INDEPENDENT READING

Name:

Period:

Rules for SSR

You must read a book. Magazines don’t offer the extended chunks of prose you need to develop fluency. More important, they won’t help you discover who you are as a reader of books.

Don’t read a book you don’t like. Don’t waste time with a book you don’t love, when there are so many great titles out there waiting for you—unless you’ve decided to finish it so you can criticize it. Do develop your own criteria and system for abandoning an unsatisfying read.

If you don’t like your book, find another. Check your list of “someday books.” Browse my shelves, the library or the LRC. Ask me, the LRC, the librarian, or a friend for a recommendation.

It’s more than all right to reread a book you love. This is something good readers do.

It’s okay to skim or skip parts of a book if you get bored or stuck; good readers do this, too.

On your “book list,” record the title of every book you finish or abandon, its genre, author, the date you finish, and your rating from 1 to 5. Collect data about yourself as a reader, look for patterns, and take satisfaction in your accomplishments over time.

Understand that reading is thinking. Try to do nothing that distracts others from the reading zone; don’t put your words into their brains as they’re trying to escape into the worlds of words created by the authors of books they love.

Take care of the books. Sign out each book you borrow on the card and then sign it back in with me. I’ll draw a line through your name and initial the card. If it’s a book you loved, add it to the books we love section.

Read the whole time.

COPY INTO YOUR JOURNAL

Make each list its own page

Finished Books

Date / Title / Author / Genre / Rating (1-5)*

*Rating (1-hated it; 2-it was ok; 3-liked it; 4-really liked it; 5-loved it)

Abandoned Books

Title / Author / Genre / Why?

Someday Books

Title / Author

Dear Students,

Your journal is a place for you to reflect on what we are learning in class. In addition to these semi-daily entries, once a quarter, you’ll review your entries related to your readings and think about your independent reading books. You will analyze your book in informal responses directed to me and I will write back to you about your ideas and observations. These “letter-essays” will become a record of your analysis of your independent reading and the reading, thinking,

Each letter-essay should be at least one page long (single-spaced, typed) and written as a personal, critical response to one book – in other words, not a series of paragraphs about a series of books, but a long look at one that intrigues you. You should write a letter-essay to me on the day of your book talk.

Before you write, look back over your reading record. Which title that you’ve finished would be most enjoyable to revisit as a fan? What book that you abandoned – or remained hopeful about to the bitter end – would be most enjoyable to revisit? Once you’ve decided return to the book. Skim it, and select at least one passage you think is significant, in terms of how you reacted to the book’s theme, problem, character development, or plot arc, or to the author’s style. Choose a chunk of text that you think shows something essential. In your letter-essay, quote the passage you chose, and write about what you think it shows about the book, the author, or your response to either.

What else might you say in a letter-essay? Tell about your experience as a reader of the book. Describe what you noticed about how the author wrote. Tell what you think the themes might be. Tell what surprised you. Pose your wonderings – your questions about the author, the characters, the structure, the voice, and yourself as a reader. Look at the questions I’ve provided for you to help to get you thinking and writing. Be aware that a good letter-essay is one that teaches YOU something you didn’t realize about your book, or yourself as a reader, before you wrote it.

In order to practice proper email etiquette, you will be emailing these letters to one of us. Please use a conventional greeting (ie. Dear ______), and closing (ie. Sincerely, ______). Your email addresses don’t always give away who you are! Also, always cite the name of the author of the book and its title. Indicate the title by capitalizing and italicizing it – for example The Outsiders by S.E. Hinton.

I can’t wait for us to begin reading and thinking about literature together in this serious-but-friendly way. I can’t wait for your letter-essays and a semester of opportunities to learn from you, learn with you, and help you learn more about the power and the pleasures of books.

Sincerely,

Mrs. Ulmer

Rubric

Content / Critical/personal response to theme, problem, character development illustrated in
depth; author's style and/or plot discussed in descriptive detail / ____/10
Passage / Includes a relevant passage from the text with strong connections to why it was chosen / ____/5
Experience as a reader / Evaluates the text and makes recommendations for future readers and plans for future readings / ____/10

What you could discuss in your letter-essay

Plot

  • Do you like how the plot is structured? Are there parts that confuse you because of how the book is written/organized?
  • Do you like how the plot develops? Is the book too fast-paced? Not fast-paced enough? Too slow to start?
  • Were there plot points that you liked? Loved? Hated? Frustrated you? Connected with? Are there any parts you would change?
  • Did you like the story? Why or why not?

Characters

  • Did the author do a good job of developing the characters? Did you see them change by the end of the book?
  • Did you like the characters?
  • Could you connect to the characters?
  • Were the characters realistic? Did they seem like they could be real people? Did the decisions they made feel realistic to you?’

Connections

  • Are there text-to-text connections you can make to the book? Does it remind you of another book, a movie, or a TV show?
  • Are there text-to-self connections you can make to the book? Do any of the characters or their lives connect to yours or someone you know? Can you sympathize or feel empathy for a character?
  • Are there text-to-world connections you can make to the book? Does anything in the book remind you to real-life situations or events?

Theme

  • Is there a message to the book? What is it? Do you agree with it?
  • Discuss the theme of the book and how the author develops it

The Author

  • What would you like to tell the author about the book?
  • Do you have any questions about the book?
  • Does this book connect to other books the author has written? How do it compare?
  • How did the author’s life influence this book? (if you know about the author)

Writing Style/Literary Elements

  • What literary elements did you notice the author employed? Does the author use beautiful, rich imagery? Or is the writing very flat, lacking detailed? Why do you think that is? Did it serve a purpose in the book?
  • Do you notice the use of symbolism? Was it effective?
  • Was there something particularly noticeable about the writing style used in the book?

***DON’T FORGET TO INCLUDE A QUOTE FROM YOUR BOOK AND ANALYZE IT IN YOUR LETTER. USE THE BOLDED QUESTIONS TO GUIDE YOUR QUOTE ANALYSIS***

TEACHER EMAIL ADDRESS:

Mrs. Ulmer:

Independent Reading Book Talk
24 points

Now that you are finished reading your two (or more) independent reading books for the quarter, your job is the share one of these books (your favorite of them) with the class. Your book talk should demonstrate thorough and thoughtful understanding of the book as well as the meaningful connections you made with characters, events, or themes.

You are required to include the following information in our book talk:

/
  1. A brief synopsis/summary of the book
    (just enough to entice your classmates, but don’t give away the ending) [6 points]
  1. The reasons why you liked the book
    (BE SPECIFIC. Don’t just say, “Because it was good.”)[4 points]
  1. Who you would recommend this book to and why
    (BE SPECIFIC. “Everyone” is not acceptable unless you truly mean everyone.)[4 points]

In addition, you will be held accountable for having effective public speaking skills! So please be prepared! [6 points]

NAME:PERIOD: DATE:

BOOK TITLE:

Hatboro-Horsham Oral Presentation Rubric – Book Talk #2

NON VERBAL SKILL SET
Distinguished (1) / Proficient (.75) / Apprentice (.5) / Novice (0)
Eye Contact / Presenter holds attention of entire audience with the use of direct eye contact. Student relies on notes for prompting only. / Presenter holds attention of entire audience with the use of direct eye contact most of the time. Student relies on notes for prompting only. / Presenter displays minimal eye contact with audience. Student sometimes reads from notes. / Presenter makes no eye contact with audience. Entire presentation is read from notes.
Poise / Presenter stands up straight and displays a relaxed, self-confident nature with no mistakes. Movements seem fluid, enhance the audience’s understanding, and help the audience visualize. / Presenter stands up straight. Makes minor mistakes, but quickly recovers from them; displays little or no tension. Movements seem fluid and help the audience visualize. / Presenter sometimes stands up straight. Displays mild tension; has trouble recovering from mistakes. Very little movement or descriptive gestures. / Presenter slouches. Tension and nervousness is obvious; has trouble recovering from mistakes. No movement or descriptive gestures.
VERBAL SKILL SET
Distinguished (1) / Proficient (.75) / Apprentice (.5) / Novice (0)
Volume / Presenter's voice is loud enough to be heard by all audience members throughout the whole presentation. / Presenter's voice is loud enough to be heard by most audience members throughout the whole presentation. / Presenter's voice is low. Audience members have some difficulty hearing presentation. / Presenter’s voice is often too soft to be heard by the majority of the audience members.
Clarity / Presenter uses a clear voice and precise pronunciation of words. / Presenter uses a clear voice and pronounces most words correctly. / Presenter mumbles at times and/or incorrectly pronounces some words. / Presenter mumbles and/or cannot be understood. Student mispronounces many words.
Rate / Presenter speaks at a steady pace; changes in rate are purposeful. / Presenter speaks at a steady pace for most of the presentation but at times is too fast or too slow. / Presenter speaks at an inconsistent rate throughout most of the presentation. / Presenter speaks at an inconsistent rate throughout the whole presentation.
Tone / Presenter’s delivery matches the emotion of the topic. The presenter establishes the appropriate atmosphere for the audience toward the topic. / Presenter’s delivery matches the emotion of the topic most of the time. The presenter establishes the appropriate atmosphere for the audience toward the topic most of the time. / Presenter’s delivery rarely matches the emotion of the topic and/or is rarely establishes the appropriate atmosphere for the audience toward the topic. / Presenter’s delivery does not match the emotion of the topic and/or does not establish the appropriate atmosphere for the audience toward the topic.
DEMONSTRATION OF CONTENT KNOWLEDGE
Focus / Presenter demonstrates a clear purpose and ability to stay on point. / Presenter has some success defining purpose and ability to stay on point. / Presenter attempts to define purpose and to stay on point. / Presenter’s purpose and points are not clearly defined.
Distinguished (8) / Proficient (6) / Apprentice (4) / Novice (0)
Content
(Reasons for liking & recommendations) / Presenter shows a full understanding of the topic; offers unique, insightful perceptions; provides sophisticated analysis when appropriate; develops ideas with engaging supporting details that are specific, necessary and thought provoking; makes no errors or omissions. / Presenter shows a good understanding of the topic; includes perspective, persuasive analysis when appropriate; develops ideas thoroughly with supporting details that directly relate to focus; makes few errors or omissions, if any. / Presenter show basic understanding of the topic; provides basic analysis; includes supporting details which relate to focus, but could be more thorough; makes some errors or omissions. / Presenter shows minimal or no understanding of the topic; provides inadequate analysis; requires additional supporting details, or needs to clarify the relationship between detail and focus; may make significant errors or omissions.
Distinguished (6) / Proficient (4.5) / Apprentice (3) / Novice (0)
Organization
(Synopsis) / Presenter articulates information in logical, interesting, and creative sequence, which audience can follow. / Student addresses information in logical sequence, which audience can follow. / Audience has difficulty following presentation because the information is not in a logical sequential order. / Audience cannot understand presentation because there is no sequence of information.
VISUALENHANCEMENT
(Based upon Assignment Requirements)
Distinguished / Proficient / Apprentice / Novice
Visual
Enhancement / Visual enhancement is carefully prepared and supports the presentation effectively. It clarifies and reinforces the spoken message while adding impact and interest to the presentation. / Visual enhancement supports the presentation effectively. It clarifies and reinforces the spoken message. / Visual enhancement is attempted; but it provides minimal support to the presentation. It relates to the spoken message. / Visual does not enhance or support the spoken message and/or is not appropriate.
–OR-
Visual not provided.

Revised 5-3-12

TOTAL: _____/20

COMMENTS:

NAME:PERIOD: DATE:

BOOK TITLE:

Hatboro-Horsham Oral Presentation Rubric – Book Talk #1

NON VERBAL SKILL SET
Distinguished (1) / Proficient (.75) / Apprentice (.5) / Novice (0)
Eye Contact / Presenter holds attention of entire audience with the use of direct eye contact. Student relies on notes for prompting only. / Presenter holds attention of entire audience with the use of direct eye contact most of the time. Student relies on notes for prompting only. / Presenter displays minimal eye contact with audience. Student sometimes reads from notes. / Presenter makes no eye contact with audience. Entire presentation is read from notes.
Poise / Presenter stands up straight and displays a relaxed, self-confident nature with no mistakes. Movements seem fluid, enhance the audience’s understanding, and help the audience visualize. / Presenter stands up straight. Makes minor mistakes, but quickly recovers from them; displays little or no tension. Movements seem fluid and help the audience visualize. / Presenter sometimes stands up straight. Displays mild tension; has trouble recovering from mistakes. Very little movement or descriptive gestures. / Presenter slouches. Tension and nervousness is obvious; has trouble recovering from mistakes. No movement or descriptive gestures.
VERBAL SKILL SET
Distinguished (1) / Proficient (.75) / Apprentice (.5) / Novice (0)
Volume / Presenter's voice is loud enough to be heard by all audience members throughout the whole presentation. / Presenter's voice is loud enough to be heard by most audience members throughout the whole presentation. / Presenter's voice is low. Audience members have some difficulty hearing presentation. / Presenter’s voice is often too soft to be heard by the majority of the audience members.
Clarity / Presenter uses a clear voice and precise pronunciation of words. / Presenter uses a clear voice and pronounces most words correctly. / Presenter mumbles at times and/or incorrectly pronounces some words. / Presenter mumbles and/or cannot be understood. Student mispronounces many words.
Rate / Presenter speaks at a steady pace; changes in rate are purposeful. / Presenter speaks at a steady pace for most of the presentation but at times is too fast or too slow. / Presenter speaks at an inconsistent rate throughout most of the presentation. / Presenter speaks at an inconsistent rate throughout the whole presentation.
Tone / Presenter’s delivery matches the emotion of the topic. The presenter establishes the appropriate atmosphere for the audience toward the topic. / Presenter’s delivery matches the emotion of the topic most of the time. The presenter establishes the appropriate atmosphere for the audience toward the topic most of the time. / Presenter’s delivery rarely matches the emotion of the topic and/or is rarely establishes the appropriate atmosphere for the audience toward the topic. / Presenter’s delivery does not match the emotion of the topic and/or does not establish the appropriate atmosphere for the audience toward the topic.
DEMONSTRATION OF CONTENT KNOWLEDGE
Focus / Presenter demonstrates a clear purpose and ability to stay on point. / Presenter has some success defining purpose and ability to stay on point. / Presenter attempts to define purpose and to stay on point. / Presenter’s purpose and points are not clearly defined.
Distinguished (8) / Proficient (6) / Apprentice (4) / Novice (0)
Content
(Reasons for liking & recommendations) / Presenter shows a full understanding of the topic; offers unique, insightful perceptions; provides sophisticated analysis when appropriate; develops ideas with engaging supporting details that are specific, necessary and thought provoking; makes no errors or omissions. / Presenter shows a good understanding of the topic; includes perspective, persuasive analysis when appropriate; develops ideas thoroughly with supporting details that directly relate to focus; makes few errors or omissions, if any. / Presenter show basic understanding of the topic; provides basic analysis; includes supporting details which relate to focus, but could be more thorough; makes some errors or omissions. / Presenter shows minimal or no understanding of the topic; provides inadequate analysis; requires additional supporting details, or needs to clarify the relationship between detail and focus; may make significant errors or omissions.
Distinguished (6) / Proficient (4.5) / Apprentice (3) / Novice (0)
Organization
(Synopsis) / Presenter articulates information in logical, interesting, and creative sequence, which audience can follow. / Student addresses information in logical sequence, which audience can follow. / Audience has difficulty following presentation because the information is not in a logical sequential order. / Audience cannot understand presentation because there is no sequence of information.
VISUALENHANCEMENT
(Based upon Assignment Requirements)
Distinguished / Proficient / Apprentice / Novice
Visual
Enhancement / Visual enhancement is carefully prepared and supports the presentation effectively. It clarifies and reinforces the spoken message while adding impact and interest to the presentation. / Visual enhancement supports the presentation effectively. It clarifies and reinforces the spoken message. / Visual enhancement is attempted; but it provides minimal support to the presentation. It relates to the spoken message. / Visual does not enhance or support the spoken message and/or is not appropriate.
–OR-
Visual not provided.

Revised 5-3-12