Jenna+K.

__**Week 14: April 29- May 5, 2013**____**Book Title:**__ // On the Day I Died: Stories from the Grave //
 * __Genre__**: Alternative Formats-Short Stories
 * __Author__**: Candace Fleming
 * __Date of Publication__**: 2012


 * __Summary__**:
 * Mike Kowalski, driving home late one night meets a girl on the highway. After offering her a ride home he realizes she has left her shoes in his car. Looking to return them he knocks on her front door. It is only at this point that he realizes Carol Ann is a ghost. While paying homage at her grave he meets several other teenage ghosts who want to share their death story. Each chapter is the story of a different teenager's life and death.

**__What did you like about the book? What did you dislike?__**
 * __ Likes: __ The fast-paced nature of the story lends itself to many of my teenage readers. Each story is unique and builds suspense. While it is a book about death, it doesn't seem dark. There are some stories that are more believable than others which help keep the reading from being monotonous.
 * __ Dislikes: __ I disliked the author's use of transitions, or lack thereof. In between the chapters the transitions, if present were short and clipped. I would have liked to learn more about Mike during these points in the book. While the author does a great job of creating memorable characters out of our ghosts, I did not feel like I got to know Mike, the person that ties the story together.

__**Write three essential (higher level thinking) questions that you might use in a culminating discussion of this book. These should be questions that require students to dig into the reading to support their answers.**__


 * The author does a great job of using voice and word choice throughout the story to help you imagine the setting in which the characters lived. Choose your favorite chapter/story and pick out terms, events, and quotes from the character that help shape the setting (time and place) of the short story.
 * What ghost story did you find the most suspenseful? What made it the most suspenseful out of the book? Identify three events in the rising action of the story in which suspense was successfully used.
 * What methods of characterization does the author use to help define the characters? Choose one short story. List the forms of characterization present in the short story and quotes to support your list.

__**Comprehension Activity:**__ How can you see this book being used in the curriculum? For what grade level would it be most appropriate? Give a specific example of how you as a teacher might use the book as part of the taught curriculum. What specifically would you use it to teach and what would you have students do with it? I think this book would be a great tool for teachers to use when discussing the elements of fiction. As stated in the text, "Short stories can be used to study the elements of fiction, including plot, characterization, setting, and themes" (p.311). Short stories allow readers beginning to learn about elements of fiction to identify them in a close setting ("less than 10,000 words" p.309) which will allow them to be more successful as well as provide a piece of text in which repeated readings is possible and plausible.

//On the Day I Died// would be most appropriate for middle level students (grades 6-8). Since I teach 7th grade this compilation of stories would lend itself well to my classroom. In the future I could use this book in a variety of ways. One specific example is listed below: ||= **Reading Standard** ||= **Explanation of Experience** ||= **Materials** ||= **Opportunities for Assessment** ||
 * < LA 7.1.6.b Identify and analyze elements of narrative text (e.g., //__**character development**__//, setting, plot development, conflict, point of view, theme) ||< __**//Activity: Interactive Think Aloud--Johnnie (p. 33)//**__

__1. Focus the Learning:__
 * "When I begin to read something that is new to me it is important that I understand the characters. An author shapes a character in two main ways--- direct and indirect characterization. Direct characterization is when an author states something directly in the text such as "We were in a depression." The author can also indirectly help us understand a character by the character's thoughts, speech, actions, and how other characters react. (Preview the graphic organizer on the butcher paper we will use today.) Today we will be reading Johnnie's story (pg. 33). As we read we will identify 5 character traits Then we will identify how the author presented this trait to the reader."

__2. Model and Guided Practice:__


 * Read to "down on state street (p.33) Turn and Talk to a partner. What characterizes Johnnie? (examples: stealing from people= poor, uses poor grammar= no education, language is not contemporary= takes place in the past. Bring the group back. On a piece of butcher paper under the heading "direct characterization " write "depression--->poor."This is an example of a direct form of characterization since Johnnie directly stated that the country was in a depression. Therefore Johnnie is stealing money to provide necessities such as clothing, food, and water.
 * Read to "I'm taking you in (p.34)- Turn and talk to a partner. What characterizes Johnnie? (examples: the cop already knows his name= he has been caught stealing before, he has been on the streets for awhile, no parents? On a piece of butcher paper under the heading "other character's reactions" write "criminal"
 * Read to "I'll get even with you. Just you wait (p.38)- Turn and talk to a partner. What characterizes Johnnie from this quote? (examples: vengeful, problem with authority, struggles in school) On a piece of butcher paper under the heading "quotes/speech" write "vengeful"

__3. Shared Learning:__


 * In your reading partners read page 38-52. As you read note five character traits and how they are revealed in your reader's notebooks. Be sure to note page numbers.

__4. Assessment of Learning:__
 * Exit Ticket:
 * What is characterization?
 * List three ways Johnnie is revealed to the reader.
 * What character traits of Johnnie's are revealed?

__Infusion of Formal Language:__
 * Direct Characterization
 * Indirect Characterization ||< * Classroom Visual with labels-- direct, indirect, under direct have the following labels--- actions, quotes/speech, other character's reactions
 * Copies of //On the Day I Died//
 * Character Traits graphic organizer for reader's notebooks
 * Reader's notebooks ||< # Exit Ticket
 * 1) Character traits graphic organizer ||

__**Week 12: April 15-21, 2013**__ __**Book Title:**__ // Growing Up Muslim //
 * __Genre__**: Informational/Nonfiction
 * __Author__**: Sumbul Ali-Karamali
 * __Date of Publication__**: 2012


 * __Summary__**:
 * //Growing Up Muslim// by Sumbal Ali-Karamali, explains the beliefs, practices, and misconceptions of the Islamic religion. While the religion of Islam is multifaceted and complex the author weaves together traditions, culture, connections to other religions, and frequently asked questions to created this easily readable text. Ali-Karamali did a great job of creating an easily relatable text that describes what it means to be Muslim all over the world.

**__What did you like about the book? What did you dislike?__**
 * __Likes__: What I enjoyed most was that the author specifically directed the readability to young adults. This is shown through pronunciation guides as well as metaphors, similes, and connections to other religions to explain some of the more intricate Muslim traditions. She also does an incredible job of explaining the history of Islam as well as modern aspects of the religion
 * __Dislikes__: There were very few things I disliked about the book. I wish there were some graphics or pictures to aid in comprehension especially when discussing food, clothing, and other religious aspects of Islam. This would help young adult readers make connection and visualize what the author is describing.

__**Write three essential (higher level thinking) questions that you might use in a culminating discussion of this book. These should be questions that require students to dig into the reading to support their answers. One of the three can be a higher level thinking project or activity.**__

> On the back of the book the Five Tenets or Pillars of Islam are listed. Based upon the text which tenant or pillar do you think the author values most? Rank them in order based upon your reading of the text. Then explain why you organized the pillars in that specific order. Use quotes from the text to express the author's views of each. >
 * Ali-Karamali writes, "In my experience, culture is often more influential than religion. Although I am just as devout a Muslim as women in the Middle East or Asia, my lifestyle is not similar to theirs. My lifestyle is much closest to that of my American non-Muslim peers" (p.190). Find five quotes from the text in which the author has a similar lifestyle to yours. Which aspects of her life are different from yours? Find at least three differences.
 * Many times in the text the author differentiates between //cultural// and //religious// traditions. Find three examples of cultural traditions mentioned in the text. Then, identify three examples of Islamic religious traditions mentioned in the text. Explain why each fits into the category of "cultural" or "religious."

__**Week 11: April 8-14**__ __**Book Title**__: // Unwind // __**Genre**__: Science Fiction __**Author**__: Neal Shusterman __**Passage Page Number**__: 105-106 __**Click HERE to see my book talk!**__

__**Week 10: April 1-7, 2013**__ __**Book Title:**__ // Jefferson's Sons //
 * __Genre__**: Historical Fiction
 * __Author__**: Kimberly Brubaker Bradley
 * __Date of Publication__**: 2011


 * __Summary__**:


 * In this historical fiction novel, Bradley tells the story of three children living as slaves at Thomas Jefferson's home, Monticello, during his last twenty years of life: Beverly, Madison, and Peter Fossett. Two of the children have a secret. Beverly and Madison are Thomas Jefferson's sons. Their mother has four children (Beverly, Harriet, Madison, and Eston) all fathered by the famed president who wrote, "All men are created equal." While Jefferson's slave children are sheltered from many of the hardships of being a slave in the 1800's such as hard physical labor and the threat of separation, they are considered their father's property. Jefferson has promised their mother that upon each child's 21st birthday they will be freed. Some of the children are light-skinned and could pass as white, while others carry their mother's darker complexion and features. Can the children turn their back on their mother and all they have known?


 * __What did you like about the book? What did you dislike?__**


 * __ Likes __ : Bradley creates a story that is told through three sets of eyes. This allows the reader many different points of view and creates a depth to all characters in the story. I also enjoyed that the chapters are marked with the year and the season. This helps the students identify the time period of the story as well as research more information on Thomas Jefferson's "invisible children." Bradley also includes an afterward. In the extension she explains her inferences based upon research and her conjectures based upon facts such as DNA testing and and historical documents. I noticed that she uses modern language throughout the books and does not use period language. I think this was a wise choice given the audience she was intending to write for. I think it makes sense since uncommon period-terms can be off-putting for some students.
 * __Dislikes__: The wide time period of the book (1805-1827) was a bit too wide for me. I feel as though some events may be skipped or glossed over. Also, I realize the title is "Jefferson's Sons," but I would have liked to hear from his daughter's perspective as well. I think this was a voice that was missing.

__**Write three essential (higher level thinking) questions that you might use in a culminating discussion of this book. These should be questions that require students to dig into the reading to support their answers. One of the three can be a higher level thinking project or activity.**__


 * Find five quotes throughout the book (not all in one chapter) that mentions the violin. Then explain what you feel the violin symbolizes to Jefferson's Sons, Sally Hemings, and finally Thomas Jefferson.
 * How are the children treated differently from other slaves on the plantation? Make a Venn Diagram comparing and contrasting Peter Fossett and Madison. Use quotes and events from the novel to fill your Venn Diagram.
 * Compare Madison from the beginning of the book to the ending. How has he grown and changed? What has happened in his life to cause these changes? Identify and support five ways in which he has changed. Identify and support three ways in which he has remained the same.

__**Comprehension Activity:**__

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__**Week 9: March 25- April 1, 2013**__ __**Book Title:**__ // Unwind //
 * __Genre__**: Science Fiction
 * __Author__**: Neal Shusterman
 * __Date of Publication__**: 2009


 * __Summary__**:


 * Unwind is set in futuristic America one generation after the second civil war, the Heartland War. The war was fought on the basis of one issue, abortion. In order to end the war and form a truce the "Bill of Life" was voted into law. The bill states that no child can be aborted or harmed until the age of 13. Between the ages of 13 and 18 children could be retroactively aborted by their parents. This process is called "unwinding."
 * The story is written in third person limited point of view, but told through three different perspectives: Connor, Risa, and Lev. All three teenagers are slated to be unwound until a series of events brings them together. They must depend on one another in order to survive on the fringes of society until they turn 18.

**__What did you like about the book? What did you dislike?__**
 * __Likes__: Shusterman's novel capitalizes on two issues in today's society: abortion and organ donorship. Through a young adult book he creates a safe space for young adults to grapple with these ideas and come up with their own views on the subject. In addition he weaves together a realistic world in which the repercussions of the Bill of Life are discovered (i.e. stroking, surplus of organs, parents unwinding children as a solution to unruly behavior, wards of the state being unwound).
 * __Dislikes__: The book paints a harsh reality of the future in which adults are feared. I know some of my students' parents have had issues with this book because the family is pro-life/pro-choice and believe the book takes a side. Also I felt that the book was a bit choppy and the plot seemed slow in the middle. This may be based upon the organizational structure of the book (each chapter is from a different character's perspective).

__**Write three essential (higher level thinking) questions that you might use in a culminating discussion of this book. These should be questions that require students to dig into the reading to support their answers. One of the three can be a higher level thinking project or activity.**__


 * Which of the three main characters, Connor, Risa, or Lev, do you feel the most connected with? Why? What traits do you have in common? Which of their character traits help them while they are on the run? Which character traits make their life harder on the run? Find evidence from the book to support your answers. This may be in the form of dialogue or events from the book.
 * Many of the adults in the story are portrayed very negatively. There are a few adults that are portrayed in a more sympathetic light. Who are these characters? How are they depicted? What words are used to describe them? What is a commonality of all the sympathetic adults in this book? Explain your reasoning.
 * What is the setting of the story (time and place)? The book never reveals the year. How many years in the future might it be? What context clues hint at how much time has passed? What companies or products are named? What societal trends can you point to that have changed? Which have remained the same?

__**Comprehension Activity:**__ Write a description of one character from the story. Then find four quotes from the story that support your description of the character. Make sure to cite the page numbers for each quote. __**Connor Lassiter:**__ Sixteen year old Connor has brown hair and brown eyes. He has not gotten any tattoos, like many adolescents in the story. He prefers to be left alone and enjoys taking risks. This includes balancing on highway bridges, getting into numbers fights, and running away when he finds out his parents have signed an unwind order for him. Even though Connor has trouble trusting others, throughout the novel he is viewed as a leader both by his peers and adults. As the plot progresses Connor grows and matures. This is showcased by his ability to control his rage and think about the consequences before he takes action.
 * 1) "Connor was never into that. He's always kept his eyes the color they came in. Brown. He's never even got tattoos, like so many kids get these days when they're little" (p.3).
 * 2) "For Connor it's not about stupidity, or even rebellion--- it's about feeling life. Sure one false step and he's roadkill. Yet for Connor life on the edge is home" (p. 4).
 * 3) "Connor can't sleep that first night. Between the discomfort of the basement and his distrust of Roland, all he can do is doze for moments at a time" (p. 103).
 * 4) "Connor tries to imagine himself kicking and screaming his way to the Chop shop, but what would be the use of that? If this time on Earth as Connor Lassiter is ending, then maybe he should use the time well.... 'Hands off me, I'll walk by myself," he orders the guards, and they instantly releases him, perhaps surprised by the authority in his voice. He rolls his shoulders, cracks his neck, and strides forward. The first step is the harder, but from that moment on he decides that he will neither run nor dawdle. He will neither quiver nor fight. He will take this last walk of his life in steady strides--- and in a few weeks from now, someone, somewhere, will hold in their mind the memory that this young man, whoever he was, faced his unwinding with dignity and pride" (p. 304).

__**Week 7: March 10-17, 2013**__ __**Book Title:**__ Bruiser
 * __Genre__**: Fantasy
 * __Author__**: Neal Shusterman
 * __Date of Publication__**: 2011


 * __Summary__**:

> **__What did you like about the book? What did you dislike?__**
 * Tennyson is not thrilled when his twin sister, Bronte, befriends and begins to date the local outcast, Brewster "The Bruiser" Rawlins. Determined to find out Brewster's secret (and break the two up) Tennyson follows the Bruiser home one night. There, he begins to see a different side to the town's pariah. Can Bruiser accept Tennyson's friendship? What are the repercussions accepting friendship? Alternating between Tennyson, Bronte, Brewster, and Cody's (Brewster's younger brother) points of view Shusterman weaves a thought provoking story.
 * __Likes__: Shusterman masterfully crafts a story with alternate perspectives. While many books written in several points of view can feel choppy, this read was quite fluid in my opinion. Shusterman heads each chapter with the name of the narrator allowing the reader to shift gears before beginning a new chapter. Also each chapter heading is a single word that can summarize the chapter. This ties in nicely to Tennyson and Bronte's advanced vocabulary since their parents are both English professors. I also enjoyed the rich characters and dialogue present in the story.
 * __Dislikes__: A big draw back for me is when I can figure out the story/plot line before it has a chance to unravel naturally. If I beat the characters to the punch I miss the big "Aha!" moment. Tennyson and Bronte's discovery of Bruiser's unnatural abilities was a bit slow and predictable for me.

__**Write three essential (higher level thinking) questions that you might use in a culminating discussion of this book. These should be questions that require students to dig into the reading to support their answers. One of the three can be a higher level thinking project or activity.**__


 * Each chapter of //Bruiser// showcases a different word. For example Tennyson's chapter on page 3 begins with the word "symbiosis." Then inside the chapter Shusterman writes, "She's on a high-carb diet, which basically means she eats everything that Dad can't on his low-carb diet. It makes them part of an evolved symbiotic relationship. That's just science (p.4)." Shusterman probably chose this word to describe Tennyson's family dynamic. Choose your favorite five chapters. Identify one word that you would title the chapter. Then, explain why you have chosen that word and how it corresponds to the chapter. Use quotes to support your reasoning.
 * What choices would __**you**__ have made if you were Brewster? Site four events in which you would have made a __**different**__ decision. Then, explain your reasoning.
 * Brewster states, "Stealer of screams and thief of anguish, I am a criminal, but you can’t see it, blinded by your own relief as my body becomes a battlefield in a war that can’t be won. Will I be the bullet that ends your pain, or will you end mine?" Brewster in many ways can be compared to some of the superheroes we read about in comics and on t.v. Compare and contrast Brewster to your favorite superhero. Site events, dialogue, quotes,and page numbers from Bruiser to support your thoughts.

__**Comprehension Activity:**__ Write a newspaper article about someone or something that happened in the story. NOTE: this is NOT a book report! Review a few newspaper articles to get the "feel" of the format. What would the headline say? Was anyone interviewed for the story? Who are the sources of information? Are there quotes from characters? Be creative!

__**Week 2: February 11-17, 2013**__ __**Book Title:**__ // The Silence of Murder //
 * __Genre__**: Mystery-Fiction
 * __Author__**: Dandi Daley Mackall
 * __Date of Publication__**: 2011


 * __Summary__**:


 * Jeremy Long is accused of murdering John Johnson, the local baseball coach. Hope, Jeremy's younger sister, knows that her brother could not have committed this crime, but Jeremy can not tell anyone of his innocence. He has been selectively mute for over nine years. Rita, Jeremy and Hope's mother, believes that her son is strange and could have committed the crime. She is working to build an insanity case by revealing Jeremy's past "temper tantrums." Racing against time, and sometimes her mother, Hope teams up with Chase Wells, the sheriff's son, and tries to find evidence that will clear her brother's name. Could the secrets lie in the empty jars Jeremy collects? If Jeremy were to talk would he know who the real killer is?

**__What did you like about the book? What did you dislike?__**
 * __Likes__: Mackall does a great job of developing realistic, plausible personalities and situations. This was a refreshingly "clean" mystery void of adult themes and motives that adult mysteries are based upon. I was also intrigued learning about Jeremy through the eyes of his younger sister, Hope. The investigation into the murder points the finger at many characters and I was saddened when the final verdict was presented. I think even my more advanced readers would be second guessing their suspect list up until the final pages.
 * __Dislikes__: The reading level of the book (3.9) was a double edged sword for me. The lower reading level helped add to the readability of the text. Instead of looking up words every minute, a reader can be focusing on the plot line and predicting the next twist in the story.However I find that my more advanced and even on grade level students would not be challenged by the text's vocabulary and they may treat it as a "beach read" rather than as a means to grow as a reader.

__**Write three essential (higher level thinking) questions that you might use in a culminating discussion of this book. These should be questions that require students to dig into the reading to support their answers. One of the three can be a higher level thinking project or activity.**__


 * A red-herring is a "false" clue that helps distract the reader from the true suspect. Mackall does a great job of using red-herrings in //The Silence of Murder//. Site five red-herrrings from the novel with page numbers. Then, explain which suspect the red-herring was pointing toward and why.
 * Pretend you are Dandi Daley Mackall, the author of //The Silence of Murder//. You are unsatisfied with your final copy. You have decided that the only way to improve the book is by adding another character. Write a brief description of your new character and explain how you would utilize them in your new version of the book. Be sure to explain specifically how the addition of this character would affect the plot line of the story.
 * The //Silence of Murder// is written in first-person from Hope's perspective. Therefore the reader only sees her opinions, thoughts, and actions. How would the story change from a different perspective? Choose one of the following characters and blog as if you are them. Be sure to include at least two major event from each of the points on a plot line (exposition, rising action, climax, falling action, conclusion).
 * Jeremy Long
 * Rita Long
 * Chase Wells
 * Detective Wells
 * T.J.

__**Comprehension Activity:**__ Choose an artifact to represent the main character (or one of the main characters in your novel) and provide an explanation for choosing each. Avoid making all obvious choices, but instead, get creative and think outside the box!

__Artifact #1:__ A Balloon __Artifact #2:__ Rose-tinted Glasses __ Artifact #3: __ A microscope __ Artifact #4: __ A heart __Artifact #5:__ A broken scale
 * I chose this artifact because... Hope always rises above it all. Even though she grows up with an alcoholic, abusive mother Hope continues to stay optimistic. She continues to have...well...HOPE. Even after her brother's trial begins she continues to strive for justice and prove his innocence.
 * I chose this artifact because... Hope sees the best in people. This is especially true with her brother, Jeremy. Her flashbacks to times with Jeremy make him seem perfect. It isn't until Rita speaks up about Jeremy's flaws in order to build an insanity defense that the readers learn of his faults and start to doubt his innocence in the crime.
 * I chose this artifact because...I n order to solve this case Hope must look through all of the evidence very closely in order to find the true killer. She needs to zoom in on the evidence presented to her and set her sites on the killer.
 * I chose this artifact because... Hope continues to listen to her heart even when the community, the prosecutor, and even her mother are telling her to help build a case for insanity. She continues to work to prove his innocence.
 * I chose this artifact because... Hope has never had balance in her life. Her mother has moved Jeremy and Hope from place to place (or more accurately from one boyfriend's house to another). They finally settle back in Rita's home town and start to build a sense of normalcy when John Johnson "Jay Jay" is found murdered. Then their family is turned upside down when Jeremy is arrested for his murder.

** Here is a book trailer I made to introduce //The Silence of Murder// to my students. Enjoy! **

__**Week 1: February 4-10, 2013**__ __**Book Title:**__ //The Fault in Our Stars//
 * __Genre__**: Contemporary Realistic Fiction
 * __Author__**: John Green
 * __Date of Publication__**: 2012


 * __Summary__**:


 * Hazel, 16, has been battling thyroid cancer for the last few years. While people from her community see her tumor-shrinking surgery as a miracle, she views herself as a ticking grenade just waiting to blow up. She knows she doesn’t have long to live so she actively works to minimize the “casualties” her death will cause by being somewhat of a recluse in her home. Toting an oxygen tank she reads, attends college classes, and only keeping one friend from her pre-cancerous days. Then, at a cancer support group, Hazel meets Augustus Waters. At first glance Augustus looks too “normal” to be attending the support. Hazel learns that he is in remission. Befriending Augustus, Hazel learns to take risks and enjoy life once again. When Augustus uses his “wish” for Hazel to meet the author of her favorite book, An Imperial Affliction, it changes the way she views life and death.

**__What did you like about the book? What did you dislike?__**
 * __Likes__: Green’s The Fault in Our Stars is a thought-provoking read. Green does a great job of creating pithy, revealing dialogue between his two characters. By the end of the book you would love to chat about your favorite book with Hazel and jam out to your favorite CD in Augustus’s beat up car. They seem like great people in which to share memories. Based on the nature of the book I knew one of the main characters was going to have a tragic fate which led to a bit of “dragging my heels” during the last few chapters. In the end, Green wove together a philosophical book on life with just the right twist of humor to offset the dark undertones.
 * __Dislikes__: The sexual events in the book, while not explicitly done (it is no 50 Shades…) may make some of my 7th grade readers uncomfortable as well as some of their parents. While my more mature readers would love the philosophical nature of the book and some of the tough decisions Hazel and Augustus face, I would feel uncomfortable as their teacher endorsing this book to all of my students.

__**Write three essential (higher level thinking) questions that you might use in a culminating discussion of this book. These should be questions that require students to dig into the reading to support their answers. One of the three can be a higher level thinking project or activity.**__


 * “Really,” my dad said. “I wouldn’t bullshit you about this. If you were more trouble than you’re worth, we’d just toss you out on the streets.” “We’re not sentimental people,” Mom added, deadpan. “We’d leave you at an orphanage with a note pinned to your pajamas” (p. 103). Is the book’s humor appropriate or inappropriate for the book’s topic and theme? How did Hazel and Augustus’s humor affect the way you felt about the book? Provide three examples of humor from the story. Explain why Then explain why you believe Green decided to use humor at this specific time in the book.
 * //An Imperial Affliction// is Hazel's favorite book. After the main character dies at the end Hazel is consumed with what happens next. Explain why you think Hazel is so motivated to find out what happens next.
 * Create a simile or metaphor to explain Augustus's relationship to Hazel. Then explain your simile or metaphor and why it correctly explains their friendship.

__**Comprehension Activity:**__ Create a “FakeBook: (not Facebook) page for the main character or one of the main characters from your Contemporary Realistic Fiction Book. Use the instructions provided in a separate attachment to help you. When you’ve finished your work online, copy and paste the URL for your Fakebook page below. ** Please take a book at my FakeBook page for Hazel //__here__// **