Reading: Sticky Notes

Since kids can’t write in textbooks these days, have students post sticky notes in the text where they’re confused or where they lost interest in the reading. Good readers will note where they’re confused and employ strategies to correct their confusion. Work with students to reread these confusing or boring passages and find ways to work through them.

–From Laura Robb’s Teaching Reading in the Middle School


Text Analysis in Pairs

(from Rhonda Johnson’s practice lesson)

Give each student 3 index cards. Have them write a passage on each that they think the author has included an important detail, although they don’t have to be certain what that detail means. This might be a passage that is confusing to them right now, because of some detail involved. On the back of each card, students should write a few guesses as to what each of those details may mean.

In pairs, students take turns reading the passage, then the other person gets one minute to say anything they can think of that the passage may mean. Then the first person gets to close by saying anything they had written on their card about the interpretation. Students should be sure to “pass off” the speaking in some way and not talk at once. The idea is that the second person should speak their ideas without any influence from what the first person said.

Books for the Classroom

Stinky Cheese Man, by John Sheska and Lane Smith

Squids Will Be Squids

The True Story of the Three Little Pigs (teaching perspective, POV)

Wilfred Gordon McDonald Patride, by Mem Fox

Two Bad Ants (for teaching perspective)

The View from Saturday, by E.L. Konigsburg

From the Mixed-Up Files of Mrs. Basil E. Franerfile, by E.L. Konigsburg

Teaching Iambic Pentameter

(from Professor Joe Lewis, Hamline University)

Ask Ss to take their pulse at their throat and write something that mimics the rhythm of their heartbeats. Point out that the iamb is the same as a heartbeat: da-DUM, da-DUM, da-DUM. This is what Shakespeare uses in his plays and sonnets. Have students stand up and in a circle, walk to the beat of iambs, left foot light, right foot heavy. Try stomping to the words of Dr. Seuss:

Do you like
green eggs and ham?
I do not like them, Sam-I-am.
I do not like
green eggs and ham.

Would you like them
here or there?

I would not like them
here or there.
I would not like them anywhere.

Try stomping to some iambic pentameter:
If this be error and upon me proved,
I never writ, nor no man ever loved.

Try stomping out to iambic pentameter from the play you are reading.

Then try stomping to the Witches chant from MacBeth:
Double, double toil and trouble;
Fire burn, and cauldron bubble.

Why does Shakespeare give the witches lines the exact opposite of the “natural” rhythm of the rest of the play?