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Independent Reading, Informative Research Writing and Literature Discussion Information and Standards

Part I: The Novel

Students will read a self-selected novel from a well-known American author. Reading will be done independently, but group members will create a meeting schedule to guide them throughout

the project. Through organized note-taking, group members will be responsible for preparing plot summaries (see plotline for

help), discussion questions (Bloom’s Qs), out-of-text connections, and other tasks related to the reading of the novel.

Mr. Schutz will provide assistance in teaching note-taking strategies, managing reading schedules, and guiding independent reading.

Part II: The Research

Students will research a topic related to their novel using multiple credible sources and proper research methods. Research can be tied to a theme, event, character, idea or concept from within the novel. All research will be done independently and will be shared as part of the group discussion. Research topics will not be duplicated within a group. Group members should prepare a multi-page research paper, annotated bibliography, and outline (for discussion). Mr. Schutz will provide assistance in teaching research methods, research paper structuring, and source

evaluation.

Part III: Culminating Project: Panel/Fishbowl Discussion (This discussion will be in place of your final exam and will take place during final exam time)

Students will participate in a self-governed fishbowl discussion at the end of the unit. Discussions will incorporate personal analysis of both the novel and the connected research. Groups should prepare for sustained discussions of 5 minutes per person. Discussions will follow the fishbowl model in which groups discussions will be observed by classmates Mr. Schutz will provide assistance in moderating discussion, but will not participate in maintaining or extending

discussions. Each Book Circle will participate in a self-governed fishbowl discussion on the day of the final exam. The Panel

Discussions will incorporate personal analysis of both the novel and the connected research. Groups should prepare for sustained discussions of 5 minutes per person (e.g. 5 people = 25 minutes). Discussions will follow the fishbowl model in which groups discussions will be observed by classmates. Book Circles should plan to discuss the following items in your panel/fishbowl discussions:

o Share overall plot summaryo Share important elements of charactero Share themes from the booko Briefly discuss symbolso Share researcho Connect research topics to novelo Discussion questionso Out-of-text/connection to contemporary world/life

Please Note: If a Book Circle member is absent on the day of their Panel/Fishbowl Discussion, the show will go on. Remaining group members will present, and the absent member will be given an incomplete and required to submit an essay that deals with the items to have been discussed in Panel/Fishbowl Discussion.

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Checklist for Independent Reading and Research Writing Unit Name:_______-__________________________

Checklist and ideas for independent reading, partnered discussions, and research writingRequired elements summarized (each of these will be formatively along the way and you will get feedback then to improve):Independent reading days, partnered discussions, note-taking, research writing, other class work

REQUIRED ELEMENTS CHECKLIST/NOTESPart I: The Novel

Fiction or non-fiction text selected

Reading schedule created (independently or with reading group)

What to include in your notes:

Plot summary

Discussion questions

Out-of-text/connection to contemporary world/life

Themes identified

Symbols

Other researched connections

Part II: The Research

Research topic selected Topic:

Research conducted Sources:1.

2.

3.

4.

Annotated Bibliography

Thesis developed Thesis statement:

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Outline completed

Paper rough draft completed

Final draft

Works Cited Page

Part III: The Discussion (This discussion will be in place of your final exam and will take place during Final exam time)

Notes gathered for final discussion

Reading Group has met and prepared general outline for discussion

Overall plot summary

Important elements of character

Themes

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Symbols

Personal analysis of novel

Connect research topics to novel

Other important elements

Tools for Independent Reading

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Double Entry Journal

The left side should contain quotations from your book with page numbers noted. Should you wish to refer to a particularly large selection, you may paraphrase it.

The right side must comment on two of these eight points. Your right side can respond to questions such as:

What strikes you about this? What was your first thought when you read this? And then? And then? What does this passage/idea make you think of or remember? Do you want to challenge or qualify this author’s claim? In what ways do you agree with it? Disagree? What else have you read/heard/experienced that connects with this author’s ideas? Does something confuse you or lead to further questions? How do you feel about this?

Your double-entry journal is an important tool to help you prepare for your Fishbowl/Panel Discussion. Focus on quotes that will help you with plot summary, discussion questions, out-of-text connections to contemporary world/life, themes identified, symbols, and other research connections.

Book Title and Author:

Page Quotations Commentary/Analysis

Page Quotation Commentary/Analysis

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Tools for Research Writing

Writing a Research Question Graphic Organizer

When/Time: Where/Place:

What/Event: Who/People:

Write your question:

Ask yourself and a friend:

Is your question clear? Does your question include 2-3 elements from the graphic organizer?

Is your question focused? Is this something you can answer in a 5-paragraph essay?

Is your question complex? Is your question thought-provoking? Does it require significant research?

Revised/Final Question:

Topic/Theme:

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The Writing Process: Steps Checklist/Rubric

Holistically Assesses 9.7.5.5

Step One: Planning

_____ Organizational tool (web, outline, etc.) has a specific central idea

_____ Organizational tool includes several ideas around the central idea

Step Two: Drafting

_____ Rough draft completed

_____ Author has thought about his/her purpose for writing

_____ Audience for whom the author is writing is clear

_____ Format is followed correctly

_____ Draft shows evidence of organization through the use of multiple paragraphs

_____ Several ideas from planning/outlining are present

Step Three: Editing/Revising

_____ Student individually made changes to meet expectations appropriate to the task

_____ Student gives clear thought to tone of letter and made changes in word choice

_____ Draft was read aloud to partner

_____ Peer editor has made at least three thoughtful comments

_____ Peer editor has marked necessary changes in areas of grammar, spelling, mechanics and format

_____ Changes have been made to reflect suggestions of peer editor

_____ Changes have been made to correct errors in writing conventions

Step Four: RewritingStandards Assessed 9.7.4.4 and 9.11.3.3

_____ Final copy was handed in with recognizable revisions completed; product is clear and coherent

_____Shows understanding of how language functions in context

_____ uses MLA correctly

+ FULL MASTERY

PARTIAL MASTERY

- NOT MASTERED

0 NO ATTEMPT

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American Literature Research Paper Outline

I. IntroductionA. Attention Getter:

B. Define the issue/topic. Provide background information.

C. Thesis Statement: Turn research into an assertive statement with or without main points of paper addressed in the thesis.

II. First main point to support thesis (Topic sentence needs to directly connect to thesis using similar wording/language AND introduce the topic of paragraph):

A. Support #1:

i. Introduce evidence/example:

ii. Provide evidence/example(directly quoted or paraphrased):

iii. Follow up evidence/example with analysis:

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B. Support #2:




III. Second main point to support thesis (Topic sentence needs to directly connect to thesis using similar wording/language AND introduce the topic of paragraph):

A. Support #1:




B. Support #2:




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IV. Third main point to support thesis (Topic sentence needs to directly connect to thesis using similar wording/language AND introduce the topic of paragraph):

A. Support #1:




B. Support #2:




V. Conclusion

A. Restate thesis statement:

B. Restate main points

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Annotated Bibliography

A bibliography is a list of sources (books, journals, Web sites, periodicals, etc.) one has used for researching a topic. Bibliographies are sometimes called "References" or "Works Cited" depending on the style format you are using. A bibliography usually just includes the bibliographic information (i.e., the author, title, publisher, etc.).

An annotation is a summary and/or evaluation. Therefore, an annotated bibliography includes a summary and/or evaluation of each of the sources. Depending on your project or the assignment, your annotations may do one or more of the following.

An annotated bibliography includes a summary and/or evaluation of each of the sources and should include the following:

1. Summarize: What are the main ideas? What is the point of this book, article or source? What topics are covered? If someone asked what this article/book is about, what would you say?

2. Assess: Is it a useful source? How does it compare with other sources in your bibliography? Is the information reliable? Is this source biased or objective? What is the goal of this source?

3. Reflect: Was this source helpful to you? How does it connect to the book you are reading? Has it changed how you think about your topic or theme?

Why should I write an annotated bibliography?

To learn about your topic: Writing an annotated bibliography is excellent preparation for a research project. Just collecting sources for a bibliography is useful, but when you have to write annotations for each source, you're forced to read each source more carefully. You begin to read more critically instead of just collecting information. At the professional level, annotated bibliographies allow you to see what has been done in the literature and where your own research or scholarship can fit. To help you formulate a thesis: Every good research paper is an argument. The purpose of research is to state and support a thesis. So a very important part of research is developing a thesis that is debatable, interesting, and current. Writing an annotated bibliography can help you gain a good perspective on what is being said about your topic. By reading and responding to a variety of sources on a topic, you'll start to see what the issues are, what people are arguing about, and you'll then be able to develop your own point of view.

To help other researchers: Extensive and scholarly annotated bibliographies are sometimes published. They provide a comprehensive overview of everything important that has been and is being said about that topic. You may not ever get your annotated bibliography published, but as a researcher, you might want to look for one that has been published about your topic.

Sample MLA Annotation

Lamott, Anne. Bird by Bird: Some Instructions on Writing and Life. New York: Anchor Books, 1995. Print.

Lamott's book offers honest advice on the nature of a writing life, complete with its insecurities and

failures. Taking a humorous approach to the realities of being a writer, the chapters in Lamott's book are

wry and anecdotal and offer advice on everything from plot development to jealousy, from

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perfectionism to struggling with one's own internal critic. In the process, Lamott includes writing

exercises designed to be both productive and fun.

Lamott offers sane advice for those struggling with the anxieties of writing, but her main project seems

to be offering the reader a reality check regarding writing, publishing, and struggling with one's own

imperfect humanity in the process. Rather than a practical handbook to producing and/or publishing, this

text is indispensable because of its honest perspective, its down-to-earth humor, and its encouraging

approach.

Chapters in this text could easily be included in the curriculum for a writing class. Several of the

chapters in Part 1 address the writing process and would serve to generate discussion on students' own

drafting and revising processes. Some of the writing exercises would also be appropriate for generating

classroom writing exercises. Students should find Lamott's style both engaging and enjoyable.

In the sample annotation above, the writer includes three paragraphs: a summary, an evaluation of the text, and a reflection on its applicability to his/her own research, respectively.

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Lit Circle Research Mega Project Calendar

5 6 7Book Group Assignments

Unit Plan

Read

8Independent Reading Day

9Media Center: 1-301A

Computer lab research day (get ideas for research paper topics)


Research Q Due

13Small group Discussion Day

14Writing a Thesis Statement


16Media Center: 1-301AComputer lab research day

19Computer Lab 2-203

Computer lab research day

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QFT

Need to be half-way finished with books

21Fishbowl Discussions

Independent Reading Day

22Fishbowl Discussions

Independent Reading Day

233rd Media Center: 1-301A8th J- Lab

Computer lab research day

26 Memorial Day 27Independent Reading Day


Computer lab to type research paper drafts


Computer lab to type research paper drafts

30Research papers due

Small group prep for fishbowl/panel discussions

JUNE 2

Fishbowl/Panel discussions

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Fishbowl/Panel discussions

4 Finals

Final 1: 7:40 - 9:40Final 2: 9:50 - 11:50Lunch: 11:50 - 12:58Final: 1:03 - 3:03Fishbowl/Panel discussions

5 Finals

Final 4: 7:40 - 9:40Final 5: 9:50 - 11:50Lunch: 11:50 - 12:58Period 6: 1:03 -3:03

6 Finals

Final 7: 7:40 - 9:40Final 8:9:50-11:50Fishbowl/Panel discussionsLunch: 11:50 - 12:58Make-up: 1:03 - 3:03

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Standards Assessed in the Independent Reading, Research Paper Writing, and Fishbowl Discussion

9.7.4.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

9.7.5.5 Use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.)

9.11.3.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.

9.5.1.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.9.5.2.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.9.9.4.4 While respecting intellectual property, present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task (e.g., persuasion, argumentation, debate).9.7.2.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

a) Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b) Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c) Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

d) Use precise language and domain-specific vocabulary to manage the complexity of the topic.e) Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in

which they are writing.f) Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g.,

articulating implications or the significance of the topic). 9.7.6.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. 9.7.7.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.9.7.8.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. 9.5.10.10 By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently.

Self-select texts for personal enjoyment, interest, and academic tasks. 9.7.10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting of a day or two).9.11.6.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.9.9.1.1 Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, including those by and about Minnesota American Indians, building on others’ ideas and expressing their own clearly and persuasively.

a) Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

b) Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

c) Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

d) Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

9.9.6.6 Adapt speech to a variety of contexts, audiences, tasks, and feedback from self and others, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 on pages 75 for specific expectations.)

a) Apply assessment criteria to evaluate oral presentations by self and others.

9.4.10.10 By the end of grade 10, read and comprehend literature and other texts including stories, dramas, and poems at the high end of the grades 9–10 text complexity band independently and proficiently.

a) Self-select texts for personal enjoyment, interest, and academic tasks.

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b) Read widely to understand multiple perspectives and pluralistic viewpoints.

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