intensely silent group of die-hard poker faces sitting around a game of “Texas Hold ‘em.” Furthermore, even today it is not uncommon to read about a bloody brawl (fight) that has taken place on the cracked concrete outside the Oxford. Indeed, it might be a better idea to observe the infamous locale from across the street!

If you enjoy learning a little about the colorful history of the place you now live,  you will find USFS 1919 to be a humorous perspective portrayed through the eyes of a young Norman Maclean. Moreover, you will find yourself in a piece of Montana’s past that is still present today. Who knows? One day you might find yourself hiking next to “We-ta-se Creek” in need of a “cincha” knot in order to make it back to your car.

HW for Monday, April 23rd

1. Write 5 questions (1 question per paragraph) about the article "Parentese." (p. 152-154) (collected)

2. Finish Act. 4 (p. 155-156)

3. Finish Act. 2 (p. 161)

4. Speed Reading #18 ("White Sands")

5. News Journal #9
To complete News Journal #9, you may choose an article from any of the sites below, or you can choose your own news site and find an article from there.

The Missoulian     BBC News      NPR News       Missoula Independent

Here are some other sites you might want to check out:

The New York Times    The Economist         The Wall Street Journal       CNN News

Week 14 Giver Activities

1. Reading

• Read chapters 20-21

2. Discussion Topic: The benefits and drawbacks of living in Jonas' community

• How did Jonas change his plans?

• How have your feelings about the Giver changed over the course of the book?

• Which memories of yours would you most hate to lose?

• How do you feel about 'release' now?  Do you think it is okay?  Is it ever okay?  (This is a debate in the US, so please respect the various opinions!)

3. Week 13 Giver Response (collected)

Please answer the following questions based on your understanding of "The Giver." Please write your response in your own words; in other words, DO NOT COPY FROM THE BOOK or any other source.

• If you lost your memory of music, describe how your life would be different.

4. Practice Quizzes 


Quiz for Chapters 20-21

HW for Wednesday, April 18th

1. Speed Reading #17 "Taekwondo"

2. Activities 11+13 (#1 and 2) (p. 150-151) (collected)
*Please write on separate paper!

3. Study the prefix and suffix chart on p. 159-160.

HW for Monday, April 16th

1. News Journal #8
To complete News Journal #8, you may choose an article from any of the sites below, or you can choose your own news site and find an article from there.

The Missoulian     BBC News      NPR News       Missoula Independent

Here are some other sites you might want to check out:

The New York Times    The Economist         The Wall Street Journal       CNN News
 
2. Speed Reading #16 "Secret Stations"

3. "If We Could Talk with Animals...." Article Activities (p. 143-148)

• Read entire article. 
• Complete SPUNKI handout from class 
• Act. 5 (p. 147)
• Act. 6 (p. 48) (collected)

4. Vocabulary  Activities

• Act. 7 (p. 148) (No dictionaries!! **Use the context to find each word; see the article on p. 143-147)
• Act. 1 (p. 158)
• Review definitions (use dictionary/internet/article context).
• Complete activity in 5 minutes. 

5. Week 14 Giver Reading

• Chapter 20-21

HW for Monday, April 9th

1. Book Report #2 (Book Jacket)

Week 13 Giver Activities (for Thurs. April 12th)

1. Reading

• Read chapters 16-19 (p. 121-151)

2. Discussion Topic: The benefits and drawbacks of living in Jonas' community

• What are benefits of living in Jonas' community? What are the drawbacks? Describe each benefit and drawback. Who benefits? Who is negatively affected?

• Do any of these benefits or drawbacks exist in your community? How would each benefit/drawback be good or bad for your community?

• Choose the three most important benefits and and three most important drawbacks. Carefully compare the two lists. Based on these two lists, would you choose to live in Jonas' communitiy? Why or why not?

3. Week 13 Giver Response (collected)

Please answer the following questions based on your understanding of "The Giver." Please write your response in your own words; in other words, DO NOT COPY FROM THE BOOK or any other source.

• If you could take one aspect of Jonas' community and give it to your own community, what would it be? Why? If you could take one thing from your community and introduce it to Jonas' community, what would it be? Why?
  
  

4. Practice Quizzes 

Quiz for Chapter 16-17

Quiz for Chapters 18-19

Week 10 Sample Giver Responses

Sample Giver responses to the week 10 questions
-Here are two strong, relevant responses to questions 1 and 2. Please look at these responses and then compare them to your own response. Do you have the same idea? Do you agree with the responses below? What makes the responses below good responses?


The Questions

• Question 1: "Seeing Beyond"
• Describe what Jonas really sees when he "sees beyond."  Give examples from the story of what he sees.  
• Question 2: "Individualism in the Community"
• Let's revisit the topic of individualism (the differences among people).  Based on what you have read so far, Is your view of individualism in the community the same as your first response (Week 4 Giver Questions)? Do you think that there is individualism in the community? Why or why not? Please use examples from the reading to support your answer.

Question 1 Responses

Student A Response: 
First he could see the apple’s color a few weeks ago. Second he could see the faces in the audience. Now he could see fiona’s hair color. …. It’s color.

Student B Response:
To see beyond is a special quality that only has the Giver and Jonas.  It is the ability to see the colors.  Jonas experience this capacity when he was playing with an apple, and suddenly this changed.  In this moment, he was able to see the red color of the apple.  Then.........he was able to see that the faces of the people changed. It is because the faces have some red tones. Finally.....he was able to see that [Fiona's] hair changed because she is redhead.

Question 2 Responses


Student A Response: 
I think there isn't individualism.  Because people can make choice only to go to Sameness.  Then, the Giver protect them from danger, to make them a choice to go to sameness.

Student B Response:
I keep thinking that people in the community don't value the individualism; actually, they feel frightened about this......Jonas and the Giver sometimes talk about Sameness.....People who live in Sameness can't do choices because the past generations decided that they would be protected to the wrong choices, so they would have a lot of rules, and everything would be exactly the same for everyone. For example, they can't choose the color of their tunics.......

HW for Wednesday, March 28th

1. Speed Reading #15 "Strange Foods"

2. Study for the Chapter 4 Quiz!!!!!

**Don't forget to bring your vocabulary journal and reading record sheet to class on Wednesday.

Week 11 Giver Activities

1. Reading

• Read chapters 14-15. 
• Read each chapter two or three times if needed. 

2. Discussion Topics


Topic 1: Rules in the Community

List the rules of the community.  Why did they have each rule? Which one was the most surprising to you?  Which one was the least surprising?

Choose one rule. Imagine that was a new rule in Missoula.  How would you feel?  How would your life change?

What is the value of rules?  How do you feel about them now?

Topic 2: Your "Giver" Word--Intelligence, Integrity, Courage, and Wisdom

Be prepared to describe what your word means (general definition).

Start looking for places in the book where your word "appears." That is, when do Jonas' actions and/or words represent your word.

3. Week 11 Giver Response (collected)
Please answer the following questions based on your understanding of "The Giver." Please write your response in your own words; in other words, DO NOT COPY FROM THE BOOK or any other source.

• If you could choose 5 memories to pass on, like the Giver passes memories on to Jonas, which ones would you choose?  Why would you choose these five?

4. Practice Quizzes 
Quiz for Chapters 14 (Questions #8-9)

Quiz for Chapter 15 (first few questions) 

Finding the Main Idea

To find the main idea, follow these steps: 

1.  Find the topic. 

2.  Read the paragraph again.

3.  Write a complete sentence that explains the most important idea about the topic.

Your main idea should include:

1.  Topic

2.  Statement that explains important idea about the topic

**Make sure your main idea is a COMPLETE SENTENCE!

I will post a main idea practice activities later this week..........(JR) 

HW for Monday, March 26th

1. Finish Topic and Main Idea Activity (p. 82-83)

• Write the topic for each paragraph. 
• Write the main idea in your own words (see post above to help on how to do this). 

2.  Timed Reading Comprehension (handout from class) 

• Reread "Looking for Work in the 21st Century"  (p. 81-83).
• Answer the questions about the article (on handout).
• Give yourself 8 minutes to complete the reading and questions. 

3. Activity 3 (p. 88)

4. Speed Reading #14 "International Baseball"

5. News Journal #7
To complete News Journal #7, go to The Missoula Independent find a story that interests you, and start your News Journal #7. Please remember to print and staple your article to your HW. 

Week 10 "Giver" Activities

1. Reading 

• Please read Chapters 12 and 13.

2. Discussion Topics


Topic 1: Jonas' Assignment
Describe The Giver. Describe Jonas' encounters with The Giver. What does The Giver "give" Jonas?  In what ways is Jonas now different from other people in the community?  How do Jonas' experiences with The Giver change your perspective on the community?


Topic 2: "Sameness" in the Community
What is it? Describe it.  Give examples of "sameness" in the community.  In what ways might "sameness" benefit the community? Can you think of any drawbacks that might result from "sameness?"


Topic 3: Your "Giver" Word--Intelligence, Integrity, Courage, and Wisdom
Be prepared to describe what your word means (general definition).

3. Week 10 Giver Response (collected)
Please answer the following questions based on your understanding of "The Giver." Please write your response in your own words; in other words, DO NOT COPY FROM THE BOOK or any other source.

• Question 1: "Seeing Beyond"
• Describe what Jonas really sees when he "sees beyond."  Give examples from the story of what he sees.  
• Question 2: "Individualism in the Community"
• Let's revisit the topic of individualism (the differences among people).  Based on what you have read so far, Is your view of individualism in the community the same as your first response (Week 4 Giver Questions)? Do you think that there is individualism in the community? Why or why not? Please use examples from the reading to support your answer.

4. Practice Quizzes 

Quiz for Chapters 11-12

Quiz for Chapters 13 (Questions #1-8)

HW for Wednesday, March 21st

1.  Act. 10, p. 79 (collected)

2. Act. 1 (p. 86)

3. Speed Reading #13 "Mystery Mansion"

HW for Monday, March 19th

1. Vocabulary Sentences (words from Act. 3, p. 73-74)

• Write one original sentence for each word. 
• Please do not copy sentences from the Internet or your dictionary. 

2. Act. 8 (p. 78)

• Reread the article (p. 75-77).
• Check your answers.

3. Act. 9 (p. 78)

4. Speed Reading #12

5. News Journal #6
To complete News Journal #6, go to NPR NEWS, find a story that interests you, and start your News Journal #6. Please remember to print and staple your article to your HW.

HW for Wednesday, March 14th

1. Speed Reading #11.

2. "Giver" Activities (see post below) (for Thursday)

Week 9 "Giver" Information

1. Reading 
-Please read Chapters 10 and 11.

2. Discussion Topics

Topic 1: Story Review for New Students (up until Chapter 11)
Who are the characters? What is the setting? What has happened in the story? Where are we right now in the story?

Topic 2: Jonas' First Day on Assignment
Describe The Giver. Describe Jonas' first encounter with The Giver. What happened during Jonas' first day? How is Jonas now different from other people in the community?  How does Jonas' initial (first) encounter with The Giver change your perspective on the community?

Topic 3: Your "Giver" Word--Intelligence, Integrity, Courage, and Wisdom
Be prepared to describe what your word means (general definition).

3. Practice Quizzes (note that you do not need to read chapter 12 until next week)

Quiz for Chapters 8-10

Quiz for Chapters 11-12


4. Sample Quiz Responses to Week 7 Giver Quiz (Quiz #3)
-Here are two strong, relevant responses to question #2. Please look over these responses and note that the authors use the first person (I, my) to describe the feelings/perspective of the character that they chose. On future quizzes, you will be expected to do the same.


The Question
Imagine you are the character who you pretended to be before, or choose a new character. Again, pretend YOU ARE that character and describe how you your feelings have changed (or stayed the same).  What is your perspective on everything that is happening? Write as many details as you can about your view right now in the story.  

Student A Response: 

I'm scared I wasn't call for my training.  I can hear that everyone are whispering about me.  Now, I'm called to the stage, she told me that I will be Receiver, I was selected for this.  I'm keeping scared i don't know what is the meaning of this, but I can understand it's a big responsibility, but I don't know if I am prepared for this.  Maybe they are wrong, I feel embarrassed to disappoint them.

Student B Response:

I'm Jonas, I was amazed because the Chief Elder and the Receiver chose me to be the next receiver and I wasn't expect that, so I hope I will change this community to the best.  But I'm afraid of the hard work I will face because that will prevent me from my family and my friends.  In the end, I'm excited to meet the receiver who choose me.

Week 8 Giver Activities

1. Reading

• Read Chapter 9

2. Written Response (collected on Thursday)

• Question #1: Find and write a definition or definitions of the word that you chose in class on Thursday.  Also, let me know if you have any questions about this word after you write your definition.  You should have chosen one of the following four words: 
• wisdom
• intelligence
• integrity
• courage
• Question #2:
• Reread the rules and instructions that Jonas receives for his assignment (p. 68-71). Answer the following question:
• Which of the eight rules surprises Jonas the most? In your opinion, why do you think this rule is so surprising to Jonas? 

HW for Wednesday, March 7th

1. Speed Reading #10, "Oil Spills"

2. SPUNKI Reading Activity for article "Banking on Poor Women" (p. 52-54) (handout from class)

3. Act. 2 (p. 63-64)

HW for Monday, March 5th

1. Speed Reading #9

2. News Journal #5
To complete News Journal #5, go to NPR NEWS, find a story that interests you, and start your News Journal #5. Please remember to print and staple your article to your HW.

Week 7 "Giver" Discussion Topics

The discussion topics for this week (week 7) have to do with Chapters 6,  7 and 8 (p. 50-64) and what we have read so far in general. Please read (and reread) Chapters 6, 7 and 8 (especially chapter 8) before Thursday's class so that you will be ready to discuss the following topics with your classmates:

Topic 1: Week 6, Chapter 6 Question Topics 
-Death and marriage in the community
-The importance of the Ceremony

Topic 2: Jonas' Assignment
-What is his assignment?
-How is it different than the other assignments?
-Why was he chosen for this assignment?
-What do you predict he will do with this assignment?

Topic 2: The Positive and Negative Aspects of Jonas' Community
Based on what you have read so far, what are some of the positive aspects of Jonas' community? What are some of the negative aspects of this community?


Chapters 6 and 7 Practice Quizzes (sorry, but chapter 8 is included in the chapters 8-10 quiz): 

Chapters 6-7 Practice Quiz

HW for Wednesday, Feb. 29th

1. Speed Reading #8, "Body Language"
2. Read Josh's book report (see post below) and answer the following questions (collected HW):

a. What is an "android"?


b. Describe the place where Josh's story takes places (happens). 


c. Who is the main character in the book? Describe him. 


d. Does this sound like an interesting book? Why or why not? 

Week 6, Chapter 6 "Giver" Questions

Hi students,

Like I said at the end of class today (Thursday), I really enjoyed reading your quiz responses.   You did a good job of pretending to be a character and imagining how that character is feeling in the story.  Keep thinking about your character because we will write a similar response in a couple of weeks. 

For Monday, Feb. 28th, I'd like you to answer the two questions below about Chapter 6. Please write your responses on a separate sheet of paper; I will collect your responses on Monday. 

1. Describe one of the following processes in Jonas' community: a) marriage OR b) death. 

In other words, try to describe how people in the community get married OR explain what the community does when someone dies. 

2. In your own words, explain why the "Ceremony" is so important in the community. Give at least 3 reasons. 

3. Extra credit (2 points)

Why are children like "Fritz" such a problem in the community? (see p. 45 to reread about "Fritz")

Homework for Monday, Feb. 27th

1. Speed Reading #7 "Jennifer Lopez"

2. News Journal #4
To complete News Journal #4, go to BBC News. Make sure to PRINT and STAPLE your article to your HW.

3. Chapter 6 "Giver" Response (collected HW: please write on separate paper and hand in on Monday)
**See blog  post above for questions

Book Report #1 Instructions and Example

When: Thursday, March 1st  

What: Please type a letter to your teacher about your book. Include the following information:

1.     What is the title of your book?

2.     Who is the author?  What do you know about the author?

3.     Have you finished the book? If not, what page are you on? If you are reading a novel, how much have you read so far?

4.     What is the SETTING (time and place) in the story?

5. Who are the main CHARACTERS (people) in the story? What are they like (describe them)?

6.     What happens in the story? Give a brief (6-10 sentence) PLOT summary.

7.     What is your favorite part of the book? Why do you like this part of the book?

8.     Should I or other students read this book? Why or why not?

Don’t forget: Please write your letter in your own words. If you gather information from other sources (i.e. Internet), please do not copy this information. Read it two or three times, put it away, and write it in your words.

Send to: joshua.rosenberger@mso.umt.edu or bring a copy to class.

Example Book Report

Dear Students,

I'd like to tell you about a very good book that I have recently finished. It's called "Do Androids Dream of Electic Sheep." In case you're wondering, an "android" is a robot (machine) that looks just like a human. The author of the book is Philip K. Dick. The book has about 250 pages. This book was so good that I finished it in one week!

The setting of the story is that of a futuristic world (approximately the year 2020) in the western United States after a great world war in which the natural environment was entirely destroyed. As a result of this war, most animals are extinct, many humans have moved to "off-world colonies" (e.g. Mars), and the few humans who are still on earth have advanced technological devices (flying cars, video phones, laser guns, etc.) but live in fear of continual nuclear pollution from the great world war.  Because there are not many real live animals, people covet (really appreciate) "pet" animals like sheep, squirrels, horses, and so on. In fact, a real horse might cost you $30,000! The most interesting aspect of the setting is that the world is inhabited by not only humans but also "androids," called "andys" in the story. "Andys" are humanoid robots who appear to be human in every way physically and intellectually. This brings us to our characters.

There are three main characters in the book. The "hero" and most important character in the story is Rick Deckard. He is a "bounty hunter." A bounty hunter is like a police officer. The job of a bounty hunter is to find and kill androids (robot humans) living on earth. Another important character in the book is Rachel Rosen. She is an android. However, she looks just like a beautiful woman, and she is smarter than most humans. The last important character is J.R. Isodore. He has a very good heart, but he is not very smart. He becomes friends with three of the androids in the story because he doesn't have any human friends.  Of all these characters, Rick Deckard is my favorite because he is  very brave, and he always seems to have good luck. He also has a lot of empathy (ability to feel for other people). In fact, towards the end of the book, he starts to realize that killing androids might be wrong.

The plot of the story is full of action and moves along quickly. Deckard is given an assignment by his supervisor to find and "retire" (kill) six androids who escaped from a colony on Mars because the androids killed quite a few humans in their escape.  What he doesn't know is that the six androids who he must kill really want to stay alive! 

Each time he finds an android, it (he/she) tries to kill him.  Soon Deckard begins to wonder whether androids, who are not metal creatures but rather beings with flesh and blood, should also have the right to live in peace rather than being killed by bounty hunters. This question is never fully answered, but it continues to make me think about the following question: If androids can think, love, and have a desire to live, should they be treated like humans?

My favorite part of the book is when Rick Deckard is taken to jail.  While he's in jail, he meets another bounty hunter who works for an android police officer (he doesn't know the police officer is an android). The police officer tells Deckard that the bounty hunter is also an android even though he isn't. In the end, the bounty hunter saves Deckard from the android police officer.

I think that level 4 students would enjoy this book. It has lots of action, and it describes a lot of interesting technology that didn't exist when the book was published (in 1968!) but that we have today. For example, in the book, people talk on video phones where you can see the person you are talking to. We have this today with technology like Skype. Finally, the book has a good message. However, if you want to know the book's message, you'll have to read the book!

Sincerely,

Your teacher, Josh

Week 6 Giver Reading

Sorry if this is a little late.

For week 6 (this week), I'd like you to read chapter 6 in "The Giver."

Tomorrow I will post questions that you will have to respond to by next Tuesday, Feb. 28th.

HW for Wednesday, Feb. 22

1. Act. 2 Vocabulary Chart (p. 41)
(only the chart!!!)

2. News Journal #3
To complete News Journal #3, go to BBC News. Make sure to PRINT and STAPLE your article to your HW.

3. Speed Reading #6

Week 5 "Giver" Discussion Questions

Hi!

I hope you have enjoyed reading "The Giver." It just keeps getting more and more interesting!

Here are the topics that we will discuss during Thursday's discussion:

Topic 1: Volunteering in Community (Chapt. 4)

Topic 2: How the Community Treats "the Old" (Chapt. 4)

Topic 3: Jonas' Dream (Chapt. 5)

Topic 4: Individualism (the entire book!)

IF you are interested in testing your knowledge on chapters 3-5, you can take this practice quiz: Practice Quiz for Chapter 3-5

Go ahead and bring your own questions about the story if you have them.

I look forward to talking to you tomorrow.


Josh

HW for Wednesday, Feb. 15th

1. Speed Reading #5 ("Tour de France")

2. Act. 7 (p. 30-31)

3. Act. 10 (p. 32)

HW for Monday, Feb. 13th

1. Speed Reading #4

2. News Journal #2
Go to the Missoulian to find an article that you are interested in. Make sure to PRINT and STAPLE your article to your HW.

3. Act. 7, #7-10 (p. 25)

Giver Update:
Please read chapters 4 and 5 by next Thursday. I will post discussion topics/questions next week.


Have a good weekend!

Topics and Main Ideas

Topics

When we read newspaper articles, short stories, academic articles in our book, paragraphs, and so on, we (should) always ask ourselves the following question:

What is this about?

When we ask ourselves this question, we are really asking ourselves,

"What is the topic of this article?"

The answer doesn't need to be a sentence. It's not an IDEA. It's just the subject that the article/paragraph is talking about.

Main Ideas

Related to the topic is the main idea of an article. With the topic, we ask, "What is this about?" On the other hand, when talking about the main idea we want identify the MOST IMPORTANT idea about the topic. Think about it: ideas are sentences. Therefore, the main idea of an article or paragraph is also always a complete sentence. Also, main ideas are not details. Main ideas need details because these details support or prove the main idea. Finally, the main idea is often (but not always) stated in a sentence or sentences in the article/articles. It is usually the first sentence, but sometimes it is the second, third, or last sentence in a paragraph.

Example

Let's look at an example from the second article we looked at in Chapter 1, "Campus Life is Changing."

1.     What’s the article about? (topic)

àTopic: Technology on campus OR changes in technology on campus 

2.     What’s the most important idea about the topic? (main idea)

àMain idea: The first sentence

3.     Supporting Details

àAll the other sentences are supporting details that explain/provide examples of how technology has changed on campus

On all college campuses, student life is very different from what it used to be because of technology—specifically, the Internet.  At most colleges, all entering first-year students receive an email address.  Dormitory rooms offer high-speed Internet access.  Computer systems are available to everyone in computer labs, the library, and student centers.  Application for classes and registration are usually now possible online.  Most schools offer entire courses online.  Many professors still have “office hours,” when students can come to talk with them about class work or ask for help.  But increasingly, students can contact professors 24 hours a day, thanks to email.  In many classes, students complete assignments and even take exams online.  Perhaps most important for both students and professors, research is now easier and faster because of the new technology.

Practice


Try these short activities to practice identifying the topic and main idea of a paragraph. Be sure to check your answers when finished!

Topic and Main Idea Practice

We will continue to discuss topics and main ideas throughout the semester.

Thanks for reading.



Sources:

Hartmann, P. & Kirn, E. (2007). Interactions 2: Reading, Silver Edition. New York, NY: McGraw Hill.

Week 4 "Giver" Response

Hi Students,

I have two questions that I would like you to answer about Chapter 3 in "The Giver." Please write your responses on a separate sheet of paper and hand it in to me on Thursday, Feb. 9th.

Question 1

We've talked about individualism (putting value on the differences among people; encouraging independent ideas and thoughts) during the past two weeks. I'd like you to reflect on the idea of individualism and the community in which Jonas and his family live.

Based on what we've read so far, do you think that people in the community value individualism? Use examples from Chapter 3 to help support your answer. If you need a hint, look at p. 23.

Question 2

We've also talked a bit about discipline (control of other people's behavior). What examples of discipline have you seen so far in "The Giver?" You can use examples from chapter 3 or other chapters (1-2) for this question.

Extra Credit (Optional!)

Why did Jonas take the apple home?

If you don't understand these questions, please let me know tomorrow (Wednesday).

Good luck!

HW for Wednesday, Feb. 8th

1. Speed Reading #3

2. The Giver (Note that this HW is for Thursday!!!!!!)

-Read Chapter 3

-Answer the questions in the post above ("Week 4 Giver Response") completely and clearly:

Discussion Questions for "The Giver" Chapters 1-2

Hi!

I hope you have enjoyed the first two chapters of our class book, "The Giver." I certainly enjoyed the first 20 pages.

Here are some topics/questions to start thinking about before tomorrow's discussion:

1. Describe the community that Jonas lives in.

2. How would you describe the people in the story?

3. What upcoming event is Jonas excited about? What happens during this event? Why is it important in the community?

4. What types of rules does the community have? Can some rules be broken? What is the punishment when someone breaks the rules in a serious way?

IF you are interested in testing your knowledge, you can take this practice quiz on chapters 1-2: Practice Quiz

Go ahead and bring your own questions about the story if you have them.

I look forward to talking to you tomorrow.


Josh

HW for Monday, Feb. 6th

1. Topic and Main Idea Activity, Paragraphs D-F (p. 14-15) (collected)

2. Act. 2 (p. 19) (use a dictionary)

3. Speed Reading #2

4. News Journal #1
Go to the Missoulian to find an article that you are interested in. Make sure to PRINT and STAPLE your article to your HW.

Have a good weekend!

HW for Wednesday, Feb. 1st

1. Act. 7 (p. 10)
**Use the following context clues:
a. punctuation
b. sentences before or after the word
c. your logic

2. Act. 8 (p. 10-11) (collected)
**Please write on separate paper.

3. Speed Reading #1
** Use the following procedure:
a. Set your watch/timer;
b. Read the article;
c. Write down your time below the article (e.g. 2 min. 45 seconds);
d. Answer the question without looking back at the article;
e. Record your time on the Reading Rate Chart given to you in class.

HW for Monday, January 30th

1. “Education: A Reflection of Society” (p. 7-8)
-Read article 2 times (or more if you like).
-Write one question for each paragraph. Questions must be related to paragraph.
-Example: What are some similarities between schools around the world?
**I will collect your questions on Monday.

2. Read your first extensive reading book.

3. For next Thursday, read chapters 1-2 (to p. 20) in "The Giver."

HW for Wednesday, January 25th

1. Reading Habits Questionnaire (from Monday's syllabus handout)
2. Please purchase your books.

Welcome to the Spring 2012 Reading and Vocabulary 4 Blog!!!!