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Chris Crutcher Project Staying Fat for Sarah B rynes

Chris Crutcher Project Staying Fat for Sarah B rynes. Leandra Jones For a 10 th grade literature class with student reading levels varying from reluctant to advanced. Objectives and EALRS. Objectives:

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Chris Crutcher Project Staying Fat for Sarah B rynes

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  1. Chris Crutcher ProjectStaying Fat for Sarah Brynes Leandra Jones For a 10thgrade literature class with student reading levels varying from reluctant to advanced.

  2. Objectives and EALRS • Objectives: • 1. Analyze author Chris Cruncher’s language, style, purpose, and perspective within the book Staying Fat for Sarah Byrnes by. • 2. Apply information gained from reading and give a response and insight based on the reading. • EALRS • • Standard 2: The student understands the meaning of what is read• Area 2.3 : think critically and analyze authors’ use of language, style, purpose, and perspective• Benchmark / Grade : Benchmark 3 - Grade 10Performance Expectation : draw conclusions based on the validity and accuracy of what is readPerformance Expectation : apply information gained from reading to give a response and express insight• Standard 3: The student reads different materials for a variety of purposes• Area 3.3 : read for literary experience in a variety of forms• Benchmark / Grade : Benchmark 3 - Grade 10Performance Expectation : read, respond to, and evaluate a variety of traditional and contemporary literature (poetry, essays, short stories, novels, biographies, non-fiction narratives, plays)Performance Expectation : analyze recurring themes in literature such as human interaction, identity, conflict and struggle, and economic change.

  3. Pre-Reading • Students will be given an Anticipation Guide (see attached) to fill out prior to reading the text (Beers, 78-79). Then in a whole class discussion we would use the Anticipation Guide to facilitate a Socratic Seminar gearing students towards the hot topics within the story, what they think the story is about, and what purpose the author would have for a story like this. Example of Antication Guide Question: Direction: Circle "False" if you feel the statement is incorrect. Circle "True" if you feel the statement is correct. 1. Children are too mean to each other. True or False

  4. During Reading • Students will be assigned 5 chapters of the text per week (1 chapter a day with the weekend to catch up. Each week will focus on one of the following: • Style • Language • Purpose • Perspective Students will use the Say Something strategy to talk about the text and use it in context with the focus of the week (Beers, 105-107). Students will work in groups of 2 or 3 to discuss what they are reading and “Say Something”. Also, students will use sticky notes to “Say Something” to themselves while independent reading and will share the next day in class.

  5. After Reading • After Reading: • Students will use two different strategies post reading. First students will use “It Says, I Say, And So” graphic organizers to pick out areas in the text that reflect a question about style, language, purpose, or perspective, have them respond and show how it fits into that given category (Beers 166-170). Students will also be doing the Fishbowl strategy to discuss some of the important issues brought up in the book.

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