ࡱ>  Abjbj x9N$   P]4D $B"#######$Y%'L#@##v##r6"F#4 3"##0$"VG(G(F#G(F#<"(##X$G( : READING -11 ESSENTIAL UNIT 8 (E08) (Novel Study) (March 2007) Unit Statement: In this unit the student will explore a novel. Using the reading skills the student has learned in previous units, including the ability to analyze characters, conflict, and plot, the student will comprehend the richness and complexity that is inherent in a novel. As a Writing Focus, the student may write a novel report that adequately expresses understanding of the novels components. Essential Outcomes: (assessed for mastery). The Student Will read a selected novel at the appropriate reading level. TSW analyze the characters of the novel, taking note of methods of characterization, the stages of dynamic character development, and character types. TSW analyze the plot of the novel, inclusive of the conflict, climax, and major events within the text. TSW identify the setting, point-of-view, and theme of the novel. Practiced/Ongoing Skills: TSW engage in recognition and deciphering tasks of new vocabulary words found in the novel throughout the reading. Suggested Materials: Any novel of the students and/or teachers choice that is leveled to both the appropriate age and reading ability of the student, or a set/sets of novels read by a group/groups of students, similarly leveled. Writing Rubric for Novel Report (below) Oral Presentation Rubric (below) Suggested Strategies and Assessments: The student identifies and distinguishes the characterization of the major characters in the novel through a skit, pictures, or written paragraphs. (EO2) The student portrays the development of the major characters of the text with before and after pictures or written character sketches. (E02) The student demonstrates understanding of the plot by: (EO3) creating a story board role-playing using simple props collage graphing the rising action, climax, and falling action The student responds to the elements of the novel (theme, setting, POV, etc.) in reading group discussions, a novel response journal, or other ongoing project (EO4) As a Writing Focus, the student: engages in the writing process to develop a book report on the novel that illustrates characterization of the main characters, development of the conflict through the major events in the plot, and addresses the other literary elements of the text (EO1 EO4); writes a report on the novel that analyzes the development of the characters, the plot, the conflict, and the theme; addresses how these elements build upon and contribute to each other; accurately quotes and cites relevant passages from the novel in his/her report using footnotes and/or a bibliography; orally presents the novel report, assessed according to the Oral Presentation Rubric (below); evaluates his or her own novel report using the Writing Rubric for Novel Report (below). Students identify new vocabulary words in a reading response journal, write definitions for them, and use them in original sentences that reflect their meanings. (P/OS1) Writing Rubric for Novel Report Note: For an A grade, the student must receive a 5 or 6 in the traits of ideas and organization and at least a 3 in all other traits. For a B grade the student cannot receive less than a 3 in any trait.Trait654321IdeasThe report accurately and wholly analyzes all the elements of the novel, including the plot, character development of all the major characters, characterization of all major and minor characters, conflict, climax, theme, setting, and point-of-view. The focus and details of the report make his report truly memorable.The report accurately and thoroughly analyzes the major elements of the novel, including the plot, characterization of all the major characters and some minor characters, conflict and climax, and setting of the novel; the report is written with a clear focus and specific details.The report accurately analyzes the major elements of the novel, including the plot, characterization of all the major characters, conflict and climax, and setting of the novel; the report is written with focus and details.The report notes the major elements of the novel, although analysis is minimal at best. Although the report is informative and written with a clear focus, more specific details are needed.The report does not accurately note the major elements of the novel and/or the student does not accurately analyze those elements. The focus of the report needs to be clearer and more specific details are needed.The report fails to accurately note or analyze most of the major elements of the novel. The students response is off topic or nonexistent. Many more specific details are needed.OrganizationThe organization makes the report informative and easy to read. The beginning interests the reader. The middle supports the focus. The ending works well. Transitions are used.The report is divided into a beginning, middle, and an ending. Some transitions are used. The beginning or ending is weak. The middle needs a paragraph for each main point. More transitions are needed.The beginning, middle, and ending all run together. Paragraphs and transitions are needed.No apparent organizational strategy is employed.VoiceThe writers voice sounds confident, knowledgeable, and enthusiastic.The writers voice sounds informative and confident. It fits the audience.The writers voice sounds well-informed most of the time and fits the audience.Although voice is present, the writer sometimes sounds unsure. The voice needs to fit the audience better.The writer sounds unsure. The voice needs to fit the audience. The report is devoid of any clear, consistent voice.  CONTINUED NEXT PAGE Word ChoiceThe word choice makes the report very clear, informative, and fun to read.Specific nouns and action verbs make the report clear and informative.Appropriate and well-chosen words are employed throughout the report, although some could be more specific.Although words are generally well-chosen, most tend to be general or bland.Too many general words are used. Specific nouns and verbs are needed.General or missing words make this report hard to understand. Sentence FluencyExtraordinarily smooth sentence fluency makes the report wholly engaging and a joy to read.The sentences flow smoothly, and people will enjoy reading them.The sentences read smoothly. There are no short, choppy sentences.Most of the sentences read smoothly, but some are short and choppy.Many short, choppy sentences need to be rewritten to make the report read smoothly.Most sentences are choppy or incomplete and need to be rewritten.ConventionsDespite using difficult vocabulary, grammar, and syntax, the report is error free; quotes are properly used and are accurately cited.The report is error free; quotes are properly used and accurately cited.The report has a few minor errors in punctuation, spelling, quote citations, or grammar.The report has some errors, but they do not necessarily confuse the reader.Some errors confuse the reader; quotes and their citations are largely handled inaccurately.The report has many errors, making it confusing and hard to read; quotes are not used or are all improperly noted. Oral Presentation Rubric Note: For an A grade the student must have a 5 or 6 in no fewer than 3 standards and no less than a 3 in all others. For a B grade, the student cannot have less than a 3 in any standard.Standards654321Eye ContactThe student maintains eye contact throughout the oral presentation, taking care to recognize all the audience. The student maintains eye contact throughout the oral presentation, although does not recognize some of the audience. The student often makes eye contact throughout the oral presentation. The student only occasionally makes eye contact throughout the oral presentation. The The student only rarely makes eye contact during the oral presentati on. The student fails to make eye contact throughout the oral presentation. Speaking VoiceThe students voice is consistently clear, loud, and enunciated, and speaks slowly and with appropriate pauses. The students voice is almost always clear, loud, and enunciated, and speaks slowly. The students voice is mostly clear, loud, and enunciated, and often remembers to speak slowly and with appropriate pauses. The student sometimes speaks with a voice that is clear, loud, and enunciated, but that is just as often inaudible. The student mumbles often, speaks with a voice that is usually inaudibly quiet, and only rarely remembers to speak slowly enough for adequate comprehension.The student mumbles, speaks with a voice that is inaudibly quiet, speaks too quickly for adequate comprehension, and makes no pauses. AttitudeThe student exhibits an attitude of professionalism and enthusiasm throughout the presentation through facial expressions, voice, and posture. The student strives to maintain an attitude of professionalism and enthusiasm, and occasional lapses are not distracting. The student exhibits an attitude of professionalism and enthusiasm, but occasional shuffling, lowered eyes, etc. may be distracting. The students attitude is ambivalent, unremarkable, or self-contradictory (i.e. enthusiastic but nervous). The student may have developed The student exhibits an unprofessional or unconfident attitude through hiding his/her face, shuffling feet, or slouching posture. The student exhibits a bored and unprofessional attitude through hiding his/her face, speaking with a bored voice, shuffling feet, or slouching posture. CONTINUED NEXT PAGEVisual AidsThe student has developed and uses aesthetically-designed props and visual aids that enhance the comprehension and enjoyment of the presentation. The student has developed and uses props and visual aids that enhance the comprehension and enjoyment of the presentation, although the design of them may not be perfectly well-conceived. The student has developed and uses props and visual aids, but they do not necessarily add to the presentation or may be sloppily designed. The student may have developed visual aids, but they are not completely legible or may be referred to in a way that distracts from the presentation. The student may have developed visual aids, but they may be illegible or do not clearly relate to the presentation. The student has developed no props or visual aids. Overall ImpressionOverall, the presentation is thoroughly engaging, interesting, and memorable.Overall, the presentation is engaging and interesting.Overall, the presentation is engaging and interesting, but with occasional lapses.Overall, the student has made a good effort towards the presentation, but the end result feels lacking.Overall, the presentation is dull and mostly incomprehensible.Overall, the presentation is thoroughly boring and incomprehensible, delivered with resentment and/or a lack of knowledge of the subject.Listening SkillsThe student is keenly respectful and attentive to other readers, maintaining constant eye contact, displaying genuine interest, and engaging the presenter with questions or comments after the presentation that are constructive, useful, and insightful.The student is consistently respectful and attentive to other readers, maintaining constant eye contact, displaying interest, and engaging the presenter with questions or comments after the presentation.The student is respectfully attentive to other readers, maintaining eye contact with the reader, displaying an attitude of interest, and making no noise.The student is generally attentive to other readers, often maintaining eye contact and making no disruptive noise.The student is often inattentive to other readers, appearing generally uninterested, bored, and making distractions.The student is generally inattentive to other readers, exhibiting rudeness, boredom, and/or actively distracting the other readers from successful presentations. ESSENTIAL UNIT 8 RUBRIC Student Name: ________________________________ Date Unit Started: __________________ Date Unit Finished: ________________ Use of this rubric is not required but is rather a tool for the teacher and/or the student to use to assess student mastery. Note: In addition to A, B, and P, a student may receive a D grade (deficient) if the student has not made a reasonable effort and is therefore deficient in obtaining mastery.Essential Outcomes (EO) A Level Mastery  B Level Mastery  P Needs Improvement / In Progress EO 1 - The Student Will read a selected novel at the appropriate reading level.N/AThe student has read a selected novel at the appropriate reading level.The student has not yet read a selected novel at the appropriate reading level.EO 2 - TSW analyze the characters of the novel, taking note of methods of characterization, the stages of dynamic character development, and character types.The student has thoroughly analyzed the characters (major and minor) of the novel, taking note of all methods of characterization, the stages of dynamic character development, and character types, and has demonstrated a clearer comprehension of the text as a result, has drawn connections between the characters and other elements of the novel, or has otherwise demonstrated an extraordinary comprehension of characterization in the novel.The student has analyzed the characters of the novel, taking note of most methods of characterization, the stages of dynamic character development, and character types.The student has not yet demonstrated a comprehension of the characters of the novel.EO 3 - TSW analyze the plot of the novel, inclusive of the conflict, climax, and major events within the text.The student has thoroughly analyzed the plot of the novel, inclusive of the conflict, climax, and major events within the text, and has demonstrated a clearer comprehension of the text as a result, has drawn connections between the plot and other elements of the novel, or has otherwise demonstrated an extraordinary comprehension of the plot of the novel.The student has analyzed the plot of the novel, inclusive of the conflict, climax, and major events within the text.The student has not yet demonstrated a comprehension of the plot of the novel, inclusive of the conflict. EO 4 - TSW identify the setting, point-of-view, and theme of the novel.The student has identified and interpreted how the setting, point of view, and theme of the novel affect its development.The student has identified the setting, point of view, and theme of the novel.The student has not yet identified the setting, point of view, and/or theme of the novel.     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