English III Honors ~ Independent Reading Project Due Date #1: Due Date #2: The Independent Reading Project is a chance for you to truly ENJOY reading TWO texts by an American author. Explore honestly and thoroughly, keep on top of due dates, then you are guaranteed to do well on this project. Let me make this clear the project itself will not simply be reading a book, though that is certainly one of your tasks. However, you will have to complete all of the individual parts of the project in order to get maximum credit. Here is the order in which you will turn it in: 1. Project Proposal : In a one (1) page typed (12-point, double spaced) statement, tell me what book you are reading, the author of your book, why you are interested in this book/subject, and a sneak preview of what your actual final project might look like. This proposal is NOT a schematic or a legal contract; you can change your mind about your book or what your project will ultimately be as you make your way through the book. I just need to know that you are thinking about the process and that you have some ideas. (50 points) 2. Vocabulary Lists / Dialetical Journals : For your chosen book, you will be responsible for keeping a running list of at LEAST twenty (20) new vocabulary words that you ve encountered while reading your book. The list first needs to be written down and the new terms defined; you will need to submit a neat, typewritten version of the list. You CAN feature more than 25 words in your list though there needs to be at LEAST that number as a bare minimum. Also, you need to complete 15 Dialogic Journals for your book (they need to be in order and spread throughout your book). Journals CAN be handwritten though typed is preferable. Neatness and creativity is critical! I have included an example at the end of this packet. (100 points) 3. Book Talk: Each student will be responsible for a brief (5 minute) overview of his/her book. The student will deliver a short speech about his/her book and lead a brief class discussion during which he/she shares the key elements and/or highlights of the book with the class.. Presenters do not need to stand in front of the class to deliver their book talks, though they may choose to do so. Paperwork for this activity will be distributed 1 week in advance of the Book Talks. (100 points) 4. Final Project: The possibilities for this project are endless! Should you come up with an original idea that you like better than any of the ones listed below, GO FOR IT! Originality IS rewarded. Should you choose the original route, you must let me know what you re thinking of doing. Presentation of the projects to the class will be the concluding assignment for your project. (150 points). Final Project Ideas: So... what are some potential project ideas? Have fun, be creative, and bring in the use of technology! Recite a monologue (solo speeches), create a dialogue (speeches/conversations involving two people), a book of recipes, diary/memos (letters or correspondence between characters), role playing, acting a dramatic scene, or a scrapbook.
Use music, art prints, maps (Is your book about a journey? Map the journey for your peers!), games (invent a board game or simple computer game the class can play), a video presentation or short movie, an imaginary radio show where you interview a main character from your book. Use newspaper articles or format, photos, pantomime, sculpture, etc to present an idea/theme/motif or even character(s) from your book Create a picture book for children (this works ONLY for appropriate content) or design a graphic novel of key scenes in the plot of your novel. You can take a more conventional route and complete a brief literary/research paper on your book -- looking at the cultural/historical impact. Should you choose this option, you NEED to consult with me about extra sources, possible topics and the like. Use a computer multimedia program (ex: Windows Movie Maker, for example) to create a faux-movie trailer or sneak preview of a film adaptation of your book. PowerPoint slideshows about the author of the book which typically have VERY little to do with actual content of the book are NOT allowed. SUPER IMPORTANT WARNING: NO CHEESY POSTERS that simply restate the plot of the book and feature a few pictures of characters from the book are allowed. NONE. Do not even ask. Students typically slap one of these together in about 5-minutes and it shows; such projects do not require ANY effort, originality and/or creativity and they re BORING for your peers (come on you ve been reading your book for a MONTH (or more) and you can only complete a poster?!?!). Finding a Book for your Project: What kind of book should you read? Where do you FIND this magical book? What books are available? I cannot answer ALL of these questions for you, though I can get you started on the right path. My goal is for you to find a book that does NOT have a movie! Yes, it will be hard, but well worth your time. Trust me, books are always better than the movie, so, you might as well just read the book. What to read? Start with your interests or hobbies. I know most of you DO have things you are passionate about (sports, music, history, computers, friends/relationships, mechanics, celebrities, skateboarding, serial killers, etc.) and there is no shortage of novels/books dealing with this range of topics. Subject searches at online booksellers (i.e. Amazon.com/books) will serve you well here. Also keep in mind the kind of reading level with which you re comfortable. Don t read a complex 800-page espionage novel if that s WAY beyond your abilities. However, I do want you to stretch your knowledge, but also enjoy the time you have with the novel. You CAN read NON-fiction works (true books like Anne Frank s The Diary of a Young Girl, Jon Krakauer s Into Thin Air, David McCullough s John Adams, or Frank McCourt s memoir Angela s Ashes are good examples of acceptable non-fiction works). Though I d prefer you read FICTION books with conventional plots, many non-fiction titles do have actual stories that are similar to their fictional counterparts. Should you read a NON-fiction work, you will need to get my approval before using that title for your project. Also, I can and will recommend novels that I see as connecting well with your personality and/or interests. NOTE: Most How-To books (How to rebuild a carburetor, How to Knit a Quilt, Microsoft Windows for Dummies, How to Be a More Sensitive Spouse, How to Make Tasty Thai Food, How to Kill a Rat with an Oboe, etc.), certain kinds of genre fiction (romance novels, children s literature) and children s picture books cannot be
used for your book project. As the saying goes, don t even ask. Graphic novels are allowed, though ONLY if the content/style is high school-appropriate (i.e. Art Spiegelman s Maus ; Marjane Satrapi s Persepolis ; Jason Lutes Jar of Fools ). Most manga/series graphic novels are NOT workable so if you have one in mind, I ll have to OK it first. Also, works with adult content may require parental permission. By adult content, I mean strong/vulgar language, adult situations/sexuality, and excessive violence. I reserve the right to veto any book choice that I feel is of questionable merit/propriety. Even if I ve NOT read it, I WILL familiarize myself with your title to ensure it is school-appropriate. A good rule of thumb if your folks wouldn t allow you to read it, you shouldn t ask me to approve of it. End of story. Where to find books? There are many bookstores in this area. You may even find a book at the used book store. Online booksellers : The best resource here is clearly Amazon.com ; if you visit http://www.amazon.com/books, you can do subject, title and author searches and tailor your book choice to your personality and interests. Barnes and Noble also has a fine online site; their URL is http://www.barnesandnoble.com. If you want to look for hard-to-find used books, I ve found the best source to be http://www.bookfinder.com. I ve NEVER been able to stump this search engine. Libraries. why YES, they still do exist! :-) The Charlotte Mecklenburg Library is also available for you to find glorious books! Here are just a few GREAT suggestions: Alexie Flight Alexie Reservation Blues Bradbury Fahrenheit 451 Butler Kindred Cather My Antonia Cather The Professor s House Chabon The Amazing Adventures of Kavalier and Clay Cisneros Caramelo Faulkner The Sound and the Fury Fitzgerald Tender is the Night Hemingway The Sun Also Rises Jackson We Have Always Lived in the Castle Jones The Known World Kesey One Flew over the Cuckoo s Nest Kingsolver Animal Dreams Larsen Passing McCullers The Heart Is a Lonely Hunter Morrison The Bluest Eye O Connor Wise Blood O Neill Long Day s Journey into Night Percy The Moviegoer Plath The Bell Jar Pynchon The Crying of Lot 49 Roth American Pastoral Steinbeck Of Mice and Men Steinbeck The Grapes of Wrath Vonnegut Slaughterhouse Five Welty Delta Wedding Wharton The Age of Innocence Williams The Glass Menagerie Wilson The Piano Lesson Wright Native Son
EXAMPLES OF VOCAB LIST and DIALECTICAL JOURNAL FORMAT: EXAMPLE of VOCAB LIST: Title: Chapter and pg # VOCAB WORD USED IN CONTEXT DEFINITION EXAMPLE of DIALECTICAL JOURNAL: Title: PASSAGE FROM THE TEXT Chapter/Pg. # RESPONSE TO THE TEXT ----------------------------------------------------------------------------------------------------------------------------------------- - DIALECTICAL JOURNAL: The term Dialectic means the art or practice of arriving at the truth by using conversation involving question and answer. Think of your dialectical journal as a series of conversations with the texts that we will read throughout this course. The process is meant to help you develop a better understanding of the texts we read. Use your journal to incorporate your personal responses to the texts, your ideas about the themes, the development of characters, the impact of culture/history, etc You will find that it is a useful way to process what you are reading, prepare yourself for group discussion, and to gather textual evidence.
PROCEDURE: ~As you read, choose passages that stand out to you and record them in the left-hand column the chart (ALWAYS include page numbers). ~In the right column, write your response to the text (ideas/insights, questions, reflections, and comments on each passage) You must label your responses using the following codes: (Q) Question ask about something in the passage that is unclear (C) Connect make a connection to your life, the world, or another text (P) Predict anticipate what will occur based on what s in the passage (CL) Clarify answer earlier questions or confirm/disaffirm a prediction (R) Reflect think deeply about what the passage means in a broad sense not just to the characters in the story/author of the article. What conclusions can you draw about the world, about human nature, or just the way things work? (E) Evaluate - make a judgment about what the author is trying to say CHOOSING PASSAGES FROM THE TEXT: Look for quotes that seem significant, powerful, thought provoking or puzzling. For example, you might record: Effective &/or creative use of stylistic or literary devices Passages that remind you of your own life or something you ve seen before o Structural shifts or turns in the plot A passage that makes you realize something you hadn t seen before Examples of patterns: recurring images, ideas, colors, symbols or motifs. Passages with confusing language or unfamiliar vocabulary Events you find surprising or confusing Passages that illustrate a particular character or setting RESPONDING TO THE TEXT: You can respond to the text in a variety of ways. The most important thing to remember is that your observations should be specific and detailed. Your response should be a minimum of 150 words. Basic Responses Raise questions about the beliefs and values implied in the text Give your personal reactions to the passage Discuss the words, ideas, or actions of the author or character(s) Tell what it reminds you of from your own experiences Write about what it makes you think or feel Agree or disagree with a character or even with the author Higher Level Responses Analyze the text for use of literary devices (tone, structure, style, imagery) Make connections between different characters or events in the text Make connections to a different text (or film, song, etc...) Discuss the words, ideas, or actions of the author and/or character(s) Consider an event or description from the perspective of a different character Analyze a passage and its relationship to the story as a whole