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Engagement Activities

What are Engagement Activities?


A series of learning tasks given to students after taking up a given selection, hence, it is a post-reading activity.

The objective of these activities is to make the students more involved so they can understand the selection better to grasp deeper insights and enjoy as they experience the story elements (characters, setting, problem, main events, resolution (ending), and theme.

to highlight and hold the initial response of the students to the reading material and presupposes that the students are able to perform the mechanical aspects of reading to a reasonable degree and that they are able to create meaning from text.

EAs should be:


interesting to students; focus on story content; emphasize comprehension; include all levels of thinking; involve discussion and writing; provide for variety; include long and short range assignments; be tailored to fit each selection
(Macon and Macon, 1989)

Implementing the use of EAs


1.

Introduce it to students one at a time or gradually. Start with an easy book to begin with.
After reading the selection, start with a brief discussion and introduce the activity to help the students do it on their own eventually.

2.

3.

Cont.
4.

The introduced activity should be done as a whole by the entire class. The activity should be applied again in the next 2 or 3 days. Depending on the level of their understanding it could be done as a class again or in small groups until such time they could do it individually.

5.

Cont.
6.

After the children work on the EAs, there should be a presentation/discussion of their output to the class as sharing, is an imperative component of post-reading activities.
As they present their work, the teacher can check the skills that are being developed by the activities he/she uses.

7.

Cont.
8.

As a rule, not all engagement activities can be applied to any story. Thus it is imperative that you choose the story that will fit the engagement activity.

STORY LADDERS
Story ladders are created by making a summary of the story and deleting the latter half of each sentence.
The students task is to recreate the general intent or meaning of the story but it does not mean that they will try to recall and reconstruct the original.

The value of the ladder is that it immediately establishes literal comprehension of the selection.

However, the teacher should make the sentences open-ended in order to encourage inferential thinking.

To create a story ladder, write a coherent paragraph. In this way, information from sentence # 1 can be used in determining the answers to the subsequent blanks.

Sample Story Ladder


Cinderella Once upon a time, there was a beautiful girl born to a couple. They named her Cinderella. However, her mother died and so her father remarried. Her new stepmother was vicious and so were her two daughters. They treated Cinderella cruelly and made her do all the household chores. She often stayed in the kitchen among the pots and pans and soon her clothes became worn, tattered and dirty. The prince in the kingdom wanted to marry and so he invited all the girls in the land to a party. Cinderella and her stepsisters were invited but her stepmother did not allow her to go. You know the rest of the story

Do the story ladder below.


1.
2. 3.

4. 5.

A beautiful girl _____________. Her mother __________________. Her stepmother and stepsisters ______________. One day, the young prince __________. However, Cinderella _______________.

STORY FRAME (G.L. FOWLER)


Purpose: To focus on basic story content including the setting the main characters.
Grade Levels: regular students in primary grades, less-prepared readers and middle and upper grades

The STORY FRAME requires that a student focus on the main characters, the setting, the major events and the conclusion in the story. Enough information is given in the frame to enable students to put together the basic information required.

The story frame may be simplified or made more complex by reducing or increasing the number of main events in the story which are to be included.

Work on this: Create a story frame for the story below.


The Ant and the Grasshopper On a field one summer day, a grasshopper was hopping about chirping and singing to its hearts content. An Ant passed by carrying a great kernel of corn back to its nest. Why not come and chat with me,said the Grasshopper,we have plenty of food at present! I am helping to gather food for the winter said the Ant, and I suggest you do the same. But the Ant went on his way and continued to work. When the harsh winter came, the Grasshopper had no food and found himself dying of hunger, while he saw the ants ate corn and grain everyday from the stores they collected all summer. Then Grasshopper knew: It is best to prepare for the days of necessity.

STORY FRAME
THE STORY TAKES PLACE____________________________ __________________________________________________________ _____________________. _________________ IS A CHARACTER IN THE STORY WHO __________________________________________ _________________________________________________________. A PROBLEM OCCURS WHEN ________________________________ __________________________________________________________ _________________________________________________________. AFTER THAT, _____________________________________________ _________________________________________________________ __________AND ___________________________________________. THE PROBLEM IS SOLVED WHEN ____________________________ __________________________________________________________ _________________________________________________________. THE STORY ENDS _________________________________________ ________________________________________________________.

STORY MAP
1.

The teacher selects a narrative passage of sufficient length to have a cohesive story line.

2.

The teacher prepares questions to lead students through the story map.

3.

The teacher discusses the organization of a story by explaining that every story has a beginning, middle and an end.
a. The beginning tells the place and who the characters are. b. During the middle of the story, the central character has a problem and makes a plan to solve it. Certain events in the story lead to solving the problem. c. The end of the story tells how the character(s) solved the problem.

4.

The teacher explains the visual story map and relates it to story organization. The students read the story.

5.

6.

The teacher and the students fill out the map together. The teacher uses the prepared questions to guide the completion of the map.

7.

The teacher and the students compare this story with other stories they have read.

Story Pyramid (Brenda Waldo)


Purpose: To provide a vehicle for students to state who the main characters are; what the setting is, what the problem is, the main events in the story, and the resolution (this can be taught of as the main characters achieving his goal or the moral of a story) of the problem.

Grade levels
More suited to grades 4 8 since the students will need to know how to select the highlights of a story, using the literary essentials mentioned above, but employing a limited number of words. It is also useable in primary grades , but the teacher must work directly with students for best result and develop a group Story Pyramid.

Description:
In the Story Pyramid students are asked to complete a pyramid-shaped outline which will include the following information:
Line 1 Name of the main character Line 2 Two words describing the main character Line 3 Three words describing the setting Line 4 Four words stating the problem Line 5 Five words describing a second main event Line 6 six words describing a second main event Line 7 Seven words describing a third main event Line 8 Eight words describing a main event

At first glance this activity may appear to be the rigid. On further scrutiny, it is apparent that students answer may vary, and the central challenge of the activity is the selection of quality vocabulary to complete the design.

Knowledge of story content plus the demand for just the right words stretches thinking and requires that students make cogent responses using an economy of words.

Sample Story Pyramid: Julie of the Wolves (Jean Craighead George)


1.

Julie

2.

brave perplexed
towns wilderness old wolf ways pack husband village for civilization

3.

Alaska Retain

4.

abandon with from father abandon

5.

Julie runs lives to

lives away with

6.

Julie Julie decides

dumb in old Alaska ways

7.

8.

Julie

Name:__________________ Title: ___________________ Author: _________________

Grade/Year: ______________

STORY PYRAMID ____ 2. ____ ____ 3. ____ ____ ____ 4. ____ ____ ____ ____ 5. ____ ____ ____ ____ ____ 6. ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____
1.

7. 8.

STORY FACE (Laura A. Staal)


Purpose: With the visual imagery strategy, students are able to form pictures in their minds, and provide readers with a graphic representation of story elements. Grade Levels: Regular students in primary grades; less-prepared readers and middle and upper grades

Description:
The Story Face provides a recognizable object upon which to outline a story. The eyes are two circles that represent the setting and main characters. The nose corresponds to the problem, and the mouth comprises a series of circles representing the main events that lead to the solution.

PLOT PROFILES
Another story element is the plot. The events in the story make up the plot.
It provides the context (backgrounds/ situation/ perspective / environment) for the behavior and psychology of the characters

PLOT PROFILES are a combination of a time line and a rating scale


1. Present several sentences which summarizes the story, but not in the order of time. 2. Ask the students to sequence or reorder the events so that the story can be summarized. 3. Ask the students which of the events are most exciting. The points can now be plotted on the chart. 4. After the points have been plotted, they are connected. 5. The fluctuations of the plot should be discussed.

#1

#2 #3 #4 #5 #6

#7 #8

Modifications: Make the plot profile reflect the successes and travails of the main character, or one of the major characters. Instead of excitement levels, you can make feeling levels.

Plot profile
Very Exultant Exultant (happy) Okay Miserable Depressed

STORY GRAPH
Level of Action/Emotion graph is a kind of fever chart of a story. It is useful to help students examine the overall structure of a story as well as the writers style and craft.

It is also very effective in encouraging both oral and written response to a story and in inviting critical judgments.

The first story graph should be applied to a very easy and familiar story. The graph below is sectioned event by event from the introduction of the story problem to the end of the story to show how it is drawn. Vertical lines are not necessary for a chart done with the students.

Beginning (calm)

End

LITERARY JOURNALS, NEWS REPORTS and INTERVIEWS


These three activities show the readingwriting connection very well

LITERARY JOURNALS
In the literacy journal, the writer adopts the personality of one of the characters and writes a day in the life of that character. (Johnson and Louis,1985). This activity could be introduced to the class by showing them an example. It is perfect for short and long stories. When it is used for novels, the journal can be done by chapters.

Dear Diary, The prince has invited all the young ladies in the kingdom to attend a ball at the palace. Alas! I have not been allowed to go there. Besides I have nothing to wear. All my clothes are worn-out, tattered and torn. Its awfully dirty. I have absolutely nothing to wear. I am so forlorn about the whole thing. I am young. I, too, want to enjoy my life. I want to see the palace. Oh, I do want to meet the prince! Is he really handsome as they are all saying about him? Is he kind? Would he ask me to dance? It is really something I could look forward to. But reality stares me in the face. I have no way of going there. I must accept my circumstances with equanimity. Love, Cinderella

Procedure:
1.

Present an example to the class.


Discuss the events they could possibly write about in the journal entry. Tell them that although there are different ways of writing about it, the story facts remain the same. The tone is personal.

2.

3.

4.

Encourage the students to decorate their letter to add to the over-all impact of the letter if they cant afford to buy stationeries. Let them write from the point of view of the antagonist also. The journal would also be interesting.

5.

LITERACY NEWS REPORT


A literary news report is like a newspaper report. It sticks to facts and should not include the writers opinion.
It is the opposite of the literary journal because the literary news report is objective and sticks to the facts.

Characteristics of a news story (Johnson


and Louis, 1985)

Headline catches your attention. Tells what really happened Byline tells who has written the report Dateline tells where the story came from and when it was written Body gives the details of what happened (whquestions, etc. It may also quote what other people said

Harry Potter ties with Krum By: Imelda C. Ferrer (Hogwarts, November 13, 2000) Harry Potter, one of the champions of Hogwarts tied first with Bulgarian champion, Viktor Krum in the first task of the Triwizard Tournament held at Hogwarts. The tournament which was established some seven hundred years ago and which didnt take place for a long time commenced today.

The first task was to collect the golden eggs of four dragons. Cedric Diggory of Hufflepuff House was the first to try his hand at getting the egg of the bluish-grey Swedish Short-Snout dragon. Fleur Delacour of Beauxbatons Academy tackled the task with the Welsh Green dragon. Viktor Krum of Durmstrang was the third and he tackled the red Chinese Fireball dragon. Harry Potter of Gryffindor, the youngest contender was the last one who tackled the Hungarian Horntai. The second task is scheduled on February 24, 2001.

Modifications:
Your students can come up with an entire issue or a broad sheet or tabloid based on the story. There can be front page stories, editorials, editorial cartoons, feature stories, classified ads, sports stories, entertainment features, cross words and games.
You can ask your students to read their news report in class.

LITERARY INTERVIEW
Retells the events in the story from the point of view of a character.
Students pretend to interview the character in the story and assume the role of the character to respond to the interview questions.

LITERARY INTERVIEW

Reporter: How do you do, Little Prince? Im ______ from Childrens Book Publishing House. Id like to ask a few questions about yourself. Its being circulated that you left your planet for good. Little Prince: I went away to leave my flower who had tormented me. Reporter: How did she torment you? What did she do? Little Prince: She demanded many things from me. I really dont want to talk about it. Reporter: Im sorry. Lets move to the next question. When did you arrive in our planet?

Little Prince: I have been in your planet for some time. Reporter: And how long would your stay be? Would you please be more specific? Little Prince: I came to your planet when I took advantage of the migration of a flock of wild birds. But my planet is so far awayI dont know how Ill get back. I need to go home now because of my roseI was too young to know how to love her. Reporter: I wish I could be of help. Perhaps after this interview is published, someone will be able to do something about your problem. Thank you for your time.

Modifications:
You can have the children conduct an interview the way a talk show host like Jay Leno, Oprah, Conan OBrien or David Letterman or local reporters conduct their interview.

LITERARY REPORT CARDS


A literary report card is like as students report card. The purpose is the same, to rate and evaluate the character. However, the literary report card rates character traits, rather than performance in academic subjects.

The literary report cards is very good in developing keenness in identifying character traits and in making judgments.

You can let the students decide on what character traits they want to grade a certain character. Villains or antagonists are nice to grade.

Maria Montessori Holy Christian School


Name:Snowhites Stepmother Grade Level: Fourth Year, Doctorate Sex: F Age:35

Subject kindness

Grade 74

Creativity

95

Remarks She ordered Snow-white to be killed. She was able to disguise herself as an apple seller

Astuteness (Cleverness)

95

She was very clever and was able to locate Snowhites abode in the forest

Comments: Stepmother passed in creativity and astuteness; however, she has to work on her kindness. She must learn to be kind to others. Adviser: Mrs. Imelda C. Ferrer

CHARACTER WEB
Purpose: To get to know the character more
Grade Levels: Regular students in the primary and elementary grades

Description:
It uses the students ideas to categorize pertinent information on a selected character.
The teacher or the cooperative group discusses what categories of information can be generated for the particular character.

Once the categories have been established, students can brainstorm words which belong under each category level.

A picture or name for the character goes in the center triangle

Then rectangles for the characteristics, problems, feelings and behavior are made. By doing a character web for several characters from the story, students must have data to write character comparisons. They can also personalize the literature by completing a web about themselves and comparing it to a book character.

CHARACTER WEB
Characteristics Problems

Feelings

Behavior

CHARACTER MAPPING
Purpose: To focus on the main characters in a story, and identify their qualities or traits based on their actions.
Character maps are extremely useful in assisting students to develop a more thorough understanding of character traits as exemplified by characters actions.

Grade Levels:
Regular students in primary grades; lessprepared readers and middle and upper grades.

Description:
As it is, character mapping is an approach to character description. The map is used as follows:
o Central square o Four ovals o Three circles

Central Square:
Students either write the name of a character in the square, or paste a picture from a magazine that they feel typifies the character. Better still, they can draw the character.

Four Ovals:
Students record qualities or specific traits shown by the chosen character, such as courage, perseverance and loyalty.

Three Circles:
Students list the actions in the story that support each trait entered.

CHARACTER WEAVE
A Character Weave is a straightforward approach to character description.
It can be used for younger students, or for older students. When there are many characters, it is indeed perfect because one would be able to differentiate one from the others.

The character weave would be used for short or long stories. It is perfect when one is writing a book report, too. One could fill it up as the student reads the story or book.

Character Weave for Cinderella


Character
Cinderella Physical Appearance *pretty *long-haired

Behavior
*cooperative *performs chores without complaining

Feelings
*she is hurt because and stepsisters are maltreating her *grateful to her fairy godmother *loving towards the prince

Prince

*handsome

*kind

*loves Cinderella

Fairy godmother

*rotund

*generous

*caring toward Cinderella

There are some variations of the character weave. It is called LITERATURE WEAVE. It compares literary characters from different stories.

LITERATURE WEAVE
Heroine/Hero Descriptive words Sweet; Trusting Fairest of them All hard worker; forgiving; kind; beautiful Goal Villain Descrip tive Words for Villain Beautiful; deceitful; plotting Villains Goal Kill Snow White Ending Snow White Escape Wicked Quenn Wicked queen Prince Saves and marries Snow White Prince finds her, marries her

Cinderella

Go to the ball

Stepmot her and stepsisters

Mean; bossy; jealous

Marry off her ugly daughters

Jack

Simple Steal goose Athletic; Poor; disobedient

Giant

Huge; Loud; Ugly; strong

Catch and eat Jack

Jack is rich

Red Riding Hood

young; loving; friendly

Bring Grandma food

Wolf

Eat Little Tricky; Red Riding Sly; and hungry Grandma

Woodman Saves Little Red Riding Hood and Grandma

More Sources of Other Graphic Organizers


http://www.eduplace.com/graphicorganizers /
Ready to put and easy to use

http://www.teachervisionfen.com/graphicorganizers/printable/6293.html
Grouped by different subjects/different purposes

Cont.
http://www.ncrel.org/sdrs/areas/issues/stude nts/learning/lr1grovg.htm
With short explanation on how it can be used.

http://edhelper.com/teacher/graphic_organiz ers.htm

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