Sorry this is late!
(P. 93-94)
1. T
2. F
3. T
4. T
5. F
6. T
7. T
8. T
9. F
10. F
Monday, July 25, 2011
Friday, July 22, 2011
Summary #2 Examples and Comments
Student Summary #1
The Earth surfaces is build of 40 various sized plates called the plate tectonic. The first Pardigm for explaining the relation between water bodies and landmass orginated in Europe in 1770 .It was dependant on the Bible intreprition scripts based on the great flood legend.This theory developed thereafter to be based on the unformity. The idea of plate tectonic as been percieved tody was reported by early geographers and map making. Alfred wagener in 1912 proposed the Pradigm of the Pangaea and gave explanation for his proposal.His supporters gave fossils evidences from all contenents as well as features and deposits similarities. The theory of plate tectonic was integrated to give further explanation of how the contents were moving far from each other with the theory of contental drift of wagner.
Commments
Strong Points
1. Includes all main supporting ideas.
2. Rewritten in student's own words.
Suggestions
1. Thesis not included (**student's second summary includes partial thesis; see comment 1 on "HW for July 21st"). For thesis, see end of para. 1 in the article.
2. Student gives detail of "catastrophism" but does not mention it.
Student Summary #2
There are evidences that the continents a long time ago was only one continent. This theory emerged if the first look of the African and South America coastal, they look like a piece of puzzle, they can match almost perfect. The second evidence are the fact that some geological rocks are the same in different continents. Today the most widely accepted theory is that which called "Theory of Continental Drift", this theory explain that the continents was only one continent and because of the natural disasters, like earthquake, give to earth the actual size of the continents.
Comments
Strong Points
1. Student includes some main supporting ideas.
2. Rewritten in student's own words.
Suggestions
1. Does not include thesis.
2. Students does not mention the following important topics/name: plate tectonics, catastrophism, uniformitarianism, Wegener, integration of plate tectonics and continental drift.
3. Last sentence contains information not included in the article.
The Earth surfaces is build of 40 various sized plates called the plate tectonic. The first Pardigm for explaining the relation between water bodies and landmass orginated in Europe in 1770 .It was dependant on the Bible intreprition scripts based on the great flood legend.This theory developed thereafter to be based on the unformity. The idea of plate tectonic as been percieved tody was reported by early geographers and map making. Alfred wagener in 1912 proposed the Pradigm of the Pangaea and gave explanation for his proposal.His supporters gave fossils evidences from all contenents as well as features and deposits similarities. The theory of plate tectonic was integrated to give further explanation of how the contents were moving far from each other with the theory of contental drift of wagner.
Commments
Strong Points
1. Includes all main supporting ideas.
2. Rewritten in student's own words.
Suggestions
1. Thesis not included (**student's second summary includes partial thesis; see comment 1 on "HW for July 21st"). For thesis, see end of para. 1 in the article.
2. Student gives detail of "catastrophism" but does not mention it.
Student Summary #2
There are evidences that the continents a long time ago was only one continent. This theory emerged if the first look of the African and South America coastal, they look like a piece of puzzle, they can match almost perfect. The second evidence are the fact that some geological rocks are the same in different continents. Today the most widely accepted theory is that which called "Theory of Continental Drift", this theory explain that the continents was only one continent and because of the natural disasters, like earthquake, give to earth the actual size of the continents.
Comments
Strong Points
1. Student includes some main supporting ideas.
2. Rewritten in student's own words.
Suggestions
1. Does not include thesis.
2. Students does not mention the following important topics/name: plate tectonics, catastrophism, uniformitarianism, Wegener, integration of plate tectonics and continental drift.
3. Last sentence contains information not included in the article.
Thursday, July 21, 2011
Josh's Recommendation Essay
A Humorous Perspective of Montana’s Present Past
A one-day, 26-mile hike down a mountain without a drink of water; a dog that thrives on chasing down coyotes all summer long; a grizzly bear that pops out of nowhere when you least expect it; and a cook who plays the poker table as well as he handles a frying pan. What do all of these things have in common? They are but a few of the many interesting scenes, people, and animals found in Norman Maclean’s colorful novella USFS 1919: The Ranger, the Cook, and a Hole in the Sky. This story comes highly recommended: reading it will surely bring a smile to your face while at the same time you can catch a vivid glimpse of Montana’s fading but still present past.
While there are no laugh-out-loud scenes in USFS 1919, the story’s subtle but ubiquitous humor leaves the reader with a smile that remains for days. Take, for instance, the scene in which the protagonist, Norman Maclean, and his fellow forestry companions adamantly argue with a crew of surveyors from the U.S. Geological Survey about the naming of an as of yet unmapped creek across the border in Idaho. The surveyors are unsure of whether or not they should mark the creek with its given name, “Wet Ass Creek,” given the inappropriateness of the title. Norman and his crew insist that the creek keep its original name. Having a little fun with the federal surveyors—who are, by the way, from out-of-state—Norman and his gang amusedly point out, “There are only five thousand Deer Creeks in the country. Let’s keep the America’s only Wet Ass Creek” (159). The surveyors put it to a vote, and the original name wins out. Norman, who is only 17 in the story, envisions the area surrounding the creek as a new national park—Wet Ass National Park, “where all the pilgrims from Brooklyn can stop their cars in the middle of the road and let their children feed the grizzlies and vice versa” (p. 160). In the end, the joke is on Norman and his crew: when the map is published, the name is shown as “We-ta-se Creek”, bearing little resemblance to the original.
If nuanced “Montana-style” humor wasn’t enough, USFS 1919 offers a vivid view of what life was like in western Montana a little less than 100 years ago. With a multitude of traditions, characters, and scenes that describe a Montana that was carved by mountain men, loggers, firefighters, and women who were as strong as their men, the story places the reader in a portrait of a world that is rapidly vanishing but can still be seen by those with observant eyes. Importantly, the story follows the adventures of 17-year-old Norman Maclean during his last summer working as a fire lookout. Norman’s role-model in the story is Bill, the head ranger in the Bitterroot Valley, who teaches young Norman about the ancient but intricate art of “packing.” As Norman keenly observes of Bill, “with a rope, he was an artist” (128). And in a world where there “were still few roads across the mountains and none across the Bitterroot Wall” (129), this type of artistry was not only highly valued but also necessary for survival in the still untamed wilderness. While the art of packing is not as common now as it was in the Maclean’s story, take a trip into the roadless Bob Marshall Wilderness area just east of Missoula, as ELI teacher Lisa Willis recently did, and you will find that your guide's "packing" skills reflect a tradition that has changed little since the days when Norman and his hero, the ranger Bill, packed animals over the Bitterroot divide. Another part of the story that provides a descriptive reminder of Montana’s past is the scene in which Norman and his crew set the stage to double their money in Hamilton after collecting their summer’s pay. As stated above, the crew’s cook is as skilled at poker as he is in the kitchen; hence, the crew comes up with a plot to hustle the rough poker-playing crowd at the Oxford, the toughest poker joint in Hamilton. The cook does indeed win all the money at the table; however, what ensues is a fight that leaves the cook hiding under the table and young Norman and his crew fighting half the town of Hamilton! While this type of scene is unlikely to occur in this day and age, if you walk on down to the Oxford in downtown Missoula (no relation to the Oxford in the story), you will find an intensely silent group of die-hard poker faces sitting around a game of “texas hold ‘em.” Furthermore, even today it is not uncommon to read about a bloody brawl that has taken place on the cracked concrete outside the Oxford. Indeed, it might be a better idea to observe the infamous locale from across the street!
If you enjoyed A River Runs Through It, you will find USFS 1919 to be a humorous perspective portrayed through the eyes of a young Norman Maclean. Moreover, you will find yourself in piece of Montana’s past that is still present today. Who knows? One day you might find yourself hiking next to “We-ta-se Creek” in need of a “cincha” knot in order to make it back to your car.
A one-day, 26-mile hike down a mountain without a drink of water; a dog that thrives on chasing down coyotes all summer long; a grizzly bear that pops out of nowhere when you least expect it; and a cook who plays the poker table as well as he handles a frying pan. What do all of these things have in common? They are but a few of the many interesting scenes, people, and animals found in Norman Maclean’s colorful novella USFS 1919: The Ranger, the Cook, and a Hole in the Sky. This story comes highly recommended: reading it will surely bring a smile to your face while at the same time you can catch a vivid glimpse of Montana’s fading but still present past.
While there are no laugh-out-loud scenes in USFS 1919, the story’s subtle but ubiquitous humor leaves the reader with a smile that remains for days. Take, for instance, the scene in which the protagonist, Norman Maclean, and his fellow forestry companions adamantly argue with a crew of surveyors from the U.S. Geological Survey about the naming of an as of yet unmapped creek across the border in Idaho. The surveyors are unsure of whether or not they should mark the creek with its given name, “Wet Ass Creek,” given the inappropriateness of the title. Norman and his crew insist that the creek keep its original name. Having a little fun with the federal surveyors—who are, by the way, from out-of-state—Norman and his gang amusedly point out, “There are only five thousand Deer Creeks in the country. Let’s keep the America’s only Wet Ass Creek” (159). The surveyors put it to a vote, and the original name wins out. Norman, who is only 17 in the story, envisions the area surrounding the creek as a new national park—Wet Ass National Park, “where all the pilgrims from Brooklyn can stop their cars in the middle of the road and let their children feed the grizzlies and vice versa” (p. 160). In the end, the joke is on Norman and his crew: when the map is published, the name is shown as “We-ta-se Creek”, bearing little resemblance to the original.
If nuanced “Montana-style” humor wasn’t enough, USFS 1919 offers a vivid view of what life was like in western Montana a little less than 100 years ago. With a multitude of traditions, characters, and scenes that describe a Montana that was carved by mountain men, loggers, firefighters, and women who were as strong as their men, the story places the reader in a portrait of a world that is rapidly vanishing but can still be seen by those with observant eyes. Importantly, the story follows the adventures of 17-year-old Norman Maclean during his last summer working as a fire lookout. Norman’s role-model in the story is Bill, the head ranger in the Bitterroot Valley, who teaches young Norman about the ancient but intricate art of “packing.” As Norman keenly observes of Bill, “with a rope, he was an artist” (128). And in a world where there “were still few roads across the mountains and none across the Bitterroot Wall” (129), this type of artistry was not only highly valued but also necessary for survival in the still untamed wilderness. While the art of packing is not as common now as it was in the Maclean’s story, take a trip into the roadless Bob Marshall Wilderness area just east of Missoula, as ELI teacher Lisa Willis recently did, and you will find that your guide's "packing" skills reflect a tradition that has changed little since the days when Norman and his hero, the ranger Bill, packed animals over the Bitterroot divide. Another part of the story that provides a descriptive reminder of Montana’s past is the scene in which Norman and his crew set the stage to double their money in Hamilton after collecting their summer’s pay. As stated above, the crew’s cook is as skilled at poker as he is in the kitchen; hence, the crew comes up with a plot to hustle the rough poker-playing crowd at the Oxford, the toughest poker joint in Hamilton. The cook does indeed win all the money at the table; however, what ensues is a fight that leaves the cook hiding under the table and young Norman and his crew fighting half the town of Hamilton! While this type of scene is unlikely to occur in this day and age, if you walk on down to the Oxford in downtown Missoula (no relation to the Oxford in the story), you will find an intensely silent group of die-hard poker faces sitting around a game of “texas hold ‘em.” Furthermore, even today it is not uncommon to read about a bloody brawl that has taken place on the cracked concrete outside the Oxford. Indeed, it might be a better idea to observe the infamous locale from across the street!
If you enjoyed A River Runs Through It, you will find USFS 1919 to be a humorous perspective portrayed through the eyes of a young Norman Maclean. Moreover, you will find yourself in piece of Montana’s past that is still present today. Who knows? One day you might find yourself hiking next to “We-ta-se Creek” in need of a “cincha” knot in order to make it back to your car.
Tuesday, July 19, 2011
Student Summaries from Summary #1
Here are two student summaries of the article "Fat for your Brain". To be clear, these summaries do contain grammar errors; however, I did not evaluate summaries based on grammatical accuracy! I evaluated them based on whether they included the relevant information and were written in the student's own words (not copied).
After reading each summary, please read my notes about what could be improved in each summary. If you have any questions, please feel free to ask in class.
Summary 1
The right foods can help you improve your physical and mental condition. It's good to keep low the total amount of fat, most of which unsaturated fat. Omega 3s are crucial for the development of brain. DHA has a big role in the improvement of intellectual performance and can be used to cure depressed people.
Teacher Comments:
Strong Points
1. Includes thesis.
2. Main Supporting Points 2 and 3 are comprehensive and (mostly) well-written.
To be improved:
1. This is a little short (4 sentences).
2. Point #1 should say something about "balance of fats" and "saturated vs. unsaturated" (though the student does include point on unsaturated being the most important).
3. Part of point 3 ("big role in....intellectual performance") is worded too closely to the original; the student could rewrite this part in his own words.
Summary 2
The healthy foods affect your brain, for example, concentration, motivation, memorization, reaction, and feeling. Notwithstanding most people don't know how fats impact their health, they fthink fats equate to unhealthy foods, so they should know two kind of fats such as "saturated" and "unsaturated" and balanced fat diet is the healthiest food. In addition, omega-3 fatty acids are essential for human brain, especially DHA which is very similar to a material in the membrances of nerve cells and related to human intelligence. Omega-3s have not only physical but also psychological effects.
Strong Points:
1. Thesis
2. Main Supporting Points 1 and 2 are comprehensive.
3. Student does a nice job of writing summary in their own words.
To be improved:
1. Main Supporting Point 3 should include information on both IQ and depression.
As I said in class, I was pleased with everyone's summary. These are just two examples from class; I just as easily could have used other student summaries as well. Please let me know if you have any questions or would like more practice.
After reading each summary, please read my notes about what could be improved in each summary. If you have any questions, please feel free to ask in class.
Summary 1
The right foods can help you improve your physical and mental condition. It's good to keep low the total amount of fat, most of which unsaturated fat. Omega 3s are crucial for the development of brain. DHA has a big role in the improvement of intellectual performance and can be used to cure depressed people.
Teacher Comments:
Strong Points
1. Includes thesis.
2. Main Supporting Points 2 and 3 are comprehensive and (mostly) well-written.
To be improved:
1. This is a little short (4 sentences).
2. Point #1 should say something about "balance of fats" and "saturated vs. unsaturated" (though the student does include point on unsaturated being the most important).
3. Part of point 3 ("big role in....intellectual performance") is worded too closely to the original; the student could rewrite this part in his own words.
Summary 2
The healthy foods affect your brain, for example, concentration, motivation, memorization, reaction, and feeling. Notwithstanding most people don't know how fats impact their health, they fthink fats equate to unhealthy foods, so they should know two kind of fats such as "saturated" and "unsaturated" and balanced fat diet is the healthiest food. In addition, omega-3 fatty acids are essential for human brain, especially DHA which is very similar to a material in the membrances of nerve cells and related to human intelligence. Omega-3s have not only physical but also psychological effects.
Strong Points:
1. Thesis
2. Main Supporting Points 1 and 2 are comprehensive.
3. Student does a nice job of writing summary in their own words.
To be improved:
1. Main Supporting Point 3 should include information on both IQ and depression.
As I said in class, I was pleased with everyone's summary. These are just two examples from class; I just as easily could have used other student summaries as well. Please let me know if you have any questions or would like more practice.
HW for Thursday, July 21st
Hi!
This is our last homework posting. Thanks for your hard work this semester!
Inside Reading 2 HW
1. Read "Pangaea" article (p. 87-88); Answer T/F questions (p. 88)
2. Write a short (6-8 sentennce) summary of the article.
3. Speed Reading #7
4. Study Idioms (Speed Reading #7)
This is our last homework posting. Thanks for your hard work this semester!
Inside Reading 2 HW
1. Read "Pangaea" article (p. 87-88); Answer T/F questions (p. 88)
2. Write a short (6-8 sentennce) summary of the article.
3. Speed Reading #7
4. Study Idioms (Speed Reading #7)
Friday, July 15, 2011
HW for Tuesday, July 19th
1. Inside Reading HW
a. Act. D (p. 77)
b. Act. E (p. 88) (collected)
2. News Journal #8 + AWL Developmment Record
3. TOEFL Practice #5 (Optional)
4. NPR Article on eating fish. To read the article, click Here
Article Questions (collected)
1. What is the article about?
2. What is the main idea of the article?
3. What evidence does the author use to support the main idea? Give at least two specific pieces of evidence.
4. Why is there confusion regarding what pregnant women should and shouldn’t eat?
5. In the end, what should pregnant women do when it comes to eating fish? Explain your answer.
6. In your opinion, why did the author choose the title "Medical Groups Fault Feds on Fish Advisories?" (clue: think about question #4)
a. Act. D (p. 77)
b. Act. E (p. 88) (collected)
2. News Journal #8 + AWL Developmment Record
3. TOEFL Practice #5 (Optional)
4. NPR Article on eating fish. To read the article, click Here
Article Questions (collected)
1. What is the article about?
2. What is the main idea of the article?
3. What evidence does the author use to support the main idea? Give at least two specific pieces of evidence.
4. Why is there confusion regarding what pregnant women should and shouldn’t eat?
5. In the end, what should pregnant women do when it comes to eating fish? Explain your answer.
6. In your opinion, why did the author choose the title "Medical Groups Fault Feds on Fish Advisories?" (clue: think about question #4)
Tuesday, July 12, 2011
Summarizing Strategies
Overview
Summarizing is an important skill for both reading and writing. In class, we covered a general overview of what a summary is and how we should go about writing one. However, we did not have time to discuss specific strategies for writing a summary. Hence, I've posted two strategies that you can use when writing a summary. These two summary-writing strategies are both easy to use and effective.
Things to Consider
Don't forget: It is very important to remember that a summary should be written in your own words. At the same time, you do not want to change the original meaning of the article. Using these strategies will also help you avoid plagiarism.
One more thing: Both strategies can be used for paraphrasing shorter passages as well.
What your Summary Should Include
1. Main idea of entire article (thesis)
2. The main supporting ideas found in the article.
**you don't need to include specific details!
Summarizing Strategies
Strategy 1: Taking Notes
Step 1: Read the entire article. Underline the thesis, main ideas, and the most important supporting points as you read. If you don’t understand the passage completely, read it again until you understand all of it.
Step 2: Once you've read the article enough times to understand it completely, go back and make annotations (take notes) based on what you underlined. You don’t need to write complete sentences.
Step 3: Transfer your notes to your paper; using your notes, write your summary. It is important that you change sentence structure and vocabulary and that you use complete sentences. To do so, use synonyms and combine/divide sentences as necessary.
Step 4: Compare your summary to the article. Make sure that it is accurate (no meaning change) yet written in a way that does not suggest plagiarism.
Strategy 1 Review
1. read article and underline thesis/main ideas 2. read again and take notes 3. write summary from notes 4. check
Strategy 2: Reading and Memorizing One Section at a Time
Step 1: Read the entire article. Underline the thesis, main ideas, and the most important supporting points as you read. If you don’t understand the passage completely, read it again until you understand all of it. (same as strategy 1 step 1)
Step 2: Read one section at a time as many times as you need to. Make sure you understand the section completely.
Step 3: Put the section aside and write the main idea of the section without looking at the article.
Step 4: Go back and compare your main idea with the original section to make sure that the meaning of your main idea is the same as that of the original.
Step 5: Repeat for the other sections of the article.
Strategy 2 Review
1. read article 2. read one section of the article 3. put section aside 4. write summary 5. check 6. repeat
Questions?
If you have any questions, you can post them below, or you can ask me in class.
Hope this helps. Thanks for reading!
Summarizing is an important skill for both reading and writing. In class, we covered a general overview of what a summary is and how we should go about writing one. However, we did not have time to discuss specific strategies for writing a summary. Hence, I've posted two strategies that you can use when writing a summary. These two summary-writing strategies are both easy to use and effective.
Things to Consider
Don't forget: It is very important to remember that a summary should be written in your own words. At the same time, you do not want to change the original meaning of the article. Using these strategies will also help you avoid plagiarism.
One more thing: Both strategies can be used for paraphrasing shorter passages as well.
What your Summary Should Include
1. Main idea of entire article (thesis)
2. The main supporting ideas found in the article.
**you don't need to include specific details!
Summarizing Strategies
Strategy 1: Taking Notes
Step 1: Read the entire article. Underline the thesis, main ideas, and the most important supporting points as you read. If you don’t understand the passage completely, read it again until you understand all of it.
Step 2: Once you've read the article enough times to understand it completely, go back and make annotations (take notes) based on what you underlined. You don’t need to write complete sentences.
Step 3: Transfer your notes to your paper; using your notes, write your summary. It is important that you change sentence structure and vocabulary and that you use complete sentences. To do so, use synonyms and combine/divide sentences as necessary.
Step 4: Compare your summary to the article. Make sure that it is accurate (no meaning change) yet written in a way that does not suggest plagiarism.
Strategy 1 Review
1. read article and underline thesis/main ideas 2. read again and take notes 3. write summary from notes 4. check
Strategy 2: Reading and Memorizing One Section at a Time
Step 1: Read the entire article. Underline the thesis, main ideas, and the most important supporting points as you read. If you don’t understand the passage completely, read it again until you understand all of it. (same as strategy 1 step 1)
Step 2: Read one section at a time as many times as you need to. Make sure you understand the section completely.
Step 3: Put the section aside and write the main idea of the section without looking at the article.
Step 4: Go back and compare your main idea with the original section to make sure that the meaning of your main idea is the same as that of the original.
Step 5: Repeat for the other sections of the article.
Strategy 2 Review
1. read article 2. read one section of the article 3. put section aside 4. write summary 5. check 6. repeat
Questions?
If you have any questions, you can post them below, or you can ask me in class.
Hope this helps. Thanks for reading!
HW for Thursday, July 14th
1. Speed Reading 6 ("Mr. Right")
2. Check article 1 answers to true/false questions; bring any questions you have ("Fat for Brains") (p. 72-74)
3. Summary of article ("Fat for Brains") (collected)
4. Study Idioms from speed readings 5 and 6
5. Read Article 2 ("Minnesota Starvation Experiment") (p. 79-80)
-Answer questions 1-8 (p. 81); bring 2 questions about the article for the class.
2. Check article 1 answers to true/false questions; bring any questions you have ("Fat for Brains") (p. 72-74)
3. Summary of article ("Fat for Brains") (collected)
4. Study Idioms from speed readings 5 and 6
5. Read Article 2 ("Minnesota Starvation Experiment") (p. 79-80)
-Answer questions 1-8 (p. 81); bring 2 questions about the article for the class.
Friday, July 8, 2011
Homework for Tuesday, July 12th
1. Journal #6 + vocabulary Development record
2. A River Runs Through It Writing Response (handout from class).
3. TOEFL Practice (Optional) (pick up next to my desk)
Here are the words from the AWL:
reside
rational
so-called
reluctance
scheme
accompaniment
induce
persist
compile
erode
2. A River Runs Through It Writing Response (handout from class).
3. TOEFL Practice (Optional) (pick up next to my desk)
Here are the words from the AWL:
reside
rational
so-called
reluctance
scheme
accompaniment
induce
persist
compile
erode
Wednesday, July 6, 2011
HW for Friday, July 8th
1. Speed Reading #5 (i'll give you the answers on Friday)
2. Read 'A River Runs Through It' to p. 73.
2. Read 'A River Runs Through It' to p. 73.
Friday, July 1, 2011
HW for Tuesday, July 5th + book report for Gui
1. Activity E (p. 41--Inside Reading) (Collected)
2. News Journal #5 + AWL Vocabulary Development record
3. AWL vocabulary word handout (from Friday's class)
4. Toefl practice (optional)
5. Bring vocabulary journals for Tuesday!
Enjoy the Weekend!
FOR GUI:
Book Report Level 5 R&V
When: Friday, July 1st
What: Please type a letter to your teacher about your book. Include the following information:
1. What is the title of your book?
2. Who is the author? What do you know about the author?
3. Have you finished the book? If not, what page are you on? If you are reading a novel, how much have you read so far?
4. What is the setting in the story?
5. Who are the main characters (people) in the story? What are they like (describe them)?
6. What happens in the story? Give a brief (6-10 sentence) plot summary.
7. What is your favorite part of the book? Why do you like this part of the book?
8. Should I or other level 5 students read this book? Why or why not?
Don’t forget: Please write your letter in your own words. If you gather information from other sources (i.e., internet), please do not copy this information. Read it two or three times, put it away, and write it in your words.
Send to: joshua.rosenberger@mso.umt.edu.
2. News Journal #5 + AWL Vocabulary Development record
3. AWL vocabulary word handout (from Friday's class)
4. Toefl practice (optional)
5. Bring vocabulary journals for Tuesday!
Enjoy the Weekend!
FOR GUI:
Book Report Level 5 R&V
When: Friday, July 1st
What: Please type a letter to your teacher about your book. Include the following information:
1. What is the title of your book?
2. Who is the author? What do you know about the author?
3. Have you finished the book? If not, what page are you on? If you are reading a novel, how much have you read so far?
4. What is the setting in the story?
5. Who are the main characters (people) in the story? What are they like (describe them)?
6. What happens in the story? Give a brief (6-10 sentence) plot summary.
7. What is your favorite part of the book? Why do you like this part of the book?
8. Should I or other level 5 students read this book? Why or why not?
Don’t forget: Please write your letter in your own words. If you gather information from other sources (i.e., internet), please do not copy this information. Read it two or three times, put it away, and write it in your words.
Send to: joshua.rosenberger@mso.umt.edu.
Subscribe to:
Comments (Atom)