Independent Reading Activity Options for Sophomores

Fisher/Arendale/Bloomfield

12th Grade Language Arts

School Year 2013-14

Independent Reading Activity Options

Be Inspired by What You Read!

What to do: Look at the following choices and decide which would be the best for you and the story you chose to read. Some of them involve a conversation between you and your teacher about how to go about your chosen option. Have fun with it! Whichever you choose, the book must be read and the assignment completed by the ‘Last Day for Late Work’ of each quarter unless the teacher tells you otherwise.

Option 1: Create a Graphic Novel (also known as a Comic Book)

What to do: While reading your story, imagine what characters and settings actually look like. Make sketches and notes about these while you read so you don’t forget! If you are a fan of comic books, think about how artists like Jack Kirby and Todd McFarlane drew their comic books. Sometimes the background is the most important part of the scene! However you decide to draw and write your ‘Graphic Novel Version’, it must contain enough critical scenes from the story for your teacher to see that you have read and understood the book.

Minimum Requirements:

Correct heading format (see House Packet)
Title should read ‘Graphic Novelization of (Title of your book).’ The line beneath it should read ‘by (Author of your book).’
At least 25 frames with full-color foreground and background images. Above each frame should be the page number or numbers that the scene represents.
At least 20 of the above frames must include dialogue. Dialogue should be word-for-word from the book, not your own creation.
All frames must be accompanied by a two-three sentence typed description below each.
Frames should be easy to follow and tell the story that you’ve read.
Assignment is completed on regular 8 ½ x 11 in. paper with no more than four frames per page.

Rubric: (on following page)

Option 1 Rubric: Graphic Novel

	Below (1)	Approaches (2)	Meets (3)	Exceeds (4)
Organization	Pictures and captions do not tell the story in a logical process which the reader can follow.	Pictures and captions tell the story, but they are difficult to understand at times.	Pictures and captions tell the story in a logical process which the reader can follow.	Pictures and captions enhance the reader’s understanding of the story.
Conventions	There are numerous grammar and spelling errors which distract the reader. Slang may be used in inappropriately.	Grammar and spelling errors exist, but they do not significantly distract the reader. Slang is us appropriately in character dialogue.	There are no grammar or spelling mistakes, and slang is only used when appropriate in character dialogue.	Words in dialogue and description are chosen with an obvious and specific purpose to enhance the reader’s understanding of the story.
Image Quality	Pictures are not in full-color or have been hastily created. Caption does not accurately describe the scene.	Pictures are in full-color or appropriate to the scene, but may lack fore or background images. Caption is accurate.	Pictures are in full color or appropriate to the scene, and accurately described in the caption.	Pictures enhance the reader’s understanding by capturing both the mood and tone of the scene. Caption entices the reader to continue.
Formatting (See minimum requirements)	Includes significant format errors that detract from completion of the assignment..	Includes some formatting errors, but do not significantly affect completion of the assignment.	Includes all of the minimum requirements listed above.	Includes all minimum requirements. Frames are arranged on the page to enhance readability.

Option 2: Write a Letter

What to do: Did you ever get so mad at a character that you wanted to scream at them? Have you ever thought that all a character needed was a hug, but nobody else seemed to see that? Well, here’s your chance! This option involves you- yes, you- writing a letter to a character or to the author. You can tell them how much you think they were wronged or betrayed, or how much you admire them for standing-up for what they believe in. You may also choose to take-on a ‘persona.’ This means that you pretend to be another character from the story or even the author him/herself! If you are reading a series, you could even be a character from another book! Now your teacher does need to know a little about your book, so there is another part of the assignment where you’ll give a short synopsis of the story and a short explanation about the events or situation described in your letter.

Minimum Requirements:

Correct Heading (See House Packet)
Title should read ‘Synopsis and Letter for (Title of your book).’ Below that, second line should read ‘by (author of your book).’
The first page of the assignment should have two paragraphs: Paragraph 1 is a synopsis of the story, and Paragraph 2 is a description of the conflict you will be addressing in the letter. Each paragraph should be 5-10 sentences in length. The entire section should be in the area of 250 words (give or take 50 words).
The second page of the assignment is your letter. It should be arranged as a letter with a greeting, body, and salutation. The body of the letter will address whatever conflict you’ve chosen, as well as show a personal connection you or your persona has made with the character. This should also be in the area of 250 words (give or take 50).
Include specific details from the story on both sections of the assignment.

Rubric: (on following page)

Option 2 Rubric: Letter

	Below (1)	Approaches (2)	Meets (3)	Exceeds (4)
Organization	Synopsis and/or Conflict description are not present or do not accurately describe the story in specific detail. Letter is not present or does not focus on conflict.	Either synopsis or conflict description contain errors or too little specific detail. Letter is present with a focus on conflict, but little detail is given for support	Synopsis and conflict are accurately described with specific detail. Letter is present with specific detail focusing on the conflict.	Synopsis and conflict are accurately described and entice the reader to continue reading. Letter is presented with specific detail that clearly identifies the conflict.
Conventions	There are numerous grammar and spelling errors which distract the reader. Slang may be used inappropriately.	Grammar and spelling errors exist, but they do not significantly distract the reader. Slang is used appropriately in character dialogue.	There are no grammar or spelling mistakes, and slang is only used when appropriate in character dialogue.	Words are chosen with an obvious and specific purpose to enhance the reader’s understanding of the conflict.
Conflict/Personal Connection	Conflict is not discussed or is glossed in the letter. No personal connections are made to the story or character.	Conflict is presented and described using little detail on page 1. Personal connections is made with character regarding the conflict on page 2, but little specific detail is given.	Conflict is presented and described using detail on page 1. Personal connection is made with the character using specific detail on page 2.	Conflict is presented and described using specific detail on page 1. A clear and obvious connection is made with the character including specific detail on page 2. Also, conclusions are are made about either the writer’s or the character’s conflict by the end of the letter.
Formatting	Includes significant format errors that detract from completion of the assignment.	Includes some formatting errors, but do not significantly affect completion of the assignment.	Includes all of the minimum requirements listed above.	Includes all minimum requirements. Greeting and salutation are chosen to reflect the mood and tone of the letter.

Option 3: Create a 5 Song Playlist

What to do: This one’s for all you music listeners out there! Not all stories are going to work well with this one; but, if yours includes a journey, this may be the one for you. While you read the story, think about what the characters might be listening to, or what the background music might be while the scene unfolds in your head. Then, write down the names of those songs and the sections that you thought about them in. For this assignment, you’ll need to give the lyrics of the song and describe how they relate to the section of the book where they occurred to you. This one has the potential to really help you learn about yourself and your own motivation in life!

Minimum Requirements:

Correct Heading (See House Packet)
Title should read ‘Playlist to accompany (title of your book)’. Below, the next line should read ‘by (name of your author).’
First, list the approximate page range of the section you are going to discuss (example: pp. 121-136).
Then, give a brief 3-5 sentence synopsis of what occurred during those pages.
Next, give the Title and artist of your first song, and the lyrics.
Finally, give a 2-3 sentence description of why this song relates to this section of the book.

Rubric: (on following page)

Option 3 Rubric: 5 Song Playlist

	Below (1)	Approaches (2)	Meets (3)	Exceeds (4)
Organization	Assignment is not organized, and may not introduce reader to any or all of the following: section, song lyrics, and/or connection.	Assignment introduces reader to the section, identifies the song lyrics, but does not fully explain the connection between them.	Assignment is organized to introduce reader to the section, identify the song lyrics, and explain the connection between them.	Assignment is organized to explain the section to the reader, identify the song lyrics, and expand upon the connection between them.
Conventions	There are numerous grammar and spelling errors which distract the reader. Slang may be used inappropriately.	There are some grammar or spelling mistakes, but do not detract from the reader’s understanding. Slang is used appropriately.	There are no grammar or spelling mistakes, and slang is only used when appropriate in song lyrics.	Words are chosen with an obvious and specific purpose to enhance the reader’s understanding of the song choice.
Song Selection	Some songs show relevance to the section described, by many lack the depth needed to show a connection.	Some songs selected show relevance to the section described.	All songs selected are relevant to the section described.	All songs selected have a direct correlation to the section described.
Formatting	Includes significant format errors that detract from completion of the assignment.	Includes some formatting errors, but do not significantly affect completion of the assignment.	Includes all of the minimum requirements listed above.	Includes all minimum requirements. Sections are clearly identified to distinguish between each.

Option 4: Creative Expression

What to do: This is for all of the really hands-on creative thinkers out there! Maybe you want to design and fabricate a uniform that a character wears, or build a starship that your character uses to cross the galaxy, or even create a diorama of a battle scene! These and many more ideas are at your disposal if you choose this ‘Creative Expression’ option. Now, if you’re thinking this is the easy one, think again! You must first meet with your teacher to discuss your idea and create a rubric for grading. This meeting needs to take place during the first 3 WEEKS of the quarter, so you have time to read and complete the assignment. You and the teacher will agree on the minimum requirements of the assignment, create a document with these requirements and the rubric, and then print or e-mail the document for both you and your parents to have and review. Finally, remember that this is Language Arts class. Any assignment will include some kind of writing that will be determined when you meet with the teacher. Happy exploring!

Minimum Requirements:

You must write a proposal that outlines the goals of your project by the third week of the quarter. Once approved, you can get started!

Rubric:

This is a general rubric that the teacher will use to assess all creative assignment options. Please read it so there are no surprises when you receive the score for your work!

	Below (1)	Approaches (2)	Meets (3)	Exceeds (4)
Task Completion	Product completion is well below expectations stated in the proposal.	Product does not meet expectations stated in the proposal.	Product demonstrates all expectations stated in the proposal.	Product exceeds expectations stated in the proposal.
Relevance	Product focuses on or incorrectly characterizes a minor or insignificant element, character or theme in the work.	Product does not effectively demonstrate a major element, character or theme in the work.	Product effectively demonstrates a major element, character or theme in the work.	Product elaborates and expands upon a major element, character or theme in the work.
Quality	Product is obviously rushed, of poor quality and detracts from the reader’s understanding.	Product is obviously rushed, mediocre in quality, and does not particularly add to the reader’s understanding.	Product is of high quality, enhancing its ability to expand understanding.	Product is of exemplary quality, adding a new dimension to the reader’s understanding.
Conventions (for written and oral projects- any task must have one)	Spelling and Grammar errors detract from the reader’s understanding.	Spelling and grammar errors are present, but do not significantly detract from the reader’s understanding.	There are no major spelling or grammatical errors.	Words are carefully chosen to enhance the reader’s understanding of the work.