Pickering High School
Grade 10 Academic English • ENG2D
Independent
Study Unit
Name: ____________________
Text: ______________________
Author: ____________________
Due Dates
1. In-Class Journal:
November 26, 2014
2. Seminar:
December 15 – 19, 2014
All I.S.U. due dates are non-negotiable. NO extensions will be given and NO assignments will be
accepted late. Students not presenting on the assigned date will receive a mark of zero (0).
Developed by the Pickering H.S. English department
I.S.U. Book List Alcott, Lousia M.
Alexie, Sherman
Anonymous
Bail, Murray
Blackman, Malorie
Brontë, Charlotte
Brookner, Anita
Condie, Ally
Choy, Wayson
Dashner, James
De Bernieres, Louis
De Rosnay, Tatiana
Dickens, Charles
Doctorow, E. L.
Du Maurier, Daphne
Esquivel, Laura
Francis, Brian
Frank, Anne
Golden, Arthur
Green, John
Gregory, Julie
Griffin, John Howard
Hopkins, Ellen
Kay, Guy
Kidd, Sue Monk
Lamb, Wally
MacKenzie, Nancy
Maguire, Gregory
McCormick, Patricia
McCourt, Frank
Mitchell, W. O.
Montgomery, L. M.
Moore, Judith
Myracle, Lauren
Quindlen, Anna
Roth, Veronica
Rubio, Hyman Gwyn
Runyan, Brent
Schaller, Arthur
Shaw, George Bernard
Shusterman, Neil
Smith, Betty
Sparks, Beatrice
Stein, Garth
Toews, Miriam
Thompson Walker, K.
Grade 10 Academic
Little Women
The Absolute True Diary of a PartTime Indian *
Go Ask Alice *
Eucalyptus
Noughts and Crosses
Jane Eyre
Hotel du Lac
Matched
Jade Peony
The Maze Runner
Captain Corelli’s Mandolin
Sarah’s Key *
David Copperfield
Oliver Twist
Ragtime
Rebecca
Like Water For Chocolate *
Fruit *
The Diary of a Young Girl
Memoirs of a Geisha *
The Fault in Our Stars
Sickened *
Black Like Me
Crank *
A Song for Arbonne
The Summer Tree
The Secret Life of Bees
I Know This Much is True
She’s Come Undone *
The Child Queen
Confessions of an Ugly Stepsister
Mirror Mirror
Wicked *
Cut *
Sold *
Angela’s Ashes *
Who Has Seen the Wind
Anne of Green Gables
Fat Girl *
Shine *
Black and Blue
Divergent
Icy Sparks
The Burn Journals
100 Cigarettes & a Bottle of Vodka
Pygmalion
Unwind *
A Tree Grows in Brooklyn
Annie’s Baby *
The Art of Racing in the Rain
A Complicated Kindness
The Age of Miracles
Developed by the Pickering H.S. English department
Twain, Mark
Vonnegut, Kurt
Walls, Jeanette
Weisel, Elie
Westerfeld, Scott
Yen Mah, Adeline
Zailckas, Koren
Zusak, Marcus
Adventures of Huckleberry Finn
Cat’s Cradle
The Glass Castle *
Night *
Uglies
Chinese Cinderella
Smashed *
The Book Thief
* contains material that may be offensive to some
Choose your novel well. If you find that you do not enjoy
your novel after the first chapter or two, it is wise to select
another novel in its place while it is still early in the
reading process.
2011
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I.S.U.
In-Class Journal Notes Check• Name: _______________________
During class, you will write a structured journal (in proper paragraph format) that examines one of
the following topics:
ü
Conflict
ü
Character Development
ü
Motifs
ü
Narrative Perspective
ü
Genre
As you read your ISU novel, take notes on the topics mentioned above. You are encouraged to use sticky
notes, and it is recommended that you buy your own book, so you can make notes in the margins.
You will have one 75 minute period to write 3-4 structured paragraphs. You will demonstrate your ability
to understand a text and communicate your ideas in written form. Your journal will be evaluated based
on content, style, and mechanics. Please review the evaluation criteria on the following page.
Notes Check: Formative Assessment Task
Before the in-class journal, you will show your process notes to your teacher for feedback.
Marking Scheme:
Notes contain specific and organized details about conflict, character, motifs, narrative perspective, and
genre
0
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2
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5
Total:
Developed by the Pickering H.S. English department
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10
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I.S.U.
In-Class Analysis Journal• Name: __________________________
In-Class Journal Self-Checklist
Quotations
Grammar
Punctuation
Vocabulary
At least two quotations from your ISU novel
MLA style citations
Simple sentence
Compound sentence
Complex sentence
Complex-compound sentence
Semicolon or colon
Possessive apostrophe
Accurate comma rules
Rich vocabulary
Transitional words and phrases
In-Class Journal Marking Scheme
**Staple and submit this sheet with your completed journal.**
Content
Journal provides an in-depth analysis of text
and demonstrates a thorough development of ideas
/15
Quotations
Journal includes 3 quotations with citations
/6
Grammar/Punctuation
Writing is free of grammatical and punctuation errors
and includes a variety of sentence structures and punctuation
/10
Vocabulary
Journal includes effective transition words and
academic vocabulary
/4
Total:
/35
Overall Expectations: Reading for Meaning: read and demonstrate an understanding of a variety of literary, informational, and graphic texts, using
a range of strategies to construct meaning; Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elementsand
demonstrate understanding of how they help communicate meaning; Developing and Organizing Content: generate, gather, and organize ideas and
information to write for an intended purpose and audience; Applying Knowledge of Conventions: use editing, proofreading, and publishing skills and
strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively.
Comments:
Developed by the Pickering H.S. English department
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I.S.U.
Seminar
For this assignment, you will give a 5-7 minute formal seminar that demonstrates your knowledge of
your ISU novel and one topic of your choice.
Instructions:
As you are reading, take note of any topics in your ISU novel that relate to a current world issue. For
example, does your novel investigate war, racism, child abuse, poverty, homophobia? What issues have
you seen in the news lately that might relate to one of these topics? Decide which topic interests you
and begin to research to find a current world issue. Read the newspaper, watch the news, and read news
blogs to find sources that reflect the world issue addressed in your ISU novel. Your issue and sources
should be current – within the past four (4) years.
Find four current and relevant sources of information.(i.e., newspaper articles, interviews, news clips,
and/or news blogs). These sources should reflect the content of your ISU novel. You will find one source
that reflects character development, one source that reflects conflict, one source that reflects theme,
and one that reflects plot. Create an MLA style Works Cited page.
Prepare an engaging seminar that teaches the class about your ISU novel and topic. Be creative! You are
encouraged to incorporate audiovisuals, costumes/props, etc. The format is up to you: you can include a
Powerpoint presentation, a skit, an interview, etc. Students are responsible for audiovisual equipment
arrangements
Presentation Guidelines
Your 5-7 minute seminar will include the following elements:
• a brief summary of your ISU novel
• an overview of a current world issue that relates to one topic in your ISU novel
• a connection between the character development, conflict, theme, and plot of your ISU novel and
your world issue
Formative Assessment Task
To prepare for your presentation, you will participate in a “fishbowl discussion” with a small group of
your peers. For this discussion, you will come prepared to discuss your world issue and your research.
Use the following questions as guidelines:
• What is your world issue? Why is it important?
• Why did you choose this issue? What interests you about it?
• What sources did you find? What have you learned?
Developed by the Pickering H.S. English department
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Presentations Do’s & Don’t’s
1. DO rehearse your presentation in front of someone or by using a tape recorder; take notice of the
time limits and stay within them.
2. DO memorize your presentation if you can.
3. DO prepare small cue cards if you can’t memorize it.
4. DO give a copy of your presentation to someone close to the front so that he/she can give you a cue
when needed.
5. DO raise your voice a little so that people at the back can hear.
6. DO modulate your voice: emphasize important words.
7. DO stand in full view of the audience.
8. DO present yourself as confident and in control of the situation.
9. DO feel free to move as you speak.
10. DO make eye-contact with members of the audience.
11. DO look around as you speak, involving your audience in your presentation.
12. DO use audiovisual material whenever appropriate, but make sure that you have arranged for it in
advance.
13. DO make sure that you know and understand the evaluation criteria.
14. DO write on the chalkboard/dry-erase board any names or places or technical terms which your
audience is unfamiliar with.
15. DO find out how to pronounce names, places, technical terms, etc.
16. DO keep all of your written work in case it is required in the evaluation.
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DON’T fidget at the front.
DON’T make excuses for not being properly prepared.
DON’T read your presentation without looking at the audience.
DON’T hide behind a desk.
DON’T hold paper in front of you, especially if you are nervous, because paper quivers with your
quivering hand.
DON’T turn your back on your audience unless writing something on the board.
DON’T use slang or informal language in a formal presentation: avoid words such as “guys,” “goes,”
“like,” “O.K.,” “right,” etc.
DON’T speak too quickly; your audience is trying to process a lot of new information.
DON’T pace back and forth.
Take a deep breath, relax, and begin with confidence!
Developed by the Pickering H.S. English department
6
Rubric
ISU Seminar • Name: _________________________
/40
Duration: ____________
ISU Text & Author: ____________________________________________________________
**Submit this sheet to your teacher prior to presenting.**
Category
Level R
( 0-49%)
Level 1
Level 2
Level 3
Level 4
(50-59%)
(60-69%)
(70-79%)
(80-100%)
Shows a lack of
Shows limited understanding Shows some understanding
Shows considerable
Shows thorough
Understanding
understanding of the text/
topic
of the text/topic
understanding of the chosen
text/topic
understanding of the chosen
text/topic
Content
(supporting
evidence, research,
detail)
Supporting evidence is
missing; work is not cited
Supporting evidence is basic/ Some ideas are substantiated Ideas are substantiated with
unclear; work is not cited
with evidence; some work is clear supporting evidence;
Ideas are substantiated with
clear and informative
Knowledge/
of the chosen text/topic
cited
most work is cited
evidence; all work is cited
/10
Thinking/Inquiry
Provides limited/lack of
Provides basic analysis of the Provides some analysis of the Provides considerable
Provides an in-depth analysis
analysis of the text/topic
text/topic
text/topic
analysis of the text/topic
of the text/topic
Makes few connections
Makes basic connections
Makes several clear
Makes several insightful
between text/topic
between text/topic
connections between text/
topic
connections between text/
topic
Style and structure is
sometimes inappropriate for
Style and structure is mostly Style and structure is
appropriate for purpose
appropriate for purpose
Style and structure is
appropriate for purpose
Presentation is organized
Presentation is effectively
Concept/Idea
Development
Connection between text/
(connection between topic is unclear
text/issue, quality of
ideas, format)
/10
Communication
Style and structure is
inappropriate for purpose
purpose
Presentation is unorganized;
Presentation is organized
with some effectiveness; few with considerable
materials are used
effectiveness; materials are
used appropriately
organized; materials are used
insightfully
Language is sometimes
Uses appropriate language
Uses appropriate language
Uses appropriate language
inappropriate
and voice
and voice with effectiveness
and consistency
and voice with a high degree
of effectiveness
Uses limited vocal strategies
and non-verbal cues to
Uses some vocal strategies
and non-verbal cues to
Uses vocal strategies and
non-verbal cues to convey
Uses a variety of vocal
strategies and non-verbal
convey meaning
convey meaning
meaning
cues to convey meaning in
an effective manner
Presentation does not include Presentation demonstrates
Presentation demonstrates
Presentation demonstrates
Presentation demonstrates a
creative elements
limited creativity
some creativity
creativity
high degree of creativity
Uses limited visual aids
Uses some visual aids to
Uses visual aids to enhance
Uses a variety of visual aids
enhance presentation
presentation
to enhance presentation
Presentation
Techniques
(expression, volume,
gestures, transitions, Language is often
energy, timing)
inappropriate
/10 Seldom uses appropriate
vocal strategies and nonverbal cues to convey
meaning
Application
Presentation is organized
no materials are incorporated with a limited degree of
effectiveness; few materials
are used
Creativity
(props/costume,
Uses no visual aids
audiovisuals, format,
originality)
/10
Overall Expectations: Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a
variety of purposes; Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and
audience; Understanding Media Texts: demonstrate an understanding of a variety of media texts; Understanding Media Texts: demonstrate an
understanding of a variety of media texts; Creating Media Texts: create a variety of media texts for different purposes and audiences, using appropriate
forms, conventions, and techniques.
Comments:
Developed by the Pickering H.S. English department
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