BRADFORD HIGH SCHOOL - PBworksmrsadkinsbhs.pbworks.com/w/file/fetch/88083493/Literacy Fair 2014... · BRADFORD HIGH SCHOOL" ... In order for sustained silent reading to be worthwhile

BRADFORD HIGH SCHOOL"2014-2015 LITERACY FAIR

OVERVIEW

Who participates?

Participation in the literacy fair is mandatory for all ninth and tenth grade students at Bradford high

School.

What is it?

The literacy fair is a way to encourage students to read, and also earn recognition as celebrated

readers and thinkers. Students will select a book to read and submit that book to their English teacher for

approval. The teachers will approve the book selection and have the option to provide students with

sustained silent reading time during the class period.

Students will analyze the growth of a particular dynamic character or person within their book.

Dynamic characters change throughout the course of a narrative. Students will create artifacts to measure

and interpret the transformation of this process.

When are the deadlines?

Follow the attached timeline for students deadlines. The literacy fair will take place in the media center

on January 20, 2015.

What do I, as the teacher, need to do to support this process?

First, ELA 9th and 10 grade teachers can provide students with in-class time to for the reading of the

novel, but are not required. In order for sustained silent reading to be worthwhile and effective, teachers may

provide the occasional bell ringer or exit slip that forces students to cognitively interpret their readings in the

perspective of character development. Secondly, teachers will follow the timeline and use the attached rubrics

to grade the assignments.

Why are we doing this?

Administration and the literacy committee are passionate about igniting a life-long love for reading and

an emphasis on academic performance. As we know, the more students read, the better they perform in all

subject areas.

"If you have any questions or concerns, please feel free to e-mail your teacher. The Literacy

Committee thanks you in advance for your support!


TIMELINE

10/27 Students must submit their book to their teacher for approval.

10/27-11/21 Teachers provide students with bell quizzes / assignments based on novels

12/1 Students must be finished reading novel.

12/12 All projects are due to teachers.

12/12 & 12/15 Students present their projects to their class.

1/6 Teachers turn in their selection of students to move to round 2.

1/20The literacy fair takes place in the media center. Judges view each student’s presentation. Round 2 students will present their projects to the judges. They will be excused from class to participate. A celebratory luncheon will be provided afterward.

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GUIDELINES & CHECKLIST

Size

• A standard tri-fold project board that unfolds to be 36”H x 48”W should be used.

Display/Safety

• Use the checklists as a guide when creating the literacy fair project.

• Identifying information (name of student, grade level, teacher) should be labeled on the back of the

storyboard. The student will lose points for identifying information being placed on the front.

• Storyboards should be colorful and interesting.

• Items on the board may be handwritten or typed.

• The storyboard content should match the age, grade level, and ability of the student presenting the project.

• For a student to move to the next round of the competition, students must be able to attend the literacy

fair on January 20, 2015.

• Projects must be able to withstand several levels of competition to prevent the student from rebuilding the

project at each level. The intent of this competition is for the same project to be judged at different levels.

• Students do not have to bring or display the book during the competition.

• No items should hang over the edge of the table or placed on the floor. However, students may hold or

wear items that coordinate with the project, if desired. Items used for the project are not to be alive,

valuable, or dangerous.

• All entries should represent only fictional books.

Board Requirements (Artifacts A-F) background of board represents the salient aspects of the book two body biographies of main character with symbols theme analysis well-written summary of the novel interactive, age-appropriate activity to create an interest in the text detached literary analysis essay, with citations ""

Presentation Requirements (Artifact G) a succinct summary of the book direct eye-contact and professionally appropriate body language demonstrations of interactive activities answering any clarifying questions from the judges

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ARTIFACT A

ARTIFACT A: Background of Board Represents the Salient Aspects of the Book "Description: Students are to determine the most important or noticeable aspects of the novel then creatively determine a way to use these as the background for their board. The background of the board should be designed in a way that the audience not only can understand what the book was about, but will be interested in reading the novel. "Requirements: 1. The background must represent the important or noticeable aspects of the novel. 2. The background should creatively represent evidence of study and effort. 3. It should be visually appealing. 4. It should demonstrate skill, craftsmanship, and imagination. "Rubric:

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Visual

The visuals on the background are clear, enticing, and accurately represent the salient aspects of the novel.

The visuals on the background are clear and represent the salient aspects of the novel.

The visuals on the background are present and represent the salient aspects of the novel, but they are messy or incomplete.

The visuals on the background are present, but are sloppy and lack clarity.

The visuals overall did not meet the requirements

Originality

Most of the graphics used reflect an exceptional degree of student creativity. Elements are relevant in both their representation and placement.

Several of the graphics used reflect an exceptional degree of student creativity. Elements are relevant in both their representation and placement.

Several of the graphics used reflect an exceptional degree of student creativity. Elements are relevant in either their representation and placement.

Graphic representations appear random in placement or content.


Skill and Craftmanship

The background clearly demonstrates outstanding effort, craftsmanship and skill.

The background demonstrates basic effort, craftsmanship and skill.

The background demonstrates some effort, craftsmanship and skill.

The background demonstrates basic minimal, craftsmanship and skill.

The background demonstrates no effort, craftsmanship or skill.

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Visual

The body, as well as the symbolic images, were clear and colorful; the meanings of symbols are clear and accurate; The character’s body, clothing, and symbolic images are appropriate

The body and symbolic images were appropriate; symbols were present. The character’s body and clothing were appropriate.

The body as well as the symbolic images were somewhat completed, colorful, and accurately depict the main character

The body or the symbolic images were either incomplete, not colored, or did not make sense


Originality






Writing Conventions

Sophisticated vocabulary; sentence variety; quotations are smoothly blended; varied quotation integration

Effectively blends direct quotations with explanatory words and phrases to introduce quotations; some varied quotation integration

Blended quoted material smoothly, but sentence structure lack variety - basic and obvious; lacks varied quotation integration

Problems with sentence clarity, redundancy; no varied quotation integration; some vague sentences; little use of class vocabulary

Serious problems with coherence and sentence clarity; most sentences need revision; no varied quotation integration

ComponentsAll components of both body biographies were clear and well presented.

All components of the body biography were completed.

Most of the body biography components were completed.

Some, not many, of the body biography components were completed.

Little to none of the body biography components were completed.


ARTIFACT BARTIFACT B: Two Body Biographies

Description: A body biography is a visual and written representation illustrating the character and several aspects of that character’s life and personality within the story. You must analyze the main character of the text for this artifact. The character traits you choose to represent the character should be based on the text. You should have 2 body biographies: one should describe the character at the beginning of the novel, and the other should describe the character at the end of the novel. The difference in the body biographies should demonstrate the change your character experienced in the novel. Requirements: For each body biography you should have the following: 1. Three visual symbols that represent traits or qualities of the main character of your text, which you will place

somewhere significant on the body. a. For example, the character’s brain or spine is a good place to illustrate his main motivation. His heart might

be a good place to illustrate important relationships or what he treasures. 2. A short paragraph explaining why you chose these symbols, what they represent, what they say about that

character’s personality, and why you chose to place them where you did on the body. a. Properly cite your quote in MLA format. b. Identify your quote as either indirect or direct characterization.

3. One quote from the story spoken by or about the character. This quote should characterize, or show the reader something important about the character.

4. A motto by which the character would live or might say that relates to his personality. a. Example: You only live once. (DO NOT use this example.)

Rubric:

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ARTIFACT CARTIFACT C: Theme Analysis

Description: The theme of a work of literature is the comment the author makes about his or her subject matter, a revelation about the behavior of human beings or the conduct of society; an insight into the human condition. It is the insight we gain from thinking about what we have read. The theme of a literary work is central idea, or the generalization it communicates about life. Ideas to consider: 1. What important idea or theme does this literary work convey? 2. What do the characters do that help illustrate this idea? 3. What do the characters say that help illustrate this idea? 4. What events take place in the work that help illustrate this idea? 5. Are there any recurrent images or clusters of images? Do these images support the idea or theme that you

find in the work? 6. What does the narrator say that helps illustrate this idea? Requirements: 1. Write 1 paragraph that explains how the novel presents a truth about life and/or humanity. 2. You need to include a well written claim, text evidence, and an explanation. Rubric:

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Meaning

Includes a clear, thoughtful controlling idea that reveals understanding about the theme

Includes a controlling idea that reveals understanding of the theme

Implies a vague controlling idea that alludes to the theme

Provides a vague controlling idea that loosely relates to the theme

Includes no clear controlling idea.

Development

Offers thoughtful analysis and text evidence for the theme presented and clearly explains the text evidence and the relation to the claim in the paragraph.

Offers an analysis and text evidence for the theme and explains the text evidence and relation to the claim

Offers a vague analysis and text evidence that relates to the theme. The explanation either describes the relation to the claim or describes what the text evidence means.

Offers a vague analysis but lacks texts evidence and the explanation is confused or unclear

Offers no analysis of proof.

Organization

Structure of paragraph follows the claim, text evidence, and explanation format.

Structure follows the claim, text evidence, and explanation format, but with minor deviation.

Structure of paragraph may include some proof or analysis, but not in a logical order.

Structure of paragraph is lacking organization, but the meaning can be understood.

The structure has no apparent organization.

Conventions






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Main Characters and Setting

Summary contains an excellent description of all main characters and the setting. The main conflict in the story was described in great detail.

Summary contains a good description of all main characters and the setting. The main conflict in the story is included but missing details.

Summary contains a fair description of all main characters and the setting. The main conflict is described in very little detail.

All main characters and/or the setting weren't described. The main conflict is stated but not described.

No final summary written.

Major Events

"Major events from the story's beginning, middle, and end were carefully chosen and fully described.

"Major events were chosen but many details are left out.

"A few events were chosen and they were not adequately described.

"Events were mentioned but not fully described. Sounds more like a timeline than a summary of events.


Conflict The conflict and the conflict’s resolution is clearly described.

The conflict and the conflict’s resolution is described, but lacks clarity.

The conflict and the conflict’s resolution is described but is vague or incorrect.

The conflict is described, but the resolution to the conflict is not.


Conventions







ARTIFACT D

ARTIFACT D: A Well Written Summary "Description: A summary conveys the narrative arc of your novel; it shows what happens and who changes, from beginning to end. The summary supplies key information about your novel (plot, theme, characterization, setting), while also showing how these coalesce to form the big picture. To summarize is to condense a text to its main points and to do so in your own words. To include every detail is neither necessary or desirable. Instead, you should extract only those elements which you think are most important. Requirements: 1. Give a clear idea of the novel’s core conflict 2. Describe the major characters and setting 3. Describe the major events, goals, and motivations 4. Show how the conflict is resolved Rubric:

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ARTIFACT E

ARTIFACT D: Interactive, Age-Appropriate Activity or Project Create an Interest in the Text " "Description: The purpose of the literacy fair is to create a love of reading for all students. In order to achieve this, one components must engage the audience with the novel. A literary activity or project should be a way to persuade the audience to read the novel. It should be persuasive in nature, and engage the audience. This can be as simple as a movie poster that creates interest, or as complex as a custom video. Requirements: 1. Creative activity or project to persuade the audience to read the novel. 2. It should be visually appealing for the audience. Rubric:

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Persuading Visual

The visuals for the project or activity are clear, enticing, and persuade the audience to read the novel

The visuals for the project or activity are clear and persuade the audience to read the novel.

The visuals are present and persuade the audience to read the novel, but they are messy or incomplete.

The visuals for the activity or project are present, but are sloppy and lack clarity.


Originality






Skill and Craftmanship

The project or activity clearly demonstrates outstanding effort, craftsmanship and skill.

The project or activity demonstrates basic effort, craftsmanship and skill.

The project or activity demonstrates some effort, craftsmanship and skill.

The project or activity demonstrates basic minimal, craftsmanship and skill.

The project or activity demonstrates no effort, craftsmanship or skill.


ARTIFACT F

ARTIFACT F: Detached Literary Analysis Essay "Description: A literary analysis is not merely a summary of a literary work. Instead, it is an argument about the work that expresses the writer’s personal perspective, interpretation, judgment, or critical evaluation of the work. This is accomplished by examining the literary devices, word choices, or writing structures the author uses within the work. The purpose of a literary analysis is to demonstrate why the author used specific ideas, word choices, or writing structures to convey his or her message. "Requirements: 1. Answer the following question in essay form: how does the author use the exploration of theme to develop

the main character? 2. The essay should be 2 pages in length for students receiving a regular English credit. Any student receiving an

honors credit should have an essay 3 pages in length. 3. Essays should use Times New Roman font and be double spaced. 4. The essay should follow MLA format. For more information regarding MLA format, go to the following website:

https://owl.english.purdue.edu/owl/resource/747/01/. Rubric: See page 10.

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https://owl.english.purdue.edu/owl/resource/747/01/

https://owl.english.purdue.edu/owl/resource/747/01/

BRADFORD HIGH SCHOOL"2014-2015 LITERACY FAIR ARTIFACT F RUBRIC

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Introduction

-Introduction grabs attention and provides meaningful context to a persuasive argument. -Conclusion effectively restates the argument, but fresh language and meaningful insight leaves the reader wanting more.

-Introduction sparks some interest and effectively introduces a reasonable argument. -Conclusion restates arguments but uses new language and shows understanding of the big picture.

-Introduction provides context for the argument but does not spark interest. -Conclusion restates arguments, but recycles previous statements verbatim

-Introduction or conclusion does not flow with the argument of the paper-Introduction or conclusion contains blanket or vague statements; needs development to be effective

-No introduction or conclusion

Thesis

Thesis is a thoughtful and clear argument, which makes a unique claim about the novel.

Thesis is a thoughtful argument that makes an interesting claim about the novel.

Thesis is an argument that may be unoriginal or too simple, lacks specificity.

Thesis is not an argument and lacks specificity.

Thesis not evident; thesis is a fact or plot summary; thesis not in correct position

Topic Sentences and Transitions

Topic sentences contribute to the highly persuasive nature of the argument.

Topic sentences articulate a precise argument; logically linked to thesis.

Topic sentences are present and make an argument connected to the thesis; however, ideas are obvious and basic.

Topic sentences are not linked to the thesis.Topic sentences show misunderstanding of the text or prompt.

Topic sentences are not evident.Topic sentences are facts or summaries.

Evidence

-You have chosen the best evidence to support your point. -AND / OR Body paragraphs each have 2 or more relevant examples / quotes to support the argument.

-Your evidence is convincing and supports your argument.-AND/OR Most of the body paragraphs have 2 examples / quotes to support the argument.

Evidence is present, but not the best possible evidence. -AND/OR Body paragraphs include 1 example/quotation.

Evidence chosen does not support thesis / topic sentence.-AND/OR Body paragraphs include 1 example/quotation.

Little or no evidence is present.

Commentary

Creative / original ideas and insights; extensive commentary, refreshing; goes beyond obvious and basic commentary

Analysis is believable and convincing, a few assertions may lack specific examples, but assertions are still clearly connected to the argument

Analysis supports your argument, but ideas are obvious and basic

Ideas lack development; misunderstanding of prompt or text; illogical argument

Analysis not present simply plot summary Analysis does not address the prompt

Style, Vocabulary, Sentence Structure







ARTIFACT G

ARTIFACT G: Presentation "Description: The purpose of the literacy fair is to create a love of reading for all students. In order to achieve this, one components must engage the audience with the novel. A literary activity or project should a way to persuade the audience to read the novel. It should be persuasive in nature, and engage the audience. This can be as simple as a movie poster that creates interest, or as complex as a custom video. Requirements:

1. a succinct summary of the book 2. direct eye-contact and professionally appropriate body language 3. demonstrations of interactive activities 4. answering any clarifying questions from the judges

Rubric:

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Eye Contact and Body Langauge

Holds attention of entire audience with the use of direct eye contact, seldom looking at notes. Movements seem fluid and help the audience visualize.

Consistent use of direct eye contact. Made movements or gestures that enhances articulation.

Direct eye contact was used most of the time, but the speaker kept returning to notes. Displays mild tension with body language.

Displayed minimal eye contact with audience, while reading mostly from the notes. Very little movement or descriptive gestures.

No eye contact with audience, as entire report is read from notes. No movement or descriptive gestures.

Enthusiasm and Elocution

Demonstrates a strong positive feeling about the novel throughout the presentation. Uses a clear voice and correct, precise pronunciation of terms so that the audience can hear the presentation.

Demonstrates a positive feeling for the majority of the presentation. Uses a clear voice and correct, precise pronunciation of terms so that the audience can hear the presentation.

Occasionally shows positive feelings about topic. Voice is clear. Student pronounces most words correctly.

Shows some negativity towards the topic or novel. Student’s voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation.

Shows absolutely no interest in topic or novel presented. Student mumbles, incorrectly pronounces terms, and speaks too quietly for a majority of student to hear.

Content

Student demonstrate full knowledge of the topic by presenting information in a logical, interesting sequence, which the audience can follow.

Student demonstrates an understanding of the topic by presenting the information in a logical and somewhat interesting sequence.

Student demonstrate some understanding of the text and presents the information in a logical sequence that the audience can follow.

Student demonstrate difficulty understanding the text. Audience has difficulty following presentation because students jumps around.

Student does not have grasp of information. Audience cannot understand presentation because there is no sequence of information.


JUDGE’S RUBRIC

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Judge Number: _________________ Participant Number: _________________ "All of the following must be present:

background of board represents the salient aspects of the book two body biographies of main character with symbols theme analysis well-written summary of the novel interactive, age-appropriate activity to create an interest in the text detached literary analysis essay, with citations "

Deduct 10 points for EACH of the above elements that are not present on the board. ______

CATEGORY SCORING POINT TOTAL

Clarity of Writing

-Captures attention

-Easily understood

Lowest Highest

1 2 3 4 5

1 2 3 4 5

_______ points / 10 points

Creativity

-Has originality of ideas

-Demonstrates imagination of production / presentation

-Has clever, inventive, and effective use of materials to express ideas

Lowest Highest

1 2 3 4 5 6 7 8 9 10

1 2 3 4 5 6 7 8 9 10

1 2 3 4 5 6 7 8 9 10


Quality of Project

-Follows directions

-Demonstrates skill, craftsmanship, and durability

Lowest Highest

1 2 3 4 5 6 7 8 9 10

1 2 3 4 5 6 7 8 9 10


Thoroughness of Written Information

-Proper emphasis is placed on important items with citations

-Completely portrayed the concept of the book

Lowest Highest

1 2 3 4 5 6 7 8 9 10

1 2 3 4 5 6 7 8 9 10


Interest Evoked

-Represents real study and effort

-Exihibit is appropriate to age level

-Encourages viewer to read this book

-Project is visually appealing

Lowest Highest

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5


Questions Judges can ask:

1. Which character was your favorite in the novel? Why?

2. How did you decide upon the design of the project?

3. Provide a summary of the novel.

4. Demonstrate interactive activity or project.

5. Why should I read this novel?

Total Points __________ "Points Deducted __________ "Grand Total __________

Documents

BRADFORD HIGH SCHOOL - PBworksmrsadkinsbhs.pbworks.com/w/file/fetch/88083493/Literacy Fair 2014... · BRADFORD HIGH SCHOOL" ... In order for sustained silent reading to be worthwhile