Reader Response Journal Critical Analysis - DOC

							Activities A,B, and C created by:
Hall, Harter, Hendricks, and Kolopajlo




For this multiple intelligence project we completed a
title down poem for the main character, Loch. This
might be a good introductory activity for the kids, as
many of them thought that this book would involve the
actual Loch Ness Monstor.



L   eaving behind civilization and entering a new world


O    n the go and constantly on the lookout


C   areful not to miss any clues


H    elping his father on scavenger hunts searching for unknown things




Reader/ Response Journal: Critical Analysis

Subject: Language Arts


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Topic: Evaluate the characterization of Lock.

Objectives:
1. The students will create a newspaper book report that discusses a
   specific character in the novel, Lock, and discusses why that character
   is the antagonist in the novel.


Procedure:

ARTICLES (ALL OF THESE NEED TO BE DISPLAYED IN YOUR NEWSPAPER)
1. Title/Name of newspaper.
   a. Create a title for your newspaper it can be related to the book,
        your   name, the class, your school, and so on.

2. Summary.
   a. At the top of the first page, write a summary of your book in a well
      developed paragraph. Make sure your summary answers who,
      what, where, when, and why.
   b. Create a headline that relates to the summary.

3. Main character.
   a. Write a brief article about the character in your book. Describe
      who the character is, what he or she did, personality traits, and
      interesting things about the character.
   b. Create a headline that relates to the article.
   c. Draw a picture of your main character in a scene from the book.

4. Antagonist.
   a. Write a brief article about the antagonist. Explain why this person is
      the antagonist and include four examples from the text.
   b. Create a headline that relates to the article.
   c. Draw a picture of your antagonist causing the problem.

5. A new ending.
   a. Write a different ending of the book that changes the outcome of
      the story.
   b. Create a headline that relates to the article.

FEATURES (CHOOSE TWO OF THE BELOW ITEMS TO INCLUDE IN YOUR NEWSPAPER)
6. Advice column.




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   a. Pretend the main character wrote a short letter to a newspaper
      advice columnist seeking advice about the major problem your
      character faces in the story.
   b. Create an assumed name for your character to use to sign his or
      her letter.
   c. Then write a response from the columnist that reflects how the
      problem was solved.


7. Book review.
   a. Write a review for the book you read explaining your likes and
      dislikes, and who you would recommend this book to and why.
      Make sure to list three likes and dislikes in your review.
   b. Create a headline for your book review.

8. Editorial.
   a. Choose an issue related to your book and take a position on it.
   b. Write a letter to the editor describing how you feel about the issue.
      Make sure that you think carefully and honestly about what you
      would like to say. Make sure to list three reasons you might agree or
      disagree with your position.
   c. Create a headline for your editorial.

9. Obituary.
   a. Choose a character that dies or comes close to dying in you story
      and discuss their life’s accomplishments and the reason for death.
   b. Create a headline for your obituary.




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Reader/Response Journal: Best Practice Strategy taken from Strategies
That Work, by Stephanie Harvey and Anne Goudvis

      To modify this lesson for best practices, the class will begin by
completing a newspaper study. The teacher will provide a newspaper for
every two students in the classroom and conduct a general discussion of
the newspaper’s format, layout, and sections. When reviewing the
newspaper as a whole class focus on the following:
       How articles are continued on other pages
       Editorials
       Advice columns
       Book reviews
       Obituary
      This strategy would allow for all students to gain an understanding of
how newspapers and their sections are presented for the daily public.

       In addition to this strategy, the students will be asked to use Post-it-
Notes (love those post-its) to sticks into their novel as they read. The post-
it-notes will be available at the beginning of the novel so students will
have the opportunity to indicate where a character is showing antagonist
behavior. (Of course the students will take part in a mini-lesson that
discusses and describes an antagonist behavior.) The students will need
to indicate, with post-it-notes, four situations where their character is being
an antagonist. This can be any situation throughout the whole novel. This



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strategy will help and prepare student understanding when the
newspaper lesson is introduced to the class.




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