More reading recommendations...

Consider this: Reading is LIFE WORK, not homework.

Also: Submit a post for McNally Jackson's young adult tumblr

Places to find more book recommendations:

• School Library Journal's Best Adult Books for Teens

• Parade Magazine: YA Authors Recommend favorite new YA novels

• Bookriot: If you like Miss Peregrine's Home for Peculiar Children, try these next

• NPR's Must Reads for 9-14 year olds: what have you read? Do you agree?

• The Nerdy Book Club's 2013 finalists (these teachers are my kindred spirits & I highly recommend anything they recommend!

• New York Times Best Young Adult of 2013

• You can find other lists to explore here.  

Want to get lost in a book? Need reading recommendations?

I started making this list in June and then (sadly) forgot to post it.  However, it is still just as valuable as the December break approaches--and for building excitement and energy around a reading life:

If you are interesting, my opinion about break reading & summer reading, explained best by The Atlantic (the short version: GET LOST IN BOOKS YOU WANT TO READ!)

Mashable's list of 23 Books for Your Perfect Young Adult Summer Reading List

Book Riot's Feminist Young Adult Literature (some with mature content)

The Washington Post's List of 10 new Coming of Age books

Not excited about reading in general? This list promises that the books mentioned fly off the shelves!

Love novels in verse? Check out this list!

All kinds of award winners

A great flow-chart from Book Riot for all genres of YA that helps answer "what do I read next?"

The Nerdy Book Club blog has some amazing lists and resources, which is where I pulled my latest reads, Reality Boy and Forgive Me, Leonard Peacock.

Happy reading!

Amazing Writing in the 116 Blogosphere! All Star Mentors!

I was inspired by so many writers in classes 803, 806, and 812!

You should check them out, too, and strive to be one of our next All-Star Mentors:

Sophia's writing is thought provoking and passionate! I look forward to each post and have been loving her writing challenge work!

Zarrin is another writer who makes me think more deeply.  I really appreciate the way she looks at the world!

This post from Maeve was one of the most thought-provoking I've read all year!

I loved how Julia looked at multiple texts to think about how women and girls are portrayed in the media!

Blog Post Basic Support

Use this sheet to guide your planning process and as a reminder for what the requirements are. I have hard copies in my classroom. 

This can help you collect ideas. I also have hard copies in my room: 

Social Action Issue Research: Support for figuring out the message you are most passionate about sharing!

These resources can help you in the "message collecting" part of creating our picture books:

Click HERE for a link to a blog post that shares all kinds of websites and  resources for finding issues you are passionate about! Topics include: Animal Rights, Environmental Issues, Human Rights and more!

Sarah McLachlan's video for "World on Fire" that all classes studied

Here are the resources that 812 looked at with Ms. Feit: 

• Guerilla Subway Art http://subwayartblog.com/tag/fake-signs/
• HONY http://www.humansofnewyork.com/
• Dream Activists http://www.youtube.com/watch?v=OhbdvMKzjY8
• Brave New Voices Poetry Slam http://www.youtube.com/watch?v=z4A6e8Rk8Oo
• Trash Orchestra http://www.wimp.com/orchestratrash/

Feel free to add more resources and links in the comments section if you come across them! 

Second Quarter Writing Challenge

This quarter's writing challenge is very different from ones in the past.  I am going to challenge that 4 times this quarter you attach a picture that you've taken (or found and have given credit to the photographer) to your blog and write a piece that is inspired by it. Feel free to write more than 4. 

This idea came to me mainly by coming across a website that stated "stories are how we make sense of our lives."  A picture could capture or symbolize a moment and then the words further craft, explain, and allow the creator to analyze, make, and share meaning.  If stories are a witness to life, this is your opportunity to share what life means to you through pictures and words.

Think of it as a deeply annotated or "storified" instagram post. You can choose the genre: memoir, poetry, fiction, anything. To get credit, it must show effort and be labeled "writing challenge." 

If you want to get fancy, post a link to your posts in the comment section of this post. I would love to publish them on the class blog as a collection at the end of the quarter. 

Here's an example from me: 

Writing Challenge: Long cast October shadows

Sometimes there are days I need to get out of this city. And yet I only have my two feet and a pair of shoes, so I walk to Prospect Park. Sometimes I pretend it's like the Shire or just outside Hogsmeade. Sometimes I breathe in the air and think about home and the woods across the street from my old house or running at Sugarcreek. Sometimes I accept I am in Brooklyn and I'm grateful for these patches of forest. 

On this particular day I don't know what to do with the light. It seems to call to something deep within me and enable me to let go of all that has been hanging on my shoulders.  The gold nestling under the leaves and in the leaves is almost too much beauty for my heart to bear. It's fleeting nature only adds to to the magic. 

It reminds me of all that is good. And sometimes that is enough. 

Polishing and Crafting your Draft!

These are the quick in-class revision strategies we used to make our essay drafts stronger in a short amount of time: 

Notes for creating an outline

Taking the time to create an outline will help prevent those horrible moments of staring at a blank page and having no idea what to write.  Writing a meaningful outline may take time (and "mental gymnastics" as I like to say), but is ultimately worth it.  Here is how I created mine, using the claim I created at the beginning of the unit (and made the decision last week to stick with) that 8th graders should have access to books abut death because they can teach teens how to process through loss if and when they face it: 

"Reading" Visual Media

• News broadcast about a book banning in Houston (ed note: please disregard the biased, offensive title in the youtube link. This was the only form of the newscast I could find)

• Bill Moyers talks about book banning

• 10 Banned Books

Feel free to search for and analyze other videos about book banning!

Book Banning Resources for Argument Essay

We read "Darkness Too Visible" and "Banned Books We Loved" together in class to study how readers can make meaning from lengthy and challenging texts and the craft moves authors use convey those ideas:

Here are links to those articles, as well as the ones available to you during our independent reading research  periods that you can use as support in your argument essay or read to broaden your knowledge of the topic:

Age Rated Books: Right or Wrong?  from BBC News

Man from Ministry Bans Potter from The Boston Globe

Darkness Too Visible from The Wall Street Journal

Has Young Adult Literature Gotten Too Dark? from Salon.com in response to Darkness Too Visible

Sherman Alexie, author of The Absolutely True Story of a Part Time Indian, responds to Darkness Too Visible 

Ellen Hopkins' Banned Book Manifesto

Yes, teen fiction can be dark, but it shows teenagers they aren't alone, The Guardian's response to Darkness Too Visible

Megan Cox Gurdon's follow up to Darkness Too Visible: My "Reprehensible" Take on Teen Literature in the Wall Street Journal

Reading Improves Empathy from The Guardian

Sick Lit Books Aimed at Children by The Daily Mail

The Guardian's response to "Sick Lit" article from The Daily Mail

Perks of Being a Wallflower removed from the Chicago Tribune

Students ask school board to reconsider Perks of Being a Wallflower from The Chicago Tribune

Perks of Being a Wallflower reconsidered from the Chicago Tribune

8th grade level annotations and amazing peer mentors!

As 8th grade readers, making an observation is only the first step into meaningful reading inquiries.  To grow as thinkers, we must slow down and really go deep with what we noticed.  Be sure to answer all parts of the inquiry question so that your notes can help build powerful ideas later. 

For example, if you are looking for powerful small moments for teenagers in your text, you can: 

1. Jot down the moments quickly as  you read and leave space in between. 

2. Go back and add your thoughts to them later, when you aren't immersed in your book. 

Notice how these readers had a space on their inquiry page for not just what they observed, but what they were thinking about their observation.  After observing, think about what you can do to make your reading inquiries more meaningful, especially since you will be sharing them with your new book groups! You always want to be at your book group meeting with some ideas formed and ready to share!

So you want to start a blog...

We will be creating an online community of readers, writers, and thinkers using blogs this year.  It is an incredible opportunity to share your work with a REAL audience, rather than have your thoughts live just in your notebook.  We will be doing plenty of work together on how to make this way of reading response work for you.  For now, I want you to follow the directions below to set up your blog and then try out writing a reading response. Google requires that you are 13 years old or have your parent/guardian's permission to have an account, so please talk to your family about it when you give them the permission slip.

By Friday, September 13th: Create your blog, turn in the permission slip and URL form

By Monday September 16th:  Your first post is due, which will be a reading response based on a summer reading book.  Please write your response based on what you know about reading response from last year. Use this as an opportunity to show me what you now about how to write a response to a book. 

I am available during zero period Wednesday, Thursday, and Monday and am more than happy to set up a time to help you if you are having trouble.  Please try not to wait until the last minute to set this up!

How do I start a web log?

1. Go to www.blogger.com and click on the “Create a Blog” button.
2. Blogger is a part of Gmail and you will need a gmail account if you don’t already have one.  If you already have a gmail email address, simply type it in.  If you don’t, you can create one, using some combination of your first and last name if possible.    Don’t forget your password! Write your address and password in a safe place.  You can now also use this account for email, or use it just for your blogger account.
3. Follow the directions to name your blog and create its URL.  The name and URL do not necessarily have to match.  (For example, my blog is called “Books Upon Books,” but that URL was already taken, so my URL is www.Room116ELA.blogspot.com .)
4. Follow the directions to pick a template, and your blog is ready to go!  Feel free to adjust the design if you want.

Privacy Settings and Options

1. It is important to first adjust the privacy settings.  Click on the blogger icon and then your blog’s name or just go to the “Design” link at the top right hand corner of your blog’s page. You will see a list come up on the side.  Click on “basic” to get to the privacy settings and click on “edit.” Answer “no” to both questions so that it won’t come up in a search.  Click on the “save changes” button. 
2. Go down to blog readers and click on “edit.” If you want to limit who is able to read your blog, add those email addresses here. If you are uncomfortable for any with having your blog open to everyone, you can choose who your readers will be and enter them in this section.  Those users will have to go to your blog, request permission to see it and then be verified by you. My hope is that you are comfortable with sharing your work, but minimally I need to see it as well as your future book group.
3. Click on “posts and comments.” Change it to “user with google account.”

Adding Gadgets

Click on “design” at the top right hand corner again.  Click on “layout” on the left hand side.  Click on “add gadget”.  When you find one you want, click on the “+” sign.  Be sure to save changes! As you customize your blogs, feel free to utilize all the tools available to you on blogger. The following are required:

Labels: Label each post according to your focus (for example, “character change” or “theme”).  You can also label posts according to topic (“friendship” or “sports”) or title (“Hunger Games”).  

Blogroll: you can create a list of blogs you are reading on the sidebar. Everyone will be responsible for commenting on their book group's blogs, so this is a great place to put links to them for easier access.  Each time an author posts something new, it automatically moves that blog to the top of your list. You can add in the blogs once I add them to our home base blog, www.room116ELA.blogspot.com.

List: this is an online “Finished Book List.” As you finish a book, add it here. 

Additional Guidelines

1. This blog is a part of a school project.  Therefore, all content on your blog must be related to your reading and writing life in some way.  Please do not use this blog as an online journal.
2. My expectation is that we are a community of readers and writers.  I will be monitoring all blogs and trusting that your words that appear online will come from a place of respect for your fellow classmates as well with a tone that is appropriate for school. 

For my own sanity, do not add any kind of sound gadgets to your blog.  Also, please type in readable colors (no pink or yellow) and fonts (avoid ones that are cursive or all caps, especially), and avoid backgrounds that make your blog hard to read.

Banned Books Research: Are Dark Young Adult Books Too Much for Teens?

These links are to support the upcoming Crank book club, but feel free to peruse if you are interested!

Darkness Too Visible by Megan Cox Gurdon (Wall Street Journal)

A twitter feed response to the article with links to many more #YAsaves

Banned Books Manifesto by Ellen Hopkins (The Huffington Post)

My Reprehensible Take on Teen Literature by Megan Cox Gurdon (Wall Street Journal) and the comments in response to the article

Reading Fiction "Improves Empathy," Study Finds by Alison Flood (UK's The Guardian)

The Sick-Lit Books Aimed At Children by Tanith Carey (UK's Daily Mail) 
A twitter feed response to the article with links to many more #SickLit

A debate in response to the Daily Mail's article and The Guardian's response

An article from The Guardian in response to the Daily Mail's Article, "Sick Lit Books"

Regular People Think Critically About Texts, Too...FOR FUN!

Here is a link to an article from New York Magazine about the various interpretations of The Wizard of Oz.  If you go to see the new movie, or just want to think about the original film or the book (one of my favorites from childhood), keep these ideas in mind and draw your own conclusions.  

What other movies that you've seen can you come up with allegorical interpretations for?

Respond to the Wizard of Oz article in a future blog post or come up with your own!

Strategies for Reading Romeo and Juliet: Class Notes

Strategies for Approaching a Difficult Text: 

1.  Know your resources: if you are struggling with a text, it's ok to consult a resource to help make meaning so that you can approach and discuss the text confidently.  However, it is NEVER ok to substitute the resource for the text.  

a. your book: the Folger edition is filled with resources: the best thing you can do is to read the scene summaries before you start reading and the glossary as you go and consult the character list if you are forgetting who is who.  Also, feel free to make an "annotated" character list of your own to keep track of descriptions and actions

b. guides: book guides can help explain the plot, have character lists and often introduce you to major themes you can track.  These can help supplement your understanding and can be used alongside of the original text.  For Romeo and Juliet, consider No Fear Shakespeare--not as a substitute, but to help make meaning as you are reading.

c. film: movies can give an overall storyline and a visual of what is happening.  Choose wisely how you approach film (before, during, after) and remember that it is an interpretation of the text.  For Romeo and Juliet, think back to the film to help you imagine the scenes and what the characters were like.

2. Apply the close-reading skills you already know!

a. read more than once!

b. read collaboratively with a partner or group

c. remember to observe and infer: look for figurative language and poetic devices

d. make a character list to track important moments and actions of characters so that if you are getting names or plot points confused you can go back and check

e. use writing as a tool for thinking--what is your response to the actions you are seeing?

This kind of reading takes initiative, time, and effort, but you'll be amazed at the kind of reader you'll become!

3.  "Monitor For Meaning": check to see if you are tracking with the text in order to decide if you are prepared for class discussion

a. REACT to the reading experience: how is it going? How are you creating meaning if you don't "get it" right away?

b. RETELL what happened in the plot: if you can, you're ready to go deeper.  If you can't, consider what resources you should consult for help

c. RESPOND to the text: once you can follow the plot, it frees you up to think about the issues and complexities...we aren't reading for the plot, but to explore! We will be doing this kind of work in class!

New Monthly Non-Fiction Blog Post!

Starting now, you will be required to include at least one blog post per month that is in response to a NON-FICTION TEXT.  

You are looking for an article that is at least 5-6 paragraphs long that presents an idea that you can analyze and think deeply about.  Doing this assignment well requires finding an interesting article! Take the time to do that! Ask your family what kind of online news sources they read.  Great resources for this response are: 

The New York Times' Upfront Magazine (There are also copies in the classroom) 

USA Today's Opinion Section

The Daily News' Opinion Section 

The New York Times


You should use the same techniques for reading non-fiction that we have been working on in class.  Think about the main ideas (the explicit, or, what the author wants you to know) and what the author wants you to feel or think (the implicit, subtle ideas) and how the author achieves this (what intentional craft moves did he/she use?)  Your response will be structured like your non-fiction summaries, with an added third part - YOUR OWN OPINION.  Each paragraph MUST be 5-7 sentences long.  You must formally cite where your article came from (page R-3 in your agenda or noodle tools at ms51library.org) and provide a link if possible. Here is an overview of the structure: 

Part 1: a summary that includes what the author wants you to know? 

Part 2: an analysis of what the author wants you to feel and think and HOW the author achieved it (statistics, an appeal to emotion, loaded words, perspectives that are present or missing, etc.)

Part 3: your personal response to the article: formulate your own opinion on the ideas and issues presented in the text.
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Here is a writing guide with questions to help you get started.  This is a review from what we did during the first unit.  Revisit your notes!

For Part 1 of a Nonfiction Blog Post, answer these questions:

1.  What is the overall main idea of the text (remember, you found this by looking at the main who+what of each paragraph)?  What is the entire text mostly about?  Include 3-4 details and try to directly quote at least one. 

     For Part 2 of a Nonfiction Blog Post, answer these questions:

        1. What does the author want readers to think or feel?

           2.. What are some craft moves the author uses to achieve this?  How do they work?  Try to include at least one direct quote here.

  
For Part 3 of a Nonfiction Blog Post, write your personal response, using these as sample questions:

         1. What will you take away from it?  

         2. How has your thinking been shaped or changed, and why?  

         3.  Do you have an opinion on the issue now?

3       4. Is there anything else you want to know?

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Use the Non-fiction Blog Response Student Checklist in order to help you prepare for and write your posts!