Bienvenu a Chez Brunet

Bienvenu A Chez Brunet

Menu for Honors 10 Reading Assignments

Bonjour! Here at my restaurant I feel that choice and variety are essential components to a satisfying meal, so I have set up a feastival for your inner reader. Over the course of this year you will sample the delectable work of many authors and genres.

Remember!

The only way to see if you like a food is to try it!

To that end, you will choose at least one book of each of the identified “cuisines”. The works we will be reading as a class are also included and can count in the cuisines. Near the end of each semester you will have one complete meal due, meaning:

·  A menu of your tastings (there will be a sample online)

·  one entrée (interactive reading log)

·  one vegetable (project on one of your books)

·  one starch (another project on a DIFFERENT book)

·  one dessert (a third project on A THIRD book)

This means that you should plan ahead so you aren’t rushing to prepare the whole meal at the end of semester

Any additional assignments will have separate rubrics, due dates, and grades.

Chez Brunet Cuisines

Choose at least one of each over the course of the year! Read at least five books per semester!

Cuisines / Special Considerations
Autobiography or Biography / This will be at the start of second quarter and you will do Book Talks for it—Hooray!
≥ 200 pages
Graphic Novel
Minority Author
Non-fiction / ≥ 150 pages
Novel / ≥ 200 pages
Play
Poetry Collection / ≥ 20 poems (15 if they’re long)
Science Fiction or Fantasy Book / ≥ 200 pages
Woman Author
Timeline / Shared Cuisines:
Works we will read together
Q1 / The Bean Trees OR The Joy Luck Club OR Frankenstein (can count for Novel or Woman Author)
Q2 / Antigone (Can count for play)
Q3 / Anthem (Sci-Fi, Woman Author)
Q3 / Brave New World OR 1984 OR Fahrenheit 451 OR The Handmaid’s Tale (all Sci-Fi, one Woman Author)
Q4 / Hamlet (can count for play)

Books will frequently fit in more than one category, but you can only count a book for one category

Example—Harry Potter and the Deathly Hallows can count for Novel, Fantasy, or Woman Author—but not more than one!

Grading: You will receive a separate grade for each piece of your meal

Menu = 20 Homework Points Entrée = 200 Homework Points

Vegetable, Starch, and Dessert = 100 Project Points (each!)

Grading Guide

Signs of an “A”

Mature understanding of a given topic (offers fresh and insightful analysis; understands subtleties; can see several sides of an issue)

Thorough, organized work

Creative, well-supported ideas

Critical thinking clearly present

Effective communication (superior control of language and ideas)

Applies previous knowledge and concepts to new situations and problems with skill and insight

Signs of a “B”

Solid understanding of a given topic (starts to take basic ideas to deeper levels)

Skilled work, but lacks the care and detail of an “A”

Ideas supported for the most part

Competent organization overall

Communication hindered by some conventions errors

Signs of a “C”

Basic understanding of a given topic (main ideas, but does not go beyond the surface)

Work is done adequately

Ideas may be over-generalized and/or lack support in places

Should re-organize work to make it more effective

Quite a few conventions errors

Signs of a “D”

Limited understanding of a given topic (struggles to grasp main ideas, let alone more sophisticated aspects)

Ideas are vague and rarely supported

Lacks organization

No evidence of proofreading or rethinking of ideas

Signs of an “F”

Does not grasp even the basics of a given topic

Incomplete, unsupported, careless

Seems thrown together at the last minute, misses the goal.

Entrée Interactive Reading Log for all books
While you are reading your books, you must keep an Interactive Reading Log. For each week (≥50 pages of reading), you will write two paragraphs. This means that you should have an entry for each week in the semester before the complete meal is due. You can focus on one chapter of your reading per Reading Log entry, even if you’ve read more.
1.  A brief summary (no more than a paragraph) of significant events. Please record the date, chapter number/title, and pages read with each summary.
2.  Record your interaction with the text. Each interactive response entry should be about a paragraph in length. You can't be wrong in your responses, as these reflect your personal reactions to the text. Take some risks and be honest.
A few ways to start your interactive logs:
I’m confused by……I really like/dislike ______because……
This reminds me of……This makes me think of……The relationship between ______and ______interests me because………I like/dislike the way the author………This part is realistic/unrealistic because………I was surprised when……I predict……I wish that…
Sample:
The Brothers Karamozov
8/30/09 pgs 239-295 Focus on “From the Life of Elder Zosima”
We get some background on the revered elder, notably that he likes Aloysha, the youngest brother Karamazov, because Alyosha reminds Zosima of his own dead brother. He tells the people around him how his brother was always sickly and, though initially not religious, became extremely religious and inspired Zosima to become a monk. / I’m wondering if the character of Alyosha will connect with the story of Zosima and his brother, since Alyosha loves his brothers but has trouble with them. Would it be flattering to remind someone of their departed sibling, or would you feel diminished because you’re just like a stand-in for them? I would want someone to like me for me, not just for a resemblance to someone else. Also, is Dostoyevky trying to foreshadow some sort of religious conversion for one of the other brothers, or maybe Alyosha will lose his faith and be the reverse? The poem that his brother Ivan is planning (in a previous chapter) is very anti-Christian—so which way will Dostoyevsky take his reader? Or will Zosima’s death (clearly about to happen) keep Alyosha dedicated to the faith even as he returns to the world?
VegetableS Choose One
a.  Construct a mobile of the story’s characters. The mobile should include the book’s title and then the cast of characters represented in any artistic form you choose. Some examples include cardboard cutouts of the characters, abstract construction paper shapes, index cards labeled with names, etc. A list of each character’s traits and/or a description of the character should be on the reverse side of each hanging object.
b.  Construct puppets resembling two major characters. The puppets can be made of any combination of materials (paper, cloth, plastic, etc.) and should be functional. Attach a 3” x 5” index card to each puppet listing his/her name, significance in the story, and how what you have made truly illustrates the character.
c.  Create a board game based on the characters, events, or theme of your book. Be sure that the game is playable and that participants must rely on their knowledge of the book in order to succeed!
d.  Create a book jacket for the story. Pretend you are trying to “hook” readers’ interest in the story with a cover illustration (original cover!) and by explaining its contents on the back of the book. How would you tell people what the book is about and persuade them to pick it up and read it?
e.  Create a comic strip or a storyboard for the events in the story. Be sure that the illustrations explain the story clearly. Do not include every detail- only those that are necessary to understand the actions. You will not be judged on your artistic talent, only on your effort and accurate choices.
f.  Design a large-scale poster for a film adaptation of the book. Include a synopsis of story and a meaningful picture representing some aspect of the novel. Invent a catchy slogan or tagline to draw audiences to see the movie. Be colorful! Your final product must show thought and effort.
g.  Draw a map of where your story took place. It should contain areas where significant events happened. Use a key to describe these happenings. Be certain to include a title and label the appropriate areas. Detail, color, and accuracy are points to remember.
h.  Imagine a meeting between you and one of the book’s characters. Where would you meet? What would you discuss? Create a dialogue that includes references to the story’s action, other characters, and bits about your own life
i.  Make a scrapbook about the story or pretend a character had made it about his/her life. This should look like a real scrapbook, complete with actual memorabilia, awards, letters, photos, mementos, ticket stubs, report cards, etc. Include the book title or the character’s name on the book. Label each item (at least fifteen)and explain its significance.
j.  Photograph real people, places, and things that represent the same in your novel. Secure at least fifteen pictures in an “album.” The album’s front cover should list the name of the book and the author. For each photo, write a caption that labels the picture and explains how it is tied to the story.
k.  Rewrite the story or part of the story as an original poem or a song. Be sure to include important incidents and conflicts. Explain how and why you created the piece. Be prepared to perform it (if requested) or record the performance and submit it.
StarchES Choose One
a. Design a CD and CD cover (front, back, and insides). The back cover should list the soundtrack for the novel (title and artist) that includes at least 10 songs. On the inside, write at least two sentences per song explaining how it relates to the story events or character(s). The look of the front cover is up to you!
b. Find the top 10 web sites a character in your book would most frequently visit. List the title and web address for each choice. Include 2-3 sentences for each on why your character might like each of the sites. (Be sure the web addresses are accurately recorded, as they will be verified.)
c. If your book were to be made into a movie, which famous stars you would you choose to play the roles of each character? You must cast at least five characters and present your choices, complete with pictures and a persuasive pitch explaining your choice.
d. Imagine you were to go through the trash of one of the characters. Explain what you might find and why. Base your “finds” on the story and character actions. Please describe at least six items.
e. Make a collage of a major theme from the book. Use clippings from magazines, newspapers, etc. The collage must be on paper that is at least 8 ½” x 14” and should include at least 10 different clips. On the back of the collage, explain in one paragraph what theme you are representing and what it has to do with your novel.
f.  Plan a party for four characters in the story. Consider each character’s personality, likes and dislikes. Decide on a gift for him or her... something he or she would really like and use. Create a note or card to go along with each gift. In the greeting, explain to your friend from the book why you selected the gift.
g. Post comments to at least three blogs related to your book, the author, or a major theme represented in the story OR create a page on the wiki or your own blog and encourage friends in the POD who have read the same novel to comment. If you are commenting on others’ pages, please submit each URL and your screen name. If you have created a blog, submit the URL.
h. Write an obituary for one of the characters who dies in the book. Your obituary should follow the outline provided at http://www.lippertfuneralhome.com/owg.htm. It must be at least four paragraphs. Use information gathered from the story as well as your own imagination.
Desserts Choose One
a. Ask thoughtful, discussion-provoking questions (the upper levels of Bloom’s Taxonomy). You should ask at least five questions of the text and answer two in fully thought out paragraphs
b. Build a timeline for the major events in the story, focusing on at least twelve incidents. Highlight the initial conflict(s), climax, and resolution of the story in some way. Be sure that the action is accurately placed and that the time between events is indicated neatly.
c. Create a dictionary of terms that would help someone reading this book. Make a list of at least fifteen particular words (jargon, slang, technical language, specialized terminology, etc.) that the author uses in this story. These words must be slightly out of the ordinary; they should have particular significance in the book. Define each word as it is used in the story.
d. Explain why you believe one symbol in your book is important, and what you believe it is supposed to represent. This should be at least a half-page explanation.
e. Research and present information about a particular part of the story: a person, place, event, etc. Try to discover interesting background or facts not presented in the story. Your resources must be accurately cited. The presentation may take numerous forms: a speech, a poster, an essay, a pamphlet, etc.
f.  Write a letter to the author of the book. Tell him/her what you liked and disliked about the story and his/her writing style. Give them specific reasons and examples from the story to support what you say. Be sure that your letter is in the correct format.
g. Write a news article covering the events in your story. Include quotes, expert opinions, “photos.” Be sure to include who, what, when, where, why, and how.

Project choices have been adapted by Ms. Brunet from: