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Independent
Reading
List and Major Assignments |
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Independent Suggested Reading
List: Grade 9
NOTE: Please select an independent reading text that you
have not previously read and which is outside of your
teacher's selections for class reading. You are responsible
for obtaining your own copy of the book from any library,
bookstore, or online source. To learn more about a
selection, refer to online summaries from, for example,
Spark Notes or Wikipedia.
Additional selections by listed authors may be available
with teacher permission.
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Adams,
Richard Watership
Down
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Anderson,
Laurie Halse Speak**
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Asimov,
Isaac The
Foundation Series or I. Robott
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Avi
The Barn
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Baldwin,
James
Go Tell it on the Mountain
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Banks,
Russell
Rule of the Bone**
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Borland,
Hal When the
Legends Die
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Cisneros,
Sandra The House on
Mango Street
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Clarke,
Arthur C. 2001-A
Space Odyssey
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Cormier,
Robert The
Chocolate War
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Crichton,
Michael Jurassic Park
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Crutcher,
Chris
Running Loose
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Edmunds, I.G.
Trickster Stories
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Enger,
Leif Peace
Like a River
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Fast,
Howard April
Morning
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Forbes,
Esther Johnny
Tremain
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Funke,
Cornelia Inkheart
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George, Jean
Craighead My Side of the
Mountain
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Hamilton,
Edith
Greek Mythology
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Hiaasen,
Carl Hoot
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Hinton ,
S.E. The
Outsiders
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Jacques,
Brian Redwall
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Lewis, C.S.
Chronicles of Narnia
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London,
Jack The Call
of the Wild
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Meyers,
Walter Dean Hoops
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Naylor,
Phyllis Reynolds Shiloh
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Odell,
Scott Island
of the Blue Dolphin
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Paulsen,
Gary The
Monument
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Peck, Robert
Newton
A Day No Pigs Would Die **
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Rawls,
Wilson Where
the Red Fern Grows
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Richter,
Conrad Light in
the Forest
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Rowling, J.K.
Harry Potter Series
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Sebold,
Alice Lovely
Bones**
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Swarthout,
Glendon Bless the Beasts
and Children
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Tolkien,
J.R.R.
The Hobbit
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Verne,
Jules 20,000
Leagues Under the Sea
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Voight,
Cynthia
The Homecoming
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Vonnegut,
Kurt
Cat's Cradle**
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Watson,
Larry Montana
1948**
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Wiesel, Elie
Night
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Zindel,
Paul Pigman**
For more mature readers; parent permission required.
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Quarter 1:
Novel Project: Literary Quilt Oral Presentation
Due: October 7, 2011
Requirements
for Quilt:
1. Read novel.
2. Complete “Quilt”
3. Complete Oral Presentation on “Quilt”
“Quilt”
Directions:
1.
The “Quilt” should be about twelve-inches by twelve
inches. Each square should be divided into 4x4 inch
sections (9 sections total). That equals 3 squares across
and 3 squares down.
2.
Each of the individual square sections should
illustrate something important from the novel. Possible
suggestions include the following: (a) theme, (b) mood, (c)
characters, (d) conflict, (e) plot, (f) foreshadowing, (g)
setting… No term can be repeated!
3.
The “Quilt” sections can be drawn, cut and pasted,
three dimensional…
Oral Presentation for Quilt
1. You will need to present your
“Quilt” to the class in a formal presentation.
2. Assessment is in the following
areas:
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Accuracy |
Every reference to the story is well chosen and
correct.
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At least 80% of the references to the story are
correct.
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At least 50% of the references to the story are
correct.
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Most of the references need to be corrected.
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Level of Completeness |
All parts are complete. All that is asked for on
each is done.
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Most parts are completed,
following the guidelines.
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At
least half of the parts are complete, but most of
what is asked for is there.
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Many
parts need to be completed.
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Neatness/
Pride in Work |
The work looks like it is ready for a museum
exhibit.
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The work is free of erase marks, looks planned, and
could easily go up on the classroom wall.
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The work is legible, although it might be better
redone.
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The work needs more time and patience.
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Oral Presentation |
Presentation is clear and free
from interruptions with an audible voice and
constant eye contact.
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Presentation has minimal
interruptions, voice is audible, and eye contact is
good.
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Several interruptions because of lack of
preparedness. Voice is difficult to hear
at times and eye contact is limited.
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More time should have been
spent in preparing the presentation.
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Literary
Essay with parenthetical documentation and Work Cited page
Due: December 6, 2011
Requirements:
· Choose
any novel from the 9th grade reading list.
· Follow
this essay structure: Body 1 – describe the protagonist
thoughts and feelings with one conflict, Body 2 – identify and explain the
protagonist’s thoughts and feelings with second conflict, Body 3 – explain how the theme is
reflected in this novel.
· Each
body paragraph must have two quotes (specific lines) from
the novel and they must be cited parenthetically (author’s
last name and page number where the line can be found)
·
The final page of the
essay must be a Work Cited page formatted according to MLA
structure.
Submit the essay with Work Cited to turnitin.com and print
the receipt. Turn in a
hard copy of essay as well as receipt to me.
Rubric: Literary Paper 2011-2012
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5 |
4 |
3 |
2 |
1 |
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Purpose/Argument |
The
purpose or argument is clear and focused. |
The
purpose or argument is clear, but may digress at
times. |
The
purpose or argument is not consistently clear. |
There is an attempt at purpose or argument, but
focus becomes lost. |
There is no established purpose or argument for
analysis. |
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Content |
Information is relevant and well developed with
multiple (6) quotes. Reader is left with an
insightful understanding. |
Information is relevant, and there is some evidence
of development with all (6) quotes. Reader gains
some insight into topic. |
Analysis is basic with most (4) quotes. Reader
gains superficial insights. |
Analysis is underdeveloped. Points lead more
towards plot summary, and paper lacks insight. Few
quotes are used. |
Analysis is incomplete with vague references to
specific details. Few quotes if any are used. |
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Organization |
Ideas are organized logically with sophisticated
transitions. |
Ideas are arranged logically with basic transitions. |
Ideas appear logical with few transitions; however,
ideas fail to make sense at times. |
There are inconsistencies within structure of essay
that cause some confusion. |
Ideas do not support each other. Paper lacks a
coherent structure. |
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Word
Usage |
Effective and engaging use of word choice.
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Varies word choice, and word appear purposeful. |
Some
variation of word choice. |
Language is trite, vague, or flat. |
Careless and inaccurate word usage. |
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Sentence Structure |
Uses
sophisticated sentence construction to convey
complex thought. |
Varies sentence structure to add rhythmic pacing. |
Sentence variation is limited. |
Some
errors with run-on sentences and sentence fragments. |
Many
errors with run-on sentences and sentence fragments. |
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Conventions |
No
errors in mechanics, and agreement in grammar is
consistent. |
Few
errors with mechanics, but spelling is appropriate.
Minor errors in agreement. |
Some
errors in mechanics and agreement. Many errors in
spelling. |
Comprehension may be hindered by all of the errors. |
Comprehension is hindered by all of the errors. |
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Work
Cited and
Parenthetical Documentation |
No
errors; meets criteria |
Minor errors with format. |
Inconsistent citing/ and or work cited |
Many
errors |
Missing
citations
and or work cited |
Key
words:
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Explicit:
Clear connections to the thesis without having to assume
anything. Thesis is the sentence you are
creating that represents an idea you will prove in the
essay. It CANNOT be a question.
Shakespeare Research Project (Major Assignment for
qualification of Final Exam)
This project will be partly completed in class as students
will learn how to
research and document sources. Students will be
completing a project as well as the research
writing process.
Click here
to see the full assignment with rubric.
Outside Reading: Choose any
grade level appropriate novel and be ready to
write
an essay in class on March 16, 2012 regarding
the novel’s
protagonist’s conflicts. What are the conflicts,
and how are
they resolved?
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Quarter 4:
The Devil and Daniel Webster Web Quest
(Major Assignment for
qualification of Final Exam)
Due: April 23, 2012
Outside Reading: Choose any
grade level appropriate novel and be ready to
write
an essay in class on May 18, 2012 regarding
the novel’s
protagonist’s conflicts. What are the conflicts,
and how are
they resolved?
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