Purpose: to Make Comparisons and See Connections Among Authors and Their Works; to Research

Purpose: to Make Comparisons and See Connections Among Authors and Their Works; to Research

Grey Highlands Reads 2014
One Novel to Change Our School

Purpose: To make comparisons and see connections among authors and their works; to research and develop a literary comparative oral defense; to select, use, and cite compelling evidence from sources to support critical analysis

Background: Canada Reads is an annual “battle of the books” competition broadcast by the CBC. During the event, celebrities champion the merits of one book that they think deserves national recognition. At the end of each episode, the judging panelists vote one title out of the competition until only one work remains. The remaining book is billed as “the book” to read. Past winners include Michael Ondaatje’s “In the Skin of a Lion”, Lawrence Hill’s “The Book of Negroes”, and “Lullabies for Little Criminals” by Heather O’Neill.

Summary: For this culminating assignment, you will be developing a series of written and oral projects about the book that you have chosen to “change our school”. Through several scaffold exercises (small steps towards a big project), you will compete with your peers to have your selection crowned “champion” and a “must read” for all of GHSS.

Evaluation: All the components of the assignment, along with the final presentation, will count towards 15% of your final mark.

SMALL STEPS TO VICTORY

This is your chance to choose a book to read for your enjoyment. It can be fiction, non-fiction, fantasy, romance, horror, or a biography (essentially, anything at all*). The book that you will champion for the GHSS Reads challenge, should be a book that will stand the “test of time” and one that will impact everyone who reads it.

In preparation for your big presentation, there are a series of smaller steps that you will need to complete. All of them must be completed by the date that you introduce your book to the class.

PART A: The Persuasive Review

Write a review of your book that would appear in the New York Times’ Book Review (a very important publication). Remember that a book review shares an opinion about the book and explains why you felt this way. You should include a brief plot summary without giving away any twists or endings. This is a personal response, so you can frame your opinions in the first person. The review should be between 300 and 450 words (newspapers have tight content restrictions)

PART B: Creative Piece (choose one)

B1:You go through the trash of the main character/person in your book. Based on what you know about their personality and actions from the book, explain what you might find in there. For each item, write a short paragraph explaining why this item would be in their trash, using references to the book to help your explanation. Please identify and discuss a minimum of five items.

B2:Identify one theme from your book. Create one of the following creative pieces using the same theme (but not the same plot & characters!):

  • Two original poems
  • A short story (1-2 pages, double spaced)
  • A short play (1-2 pages, double spaced)

At the end of your piece, briefly explain:
1) What theme you selected
2) How you knew this was a theme in your book of choice

B3:Your book is going to be made into a movie and – WOW – you are the producer! Design a movie poster for your novel that makes people want to see it! Aside from being visually stunning, your poster will feature actors you have selected to play the main roles in the film. For each actor selected, explain in a well-organized paragraph why they are perfect to play the role you have given them by discussing the character’s appearance and personality.

B4:Create a FakeBook profile for TWO of the people/characters in your book. You must create a detailed profile based on the book including:

  • Full name
  • Hometown
  • Occupation
  • Interests (relevant to the book)
  • Favourite movie(s) & book(s) (use what you know about their personality to infer this information)
  • A plausible photo

PART C: The Oral Defense

You will prepare a 5-7 minute presentation that introduces the title and the author, gives us a brief summary of what happens and who the main characters are, and clearly explains why you think this is a book that could change our school if everyone read it.

Your Tracking Sheet:

My Book Choice:
Due Date for PART A:
My Part B Choice:
Due Date for PART B:
Oral Presentation Date:

PART A: The Persuasive Book Review

Although a book review, like a book report, spends some time discussing the content of the book, its main purpose is not informational, but analytical and persuasive. The writer, in analysing the content, format, argument, and context within which the book was written, and argues that the book is worth reading or not.

Preparing to Write the Book Review

Before you write the book review, but after you have read the book, you should make notes on the following areas:

The Author:

  • Background and qualifications
  • Writing style
  • Use of sources (see Bibliography & Table of Charts & Figures)
  • His/her purpose in writing the book

The Content:

  • Introduction/Conclusion
  • Preface
  • Chapter summaries

Structure of a Book Review
The following format can be used for the Book Review. (Note: you do not have to answer every question; these are only suggestions to guide your writing).

Introduction:

  • A general description of the book: title, author, subject, and format. Here you can include details about who the author is and where he/she stands in this field of inquiry. You can also link the title to the subject to show how the title explains the subject matter.
  • A brief summary of the purpose of the book and its general argument or theme. Include a statement about for whom the book is intended.
  • Your thesis about the book: What is your opinion on the ideas of the book? Is it a suitable/appropriate piece of writing about the problem for the audience it has identified?

Main Body
Summary of the Content:

  • Write at least 2 – 3 sentences about the plot: (What was the story about? Who were the main characters? What did the main characters do in the story? Did the main characters run into problems or have any adventures? Who was your favourite character? Why?)
  • What is the writer’s style: simple/technical; persuasive/logical?

Evaluation of the Text
This is the heart of your book review. You should discuss a variety of issues here:

  • How clearly is the book written?
  • What are the author's most important points? List at least two examples of how the author proved or did not prove points he was trying to make.
  • What possibilities does the book suggest for the reader?
  • What did the book leave out?
  • How the book compares to others on the subject?
  • What personal experiences do you have relating to the subject?
  • Could you relate to any of the characters in the story?
  • Have you ever done some of the things or felt some of the same things that the character did?
  • What did you like best about the book?

Conclusion (Your recommendation)

  • Tie together any issues raised in the review
  • Would you recommend this book to another person?
  • What type of person would like this book?

There is, of course, no set formula, but a general rule of thumb is that the first one-half to two-thirds of the review should summarize the author's main ideas while the remainder of the report should evaluate the book.

Editing (Questions to ask yourself)

Does my introduction clearly set out who the author is, what the book is about, and what I think about the value of the book? / Yes or No
Have I clearly presented all the facts about the book: title, author, publication details, and content summary? / Yes or No
Is my review well organized with an easily identifiable structure? / Yes or No
Have I represented the book’s organizational structure and argument fairly and accurately? / Yes or No
Have I presented evidence from the book to back up statements I have made about the author, his/her purpose, and the structure, research and argument of the book? / Yes or No
Have I presented a balanced argument about the value of the book for its audience? (Harsh judgements are difficult to prove and show academic intolerance) / Yes or No

PART C: PRESENTATION SKILLS AND TIPS

Relaxation

  • Be natural and relax.
  • Preparation, planning and practice will help you overcome nerves.

Body Language & Posture

  • Good posture makes visual impact.
  • Make an impression within the first 60 seconds.
  • Maintain firm and assertive eye contact with your audience.

Voice Production

  • Speak clearly.
  • Have a loud strong voice (it gives the impression that you are a strong and confident speaker).
  • Articulate (pronounce) words distinctly so that the audience can understand and hear you perfectly.
  • Vary the rate at which you speak – this will add colour and variety to your voice.
  • Pause occasionally – this will allow the audience to absorb the information

Structuring a Presentation

  • Establish your Objective for speaking.
  • Ascertain who your audience will be.
  • Decide on the information you will need to give your audience in order to meet your objective.
  • Select a suitable structure for your presentation. ie. chronological; problem/solution; list points in order of significance, etc.

Opening your Presentation

  • Get the attention of your audience with a hook (anecdote, joke, question, something shocking, historical fact, quotation, current affairs, statement, comparison, etc).
  • Explain to the audience 'what is in it for them' or the benefits of listening.
  • Tell the audience who you are and why you are speaking to them.
  • Tell the audience the direction you are going to take.

Main Body of the Presentation

  • Beware of trying to fit too much information and key points into the main body of the presentation.
  • Each key point should be like a mini-presentation of its own with a beginning, middle and an end.
  • Avoid the main body of your presentation being just a long list of facts.
  • Try and vary the content and use visual aids, examples, anecdotes and quotations to bring your key points to life and to prevent dull patches occurring.

Ending the Presentation

  • Remember the last few words said by the speaker are what tends to stay with the audience so make them memorable.
  • Use some of the suggested ways for opening your presentation when you close your talk as well ie. anecdote, quotation, etc.
  • Another good way to end a presentation is by posing a question to the audience which they will want to consider after the presentation has finished or by calling the audience to action.
  • Do come to a definite close so that the audience knows you have finished speaking. Avoid simply saying 'I thank you' and sliding off the platform.

Visual Aids

  • Visual Aids should be used to help the audience understand and retain your presentation.
  • Beware of becoming too reliant on visuals - you are giving the presentation and not the visuals.
  • Visuals portray instantly and vividly things that are impossible to convey verbally. They also save time, create interest, bring variety, add impact and remain in memory longer than words.

Handling Questions

  • Try to anticipate questions if you possibly can
  • Listen to the question.
  • Pause - give yourself valuable thinking time.
  • Show Understanding - seek point for agreement initially.
  • Control your audience with eye contact.
  • Brevity - keep your answer short and succinct.

RUBRICS AND MARKING SCHEMES

PART A: THE BOOK REVIEW

Name:Book:

LEVEL 4 / LEVEL 3 / LEVEL 2 / LEVEL 1
Summary (Knowledge and Understanding) / Consists of a discussion of major themes, ideas and characters providing at least 4 examples from the book. / Consists of a discussion of major themes, ideas, and characters, providing at least 3 examples from the book / Consists of a discussion of major themes, ideas, and characters, providing at least 2 examples from the book / Summary is mostly an outline of the book and does not discuss themes or major ideas of the work. There may be one direct quote thrown in “for effect”
Critique
(Thinking) / Consists of thoughts, responses and reactions to the novel. The reviewer reacts to the themes, the author’s aim or intent, the subject of the book and how well it is written. / Consists of thoughts, responses and reactions to the novel. The reviewer only discusses two aspects of the novel. A broader review of all the aspects is needed. / Consists of thoughts, responses and reactions to the novel. The reviewer only discusses one aspect of the novel. Overall, the work lacks a critical eye. / Consists of a basic opinion based on personal feeling and is not considered an adequate critique because it does not focus on themes, intent or writer’s style.
Organization
(Application) / Structure of the paper flows and is easily read. Smooth transitions exist from paragraph to paragraph with a logical order. There is a clear cut introduction, body and conclusion. / Structure of the paper flows and is easily read, but one or two transitions may be faulty or missing. There is a clear cut introduction, body and conclusion. / Structure of the paper does not follow a logical order. Ideas jump around. It is not cohesive, and there is not a clear introduction or conclusion. / Structure does not follow logical order. There are not transitions that make it easy to read. The review lacks an introduction and/or a conclusion.
Mechanics (Communication) / Uses complete sentences with 0-2 spelling mistakes. / Uses complete sentences and only 3-5 spelling errors. / 1 or more incomplete or run-on-sentences and/or 6-8 spelling mistakes / 2 or more incomplete or run-on-sentences, and/or 9 or more spelling mistakes.

Comments/Next Steps:

RUBRICS AND MARKING SCHEMES

PART B: THE CREATIVE PIECE

Name:Book:Project:

LEVEL 4 / LEVEL 3 / LEVEL 2 / LEVEL 1
Theme
(Thinking) / Skillfully establishes clear and consistent focus on a specified topic. / Establishes clear and consistent focus on a specified topic / Establishes clear and consistent focus on a specified topic but may be somewhat unclear or awkwardly expressed.
/ Fails to establish clear and consistent focus on a specified topic.
Clarity
(Communication) / Demonstrates a superior ability to communicate with clarity and flair. Is fluent, varied, precise, and vivid in expression, without any errors in spelling nor grammar. / Demonstrates a sound ability to communicate clearly with only minor errors in grammar and spelling. / Demonstrates an inconsistent ability to communicate clearly.
Includes multiple errors and/or issues with spelling and grammar. / Very weak with several spelling and grammar errors. Quality of writing hinders the message trying to be conveyed.
Format
(Application) / Interprets the text with a high degree of creativity, without sacrificing accuracy or clarity. / Interprets the text with creativity, without sacrificing accuracy or clarity.. / Interprets the text with some creativity, but may lack accuracy or clarity. / Misinterprets the text and/or has major formatting flaws that hinder the message.
Connections
(Knowledge and Understanding) / The piece or the explanation of the piece makes strong connections to the text. / The piece or the explanation of the piece makes connections to the text. / The piece or the explanation of the piece makes weak connection to the text. / The piece or the explanation of the piece lacks connection to the text.

Next Steps/Comments:

RUBRICS AND MARKING SCHEMES

PART C: THE ORAL DEFENSE (PRESENTATION)


Name:

Book:

Date:

Opponent’s Book:

Content (Knowledge/Understanding)

Student gives a brief summary of the book. Gives concrete details and examples that relate to mood, theme, characterization, etc.

543210

Organization and Planning (Application)

Student presents information in a logical and interesting sequence which the audience can follow.

543210

Presentation (Communication)

Student makes eye contact with the audience, enunciates clearly, speaks in a volume loud enough for all to hear, and uses movements that are fluid to help the audience visualize the speaker’s content. Visual aids are relevant and effective. Presentation is approximately 5 to 7 minutes in length.

543210

Argumentative Defense (Thinking)

Student provides thorough, relevant and extensive proof to back their assertions about the book. They can answer questions from their peers in a comprehensive manner.

543210

Comments/Next Steps:Final Standing: