Independent Reading/Essay/Presentation Project

Ms. Chapman/Trimester 1 2010 Periods 3 and 7

Independent Reading: Read the assigned novel, The Witch of Blackbird Pond. In addition, read a book of your choice relating to the first trimester of your social studies class. For example, you may read a historical fiction book on this period, 1600-1700, or a book on a topic you are interested in about something to do with this time period, for example and invention.

OverviewYou will have an opportunity to research the books about this time period or your topic in the library. Note the title of one or two books on your note card so you can check the second one out when you finish The Witch of Blackbird Pond. You will read two books this trimester. Fill out the works cited sheet for The Witch of Blackbird Pond and the second book and keep them with the note card. On Fridays, you will make entries in your Reader’s Notebook.

IMPORTANT: You will need to bring your book to class every Friday. Points will be given each week (10 pts. per week/100 pts for the trimester). Your Reader’s Notebook will be turned in at the end of the trimester (100 pts.).

RequirementThis assignment asks each of you to:

Read two books o The second book should be appropriate to your age and reading level.

Each book should be a full-length, well-written, serious book.o Fill out the works cited form for each book. You will need this for the

essay at the end.o Make entries in your Reader’s Notebook each week.

StepsEach of you must:

1. Read two books this trimester.2. Bring your book every Friday.3. Make entries in your Reader’s Notebook each week.4. Come to class at the end of the trimester having finished both books and write an

essay about your topic.5. Give a three minute presentation about the topic you studied from this time

period and discuss why it is important or why you are interested in it. Use specific examples from your Reader’s Notebook.

Source: Burke, Jim. What’s the Bid Idea? Question-Driven Units to Motivate Reading, Writing, and Thinking. Portsmouth: Heinemann, 2010.

Essay

OverviewThe reading assignment asked you to read two books that allow you to study a time period and topic. My hope is that you learned something about your topic and why it is of interest to you. Now it’s time to write!

GoalsThis in-class essay has several goals. Specifically, you should:

Establish a focus for your paper. What is important about your topic (thesis statement)? (20 pts.)

Organize your ideas effectively to communicate them. What points do you want to make about your topic (body)? (20 pts.)

In the body of the essay, develop your points by providing examples and quotations from your Reader’s Notebook then explain how these relate to your main focus-thesis statement. (20 pts.)

Show that you read and understood the books. (20 pts.) Include the Works Cited information from the forms you filled out on each book. (20 pts.) 100 points total

DirectionsUse the following guidelines to prepare and write your essay in class (500-700 words):

Write and Introduction that tells us:o Who or what topic you read about and how it relates to the novel

o Refer to the titles and authors of the books you read.

o Why you read about this topic

o Why is this topic important (not just to you, but to others)

Identify the points you want to make about this topic.o Establish a clear and effective focus in each paragraph.

o Example: The character, Hannah, in the novel and (a historical figure) both had to

overcome an obstacle. They both had to survive ignorance.o Provide examples from your Reader’s Notebook.

o Explain how these examples relate to your main idea-thesis statement.

Discuss the importance of this topic. For example, discuss how the characters or people overcome obstacles to succeed.

Write a concluding paragraph in which you identify and discuss the lessons you learned from reading about this topic and how they might relate to your own life now or in the future.

Source: Burke, Jim. What’s the Bid Idea? Question-Driven Units to Motivate Reading, Writing, and Thinking. Portsmouth: Heinemann, 2010.

Presentation

OverviewThe reading assignment asked you to read two books that allow you to study a topic and time period that interests you. My hope is that you learned something about your topic and why it is of interest to you and others. Now it’s time to present!

Requirement This assignment asks each of you to:

o Give a three-four minute presentation on your topic. (25 pts.)o This presentation is formal and should be well-organized. (25 pts.)o You may use a visual, but it is optionalo You may use up to five note cards to guide your speecho Use formal speaking strategies (25 pts.)

Use correct grammar and standard English (no slang) Use good voice projection You should make eye contact with your audience Do not read the whole speech from the note cards

o 75 points total

StepsIntroduce your topic, refer to the titles and authors of the books you read, explain why you chose this topic, and explain why it is important to you and to others-thesis statement.

Identify the points you want to make about the topic and provide examples for each point from your Reader’s Notebook and note the source. Explain how these points relate to your main idea-thesis statement.

Conclude your presentation by discussing what you learned from reading these two books and how they relate to your life now or in the future: maybe they inspired you or maybe you learned something about human nature.

Total project grading (375 pts.):

In-class Reader’s Notebook entry on Fridays 100

Reader’s Notebook 100

Essay 100

Presentation 75

Source: Burke, Jim. What’s the Bid Idea? Question-Driven Units to Motivate Reading, Writing, and Thinking. Portsmouth: Heinemann, 2010.

Standards (ELA 8th Grade)

2.0 Reading Comprehension (Focus on Informational Materials) Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be read by students. In addition, students read one million words annually on their own, including a good representation of narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). Structural

2.0 Writing Applications (Genres and Their Characteristics)

2.2 Write responses to literature: a. Exhibit careful reading and insight in their interpretations. b. Connect the student’s own responses to the writer’s techniques and to specific textual references. c. Draw supported inferences about the effects of a literary work on its audience. d. Support judgments through references to the text, other works, other authors, or to personal knowledge.

1.0 Written and Oral English Language Conventions Students write and speak with a command of standard English conventions appropriate to this grade level.

2.0 Speaking Applications (Genres and Their Characteristics) Students deliver well-organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.

2.2 Deliver oral responses to literature: a. Interpret a reading and provide insight. b. Connect the students’ own responses to the writer’s techniques and to specific textual references. c. Draw supported inferences about the effects of a literary work on its audience. d. Support judgments through references to the text, other works, other authors, or personal knowledge.

Source: Burke, Jim. What’s the Bid Idea? Question-Driven Units to Motivate Reading, Writing, and Thinking. Portsmouth: Heinemann, 2010.