Pickering High School • ENG3U • Grade 11 University ... · It is imperative that students keep up with the reading and bring their ... Jane Emma Sense and ... Nicholas The Horse

Independent Study Unit

Name: __________________________

Novel: __________________________

Author: __________________________

The ISU is an opportunity for students to demonstrate their understanding and insight into one novel of their choosing. The ISU essay alone is worth 10% of the final mark. All essays must be submitted to TurnItIn.com in order to be marked.

The other components of the ISU are worth a total of 17% of the final mark.

There are five components to the ISU. Each component must be handed in to ensure the completion of the ISU requirements. The due dates for each of the ISU components are final and no extensions will be granted. It is imperative that students keep up with the reading and bring their ISU novels to class on a daily basis. In the case of an absence on a presentation date or assignment due date because of an illness, a doctor’s note must be submitted on the day the student returns to class.







Components

1. Biographical Research2. Essay Outline3. Essay (submit to TurnItIn.com)4. Oral Presentation

Category | % of Final Mark

Thinking/Inquiry | 2%Communication | 1%

ISU | 10%Communication | 8%

Due Dates

April 30 & May 1, 2015April 22, 2015May 11, 2015

May 25 – 29, 2015

Please Note: It is your responsibility to ensure there is no conflict on the day of your presentation, as they cannot be changed due to time constraints in the course. All components of the ISU have non-negotiable deadlines.

Developed by the Pickering H.S. English department

Pickering High School • ENG3U • Grade 11 University English

Angelou, Maya I Know Why the Caged Bird SingsAtwood, Margaret Edible WomanAusten, Jane Emma Sense and SensibilityBarron, Sandra Rodriguez The Heiress of WaterBradbury, Ray Fahrenheit 451Brand, Dionne What We All Long For*Burgess, Anthony A Clockwork OrangeByatt, A. S. Angels & InsectsBoyden, Joseph Three Day Road*Callaghan, Morley More Joy In HeavenCohen, Leonard The Favourite GameDefoe, Daniel Robinson CrusoeDickens, Charles Hard Times Our Mutual FriendDostoyevsky, Fyodor The IdiotDumas, Alexandre The Count of Monte CristoDu Maurier, Daphne RebeccaEdwards, Kim Memory Keeper’s DaughterEggers, Dave The CircleEliot, George Silas MarnerEvans, Nicholas The Horse WhispererFaulkner, William As I Lay Dying Absalom, AbsalomForster, E. M. A Passage to India A Room with a View Howard’s EndFitzgerald, F. Scott Tender is the NightGaines, Earnest J. Miss Jane PittmanHardy, Thomas Mayor of CasterbridgeHamilton, Jane A Map of the WorldHeller, Joseph Catch-22 Something HappenedHemingway, Ernest A Farewell to Arms The Sun Also Rises For Whom the Bell TollsHersey, John HiroshimaHesse, Herman Demian SteppenwolfHill, Lawrence The Book of NegroesHugo, Victor Les Misérables The Hunchback of Notre DameHuxley, Aldous Brave New WorldIrving, John The World According to Garp Cider House RulesKesey, Ken One Flew Over the Cuckoo’s NestKing, Stephen The Girl Who Loved Tom GordonKingsolver, Barbara The Bean Trees Animal Dreams Pigs in HeavenLaberge, Aimee Where the River NarrowsLaurence, Margaret The Diviners A Jest of GodLeroux, Gaston The Phantom of the OperaMacDonald, John D. The ExecutionMacLennan, Hugh Barometer RisingMaugham, Sommerset Of Human BondageMelville, Herman Moby DickMistry, Rohinton Such A Long Journey A Fine BalanceMitchell, W. O. How I Spent My Summer Holidays Ladybug, LadybugMoore, Brian Black Robe No Other Life

Morrison, Toni The Bluest Eye Sula BelovedNeff, Heather Accident of BirthNemirovsky, Irene Suite FrançaiseO’Neill, Heather Lullabies for Little Criminals*Orwell, George 1984Pazira, Nelofer A Bed of Red FlowersPaton, Alan Cry, The Beloved CountryRand, Ayn Fountainhead Atlas ShruggedRichler, Mordecai Joshua Then and Now The Incomparable AtukRhys, Jean Wide Sargasso SeaSolzhenitsyn, Alexander One Day in the Life of Ivan DenisovichSpark, Muriel The Prime of Miss Jean BrodieSteinbeck, John East of EdenStevenson, Robert Louis Dr. Jekyll and Mr. Hyde Treasure IslandStoker, Bram DraculaSundaresan, Indu The Twentieth WifeSwift, Jonathan Gulliver’s TravelsTan, Amy A Hundred Secret SensesTheroux, Paul The Mosquito CoastTolstoy, Leo Anna Karenina The Death of Ivan IlyichTwain, Mark A Connecticut Yankee in King Arthur’s CourtTyler, Anne Breathing Lessons The Accidental TouristVargas, Llosa Mario The Real Life of Alejandro Mayta Who Killed Polmino Molero?Vonnegut, Kurt Slaughterhouse-Five JailbirdWalker, Alice Possessing the Secret of JoyWaugh, Evelyn Decline and FallWilde, Oscar The Picture of Dorian GrayWoolf, Virginia To The Lighthouse A Room of One’s OwnYehoshua, A. B. A Woman in Jerusalem

* contains material that may be offensive to some readers

January 2015 (104)

Developed by the Pickering H.S. English department 2

I.S.U. Book List Grade 11 University

Search for these titles with ease…using the IPAC. You can type “Grade 11 ISU” to view the entire list of titles and see

what is available.

An analysis of literary elements explores and evaluates specific aspects found in the novel. Note-taking is an integral part of the study of literature. As you are reading your chosen novel, you should be recording significant quotations and making observations about the author’s development of the story’s literary elements.

• Be sure to record page numbers of all quotations. You are required to write your own point form notes. To be clear, do not copy from any other source. The notes you have taken will be used in your analysis for the ISU Essay. Consider some of the following literary elements:

CharacterAn analysis of the character: his/her attitude, philosophy, motivation, etc.• What is the character’s relationship with others?• Is a character a symbol or representation of an idea?• How does the author develop characterization, or the revelation of character traits?• Does a character speak for the author? Reveal or represent themes?• How does the character change as a result of the events in the novel, or is the character static and does not

change?

SettingStudy the setting of the novel (time period, location, physical description, atmosphere) and consider its importance to the following:• Theme – how is the theme developed through the use of setting?• Characters – what is the setting’s impact on the character(s), their actions, attitudes, etc.• Conflict – what is the setting’s impact on the struggles or conflicts that exist?• Symbolism – are aspects of the setting symbolic?• Imagery – does the author use figurative/imaginative language to help create the setting? Is it effective? Do

recurring images run throughout the novel? What is its purpose?

Theme• What is the central purpose or idea of the story?• Is the author making a moral statement?• What is he or she saying about life? How is the theme portrayed?• Why did the author write this story? What message did he or she want to express?• How is the theme revealed through the other literary elements? Does the setting contribute to the theme? Does

the conflict involve a greater message that applies to the human condition?

Conflict• What is the central conflict and what type of conflict is it (person vs. person, etc.)?• What are the minor conflicts and how do they relate to the central plot?• What is the incident that triggers the conflict?• What events contribute to the working out of the conflict?• Where does the conflict occur? Is it effective?• What does the resolution of the conflict reveal about the author’s main messages (themes)?

Style• Is the dialogue natural? Is the story mainly descriptive with lots of narration? What is the effect of this choice?• What is the narrative point of view? How does it affect the story? How does the narrative point of view affect the

reader’s interpretation of character, conflict, theme?• Does the author use figurative or imaginative language (personification, similes, metaphors, etc.)? What is the

effect of this? Does it add to the appreciation of the work?• What symbols has the author employed to represent abstract ideas? What is the effect?


I.S.U. Component One • Reading Notes

Find a biographical essay or a biography of the author of your novel. After you have read this work, analyse the following elements.

We write what we can relate to or what is important to us. Our beliefs and values come from our life experiences. Analyse your novel by relating it to the author’s life. There are many different approaches you can take to respond to this assignment. Some questions to consider in your research are:

• Does the setting play an important role?

• What have you learned about the author’s family or childhood?

• Are there any characters in the novel that resemble people in the author’s life? If so, why?

• What motivates the author?

• What are the author’s values and beliefs? Are these values depicted in the novel? How?

You will be in the library for two classes in order to research your author. Your evaluation for this component will assess your research skills. This research is background preparation for your oral presentation.

You will submit a complete set of point-form research notes. There should be clear evidence that you have linked your author’s life to some aspect of the novel. Page numbers need to be recorded, whenever possible. Remember that other media, such as images, require bibliographic information as well.

Name: ________________________________________**Staple and submit this sheet with your completed research.**

Level R 1 2 3 4Use of Library Time (over 2 days)

Never on task Day 1 Day 2

Rarely on task Day 1 Day 2

Sometimes on task Day 1 Day 2

Usually on task Day 1 Day 2

Always on task Day 1 Day 2

Accessing Information

Found no information even though it was available

Found little information even though it was available

Needed help finding and using adequate sources of information

Found adequate resources independently

Found a wide variety of resources independently

Amount of Research Done

Took no meaningful notes

Took few meaningful notes

Took some notes Took many notes Took thorough notes

Format of Note-taking (own words and point form)

Notes are not point form and/or copied verbatim from source

Notes neither in own words nor point form

Either not in point form or not in own words

Most notes in point form and own words

All notes in point form and own words

Recording of bibliographic data (including page numbers)

No bibliographic information recorded on notes

Little bibliographic information recorded on notes

Some bibliographic information recorded on notes

Most bibliographic information recorded on notes

All bibliographic information recorded on notes

Total /20Developed by the Pickering H.S. English department 4

I.S.U. Component Two • Biographical Research

Final Draft of Essay (4 page maximum) Final Draft of Essay (4 page maximum)Works CitedTwo well-edited complete drafts (include Peer Edit sheets)OutlineRubric

The written component is a formal literary essay. You must submit two well-edited, complete double-spaced rough drafts of your essay with the final product.

Length of Essay: maximum of 3 double-spaced typed pages (12 point font)

After you have read your novel and any supplemental works, you must determine the specific approach your paper will take. One of the most frequent mistakes made in writing a literary analysis is to simply retell the plot, instead of examining the other aspects of the work. As a result, you must be particularly careful to select a topic and develop it, using elements of the plot only to support the topic and your ideas.

Use the following questions as a guideline to help you select a general topic for your analysis:

1. Does your novel exhibit some unusual characteristics which sets it apart from its genre?2. Do certain literary elements appeal to the reader’s interest? How is this achieved?3. Do certain literary elements work together to contribute to the novel’s theme?4. Does the examination of symbols or image increase the reader’s enjoyment of the work?

Once you have decided upon a topic (the elements of analysis) and explore this topic by reviewing your notes, journals and the novel, then work to develop a thesis for your essay.

• Make a rough outline of your proposed paper• Arrange the elements/subtopics to be discussed in a logical order• Find appropriate quotations from your novel and supplemental works• Begin writing your first draft

Your Essay Must:• Show a thorough understanding of the work as it relates to the literary elements (theme, symbol, etc.)• Include an interesting and appropriate introduction• Include specific examples and quotations to support the thesis• Interpret and analyse the novel• Include any relevant information from the supplemental works (properly documented)• Follow a formal writing style (check style guide)• Write an appropriate conclusion, perhaps a reaction to the literary elements, or a thought-provoking

statement at the very end

ESSAY SUBMISSION: Submit ALL of the following items in this order:

Electronic Submission Hard Copy SubmissionSubmit on Due Date to TurnItIn.com Submit 1 day after Due Date in class


I.S.U. Components Three • Final Literary Essay

Reminders for Academic Writing:• Formal Language, No Contractions, Third Person, Present Tense• Use logical arguments, not emotional or plot-based arguments

Outline is to be a maximum of two (2) typed pages. Use the MLA heading and page number format. Follow the exact formatting, headings, and spacing, as demonstrated in the template below.

Topic: the subject matter dealt with in the essay (e.g., conflict developing character)Novel & Author: use proper MLA title format

IntroductionHook: general statement on the topic (see “Introductory Techniques • The Hook”)Thesis: specific statement; must be a clear, arguable, relevant statement (c.a.r.s.) based on your topic.

Body Paragraphs (BP)Argument 1: topic sentence is based on an aspect or subtopic; must also be c.a.r.s., and support the thesisExample 1: as an embedded quotation. Embedding provides the context for the quotation and necessitates using a snippet of text from another source. Include MLA citation.Explanation: explaining how or why this example relates to the topic sentence

Example 2: as an embedded quotation. Embedding provides the context. Include MLA citation.Explanation: explaining how or why this example relates to the topic sentence

Significance: state the significance of your explanations and how they relate back to your thesis

Argument 2: Repeat format, headings, and spacing as demonstrated above in Body Paragraph 1.

Argument 3: Repeat format, headings, and spacing as demonstrated above in Body Paragraph 1.

ConclusionThesis: restate in different wordsArgument 1: restate in different wordsArgument 2: restate in different wordsArgument 3: restate in different wordsSynthesis: Explain how and why the topic sentences support your thesisCommentary: End with an insightful, thought-provoking comment that links your thesis with a broader issue.


Essays Concise Outline for a Literary Essay

Reminders for Academic Writing:• Formal Language, No Contractions, Third Person, Present Tense• Use logical arguments, not emotional or plot-based arguments

Outline is to be a maximum of two (2) typed pages. Use the MLA heading and page number format. Follow the exact formatting, headings, and spacing, as demonstrated in the template below.

Topic:

INTRODUCTIONHook:

Specific statement (thesis):

Body1st main point (as a statement)

Example 1:

Example 2:

Example 3:

2nd main point (as a statement)

Example 1:

Example 2:

Example 3:

3rd main point (as a statement)

Example 1:

Example 2:

Example 3:

CONCLUSION: Restate thesis in different words and add a thought-provoking idea.


Essays Concise Outline for a Literary Essay

MLA entry for Works Cited page for each piece of literature:

1. ______________________________________________________________________________

________________________________________________________________________________

Thesis Statement:

Topic: ___________________________________________________________________________

Purpose: _________________________________________________________________________

Working Thesis statement:

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Aspect #1: _______________________________

Explanation (in point form)- what is this aspect and how does this aspect support the purpose of your thesis?

Support (in the form of direct or indirect quotations for each point in your explanation).Be sure to include references (i.e., page numbers or act, scene, and line numbers).


Essays Essay Planner

Aspect #2: _______________________________



Aspect #3: _______________________________




Essays Essay Planner

Name of Assessor: _____________________________________________________________

Category 4 -Above Standards

3 -Meets Standards

2 -Approaches Standards

1 -Below Standards

Score

Hook

Thesis StatementArguments

Evidence & Examples

Sequencing

Transitions

Closing Paragraph

Sources

Sentence Structure

Grammar & Spelling

Capitalization &Punctuation

OverallImpression

The introductory paragraph has a strong hook.

The introductory paragraph has a hook.

The introductory paragraph has an irrelevant hook. Improvement is necessary.

The introductory paragraph is not interesting AND is not relevant to the topic.

The thesis statement is very clearly identified.

The thesis statement is identified.

The thesis statement is somewhat identified.

The thesis statement is not identified.

There are 3 strong and valid arguments.

Includes 3 arguments that could be more clearly stated.

There are 1-2 arguments that are somewhat valid. 3 valid arguments are needed.

Arguments are not clearly stated and improvement is necessary.

All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author’s position.

Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author’s position.

At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author’s position.

Evidence and examples are NOT relevant AND/OR are not explained.

A/B format is well developedArguments and support are provided in a logical order that makes it easy and interesting to follow the author’s train of thought.

A/B format is consistent.Arguments and support are provided in a fairly logical order that makes it reasonably easy to follow the author’s train of thought.

A/B format is inconsistent.A few of the support details or arguments are not in an expected or logical order, distracting the reader and making the essay seem a little confusing.

Not structured in A/B format.Many of the support details or arguments are not in an expected or logical order, distracting the reader and making the essay seem very confusing.

A variety of thoughtful transitions are used. They clearly show how ideas are connected.

Transitions show how ideas are connected, but there is little variety.

Some transitions work well, but some connections between ideas are fuzzy.

The transitions between ideas are unclear OR nonexistent.

The conclusion is strong and leaves the reader solidly understanding the writer’s position. Effective restatement of the position is evident and a thought-provoking comment is included.

The conclusion is recognizable. The author’s position is somewhat restated and there is a thought-provoking statement.

The author’s position is not clearly stated and there is no thought-provoking comment.

There is no conclusion–the paper just ends.

All sources used for quotes, statistics and facts are credible and cited correctly.Works Cited includes at least 2 sources and is formatted correctly

All sources used for quotes, statistics and facts are credible and most are cited correctly.Works Cited includes at least 2 sources and is mostly correct

Most sources used for quotes, statistics and facts are credible and cited correctly.Works Cited includes less than 2 sources

Many sources are suspect (not credible) AND/OR are not cited correctly. Be careful to avoid plagiarism.Works Cited is incorrect or absent

All sentences are well-constructed with varied structure.

Most sentences are well-constructed and there is some varied sentence structure in the essay.

Most sentences are well-constructed, but there is no variation in structure.

Most sentences are not well-constructed or varied.

Author makes no errors in grammar or spelling that distract the reader from the content.

Author makes 1-2 errors in grammar or spelling that distract the reader from the content.

Author makes 3-4 errors in grammar or spelling that distract the reader from the content.

Author makes more than 4 errors in grammar or spelling that distract the reader from the content.

Author makes no errors in capitalization or punctuation, so the essay is exceptionally easy to read.

Author makes 1-2 errors in capitalization or punctuation, but the essay is still easy to read.

Author makes 3-4 errors in capitalization and/or punctuation that catch the reader’s attention and interrupt the flow.

Author makes several errors in capitalization and/or punctuation that catch the reader’s attention and interrupt the flow.

Essay is excellent but still may need a couple of improvements.

Essay is good but needs a few minor improvements.

Essay is okay but needs some improvements.

Essay needs a lot of improvements.


Rubric Senior Essay Peer or Self-Assessment /48


Organize your research into an oral presentation. Complete the ISU Oral Presentation Outline handout. It is important that the outline be complete with times and details. Example: Do not write “this is when I will talk about the importance of setting.” Be specific about your subtopics and multimedia use. Example: Do write “on an overhead there will be three quotes from the novel (list them) referring to settings, and for each I will illustrate the relevance to the author (list them). The handout is designed as a guide. Reproduce the outline so that details can be included (approx. 2 pages typed). This may be handed in to the teacher in advance of the presentation for feedback purposes.

The presentation should:• Demonstrate how your author’s life affected the writing of their novel• Provide specific examples from both the biography and the novel. You must have a thesis and

purpose, and with examples you will develop this thesis• Be creative, interesting, and informative• NO script, notes, or cue cards will be permitted (reading off of anything is unacceptable)• Be 10 minutes in length (min/max)• Set up and take down must be no more than 5 minutes total• Demonstrate the student’s ability to incorporate multimedia aids (i.e., overhead projector, costumes

& props, audio)• NO computer-assisted technology will be permitted (i.e., PowerPoint, video clips)• NO Bristol board

Refer to rubrics for specific criteria to be assessed.

Presentation Do’s and Don’t’s


I.S.U. Component Four • Oral Presentation

1. Rehearse presentation in front of someone or by recording it; take notice of the time limits and stay within them.

2. Memorize your presentation if you can.3. Give a copy of presentation to someone close to the

front so that he/she can give you a cue when needed.4. Project your voice so that people at the back can hear.5. Modulate your voice: emphasize important words.6. Stand in full view of the audience.7. Present yourself as confident and in control of the

situation.8. Feel free to move as you speak.9. Make eye-contact with members of the audience.10. Look around as you speak, involving your audience in

your presentation.11. Use audiovisual material whenever appropriate.12. Make sure that you know and understand the evaluation

criteria.13. Write on the whiteboard any names or places or

technical terms which your audience is unfamiliar with.14. Find out how to pronounce names, places, technical

terms.15. Keep all of your written work in case it is required in the

evaluation.

1. DON’T fidget at the front.2. DON’T make excuses for not being properly prepared.3. DON’T read your presentation without looking at the

audience.4. DON’T hide behind a desk or other objects.5. DON’T hold paper in front of you, especially if you are

nervous, because paper quivers with your quivering hand.

6. DON’T turn your back on your audience unless writing something on the board.

7. DON’T use slang or informal language in a formal presentation: avoid words such as “guys,” “goes,” “like,” “O.K.,” “right,” etc.

8. DON’T speak too quickly; your audience is trying to process a lot of new information.

9. DON’T pace back and forth.

Take a deep breath, relax,and begin with confidence!

Name: _____________________________________ Topic: ____________________________________

Novel: _____________________________________ Author: __________________________________

Briefly indicate what you will be doing in each of the following sections and how much time will be allotted for each (maximum of 2 pages). Be certain to rehearse several times for an accurate total time.

Introduction: Hook:

Background information of author, novel: 2 min.

Creative aspect used: __________ min.

Topic Development:Thesis:

Subtopic 1:

Examples:


Subtopic 2:

Examples:


Subtopic 3:

Examples:


Conclusion (thoughtful comment):Creative aspect used: __________ min.

Total Time __________ min.


I.S.U. Component Four • Oral Presentation Outline

You will be asked to stop at the 10 minute mark.

Name: _____________________________________ Topic: ____________________________________

Novel: _____________________________________ Author: __________________________________

Organization:∗ Hook (effectively) 0 1 2∗ Synopsis of literature (very brief – less than 1 min.) 0 1 2∗ Conclusion (effective) 0 1 2∗ Works Cited (handed in with rubric – MLA format) 0 1 2

Content:∗ Detail (amount) 0 1 2 3∗ Evidence (specific to novel) 0 1 2 3

Media:∗ Degree of originality/creativity and relevance to novel 0 1 2 3 4∗ Media effectiveness (e.g. clear, easily seen/heard; min. 3 mediums) 0 1 2 3

Language∗ Effective voice (appropriate, expressive, clear projection) 0 1 2 3 4

Overall Delivery:∗ Pace/speed (8-10 min.) 0 1 2 3∗ Fluidity of delivery (relaxed and rehearsed) 0 1 2 3 4 5∗ Style (posture, gestures, eye contact) 0 1 2 3 4 5

Duration: ____________

Total /38Comments:


I.S.U. Component Four • Oral Presentation Evaluation

Documents

Pickering High School • ENG3U • Grade 11 University ... · It is imperative that students keep up with the reading and bring their ... Jane Emma Sense and ... Nicholas The Horse