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A Map to Literacy

A Map to Literacy. An Independent Reading Program created by: Jay Harden, Cole Gelrod,  Jeff Vincent, Jenna Davis,  Anna Capacci. Introduction. A trip into the world of literature General Requirements:

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A Map to Literacy

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  1. A Map to Literacy An Independent Reading Program created by: Jay Harden, Cole Gelrod,  Jeff Vincent, Jenna Davis,  Anna Capacci

  2. Introduction A trip into the world of literature General Requirements: •  Students must read 6 books throughout the school year, chosen from the reading list. •  The whole class participates in independent reading on Tuesdays and Thursdays for 20 minutes. • Students are expected to read an additional 100 minutes throughout the week and record the number of pages in a Reading Log. •  Students complete additional Literary Activities weekly in reading journal. • After completing a book, students identify an Artifact that provides supplemental information for that book.

  3. Reading List For our independent  reading program, we chose books through an international lens. Each book is somehow associated and written by an author of a specific geographic locale. We took the five continents North America, South America, Africa, and Asia as the basic geographical landmarks. Each continent has four categories: • Realistic, modern fiction • Fantasy  • Historical fiction • Nonfiction The reading list is in the table below.  High interest/low reading level books are noted with *

  4. Locations Historical Fiction Fantasy Realistic Fiction Nonfiction EUROPE The Girl with the Pearl Earring Tracy Chevalier Orlando  Virgina Wolf The Book ThiefMark Zusak*The Harry Potter Series  J.K.Rowling Year of Wonders Geraldine Brooks Black Potatoes: The Story of the Great Irish Famine, 1845-1850Susan Campbell Bartoletti AFRICA Things Fall Apart Chinua Achebe* The Power of OneBruce Courtenay Mojo: Conjure Stories Nalo Hopkinson The Swallows of KabulYasmina Khadra (Algerian) Kossoh Town BoyRobert Wellesley ColeThe Dark ChildCamara Laye Siddhartha Hermann Hesse* Death Note (GN)Tsugumi Ohba ASIA KokoroNatsume SōsekiThe Good Earth  Pearl S. Buck The Quiet American Graham Greene Into Thin AirJon KrakauerThe TigerJohn Vaillant To Afghanistan and Back Ted Rall SOUTH  AMERICA Love in the Time of CholeraGarcia-Marquez The Book of Sand Jorge Luis Borges By Night in ChileRoberto Bolaño*Go and Come BackJoan Abelove Indian Givers: How the Indians of the Americas Transformed the WorldJack Weatherford Snow Falling on Cedars Dave GutersonMidnight at the Dragon CafeJudy Fong BatesCeremony Leslie Marmon Silko Ecotopia Ernest Callenbach Terrarium Scott Russell Sanders * FeedM.T. Anderson *WintergirlsLaurie Halse Anderson*The First Part LastAngela Johnson NORTH  AMERICA Into the WildJon Krakauer*Close to ShoreMichael CapuzzoNickel and DimedBarbara Ehrenreich

  5. Reading List Other considerations regarding the reading list: • Students are encouraged to submit their own suggestions for books, subject to teacher approval. • Students must choose books from at least 3 different continents and at least 2 different genres. • Students win a prize if they read 4 books in a row vertically or diagonally from the reading list table.  • After finishing a book, students can keep track of it on the class map.

  6. Traveling the Globe  one page at a time... Map

  7. Date Title of Book Brief Summary Pages Read Reading Log Name:___________________________

  8. Literary Activities • In reading journals, students complete quick daily tasks related to the literary elements studied in class.  • Daily activities focus on a different element each week.   • Topics reappear on a four week cycle:    Week 1 - Identify one new vocabulary word in your reading. Then                            find the definition.    Week 2 -  Record phrases that describe the setting.  How does                           the setting contribute to the plot?    Week 3 - Record phrases that describe a character.  How has                       this character changed or not changed so far?    Week 4 - Identify one of the following in your book: imagery,                     voice, figurative language or symbolism.  How does the                     inclusion of this element contribute to the book?      Week 1 - Identify one new vocabulary word in your reading. Then find the definition.         ...

  9. Artifacts • For each of the five continents that students will have the opportunity to visit through literature, there will be a sort of geocache in which students will place an item that is relevant to the novel that they read.  • Possible artifacts include: photos, articles, artwork etc. • The artifact will be accompanied by a brief written or oral explanation of the relevance of the artifact to the novel.  • This will constitute a summative assessment. 

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