ENG 2DI MSIP/Independent Novel Study

Your independent novel will come from a pre-approved list (they have been deemed appropriate for the grade 10 Academic
level). You can borrow these books from the Huron Heights Library, any one of the city libraries (for both of these options, be
sure to stay on top of the renewal dates), or you can purchase your own copy. Buying your own copy allows you to build
your personal reading library, gives you your frst choice of book, means that you dont have to sweat due dates and late fnes,
and also allows you to write in your book or use sticky notes to help you with your assignments. Try one of our many local
used book stores!!
You may be given some class time to read your novel; however, you should count on reading most of it on your own time, or
during MSIP.
Step One: Choose your group, a book and Start Reading!!
Listen carefully to the book talks and later peruse the cart with the pre-approved books. The librarian has a list of all pre-
approved titles. Note: If you wish to read a book that is not on the list, you need to bring a copy of the book in so that your
teacher may approve it before you start reading it. We require you to read a book that you have never read before, either from
another course/class/grade or for yourself. The novel should be a quest novel. There is a vast selection of appropriate
books in our library.
Divide your book into roughly three sections and have them completed before the paragraph due dates. It is highly
recommended that you take careful notes on plot, character (development), setting, confict and theme throughout the course
of your reading.
You must have your book selected and approved by: ____________Wednesday October
15
th
.__________________________________________________
Step Two:The Formal Paragraph Checkpoints
You will write two formal paragraphs during the independent novel study. Because these paragraphs are formal in both tone and
language, they cannot include I, you or any contractions. Both will be marked for completion and you will choose one of
them for formal evaluation. You must submit BOTH paragraphs in order to receive the mark for the selected polished
paragraph. Paragraphs will be evaluated using the attached rubric.
The two topics are:
1.The setting can often create a confict for the characters. Identify one setting in your novel and explain how it creates
confict for one character. Identify and argue TWO ways that the setting poses that confict.
Due: __Monday, November 3rd_____________________________________________________________
2.Dynamic characters often experience personal growth in a story and end up learning something along the way.
Using a main character from your novel, argue one lesson that he or she learns. . Identify and argue TWO ways that
he or she learns that lesson.
Due: ____Monday, November 17th___________________________________________________________
Each paragraph will contain:
an introductory statement which states your argument (thesis)
two clear points each supported by a quotation and explanations (that is 2 quotations in total for each paragraph)
a conclusion.
Evaluation: Mark: /20 Name: _______________________________
Step Three: Creative Presentation
Category Level 4 Level 3 Level 2 Level 1 Below Level
Intro:
Thesis
Thought-provoking
thesis (focused, well-
expressed, logical) that
immediately engages
the reader and sets up
the argument.
Good, solid thesis that
engages the reader.
Clear but standard;
author sets up
argument.
Thesis needs
clearer expression,
sharper defnition.
Weak/vague thesis;
attempted but not clear.
Author does not set up
argument.
Very weak or absent
thesis
Point #1
Proof and quotation are
insightful, strong,
innovative,
specifc; add depth to
argument
Quotations are
contextualized,
integrated efectively
Explanation develops
insightful and
sophisticated
progression of
argument
Proof and quotation are
strong and
specifc; adds some
depth to argument
Good integration of
quotations; context is
present
Explanation develops
logical and clear
progression of
argument
Proof and quotation
ofered but are
ordinary or not very
strong or are hard to
discern
Awkward integration
of quotations; speaker
or context is brief or
unclear
Explanation somewhat
develops argument;
limited progression
Limited or superfcial
proof ofered;
quotation is unrelated
to proof; or proof is
used improperly
Weak integration of
quotations; context or
speaker is missing
Limited explanation;
argument does not
progress logically or is
plot summary
Little to no proof
ofered; quotation is
missing
Little or not integration
of quotations
Very limited to no
explanation; argument
stalls
Point #2
Proof and quotation are
insightful, strong,
innovative,
specifc; add depth to
argument
Quotations are
contextualized,
integrated efectively
Explanation develops
insightful and
sophisticated
progression of
argument
Proof and quotation are
strong and
specifc; adds some
depth to argument
Good integration of
quotations; context is
present
Explanation develops
logical and clear
progression of
argument
Proof and quotation
ofered but are
ordinary or not very
strong or are hard to
discern
Awkward integration
of quotations; speaker
or context is brief or
unclear
Explanation somewhat
develops argument;
limited progression
Limited or superfcial
proof ofered;
quotation is unrelated
to proof; or proof is
used improperly
Weak integration of
quotations; context or
speaker is missing
Limited explanation;
argument does not
progress logically or is
plot summary
Little to no proof
ofered; quotation is
missing
Little or not integration
of quotations
Very limited to no
explanation; argument
stalls
C
o
n
c
l
u
s
i
o
n
Wraps up thesis/
argument very
insightfully; makes
insightful connection to
real life
Wraps up thesis/
argument clearly;
makes clear connection
to real life
Ordinary; may wrap up
thesis/argument;
attempts connection to
real life
Does not adequately
wrap up thesis/
argument; does not
adequately connect to
real life
Very weak; does not
wrap up thesis/
argument; no attempt
at connection to real life
S
t
y
l
e

a
n
d
M
e
c
h
a
n
i
c
s
Writing is crisp; mature
vocabulary;
sophisticated
transitions
No/very minor
spelling, grammar,
punctuation errors
Writing is quite good;
above average
vocabulary; clear
transitions
Few spelling, grammar,
punctuation errors
Writing is average;
vocabulary is ordinary;
aim for more
sophisticated
transitions
Some spelling,
grammar, punctuation
errors
Writing is not strong;
reliance upon lower-
level vocabulary; few
transitions
Several spelling,
grammar, punctuation
errors
Writing is below
standard for level
Many, many
mechanical errors
M
L
A
Flawless or extremely
minor errors
Minor mistakes. A
reasonably good
understanding of MLA
formatting has been
demonstrated
Some mistakes. More
care or understanding
needed re: proper MLA
formatting
requirements
Many mistakes,
signifcant weaknesses
in the understanding of
the MLA formatting
Serious weakness in the
understanding of MLA
formatting, no Work
Cited page
Your group will creatively present the following information to the class:
1.Explain how your novel fts with the quest pattern, using a visual of some sort
Discuss at least fve of the elements of the hero archetype in connection with your novel
Clearly explain an example from your novel to support each pattern element that you discuss
There should be quotations from the novel to support your examples
Create a visual to help the class understand how the quest pattern applies to your novel
2.A brief discussion in response to the following question: Whats the point of your story even though it is not true? Refer
back to Sanders article from the beginning of the semester for ten excellent reasons that you can choose from.
Include two reasons. Be able to explain your reasons in good detail. Use examples from the story to help you.
Your presentation should be about 5 minutes in length.
You will NOT be going up to the front of the class and mechanically responding to the above requirements. Be Creative!
You may choose one of the following ways to express the above elements of your novel:
An interview with a main character
A dramatization (puppet show, cartoon, claymation, etc.)
An author book signing scenario
An artifact Box
Anything else you can think of (with teacher approval)
While creativity is important, it should not interfere with your ability to clearly communicate the content to the class.
The presentation aspect may be done in front of the class OR prepared ahead of time and flmed. It is your responsibility to
make sure that your technology works on the schools technology and that you arrange for the required equipment with your
teacher in advance.
Sample Setting Paragraph Level 4:
In Anne Frank: Diary of a Young Girl, the setting of the Secret Annex creates hardship for the characters because it
isolates them from the rest of the world. For instance, being separated from the outside world means that Anne and her
family cannot eat nutritious food because they have limited access to it. Anne tells the reader that the people they obtained
food coupons from had been caught so they only had their own ration cards and no extra coupons. As a result, Anne states,
From tomorrow we shall not have a scrap of fat, butter or margarine leftOur supper today consists of a hash made from
kale which has been preserved in a barrel (Frank 173). It is apparent that the meals are lacking in the key nutritional
elements of fat and protein. Annes family has to make due with only a single vegetable, which cannot provide enough
nutrients to sustain or satisfy them. The setting of the Secret Annexe causes this inability to get healthy food because Anne
and the other people cannot leave to search for food. As Jews, it is not safe for them to wander the streets of Amsterdam so
they must ration their food and eat what is available. Another way that the isolation of the Annexe creates hardship for
Annes family is that it is cold and drafty and several of them become sick but cannot leave to get medical care. For example,
Annes father, Otto, becomes quite ill early in their stay in the Annexe. Anne writes, Daddy is ill. He has a high temperature
and a red rash, it looks like measles. Think of it, we cant even call a doctor! Mummy is letting him have a good sweat.
Perhaps that will send his temperature down (Frank 42). Since the Jews are confned to the safety of the Annexe, they have
no access to medical care and must deal with Ottos illness in a primitive way. This creates hardship for Otto since he has to
sufer without medication and for his family since they are worried that he may not get well on his own. Confned to their
small and cold rooms, the members of the Annexe have limited options to help Otto. In summary, it is clear that the setting of
the Secret Annexe causes hardship for Anne and her family because it isolates them, keeping them from acquiring healthy
food and medical attention. The isolation of this setting could easily cost these characters their lives.
Sample Setting Paragraph Level 2:
In the diary the setting is hard because it keeps the people from the rest of the world. Being seperated means that Anne
and her family cant eat good food. Anne says From tomorrow we shall not have a scrap of fat, butter or margarine left
Our supper today consists of a hash made from kale which has been perserved in a barel. (frank 173) The meals only have
one part to them, vegetables. They cant get healthy food because Anne and the other people cant leave to fnd more food. It
is not safe for them so they must eat what is available. Secondly it is cold and drafty and some people get sick. Otto, is one of
them. Anne says Daddy is ill. He has a high temprature and a red rash, it looks like measles. Think of it, we cant even call
a doctor! Mummy is letting him have a good sweat. Perhaps that will send his temprature down. (frank 42) Since they have
to stay inside, they cant fnd a doctor and must let Otto just sweat away his illness. This is bad because he has to sufer and
his family worries about him. Since they are stuck inside, the people have few ways to help Otto. In conclusion, the setting of
the Secret Annexe is hard for Anne and her family because it isolates them, keeping them from getting good food and a
doctor.
Contrast the following paragraphs with respect to:
1.How clear is the opening sentence? Does it state the argument? Is it obvious or insightful?
2.Look at the examples. Are there two of them? Are they related to the main argument?
3.Look at the quotations. Is the punctuation correct? Is there a lead-in? Are the quotations blended smoothly into the
text?
4.Look at the explanations. Do they explain how the example proves the point? Do they make an argument or just retell
the plot?
5.Look at the transitions? Are there enough? Are they unique or the standard ones?
6.Look at the concluding sentences. Do they summarize the main ideas and ofer a fnal thought?
7.Look at the vocabulary. Is it academic/elevated or simple?
8.What diferences do you notice between the two paragraphs?
Theme Paragraph Reminders:
1.Make a list of the big ideas presented so far in the frst two thirds of your novel. They may include such ideas as:
love, loyalty, friendship, sadness, power, justice, good versus evil, not ftting in, etc.
2.Choose one of those ideas.
3.Decide what the author wants to say about that idea. For example:
the author may be saying that being loyal to someone might make a character have to give up their own
beliefs.
Or, the author might suggest that while not ftting in can be painful, it provides a chance for the character to
discover their own unique skills/talents.
Or, the author might be saying that obsession isnt good so people who are obsessed need to be punished.
4.Turn that idea into your thesis sentence. For example,
In Shakespeares A Midsummer Nights Dream, he suggests to the reader that characters who are obsessive about
their love must be punished because that obsession is unhealthy.
5.Find two examples and quotations to help you prove this point.
6.Write your explanations. Connect them back to your main idea.
7.Add a concluding statement.