ENGLISH III-CP INDEPENDENT READING ASSIGNMENT LCG
DUE DATE: Monday, January 7, 2013
RATIONALE: “The [person] who does not read good books has no advantage over the [person] who cannot read them.” (Mark Twain)
Why read on my own?
Good writers are good readers. Written and oral communication is most effective when you have a command of language and a broad vocabulary; reading gives you exposure to descriptive and rich vocabulary used in well-written and powerful phrases and sentences.
The accuracy and effectiveness of your communication is determined by your ability to read critically.
Reading can be one of the most satisfying and personal life-long habits you will ever develop.
Reading gives you knowledge and knowledge is power.
Reading comprehension is a skill needed in all courses.
What Research shows: Researchers have proven that reading increases vocabulary and that reading and writing skills are inextricably connected to each other. Just as athletics, music, and other endeavors require attention to year-round physical fitness and skill development, academic fitness requires year-round attention to the practice of reading and the development of a rich background of experiences and knowledge. Reading develops increased comprehension and fluency. Research shows that reading improves SAT scores and even chances for success in college: “ETS has increased the penalty for not reading throughout one's school years. Studying vocabulary lists before the test -- a long-favored shortcut to lifting scores -- just won't cut it anymore. Students who read widely and often throughout their elementary and high-school years develop the kinds of reading skills measured by the new SAT. Students who avoid reading don't -- and can't develop them in a cram course.” (David Kahn, an SAT tutor, in Opinion Journal.) “Students who read widely and frequently are high achievers; students who read rarely and narrowly are low achievers (Guthrie, Wigfield, Metsala, & Cox, 1999). Amount of reading is such a strong predictor of reading comprehension that it outweighs intelligence, economic background, and gender. That is, students who are active, engaged readers will be high achievers even though they come from backgrounds with low income or low education in the family. Likewise, students who are infrequent, disengaged readers will be low achievers on standardized tests of reading even if their parents are well educated, their income is substantial, and literary resources are available at home (Reutzel & Hollingsworth, 1991).” [http://www.education.umd.edu/literacy/Home/Faculty/book2.htm]
ENGLISH III-CP INDEPENDENT READING ASSIGNMENT LCG
READING LIST can be found online on my Welcome Page or handouts you can find in class or the library.
ENGLISH III-CP INDEPENDENT READING ASSIGNMENT LCG
ENGLISH III-CP INDEPENDENT READING ASSIGNMENT LCG
CHOOSING A BOOK: Below are possible titles for you to choose from. These are contemporary titles, so some may deal with subject matter that is mature. Before selecting a title for approval, take time to do some background research – the web is full of reviews and descriptions that can help you decide if the book is appropriate for you. Also, there are warnings about possible offensive language or subject matter that might help in your decision. Discuss your choice with your parents or me if you are concerned about subject matter.
You MAY choose another book by any author on this list, but it, too, must go through the approval process.
You MAY choose a title not on this list, but it must go through the approval process before you begin the assignment.
ASSIGNMENT: READER RESPONSE CARDS -- As students read, they should complete the following assignment:
Reading Response Cards can be used to explore your thoughts and feelings about what you are reading; in addition, writing helps to clarify your thinking. The responses also allow teachers to see how you think and how you approach the story when you read.
10 cards completed according to directions below: (1 card = 1 4x6 index card or 2 3x5 index cards)
PROCESS:
(1) Divide the book fairly equally into 5 sections: At the end of each section, you will write a response to what you have read. Use the directions below to respond. At the top of each card, write the date that you are writing the response and the page numbers that this response covers. You will also write cards on the WHOLE BOOK.
(2) Write the TOPIC (from the list below) and CARD # at the top of the card. Follow directions EXACTLY for credit.
(3) Remember to use 1 4x6 card for each assignment or 2 3x5 cards. You may use 5x8 cards also.
(4) Use STANDARD ENGLISH – punctuation, capitalization, usage, etc.
(5) Don’t feel the need to revise or write “final drafts” – your initial responses are what we want to see. This gives you practice in writing your thoughts freely but using Standard English and organization.
READER RESPONSE CARDS – labeled with Card #, title, and turned in (in order of numbers)
CARD # / SectionPage # --- to page # / Title of card / Instructions /
1 / ENTIRE BOOK / TITLE CARD / After finishing your book and completing the assignments below, create a title card that contains the following: the TITLE, the AUTHOR, the DATE published (original date) and a SYMBOL (graphic) representing a key idea of the book
2 / Section 1
__ - __ / PERSONAL RESPONSE / Use one of the following prompts to respond to this section. Fill up one entire side of the card. Refer to at least 3 specific details (an image, event, action, thought, etc.) from this section and previous sections. Underline those details.
“The main character/narrataor would be different if he lived in Burlington. Instead of _____ he would be ______” OR “I sympathize with the main character because….” OR “This character reminds me of ___ because ____”
Use SPECIFIC details here and explain the statement you choose -- should be complete sentences and no fewer than 3 sentences to explain your beginning statement.
3 / Section 2
__ - __ / KEY PASSAGE / Choose a STRIKING OR KEY PASSAGE from this section that you think is important to what is happening in the novel – a passage may be a line, quote, or any excerpt from the novel. Copy the passage correctly (quotation marks, cite p. #).
Using complete sentences, answer 2 of the following questions: “Why is this a key passage?” “What is the author trying to do at this point?” “What is unusual or striking about the passage” “What is special about the language?” --- OR provide your own reasons for your choice.
4 / Section 3 / PERSONAL RESPONSE / DIARY ENTRY: Imagine you are one of the characters in this section. Write a diary entry, beginning with “Dear Diary” and create a day or date (1 full card). The diary entry must contain at least 2 specific references to the section (underline them) and it should reveal your understanding of characters, events, and ideas, as well as questions or insights you might have of the characters. Though you may refer to people or events from previous sections, your underlined references must come from this section.
5 / Section 4 / LANGUAGE / Find 2 examples of FIGURES OF SPEECH that help the reader experience what is going on or being said. Use the following format to explain the effect of each one:
______(the author) uses the ______(figure of speech) to suggest ______.
6 / Section 5 / CHARACTER CHANGES / "There is not much point in writing a novel unless you can show the possibility of moral transformation, or an increase in wisdom, operating in your chief character or characters." (Anthony Burgess) Since so many stories contain lessons that the main character learns and grows from, critical readers pay attention to the meaning associated with how and why characters change and develop throughout the novel. Write about HOW the protagonist has developed/changed (what has he/she learned?), WHY the character changes (causes), and WHAT those changes suggest about the meaning of the novel. Begin with a sentence that names the character, a brief description, and a statement that indicates he/she has changed from ___ to ____. (or not – and that is important, too!)
7 / Whole book / AUTHOR / Find out something about your author! Some of the authors are still alive and would probably answer an email or letter from you! On your card, COMPOSE a TWEET to your author’s real or imagined TWITTER account or FACEBOOK page (use specific and concise language - you have ONLY 140 characters, including punctuation and spaces! ) Be creative and use proper etiquette for social media!
8 / Whole book / THEME / Every book has a purpose for existing – and there are universal messages and themes that we can take from each one. Think about a theme (books usually have more than one) – Write that theme. Then think of a SONG or MOVIE that shares the same idea/message and understanding of life and man’s relationship to the world and/or himself. WRITE the theme and then your choice of SONG or MOVIE – explain in 3-5 sentences how the two COMPARE. Use this format: (Title of your book) by (author) and (title of song or movie) by (writer/singer/producer) share a similar theme of (state the theme). Then write 2-3 sentences that explain your comparison.
ENGLISH III-CP INDEPENDENT READING ASSIGNMENT LCG