Let us teach the Barber 15 Power Words

Get ready, CRCT, here we come!

February 28 – April 1, 2011

Choose a book that you and your partner will be working with for the
next three weeks. Choose wisely and choose something that you are
interested in or think that you can fake being interested in or else you
will not complete the project well. Also, choose wisely because some
of the books have Accelerated Reader tests that you can take once you
finish reading and studying the book. For you that are working solo, I
will work with you on the requirements. Those that have a partner
divide and conquer the work. Save ALL of your work on a jump drive or
in a place on your computer that you will always be able to find them
because you will need it for the final project which is due April 1st.
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Step 1: Due March 4, 2011 (Analyze – break apart) Read the
book from cover to cover. As you do that, on the computer you are
going to create an outline.
You will use Word – go to the office button, new, reports, outlines,
school report outline. Single space your outline by highlighting the
whole outline, then hold down the Ctrl button and the 1 at the same
time.
Example
I. Theft and burglary (bold heading) – pages 40 - 41
a. Crimes against property (notes from paragraph
description)
b. More serious if it uses physical violence
c. More serious is a gun is involved
i. Crimes (Analyze the items on the page and take
notes on them)
ii.Criminals
Make sure to write down the information for the book so that you can
create a citation.
Book Name:
Editor/Author: (i.e. last name, first name)
Published Year:
Publisher Name:
Page Number(s): Make sure that you write down all the page
numbers that you got information from.

Use The Son of Citation Machine to make your citation. Use

MLA, book citation, choose the number of authors, then fill in
 the information that is needed using your book. Then copy
and paste that on a separate page in your outline. You must
make it a hanging indent, HIGHLIGHT THE CITATION AND THEN
GO TO PAGE LAYOUT, PARAGRAPH, CLICK THE LITTLE ARROW
AT THE BOTTOM, UNDER SPECIAL CHOOSE HANGING AND THEN
CLICK OKAY.
Make sure that you have read the ENTIRE book!!!!! (All the words on
each page)
Step 2: (Summarize – give me the short version) – Due March
8, 2011 - use your outline to write a summary of the book. Each of
you will write parts of the summary so you must calculate what parts
of the outline each of you will summarize. You can use Google docs to
work on the same document on two different computers. Then copy
and paste your summary into the same document as your outline and
citation.
Go to google
More
Documents
Sign in using your gmail account
Create a new document
Share (put in your partners email address)
Then they are able to open their account and the document
should be there just like the website
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Step 3: (Trace – list in steps) – Due March 10, 2011 - Now that
you have read the entire book, find something in the book that will
help you to create a timeline.
You are going to use Powerpoint. You need to have a minimum of 10
things on your timeline; create each one on a slide by itself and make
sure to use descriptions and pictures. When you are finished……
1. Click the Microsoft Office Button , point to the arrow next to Save As, and then click PowerPoint
97-2003 Presentation.

2. In the File name box, type a new name for the document, or do nothing to accept the suggested file
name.

3. In the Save as type list, select the graphics file format that you want.

Lastly take those jpeg’s and import them into Moviemaker and add
title slide, music, and an end slide that has your citation.

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Step 4: (Evaluate – judge) – Due March 11, 2011 – You both will
together use the template on the blog to create a book review of your
book. Use these guidelines.
Overview – 200 – 300 words
Purpose – 100 – 200 words
Background – 100 – 200 words
Evaluation – 300 – 500 words
Summary – 100 – 200 words

Bonus – Remember how we figured out our writing grade level? Type
that at the end of your report for extra points.
For background information on the author, look the person up in
Google. Use Google docs as well.
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Step 5: (Infer – read between the lines) – Due March 15, 2011
Create a comic strip about your topic. You are going to draw out the entire comic strip of
about six panels or more. You can have the characters talking about things that occurred
in your book. Put their conversation in thought bubbles. Then at the bottom of your
page, make a box and in it, copy and paste part of the conversation, so that the people
who read your comic strip would have to infer what part of the conversation goes where.
You can use Word, or clip art of pictures you Piknic, etc.
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Step 6 and 7: (Describe – tell all about) and (Visualize – form

a mental picture)– Due March 17, 2011
http://www.readwritethink.org/files/resources/interactives/graffiti/

All the books are very different so you will have to do some thinking
independently on this. I want you to draw 3 pictures each using the
above website that may help visual learners to understand the content
of your book. You need to describe the item that you are drawing the
picture of. Explain the picture – what is it? Why did you choose specific
colors or things to represent things? Then tell what significance the
graffiti has to the text. Meaning what does that picture have to do with
what you summarized. You have to think; you cannot draw something
that is cute; it has to have a purpose.

When you are finished:

• Open FULL SHOT
• CLICK ON THE “R”
• HIGHLIGHT YOUR PICTURE AND WORDS
• SAVE AS JPEGS TO YOUR DESKTOP
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Step 8: (Predict – what will happen next) – Due March 18, 2011
Search Google for an Anticipation Guide Template. Learn what it is
and then create one for someone who may want to read this book after
you guys do your website and video. You need to have it typed up
neatly with at least 10 items on it.

(1)They will create an anticipation guide – it is on the blog – they

will open it in Google Docs. All they have to do is click save to
Google Docs. Then they should open their document and there it
will be.
(2)They are to find ten amazing facts from their books that most
students will not believe and type them into the template next to
the numbers in the second column. Then they need to check the
spelling and grammar go to FILE, DOWNLOAD AS, CHOOSE PDF,
let them know that they need to save it where they can find it – I
usually tell them the desktop.
(3)Once they have that complete, they need to upload it to their
scribd account and put it into their webpage in a new page
entitled – Predict – what will happen next, guess

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Step 9 and 10: (Explain – tell how) and (Support – back it up)–
Due March 22, 2011 - Explain how reading this book and actually
using the 15 power words helped you to understand the text that you
were reading. Use the template on the blog and make sure that EACH
of you create one.

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Step 11 and 12: (Compare – all the ways they are similar) and
(Contrast – all the ways they are different) - Due March 24,
2011
http://www.readwritethink.org/files/resources/interactives/compcontras
t/map.html
You are going to compare and contrast your performance on the Black
history month website and the 15 words website. You need to write as
much as the program allows you to write and you need to make sure
that you are writing as an 8th grader. Please check the spelling and
grammar.
 (1)Students need to google search Read Write Think Compare and
Contrast Map
(2)They are to compare and contrast their performance on the
Black History Month Website and the 15 Power Word website.
(3)The website is self-explanatory. Please reiterate to them that
they need to write as 8th grade students write as much as the
program will allow them to write.
(4)When they are finished, they need to choose SAVE FINAL
(5)Name the PDF and save it where they can find it
(6)Choose save
(7)Then they need to upload it to their Scribd account and add it to
their website under Compare and contrast.

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Step 13 and 14: (Advise – recommend) and (Elaborate – tell me
more) – Due March 28, 2011

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Step 15: (Formulate – create) – All complete by April 1, 2011

(That is not an April Fool’s Joke!)
For the final part of this project you will create a video and a website.
The website will house all of the things that you have typed and drawn
when it comes to your book. Try to upload your documents into a
place like Scribd. That way you can use the embed codes and people
will not have to download things to read and see them, but they should
automatically be seen on the page. Be creative with your website
name!

For the video part, I want you to take the typed information and use it
to teach people the information from the book. Include your book
review that you discuss on film. Do plays to act out important things
from the book. The video will be uploaded to your School Tube page
and then use the embed code to put it on your website. In the video
and the website, I want you to use the Power words to describe what
you have done.
This is where you can do your video or your skit for the 15 words as
you have done every year! Have fun with it!

What I have just explained is the baseline of the project, I want you to
get into it and create other things that you know how to do that goes
along with your book because they are all different.
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Standards covered in this lesson:

Reading
Comprehension: Informational Text
The student demonstrates comprehension and shows evidence of a
warranted and responsible explanation of a variety of literary and
informational texts. The texts are of the quality and complexity
illustrated by the Grade Eight reading list. For informational texts, the
student reads and comprehends in order to develop understanding and
expertise and produces evidence of reading that:
Element: ELA8R1.a
Informational Text: Analyzes and evaluates common textual features
(e.g., paragraphs, topic sentences, concluding sentences, introduction,
conclusion, footnotes, index, bibliography).
Element: ELA8R1.b
Informational Text: Applies, analyzes, and evaluates common
organizational structures (e.g., graphic organizers, logical order, cause
and effect relationships, comparison and contrast).
Element: ELA8R1.c
Informational Text: Recognizes and traces the development of an
author's argument, point of view, or perspective in text.
Element: ELA8R1.d
Informational Text: Understands and explains the use of a complex
mechanical device by following technical directions.

Element: ELA8R1.e
Informational Text: Use information from a variety of consumer,
workplace, and public documents (e.g., job applications) to explain a
situation or decision and to solve a problem.
Delivery
Delivery/Response to presentations
The student listens to and views various forms of text and media in
order to gather and share information, persuade others, and express
and understand ideas. The student will select and critically analyze
messages using rubrics as assessment tools. When delivering and
responding to presentations, the student:
Element: ELA8LSV2.a
Gives oral presentations or dramatic interpretations for various
purposes.
Element: ELA8LSV2.b
Organizes information (e.g., message, vocabulary) to achieve
particular purposes and to appeal to the background and interests of
the audience.
Element: ELA8LSV2.c
Shows appropriate changes in delivery (e.g., gestures, expression,
tone, pace, visuals).
Element: ELA8LSV2.d
Uses language for dramatic effect.
Element: ELA8LSV2.e
Uses rubrics as assessment tools.
Element: ELA8LSV2.f
Responds to oral communications with questions, challenges, or
affirmations.
Element: ELA8LSV2.g
Uses multi-media for presentations.
Writing
Writing Genres: Expository
The student demonstrates competence in a variety of genres:
Expository(multi-paragraph expository composition such as
description, explanation, comparison and contrast, or problem and
solution)
Element: ELA8W2.a
Expository Writing: Engages the reader by establishing a context,
creating a speaker's voice, and otherwise developing reader interest.
Element: ELA8W2.b
Expository Writing: Develops a controlling idea that conveys a
perspective on the subject.
Element: ELA8W2.c
Expository Writing: Creates an organizing structure appropriate to
purpose, audience, and context.
Element: ELA8W2.d
Expository Writing: Develops the topic with supporting details.
Element: ELA8W2.e
Expository Writing: Excludes extraneous and inappropriate information.

Element: ELA8W2.f
Expository Writing: Follows an organizational pattern appropriate to
the type of composition.
Element: ELA8W2.g
Expository Writing: Concludes with a detailed summary linked to the
purpose of the composition.