Stranded Book Report

Imagine waking up on an island, that doesn't exist. A place where there is only one way in, and one way out. With teenagers and animals from all around the world appearing here, and dangers around every corner. An island with rules, and romance. A island called Nil that Charley, Thad, and everyone who is brought here have to escape from, before there time runs out. This is the book Nil by Lynne Matson, and the story of Charley and Thad.

The book I read is called "The Raft" by Stephanie Stuve-Bodeen. Its about this girl named Robie Mitchell and she is staying with her aunt on Oahu, while taking a break from her life with her parents on Midway Atoll. At fifteen, she’s a little rebellious, getting her nose pierced without her parents’ permission, and wanting more independence. After her aunt is called to Los Angeles for work, Robie convinces her that she cans stay by herself. However, after a man accosts her the first night, Robie wants to go home. Knowing she’ll be able to take the supply flight to Midway the next night, she tries to reach her parents, but the satellites are down. Shortly after her flight takes off, the plane encounters severe turbulence. Larry, the pilot, attempts to fly ahead of the storm front, but the plane loses an engine and begins to experience hydraulic failure.

Scenario 2: Ms. Miller's sixth grade students are studying memoirs. How can Ms. Miller demonstrate or model tips for understanding memoirs after a unit covering narrative

The family unit is an essential building block of human society. In Timothy Findley’s novel “Not Wanted on the Voyage”, Findley satirically tells the problem of modern age family’s problem which is isolated family units, parent-with-child relation problems, and an extramarital relationship. His version of the story of the Biblical patriarch Noah and his family. In many societies based on Judaism, Christianity, and Islam, the original Biblical story of Noah and his family is considered to be an excellent example of what a family should be. However in Findley’s version, he tells the story of a dysfunctional family. What Findley really wants to say is that as society goes through major changes catalyzed breaking the relationship of Family, it exposes to uses the flood catalyzed the fragility of trust within the family unit. This is evident by Dr. Noah’s marital issue with Mrs. Noyes, Noah’s sons’ aggression towards his own parents, and Hannah’s affair with her father-in-law.

When we were given the final assignment’s instructions, I was very confused by it. I did not understand what were we supposed to do and how to do it. I had an idea on mind, however after talking to Professor McNair, I understood what the assignment was and I realized that I needed a new pitch for the final project. The task was to create a short 30 seconds story with no dialogue, which had a beginning, middle and end. In addition, the story needed to have a motive for action. The character was to move within the frame but with a purpose. This is the most important part of the project because it leads to everything else. After thinking about this assignment over and over, one day I finally got a divine insight. I realized that I needed to do something simple that several people could relate to.

Two examples of reading response activities that I would incorporate with this story are making connections and predicting. Students can make connections about losing an object and learn to make connections with self, another book or the characters in the book. Students can also learn to predict. Each time that an animal comes into the story I would ask students to write or draw which animal they think will come next in the story. With this story students can also participate in two writing activities. In the story students can practice predicting through writing as well. For this writing activity I would pause the story on the page where the bear sneezes and all the animals fall out of the glove. After reading this page I would have students journal and predict what they think happened to the glove when the bear sneezed. Students can write and then share with classmates when they are done. Once sharing is down students will read on and find out what actually happen. Another writing activity the students can participate in is on an assigned prompt. The prompt would read my mitten is so big it could fit a blank. Students would have to respond and draw a

|left stranded on a deserted island with no adults. At first the boys cling to the principles and laws they were taught during |

During guided practice students will work in groups as the teacher walks around monitoring group work. At this time student’s will receive more individual instruction if needed. Students will work in groups to summarize (using their own words) by identifying the beginning, middle, and end of the third mini story provided.

“Washington… was a ‘promised land’ to many a freeman… it was the capital of the nation– that is, of the North that had set them free.”

The book tells us how they were able to survive on the abandoned island. When the boys got stranded on the island they had to Carter2 pick a leader. “There was something dark…fumbling along… The creature was a party of boys marching in approximately in two parallel lines” Chapter 1 pg.18. During the days the boys were adapting to the jungle.

There are many symbols in this engaging and action packed book of boys stranded on an

This activity was different, challenging and enjoyable for the students and teacher. I could see that the students enjoyed reading “I Need My Monster” (A.Noll) and so did I. The story was comical, intense, and exciting. The more they read the more exciting it became. They want to know what was going to happen before we could turn the page. The activity helped the students to understand and expand their vocabulary. The book brought out the best in them. Using new reading strategies. Vocabulary words in a sentence to get the full meaning. Learning about using the tool of predicting. What would happen, how, when in differnet stages of the book. Using the title, table of contents, and pictures to bring it all to life. It provided

Upon my arrival today, the students were silently working on math skills using number lines. Once they finished, they went up to the teacher’s desk and had her to review their work until it was time for recess. When the students returned from recess they changed to Ms. O’Neal’s class for reading and social studies instruction. Prior to beginning the day’s reading lesson, the students completed two worksheet pages. One of them was on main idea and details and the other was on sequencing of events. With the main idea and details worksheet, the students collectively read a passage and determined the main idea along with 3 supporting details. With the sequencing of events worksheet, the students read a passage on Hurricane Katrina and were to fill in a graphic organizer with important events and dates

I like the fact that when she asked the question about what happened to her sweater, her students immediately raised their hands. They were all into the story. They wanted to know more about the story. She taught her lesson very well. After telling her story and giving clues that defines main idea, she asked her class what they think main idea means. I think that it is a brilliant way to make your students think and connect. Her students were able to use context clues, and they were able to come up with their own definition of main idea. I noticed that Ms. Bannon used a projector to project the pages of the book so that her students can read along. It is a good way of getting student involved. It also allows for students to practice reading, while Ms. Bannon’s reading out loud. After that, she made her students communicate with one another. It is important to let students communicate with one another. Students interacting with one another is a positive learning technique because they can learn from one another. Also, that way Ms. Bannon is not the only one doing the talking, and that way there wouldn’t be so many teacher to student

This novel follows a group of British schoolboys stranded on an island after a plane crash, which killed the pilot, as well as passengers. The boys are left without an adult figure to guide them. The main characters consist of Jack, Ralph and Piggy and in the beginning, Ralph is the boy that takes control. However, Jack soon strays from the group and convinces most of the young boys to follow him and encourages barbaric acts.