NMcMullen

__Annotated Bibliography__ This collection of resources could be used across a small span of grade levels, but we will focus on grade 10. The students would be able to be of any performance capability, for my lesson example covers a large range of abilities. Each text can be used in correlation with one of the others. The purpose of these texts would be to help support a student in analyzing a difficult text. The difficult text would pertain to language arts; however, it is not the text is not limited to this category. Each piece that I have chosen will help students along the way; whether they are building vocabulary, or polishing their grammar and communication skills, the students will be fully supported by this culmination of texts.
 * Context for using the text set:**

Applebee, A, Bermudez, A, Blau, S, Caplan, R, Elbow, P, Hynds, S, Langer, J, Marshall, J. (2006). //The language of literature british literature.// Evanston, IL: McDougal Littell. This is a textbook for British literature. I selected this text because I believe that British literature is incredibly fun to read, ONLY if students understand it. I would have the students use this book as their resource in regard to my class. This text book could be used as a reference or basis for assignments. Attachment: Not included due to length. Barton, B, Booth, D. (2004). //Poetry goes to school from mother goose to shel silverstein.// Ontario, CAN: Pembroke Publishers. This text includes various pieces of poetry with different reasons to read each. I selected this text because poetry can be used in various ways to spark the thoughts of students. I would have students read various pieces of poetry and give me their thoughts based on what I or the book could model for them. Attachment: See attachment # 1 for a copy of this text.
 * A.** **Print Resources:**
 * Text #1:**
 * Text #2:**

Corbeil, J-C, Archambault, A. (2006).//My first Spanish – english dictionary//. Buffalo, NY: Firefly Books. This text includes pictures with words in both Spanish and English. I selected this text because it would be a very nice tool for ELL (Spanish) students to use at any level in any classroom. I would have students use this text if they cannot figure out a word, or remember a definition, or simply put a picture to a word. Attachment: This book was too long to include. Fry, E. (2008). //The reading teacher’s word-a-day//. San Francisco, CA: John Wiley & Sons Inc. This text includes a word for each day of the week along with summative information about said word. I selected this text because building vocabulary is an intricate part of reading comprehension. I would have students use the word of the day in a few different hand-written sentences in order to potentially have them learn the word. I would use this as a very short warm up activity. Attachment: See attachment #2 for a copy of this text. Leech, G. (2006). //A glossary of English grammar.// Finland: WS Bookwell. This text is a handbook regarding grammar: it’s uses, forms, and meanings. I selected this text because it is very extensive in the way that it covers the topic of grammar. I would have students use this book to help break down pieces of text and learn how the text was formed and what that formation means. Attachment: This book was too long for me to include.
 * Text #3:**
 * Text 4:**
 * Text #5:**

Fischlin, D. (2004). //Tongues in trees// [Audio File]. Retrieved March 5, 2010 from Canadian Shakespeare website at http://www.canadianshakespeares.ca/multimedia/audio/a_tongues_in_trees.cfm This is a group of audio clips of scenes from Shakespeare plays. I selected this because I feel it can help students pronounce and understand pace and feeling of Shakespeare’s work. I would have students listen to these while they read at home or in class. I feel that it could be a very important tool to help them understand the text. Attachment: Not included, see URL. (n.a.). (2009).” //One woman’s war: part 1”// [Video File]//.// Retrieved March 3, 2010 from CNN website at http://www.casttv.com/video/hhm8m71/one-woman-s-war-part-1-video This is a model video of what kind of documentary or interview my students can conduct for their final project. I selected this piece of media because it can serve as a perfect model for students to examine. I would have students watch this text, give me their reactions and discuss this clip with classmates. I would have this serve as their model for their project. Attachment: Not included, see URL.
 * Media Resources**
 * Text #6:**
 * Text #7:**

(n.a.). (2000). //Rooting out words//. Retrieved March 7, 2010 from Fun Brain website at http://www.funbrain.com/roots/index.html This is a interactive game where students can figure out the roots of words based on a guess and check point system. I selected this because understanding the root of words can help students further their understanding of words and difficult vocabulary. I would have students use this game to build their vocabulary and understanding. British literature can be difficult, but if students can understand the root of a word they are on the right track. Attachment: Not included, see URL. (n.a.). (n.d.). //Word frog.// Retrieved March 8, 2010 from Academic Skill Builders website at http://www.arcademicskillbuilders.com/games/frog/frog.html Shamburg, C. (2008). //English language arts, units for grades 9-12.// Greensboro, NC: International Society for Technology in Education. This is a book full of unique lesson plans for the respective grade levels. I selected this book because it was full of wonderful lesson plans that incorporate technology in the classroom. I would have the students use this book as a model for the projects that they would be doing in my class room. I chose one of the lessons as an example project for students to do. Attachment: See attachment # 3 I would use these texts in the classroom to help the students practice and develop skills so they would be able to properly analyze difficult texts. I would use some of the text to build a base for students to start with, while others would be used to reinforce ideas and principals. Students would be able to complete projects and have references so they would be able to better understand the material they are presented. 1. **Content-** SWBAT uses multiple texts to support a self-made assertion about a text. 2. **Reading Strategy Objective-** Students will be able to reapply a word based on its root and surrounding words in order to find meaning through context.
 * B.** **Online Interactive Resources**
 * Text #8:**
 * Text #9:**
 * D. Instructional Resources**
 * Text #10:**
 * Using these texts together in the classroom:**
 * Learning Objectives:**