CourtneyWetzel+LENS

__**Lens 1- King of Shadows: Reader Response-**__ Courtney Wetzel Dr. Sherry Young Adult Literature February 7, 2012 //__**LENS 1-King of Shadows By: Susan Cooper: Reader Response**__// Nat Fields, the protagonist in the novel //King of Shadows// written by Susan Copper is a member of the acting company named The Company Boys who have been selected to go to London, England to perform an adaptation of Shakespeare’s //A Midsummer Night’s Dream// at The Globe Theatre. Nat throughout the story deals with the struggle of losing his parents, and the only way he seems to cope with this is through acting. Throughout his journey of the story, Nat finds a way to handle the loss of his parents and throughout this process finds a father figure in Will, who is supposed to be William Shakespeare. This story reminds me of a very recent point in my life. Like Nat, I’ve lost someone very close to me. Even though it is not a parent, he was a close family friend, and someone who I considered a brother, my best friend Colton. Colton was a long family friend of my sister and I, and recently took his life, and even though I’ve learned to handle situations like this, this time it was totally different. I found myself blocking everyone out, and at first I did not know how to handle it. I watched my sister deal with it in her own quiet way, and I can still see in her eyes the pain her and I share for the loss of our best friend. It’s hard for me to talk about what happened because it is still so fresh, and when people talk about how their best friends annoy them, or just knowing we take for granted out friends, makes me miss him more and more everyday. Knowing that we can lose someone we love with a blink of an eye puts everything into a different light. I find myself every time I go to visit my sister with an urge thinking Colton is still alive and he will just show up at her house, like every time I go visit. Even though I find constant support from my sister sometimes I just feel like even though she understands, the loss has effected us in two totally different ways. I eventually like Nat found my own way to handle Colton’s decision, and I found myself channeling my pain and hurt through running, and trying to do great things in school. One thing Colton always taught me was pursuing what you love, and doing it with no regret. So to this day, even though it’s only been 5 months since he’s passed, I find myself working so much harder in school to become and amazing teacher, just how he would want. And when I’m running, I sometimes believe that he’s right there with me just guiding me down each road. I feel like this text is something that a lot of young adult readers can relate to. Whether or not they have lost someone in their lives at the point of reading this novel, it can teach them that they need to find something to help them cope with a significant loss in their life. Also for students who may have lost someone influential in their lives, this may be a coping device for them, to relate themselves to characters who have gone through a situation they have been through. I feel like the text can have a positive effect on the reader, because it can make them feel like they are not alone in situations like this. The text can help them to relate to what they are going through even if they choose not to express their feelings outwardly to others. I feel as if a lot of young adults can use literature much like Nat did, and find an escape even if it is for a temporary moment in time that they feel as if they are not alone, and as future teachers I think we need to find novels and other types of literature like //King of Shadows// to use for students to relate to.

__**Lens 2- Monster**__ Courtney Wetzel Dr. Sherry YA LIT 23 February 2012 In modern society today, our main focus is the media, and what makes the media so eye catching is in a sense, drama. Who did what, or who killed who; and what makes the novel //Monster// by Walter Dean Myers so intriguing is the fact that he based it on a 16 year old boy Steve Harmon who is on trial for murder and robbery. The story is told as an on going movie script with journal entries from Steve himself telling his feelings of what is going on during the trial. The book holds the readers attention by always second guessing yourself wanting to find out whether Steve is guilty or not guilty. The novel in itself makes you question yourself, and whether we are quick to judge someone based on race, or social economic standing. Looking at this novel, it quite obvious that it reflects many issues, and current events that happen in today’s society, and this novel in itself could be altered into many different types of adaptations.
 * //Lens 2: Monster- Transmedial//**

It’s apparent that you could easily take this novel and make it into a movie. As I was reading I kept making the connection to the play //12 Angry Men// and kept thinking that this novel in a sense it like a modern version of the play. Looking at these two pieces of literature, as a future teacher you could easily supplement these two text with one another to show how the compare and contrast, and how one is a more modern version of the other.

Another way of looking at this novel is through the eyes of modern day TV shows. A common TV show that can obviously be the first thought in anyones mind when thinking of a novel based on court, is //Law and Order. Monster// could easily be turned into an episode of any court based TV show, even if it had to be a longer type of episode, or even and two-part episode. It’s easily relatable to many of the current issues happening in today’s society. Also along with TV //Monster// could easily be related or compared to the movie //A Time To Kill.// Although when it comes to taking novels and turning them into movies, or TV shows, its make or break. A lot of the times as a society we think “They really made that book a movie/tv show?” and we are quick to judge based on what we have already read. Or in some cases, society goes to see the movie, or watches the TV series or show, and immediately reads the novel and starts to compare and contrast them. In order to successfully turn a novel into a TV show/series or movie I believe that it should be true to the novel it self. Although the way Myers has written the novel, there is really no room for error, and that the way a show or movie could be modified from this novel is pretty simple. I also think that it is something that society would find interesting, and relatable. We are always looking for the shows and movies like //Grey’s Anatomy// or even //Law and Order// that keep up on the edge of our seats wanting more and more drama, and anticipating next weeks episode or the part 2 of the next movie. I think //Monster// brings this aspect to the table, because you are always guessing whether Steve is innocent or not, and when he doubts himself, you as the reader start to question your thoughts of Steve, wanting you to keep turning the pages. In comparison to Steve’s journal entries, the testimonies are also a way that the reader stays hooked on what is going on because it yet again makes you question and think whether Steve is guilty or not. As a society, we want the constant questioning and wondering what is going to happen next, because in reality, we are a society built on drama.

I think that the way Myers wrote the novel gives it many opportunities to be transformed into different types of media. Also thinking from a future teacher, this novel can be used along with many different types of media, or literature and can be used to discuss many different topics in the class. It can be easily used in any type of school setting, and also really in any grade. The aspect to using this novel at any grade 6-12 or even in higher education is the way you teach it or use it. You could also use it in a social studies class, or even in a class to talk about the judicial system. There are many different ways to supplement this novel into everyday teaching, and as a future teacher I think this novel would be a great aspect to use in a classroom.

Courtney Wetzel Dr. Sherry Young Adult Literature 06 March 2012 __**Lens 3- True Notebooks: Critical**__ The novel //True Notebooks// written by Mark Saltzman is about Marks journey over a year teaching a writing class in a juvenile delinquent center. Mark takes upon a group of boys who you wouldn’t think are the best writers but learn to shine in their own way. In class Dr. Sherry broke us up into Literature Circles, where our groups discussed many different topics. One main topic that stuck out the most to me way the use of profane language. As a future teacher, there are a lot of different aspects that we need to take into consideration when choosing a text. We need to look at the message that it is sending, the language that is used, and especially the message that this text is sending to our students. As a group and as a class we discussed how reading this book with it’s profane language may cause some issues with some students and parents. As a future teacher I think that this book can be used in a classroom, and it is all in the way that you approach the text. If we bypass and do not discuss that language that is being used in the story the students will make assumptions that should not be made. I think that the language enhances the text because you get a full sense of what the character is saying, and what their feelings are as they write. I think that we can give the students the option whether they want to read a section out loud or not, if they are not comfortable using this type of language, they can simply opt out to reading it. However, I think that when reading certain sections of the book that use harsh language you need to tell the students that this is the character, in no way does it shape or reflect the views of who is reading the text (the student). Even though some parents may have an issue with the text, and the language that is used, as a teacher, I would personally send a note home for each parent to read, and explain the language usage, and then explain why this text is important to each student. Another belief that I have, and that we discussed, is that many students could relate to this. You never know the history of your students, and they may be able to relate to these characters. Some students may understand what it is like to be “in jail” or know people who can relate to the characters situations. Others may take this type of text and relate it to school, as if school is jail, and they do not have the freedoms in which they which they wish they did. The language that is used in the novel, is something that many students are immersed in everyday, whether its music, movies or television, what they are reading in this text, may be something that they can find a relation to in many different aspects of their lives. I think that this a very interesting novel, to use in a classroom. Depending on the aspects and ways a teacher enhances this novel, can either make or break if the students attach to the text. I think that this can be used in many different aspects in a classroom, and that if it is approached and taught from different view points that the class will enjoy it. I also think that this is the type of text that students would work well in discussion groups, or having class discussions because this is the type of text that students can build off each others comments and thoughts. I think that this novel is beneficial to have in the classroom despite the language that is used, and it should be over looked because it is the narration of the character.

Courtney Wetzel Dr. Sherry YA Lit 20 March 2012 __**Lens 4- The Hunger Games: Reader-as-Writer**__ I think many novels today are either hit or miss. As young readers, we look for a novel that is going to be relatable, and something that is going to catch our attention. We look for drama that or a struggle, and we want the characters to face different obstacles that make us think that the characters may or may not over come. Reading the Hunger Games is definitely a novel that many writers should use as a mentor text. When looking at how Collins goes about story, style, detail and craft of the novel, I believe she executes this is a manner that makes you not want to put the book down. The story it self, is just captivating and captures the readers attention making them not want to stop reading. Going along with the story, the details of a story are a main aspect that need to be taken into consideration when writing a story. I think relation to The Hunger Games, the details are so in depth that it makes you really think about what is going on in the novel. As I was reading the novel I started to think if something like the Hunger Games was really real in today’s society what it would be like or how it would be conducted. The drama throughout the whole novel keeps you on your toes wondering who may be killed next, and who is going to survive and how. The Collins brings each challenge to the characters really keeps the readers interacted with the text. For future writers, I think if they model their novels after this book, it could be a huge success especially with younger readers. Also having the movie coming out in a few days, makes many readers want to finish the novel before they see the movie. Besides that factor, I think if writers decide to write a novel about something that is so abstract that it is real to the reader it will make it successful. Each tributor to the Hunger Games is someone that a reader can relate to, which is also a key aspect, because each district represents something different. When a reader is reading the novel they may start to relate with that district, and then find themselves captivated in the novel. Also, the relationship between Peeta and Katniss is something that many young adults and readers can relate to and an author should take into consideration. Even though we live for drama and the never ending conflicts in novels, we find ourselves always looking for some sort of relationship. The relationship between Peeta and Katniss is like a roller coaster and you can never really understand what or how they are feeling. In a sense, that is a key point to add in any novel, because no one wants to read a predictable relationship. I think if there was a similar text that was written like this with the same aspects, and same story line, it might not be a successful. Many readers would look at as a copy cat to The Hunger Games, and may be criticized more than it should be. If they use the same aspects to the characters, or how they set up the text, with style, wording and the different drama aspects but change the story, it would be interesting and would catch many readers attention. I think overall, this is a really good novel to look at if you are in the field of writing novels. I think as a future teacher, if as a class we were looking at different structural aspects of a novel or how to write a novel, I would use this book because it as so many different aspects to it that students to look at and study. The main point that I think that makes it such a good book, is that never stops building suspense. It makes you want to keep reading to know what happens, and that is the key aspect to a successful book.

Persepolis **Objective** **Materials** **Motivational Device (5-10 minutes)** **Activity 1 (15-20 minutes)** **Activity 2 ( 20-30 minutes)** **Activity 3 ( 20-30 minutes)** **Activity 4 (20-30 minutes)** **Ticket Out The Door:** **Adaptations** **Discussion Questions** **Formative Assessment- Homework**
 * __LENS 5- Persepolis : Lesson Plan__**
 * 1) Student will be able to find a passage from the novel, talk about this passage with small groups and as a large class, and describe why this is shocking, or influential to the novel upon request each time asked.
 * 2) Students will be able to compare and contrast a standard written novel and a graphic novel stating 4 similarities and 4 differences between the two each time asked.
 * Blackboard
 * Computer
 * Pencils, Pens, Markers
 * Students writing journals
 * PowerPoint
 * YouTube Video (Audio)
 * 1) As students walk into the room, the lights will be off, and there will be a light, or a PowerPoint slide up saying “THIS IS WAR”. There will be a YouTube audio in the background of bombs being dropped. When the whole class enters, teacher will tell students to get their writing Journals out and answer the following questions:
 * In students writing Journals:
 * When you first walked into the room, what was your first reaction to it being dark and hearing the sounds of bombs being dropped?
 * What was your reaction to seeing what was written on the board?
 * What does “war” mean to you?
 * As a class we will discuss their feelings and answers to these questions.
 * 1) Students will find a passage or scene from the novel that raised their attention while reading it. They can also choose a passage that they have found confusing and want to have clarified.
 * 2) Students may choose more than one passage if they would like, they must choose at least one but no more than 3.
 * In the Student Writing Journals:
 * Students will have to write why they chose this passage:
 * What did they like/dislike about this passage?
 * If they are confused with this passage, what is it that confuses you about this passage? What more do you want to know about this passage?
 * What if this passage happened to you? How would this affect you and our family? How would it affect your friends?
 * Students will break up into groups of 5.
 * They will discuss what passage/passages they chose to write about in their Writing Journals.
 * As a group they will choose 3 passage that they find to be most important to discuss during the group discussion.
 * As a group we will discuss each passage, the groups will have to explain why this passage or section of the book is important to them, and important to the story. If they picked the passage because they were stumped with what it meant, they will bring that up to the class, and as a class we will work through the passage finding the meaning and the significance to the passage.
 * After breaking down the text, and finding what passages the students find most important we are going to look at different aspects of the novel itself.
 * Students will compare and contrast the difference between a graphic novel, and a traditionally written novel.
 * The following are questions that students should answer when discussing and taking notes in their Writing Journals:
 * What are some positives of a graphic novel versus the traditional novel?
 * What are some positives of a traditional novel versus a graphic novel?
 * What are the negatives of a graphic novel versus the traditional novel?
 * What re some negatives of a traditional novel versus the graphic novel?
 * Which would you prefer to read? and Why?
 * As a class we will discuss what the United States would be like if it was like the novel in Iran.
 * As a class we will also discuss what the quote “Freedom comes with a price” means to them.
 * Also some supplement questions that students will be asked/ and as a class we will discuss are:
 * What if education was limited like it is in the novel?
 * What if you could not have parties or get togethers without being arrested? How would you socialize? How would this affect friendships that are based upon social events?
 * How would you feel growing up with such strict rules as such?
 * How would you feel (boys) knowing you could get picked for war and how would you feel if you were given a “key” to heaven?
 * Girls: How would you feel knowing that your fathers or brothers could be tortured or killed for your country, and you would never really know why?
 * Answer the following question on a separate piece of paper with your name and date at the top to hand in before you leave:
 * If you found out tonight that we were going to war, or war has been started here in the United States; How would you react? What would be your first thought? Would you want to participate and go to rallies and take part in the war and fight? Or would you just obey the law until the war was over?
 * For my students who have visual issues, I will print worksheets with larger print.
 * I will have extra sheets with the discussion questions for each activity so my students can follow along if they are having issues reading the powerpoint slides that go along with the discussions.
 * When comparing and contrasting the graphic novel and the traditional novel, I will have a printed Venn Diagram for my student who may need to visually set it up that way rather than just writing it in their Writing Journal.
 * 1) What passages are most important to the understanding of the novel?
 * 2) What role does religion/certain beliefs play in the structure of the government of Iran compared to the United States?
 * 3) How may peoples religion, views of government, and the way the were brought up by their families affect their actions in time of war?
 * 4) What is the difference between a graphic novel and a traditional novel?
 * 5) What does freedom mean to you?
 * 1) Students will have to make a short comic strip of something that had a major impact on their life.
 * 2) They can use stick figures, pictures, media clippings to portray what they want to have shown in the strip.
 * If students are not comfortable with sharing or designing a comic strip with an event in their lives, they can choose to make a comic strip/ make an even that would fit in with the novel.
 * Each student will also have to write a 1 (one) page description about their comic strip as to why this was an impact, or why they chose to put this in the novel. This will be shared in class and also will be collected for a grade.

Courtney Wetzel LENS 6 Dr. Sherry YA LIT Orange Houses

LENS 6: Orange Houses: Intertextual

When I started reading this novel, I have to admit that I was not sure what to expect reading a novel that is based and written as if it was a poem. Also I did not know what to expect when there were different voices for each chapter. When I finished reading the book, I started to think, that I have never really read a novel, that brought both of these aspects together. I found myself focusing the most on the sections of which JIMI wrote.

I think that there are a lot of different texts that could relate to this. I actually thought of another novel called “Room” that is written by a young boy who has been raised in captivity with his mother. He tells the story from his point of view and much like how JIMI writes, it is all over the place. Even though there is a huge age gap, and they both are under two totally different circumstances, the point of view in which they are told are very close. When I think of poetry I immediately think of one of my favorite collections of poems which is “Where the Sidewalk Ends”, and when I compare it to this book, obviously they are two totally different types of poetry, but I think if we brought both aspects into the classroom the students would get a better understanding of poetry. I think that students always focus on poetry being boring, and something they either can truly relate to, or they don’t. I think that if we can present poetry in both of these different lights, students would not have such a negative view on poetry.

When I look at this novel against other novels, I think that using a novel like this in the classroom would be very beneficial. Students are so used to standard types of novels, and this one gives you 3 totally different stories in one, that some how all come together, and yet have 3 totally different stories in them. They all work really well together, and I think that no matter what every student could relate to at least one of the characters in some way.

As a future teacher I would used this novel in the classroom. I think that it could be used in different types of units, but I think that it would be most beneficial if it was used in a poetry uint. I know it really is not your typical type of poetry, and some would not consider it to be actual poetry, but I think that it gives a new light to poetry and how it can be used in many different aspects.

Back to Home Page