Pickering High School
Grade 9 Gifted English • ENG1DG
Independent
Study Unit
Name: ____________________
Text: ______________________
Author: ____________________
Due Dates
1. Novel Selection:
October 3, 2014
2. Novel Test:
November 5, 2014
3. Book Review:
December 9 – 12, 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 Adams, Douglas
Adams, Richard
Aker, Don (YA)
Atwood, Margaret (YA)
Bach, Richard
Bova, Ben (SF)
Bennett, Holly (FA)
(YA)
Bradbury, Ray
Bradford,Karleen (YA)
Buckler, Ernest
Card, Orson Scott (SF)
Choyce, Lesley (YA)
Clarke, Arthur C. (SF)
Courtenay, Bryce
Cornish, D.M. (FA)
Crane, Stephen
Craven, Margaret
Crofts, Andrew (TS)
DuMaurier, Daphne
DuPrau, Jeanne
Fitch, Sheree (YA)
Fredrickson, Olive (TS)
Garner, Hugh
Geddes, John (YA)
Gobbie, Beth (YA)
Harrison, Charles Yale
Heinrichs, Linnea (YA)
Hemmingway, Ernest
Hicyilmaz, Gaye (YA)
Holeman, Linda (YA)
Jackson, Shirley
Kay, Terry
Laurence, Margaret
Laird, Elizabeth (YA)
La Carre, John (SU)
Le Guinn, Ursula K (FA)
Lett, Billie
London, Jack
Lott, Bret
Mac, Carrie (YA)
Major, Kevin (YA)
McCarthy, Cormac
McKay, Sharon E. (YA)
Montgomery, Lucy Maud
Mowat, Farley(TS)
(TS)
(TS)
Namioka, Lensey
Grade 10 Academic
Hitchhiker’s Guide to the Galaxy
Shardik
Watership Down
The Space Between
The Penelopiad
Jonathan Livingston Seagull
Return to Mars
The Bonemender
The Warriors Daughter
Dandeline Wine
Something Wicked This Way Comes
Angeline
The Mountain and the Valley
Ender’s Game
The End of the World as we Know It
Childhood’s End
2001 A Space Odyssey
3001 the Final Odyssey
Brother Fish
Foundling
The Red Badge of Courage
I Heard the Owl Call My Name
The Little Hero
My Cousin Rachel
The House on the Strand
The City of Ember
The Gravesaver
The Silence of the North
Storm Below
The Sundog Season
The Lottery
Generals Die in Bed
The First Vial
The Old Man and the Sea
Pictures From The Fire
Search of the Moon King’s Daughter
The Haunting of Hill House
We Have Always Lived In The Castle
The Valley of Light
A Bird in the House *
Kiss the Dust
Tinker, Tailor, Soldier, Spy
Smiley’s People
The Spy Who Came In From The Cold
The Left Hand of Darkness
Tehanu
The Tombs of Atuan
Where the Heart Is
Sea Wolf
The Hunt Club
Jewel
The Drought Landers
No Man’s Land
All the Pretty Horses
Esther
Emily of New Moon
Emily Climbs
Emily’s Quest
And No Bird Sang
Gray Seas Under
Never Cry Wolf
My Father’s Son
The Regiment
An Ocean Apart, a World Away
Developed by the Pickering H.S. English department
The Chosen
Surviving Sam
Wild Animals I Have Known
Kate
Grace in the Wilderness
The Loneliness of the Long Distance
Runner
Simon, Rachel (TS)
Riding the Bus with my Sister
Sobat,Sidonie Gail (YA)
A Winter’s Tale
Staples, Suzanne Fisher (YA) Shabanu
Steinbeck, John
The Pearl
Cannery Row
Stratton, Allan (YA)
Chanda’s Secrets
Sutcliff, Rosemary
The Eagle of the Ninth
Tolken, J. R. R. (FA)
The Hobbit
Trottier, Maxine
Three Songs for Courage
Twain, Mark
The Adventures of Tom Sawyer
The Prince and the Pauper
Verne, Jules
Journey to the Centre of the Earth
20,000 Leagues Under the Sea
Waldorf, Heather (YA)
Grist
Walters, Eric (YA)
Sketches
Wells, H.G
The Invisible Man
The Island of Dr. Moreau
War of the Worlds
Wilson, John (YA)
And in the Morning
Four Steps to Death
Wyndham, John
The Day of the Triffids
The Midwich Cuckoos
Ye, Ting-Xing (YA)
Throwaway Daughter
Zepheniah,Benjamen (YA) Refugee Boy
Potok, Chaim
Rivers, Karen (YA)
Seaton, Ernest Thompson
Sherrard, Valerie (YA)
Siegal, Anaka
Silitoe, Allan
Plus last year’s White Pine novels.
* contains material that may be offensive to some
FA = Fantasy
SF = Science Fiction
SU = Suspense
YA = Young Adult
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.
2012
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I.S.U.
Components
Select a Novel
1. Students are to select and read a novel from the list provided by the instructor.
Novel Test
2. Students are to complete an in-class test on their novel, which they must have finished reading.
There will be three (3) questions evaluating their understanding of the novel they read. Students
will require their ISU novel for the test; however, whether they bring their text on the day of
the test or not, they are still expected to write. See Appendix A for “How to prepare for your
Novel Test”.
Book Review
3. Complete a review of the novel and present it to the class. The review must be 5 minutes in
length. Students are encouraged to employ a variety of presentation strategies to enhance the
delivery of their review. Be sure to include a variety of visuals in the presentation! Furthermore,
students must be prepared to answer questions on their review. See appendix B, on “How to
Complete a Review” and appendix C on “Peer and Self Assessment.”
The usual standards of academic integrity will apply, and all quoted, scanned, or paraphrased
material must be cited. Plagiarism will result in a zero or failing grade for the project.
ISU dates are non-negotiable. In the instance of illness where a student is absent, he/she must
return with a doctor’s note and/or a guardian’s note justifying the absence. It is highly
recommended that the parent/guardian call the teacher and leave a message in his/her mailbox on
the day of absence.
Strands:
Oral Communication: Students will use listening and speaking skills/strategies appropriately to critically evaluate the
effectiveness of the ISU novels for teenagers. They must:
•
Reflect and identify their strengths as listeners and speakers,
•
Reflect and identify areas for improvement,
•
Reflect and identify strategies they found most helpful in oral communication situations.
Reading and Literature Strand: Students select a novel from the grade nine reading list 8 weeks prior to the due date for
the final product. They are expected to
•
Read and demonstrate an understanding of a variety of literary elements use a range of
strategies to
construct meaning
•
Recognize a variety of stylistic elements and demonstrate understanding of how they help communicate
meaning
•
Use knowledge of words and cueing systems to read fluently
Writing Strand: Students are expected to:
•
Generate, gather, and organize ideas and information to prepare for their ISU test
•
Applying knowledge of language convention to correct errors, refine expression, and present their ideas
effectively
Developed by the Pickering H.S. English department
3
I.S.U.
Appendix A • Novel Test • How to Prepare
The novel test is meant to determine your understanding of the text and whether you are able to
critically reflect and analyze its contents. You must have a strong grasp of the novel’s literary elements
and be able to support your ideas with significant quotations from the text. The test will have quotation
analysis and a journal response.
You are encouraged to create tabs in your novel, identifying important quotations that you can use for
various questions on the test.
Find quotations for the following elements:
•
•
•
•
•
Theme – you must produce a theme statement
Character – consider traits, motivations, emotions, etc.
Setting – consider social conditions, geographic elements and time period
Literary Devices – find a variety of literary devices
Real world connections – how does your text connect to you personally or the world around you?
Marking Scheme:
QUOTATION ANALYSIS
Quotation (.5)
Speaker (.5)
Context (1)
Type of Significance (1)
Explanation (6) – In the explanation you must provide two (2) clear reasons as to how your quotation
supports the topic (literary element) provided and a minimum of one (1) reason as to why your
quotation is relevant in relation to the whole text.
JOURNAL RESPONSE
Mechanics (3)
Content (7) - You must identify the literary element (setting, character, theme, literary devices, point of
view, style, etc.), explain the text example, the world example, then make the connection as to how they
relate by clearly explaining/describing.
Developed by the Pickering H.S. English department
4
I.S.U.
Appendix B • Book Review • How to Complete
A book review is a description, critical analysis, and an evaluation on the quality, meaning, and
significance of a book, not a retelling. It should focus on the book's purpose, content, and authority. It is
a reaction paper in which strengths and weaknesses of the material are analyzed. It should include a
statement of what the author has tried to do, evaluate how well (in the opinion of the reviewer) the
author has succeeded, and present evidence to support this evaluation.
Here are some steps to follow when writing a review:
Step 1: Answer the question – Is this an effective novel for teenagers?
Step 2: Find three (3) reasons to support your opinion. These reasons must be literary in nature.
Therefore, choose three elements from the list below:
•
•
•
•
•
•
•
Character – Was a character relatable? Realistic? How does the author develop his characters?
Setting – Does the setting serve a purpose? Does it help develop characters? Events?
Theme – How does the author develop a theme of the story? Is it relatable to teenagers?
Point of View – Does the point of view contribute to the effectiveness of the novel?
Style? - What is the author's style? Is it formal or informal? Does it suit the intended audience?
Literary Devices – What are some literary devices used and how effective are they?
Mood and Tone – Identify the mood and tone of the story. Do they differ and how?
Step 3: Find one quotation per element from the text to support your points (3 total).
Explain how the quotations prove your arguments.
Write your review using the correct paragraph format (topic, three examples and
explanation and conclusion) to help organize your presentation. Remember to include three
elements and effective visuals in your presentation (no bristol boards).
Developed by the Pickering H.S. English department
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I.S.U.
Appendix C • Book Review • Self- Assessment
Name: ___________________________________________________________________________________
Contents and Structure of the Review
Criteria
Have I described three specific elements of the text?
Y/N
Explain
Is my focus clear and is my opinion as a reviewer evident?
Have I identified the explicit and implicit messages in the text?
Have I used specific examples from the text to support my personal
interpretation?
Have I analyzed and synthesized ideas and information in the text, and
communicated them?
Have I explained how the three elements effectively or ineffectively appeal
to teens?
Have I used a level of language that is appropriate for my purpose and
audience?
Have I organized my ideas so that a clear focus and an overall impression
are created (introduction, point, proof, explanation x3, conclusion)?
Are my ideas sufficiently complex to suit my purpose and audience?
Have I responded to questions with answers that are clear and appropriate?
Delivery of Presentation
Criteria
Are my ideas in my presentation creative and original?
Y/N
Explain
Is my opening engaging and does it clearly introduce the topic?
Have I presented my ideas in a logical sequence?
Is my conclusion clear and effective?
Was my audience engaged most of the time?
Was my speech fluent, expressive, and audible?
Did I use a variety of visual elements effectively?
Did I use language conventions correctly and effectively (e.g., grammar
and usage)?
Summary of things to work on. Consider two (2) aspects done well and two (2) areas of improvement.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Developed by the Pickering H.S. English department
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I.S.U.
Appendix C • Book Review • Peer- Assessment
Name: ___________________________________________________________________________________
Contents and Structure of the Review
Criteria
Have I described three specific elements of the text?
Y/N
Explain
Is my focus clear and is my opinion as a reviewer evident?
Have I identified the explicit and implicit messages in the text?
Have I used specific examples from the text to support my personal
interpretation?
Have I analyzed and synthesized ideas and information in the text, and
communicated them?
Have I explained how the three elements effectively or ineffectively appeal
to teens?
Have I used a level of language that is appropriate for my purpose and
audience?
Have I organized my ideas so that a clear focus and an overall impression
are created (introduction, point, proof, explanation x3, conclusion)?
Are my ideas sufficiently complex to suit my purpose and audience?
Have I responded to questions with answers that are clear and appropriate?
Delivery of Presentation
Criteria
Are my ideas in my presentation creative and original?
Y/N
Explain
Is my opening engaging and does it clearly introduce the topic?
Have I presented my ideas in a logical sequence?
Is my conclusion clear and effective?
Was my audience engaged most of the time?
Was my speech fluent, expressive, and audible?
Did I use a variety of visual elements effectively?
Did I use language conventions correctly and effectively (e.g., grammar
and usage)?
Summary of things to work on. Consider two (2) aspects done well and two (2) areas of improvement.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Developed by the Pickering H.S. English department
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Rubric
ISU Book Review • Name: _____________________
/50
Duration: ____________
ISU Text & Author: ____________________________________________________________
**Submit this sheet to your teacher prior to presenting.**
Mark
Level R
( 0-49%)
Level 1
Level 2
Level 3
Level 4
(50-59%)
(60-69%)
(70-79%)
(80-100%)
Demonstrates a very
Demonstrates a limited Demonstrates a
limited understanding understanding of a
moderate
/10 of a review
review
understanding of a
review
Provides no quotations Provide one quotation Provide only two
with a limited
quotations with a
/10
explanation
moderate explanation
for each
No to very little
Limited creativity
Moderate creativity
creativity
/10
opening
/10 • No
No conclusion
• Opening lacks
•
clarity
•
•
• Speech is disorderly, • Conclusion lacks
clarity
with no expression
and inaudible
• Speech lacks
•
fluency,
• Gestures and facial
expressiveness, and/
expression are very
or audibility
limited in
effectiveness
• Gestures and facial •
expressions are of
limited effectiveness
visual elements
/10 • No
Exceeded time
•
• Visual elements are •
of limited
effectiveness
restriction (more
•
than ten minutes) or • Exceeded time
did not meet time
restriction (more
requirement (under 3 than seven minutes)
minutes)
or did not meet time
requirement (under
4 minutes)
Demonstrates a
considerable
understanding of a
review
Provide three
quotations with
considerable
effectiveness
Considerably creativity
Opening introduces •
topic
Conclusion is
partially clear
•
Speech is fluent,
•
expressive, and
audible some of the
time
•
Gestures and facial
expressions are
effective some of the •
time
Visual elements are •
somewhat effective
Somewhat exceeded
time restriction
(more than five
minutes)
•
Demonstrates a
thorough
understanding of a
review
Provided three
quotations and explain
the significance of each
with great insight
Uses creativity with
brilliance throughout
the presentation.
Opening is engaging • Opening is engaging
and clearly
and original, and
introduces topic
clearly introduces
topic
Conclusion is clear
• Conclusion is clear
Speech is fluent,
and effective
expressive, and
audible
• Speech is fluent,
highly expressive,
Gestures and facial
and audible
expressions are
appropriate
• Gestures and facial
expressions are used
skilfully to engage
the audience
Visual elements are • Visual elements are
effective (e.g., use of highly effective
graphs, charts, slides, • Met the time
presentation
requirement within
software, props etc.)
10 seconds
Met the time
requirement (within
30 seconds)
Comments:
Developed by the Pickering H.S. English department
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