Reading and Research - currikicdn.s3-us-west Web viewnuances in word meanings ... g., pacing,...

East Meadow School DistrictCurriculum Area Project

2015 - 2016

Grades 9 & 10

Activities for Implementation of the Accountable Independent

Reading Component of the NYS ELA Modules

CAP Supervisor: Christine Bailes East Meadow High School

Writers: Principal: Richard Howard

Joseph Harclerode Superintendent: Leon J. Campo

Amber Collica

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Table of Contents

Abstract 3

Rationale 3

Unit Overview 3

Lessons and Activities 4-42

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2015

Activities for Implementation of the Accountable Independent Reading Component of the NYS ELA Modules Grades 9 & 10

Abstract

This CAP will help implement and support the Accountable Independent Reading (AIR) portion of the NYS Modules in English Language Arts for both grades 9 and 10. The goal of this AIR model, and therefore this CAP, is to reinforce the standards taught and addressed in the lessons within each module.

Rationale

All East Meadow New York State English students are expected to complete the PCG Education Modules. These modules include an independent reading component that strives to reinforce the standards taught within each unit. Due to time constraints, the discussion activities suggested with the lessons are not always a reasonable option. This CAP is designed to provide practical, challenging, and interesting lessons that address and assess many of the same standards as those taught in modules 1, 2, and 4 in both grades 9 and 10.

Unit Overview

The following activities were designed to enhance the understanding of the CCLS in ELA. Each activity is independent of the others and can be used in conjunction with any novel. They are not designed to be “novel-specific” in any way. Instead, they are “standard-specific.”

Independent Reading/Analysis

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Overview This activity is designed for students to explore reading on their own. Students are urged to select a book (or play or short stories) based on their interests. Students are then required to complete a series of assignments which are outlined below. It may be tailored to any book over a wide range of genres.

Standards Addressed

W 9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W 9-10.1c Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

W 9-10. 2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

W 9-10 2.c Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

W 9-10 2.d Use precise language and domain-specific vocabulary to manage the complexity of the topic.

W 9-10 2.e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

W 9-10. 3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

W 9-10.3.a Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

W 9-10. 3.b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

W 9-10. 3.c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

W 9-10.3 .d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

L 9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L 9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L 9-10.2.b Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

L 9-10.5 Demonstrate understanding of figurative language, word relationships, and 4

nuances in word meanings. a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

L 9-10.5.b Analyze nuances in the meaning of words with similar denotations.L 9-10.6 Acquire and use accurately general academic and domain-specific words and

phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

RL 9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL 9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RL 9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

RL 9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

Requirements Students will complete each component outlined below:

2 Problem/Solution sheets - Address the book as a whole, analyzing two issues characters are facing through the storyline.

20 Connector entries - Directions are outlined on the Connector sheet – each line counts as one entry. 2 "I am" Poems - Apply these poems to two different characters – only say a character's name one

time, either at beginning or end of poem. 24 Question Stems - Roughly divide your book into four quadrants. – Address each quadrant of your

book with each section (there are six sections) of the question stems. -4 quadrants times 6 question sections = 24 Q/A total

Samples and examples will be provided for each component. Additionally, classroom time may be set aside to work on these assignments where I will be on hand to assist if necessary.

The completion and submission of this work will be evaluated by the teacher and/or in teacher student conferences, and if necessary modified/edited, and assigned a grade accordingly.Name ________________________________________________

ConnectorYour job is to connect the text to your own life and experiences. How does what you’ve read relate to your community, your school, your family or your world? What does the reading remind you of? Does your reading remind you of something else we’ve read in class? Connect characters and incidents from the story to your

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own experience. Avoid the Obvious. In addition to your experience, delve deeply into the characters’ minds in order to speculate as to their motivations in the actions they take.

Page numbers Summary of Passage Connection


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Name ___________________________________Question Stems

(Create at least 2 questions/answers from each section, # 1 - 6)

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Type out your questions and answers on a separate sheet of paper. Clearly label the title and author of the book(s) of which you are referring .

1. Knowledgeo What happened when …?o Where is …?o When did …?o Identify …o Match …o Define…

2. Comprehensiono Restate in your own words …o Describe …o Which of the following is an example of …?o Which statements are confirmed by the information given in …?o Translate the following passage in your own words: …

3. Applicationo Explain how …o Explain why …o Which literary principles (theme, symbolism, characterization, metaphor, etc.) are exemplified

in the following passage: …4. Analysiso Compare …o Contrast …o What are the significant features of …?o Distinguish between … and …

5. Synthesiso Construct …o How would you test the (hypothesis, idea, statement)…?o Write …o Imagine what would happen if …?o How would you produce …?

6. Evaluationo Determine if …o Does … meet the criteria of …? Explain.o Is … a good example of …? Explain.

Name ________________________________________Title of Book ___________________________________

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“I Am” PoemCreate a poem about a character from your book. Mention the character’s name NO MORE THAN ONCE in your poem.

I am ____________________________________________________________________________________________________________________________________________________________________________________

I wonder ____________________________________________________________________________________________________________________________________________________________________________________

I hear ____________________________________________________________________________________________________________________________________________________________________________________

I see ____________________________________________________________________________________________________________________________________________________________________________________

I want ____________________________________________________________________________________________________________________________________________________________________________________

I am ____________________________________________________________________________________________________________________________________________________________________________________

I pretend -____________________________________________________________________________________________________________________________________________________________________________________

I feel ____________________________________________________________________________________________________________________________________________________________________________________

I touch____________________________________________________________________________________________________________________________________________________________________________________

I worry ____________________________________________________________________________________________________________________________________________________________________________________

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I cry when ____________________________________________________________________________________________________________________________________________________________________________________

I am ____________________________________________________________________________________________________________________________________________________________________________________

I understand ____________________________________________________________________________________________________________________________________________________________________________________

I say ____________________________________________________________________________________________________________________________________________________________________________________

I dream about ____________________________________________________________________________________________________________________________________________________________________________________

I try ____________________________________________________________________________________________________________________________________________________________________________________

I hope ____________________________________________________________________________________________________________________________________________________________________________________

I am ____________________________________________________________________________________________________________________________________________________________________________________

Independent Reading Journals

Overview

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This is an ongoing in-class and out-of-class assignment designed to help students track their thinking as they are reading their chosen book. Students are asked to respond to various Journal Prompts. Throughout each quarter, students will intermittently conference with the teacher and other students in order to collaborate further on various aspects of their reading.

Towards the close of the quarter students will be asked to develop one of their Journal Prompts into a full-length composition. This composition will then be shared in small groups of their fellow classmates.

Standards Addressed

Due to the nature of the assignment, the following are among the standards addressed depending on the students’ selections in their writing and their subsequent classmate/teacher conferences.

W 9-10.2.a Introduce precise claims, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

W 9-10.2.b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

W 9-10.2.c Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

W 9-10.2.d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

W 9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.


W 9-10.3.b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

W 9-10.3.c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

W 9-10.3.d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

W 9-10.3.e Provide a conclusion that follows from and reflects on what is experienced, observed, or 12

resolved over the course of the narrative.

W 9-10.3.f Adapt voice, awareness of audience, and use of language to accommodate a variety of cultural contexts.

W 9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.




L 9-10.3.a Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.

L 9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

L 9-10.5.b Analyze nuances in the meaning of words with similar denotations.

L 9-10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.



RL 9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

RL 9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning

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and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

RL 9-10.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

SL 9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

SL 9-10.1.a Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

SL 9-10.1.b Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

SL 9-10.1.c Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

SL 9-10.1.d Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

SL 9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

SL 9-10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

SL 9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

SL 9-10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Requirements

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During in-class AIR days students will be required to bring their independent reading books to class. During this time, they are encouraged to read their books and answer the following questions about the book. These response journals will be randomly collected week to week. Students should also be prepared for verbal conferences about their reading during class time, sometimes with the teachers, other times with fellow classmates.

Students are expected to be respectful to classmates and utilize class time wisely as would be previously discussed and modeled.

Students receive a comprehensive list of journal prompts to which they will respond based on their reading. They may only use each journal prompt once and all responses must be written in complete sentences. They do not have to answer the prompts chronologically nor do they have to answer all of the questions. Students are expected to complete at least 2-4 prompts per AIR class day during class time and/or for homework. Each prompt should be about 5-7 sentences. Students are encouraged to give thoughtful reflections in their responses. The responses to these prompts should count as quiz/test grades as the teacher deems appropriate.

One or more of these responses will then be extended into a full composition as an extension of the writing portion of this project. Students may determine which of their journal prompts to extend into a full composition during/after conferences with fellow classmates and the teacher. These compositions are to be student and peer edited and submitted for a grade.

Any of the various checklists/rubrics offered in the New York State modules may be utilized for evaluation as appropriate.

Student Book Slip

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The book I, _______________________________________, am reading for my Independent Reading Project

is________________________________________________________________________________________,

by _______________________________________. It is a(n) ________________________________ (i.e.:

work of fiction, work of non-fiction, autobiography, biography, science fiction, true crime, etc), consisting of

______________pages.

A brief description :

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

I understand that I must complete the book by ________________________________ in order to be prepared

for the assignments to follow.

Name: _______________________________

Independent Reading Journal PromptsIn-class AIR days are days when you will be required to bring your book to class. During this time, you may read your books and answer the following questions about the book. I will randomly collect your responses to the questions. I also will sometimes be conducting verbal conferences during class time. Other times, there will be opportunities for you to conference with classmates about your readings and/or writing.

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Please be respectful to your classmates and utilize your class time wisely.

The following contains a list of prompts to which you will respond. You may only use each journal prompt once and all responses must be written in complete sentences. You do not have to answer the prompts chronologically and you do not have to answer all of the questions. You will complete at least 2-4 prompts per AIR class day. What you do not complete in class should be completed for homework. Each prompt should be about 5-7 sentences. I am looking to sense you have given thoughtful reflections in your responses. Your responses to these prompts will count as quiz grades and these responses will help prepare you for the writing portion of the project.

Towards the close of the quarter you will be asked to develop at least one of these prompts into a full length composition where you expand on your reflections and support your claims with a minimum of three varied and specific references from the text. This may be more of a “creative” writing assignment as opposed to a literary essay. What matters is your writing should reveal thoughtful and comprehensive reflections on your reading.

Journal Prompts1. What is the problem or conflict of your book? Which characters are involved? How do you think the

problem or conflict might be solved?Start out: The conflict or problem in my book is…

2. What is the setting of your story? Remember that setting is both place and time of the story. Your book will most likely not tell you exactly when and where it takes place, but you can find clues in the story. Is this a modern story (computers, video games, shopping malls, etc.)? Does it take place in a city, suburb, or farm area? Be sure to tell the clues that give the setting of your story.

Start out: My story takes place… I can tell because…

3. Describe a minor character in your book. Identify the character by name and describe him/her. What is the character’s part in the story? How does this character feel about the main character and vice-versa? Use examples from the story.

Start out: A minor character in my book is…

4. Are the events in your book realistic or unrealistic? Could they really happen, are they fantasy, or a mix of both? Explain using specific examples from the book.

Start out: My book is realistic/unrealistic because…

5. Explain how a character in your book reminds you of yourself or someone you know. For example, do you or a friend or relative, like some of the same things, have some of the same interests, or have similar problems as a character in your book?

Start out: The character, __________, reminds me of __________. This is because…6. Tell why you chose your book to read. What factors went into your decision (interesting cover, back

cover, recommendation)?

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Start out: I chose this book because…

7. How does your book begin? First describe the events that start your story. Then tell if this is a good, effective way for the author to start the book. Explain why or why not. What would you change?

Start out: My book begins… This is a good/bad way to start the story because…

8. Who is the main character in your book? What is this character like? Tell the character’s name, age, appearance, friends, personality, and problems…

Start out: The main character of my book is…

9. Would you like to live like the characters in your book? Explain how they live (the situation) and why you would/would not like to live like that.

Start out: I would/would not like to live like my characters because…

10. If you were the main character in your book, how would you handle the situation he or she faces in the story? Be sure to briefly describe the situation before telling how you would handle it.

Start out: If I were the main character in my book I would…

11. What do you think of the title of your book? Is it a good title? Does it fit your book? Why do you think the author chose this title? Explain how the title fits the book or make up a better title and tell why the new title is better.

Start out: The title of my book is… This is a good/bad title because… The author chose this title because… -or- I think______ is a better title because…

12. Predict what will happen next in your book. To do this you must briefly explain the situation, make your prediction, and tell why you predict this.

Start out: The situation of my book is…

13. Could your story take place in a different location or another nearby area, or is the setting (time and place) of your book definite and not similar to another location? Explain.

Start out: I think the story…

14. Who is the antagonist (“bad guy”) in your book? Describe this character and the way he/she/it “opposes”, or works against, the main character.

Start out: The antagonist of my book is…

15. Which character in your book do you like the least? Name this character, tell what part he/she plays in the story, and describe why you don’t like the character.

Start out: I least like the character…16. How did the main character in your book change or grow from the beginning to end?

Start out: The main character changed…

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17. Was there a moment when the author made the reader feel the most suspense? When?Start out: The author made me feel the most suspense…

18. What hints (foreshadowing) did the author give us about the how the story would end?Start out: The hints the author gave…

19. What caused the story to end the way it did: the character’s luck, hard work, skill, a bright idea, or chance? What is more important in influencing situations in real life?

Start out: The story ended the way it did because…

20. Rewrite an alternate ending for a chapter and/or a section of your book. Consider how a turn of events, or a different choice or decision by a character, would reroute the course of events in the storyline.

21. From what/whose point of view is your AIR written from? How does this point of view affect the work?

22. What do you believe is the author’s purpose for writing your AIR? (ex.: are they teaching a lesson, illustrating a tragedy, showing a major conflict, helping the reader question relationships, showing addiction’s effects, etc.)

23. What is a major controlling idea of your AIR? How is it represented?

24. What is the conflict in your AIR? How does it develop the plot?

25. How does, or can, your AIR allude to or relate to another piece of work or real-world event?

26. Draw a Venn diagram that shows the characteristic relations between your AIR’s protagonist and antagonist.

27. What are three specific details from your AIR that proves the author’s controlling idea?

28. In your journal, draw a picture of a major turning point in your AIR. Include a one-sentence caption. (This is similar to a graphic novel or comic strip-style. Stick figures are perfectly acceptable.)

29. How does the author of your AIR resolve the work?

30. What are two questions you would like the author of your AIR to answer about your chosen work?

31. If you have an idea about how to respond / reflect to a section, feel free to be creative. Explain your idea / intention at the start of your prompt.

Reading and Research

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Overview

The following assignment combines students’ independent reading book with a research assignment. Additionally, students may choose to complete this assignment using the book they read for their assigned summer reading. The research may be completed during class time as well as at home. Additional time in the school’s library will facilitate students’ research as well. The lengthiness of this project makes for it to perhaps best be implemented over the course of several weeks.

Standards Addressed

RI 9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI 9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.


W 9-10.1.a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.


W 9-10.1.e Provide a concluding statement or section that follows from and supports the argument presented.

W 9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

W 9-10.2.a Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions

W 9-10.2.b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

W 9-10.2.d Use precise language and domain-specific vocabulary to manage the complexity of the topic.

W 9-10.2.e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

W 9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.


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W 9-10.3.c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

W 9-10.3.e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.


W 9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

W 9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.




L 9-10.2.a Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.

L 9-10.2.b Use a colon to introduce a list or quotation.

L 9-10.2.c Spell correctly.

L 9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

L 9-10.3.a Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.

L 9-10.4 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

L 9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L 9-10.5.a Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.


L 9-10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to

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comprehension or expression.




Requirements

After reading a chosen book students are asked to follow through on a variety of research assignments geared toward both a better understanding of the author as well as an analysis of the work’s central idea, including how it is relevant/ evident in our real world.

Students are asked to investigate the author, providing 1-2 paragraphs’ worth of biographical information about the book’s author. Students may choose to include, but are not limited to, information an author’s youth, (where he/she was born/spent/younger years), his/her education, other work(s) by the author, and any other noteworthy and/or meaningful occurrences in his/her life.

They are then required investigate a prominent theme/issue they’ve identified through their reading in the context of a larger, real-world/theme, writing 1 – 2 paragraphs in which they discuss this theme and its evidence in the book. Students should be looking to include the historical context / impact and the connection to the larger, real world/theme.

Independent Reading\Research Project

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I Choose a book (novel, play, short story compilation, non-fiction, biography, etc.) which you are interested in reading. READ!!!!

*** You may also include your summer reading selection as part of this project’s requirement. ***

II Pre-Reading / Pre-Research

A. You will need to provide me with the following information:a. Your name and periodb. Title of book(s) you are reading (min. 300 pages / no “young adult” literature)c. Author(s)d. Brief description of book’s contents (or several brief descriptions if you are using more

than one book.) Two – three sentences should suffice.

B. Be aware that this project will count for a total of 3 grades.

III Research

A. Investigate the author – provide 1-2 paragraphs’ worth of biographical information about your book’s author. Include information on his\her youth, (where he/she was born/spent younger years), his/her education, other work(s) by this author, any other noteworthy and/or meaningful occurrences in his/her life.

**Reference and cite at least two sources. The citations should appear in your Works Cited page. Details of the Works Cited page to follow**

B. Investigate a prominent theme/issue you’ve identified in the context of the larger, real-world/theme.

1. Write 1 – 2 paragraphs in which you discuss this theme and its evidence in the book. Include the historical context/ impact and the connection to the larger, real world/theme.

C. Find five articles connected to the theme you’ve identified. After you have compiled your list of events and articles you must print out one copy of each article and complete the following tasks:

1. Select one article; read it; write an intelligent summary of 100-150 words which covers the entire article. Discuss how the theme you’ve selected is explained through the article.

2. Select one article; read it; write a paragraph of 100-150 words in which you explain what the article taught you. Cover the entire content of the article.

3. Select one article; read it; create ten (10) questions which the article answers, include questions which cover the entire content of the article. Write the answers on a separate sheet of paper. HIGHLIGHT or UNDERLINE and NUMBER the answers in the actual article.

4. Select one article; read it; create ten (10) questions which the article DOES NOT answer but which are stimulated by the article.

5. Select one article; read it; pretend you are trying to explain the essence of the article to a first- grader. Write out what you would say in a paragraph of 100-150 words. Again, cover the entire content of the article. **Remember your audience. **

***Cite each article in your Works Cited page. Details of the Works Cited page to follow.***

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Grading

I Paragraph(s) on Biographical Information – counts as 1 Test Grade

II Paragraph(s) on Theme/Historical context and/or real world connection - counts as 1 Test Grade

III 5 articles, accompanying writing assignments, and Works Cited page - counts as 1 Test Grade

Grading

I 2 critic reviews & paragraphs discussing similarities/differences between book/film - 1 Test Grade

II 5 articles, accompanying writing assignments, and Works Cited page – 2 Test Grades

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Let the Music Play!

Overview

The following assignment requires students to determine central ideas within their independent reading novels. After determining between two and four central ideas, students must create a ‘soundtrack’ of songs (current or classic) that reflect these central ideas within their lyrics. By citing evidence from the song lyrics and the text they have read, students will be making connections between themes in literature, their own lives, and in popular culture.

Standards Addressed











L 9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or

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listening.

L 9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.






Requirements

After reading a chosen book students are asked to evaluate the text and determine dominant central ideas occurring within the text. Students must provide explicit evidence from the text supporting the themes they have chosen. Then they must use the evidence they have extracted from the text and analyze how this evidence supports these central ideas.

Once they have selected and supported between two and four central ideas, the students must select between eight and ten songs that also reflect these central ideas. Students are required to use the lyrics from the text to defend how the song implicitly/explicitly supports these central ideas.

Depending on the skill level of the class, students will have options as to how to present their analysis. The finished product could simply be the graphic organizer, or an honors class might be better challenged by defending their choices in a formal written piece.

Following is a graphic organizer that can be used with this activity.

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Name __________________________________________________ Let the Music Play!

Chapter of Novel Central Idea Present

Evidence from Text Supporting Central Idea Song and Artist

Evidence from Song Supporting Main Idea



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Lights, Camera, Action!

Overview

The following assignment requires students to read their chosen novel and then view a film version of that novel. After completing both versions, students are responsible for providing an analysis of the two interpretations of the same story.

Standards Addressed








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L 9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

L 9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word






RL. 910.5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

RL.9-10. 7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

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Requirements

Students must select a book that has been made into a movie. It should be a movie that they have not yet seen. After reading the book, they are to watch the movie and take note of several aspects that may be subject to interpretation when making a film adaptation.

Attached are a permission slip for viewing the film and a graphic organizer to take notes. Organizer may be used as the final product for this assignment or teachers may assign another means for evaluation.

Name _______________________________________________________ AIR Book to Movie Comparison

Choose three of the following categories:

SETTING, EVENTS IN PLOT, CHARACTERIZATION, THEME, RESOLUTION (ENDING), PERSPECTIVE

In the spaces provided, explain how the book you read compares with the movie version of the same book. In the last column, explain which version you preferred and why.

My Book:_______________________________________________ Author:__________________________________

Movie Title:________________________________________________________

Book Movie My Opinion

Category: Category:

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Book Movie My Opinion

Category: Category:

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Category: Category:

Book vs. Movie AIR Project 33

For your next AIR assignment, you will be selecting a book that has been made into a movie. I am requesting that you select a story of which you have not yet seen the film. Your experience will be much different if you read the book first than if you watch the film first.

After reading the book you have selected and watching the film version of that book, you will be responsible for completing a project for class. Within your project, you will compare and contrast the differences between the book and the film. You will be given a more specific version of the project next week.

Please bring in this permission slip, along with your AIR book on:

__________________________________

Due date:_________________________________________________

.

--------------------------------------------------------------------------------------------------------------

I understand the assignment and have chosen to read

_______________________________________________________________

by:_______________________________________________________

We understand that the movie version of this book selected by

(print student’s name)________________________________________________

is rated:_________

Student’s Signature:__________________________________________

Parent’s Signature:___________________________________________

Dear Diary

Overview

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The following activity requires students to write from the perspective of a character from the novel they have chosen. The format for their writing will be personal narrative in the form of diary entries.

Standards Addressed










RL. 9-10. 3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme

Requirements

After or while reading their novels, students must write 5 diary entries from the perspective of a major character in the novel. These entries must reflect the character’s personality and growth (or lack thereof)

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throughout the course of the story. One should deal with details from the exposition, one from the resolution, and one from the climax. The others should also reflect significant points in the character’s experiences. Specific details from the plot should be included in each entry to reflect understanding by the student of how these events influence decisions of the character.

Name ____________________________________________ Character’s Name _____________________

Novel _____________________________________________________________________________________

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Page #s: _____________________

Dear Diary:

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Double-Entry Journal

Overview37

The following activity requires students to keep a double-entry journal while reading their selected novels.

Standards Addressed

W9-10.3d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.


W 9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.]

W.9-10.10 Write routinely over extended time frames (reflection and revision) and shorter time frames (a single sitting or day or two) for a range of tasks, purposes, and audiences.








Requirements

Before reading their novels, students must create a double entry journal. The double entry journal is an interactive dialogue with the novel and the author of the novel. In this journal, students will carry on a conversation with the

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author, as well as construct and record impressions and summaries of the book. These recordings should take place while the student is reading the novel. At least 10 entries must be recorded.

The double entry journal is easy to construct and use. Students will need a one-subject notebook or a spiral bound notebook. Each page is divided into two columns by drawing a vertical line down the middle of each page. The left-hand column is used to take notes on the book: reading notes, direct quotes, observations, lists, pictures, descriptions of the characters, or a summary. The right-hand column is used to record notes about the left side notes: comments, reactions, objections, feelings, comments to the author, or any ideas you may have. Some questions to be considered for the right-hand side are: What do I not understand? Do I agree with the author or disagree with the author? Why do I agree or disagree? What am I impressed with? What is annoying to me? The key on the right side is to have comments that reflect your thoughtful views on what the author is saying. It is important to remember that the ‘why’ should be explored rather than the ‘what.’

Sample Setup

Page reading notes, direct quotes, observations, lists, comments, reactions, objections, feelings, 39

#s

pictures, descriptions of the characters, or a summary

comments to the author, or any ideas you may have about note in left column

Movie-Making

Overview40

The following activity requires students to portray their novels through the medium of video recording. They must work cooperatively to produce a joint project.

Standards Addressed

W9-10.3d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.


W 9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.]





SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively

Requirements

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Students must select a group of classmates who read the same novel and make a video. This video should depict the 4 to 5 scenes that made the biggest impact on one of the central ideas of that particular novel. The group should contain 3 to 5 people. The video should be done tastefully and be appropriate. The group should select the 4 or 5 scenes that led to a pivotal moment in the novel or had a major impact on a particular theme of the novel. Students must construct a script as they role play the scenes. They should use exact dialogue from the novel, but may add to it if needed. The key is to have the students create a video that demonstrates an understanding of the significance of the scenes they selected and how they impacted the novel.

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Reading and Research - currikicdn.s3-us-west Web viewnuances in word meanings ... g., pacing,...

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