Book of Choice assessments-2013

Some of the language in this assignment was either paraphrased or taken directly from the new NC Common Core Standards for Language Arts.

1.  Reading Journal

You may take notes in your Book of Choice if you would like, but instead of collecting book notes, I will be collecting a reading journal instead.

·  After each day of reading, first write the date and the page numbers you read.

·  Then mention briefly the important things you noticed. Ask yourself: what is the content of this section, but don’t write a summary. Instead, focus on analyzing what author is doing in each section and how they are achieving that goal. For example, what goals might the author have for this section, how are they structuring their overall book and why might they choose to do it that way, what is the author directly stating and what are they implying, what developing themes are you noticing, how do different themes seem to intertwine, and overall, what quotes do you see that exemplify the above.

·  You should also include your reactions to that day’s reading. How much you write will depending on how much you have read. Depth is more important than breadth and I should see a mix of analytical discussion and personal reflection. Again, this should not be a summary of what happened in the book. You are expected to divide your reading evenly throughout the work days (should be at least halfway done by Wed, April 24th), but you must be completely finished reading your book by Monday, May 6 and your reading journal will be collected at that time. I will ask to see this periodically before then and you should always have this with you in class.

2.  Annotated Bibliography

Goal: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience

By Monday, May 13th, you must have completed individually an original annotated bibliography that contains at least two biographical sources, one critical source (critical essays written about the book for The Things They Carried, or the strongest, analytical book review for the other four books), and two sources about additional background material present in the book, but not sources directly about the book itself (for example, historical information about the time period or information about topics present in the book). The bibliography must be in MLA format and must be on turnitin.com. The following websites should help explain how to write an annotated bibliography and answer any questions you may have. I also need to see a full electronic or hard copy of all of your complete articles. You must email your links before your class on May 13th or hand this in with your bibliography. If you email your links, make sure your links are active and accurate, and that I can see immediately the full source. You will be graded on the quality and accuracy of your bibliography and the quality of your sources. You may NOT use Wikipedia, Spark Notes, Cliff Notes, Book Rags, GradeSaver, Enotes, etc as sources. After checking these websites, if you have any additional questions, please see me

http://owl.english.purdue.edu/owl/resource/614/01/

http://www.dianahacker.com/resdoc/p04_c08_s2.html (This source talks about citations only, not annotations).

http://bcs.bedfordstmartins.com/writersref6e/lmcontent/ch07/PDF/Hacker-Orlov-MLA-Biblio.pdf

Annotated bibliography rubric

Biography source 1- Compete article must be present
Quality of the source
Quality, completeness and accuracy of annotation (assess the strengths and limitations of each source in terms of the task, purpose, and audience)
Biography source 2- Compete article must be present
Quality of the source
Quality, completeness and accuracy of annotation (assess the strengths and limitations of each source in terms of the task, purpose, and audience)
Critical source 1 (critical essays written about the book for The Things They Carried, or the strongest, analytical book review for the other three books) –
Compete article must be present
Quality of the source
Quality, completeness and accuracy of annotation (assess the strengths and limitations of each source in terms of the task, purpose, and audience)
Additional background material source 1- about additional background material present in the book, but not sources directly about the book itself (for example, historical information about the time period or information about topics present in the book). Compete article must be present.
Quality of the source
Quality, completeness and accuracy of annotation (assess the strengths and limitations of each source in terms of the task, purpose, and audience)
Additional background material source 2- about additional background material present in the book, but not sources directly about the book itself (for example, historical information about the time period or information about topics present in the book). Compete article must be present
Quality of the source
Quality, completeness and accuracy of annotation (assess the strengths and limitations of each source in terms of the task, purpose, and audience)
Overall Structure- MLA format, formatting etc.
Total:____

3.  Book Cover

By Friday, May 17th, you will be expected to complete a cover for your book. This is your idea of the image that should be the cover of the book. The only things off limits are the choices and book covers that have already been created. Your creativity and depth of thought are important, so a soldier carrying something is not a good choice for The Things They Carried. A picture of Mount Everest is probably not the best choice for Into Thin Air. Go beyond the obvious. A typed paragraph explaining your choice must accompany your design on a separate sheet of paper (not part of the book cover).

4.  Presentation

Starting Friday, May 17th, we will spend class time presenting and reviewing your work as your final evaluation. You will be responsible for presenting your book cover and telling the class about your author, the novel, and what you learned from this assignment. I and your class will be asking you questions, so make sure you know your stuff! We will also pass around your book cover so we can see your artistic choices.

Know such things as the following:

·  Determine an author‘s point of view or purpose in a text in which the rhetoric or language is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.

·  Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

·  Why your author was inspired to write this

·  What awards it has won

·  Other major things the author may be known for

·  What your author is currently working on

·  A brief summary that really captures the essence of the novel

·  What the major issues/concerns presented in the book are

·  What critics say about the book

·  What “regular people” say about it

·  What you learned from the book

·  What your outside sources taught you

·  What your cover art is and why you chose it

·  Whether or not you think this is a good choice for Book of Choice

Goal: Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data

Goal: Integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over-reliance on any one source and following a standard format for citation.

Goal: High school students need to learn how to synthesize information by combining parts from a variety of sources into a one unified understanding, achieving a new insight. To accomplish this, students need to be able to recognize what is important in a source, how it supports the topic, and how it relates to other source information. They need to find information that is relevant from reliable and authoritative sources. Students should be adept at using advance searches and finding print and digital sources that answer their research question. They should know how to integrate the information effectively, avoiding plagiarism and using a standard format for citation.

In grades 11 and 12, students should determine the strengths and limitations of the sources they find in terms of task, audience, and purpose. They should not rely heavily on a single source.