Summer Reading 2015 - 2016
IB Unit for MYP 3 (8th grade)
Formative Assessment: Cornell Notes
Dialectic mans “the art of practice of arriving at the truth by using conversation involving question and
answer.” A dialectical journal is a written conversation with yourself about a piece of literature. You
will do this with the book Longitude, by Dava Sobel for your summer reading. You will follow the
Cornell Note Taking Method. Use the Cornell Notes templates provided for you in your project folder.
A book has been issued to you. Read and enjoy. Please return the book in the condition it was
issued to you.
All four core subjects will take this journal as a grade.
Directions:
1) Read the book and take notes on each chapter as you read.
2) Use the template that has been emailed to you through your Google account. Or make copies of
the hard copy you received in your summer reading folder.
3) You need to complete at least one page for each chapter.
4) Bind your papers together in the folder you were given.
5) Design a cover on the folder or design a cover page for your responses.
6) Have this ready for class the first day of school. Your first period teacher will grade your work and
share the grade with other teachers.
7) See the attached grading rubric to guide you in completing your work. This grading rubric is a
Language and Literature assessment for the criterion of Analyzing.
MYP 3 Assessment: Language and Literature
Name:_________________________________
Longitude Cornell Note Rubric
Criterion A: Analyzing
Maximum: 8
Achievement Level
Level Descriptor
The student does not reach a standard described by any of the
0
descriptors below.
1–2
1 – 4 Chapters
3–4
5 –8 Chapters
5–6
9 – 13 Chapters
7–8
14 – 15 Chapters
The student:
i. provides minimal identification or explanation of the content,
context, language, structure, and does not explain the relationships
(such as cause and effect) in Longitude
iii. rarely justifies opinions and ideas with examples or explanations;
uses little or no terminology
The student:
i. provides adequate identification and explanation of the content,
context, language, structure, and some explanation of the
relationships (such as cause and effect) in Longitude
iii. justifies opinions and ideas with some examples and explanations,
though this may not be consistent; uses some terminology
The student:
i. provides substantial identification and explanation of the content,
context, language, structure, and explains the relationships (such as
cause and effect) in Longitude
iii. sufficiently justifies opinions and ideas with examples and
explanations; uses accurate terminology
The student:
i. provides perceptive identification and explanation of the content,
context, language, structure, and explains the relationships (such as
cause and effect) in Longitude thoroughly
iii. gives detailed justification of opinions and ideas with a range of
examples, and thorough explanations; uses accurate terminology
MYP 3 Summer Reading Project 2015 - 2016, “Sharing the longitude since 2013”
Stone’s MYP 3
Student Name:
Cornell Notes
MYP 3 Summer Reading: Longitude by Dava Sobel
IB Terms
Global Concept: Orientation in Time and Space
Inquiry Question: Is greed good?
Chapter Number
and Title:
- Write an opinion and
justify it with text
based evidence.
Record for Review: -Underline or highlight headings and keywords
- Paraphrase what you have read
- Sequence information
- Explain content and cause and effect
- Use bulleted lists
Summary:
SAMPLE CORNELL NOTES BASED ON The Giver by Lois Lowry
MYP 3 Summer
Reading Project 2015 2016,
Student Name:
Stone’s MYP 3
Cornell Notes
MYP 3 Summer Reading: The Giver by Lois Lowry (SAMPLE NOTES)
IB Terms
Global Concept: Identities and Relationships
Chapter Number
and Title:
- Write an opinion and
justify it with text
based evidence.
Inquiry Question: Is a safe, functional society more important than individual identity?
Chapter 8 (Jonas is assigned to be the “Receiver”)
Record for Review: -Underline or highlight headings and keywords
- Paraphrase what you have read
- Sequence information
- Explain content and cause and effect
- Use bulleted lists
Opinion: The people in
All others Jonas’ age had been given final assignments for career training. He was
Jonas’ community are
uncomfortable (as were the others) over not having been given an assignment.
not supposed to ask
The chief elder apologized. She explained that Jonas had a very special assignment- he
questions or challenge
was selected to be the next Receiver.
authority. This is
*There had only been one for a very long time
supposed to protect
*The last selection went wrong
everyone..
*Jonas was fearful and unsure of his ability
Evidence: Jonas is
*When he looked at the crowd, they “changed” like that “thing with the apple”.
required as part of his
*The crowd cheered Jonas for his being selected as Receiver of Memory
training to be Receiver
The “change” Jonas talks about is that he sees color. The apple had turned from gray to red
to remain “alone, apart”.
while he had been tossing it, and the people had just momentarily appeared in color.
He must have
Normally the people in Jonas’ community only see things in black and white.
“intelligence, integrity,
Cause and effect: The differences in the way Jonas sees things, both literally and
and courage”.
figuratively (attitude, etc), are the cause for the committee of elders selecting him to be
He is told that his
the Receiver of Memory.
“training involves pain…”
“you have never
experienced that.”
He will also be required
to have “wisdom”.
Jonas reluctantly
accepted his selection
as receiver of memory.
Summary: