jadimari

In my 7th grade English class, my student’s will be reading the book “The Bridge to Terabithia” by Katherine Paterson. This book will give them an opportunity to explore and understand true friendship and the effect of loss on a person. The range of learners in my class is diverse, as some are at a higher level of comprehension while most are average. This book is a fairly easy read for those students who are average readers, yet it will be challenging enough for those who are at a higher level. This book teaches valuable life lessons, so no matter what level of reading, the students will take something away from reading this story. Using the texts stated below, students will have a better understanding of this book as a whole, while paying close attention to certain literary elements throughout.

· **Citation**: Paterson, K. (1977). //Bridge to terabithia.// New York, NY: Thomas Y. Crowell Company · **Text Summary:** Set in rural southwest Virginia, //The Bridge to Terabithia// tells the story of Jess Aarons, an angry and depressed boy who befriends Leslie Burke, the daughter of wealthy parents. Jess and Leslie become close friends and create a kingdom, which they call Terabithia and declare themselves King and Queen. This imaginary place can only be accessed using a rope swing over a creek. Here the friends are able to face their real-world fears, together. When a tragedy threatens to destroy everything the two have created, Jess must use the strength and courage that his friendship with Leslie has given him to overcome it. · **Rationale:** I selected this text for one of the units covered in my class because it sends a good message about how important friendship is in life. · **Use of Text:** This novel is the main text that the students will read for this specific unit. The use of this text specifically is to explore the themes presented as the start of their exploration of the importance of friendship · **Attachment:** This was a 130 page book, so I did not include it here
 * A. Print Resources: **
 * 1) 1- __The Bridge to Terabithia__ by Katherine Paterson (novel)

· ** Citation: ** Allen, W //The bridge builder//. · ** Text Summary: ** This text is a poem about an old man feeble man who wants to build a bridge to connect the tides. A man who is near doubts his efforts, but the old man reassures him that a youth will pass through and need to cross this bridge to fulfill his destiny. · ** Rationale: ** I selected this text for my students because I want them to connect how the bridge building in the novel is related to another piece written about a bridge for symbolic purposes. · ** Use of Text: ** My students will use this text after they have read the novel in full, to compare and contrast the ways authors incorporate the symbol that a bridge represents. · ** Attachment: ** See attachment #1 for this text.
 * 1) 2- “The Bridge Builder” by Will Allen (poem)

· **Citation:** Andersen, H.C (1965). //The nightingale//. New York: Harper. · **Text Summary:** //The Nightingale// is a Danish fairy tale, that tells the story of a an emperor who would rather listen to the tinkling of a bejeweled mechanical bird than listen to the song of a real one. Ironically, when the emperor falls ill and is near death, the song of the nightingale restores his health. · **Rationale:** I selected this text because it has an authority figure as the leader of this magical place, the emperor, just like how //Terabithia// had a King and Queen as the rulers of the land. · **Use of Text:** I would have students use this text to compare and contrast the differences between an emperor and a king and discuss the possible reasons for why Leslie would have picked this kind of ruler for their imaginary world. · **Attachment:** This text is 40 pages, so I did not include it here.
 * 1) 3- __The Nightingale__ by Hans Christian Andersen (children’s trade book)

· **Citation:** Katherine Paterson (Interviewee). (2009). Retrieved 10/8/09, from [] · **Text Summary:** This is an interview with Katherine Paterson, author of //The Bridge to Terabithia//. This interview is generated by questions that students had, having to do with her life as a writer and how she came up with certain concepts in her books. · **Rationale:** I selected this text so students could connect with the author on a more personal level. · **Use of Text:** I would have students read this interview before starting the story so they could get to know Katherine Paterson as an author and person better. · **Attachment:** See attachment #2 for this text.
 * 1) 4- Text interview with author Katherine Paterson (primary source)

· **Citation:** Johmann, C.A, & Rieth, E. J (1999). //Bridges! amazing structures to design, build & test//. USA: Williamson. · **Text Summary:** This reference book explains how bridges work, how they are built and different ways they are used. It is illustrated with black and white photographs, diagrams and drawings to help readers visualize. This book also includes activities and experiments that children would enjoy doing. · **Rationale:** I selected this text to bring the symbol of bridge building to life, as students can see how they were built and even make one themselves. · **Use of Text:** This book about bridges would provide students with an opportunity to explore and build their own bridges within the classroom, as well as discuss questions such as: why are bridges important? What kind of connections can we make between the bridge in the novel and real life bridges? · **Attachment:** This text is 96 pages, so I did not include it here.
 * 1) 5- __Bridges! Amazing Structures to Design, Build & Test__ (reference)


 * B. Media Resources: **

· **Citation:** Garfunkel & Simon. (1969). Bridge over troubled water. Retrieved 10/8/09, from [] · **Text Summary:** This is a song by Simon and Garfunkel about being there for a friend through rough times like a bridge is there to get you over the troubled waters. They sing about how a friend is there to help reach your dreams and nothing will stop from helping. · **Rationale:** I selected this text for students to see how the meaning of the bridge in our novel is similar to other pieces of work that speak of bridges. · **Use of Text:** Using this text, I would have students compare the similarities of the meaning of the bridge in the Song //Bridge over Troubled Water// to our book. I would have a girl read the first verse aloud, to give the class the idea that Leslie is saying the lyrics to Jess, and then have a boy read the next verse aloud. I would then ask the students if these lyrics could apply to any of the other characters in our book, or even a friendship they have. · **Attachment:** See attachment #3 for this text.
 * 1) 6- “Bridge over Troubled Water” by Paul Simon (song lyrics)

· **Citation:** Csupo, G. (2007). //Bridge to terabithia//. Walt Disney Pictures Marketing and Walden Media. · **Text Summary**: Set in rural southwest Virginia, __The Bridge to Terabithia__ tells the story of Jess Aarons, an angry and depressed boy who befriends Leslie Burke, the daughter of wealthy parents. Jess and Leslie become close friends and create a kingdom, which they call Terabithia and declare themselves King and Queen. This imaginary place can only be accessed using a rope swing over a creek. Here the friends are able to face their real-world fears, together. When a tragedy threatens to destroy everything the two have created, Jess must use the strength and courage that his friendship with Leslie has given him to overcome it. · **Rationale**: I selected this text for students to see the story brought to life on the screen. · **Use of Text**: I would show the movie after we have finished reading and discussed all the literary aspects in the novel. While watching, I would ask the students to pay attention and take notes on the differences and similarities between the book and the movie: Are all the characters portrayed the same? Is the sequence of events different? Are the themes portrayed strongly? · **Attachment**: This text is not printed, so I did not include it here.
 * 1) 7- “The Bridge to Terabithia” (movie)
 * C. Online Interactive Resources: **

· **Citation:** Sparknotes: Bridge to Terabithia Quiz. Retrieved 10/8/09, from [] · **Text Summary:** This online text gives students an opportunity to test their knowledge of the novel, as questions about characters, plots, themes and symbols are asked. · **Rationale:** I selected this text for students to test themselves on their knowledge of the reading. · **Use of Text:** I would have students use this online quiz as a non-graded assessment so they can see for themselves how well they understand what we are reading. But for proof of completion, I would have them print out their results and bring them in to class and I would collect them. · **Attachment:** See attachment #4 for this text.
 * 1) 8- Sparknotes Book Quiz (online quiz)

· **Citation:** Character Trading Cards. (2006). Retrieved 10/8/09, from [] · **Text Summary:** This text is an interactive website where students can create trading cards based on characters in our story. They have to write their names, the character they are making the card for, and the book title. Once they complete that, depending on the character they are assigned, they must answer questions, such as the setting of the book, the personality and appearance of the character, as well as their own insights. · **Rationale:** I selected this text as a fun, interactive way for the students to become more connected to the characters in our story. · **Use of Text:** I would use this text so that students have a chance to highlight the important characteristics of the two main characters. To make sure that students have a chance to explore both Jess and Leslie, I would have the students’ pair up with a partner who has the opposite character as them. At the end of the partner sharing, I would have students consider certain actions and compare them to their friendship in the story as well as in their own lives. · **Attachment:** This is an online interactive text, so I did not include the attachment here.
 * 1) 9- Character Trading Cards (game)


 * D. Instructional Resources: **

· **Citation:** Bryson, K.L (1984). Bridge to terabithia: rationale. Retrieved 10/8/09, from [] · **Text Summary:** This text explores the elements that “The Bridge to Terabithia” includes. It gives the reader the appropriate age group to read it, a plot summary, suggested teaching objectives, activities, vocabulary words that may be difficult the theoretical support, literary qualities and why students should read this book. · **Rationale:** I selected this text for further reasons as to why students of this grade level should read this novel. · **Use of Text:** This text is not so much for my students to read, as it is for colleagues and myself. This text enables me to see why this is a good story to be teaching my students and gives me some insights as to what kind of activities, possible essay questions to give my students, and even difficult vocabulary words students might come across. · **Attachment:** This text is 9 pages long, so I did not include it here.
 * 1) 10- “The Bridge to Terabithia Rationale” by Kent L. Bryson (professional association’s resource)

All of the texts stated above would be used to help my students get a better understanding of the book “The Bridge to Terabithia” as a whole. They would read the texts, such as, The actual novel, “The Bridge Builder” (poem), “Bridge over Troubled Water” (song lyrics) and “The Nightingale” (children’s book) entirely, as an aid to analyze certain elements found throughout the story, such as the bridge as a symbol and the usage of the terms “king and queen” and what that represents. The rest of the printed texts do not need to be read in full, but students would have them readily available to use at anytime. All of the texts included in this annotated bibliography are very basic and can be understood by readers of the average level and above average level. The majority of the texts will be read in class, so the students can work through them together and use my modeling as a guide. Content Area Learning Objective: 1. Using the book “The Bridge to Terabithia”, students will be able to recognize and analyze literary elements such as, plot, characters, setting, themes and symbols and connect them to a broader range of texts. - **// W-7-2.3: //**// In response to a literary text, students will be able to connect what has been read (plot/ideas/concepts) to prior knowledge, other texts, or the broader world of ideas, by referring to and explaining relevant ideas (State). // - **// W-7-3.2: //**// In response to a literary text, students will be able to make inferences about the relationship(s) among content, events, characters, setting, theme or author’s craft (State). // Reading Strategy Objective: 1. After reading the book “The Bridge to Terabithia”, students will demonstrate a basic understanding of the literary elements presented in this story, such as, plot, characters, setting, themes and symbols. - **// R-7-4.1: //**// Students will demonstrate initial understanding of elements of literary texts by identify or describing character(s), setting, problem/solution, or plot, as appropriate to text; or identifying any significant changes in character or setting over time; or identifying rising action, climax or falling action (state) //
 * Using these texts together in the classroom: **
 * Learning Objectives: **