interactive reading literature notebooks, book 2 · interactive reading literature notebooks, book...

INTERACTIVE READING LITERATURE NOTEBOOKS, BOOK 2

3 ©2015 erin cobb imlovinlit.com BOOK 2

Table of Contents Terms of Use 2

Table of Contents 3-5

Quick Notes: Before You Begin… 6

Lesson 1: Basic Story Vocabulary Completed Student Pages 7-8

Lesson 1: Basic Story Vocabulary Suggested Options & Notes/Answers 9

Lesson 1: Basic Story Vocabulary Teacher’s Instructions 10

Lesson 1: Basic Story Vocabulary Student Pages 11-16

Lesson 2: Plot Analysis Completed Student Pages 17-19

Lesson 2: Plot Analysis Suggested Options & Notes/Answers 20

Lesson 2: Plot Analysis Teacher’s Instructions 21-22

Lesson 2: Plot Analysis Student Pages 23-28

Lesson 3: Advanced Plot Techniques Completed Student Pages 29-30

Lesson 3: Advanced Plot Techniques Suggested Options & Notes/Answers 31-32

Lesson 3: Advanced Plot Techniques Teacher’s Instructions 33

Lesson 3: Advanced Plot Techniques Student Pages 34-39

Lesson 4: Conflict Completed Student Pages 40

Lesson 4: Conflict Suggested Options & Notes/Answers 41-42

Lesson 4: Conflict Teacher’s Instructions 43-44

Lesson 4: Conflict Student Pages 45-48

Lesson 5: Character Traits Completed Student Pages 49

Lesson 5: Character Traits Suggested Options & Notes/Answers 50-51

Lesson 5: Character Traits Teacher’s Instructions 52-53

Lesson 5: Character Traits Student Pages 54-58

Lesson 6: Types of Characters Completed Student Pages 59-60

Lesson 6: Types of Characters Suggested Options & Notes/Answers 61-62

Lesson 6: Types of Characters Teacher’s Instructions 63

Lesson 6: Types of Characters Student Pages 64-70



Table of Contents Lesson 7: Direct & Indirect Characterization Completed Student Pages 71

Lesson 7: Direct & Indirect Characterization Suggested Options & Notes/Answers 72-73

Lesson 7: Direct & Indirect Characterization Teacher’s Instructions 74-75

Lesson 7: Direct & Indirect Characterization Student Pages 76-80

Lesson 8: Point of View Completed Student Pages 81-82

Lesson 8: Point of View Suggested Options & Notes/Answers 83

Lesson 8: Point of View Teacher’s Instructions 84-85

Lesson 8: Point of View Student Pages 86-88

Lesson 9: Theme Completed Student Pages 89

Lesson 9: Theme Suggested Options & Notes/Answers 90

Lesson 9: Theme Teacher’s Instructions 91

Lesson 9: Theme Student Pages 92-96

Lesson 10: Mood & Tone Completed Student Pages 97

Lesson 10: Mood & Tone Suggested Options & Notes/Answers 98

Lesson 10: Mood & Tone Teacher’s Instructions 99-100

Lesson 10: Mood & Tone Student Pages 101-103

Lesson 11: Denotation & Connotation Completed Student Pages 104

Lesson 11: Denotation & Connotation Suggested Options & Notes/Answers 105

Lesson 11: Denotation & Connotation Teacher’s Instructions 106

Lesson 11: Denotation & Connotation Student Pages 107-110

Lesson 12: Imagery Completed Student Pages 111-113

Lesson 12: Imagery Suggested Options & Notes/Answers 114

Lesson 12: Imagery Teacher’s Instructions 115-116

Lesson 12: Imagery Student Pages 117-121



Table of Contents Lesson 13: Symbolism Completed Student Pages 122-123

Lesson 13: Symbolism Suggested Options & Notes/Answers 124

Lesson 13: Symbolism Teacher’s Instructions 125

Lesson 13: Symbolism Student Pages 126-127

Lesson 14: Irony Completed Student Pages 128

Lesson 14: Irony Suggested Options & Notes/Answers 129

Lesson 14: Irony Teacher’s Instructions 130

Lesson 14: Irony Student Pages 131-132

Lesson 15: Drama Completed Student Pages 133-135

Lesson 15: Drama Suggested Options & Notes/Answers 136

Lesson 15: Drama Teacher’s Instructions 137

Lesson 15: Drama Student Pages 138-142

Lesson 16: Figurative Language Completed Student Pages 143

Lesson 16: Figurative Language Suggested Options & Notes/Answers 144

Lesson 16: Figurative Language Teacher’s Instructions 145

Lesson 16: Figurative Language Student Pages 146-152

Lesson 17: Fiction Genres Completed Student Pages 153

Lesson 17: Fiction Genres Suggested Options & Notes/Answers 154-155

Lesson 17: Fiction Genres Teacher’s Instructions 156-157

Lesson 17: Fiction Genres Student Pages 158-160

Lesson 18: Folktales Completed Student Pages 161-162

Lesson 18: Folktales Suggested Options & Notes/Answers 163-164

Lesson 18: Folktales Teacher’s Instructions 165-166

Lesson 18: Folktales Student Pages 167-174

Getting Started Guide for Interactive Notebooks 175-178

Common Core Alignment 179-180

Additional Credits 181



Lesson 4: Conflict



Lesson 4: Conflict

Use this template for writing the definitions in the middle column and examples in the right column.

Suggested Options & Notes/Answers

Use this template for more flexibility - for writing definitions /examples both or only one in the space after cutting out and gluing the pics on the left side into the template.

Notes: Man vs. Self (internal) *a struggle between a character and his feelings, conscience, or fear Ex – Tina can’t decide whether she wants to play soccer or volleyball. Man vs. Man (external) *a struggle, mental or physical, between two characters *other character may be the antagonist Ex – Faith is posting very cruel comments about Sarah online. Man vs. Nature (external) *a struggle between a character and mother nature *mother nature = weather, animals, insects, sickness, epidemics Ex – The Titanic sinks in the Atlantic Ocean after striking an iceberg. Man vs. Society (external) *a struggle between a character and the laws or beliefs of a group *could involve poverty, politics, social norms, expectations, or values Ex – Jake breaks his curfew and comes home an hour late.



Lesson 4: Conflict

Use this for analyzing conflict in any story. You can use it for one story as shown here.


Answers for Conflict in Seventh Grade: Man vs. Man – Victor pleads with his eyes to Mr. Beuller to keep his secret. Man vs. Society – Victor lies about knowing French / pretends to speak French. Man vs. Self – Victor wants to impress Theresa because he has a crush on her. Man vs. Nature – Victor’s hands sweat and his face blushes.

You can also save this in the notebook and use it for multiple stories when using post it notes. Simply refer back to this when you find a good example in something you read and add a post it note for it. Stack the post it notes on top of one another in the correct space.



Lesson 4: Conflict Purpose: Define and explain conflict. Differentiate between internal and external conflict. Determine the type of conflict in a story. Describe the conflict in a story.

Technology/Resources: *NOTE* Copy and paste links into web browser if clicking does not work. “Seventh Grade” excerpt or short story by Gary Soto PDF: http://www.mychandlerschools.org/cms/lib6/AZ01001175/Centricity/Domain/4481/7th%20Grade%20pg%203.pdf Backup Download Link: https://goo.gl/pnLcid

Procedures for Activity 1: 1.  Color and cut out the pieces of the template – there are two

separate pieces as shown on the right. 2.  Fold the “External Conflict” tab forward and put glue dots on

the tab only. 3.  Glue the tab near the top of the page so that it swings open. 4.  Fold the “Internal Conflict” tab forward and put glue dots on

this tab only. 5.  Slide it under the external conflicts piece as shown on the

right so that when the external conflict piece is down you only see the tab at the bottom but not the row for Man vs. Self.

6.  Glue the tab down as shown. 7.  Write the notes for each conflict tpye in the template. Notes

are included on the Suggested Options/Notes page.



Lesson 8: Point of View



Lesson 8: Point of View Option WITHOUT Examples




Notes for Point of View Foldable: Point of View – the standpoint from which a story is told First Person Point of View – told from the viewpoint of one of the characters using the pronouns “I” and “we” Third Person Limited Point of View – the narrator is an outside observer that focuses on the thoughts and feelings of only one character Third Person Omniscient Point of View – the narrator is an outside observer who can tell us the thoughts and feelings of all of the characters in a story Third Person Objective Point of View – the narrator reports the facts as a seemingly neutral and impersonal outside observer

Answers for Point of View Examples: First Person: As I approached the entrance to the high school, I was suddenly nervous. I had been looking forward to the 9th grade all summer. Why was I freaking out?

Third Person Limited: Aiden stared at his test paper, panicking. He regretted that he hadn’t read the book. He thought about what his parents would say. All around him, other students were writing quickly.

Third Person Objective: The three boys walked down the street in a single line. They did not speak to each other. They stared straight ahead.

Third Person Omniscient: Mia and Destiny climbed onto the bus, excited for the game. Destiny was feeling confident after the last game, while Mia hoped all her practice would pay off.

Suggested Options & Notes/Answers Use this top template to write the definitions for each type of point of view under the porthole. OR Use this template as the top layer when also using the bottom right template as the bottom layer.



Lesson 8: Point of View Purpose: Describe the point of view types: first person, third person objective, third person limited, and third person omniscient. Determine the point of view of a short excerpt.

Technology/Resources: all included

Procedures for Option 1 (without examples): 1.  Color and cut out the porthole templates. 2.  Fold forward the side tabs and glue each tab down onto the notebook page. 3.  Lift each tab and write the definition for each point of view type onto the

notebook paper.

Procedures for Option 2 (with examples): 1.  Color and cut out the porthole templates. 2.  Glue each paragraph porthole onto the page – you’re not making tabs, simply

gluing the whole piece down. 3.  Fold the side tab in at the dotted line on all porthole covers. 4.  It is easier if you write the definition for each point of view on the back of the

porthole before gluing it down – this also gives you an opportunity to discuss it with your students before deciding which goes where.

5.  Read each excerpt and decide what the point of view is based on information in the excerpt only. Then, glue the appropriate porthole on top.

(photos shown on next page)




Point of View




Point of View

The three boys walked down the street in a single line. They did not speak to

each other. They stared straight ahead.

As I approached the entrance to the high school, I was suddenly

nervous. I had been looking forward to the 9th grade all

summer. Why was I freaking out?

Aiden stared at his test paper, panicking. He

regretted that he hadn’t read the book. He thought about what his parents would say.

All around him, other students were writing

quickly.

Mia and Destiny climbed onto the bus,

excited for the game. Destiny was feeling confident after the

last game, while Mia hoped all her practice would

pay off.




Point of View


161 ©2015 erin cobb imlovinlit.com

Lesson 18: Folktales




Sort these cards into pockets based on the type of folktale.

For extra challenge, have students write on the back of each card the specific characteristics that prove the type of folktale.

For example: - includes royalty (princess) - good vs. evil


tall tale

tall tale

fable

legend

fairytale

©2015 erin cobb imlovinlit.com

INTERACTIVE READING LITERATURE NOTEBOOKS, BOOK 2 Lesson 18: Folktales

Paul Bunyan’s clothing was so large, he used wagon wheels for buttons. He ate at least forty bowls of porridge for breakfast every day, and when he snored, he would pull the clouds out of the sky.

Davy Crocket was married to a lady named Sally Ann Thunder. Sally Ann talked so fast that people would have to ride a mile ahead of her to figure out what she said. When ladies started to wear their hair up in a style that looked like a bee-hive, Sally Ann saved time and just popped a real bee hive on her head, bees and all!

Medusa was a beautiful woman who the Greek God Poseidon fell in love with. When she refused Poseidon’s advances, he turned her sisters into hideous monsters of the sea. Medusa’s hair was changed to a nest of snakes, but Poseidon allowed her to keep her beautiful face. Anyone who looked at her face was immediately turned to stone so that she could never love another man.

One day, a hungry fox noticed a crow nibbling on a tasty piece of cheese. The fox approached the crow and said, “Oh beautiful crow, I have heard the legend of your wonderful singing voice. Will you grace me with a song?” The crow opened her mouth and the cheese fell from her beak. The fox snatched it up. The moral of the story is: Never trust flattery!

Once upon a time, a beautiful princess announced to her parents, the king and the queen, that she intended to renounce her throne and all its riches to marry a poor shepherd boy she’d met a few days earlier. The king summoned his magical advisor to ask for his help.

In the 1830’s, George Crum, a boy in Saratoga Springs, hates school because of racial discrimination. Crum is a biracial American whose parents were Native American and African American. He enjoys cooking and pleasing others. One day, while trying to satisfy a friend who liked his fried potatoes extra crispy, Crum invented the potato chip.

Folktales

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©2015 erin cobb imlovinlit.com

INTERACTIVE READING LITERATURE NOTEBOOKS, BOOK 2 Lesson 18: Folktales

In the fourteenth century, a Swiss man named William Tell led a revolt against Australian rulers who sought to oppress his nation. When he refused to kneel in front of the Austrian governor, an apple was placed on his son’s head, and he was ordered to shoot it off with an arrow or see his son executed. With a steady hand, Tell successfully shot the apple, leaving his son unharmed.

In a kingdom deep in the mountains, a little girl grew into a beautiful princess. It was decided by her father, the king, that it was time for her to be married. He invited all of the princes from all of the surrounding kingdoms to come to meet his daughter. The princes arrived, bringing magical gifts and treasures.

The earth began as a great floating island surrounded by the oceans. It hangs from the sky by chords attached to the heavens. The island was created by Dayuni’si, a little water beetle. The little creature could skittle over the water but found no place to rest. So, he dove to the bottom of the sea, bringing up soft mud, handful by handful, and through his efforts, built the earth. (Hopi Indian)

One day, a thirsty crow spotted a pitcher of water. He swooped down and stuck his beak into the mouth of the pitcher, but he could not reach the water. He tried and tried to reach the water, but it was no use. The crow flew off and gathered pebbles from the shore and dropped them one by one into the pitcher, causing the water to rise. When the water was high enough, the crow drank his fill and flew away. Ingenuity is often a better solution than strength.

Folktales

174

Why should I use interactive notebooks when I’m already struggling to fit everything into my day?

Interactive notebooks should not be another thing added to your day on top of what you are already doing. Instead, change what you are already doing to accommodate interactive notebooks. As a middle school teacher, I was already having my students take notes into their notebooks anytime I taught new content (such as what is included in this packet). Interactive notebooking took the place of my giving notes. I consider the time it takes my students to construct their interactive notes as part of my explicit instruction time. And it is so much more meaningful than a lecture!

When students construct these 3D graphic organizers and then put the information they are learning into them, they are making connections and organizing these topics in their brains in a different and more meaningful way than they would be if I were simply lecturing this material or if they were simply taking notes. Furthermore, most of my interactive notes are organized in a way that students can study them like flashcards without having to go through the trouble of writing out flashcards.

Do I have to use composition notebooks?

Although teachers have successfully used spiral notebooks for interactive notebooking, composition books are truly better. They are more durable, less likely to fall apart, and the pages are far less likely to get torn out.

I first decided to use interactive notebooks after a summer workshop when school supplies had already been ordered. Since I have about 150 students, my school (mandates that students purchase pre-packaged supplies) had already purchased 150 Five Star spiral 3-subject notebooks for me. No way was I getting composition notebooks on top of that! So I waited for them to go on sale at Wal-Mart and Target for $0.50 each and slowly purchased 150 of them, about 40 at a time. Some were also purchased (in limited quantities) at Big Lots and Walgreens for as low as $0.20.

Now, you can still implement interactive 3d graphic organizers without ever putting them into a notebook if this works better for you. One teacher I met makes lapbooks for each of her social studies units. After she grades them and shows students their grades, she collects the unit lapbooks and files them. Then, she hands them all back before state testing so that students can study. If you’re interested in compiling these into lapbooks, here’s a great tutorial on constructing lapbooks:

http://www.youtube.com/watch?v=t1inXbba3cg

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©2015 erin cobb imlovinlit.com BOOK 2

Interactive Notebooks ~ Getting Started Guide

Does the type of glue really matter?

Absolutely! You definitely need to use Elmer’s school glue when gluing items into your interactive notebooks. Many students may purchase and use the glue sticks, but these are definitely not recommended for interactive notebooking. Yes, they’re more convenient and less messy, but they will not bond the paper permanently. I always tell my students that we use liquid glue because it will stick “forever.”

Not only does the type of glue matter, but the method of gluing matters also. Here’s a tip I learned at a workshop: NO TOASTER STRUDELING! You know what I’m talking about, and your kids will LOVE this analogy. I even begin by putting an image of a yummy cream cheese toaster strudel up on my SmartBoard and asking my students if they’ve ever eaten one. Most of them have. Do you like putting on the icing? Most students will say it’s their favorite part! Well, you will NOT be toaster strudeling in my classroom! This analogy really works for reminding students of the correct method of gluing items into interactive notebooks. Toaster strudeling will result in wavy pages and huge, sticky messes. So what’s the proper way to glue? Use small dots (I call them baby dots) spread about 1 inch apart. That’s it! The phrases I use with my students are “just a dot, not a lot” and “baby dots” and of course “NO toaster strudeling!”

How should I organize my interactive notebooks?

Before interactive notebooks, my students’ literature notebooks were a nightmare! Now, instead of students having a hodge-podge spiral notebook that contains many random things (and notes here and there), they have an organized reference book of everything I’ve taught them that makes it easy to study now and easy to save for future reference.

When you begin using your interactive notebooks, be sure to leave about 3 blank pages at the beginning for your table of contents. Every time you make another entry, log it in your table of contents. What a great real-world lesson on this text feature! Here is an example of what one page of the table of contents looked like for my 7th grade notebook.

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In what order should I teach the concepts in the Interactive Reading Informational Text Notebooks packet?

These lessons can be taught in any order or sequence that fits your classroom and the skills that you teach! You can skip some skills, dig into others more deeply, and mix and match them as you see fit. Take what works for you and modify it to fit your own classroom needs.

Furthermore, if you look closely at the table of contents, you will see that not everything in my students’ interactive notebook is content. I also have students glue in their AR goals, records, and even instructions that I don’t want them to lose, such as how to access my Quizlet site.

You recommend Youtube video clips, but my school blocks Youtube on our network.

There are a couple of ways around that. First, you can create SafeShare.tv links from home by visiting http://safeshare.tv and entering in the Youtube video link I have provided. This will produce an ad-free (and comment-free!) video page that many schools allow on their network.

The second option and the option I use is http://www.savetube.com. You might be required to update your java, but after that you will be able to enter a Youtube video link and then download a .mp4 file (Mac) or a .wmv file (Windows) that you can bring to school on a flash drive, network drive, or stash in your Google drive. I like using this method because I can keep the video clips saved for next year, but it does require a level of technical proficiency and some users struggle with it.

*IMPORTANT* Links in a PDF do not always work correctly. If you receive an error when clicking a link, try copying and pasting the link instead of clicking it.

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Do I need separate composition notebooks for poetry, reading literature, reading informational text, grammar, and/or writing?

NO! My students keep all of their ELA interactive activities in ONE notebook. I can imagine that using multiple notebooks would create a nightmare of having the right notebook at the right time and gluing the wrong template into the wrong notebook. I have come a little close, but I have never filled an entire composition notebook. If we happened to fill one, I guess we’d just get new notebooks and start over, keeping the old ones around for reference! As long as we‘re logging what we’re doing in the Table of Contents, it will be easy enough to find what we need, even if it IS all in one notebook.

What about Bell Ringers and/or daily writing entries? Do you put those into the interactive notebook?

NO WAY! I never have my students “stick” random things into their precious interactive notebooks. These notebooks are sacred and no kind of daily work or jargon goes in there. Everything we put into our notebooks is useful in some way. I put things into the notebook that we will need to refer back to at some point, to help recall information, and as a record of the concepts, skills, and strategies we’ve learned. Don’t junk up that notebook! I have another place for daily activities and free-write stuff.

Still have questions? There are dozens more questions and answers online. Please check my online FAQ at http://imlovinlit.blogspot.com/2014/07/interactive-notebooks-faq.html

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Common Core Alignment

Lesson/Topic 5th

grade 6th

grade 7th

grade 8th

grade 9th grade

1. Story Vocabulary RL.5.2 RL.5.3

RL.6.5 RL.7.3 RL.8.3 RL.9-10.2

2. Plot Analysis RL.5.2 RL.5.3

RL.6.5 RL.7.3 RL.8.5 RL.9-10.2 RL.9-10.3 RL.9-10.5

3. Advanced Plot Techniques RL.5.3 RL.6.3 RL.6.5

RL.7.3 RL.8.3 RL.9-10.2 RL.9-10.3 RL.9-10.5

4. Conflict RL.5.2 RL.6.3 RL.6.5

RL.7.3 RL.8.3 RL.9-10.5 RL.9-10.3

5. Character Traits RL.5.3 RL.6.3 RL.7.6 RL.8.3 RL.9-10.3

6. Types of Characters RL.5.3 RL.6.3 RL.7.6 RL.8.3 RL.9-10.3

7. Direct & Indirect Characterization RL.5.1 RL.6.3 RL.7.6 RL.8.3 RL.9-10.3

8. Point of View RL.5.6 RL.6.6 RL.7.6 RL.8.6 RL.9-10.6

9. Theme RL.5.1 RL.5.9

RL.6.1 RL.6.2 RL.6.9

RL.7.1 RL.7.3 RL.7.9

RL.8.1 RL.8.2 RL.8.9

RL.9-10.2 RL.9-10.3

10. Mood & Tone RL.6.4 RL.7.4 RL.8.4 RL.9-10.4

11. Denotation & Connotation RL.5.4 RL.6.4 RL.7.4 RL.8.4 RL.9-10.4

12. Imagery RL.5.4 RL.6.4 RL.7.4 RL.8.4 RL.9-10.4

13. Symbolism RL.5.1 RL.5.9

RL.6.1 RL.6.2 RL.6.9

RL.7.1 RL.7.3 RL.7.9

RL.8.1 RL.8.2 RL.8.9

RL.9-10.4

14. Irony RL.5.1 RL.5.9

RL.6.1 RL.6.2 RL.6.9

RL.7.1 RL.7.3 RL.7.9

RL.8.1 RL.8.2 RL.8.9

RL.9-10.4 RL.9-10.5

15. Drama RL.5.7 RL.5.9

RL.6.9 RL.7.9 RL.8.9 RL.9-10.7 RL.9-10.6

16. Figurative Language RL.5.4 RL.6.4 RL.7.4 RL.8.4 RL.9-10.4

17. Fiction Genres RL.5.7 RL.5.9

RL.6.9 RL.7.9 RL.8.9 RL.9-10.9 RL.9-10.6

18. Folktales RL.5.7 RL.5.9

RL.6.7 RL.6.9

RL.7.7 RL.7.9

RL.8.7 RL.8.9

RL.9-10.9 RL.9-10.6

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Additional Credits Additional clipart provided by:

Tracee Orman: https://www.teacherspayteachers.com/Store/Tracee-Orman The Candy Class: https://www.teacherspayteachers.com/Store/The-Candy-Class Tangstar Science: https://www.teacherspayteachers.com/Store/Tangstar-Science

interactive reading literature notebooks, book 2 · interactive reading literature notebooks, book...

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