7.Conclusion:

Reading a book may be whether a satisfactory activity or a difficult task. For L2 learners, as our public school students are, a teacher must be careful with his or her decisions regarding choosing and using a book.

First, the teacher has to read the book as a regular reader and analyze the literary characteristics and understand the background. Then he or she has to start thinking about the students and if they are able to read this book, what can be the techniques they can use to comprehend the text and how they should be taught. And mainly, why they should read this book, what kind of experiences and lessons they could get from it.

When doing this reading club proposal, we analyze not only the literary aspects which interestingly was not the strongest point ( the moral of the book was); but also, we were thinking all the time about if a fifth student from a public school could achieve the reading of this book and we wanted to be ambitious and think they can.

Students can read extensively and intensively if they are accompanied by a teacher who is helping them with techniques and activities that make of this reading a rich and propose useful one. We want to be ambitious and think students may enjoy reading and learning through literature.

We found this book interesting because eleventh graders can relate with the various topics it contains, the book has a moral and emotive situation, and the language is very simple to lower student’s struggles while reading.

To summarize, we enjoyed reading it and thinking in activities and techniques for actual and we would be very glad if someday this reading club could be applied.

6.These are the activities we propose:

1. Preview the whole book: in trios students take a look to the cover page, tittle, contents table, pictures and discuss whether they like to read the book or not and justify why. Finally, the whole class discusses what their expectations are towards the book and its topics.

2. Questioning foreword: one student reads aloud and the others have to think about Cassie, what kind of life, what kind of student could she has been and her relation with her parents. After that, in pairs they write questions for an interview to Cassie( expecting the book would answer those questions )

3. Introduction to Extensive reading and comparison of the Chapter one: students are going to be asked to read the chapter at home, first into the class skimming just reading the first paragraph and the last paragraph of the chapter and then at home read the all chapter. When they come back to class they are going to read a news article about the Columbine massacre and compare the narration of the facts in a comparative chart.

4. Note taking chapter two: students at home read the whole chapter and in class they have to re-read it but taking notes about the Cassie’s life events and in trios they are going to create a time line.

5. Summarizing and paraphrasing chapter 3 : extensive reading at home in class they have to write a summary of Cassie’s life style during her first school years after that, in pairs (Dyat) they have a conversation about Cassie simulating they knew her as a former classmate. The environment of the conversation is personal.

6. Jigsaw reading chapter 4 and 5: the idea is divided the group in five groups, group one: has to read from page 49 to page 52, group two: 53 to 55, group 3: 56 to 59, group four: 62 to 63, group five: 64 to 65. After reading that, the groups have to write 6 main aspects in flash cards they found in the pages of they what understood, the in order of the pages they come to the board and report the main ideas they have to paste the ideas in order and using others flash cards that have transitions words. Each group goes after the others and finally the class reads whole summary and discuss if it has sense or not.

7. Highlighting chapter 6: read at home and in class re-read it and highlight the most significant moments in a parent-child relationship in order to create a comic, manga, paint, cartoons, storyboard, among others. They are going to work in groups and might last several lessons, after that they are going to expose the project in open house format.

8. Comparison: students read at home chapter 7 they discuss in class what they understood. After that the teacher is going to give the lyrics from two songs related to a death at school one is “Jeremy” by Pearl Jam and “this is your time” by Michael W. Smith they have to follow and read the song while the record is on and compare the stories from both protagonists.

9. Reflecting chapter 8: read the chapter in class and write a letter to Cassie on what they think about her death.

5.Judgment:

The book is very short

The book has short chapters that can be read separated each chapter has about ten pages.

Language and vocabulary are for intermediate to high level of English but allows flat pre-reading activities to be performed.

Several reading techniques can be used to approach the book.

Possible readers could be eleventh graders due to their performance and maturity to this about the issues inside the book.

Students may be identifies with the issues events, they can related with the different topics.

High profile for the group to work this book

Non-linear narration may confused the L2 readers (public high school)

4.Organization

This book is composed by eight chapters with an average extension of then pages each one.

The author entitles each chapter according to topics she want to about the protagonist.

The book is written in an anachronical narration and she includes a third person that is her husband who sometimes speaks in third person, she also includes letters from people related to the protagonist.

We want to include the reading of the foreword because it helps students to understand the background of the story.

The book also has actual pictures that illustrated each topic the author wants to cover.

Regarding to each chapter we have found they can be approached the different techniques and many activities can be developed, but we decided to have one technique and one activity for each chapter. This book can be read out of class so we promoted the extensive reading and into the class were going to deeper in each chapter promoting intensive reading.

The idea is we as teachers cover the book with students by the following techniques:

1. Preview

2. Question

3. Extensive reading

4. Comparison

5. Note taking (time line)

6. Summarizing

7. Jigsaw reading

8. Highlighting

9. Reflecting

3.Literary analysis

Theme: Redemption

Characters: Cassie Bernall (Protagonist)

Misty Bernall

Brad Bernall

Chris Bernall

Cassie’s Friends

Mona (fiction name)

Advisor / counselor (Church)

Jamie (Cassie’s new friend)

Plot:

She said “yes”

It tells the story of a regular family who lived in little Columbine, they were a normal family with different problems between them like any other family but they always kept a special belief toward the religious things and faith. Even though they were a family who had those beliefs, they got into issues and discrepancies because Cassie (the Brad and Misty’s daughter), began to frequent people who were not good for her specially Mona, because Mona was the person who encouraged Cassie to follow her ideas.

Then, Cassie and Amanda use to do different rituals and they liked to draw figures such as bats, moons and rare stars. The friendship between Amanda and Cassie was increasing so much, for that reason Amanda reached that Cassie was against her family’s beliefs and morals.

On the other hand, Misty always tried to advice Cassie in order that she could take the correct way but that passion was increasing and Misty decided little by little moving away from her daughter’s relationship, sometimes Cassie was more comfortable with Brad , she was always more confident with him but the troubles between them continued .

Besides, Mona always said to Cassie that she had to kill her parents because they were interfering with their purposes, actually her parents some days later found letters with terrible messages where Mona told Cassie she had to kill her parents.

After that, Cassie’s parents tried to take her to a counselor because she needed help for all the things she committed but she refused that help. Next, after those terrible situations Cassie decided to enroll to a Christian school where Jamie (Cassie’s friend) encouraged her to attend to a special activity or youth retreat in order to she was able to incorporate other values and beliefs to her life.

Moreover, it was so hard, but step by step she reached to feel a special peace in her heart, also Cassie and Misty began to feel more confident together after Cassie attending to those activities and Misty began to trust more in Cassie, for this reason, Misty allowed that Cassie moving to other School but it was the moment of her misery because a group of students who wanted to take revenge of their professors got into the Columbine School totally armed and they shot against several students.

At the end, it was so hard because one of the armed boys found Cassie under a desk and he told her: “Why do you pray? Do you believe in God”? and she answered: ”Yes, I believe in God”, even though Cassie accepted God in her heart this boy killed her, but the most important part or moral was that Cassie not only accepted God; but also, she had conviction what is very powerful characteristic for a youngster .

Conflict:

Man vs Himself

Man vs society

Man vs God

Structure:

Anachronical chapters based on periods

Setting:

: Littleton, Colorado

The end of 90’s

Columbine High Schools

Bernall’s House

Point of view:

First person

Tone:

Intimate, solemn, direct

2.Background

Name: She said yes. The unlike martyrdom of Cassie Bernall

Author: Misty Bernall In the months following the death of Bernall, her mother, Misty Bernall, wrote the book "She Said Yes: The unlikely martyrdom of Cassie Bernall"

Edition: 2007 by Plough Publishing House 1999 First Edition.

Trend: Reminiscences – Memoirs

Topics: Teenager life

Columbine Massacre

School Violence

Hope

1.Introduction of the Analysis "She Said Yes."

"She said yes." A book by Misty Bernall which tells the life of a young daughter at a young age was a victim of the Columbine massacre. The overall purpose of this analysis is not only to explain a little about the massacre of Columbine but also how we can encourage our students to read the book so that they feel identified with the book, the intention is to encourage reading outside class and into the class and just as the students identify themselves with the different chapters, the book as it seeks to reach the hearts of all teens who read, presenting the life of Carrie. The analysis was carried out after analyzing several group meetings and reading the book to provide opinions and views to gain a more general and based the book in order to perform the analysis. The scope that we as a group was just like working in a group regardless of the adversity we had either distance or time equally affected us one way or another does not have an analysis in a book or internet but it helped us to study more a book.