Bell Ringers

I like to do "Bell Ringers" with my students to start class. I ask a few questions that relate to the text that I want students to answer honestly. Then, after we read the book, I like to have students go back to their questions and answer them as though they were the main character. Here are some bell ringers for the book Guys Write for Guys Read:

13-27

1. What is the most mortifying thing that could happen before a first date?

2. What is something mature adults do that teens don't?

3. What is most calming for you?

4. Who is your most favorite comic book hero and why?

28-41

1. When is a time in your life you experienced your own change?

2. What is the most exciting book you've ever read?

3. What is your favorite sport to watch/play?

4. What is a hobby you are involved in and why?

42-57

1. What do guys focus on in 7th grade?

2. When was a time your creativity got you in trouble?

3. What constitutes a "real guy"?

4. How can bad decisions you make now, affect you as you get older?

58-72

1. When has someone wanted you to do something they want--not what you want?

2. What is a secret you shared, but shouldn't have?

3. How important is a relationship between father/son?

4. What have you gone deaf to?

73-86

1. What "ideas" have you gotten from books?

2. When are you a follower?

3. What makes a good leader?

4. What do you think you're good at--but you're actually not?

87-99

1. When was a time you didn't get what you deserve?

2. If you had superpowers, what would they be?

3. Who or what do you have in your life that is better than anyone/anything? Why?

100-115

1. When is a moment in your life when you've done something really great? Something unexpected?

2. When did you have a bonding experience with someone that you weren't expecting it?

3. What are some rights that are important to you?

4. What adventure has changed your life?

116-128

1. Who is your teacher, really?

2. What are the traits of a good guy?

3. What is your favorite kind of gum?

4. What is your favorite magazine?

129-142

1. When is a time your parents were right?

2. What do you appreciate about your parents?

3. In a world of "guy things" and "not guy things" what makes the lists?

4. What is something you hate?

143-157

1. When is a time your parents told you not to do something and you did it anyway?

2. How does a boy become a man?

158-172

1. What is Sprokostagorubolonoso?

2. Who is the luckiest person you know?

3. What is something you like to do that others consider nerdy?

173-186

1. What is the scariest thing you've ever experienced?

2. What is your favorite book and why?

3. What is your favorite prank?

4. Who is your favorite hero and why?

187-201

1. What is one thing you never told your parent(s)?

2. What are boys experts on?

3. When have you gotten in trouble with your teacher?

4. When was a time you learned your lesson the hard way?

202-216

1. What chore do you dislike doing?

2. What is your favorite childhood memory?

3. What are some things that describe/define a man?

217-228

1. What is a confession you'd like to make?

2. What subject are you most familiar with?

3. Who is Roy G. Biv?

4. When is a time when you watched someone do something successful, but when you tried, you failed?

229-238

1. Is reading something you do alone or with friends?

2. How should girls be treated?

239-246

1. What is conduct? If you were assigned a letter grade for conduct, what would it be and why?

2. What is the most creative thing you could do with a power cord?

3. Do you have a guilty conscience? Why or why not?

247-254

1. What is your favorite part of a newspaper?

2. What is the best piece of advice you've ever received from a coach?

3. What is an internal bear? What is your internal bear like?

255-268

1. What is your dream job?

2. What are some of the puzzle pieces of your life?

3. What are some nick-names you have and how did you get them?

Updates

I just finished re-reading Guys Write for Guys Read and I am so thrilled about this book. The boys will love it, I'm sure. I'll admit, after reading this book, a part of me wanted to be a guy so I could be a part of what I was reading. As a woman, I felt like an outsider, but I can't wait to see how my students will bond when reading this book.

In other news, I have created a reading plan, so both groups will get done with their novels on the same day:

Guys Write for Guys Read

Day 1: 13-27

Day 2: 28-41

Day 3: 42-57

Day 4: 58-72

Day 5: 73-86

Day 6: 87-99

Day 7: 100-115

Day 8: 116-128

Day 9: 129-142

Day 10: 143-157

Day 11: 158-172

Day 12: 173-186

Day 13: 187-201

Day 14: 202-215

Day 15: 217-228

Day 16: 229-238

Day 17: 239-248

Day 18: 249-254

Day 19: 255-268

So B. It

Day 1: 3-12

Day 2: 13-24

Day 3: 25-40

Day 4: 41-52

Day 5: 53-64

Day 6: 65-78

Day 7: 79-98

Day 8: 99-115

Day 9: 116-129

Day 10: 130-143

Day 11: 144-156

Day 12: 157-163

Day 13: 164-176

Day 14: 177-193

Day 15: 194-206

Day 16: 207-214

Day 17: 215-224

Day 18: 225-233

Day 19: 234-245

Checklist and Rubrics

I found the best tool for a teacher to use while planning a Multi-Genre project:

http://urbachc.org/urb_multigenre_rubrics.htm

Enjoy!

The process begins

The first thing I'm working on is to re-read each book. I'm starting with Guys Write for Guys Read to brainstorm ways to make students read the goals I set and to understand the standards I've chosen. I'm so excited; the guys are going to love this book!

Multi Genre Project

As an English teacher, I love the idea of the Multi-Genre project. The idea of having students respond to literature they are reading in a variety of ways accomplishes every teacher's ultimate goal: interacting with the text in a meaningful way. For a couple years, I've wanted to teach a book specifically for boys. I've read numerous articles about how male students learn in different ways and their educational needs are not being met in the typical public school. My idea for changing that concept started with simply teaching two book. After setting a personal goal to differentiate everything I teach, I figured I should also differentiate this project. By the time I've worked through what I want my students out of the project, I learned that this is a massive undertaking. In addition for students to learn the value of themselves and more about themselves, I want to foster creativity. I want students to push themselves farther than they thought they could go. I also want to create tasks for my students that will meet certain standards:

Both:

7.1.1 Vocabulary and Concept Development: Identify and understand idioms and comparisons - such as analogies, metaphors, and similes - in prose and poetry

7.1.3 Clarify word meanings through the use of definition, example, restatement, or through the use of contrast stated in the text

7.2.7 Draw conclusions and make reasonable statements about a text, supporting the conclusions and statements with evidence from the text.

7.3.1 Structural Features of Literature:
Discuss the purposes and characteristics of different forms of written text, such as the short story, the novel, the novella, and the essay.

7.3.3 Analyze characterization as shown through a character's thoughts, words, speech patterns, and actions; the narrator's description; and the thoughts, words, and actions of other characters.

7.4.2 Create an organizational structure that balances all aspects of the composition and uses effective transitions between sentences to unify important ideas

7.4.7 Use a computer to create documents by using word-processing skills and publishing programs; develop simple databases and spreadsheets to manage information and prepare reports.

7.4.8 Evaluation and Revision:
Review, evaluate, and revise writing for meaning and clarity

7.4.9 Edit and proofread one's own writing, as well as that of others, using an editing checklist or set of rules, with specific examples of corrections of frequent errors.

7.4.10 Revise writing to improve organization and word choice after checking the logic of the ideas and the precision of the vocabulary.

7.5.4 Write persuasive compositions that:
• state a clear position or perspective in support of a proposition or proposal.
• describe the points in support of the proposition, employing well-articulated evidence and effective emotional appeals.
• anticipate and address reader concerns and counterarguments.

7.5.5 Use varied word choices to make writing interesting and more precise

7.5.6 Write for different purposes and to a specific audience or person, adjusting style and tone as necessary

7.7.5 Use speaking techniques - including adjustments of tone, volume, and timing of speech; enunciation (clear speech); and eye contact - for effective presentations.

Girls

7.3.2 Analysis of Grade-Level-Appropriate Literary Text:
Identify events that advance the plot and determine how each event explains past or present action or foreshadows (provides clues to) future action.

7.3.8 Analyze the influence of the setting on the problem and its resolution.

7.3.9 Analyze the relevance of setting (places, times, customs) to mood, tone, and meaning of text

Boys

7.2.4 Analysis of Grade-Level-Appropriate Nonfiction and Informational Text:
Identify and trace the development of an author's argument, point of view, or perspective in text

I have big goals for this project:

· First, I plan to teach two books simultaneously. Guys Write for Guys Read for the boys in my 7th grade class, and So B. It for the girls. I realize that the books are so different from each other, but I hope that the Multi-Genre project will be able to achieve the same goals no matter how different the texts.

· Second, I will have a different pace and assignments for each book. Both groups will be completed at the same time, so I will have to arrange schedules for each book.

· Third, this unit will be differentiated for the individual learner; students will be able to choose which projects they would like to complete based on their individual learning styles. In order for students to learn how they learn best, I will administer a learning style survey. Students will then know how they should progress through their assignments.

· Next, I will have to develop a plan for students so they complete a variety of assignments and not all the "easy" tasks.

· Then I will create the different options for assignments for each book, including rubrics for each genre.

· Finally, I will work with students to polish several different genres to compile in a portfolio as their final projects.

I'm excited to learn more about my students throughout this process. I'm even more excited to watch them learn about themselves as they complete this process.