Reading Letter Example

                                                                                                12 February 2012

Dear Students,

I have been reading this book called After Tupac and D Foster by Jacqueline Woodson. It is a very interesting story of three girls, one in particular named D Foster, who brings in an added element of mystery to the story. We do not know where she comes from or where she is going, but we do know that she loves her group of girls, and shows them such throughout the book.

                Even before I started reading the book, I had so many questions. How is Tupac involved? Who is D Foster, and is that even her real name? What am I going to learn from this book? As soon as I started reading, I felt thrown back into my own childhood, navigating the journeys that helped me to know who I was and the people who I would surround myself with. The ages of 11-13 were quite rollercoaster years for me, and I am interested to see if Neeka, D Foster, and the narrator have a similar experience.

                One part of the story that stands out to me is the language. The dialogue is always written in slang, especially if the girls are talking to one another, but when the narrator is talking to me, she does not use such terminology. I think that this “code-switching” (when you switch from one type of conversation to another) is interesting because it tells me something about the narrator: she knows how to fit in with her friends, but she also knows how to demonstrate that she is capable of speaking properly. She knows in which contexts her language fits best, and I am reminded of how many times I did that in my childhood and even now as an adult. The way that I talk to my students is very different than the way I talk to my friends, other teachers, or even my parents for that matter. It seems that this code-switching is quite important to my daily life, and it is cool to see it being used in a book. What do you guys think about using slang in a book? Does it work for you?

                I look forward to the other discoveries that I am going to make about this book. I also cannot wait to hear the discoveries of you guys as you continue reading! I had a great discussion about the book with both of my classes on Friday and I am excited to hear more! Continue on your reading journeys and I will see you all next week!

Sincerely,

Ms. Mathews

Questions for you to consider of my letter and of your own letter:

1. Does my letter demonstrate my THINKING about the book, or is it just a summary?

2. Does my letter show how I am relating to the book, beyond just the statement that “I like/don’t like the book?

3.  Have I written this letter truthfully to what I think/believe, or have I only written it so that I can finish the assignment and get a passing grade from Ms. Mathews?

4. If this is my first letter, have I provided the title, author, and a brief summary of the work (no more than 4 lines long)?

5. Have I indicated an idea or something that I want Ms. Mathews to specifically respond to?

Scrapbook Reflection

Dear Class,

My apologies for getting this post up so late.

Now that you have completed your scrapbooking assignment, I would like for you to reflect on your experience with it. Answer the following questions in AT LEAST three paragraphs of 5 sentences. However, if you need more time to express yourself please do...and do not feel limited to just answering these questions. Be honest...you will not get any credit taken away from you.

1. How did you enjoy/not enjoy this assignment? Explain why you enjoyed/did not enjoy the assignment?
2.What, if anything, did doing the scrapbook help you to learn (include content knowledge about your character, grammar, writing, etc.)?
3. What do you wish that you could have done with the scrapbook that you were not able to do in the time that you were given?
4. How did you feel about your presentation? What do you wish you could have changed/done over about your presentation?
5.Would you do this assignment again? If not, what would have to change about the assignment for you to want to do it again.
6. Be sure to add anything that I may have left off...any comments or feelings about the project are welcome.

Though you normally have one week to turn in your assignments on the blog, with your impending midterm coming, I would like both classes to turn in this work by THIS FRIDAY, January 27th. You may either respond on the blog itself OR turn it in physically to me on Friday during your class. That way you can have one more grade to serve as a boost to your midterm.

If you have any questions, please feel free to talk to me in class or email me at cmathews@tasok.net.

Ms. Mathews

Thinking About Science Fair Projects

English/Science Collaboration

I know! You all are probably wondering, what does English POSSIBLY have to do with science fair? Well, it just so happens that English is everywhere in your science fair, in your communication skills, in your writing, and even in your presentations! This year Ms. Mehta has asked me to partner with her as an English and a psychology teacher to help mentor you with your projects. Nurse Jill and I will be working together to help you brainstorm possible topics about the brain and its mental and physical processes

Because of my background in psychology and Nurse Jill’s expertise in brain anatomy, we will be working together to offer some mentorship in your science fair on March 1^st. Possible topics include:

What is the structure and function of the nervous system?

How do optical illusions make our brain work?

How do the five sense help us to survive daily life?

How do alcohol and other drugs influence the brain and nervous system?

Do right and left brained people really exist?

How does our brain process and interpret color vision?

How does our brain change and develop over the life span?

What does it mean to have multiple intelligences?

…and many more!

If you are interested in working with any of these topics, or if you are not sure, but know that you would like to do your project about the brain in general, post your interest on the blog, or email me at cmathews@tasok.net. You ARE NOT required to do your science fair project on the brain, but I wanted to let you all know that it is an available option if you would like to explore it.

Note: When posting on the blog or writing me an email, make sure that you write your name and the topic that you would be interested in learning about with brains. It can be something that I have already written or it can be something you create. If you are not sure what you would like to do, but know that you are interested in presenting your project about the brain, you may write “I am not sure” for your topic.

Please feel free to email or post if you have any questions.

Ms. Mathews

Scrapbook Project for Hitler Youth and The Boy with the Striped Pyjamas

Hello Class,

This is just a reposting of the project that I discussed before we went on our week long break. For those of you who will not be returning to school this week, we will be working on drafts of the R.A.F.T.S letter of this project, which will be graded and returned upon our return in January. Please submit ONE draft of your letter (which is point number 3) to cmathews@tasok.net by Friday, December 16th @ 3p.m. It is okay that your draft is not perfect...all I am looking for you to do is to have 3 complete paragraphs and that you are trying your best with the assignment. We will go over them in detail when we return in January.

I am aware that the due date reads for tomorrow, but I will have to extend this date due to the fact that we did not have school this past week. 

If you have any questions feel free to email me at cmathews@tasok.net or comment on this post.

Ms. Mathews



Project 1: Scrapbook
Scrapbooks are a type of album composed of photographs, printed media, letters, etc. that are a way of preserving memory. They are useful for recording important historic events in and individual's life. Using the books The Boy with the Striped Pyjamas and/or Hitler Youth, choose a character for whom you would like to create a scrapbook. In that scrapbook, you must include the following:

1. A photograph/drawing of the person with a short biography (at least 1 paragraph)
2. Explanations of two major events that occurred historically in the person's life, including photographs of the time.
3. R.A. F.T.S. letter from your character to another character OR a journal entry/diary entry from the perspective of your character/person
4. A photograph, piece of artwork, or drawing that represents your person, character in some way. You must be able to explain the connection (1 paragraph)

You will be graded on having all required materials and creativity with your work. You will also be given a rubric for scoring. Your scrapbook should appear as a book, but it is not required that you buy a notebook to complete the project. See/email Ms. Mathews if you need ideas as to how to bind your book.

The Boy with the Striped Pyjamas: Making Connections between the movie and the book.

Hello Class,

Now that you have seen the movie and finished the book The Boy with the Striped Pyjamas, I want you to reflect upon the connections between the two. Choose a scene from the movie that you thought was particularly striking/memorable. Why was it so important to you? What made it memorable? How does the scene explain/develop the book? Or do you think the scene takes away from the book? Explain

The scene does not have to be a scene that was in the book...you can talk about a scene that was only in the movie.

Remember, one answer (5 sentence paragraph) and 2 comments on different students (or teachers if she decides to post!-comments should be at least 3 sentences).

Ms. Mathews

Chapters 10 and 11: Meeting Shumel and The Fury

Instructions: Answer ONE question with one paragraph. Remember to comment on at least two of your classmates work.


Question 1: Compare and Contrast Shumel and Bruno. What is similar about the two boys? What is different about them? What are the most important factors that help them to become friends.

Question 2: How does meeting Shumuel go against everything that Bruno has been taught in school, by his Father and Grandfather, and by Herr Liszt about people who are not "true Germans"?

Question 3: What are your impressions of the Fury when you meet him in chapter 11. Use examples from Chapter 11 to support your answer.

Question 4: When the Fury asks on pg 122, why Gretel would want to learn French, why does he say that? What does his statement tell you about his character? How is the Fury's character further highlighted throughout the chapter? Use examples from the book.

The Boy with the Striped Pyjamas Chapters 8 and 9: Discussion Questions

Answer ONE of the following questions. Remember that your answer must be in at least one paragraph. You still need to respond to two people's comments in at least 3 sentences. Remember that your comments should not be just limited to "I like your answer." You need to explain WHY you like or dislike, agree or disagree.

1. Chapter 8: The beginning of Chapter 8 describes Grandmother, a character that we have been introduced to in previous chapters, but who we have not formally met or developed. Why do you think John Boyne chooses this point in the story to describe Grandmother? Why do you think drama is important to her (and Bruno)?

2.On page 90, Grandmother states the following

:"I wonder-is this where I went wrong with you , Ralf?' she said. 'I wonder if all of the performances I made you give as a boy led you to this. Dressing up like a puppet on a string.'

How do Grandmother's words relate to the drama that she loves so much? Is she expressing a positive or a negative feeling? How do you know?

3. Chapter 9: Why do you think that this chapter opens with the idea that everything has been the same for a long time?

4. In this Chapter we meet Herr Liszt? Who is this man? What do you think about him? On page 98 he says the following: "Then this is what I am here to change. To get your head out of the storybooks and teach you about where you come from. About the great wrongs that have been done to you." What do you think of Herr Liszt's comment, particularly when you know that Bruno is German and lives at Auschwitz?