Mrs. DeBoer's Unit of Practice (UOP)

Abstract- Do you remember the dreaded “book report” assigned by your English teacher? 
Do you remember scrambling to meet the reading deadline and then writing a two-page paper including only the teacher’s criteria? 
Do you remember reading it aloud to an unenthused class of peers?   
Now here is a new twist on the traditional, teacher-directed “book report”.

Situations-Students will read the novel and work on projects in English class.  They will work for 15-20 minutes two times a week for approximately five weeks.  Students will be provided time in the library and on computer for research.  Outside of school time will be required to read novel and work on projects.

Tasks- Students will sign a contract specifying choice of novel and the number of projects to be completed for a tiered assessment (grade). 

Students will choose a book from the book list and read it in the assigned time frame.  

Students will choose from a list of projects the ones they wish to complete.  The number of projects completed will correspond to the assessment tier (i.e.: Five projects for Gold, four for Silver, etc.).  The projects will come from the novel project requirement list (See Contract Requirement Choices). At the end of the five weeks the students will have projects ready for publication and /or presentation to the class. 

Students will complete an essay test or an Accelerated Reader computerized test on the novel before or on the day projects are due.

Standards- This is a literature-based unit.  The standards that follow are from the seventh-grade Reading Standards for South Dakota.

1.                   Infer word meanings through the use of context clues.

2.                 Use direct and implied meanings to interpret materials read.

3.                Make predictions about the information or message that may be found in text

6.                Connect the content and ideas in a specific text to other topics and related content areas.

7.                 Use organizational patterns and structure to comprehend meaning.

16.             Analyze the quality of literary works according to established criteria

20.           Synthesize information to apply in decision-making or task completion.

21.              Use available technology to gather, organize, and retrieve information.

Assessment-   This unit is assessed in several different ways. 

First, the essay test assesses knowledge of book detail and understanding of content.  This is scored by a rubric of 33 points per question.    

      OR  the student may take the computerized Accelerated Reader (AR) test if he or she wishes.

  Next, each project chosen by the student is graded individually out of 100 points.  The projects are written or oral.

The students also critique the oral performances using a strengths and weaknesses approach in a numbered rubric where they evaluate the general elements of an oral presentation and write comments to the presenter.  This comprises the Listening and Speaking requirements of the SD State Standards.

Projects- Students are contracting for their grade by the number and type of projects they choose to do.  I named my tiered assessment: Gold for 5 projects, Silver for 4 projects, and Bronze for 3 projects.  You could create your own categories and number of projects.  

This novel project ties in well with other curriculum areas. In social studies the students could choose as projects a time era comparison and contrast, a report on a historical figure or event, a map of a character’s journey, etc.  This unit also could be incorporated into art as the students could create posters, pictorial time lines, stage scenarios, and book jackets. Projects can also be worked on in computer class and/or technology class by composing Word documents, using Internet for research, using Power Point, Inspiration, scanners and cameras to enhance oral presentations.

For More Information-

Attachments of book lists, novel requirement choices, and novel criterion can be found below.

Contract
Requirement
Choices

1.     Make a poster using tag board.  This should include a picture, title, and author’s name. Pictures should have captions explaining them.

2.  Design a twenty+ question quiz with answers attached to it.  Use question variety (true and false, matching, multiple choice, etc.) and a variety of material from the book.

3.   Design a book jacket with a new picture on the front that you have designed. On the back, 3+ quotes from a character in the book, copy them with page numbers, and tell in your own words what the quotes mean and a summary on the back. 

4.     Write a poem using information from the book.  Poems must be at least sixteen lines long.  Remember rhyme and rhythm or some clever way to organize the poem's lines.

5.     Orally present the poem to the class.

6.  Find and define twenty-five new words from the book.  List the dictionary you used for the definitions and page number the word was found in the book. 

7. Create a one+ page new ending to the story. You must tell where you began from the original book and how it is different. Then write it as if you were the author using dialogue and other literary elements.

8.     Present new ending to the class.

9.     Write a two+ page list of pro’s and con’s about the book. This is the same as your like's and dislike's to the book. Be sure to include an example and specific proof from the book for each like and dislike.

10.     Present pro’s and con’s to the class.

11.     Using a shoebox, build a miniature stage representing a scene from the novel. Explain the scene on a note card on the box.

12.    Write a critique stating your likes and dislikes from the novel.  Give support for each element from specific examples from the book.  Also, rate the book on a creative scale such as three out of four volleyballs.

     13.Present novel critique to class.

14.Research any historical event, name, place, or fact mentioned in the book. Write a one+ page report on the historical element. Be sure to tell how this element is featured in the novel and be sure to site your references or sources of information in a bibliography.

15 .Present your historical element report to the class.

16. Determine the moral of the novel and write a one+ page paper explaining the moral and how this moral relates to your life and others.

17.     Present the moral paper to the class.

18. Create three new titles for the novel with an explanation that is at least a paragraph long for each supported by details from the novel. Be very specific with the proof from the book.

30.         19. Present the three new titles to the class.

31.          20. Write a diary with seven entries from a character’s point of view on events and emotions that he or she is experiencing throughout the book. Be sure to use your own words to tell how the character feels.

33.         21. Make a map and trace the journey of a character or characters. Use construction paper and include a legend or a key.

34.        22. Construct a pictorial timeline which highlights important plot events and describe each with a caption. You should have at least 5 pictures with detailed explanations in order. Use construction paper.

35.        23.  Orally present the pictorial timeline to the class.

      24.  Write a one+ page paper on a situation that happened that could have been handled better or differently. Explain the situation and your suggestions for change. Also explain why your ideas are better that the author's.

7^TH NOVELS

8^TH NOVELS  

* signifies it is in the Red Classic Book                       

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