reading journal: a fault in our stars - language arts...

Name: ____________________Hour: _____

Reading Journal: A Fault in Our Stars

The purpose of this reading Journal is to help you think about literature as you read and prepare you for in-class

discussions. I will look at how well your entries meet the standards and requirements of the assignment as well as how

well you actively engaged in questioning or connecting with the literature. Two examples of each section will be chosen

at random from the packet and evaluated based on the standards, so it is important that each section of the packet is

completed to the best of your ability. Use complete sentences for all categories except vocabulary.

You will complete one Reading Journal entry before each class in order to help you be prepared

for discussion. Each entry must include:

A discussion question. (Remember, good discussion questions: are not easily

answered, have multiple possible answers, get us emotionally involved, ask us to ask us to interpret why

something happens, ask us to make predictions, or pose comparisons. Some ways to start an interesting

discussion question are: Why do you think_____? What do you think about _____? What if _____?).

An important quote. Choose a quote that stands out in the text. Record the quote in your

journal (including page numbers) and reflect on why you choose each quote including why the quote is

important and/or interesting as well as any inferences you make or questions you have about the text. (Do

NOT merely summarize the text.)

If the quote is too long to record, use […] to eliminate the least essential sections.

One observation about the author’s technique. For example, how does

the author use description, word choice, grammar, conventions, voice, point of view, pacing, plot,

etc… to create the story? (***Hint: How would the story be different if it had a different point of view?

Why does Green chose particular words? What effect does the use of so many sentence fragments have

on the work?, etc…. In short, why do you think the author make the choices he makes?) Use

quotes or specific details to support your ideas.

One new vocabulary word. Choose a word from the text that is unfamiliar. Record

what you think the word means and why (context clues, similar words, etc…). Next, record a dictionary

definition(s). Include the part of speech for each definition.

Your Thoughts or Observations about the book. Don’t summarize the

text. Make predictions, reflect on the characters or important ideas in the story, and connect the events

and ideas of the story to your own life, other texts you have encountered, or issues in society. If you

would like, you may also include charts, diagrams, or drawings that relate to the literature in order to

help you visualize or make sense of the novel. Just make sure at least ¾ of each entry consists of written

work.

HINT: Always record page numbers of significant passages or events so you can more easily share your insights with

your group mates.

Turn this packet in at the end of the unit. I will read them and make comments. If you make an entry that you

do not want me to read, mark the top of the page with a large X, and I will skip it. Really. I will.

Rubric for Reading Journal Two examples of each section will be chosen at random from the packet and evaluated based on the standards, so it is

important that each section of the packet is completed to the best of your ability.

Did Work Meet Standards and Requirements?

Absolutely! Getting There!

Not Yet. Work is Missing or Not Applicable

Discussion Question (SL.11-12.1c)

Questions promote

active discussion by

questioning text

and/or readers and

allowing divergent,

creative responses.

10 pts

One question promotes

active discussion, but

the other question

allows limited

responses.

8 pts

Only one

discussion question

present.

Second question is

either missing or

facts based.

5 pts

Writer does not ask

discussion questions.

Questions are either

missing or are facts

based.

0 pts

Important Quote (RL.11-12.1)

Writer chooses

important quotes and

explains the

importance of the

quotes.

Writer makes

inferences and/or

asks questions about

the text.

10 pts

Writer chooses

important quotes and

explains the

importance of the

quotes.

8 pts

Writer chooses an

important quote

and explains the

importance of the

quote; however, a

quote is missing or

unexplained.

5 pts

Writer does not

explain the

importance of the

quotes.

0 pts

Author’s Technique (RL.11-12.3 RL.11-12.5)

Writer thoroughly

analyzes how

Green’s choices

impact the work

using details from

the text to support

analysis.

10 pts

Writer analyzes how

Green’s choices impact

the work; however,

answers are not

detailed.

8 pts

In one section the

writer analyzes

how Green’s

choices impact the

novel.

5 pts

Writer does not

analyze how Green’s

choices impact the

novel.

0 pts

New Vocabulary Word (L.9-10.4d)

Writer uses a variety

of techniques

(context clues and/or

similar words,

dictionary

definitions, part of

speech) to

understand new

vocabulary.

10 pts

Writer uses a variety of

techniques to

understand new

vocabulary, but one

section may be

incomplete.

8 pts

Writer only

demonstrates

knowledge of

vocabulary

building

techniques in one

section, or both

sections are only

partially complete.

5 pts

Writer does not

demonstrate

knowledge of

vocabulary building

techniques in either

section.

0pts

Personal Observations and

Reflections (RL.9-10.10)

Writer actively

engages with the

material and

connects the

literature to other

knowledge or

experiences.

10 pts

Writer engages with

the material but may

spend too much time

summarizing.

8 pts

Writer only

comments on the

material in one

section.

Second section is

either missing or

mere summary.

5 pts

Writer does not

engage with the

material in either

section.

Sections are either

missing or mere

summary.

0 pts

Total: __________________/ 50 points

http://www.corestandards.org/ELA-Literacy/RL/11-12/5/

Day 1 Discussion Question (Why do you think_____? What do

you think about _____? What if

_____? etc…) (SL.11-12.1c)

Important Quote (Write out quote and explanation) (RL.11-12.1)

Author’s Technique (Explain how the author uses word choice, grammar, plot, pacing, etc…) (RL.11-12.3 RL.11-12.5)

New Vocabulary Word (Record your guess based on context, a dictionary definition, and the word’s part of speech) (L.9-10.4d)

Word: _________________________ Part of Speech: ____________________

I think this word means ___________________________________________________

because _______________________________________________________________

Dictionary Definition: ____________________________________________________

______________________________________________________________________

Personal Observations and Reflections (Make predictions, reflect, make connections to your life, other texts, and society.) (RL.9-10.10)




_____? etc…) (SL.11-12.1c)






because _______________________________________________________________


______________________________________________________________________



A Fault In Our Stars: First Few Pages Discussion Question (Why do you think_____? What do


_____? etc…) (SL.11-12.1c)

Why do you think Green prefaced the book with the quote from Peter Van Houten? At this point in the story, how do you think this book relates to the rest of the book?


“The Support Group featured a rotating cast of characters in various states of tumor-driven unwellness. Why did the cast rotate? A side effect of dying” (4). This quote makes my stomach curl into knots both because of the harsh reality it shows—that teenagers do die of cancer—and because of how Hazel chooses to describe the situation. Hazel tries to downplay the significance of this passage with quirky word choice (“tumor-driven unwellness”), rhetorical questions, and euphemism (saying “a side effect of dying” when she really means the children died), and this clearly shows that her dry humor is a defense mechanism. Joking helps her deal with the fact that others are dying around her and she will die as well. I find this sort of humor heart wrenching.


I love Green’s characterization and pacing on the first page. He jumps right into one of the main conflicts of the novel—Hazel’s difficulty finding a meaning in her life in the face of cancer—in the very first paragraph while also giving readers an overview of Hazel’s perspective on the world. Almost immediately we as readers understand the effects that cancer has had on Hazel’s lifestyle, but we also see how she reacts to her situation with an endearing (in my opinion) dry humor (i.e. Her mother “presumably” decided she was depressed because of a plethora of classic signs of depression (3)). However, Hazel is so bitter in these first paragraphs that Green may have compromised the ability of some readers to relate to Hazel. (Other topic ideas: the effect of the “side effect of dying” motif, Hazel’s use of sarcasm, symbolism of “the heart of Jesus”)


Word: _veritably_(4)_____ Part of Speech: adverb (modifies the verb swimming)

I think this word means ____nearly or almost_________________________________

because she is not quite “paralyzed” by her depression or “swimming” in it._________

Dictionary Definition: actually, absolutely, genuinely ________________________

_____(Hazel is being more sarcastic than I thought. She is exaggerating.)___

Personal Observations and Reflections (Make predictions, reflect, make connections to your life, other texts, and society) (RL.9-10.10)

Based on the first few pages, I am quite different from Hazel in terms of personality: even though I am rather introverted, I am not nearly that sarcastic or nihilistic. However, Hazel does remind me quite a bit of one of my best friends from college. My friend survived horrible car accident that killed people who she cared about and left her physically and emotionally unable to do much of anything for almost a year. Even though I don’t always agree with how pessimistic and sarcastic she is, I understand why my friend sees the world so negatively, and I admire how thoughtful and caring she is in spite of her troubles. These correlations are probably why I love Hazel immediately. I think it is important to note that while Hazel’s thoughts are almost scathingly sarcastic towards Patrick (note the abundance of capital letters on page five), she does not speak these opinions aloud or try to make Patrick uncomfortable even though she thinks he is ridiculous. This indicates that Hazel is more considerate of others than her first impression indicates. She probably isn’t even angry with Patrick—just fate. I wonder if her opinion of Patrick will change. (Other ideas: Make predictions about how Hazel’s attitude will change over the course of the novel, describe a similar character from a different book)


reading journal: a fault in our stars - language arts...

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