Read your novel assigned by Miss R.
Have a great break!! Be safe. Be environmentally aware and protective too. :D
You will be given time in class to complete the Paper Bag book report project when you come back. Each student has at least one other peer who is reading the same book to share ideas with.
Final standings for week 1:
Candyland 90
Team Chaotix 80 (disputed/challenged 10 points)
Superdupers 40
Falcons 10
FYI (From the handout I gave on Friday.)
Grade 7
The Paper Bag Book Report Project
Now that you have completed reading your novel, you will complete a book report project. This project has many parts and will be presented on a paper bag. You will also create several “mini models” of items that represented an important part of the book. These items will be kept inside the paper bag.
MYP Areas of Interaction
Approaches to learning
Guiding Question
How do I communicate my understanding?
Your Completed project will have the following parts:
Front- Title page
Back- Summary of the Novel
Side 1- Vocabulary list
Side 2- Setting map
Inside- Character model
-5 important items
Parts
Front
Design a title page for your book report. Include the following information clearly:
Title of the book
Author’s name
An appropriate image
Your name
Back of Paper Bag
Complete a summary of the novel. This should include a retelling of the introduction (setting), rising action events, climax, denouement (falling action) and conclusion.
Side 1 of Paper Bag
Make note of 15 new or unusual vocabulary words from your novel. Find and record the definition of each word. Use each word in a sentence to show its meaning
Side 2 of Paper Bag
Create an illustrated map of the events and settings in your novel. You should clearly label the map and its parts.
Inside Paper Bag
Character
Create a model of the main character. Base your model on evidence found in the book. Include this evidence attached to, or with your model.
Five Important items
Select 5 items featured in the book that are important to the telling of the story. Design and create these items to be included in your paper bag project. A short explanation as to why you chose these items needs to be attached to each item.
Assessment
For this project you will be assessed using the attached MYP rubrics.
Due Date: April 2, 2007
Comment 1 - contains the Ontario reading, writing and oral communication rubrics I will be using to assess. (See the chart form in handout.)
Grade 7
The Paper Bag Book Report Project
Now that you have completed reading your novel, you will complete a book report project. This project has many parts and will be presented on a paper bag. You will also create several “mini models” of items that represented an important part of the book. These items will be kept inside the paper bag.
MYP Areas of Interaction
Approaches to learning
Guiding Question
How do I communicate my understanding?
Your Completed project will have the following parts:
Front- Title page
Back- Summary of the Novel
Side 1- Vocabulary list
Side 2- Setting map
Inside- Character model
-5 important items
Parts
Front
Design a title page for your book report. Include the following information clearly:
Title of the book
Author’s name
An appropriate image
Your name
Back of Paper Bag
Complete a summary of the novel. This should include a retelling of the introduction (setting), rising action events, climax, denouement (falling action) and conclusion.
Side 1 of Paper Bag
Make note of 15 new or unusual vocabulary words from your novel. Find and record the definition of each word. Use each word in a sentence to show its meaning
Side 2 of Paper Bag
Create an illustrated map of the events and settings in your novel. You should clearly label the map and its parts.
Inside Paper Bag
Character
Create a model of the main character. Base your model on evidence found in the book. Include this evidence attached to, or with your model.
Five Important items
Select 5 items featured in the book that are important to the telling of the story. Design and create these items to be included in your paper bag project. A short explanation as to why you chose these items needs to be attached to each item.
Assessment
For this project you will be assessed using the attached MYP rubrics.
Due Date: April 2, 2007
Comment 1 - contains the Ontario reading, writing and oral communication rubrics I will be using to assess. (See the chart form in handout.)
1 comment:
Assessment Rubric for Name:______________________Date:_________
Grade 7 Paper Bag Book Report Project Novel:______________________Grade:________
Level 1 - The student…
- explains and supports his/her interpretation of the text using evidence and makes inferences in a limited way
-makes judgements that are not based on evidence and inference from the text
-uses a basic knowledge of words, and uses cueing systems to read fluently in a limited way
- has difficulty reflecting on and identifying their strength as a reader, and cannot identify areas for improvement, and the strategies they found most helpful, during, and after reading unless assisted
Level 2
-somewhat explains and supports his/her interpretation of the text using evidence and sometimes makes logical inferences
-makes judgements based on evidence and inference from the text with some assistance
-uses knowledge of words, and uses cueing systems to read fluently with some errors
-reflects on and identifies their strength as a reader, and can identify areas for improvement, and the strategies they found most helpful, during, and after reading with some assistance
Level 3
-consistently explains and supports his/her interpretation of the text using evidence and makes logical inferences
-makes good judgements based on evidence and inference from the text
-uses knowledge of words, and consistently uses cueing systems to read fluently
-reflects on and identifies their strength as a reader appropriately, and can usually identify areas for improvement, and the strategies they found most helpful, during, and after reading
Level 4
-independently explains and supports his/her interpretation of the text using evidence and makes strong logical inferences
-makes precise judgements based on evidence and inference from the text
-uses knowledge of words expertly, and consistently uses cueing systems to read fluently
-reflects on and identifies their strength as a reader accurately, and can readily identify areas for improvement, and the strategies they found most helpful, during, and after reading
Writing
Level 1
-uses the conventions of spelling, grammar and punctuation with many major errors
-organizes ideas with great difficulty and uses paragraphs with some teacher assistance
-uses the process of draft writing, and revision using a variety of informational , literary, and graphic forms and stylistic elements appropriate for the purpose and audience in a limited way
Level 2
-uses the conventions of spelling, grammar and punctuation with several major errors
-organizes ideas somewhat logically, clearly and using paragraphs with some teacher assistance
-uses the process of draft writing, and revision using a variety of informational , literary, and graphic forms and stylistic elements appropriate for the purpose and audience in a basic way
Level 3
-uses the conventions of spelling, grammar and punctuation with some minor errors
-usually organizes ideas logically, clearly and precisely using paragraphs
-uses the process of draft writing, and revision using a variety of informational , literary, and graphic forms and stylistic elements appropriate for the purpose and audience
Level 4
-uses the conventions of spelling, grammar and punctuation with almost no errors
-organizes ideas logically, clearly and precisely using paragraphs
-accurately uses the process of draft writing, and revision using a variety of informational , literary, and graphic forms and stylistic elements appropriate for the purpose and audience
Oral Communication
Level 1
-responds with great difficulty to oral questions
-expresses ideas with very limited clarity and precision,
-uses speaking skills effectively to communicate for a variety of purposes in a very limited way
Level 2
-responds with some difficulty to oral questions
-expresses ideas with attempted clarity and precision,
-sometimes uses speaking skills effectively to communicate for a variety of purposes
Level 3
-responds appropriately to oral questions
-expresses most ideas and opinions with clarity and precision,
-usually uses speaking skills effectively to communicate for a variety of purposes
Level 4
-responds enthusiastically and fluently to oral questions
-expresses ideas and opinions with clarity and precision, demonstrating insight
-uses speaking skills effectively to communicate for a variety of
purposes
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