Sentences

Friday, December 14, 2018

Book Review Template and Example

BOOK REVIEW TEMPLATE
LINK TO BOOK REVIEW TEMPLATE

NAME__________________     BLOCK______    BOOK___________________________
Due Dates

Blocks E, F and H – January 14  BEFORE CLASS BEGINS

Blocks C – January 15, 2019 BEFORE CLASS BEGINS.
Requirements: 
·       Follow the template and look at the model on the   blog
·       Add photos
·       Put it through TurnItIn before posting it to your Weebly blog under LA
·       Review for grammatical and spelling errors



Title:___________________________

Author:_________________________

Small review blurb:





(cite your source)

Publisher:_______________________

Language:_______________________

Pages:__________________________

SHORT BIOGRAPHY OF AUTHOR (in your own words, but be sure to say where you got the info):









SUMMARY (use the GIST method of WHO, WHAT, WHEN, WHERE, WHY, HOW))











My Opinion (this is where you can become creative, you can compare this book to other books by the author or the genre, you can do a bit of historic research about – anything relating to the book or the subject of the book.  You can provide a recommendation – why is the book good or not so good.)












Theme (You’ve been writing about theme and backing it up with evidence from the text – this should be easy for you)











Book Reviews (You can get these from Amazon, Goodreads, Barnes and Noble, from the book jacket)












Sample Book Review



Catherine the Great: Portrait of a Woman

By Robert K. Massie

Intelligent, ruthless, insatiable: she was the most powerful woman in the world, dragging Russia out of her medieval stupor and into the modern world'. (http://www.history.co.uk/biographies/catherine-the-great)

  • Publisher: Random House (November 8, 2011)
  •  Language: English
  •  Pages: 656

 Biography of Robert Massie III

Robert Kinloch Massie III is an American historian, author and Pulitzer Prize recipient. He has devoted much of his career to studying the House of Romanov, Russia's royal family from 1613 to 1917. His latest tome about Catherine the Great is a testament to how getting into the minds of great leaders of the Russian Empire through years of research results in his penning a highly readable narrative about Catherine and the path that lead her to be one of Russia’s most admired rulers. In fact, the book is so well conceived and written that it is deserving of the Amazon reader’s five star rating. (Information on this biography pulled from Amazon.com/books/Catherinethegreat and Goodreads.com/author/show/20882. Robert K Massie. accessed 14 Nov. 2016)

                                                            
      Peter II and Catherine                                                      Peter the Great

Summary

The story begins in Germany with Sophia, the 14-year-old daughter of a prince and an ambitious mother from the powerful Holstein family.  Joanna wanted to elevate her place in society and did so by brokering her beautiful daughter out for marriage.  At the same time, Elizabeth, daughter of Peter the Great, desired to find a suitable wife for her persnickety, spoiled son, also named Peter. The mothers made a deal to unite their offspring and Sophia and Joanna left Germany for Russia where the marriage took place in 1745 when she was 16-years-old.  In the years between her arrival in Russia and her marriage, Sophia embraced the Eastern Orthodox Church, learned Russian, and assumed the name Catherine.  Her life with Peter was unfulfilled as he seemed to have no interest in her as a wife.  She eventually entered into a series of relationships that resulted in her having several children.  

The first, Paul, is said to be the only legitimate son of Catherine (although Massie debates that question based on Catherine’s own diary (although Massie debates that question based on Catherine’s own diary admittances).  Eventually, Empress Elizabeth dies and her incompetent son assumes the throne.  But, his subjects are unhappy with him and his lack of ability to rule. During this time, Catherine was sent to live outside of St. Petersburg. After six months, Peter is forced to abdicate his power after what Massie suggests is a coup by his military officers.  Catherine returns to St. Petersburg and is made Empress Catherine II.  During her 34 year reign she reduced the power of the clergy, expanded the Empire, successfully thwarted attempts to overthrow her, and brought art and culture to Russia.  She began as a social reformer, wanting to bring equality and opportunity to all of her subjects (including the abolishing of serfdom) but her power lied within the support nobility, so as time went on, she became more conservative.  She died of a stroke in 1796.
  


When I decided to move to Russia, I made a commitment to read as many books about Russia as I could - Tolstoy, Dostoyevsky, Gogol, and my favorite, Checkov.  I had not considered reading histories or biographies until a friend of mine, one whom had never even visited Russia, suggested Massie's book.  I am glad I took her advice because I loved this book and at times I couldn’t put it down, often reading well into the night.  Catherine was an exciting character – fearless, yet cautious, as well as a forward thinker who inherited her mother’s ambition to rule.  She was luckier than her mother, who married a minor Prussian prince. But because of Joanne, Catherine's marriage placed her on her path to Empress.  Although, as a young girl, she was insecure about her abilities and hesitant of power at first, she overcame her fears.  For instance, when she was sent for after her husband was removed from the throne because he was making enemies everywhere and was determined to go to war, she was terrified. Yet, she hopped on her horse and rode back to St. Petersburg with the support of the people who had grown to love her because, although she was German (or Prussian) born, she had fully embraced Russia and its people, something her husband Peter never did because he hung on to the strings of his own Prussian upbringing. (His mother, also a daughter of Peter the Great married a Prussian and raised Peter in Prussia until his aunt, Elizabeth (she had no children) made him her heir to the throne).  She had also endeared herself to the military, the clergy, and the nobles, powerful forces in 16th century Russia.

Massie suggests that Catherine was involved in Peter’s undoing in order to save Russia from his crazy shenanigans.  He had also made a critical error in calling her “Dura!” (fool) in front of four hundred guests (Part IV, chapter 43), which only succeeded in alienating her from him and gaining sympathy from the people.

Catherine was well read, highly cultured, and communicated with some of the greatest minds of her times.  She read the writings of the philosopher Bayle (who wrote against Christian Orthodoxy), Montaigne, one of the first Renaissance “humanists”, Montesquieu, a great political philosopher from the era of Enlightenment and Voltaire, a French philosopher and, “an outspoken supporter of social reform (including the defense of civil libertiesfreedom of religion and free trade - http://www.philosophybasics.com/philosophers_voltaire.html,often seeking his council through letters and his visits to her in St. Petersburg.  When Voltaire died, she bought his collections of books, which resided in The Hermitage along with thousands of pieces of art she acquired during her reign as Empress.

The final chapters of Catherine the Great: Portrait of a Woman lose some steam, but by the time I got to that part, I was already a big fan of the Empress.  Massie’s book incorporates vivid details about Catherine and her life, painting a picture of a beautiful, curious, intelligent, sympathetic and powerful woman, who, because of the circumstance of her birth and the machinations of ambitious people who influenced her early life in a time when women were used as bartering tools for power, not only “did her duty”, but embraced her role with the strength and passion befitting someone whose legacy is everlasting.


Many themes run through Massie's book, but I think the one that outshines the rest has to do with embracing any situation presented, even unhappy ones, and making the most of the situation through commitment, passion, and, ultimately, belief in oneself.  I believe this is the theme because:

In the first chapter, Massie describes Catherine's mother as "an opportunist" who uses her daughters to gain power.  Despite her mother’s obsession to make her daughter a queen, basically using her to gain position, Catherine embraces her duty to her mother and her country by marrying someone not of her choosing and by adopting her new country – its religion, its language, and its culture.

In chapter 12,  Catherine has decided that she will learn not only the, "language and the culture of Russian aristocratic society, but also those of the commoners."  If she is to be the Queen, she most know everything there is to know about being "Russian".

Catherine's husband, Peter II, rejects her as his wife, but a letter to her mother she states, "That if I am to embrace my position, I must be better than my weak husband, and tend to the duties I am obligated to fulfill."

So, despite all of the problems she faced, Catherine learned quickly, adapted to her new culture, reached out and was accepted by all walks of life, and rose higher in Russian history that even she could imagine.  She brought art and culture to Russia as well as extended much of Russia's territory.  And the way she is portrayed in the book leaves the reader with the feeling that Catherine deserved the words, the great, following her name.





Short reviews about the book

“Enthralling.”—USA Today

“Gripping.”—The New York Times Book Review
 
Catherine the Great: Portrait of a Woman has it all: jealous mothers, indulgent eccentrics, greedy social climbers, intrigue, infidelity, murder, political coups, sex, war and passion.”—Bookreporter

“Exhaustively researched and dramatically narrated.”—The Boston Globe
 
“[Robert K. Massie] brings great authority to this sweeping account of Catherine and her times. . . . a compelling read.”—The Washington Post
 
“Meticulously, dramatically rendered.”—O: The Oprah Magazine
 
“Reads like an epic Russian novel.”—San Antonio Express-News
 
“Will transport history lovers.”—People

“Massie makes Catherine’s story dramatic and immediate.”—The Kansas City Star
 
“Graceful and engrossing.”—Minneapolis Star Tribune

Tuesday, December 11, 2018

Ms. Moreau's Link to Student/Teacher Survey

Hi guys - please take a moment to hop on to this survey and answer the questions.
Thanks -


December 13 and 14


THE REST OF THE WEEK WILL LOOK LIKE THIS:

PRINT OUT YOUR BOOK COVERS - ALL THE BOOKS YOU'VE READ IN THE LAST FEW MONTHS - IT'S BEEN AWHILE

3/4 BOOK TALKS - BE READY THOSE OF YOU WHO HAVE NOT GIVEN ONE.

STUDENT TO MS. MOREAU SURVEY.


Wednesday, December 5, 2018

Dystopian Fishbowl Discussion Guidelines

FISHBOWL DISCUSSION                                                     
DYSTOPIAN UNIT
Fishbowl Project­­
               Many ideas and questions were raised throughout this unit that will result in a culminating discussion called a Fishbowl.  The Fishbowl will count as another summative assessment for the unit.
GOALS
·       To ENGAGE in a collaborative discussion to further our understanding of Dystopian ideals and characteristics.
·       To EXPRESS opinions clearly using evidence from the unit.
·       To DEMONSTRATE a command of the vocabulary associated with Dystopian art and literature.
·       To DEBATE the question - what is more important to have as a citizen of a community – SAFETY – FREEDOM – INDIVIDUALITY – COMMUNITY?
ENDURING UNDERSTANDING (here, we will go back to the beginning)
·       Discussing Dystopian themes in art and literature help us in understanding the current trends, social norms, and/or political systems in our own community, country, and/or world.
ESSENTIAL QUESTIONS
·       How can coming prepared to a formal discussion build self-confidence in expressing our opinions?
·       How can listening to other opinions help us reflect and refine our thinking?
·       Why is it important to listen and question ideas in a formal discussion?
·       What is more important to have as a citizen of a community – Safety, Freedom, Individuality, or Equality?
QUESTIONS/TOPICS


The following are questions and topics for your fishbowl.
1.     Contrast the societies in “Harrison Bergeron” and “The Lottery” and in the dystopian novel(s) you read in the last months.
2.    “Is it truly freedom if you don’t have the freedom to make mistakes?” How does this quote from Ghandi relate to our two narratives?
3.    Why do the characters in the stories we/you have read accept the societies they live in?
a.    Under what circumstances could these societies exist?
b.    What do these societies offer that our society does not offer mankind?
4.    What do the benefits and flaws of the seemingly utopian societies in The Giver and Harrison Bergeron, as well as the other dystopian stories you have read, teach us about our society?
5.    Are attempts at Utopian societies truly fair for all citizens? Why or why not?
a.     Based on the research and readings, is it possible for mankind to ever achieve Utopia?
6.    Debate the following question - What’s more important to have as a citizen – SAFETY, FREEDOM, INDIVIDUALITY, OR EQUALITY?
Fishbowl Structure/HOW IT WORKS
·       For this formal discussion students will be expected to participate both the inner group and the outer group.
·       While in the inner group, students are engaged in active discussion addressing the given questions/topics according to expectations.  
Students in the outer group are observers.  They must actively observe the discussion, take notes and tap into the circle at least two times during the Fishbowl.
·       *Empty Chair: This is for the teacher to enter when necessary.


EXPECTATIONS
1.  Restate the previous comments using student’s first names.
2.    One person speaks at a time.
3.    Use body language and eye contact for clues when to speak.
4.    Comments and questions are only asked by the people in the inner circle.
5.    Support answers/comments with evidence.
6.    To enter the inner circle, you must tap into someone who has already participated in the conversation.
7.    If you elect to leave the bowl, you MUST say something meaningful before leaving.
8.    Each person must connect their comment or questions to the previous comment or question.
9.    No question must begin with the word why.
10. The conversation does not exist just so you can hear yourself talk, it is for the group to explore ideas and questions.
11.  People in the outer circle must write down statements that make them go “hmmm” or “aah” or “huh”.
12. One student enters the circle to begin the discussion.
13. The discussion keeps going even when people enter or leave the bowl – flow should be seamless, without pause.
14. Keep the discussion focused!!!!*******
15. Incorporate others in the discussion.
16. Provide examples to support your opinion.
17. Come prepared with all notes AND whatever reading you wish to pull evidence from.
18. Respect all opinions and views.
ABOUT LISTENING AND SPEAKING
·       When a student is not speaking, he or she is expected to be an active listener. This includes making eye contact with the person that is speaking, staying quiet while somebody is speaking, and maintaining interest even if not directly participating.
  • While speaking, students need to be respectful in all areas.
  • Students are in no way to put down the ideas of other students – disagreement with the idea is fine, but no disparaging comments towards other students will be tolerated.
  • Likewise, students need to respect the amount of times and length of time during which they speak.  “Share the air” – everyone needs time to speak, so do not monopolize the conversation by speaking too often or by speaking for too long.
  • Your point should be concise, meaning to the point.
  • Remember when speaking that accuracy is important. Arguments that are not accurate or supported by proof will result in a poor grade.
·       Finally, stereotyping of any type will not be tolerated
Whether in the inner or outer circle, active listening is still expected. If on the outer circle, students are responsible for taking notes based on the conversation taking place in the Fishbowl.


Standards
Ø  Engage in a collaborative discussion within a formal group setting
Ø  Prepare for the discussion using notes from the research, reading, discussion, and writing during the unit
Ø  Explicitly draw on evidence to further a point, justify your idea, or to reflect on ideas discussed
Ø  Pose questions that connect the ideas presented
Ø  Acknowledge new information
STEP 4 FISHBOWL DISCUSSION
Evaluate your preparation and participation in a collaborative discussion on a scale from 1 to 7.
YES!
1-7
NOT SURE
1-7
NO
Not at all!
Ø  Prepare for the discussion using notes from the research, reading, discussion, and writing during the unit
Ø  
Ø  Explicitly draw on evidence to further a point, justify your idea, or to reflect on ideas discussed
Ø  
Ø  Engage in a collaborative discussion within a formal group setting
Ø  Pose questions that connect the ideas presented
Ø  Acknowledge new information

Figurative Language Asssessment

How to prepare? Know the differences between poetry and prose Define the figurative language Identify the figurative language in a s...