creative bookmark with relevant information. It should contain summary of a lesson (class 8 cbse)
Answers
Answer:
Book Report Alternative: Summary, Symbol, and Analysis in Bookmarks
Book Report Alternative: Summary, Symbol, and Analysis in Bookmarks
Grades 6 – 8
Lesson Plan Type Standard Lesson
Estimated Time Two 50-minute sessions
Lesson Author
Traci Gardner
Traci Gardner
Blacksburg, Virginia
Publisher
National Council of Teachers of English
PREVIEW
OVERVIEW
Students love to make bookmarks on the computer because they get to share their ideas with others. Consider the following exchange and you'll see why teachers love this project: "What background color will you choose for your bookmark? What goes with Achren's character? She's so evil that it will have to be red," commented Hannah as she worked. Samie disagreed, and the discussion that ensued had them pawing through the book, justifying their preferences. By making these simple bookmarks, students practice in summarizing, recognizing symbols, and writing reviews—all while writing for an authentic audience. What more could a teacher ask for?
FROM THEORY TO PRACTICE
Beverly Busching and Betty Ann Slesinger explain that literature is a "repository of cultural values"; thus, by reading widely, students are able to tap that repository and become more conscious of their own culture and that of others. Busching and Slesinger continue, "Students need to see their own lives interpreted and validated in the books they read, and they also need to see the wide panoply of humanity, not just to watch these characters enact their lives, but also to see into their lives. Through books, students can develop strong bonds with diverse individuals they would be unlikely to meet in their actual lives, or could never know well" (146-47).
By asking students to explore texts in their libraries for stereotypes and balanced representations of cultural values, this lesson bridges the transformation and decision-making/social action approaches to multicultural education.
Explanation:
STANDARDS
NCTE/IRA NATIONAL STANDARDS FOR THE ENGLISH LANGUAGE ARTS
3.
Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
6.
Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
11.
Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
12.
Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information