Standards
RL.8.2: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to characters, setting and plot.
- As I mentioned yesterday there are several themes in Stupid Fast. You could use just one for the students to analyze or they could each pick their own.
- As I mentioned yesterday there are several themes in Stupid Fast. You could use just one for the students to analyze or they could each pick their own.
RL.8.3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character or provoke a decision.
- There is a lot of dialogue is the book. Felton even has a lot of inner dialogue that propels action forward. It would be interesting to analyze his inner dialogue and how it impacts his actions.
You could also use these standards to meet the following writing standard:
W.8.9: Draw evidence from literary or informational texts to support analysis, reflection and research
a. Apply grade 8 Reading Standrads to literature.
There are a lot of tough topics presented in the book Stupid Fast (suicide, puberty, peer groups etc.) any of these topics could be used to meet almost all of the Speaking and Listening standards through either a debate or a class discussion. This could be a great way to incorporate the Global Read Aloud project and connect with another class to debate/discuss these issues.
Ideas
I lastly wanted to leave you with some ideas that you could implement in your classroom while reading aloud this book. A lot of my suggestions came from the book Action Strategies for Deepening Comprehension by Jeffery D. Wilhelm. This book has great idea for introducing enactments into your classroom. Through the enactments higher level learning will occur. Here are a couple I think work well with Stupid Fast.
Hotseat: In this enactment a student assumes the role of a character in the book. The student is given time to tell about him or herself and then answers questions or responds to situations that the rest of the class propose. In the book Wilhelm suggests that you prepare students to be the "lifeline" of the person in the hot seat and as always he says it is OK to stop the enactment to reflect upon responses and if they are accurate or not.
Who Am I?: Basically students pick a character from the story. The begin by acting or miming like the character then they will move on to speaking like the character.
Character Surveys: After reading assign each student a character and have them complete a survey. They have to justify their answers as a the assigned character would. Here is an example from Wilhelm's book:
1. Love means never having to say you're sorry.
In role as Romeo. I totally disagree with this statement Love made me do a lot of things that made me really sorry. I am dead and so is Juliet.
The explanation goes on but I think that you get the point.
How fun would these enactments be when using technology to connect with another class.
My last idea is for students to use technology to make a book trailer (just like a movie trailer but with a book). Here is one that a librarian made for Stupid Fast.
Hope this post helped a little!
Happy Reading!
Laura
- There is a lot of dialogue is the book. Felton even has a lot of inner dialogue that propels action forward. It would be interesting to analyze his inner dialogue and how it impacts his actions.
You could also use these standards to meet the following writing standard:
W.8.9: Draw evidence from literary or informational texts to support analysis, reflection and research
a. Apply grade 8 Reading Standrads to literature.
There are a lot of tough topics presented in the book Stupid Fast (suicide, puberty, peer groups etc.) any of these topics could be used to meet almost all of the Speaking and Listening standards through either a debate or a class discussion. This could be a great way to incorporate the Global Read Aloud project and connect with another class to debate/discuss these issues.
Ideas
I lastly wanted to leave you with some ideas that you could implement in your classroom while reading aloud this book. A lot of my suggestions came from the book Action Strategies for Deepening Comprehension by Jeffery D. Wilhelm. This book has great idea for introducing enactments into your classroom. Through the enactments higher level learning will occur. Here are a couple I think work well with Stupid Fast.
Hotseat: In this enactment a student assumes the role of a character in the book. The student is given time to tell about him or herself and then answers questions or responds to situations that the rest of the class propose. In the book Wilhelm suggests that you prepare students to be the "lifeline" of the person in the hot seat and as always he says it is OK to stop the enactment to reflect upon responses and if they are accurate or not.
Who Am I?: Basically students pick a character from the story. The begin by acting or miming like the character then they will move on to speaking like the character.
Character Surveys: After reading assign each student a character and have them complete a survey. They have to justify their answers as a the assigned character would. Here is an example from Wilhelm's book:
1. Love means never having to say you're sorry.
In role as Romeo. I totally disagree with this statement Love made me do a lot of things that made me really sorry. I am dead and so is Juliet.
The explanation goes on but I think that you get the point.
How fun would these enactments be when using technology to connect with another class.
My last idea is for students to use technology to make a book trailer (just like a movie trailer but with a book). Here is one that a librarian made for Stupid Fast.
Hope this post helped a little!
Happy Reading!
Laura
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