READING 11 - Holes: Your Response



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 novel’s components.

Essential Outcomes: (assessed for mastery).

1. The Student Will read a selected novel at the appropriate reading level.

2. TSW analyze the characters of the novel, taking note of methods of characterization, the stages of dynamic character development, and character types.

3. TSW analyze the plot of the novel, inclusive of the conflict, climax, and major events within the text.

4. TSW identify the setting, point-of-view, and theme of the novel.

Practiced/Ongoing Skills:

1. TSW engage in recognition and deciphering tasks of new vocabulary words found in the novel throughout the reading.

Suggested Materials:

Any novel of the student’s and/or teacher’s 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:

1. The student identifies and distinguishes the characterization of the major characters in the novel through a skit, pictures, or written paragraphs. (EO2)

2. The student portrays the development of the major characters of the text with “before and after” pictures or written character sketches. (E02)

3. The student demonstrates understanding of the plot by: (EO3)

a. creating a story board

b. role-playing using simple props

c. collage

d. graphing the rising action, climax, and falling action

4. 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)

5. 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).

6. 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. |

|Trait |6 |5 |4 |3 |2 |1 |

|Ideas |The report accurately and |The report accurately and |The report accurately analyzes |The report notes the major |The report does not |The report fails to accurately |

| |wholly analyzes all the |thoroughly analyzes the major |the major elements of the |elements of the novel, although|accurately note the major |note or analyze most of the major |

| |elements of the novel, |elements of the novel, |novel, including the plot, |analysis is minimal at best. |elements of the novel and/or |elements of the novel. The |

| |including the plot, character |including the plot, |characterization of all the |Although the report is |the student does not |student’s response is off topic or|

| |development of all the major |characterization of all the |major characters, conflict and |informative and written with a |accurately analyze those |nonexistent. Many more specific |

| |characters, characterization of|major characters and some minor|climax, and setting of the |clear focus, more specific |elements. The focus of the |details are needed. |

| |all major and minor characters,|characters, conflict and |novel; the report is written |details are needed. |report needs to be clearer | |

| |conflict, climax, theme, |climax, and setting of the |with focus and details. | |and more specific details are| |

| |setting, and point-of-view. The|novel; the report is written | | |needed. | |

| |focus and details of the report|with a clear focus and specific| | | | |

| |make his report truly |details. | | | | |

| |memorable. | | | | | |

|Organization |The organization makes the |The beginning interests the |The report is divided into a |The beginning or ending is |The beginning, middle, and |No apparent organizational |

| |report informative and easy to |reader. The middle supports |beginning, middle, and an |weak. The middle needs a |ending all run together. |strategy is employed. |

| |read. |the focus. The ending works |ending. Some transitions are |paragraph for each main point. |Paragraphs and transitions | |

| | |well. Transitions are used. |used. |More transitions are needed. |are needed. | |

|Voice |The writer’s voice sounds |The writer’s voice sounds |The writer’s voice sounds |Although voice is present, the |The writer sounds unsure. |The report is devoid of any clear,|

| |confident, knowledgeable, and |informative and confident. It |well-informed most of the time |writer sometimes sounds unsure.|The voice needs to fit the |consistent voice. |

| |enthusiastic. |fits the audience. |and fits the audience. |The voice needs to fit the |audience. | |

| | | | |audience better. | | |

| | | | | | |CONTINUED NEXT PAGE |

|Word Choice |The word choice makes the |Specific nouns and action verbs|Appropriate and well-chosen |Although words are generally |Too many general words are |General or missing words make this|

| |report very clear, informative,|make the report clear and |words are employed throughout |well-chosen, most tend to be |used. Specific nouns and |report hard to understand. |

| |and fun to read. |informative. |the report, although some could|general or bland. |verbs are needed. | |

| | | |be more specific. | | | |

|Sentence Fluency |Extraordinarily smooth sentence|The sentences flow smoothly, |The sentences read smoothly. |Most of the sentences read |Many short, choppy sentences |Most sentences are choppy or |

| |fluency makes the report wholly|and people will enjoy reading |There are no short, choppy |smoothly, but some are short |need to be rewritten to make |incomplete and need to be |

| |engaging and a joy to read. |them. |sentences. |and choppy. |the report read smoothly. |rewritten. |

|Conventions |Despite using difficult |The report is error free; |The report has a few minor |The report has some errors, but|Some errors confuse the |The report has many errors, making|

| |vocabulary, grammar, and |quotes are properly used and |errors in punctuation, |they do not necessarily confuse|reader; quotes and their |it confusing and hard to read; |

| |syntax, the report is error |accurately cited. |spelling, quote citations, or |the reader. |citations are largely handled|quotes are not used or are all |

| |free; quotes are properly used | |grammar. | |inaccurately. |improperly noted. |

| |and are accurately cited. | | | | | |

|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. |

|Standards |6 |5 |4 |3 |2 |1 |

|Eye Contact |The student maintains eye contact |The student maintains eye |The student often makes eye |The student only occasionally |The student only rarely makes |The student fails to make eye |

| |throughout the oral presentation, |contact throughout the oral |contact throughout the oral |makes eye contact throughout |eye contact during the oral |contact throughout the oral |

| |taking care to recognize all the |presentation, although does not|presentation. |the oral presentation. The |presentati on. |presentation. |

| |audience. |recognize some of the audience.| | | | |

|Speaking Voice |The student’s voice is consistently |The student’s voice is almost |The student’s voice is mostly|The student sometimes speaks |The student mumbles often, |The student mumbles, speaks with a|

| |clear, loud, and enunciated, and |always clear, loud, and |clear, loud, and enunciated, |with a voice that is clear, |speaks with a voice that is |voice that is inaudibly quiet, |

| |speaks slowly and with appropriate |enunciated, and speaks slowly. |and often remembers to speak |loud, and enunciated, but that |usually inaudibly quiet, and |speaks too quickly for adequate |

| |pauses. | |slowly and with appropriate |is just as often inaudible. |only rarely remembers to speak |comprehension, and makes no |

| | | |pauses. | |slowly enough for adequate |pauses. |

| | | | | |comprehension. | |

|Attitude |The student exhibits an attitude of |The student strives to maintain|The student exhibits an |The student’s attitude is |The student exhibits an |The student exhibits a bored and |

| |professionalism and enthusiasm |an attitude of professionalism |attitude of professionalism |ambivalent, unremarkable, or |unprofessional or unconfident |unprofessional attitude through |

| |throughout the presentation through |and enthusiasm, and occasional |and enthusiasm, but |self-contradictory (i.e. |attitude through hiding his/her|hiding his/her face, speaking with|

| |facial expressions, voice, and |lapses are not distracting. |occasional shuffling, lowered|enthusiastic but nervous). The|face, shuffling feet, or |a bored voice, shuffling feet, or |

| |posture. | |eyes, etc. may be |student may have developed |slouching posture. |slouching posture. |

| | | |distracting. | | | |

| | | | | | |CONTINUED NEXT PAGE |

|Visual Aids |The student has developed and uses |The student has developed and |The student has developed and|The student may have developed |The student may have developed |The student has developed no props|

| |aesthetically-designed props and |uses props and visual aids that|uses props and visual aids, |visual aids, but they are not |visual aids, but they may be |or visual aids. |

| |visual aids that enhance the |enhance the comprehension and |but they do not necessarily |completely legible or may be |illegible or do not clearly | |

| |comprehension and enjoyment of the |enjoyment of the presentation, |add to the presentation or |referred to in a way that |relate to the presentation. | |

| |presentation. |although the design of them may|may be sloppily designed. |distracts from the | | |

| | |not be perfectly | |presentation. | | |

| | |well-conceived. | | | | |

|Overall Impression|Overall, the presentation is |Overall, the presentation is |Overall, the presentation is |Overall, the student has made a|Overall, the presentation is |Overall, the presentation is |

| |thoroughly engaging, interesting, and|engaging and interesting. |engaging and interesting, but|good effort towards the |dull and mostly |thoroughly boring and |

| |memorable. | |with occasional lapses. |presentation, but the end |incomprehensible. |incomprehensible, delivered with |

| | | | |result feels lacking. | |resentment and/or a lack of |

| | | | | | |knowledge of the subject. |

|Listening Skills |The student is keenly respectful and |The student is consistently |The student is respectfully |The student is generally |The student is often |The student is generally |

| |attentive to other readers, |respectful and attentive to |attentive to other readers, |attentive to other readers, |inattentive to other readers, |inattentive to other readers, |

| |maintaining constant eye contact, |other readers, maintaining |maintaining eye contact with |often maintaining eye contact |appearing generally |exhibiting rudeness, boredom, |

| |displaying genuine interest, and |constant eye contact, |the reader, displaying an |and making no disruptive noise.|uninterested, bored, and making|and/or actively distracting the |

| |engaging the presenter with questions|displaying interest, and |attitude of interest, and | |distractions. |other readers from successful |

| |or comments after the presentation |engaging the presenter with |making no noise. | | |presentations. |

| |that are constructive, useful, and |questions or comments after the| | | | |

| |insightful. |presentation. | | | | |

|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 | ‘A’ | ‘B’ | ‘P’ |

|(EO) |Level Mastery |Level Mastery |Needs Improvement / In Progress |

|EO 1 - The Student Will read a |N/A |The student has read a selected novel at the |The student has not yet read a selected novel |

|selected novel at the appropriate | |appropriate reading level. |at the appropriate reading level. |

|reading level. | | | |

|EO 2 - TSW analyze the characters |The student has thoroughly analyzed the characters (major and |The student has analyzed the characters of the |The student has not yet demonstrated a |

|of the novel, taking note of |minor) of the novel, taking note of all methods of |novel, taking note of most methods of |comprehension of the characters of the novel. |

|methods of characterization, the |characterization, the stages of dynamic character development, and|characterization, the stages of dynamic character | |

|stages of dynamic character |character types, and has demonstrated a clearer comprehension of |development, and character types. | |

|development, and character types. |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. | | |

|EO 3 - TSW analyze the plot of the |The student has thoroughly analyzed the plot of the novel, |The student has analyzed the plot of the novel, |The student has not yet demonstrated a |

|novel, inclusive of the conflict, |inclusive of the conflict, climax, and major events within the |inclusive of the conflict, climax, and major |comprehension of the plot of the novel, |

|climax, and major events within the|text, and has demonstrated a clearer comprehension of the text as |events within the text. |inclusive of the conflict. |

|text. |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. | | |

|EO 4 - TSW identify the setting, |The student has identified and interpreted how the setting, point |The student has identified the setting, point of |The student has not yet identified the setting,|

|point-of-view, and theme of the |of view, and theme of the novel affect its development. |view, and theme of the novel. |point of view, and/or theme of the novel. |

|novel. | | | |

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