Thought of the Day

Ancient Greece/Rome Project and Rubric

What you will be doing:

Greece/Rome Independent Research Project

1. Students choose a project from the menu or propose a self-selected topic

2. Complete initial research steps with Mr. Werner & Mrs. Kozaka

3. Choose a product from the Product Choices Chart

4. Finish research with product and audience in mind

5. Complete product and present

Your choices:

Warning: Student Choice is the hardest and most time consuming option

Grading Rubric:

Research Standard	Level 4 Descriptor	Score
Defining the task	I defined the research task: -I developed an essential question to answer. -I identified the needed information and made a research plan. -I was able to narrow or expand my topic based on preliminary searching. Performance Indicators:
Locate and Access Information	I was able to access and gather information efficiently and effectively: -I evaluated technology resources and for strengths and weaknesses -I located resources using basic and advanced search strategies (i.e. author, title, keyword, subject; Boolean operators or limiters, copyright year, material type). -I used a system for organizing information and recording citation information
Use the Information	I evaluated my resources: -I was able to distinguish between relevant and irrelevant information recognizing inconsistencies or false claims, prejudice, deception, or manipulation.   -I evaluated reliability, validity, accuracy, authority, timeliness, and point of view or bias.
Synthesize the Information (The Product)	I organized new information from multiple sources to create a product that communicates the findings my research. Performance Indicator: -I determined whether the information from multiple sources fits together. -I drew conclusions based upon information gathered. -I have combined prior knowledge (or information from class) with information learned through research to show my new understanding. -I have chosen the product that best fits my topic.

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Book Talk Information

Independent Reading:  Suggestions and Expectations

As a seventh grader, students are expected to read regularly in an appropriate novel.  The following list of expectations was developed as a class in September, and they should be used to guide independent reading choices and time spent reading.

Independent Reading Expectations:

• Make a Plan:
• Keep a “To Read Next List” AKA: TRN
• Set a goal
• Keep a class recommended book list
• Take suggestions from others
• Maintain variety
• Read What You Like:
• Know your preferences
• Keep an open mind - Try new things!
• Finish books, but abandon those that don't fit
• Always Have a Book:
• Consult your list of books to read next
• Bring it to classes, home, school, EVERYWHERE
• Give Books a Chance:
• "Don't judge a book by its cover!"
• Try new genres and topics
• Read Regularly:
• Read at least 1.5 hours per week
• We will work to increase our stamina

An additional independent reading component will be a monthly book talk. The recommendation will serve as a vehicle for promoting good books in our classroom, it will build and refine oral presentation skills, and help students become avid readers.  Please refer to the “Book Talk Guide” and “Book Talk Rubric” to plan the presentation.  Because students read at different rates, there isn’t a specific due date for each book talk.  Instead, students should sign up to present their talk at least one week prior to the desired presentation date.  For some, mapping out a long term assignment such as this, and balancing the open-ended nature is a challenge.  It may be beneficial to use the school planner or Google calendar to determine how much of a particular novel should be read nightly in order to leave enough time to write and practice the oral presentation.  I am always available to assist with this process.

Independent Reading: Book Recommendation Rubric

*The categories in gray are all parts of a cohesive summary.*

CATEGORY	5	3	1	Comments
Setting	Both the place where the story took place and the time period were named.  The place was clearly described using evidence from the text to show how it is important to the plot.	The place where the story took place, and the time period are named.  There is a connection made between the setting and plot.	The place where the story took place, and the time period are named.
Characters	The main characters are named and clearly described. Evidence from the text was used to show how the characters typically behaved and how they changed due to the major events.	The main characters are named and described. Evidence from the text was used to show the characters.	The main characters are named and described.
Problem/ Plot	It is clear to the audience what problem the main character(s) face.  At least five major events from the rising action are described.	It is clear to the audience what problem the main character(s) face.  At least four major events from the rising action are described.	The problem facing the main character(s) is presented. At least three major events from the rising action are described.
Theme	The theme/central idea of the book is presented and evidence from each part of the book was used to show how the theme developed.	The theme/central idea of the book is presented and evidence was used to show how the theme.	The theme/central idea of the book is presented.
Presentation Skills	The presentation is organized to build a clear understanding of the novel. The presenter uses appropriate eye contact, adequate volume, and clear pronunciation.	The presentation is organized. The presenter uses appropriate eye contact, adequate volume, and clear pronunciation.	The presentation is mostly organized. The presenter fluctuates between appropriate eye contact, adequate volume, and clear pronunciation.

Independent Reading: Book Talk Planning Sheet

*You must complete one book talk per month.*

Introduction	Include: Title of book, author and genre Catch the reader's interest
Body	Include the following: Setting: Where and the story takes place -Description: Is the setting real or imaginary? When the story takes place - present day, earlier time period, or future. Main Characters: Brief description of who the story is about. How does the character(s) influence the story: setting, point of view, and plot?   How does he/she change throughout the book? Plot: What is the conflict with the main character(s) as the story begins? Is the main character trying to achieve something or overcome a problem? Describe the important things (rising action) that happen to the main character(s) as the story progresses.  (Please DO NOT give away the ending of the story.)                     Theme: (consult the list of most common themes) Possible theme: Textual evidence to support the theme:
Conclusion	Include the following: Your opinion of the book Strengths and weaknesses of the book

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