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Summary of “Something Noble”

Linda is a single mom living in the projects with her two sons Marcus and Dre. Not only is the family struggling financially but it is also discovered that Dre’s kidneys are failing and he needs a transplant fast. As the story unfolds Linda discovers a donor; LeVon, Dre’s half brother who is living on the street as big time drug dealer. After searching heaven and earth for LeVon she finally finds him and gathers enough courage to add another son in the family. She does this in hopes that it will save her Dre and secure him a new liver. When LeVon discovers the reasoning behind Linda’s kindness he leaves the family and is nowhere to be found, until many months later when he calls Linda from Jail.

Summary of “Something Noble” Linda is a single mom living in the projects with her two

Contextual background/ Author info

The rapid read novel takes place in the projects, which are surrounded by drug lords, gang violence and poverty stricken minority groups. Although the novel does not state geographically where it is placed, I feel that William Kowalski did this with then intention to allow more people in these areas to have a connection to the novel. I found Kowalski person website which was filled with humor and a desire to help the illiterate have a chance in the word of reading. His intro to himself is as followed “Father, husband, novelist, board member

of PEN Canada, former chair of the Canadian Issues Committee, dual citizen, not actually Canadian but faking it pretty well, adult educator, fisherman, hunter, occasional jogger, prone to inertia, formerly passionate reader with just not enough time any more, commuter, instructional designer, maker of very good pickles, perpetual question­asker, free speech activist, columnist, blogger, walker­in­the­woods, astonished stargazer, Great Books Program graduate, erstwhile web designer, admirer of all forms of computer­related technology, sometime banjo player, decent cook, lover of very strong black coffee, sugar addict, wears sandals with socks and doesn’t give a damn what you think about it.” Clearly Kowalski believes he is not only identified as an author of many successful books.

He has said in one of this many blogs that he loves to write what he calls ‘high interest, low ability’ novels. He says he writes them for the people that never got the chance to expand their education or for people who were on a mission to survive in their society, which is reflected in his novel “Something Noble”. He a very powerful statement at the ending of this blog titled “Why I write Two Kinds Of Books” discussing the group of people who tend to write hand written letters which are “in clumsy letters that the writer obviously labored over for a long time” Their return addresses are adult high schools or federal penitentiaries. Their messages are simple: I read your book. I liked it. It made me want to read more.” Reading this as an aspiring teacher makes my heart swell to know that authors such a Kowalski do not see writing these rapid reads or high interest, low ability

of PEN Canada, former chair of the Canadian Issues Committee, dual citizen, not actually Canadian but

novels as a waste of time, but instead takes more pride and honor in getting to touch the hearts of these readers in a way that matters. I believe because of Kowalski desire to touch the illiterate audience that this is why the cover of “Something Noble” is so dark and mysterious. I also feel that using a person reflecting some of the minority groups here and Canada and the States is the reasoning behind placing an African American man on the cover of this novel. I also have confidence this is done as well because the main characters in the novel are also African American.

Accompanying Text The text, which I have created, is called “ Nobly Blue”, which uses rhymes to describe a young girl named Sara who needs to overcome her fear to become noble in a world that focuses on being blue and negative. She overcomes this fear by looking under her bed at what is making the strange noises. This connects with the novel “Something Noble” as both female main characters Linda and Sara have to overcome their fears in order to have peace in their hearts.

#1: During Reading/ After the reading: Personal Perspective journaling

(Formative)

Learning Outcomes:

  • 1.2 Clarify and Extend : Combine ideas: Use talk, writing and representing to examine,

clarify and assess understanding of ideas, information and experiences

  • 2.2 Responds to text: Construct meaning from texts: Develop, clarify and defend own

interpretation, based on evidence from the text with support from own experiences

Rational: students will use the information provided in the questions to modify and experiment

with different perspectives within the novel. They will make connections and compare

circumastance to develop their reasoning behind their perspectives.

Summary: Students will respond in their personal journals to the given questions

Questions:

o

Linda Gonzalez describes her life in chapter 1 of Something Noble: My life has never

been boring. I’m not an important or exciting person, but sometimes some pretty wild

things happen to me. Usually they don’t come right on top of each other like this

though.

o

Describe your life in three sentences. Write from Linda’s point of view when she finds out LeVon is the man that mugged

her.

o

Write on Dre’s Point of View when he finds out he is in kidney failure.

o

Write on LeVon’s Point of View when he finds out that Linda only invited him over for

family dinner to ask him to donate his kidney to Dre.

Allow for student to also have the option to mind map their ideas on:

https://www.mindmeister.com, and have post it on the class blog online for you to see if they

prefer to blog.

Formative feedback Assessment tool: Personal Perspective Journaling/ blogging

Complimen Complimen ts ts
Complimen
Complimen
ts
ts

•I really like the way you ... •I enjoyed reading the part when ...

o Write on Dre’s Point of View when he finds out he is in kidney failure.https://www.mindmeister.com , and have post it on the class blog online for you to see if they prefer to blog. Formative feedback Assessment tool: Personal Perspective Journaling/ blogging Complimen Complimen ts ts •I really like the way you ... •I enjoyed reading the part when ... Suggestion Suggestion s s •How do you feel about adding ... • Maybe we can come up with a better way to .. Corrections Corrections • This is a good time to correct : • Spelling • Grammar • Missing words " id="pdf-obj-4-30" src="pdf-obj-4-30.jpg">
Suggestion Suggestion s s
Suggestion
Suggestion
s
s

•How do you feel about adding ...

• Maybe we can come up with a better way to ..

o Write on Dre’s Point of View when he finds out he is in kidney failure.https://www.mindmeister.com , and have post it on the class blog online for you to see if they prefer to blog. Formative feedback Assessment tool: Personal Perspective Journaling/ blogging Complimen Complimen ts ts •I really like the way you ... •I enjoyed reading the part when ... Suggestion Suggestion s s •How do you feel about adding ... • Maybe we can come up with a better way to .. Corrections Corrections • This is a good time to correct : • Spelling • Grammar • Missing words " id="pdf-obj-4-38" src="pdf-obj-4-38.jpg">
Corrections Corrections
Corrections
Corrections

• This is a good time to correct :

• Spelling • Grammar • Missing words

#2: After Reading: Prompted Questions/ Think­pair­ share/Blogging format (Formative)

Learning Outcomes:

  • 1.2 Clarify and Extend:

Consider the ideas of others

o

Listen and respond constructively to alternative ideas or opinions

Combine ideas

o

Use talk, writing and representing to examine, clarify and assess understanding of

ideas, information and experiences

Extend understanding

o

Talk with others to elaborate ideas, and ask specific questions to seek helpful feedback

  • 2.2 Responds to text

Construct meaning from texts

o

Develop, clarify and defend own interpretation, based on evidence from the text with

support from own experiences

  • 3.1 Plans and Focus:

Focus attention:

o

Consider audience, purpose, point of view and form when focusing topics for

o

investigation Use note­taking, outlining or representing to summarize important ideas and

information in oral, print and other media texts

5.2 Works within a Group:

Cooperate with others

o

Contribute collaboratively in­group situations, by asking questions and building on the

ideas of others

Rational: To allow students to expand on their knowledge and personal beliefs through the use

of the text. Students will use this opportunity to analyze and combine ideas to defend their

reasoning and as well challenge and judge others response to the same question.

Summary: Pair students together into groups of 2 and give them the list of questions to choose

from. Once they have chosen a question, have the pairs answer it in the class blog. Once they

have posted their answer as a pair, have them discuss it in a group setting with another pair of

students with the same question. They also will have to fill out the ‘Think Pair Share’

worksheet to be handed into the teacher at the end of class.

Questions:

o

Do you believe LeVon should have given his Kidney to his brother? Why or

why not?

o

Do you think Dre should have died instead of LeVon? Why or why not?

o

Do you believe that William Kowalski should be writing on the issues of

some minority groups like Linda and Dre ? Why or why not?

Formative assessment tool for prompted questions/ think­pair­ share:

#3 Judge, Jury and Students: Persuasive Presentations: Formative
#3 Judge, Jury and Students: Persuasive Presentations: Formative

Learning outcomes:

  • 1.2 Clarify and Extend

Consider the ideas of others

o

Listen and respond constructively to alternative ideas or opinions

Combine ideas

o

Use talk, writing and representing to examine, clarify and assess understanding of

ideas, information and experiences

Extend understanding

o

Talk with others to elaborate ideas, and ask specific questions to seek helpful feedback

  • 2.2 Responds to text

Construct meaning from texts

o

Compare the choices and behaviors of characters portrayed in oral, print and other

o

media texts with those of self and others Develop, clarify and defend own interpretation, based on evidence from the text with

support from own experiences

  • 3.4 Shares and Review

Share ideas and information

o

Communicate ideas and information in a variety of oral, print and other media texts,

o

such as reports, autobiographies, brochures and video presentations Use appropriate visual, print and/or other media effectively to inform and engage the

audience

  • 4.3 Present information

o

Present ideas and opinions confidently, but without dominating the discussion, during

small group activities and short, whole class sessions

Enhance presentation

o

Clarify and support ideas or opinions with details, visuals or media techniques

Use effective oral and visual communication

o

Identify and use explicit techniques to arouse and maintain interest and to convince the

audience

Demonstrate attentive listening and viewing

o

Listen and view attentively to organize and classify information and to carry out

multistep instructions Ask questions or make comments that elicit additional information; probe

o

different aspects of ideas, and clarify understanding

Rational: Allows the students to work together to develop an argument and create a well

thought out persuasive manner, which respects the audience and others, beliefs.

Summary: Split the class into two groups and given the following question allow the groups

assigned to defend their point to each other with oral and another form of visual

communication: brochures, slide shows, YouTube videos etc. Have the student’s fill of

persuasive form together as a group.

Question: In the novel “Something Noble” Linda says “My mama used to say that a person

should always be either working or sleeping, never just sitting still. It’s when you’re doing

nothing that you start to fall apart, little by little,” (chapter 10). How is her mother correct? V.s

how is Linda’s mother wrong about this statement?

Formative assessment tools for Judge, Jury and Students persuasive presentation:

#4 Noble Organizations: Summative

Learning Outcomes:

  • 4.3 Present information

o

Present ideas and opinions confidently, but without dominating the discussion, during

small group activities and short, whole class sessions

Enhance presentation

o

Clarify and support ideas or opinions with details, visuals or media techniques

Use effective oral and visual communication

o

Identify and use explicit techniques to arouse and maintain interest and to convince the

audience

Demonstrate attentive listening and viewing

o

Listen and view attentively to organize and classify information and to carry out

multistep instructions Ask questions or make comments that elicit additional information; probe

o

different aspects of ideas, and clarify understanding

  • 5.2 Works within a Group

Cooperate with others

o

Contribute collaboratively in­group situations, by asking questions and building on the

o

ideas of others Take responsibility for assuming a variety of roles in a group, depending on changing

contexts and needs

Work in groups

o

Contribute ideas, knowledge and questions to establish an information base for research

o

or investigations Assist in setting and achieving group goals by inviting others to speak, suggesting

alternatives, assigning tasks, sharing resources, following up on others' ideas and

listening to a variety of points of view

Rational: Allows students to work together to combine and develop new ideas;

communitcaction skills and presentation skills to help promote organizations that help the

world.

Summary: Have the students look up organizations that are focused on making the world a

better place by being “noble”

o

Have students find an organization that helps the world become a better

place; locally, internationally or province wide.

o

Once they have found an organization they connect with have them present

this organization to the class.

o

Once all the presentations are done as a class they will vote on one

organization that they wish to contribute too.

o

Then as a class they will decide how to help these organization: donations,

volunteer work etc.

Summative Assessment tool for Noble Organizations

Summative Assessment tool for Noble Organizations

#5 show me what you know: Summative

Learning Outcomes:

  • 2.1 Use Strategies and Cues

Use comprehension strategies

o

Identify, connect, and summarize in own words, the main ideas from two or more

sources on the same topic

Determine information needs

o

Discuss the types and sources of information appropriate for topic, audience, form,

purpose and point of view

Plan to gather information

o

Plan and organize data collection based on instructions, explanations and pre­

established parameters

  • 3.4 Shares and Review

Share ideas and information

o

Communicate ideas and information in a variety of oral, print and other media texts,

o

such as reports, autobiographies, brochures and video presentations Use appropriate visual, print and/or other media effectively to inform and engage the

audience

Rational: Students will apply information from the novel and discuss and display

understanding and will analysis the novel to re create a character through drawing.

Summary: Students will complete the following tasks:

o

Create a new cover page and summarize the story onto the back of the novel (we will be sending these to William Kowalski)

o

Inside the mini novel discuss the two main ideas of the story/ main events.

o

Give detailed information on two main characters and draw/ paint/ what they would look like from the information given in the novel.

Assessment Criteria Recreating ‘Something Noble”

Level

4

Excellent

3

Proficient

2

Adequat

1

Limited *

Insufficie

nt /

Criteria

e

Blank *

     

Writes

   

Writes

with a

clear

understa

nding of

the two

Writes with

a well-

rounded

understan

ding of the

with an

understa

nding of

the two

characters

Writes with

little to

no

understan

ding of the two

No score is awarded because there is

.

Representa

tion of

Characters

characters

Gives 4

or more

of facts

on the

chosen

characters

Flows

together

two characters.

Gives 3 or less facts

on the

chosen

characters

-Flows

together

but with

Gives 2

or less

facts on

the

chosen

characters

-Flows

together

but with

characters. Gives little to no facts on the chosen characters -Flows together but with

insufficien t evidence of student performan ce based on the requireme nts of the

with no

little

lots of

assessme

awkward

phrasings

awkward

phrasing

some

awkward

phrasing.

awkward

phrasing

nt task.

Spelling

Effectivel

Writes a

Writes a

Writes an

No score

and

y writes

thorough

simplisti

incomple

is

Grammar

thorough

and

c

te

awarded

and

meaningf

ul

meaningf

ul

information

informati

onal text

that

informatio

nal text

with

because there is insufficien

information to focus

al text that considers

partially

minimal

t evidence

attention

considers

considerat

of student

and

purpose and

purpose

ion of

performan

facilitate

audience.

and

purpose

ce based

understand

Has

audience

or

on the

ing. Has no

minimal

. Has

audience.

requireme

grammatic

grammatic

some

Has many

nts of the

     

grammat

   

al errors or spelling mistakes

al errors

and

spelling

mistakes

ical

errors

and

spelling

grammati

cal errors

and

spelling

assessme

nt task.

mistakes

mistakes

     

Create

Little or

 

and

no

compose

attention

s an

Creates

and

composes

an image

on the

Create

and

composes

an image

using

image

using few

colors

and

given to

the cover.

Uses no

to little

colours

No score is

color using

multiple

colors and

some

colors and

matches/i

questiona

bly

matches/i

s

and does

not

connect

awarded because there is

matches/

is

connecte

s connecte d to the

connecte d to the

clean

the cover

to the

insufficien t evidence

Cover

d to the

theme of

theme of

theme of

of student

theme of

the novel.

the novel.

the novel.

performan

the novel.

Is mostly

Has

The title

ce based

Is clean

clean and

inconsiste

and the

on the

and

clearly

ncy in being

authors

requireme

clearly

displayed

name

nts of the

displayed

with the

title and

the authors

with the

title and

the authors

name

and

clearly

displaying

the title

cannot be

seen

clearly

and is

assessme nt task.

name

and the

dirty.

authors

name

 

Works Consulted

Cooperative Learning: 7 Free PDF Assessment Instruments. (n.d.). Retrieved February 22, 2016, from http://www.dailyteachingtools.com/cooperative- learning-evaluate.htm

Essay graphic organizer word. (2015). Retrieved February 22, 2016, from http://www.rsvpaint.com/essay-graphic-organizer-word/

Free Graphic Organizers for Studying and Analyzing. (n.d.). Retrieved February 22, 2016, from http://www.dailyteachingtools.com/free-graphic-organizers-

s.html#9

Rubric for Presentation or Poster. (n.d.). Retrieved February 22, 2016, from

http://oakdome.com/k5/lesson-plans/multi-media/rubric-for-presentation-or-

poster.php

Search. (n.d.). Retrieved February 22, 2016, from http://digital.orcabook.com/teachersguides-somethingnoble/