F Drew

This product contains three documents: 1. A timeline under which to complete the interview, including mini-deadlines for all parts of the interview process. 2. An interview agreement form. 3. A list of creative, unique interview questions. While designed for a yearbook staff, any journalsim staff or English class could use this as an assignment.

This activity pulls 14 direct quotes from Jane Eyre which represent the entire mystery of Bertha Mason, as Bronte presents it to the readers. The quotes are out of order and the student is assigned to put the direct quotes in order, and annotate them, to piece together the information Bronte provides about Bertha Mason. This activity requires close reading of the text and can be done after the students have read through chapter 27.

This product will help a yearbook staff (for either MS or HS) plan for and prepare secondary coverage on the people pages of the yearbook. The people pages, where all of the headshots of the students are featured, provide additional space for coverage of the students and school year. This document helps a yearbook staff (as a whole) and a yearbook staff member organize the plan for adding extra stories to these pages.

This progress form is designed to help journalists stay organized as they work on their spread. The form is broken down into min-deadlines and requires signatures from either the EIC, section editor or adviser on every step.

This fill-in-the-blank outline helps students take notes on Chapter 9 of Sound and Sense (12th Edition). The outline focuses on both the concepts of Meaning and Idea taught in the text, as well as leads the students through a review of some of the poems included in the chapter.

Bronte slowly presents Edward Rochester to both Jane Eyre and the reader. With this activity, the reader is asked to re-read the passages in which Rochester is presented to the reader and evaluate how Jane felt about Rochester with this plot element. Students are then to also record how they, as the reader, felt about Rochester when they learn each new detail about him. This is a great review of the text and helps to streamline the information Bronte presents about Rochester as the reader first

Chapter 5 of Foster's book presents a variety of topics the average high school student has not yet considered. These reading questions help guide the student through the chapter and narrow the focus of the chapter for the high school student.

Chapter Seven of Foster's How To Read Literature Like a Professor outlines several reasons the bible is an essential piece of western literature, and not just a religious text. These reading questions were created for the high school student, who may or many not have any familiarity with the bible. The questions help the student understand the essential components to Foster's chapter, without feeling like the bible is being presented as a religious text in the classroom.