please read the following and complete. please follow instructions and rubric carefully

timer Asked: Oct 4th, 2018
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Question description

The book is the one you previously chose: Budhos, M. T. (2016). Watched. New York: Wendy Lamb Books

Create a 10-15-slide PowerPoint presentation that includes the following for the selection:

  1. Title, author, publisher, date in correct APA format, and an image of the book jacket
  2. Reading level
  3. Genre
  4. Overview of plot
  5. Theme(s)
  6. Include a distinct and important passage for this book.
  7. Provide background on the author such as short biography, highlights on website, and other written works
  8. Has this book been challenged? If so, upon what grounds was it challenged?
  9. What interdisciplinary connections can be made to this book?
  10. What kind of reader might enjoy this book? Would this be a good text with which to engage a reluctant reader? Why or why not?
  11. Discuss why this book must be in the secondary English teacher’s classroom.
  12. Find a sample detailed lesson plan idea that might help engage the students with the content of this book. You may adapt a lesson you find online; be sure to properly cite and reference your source.

Sample Final Book Project on Speak by Laurie Halse Anderson ENG-130 Young Adult Literature Speak by Laurie Halse Anderson 1999 Anderson, L. H. (1999). Speak. New York, NY: Farrar Straus Giroux. Reading Level Lexile level 690 which means it is at a 6th or 7th grade reading level. Recommended for grades 7- 12 or ages 12 and up. Genre Realistic fiction According to Bucher and Hinton (2014): Mirroring life as some people experience it, realistic fiction deals with many complex issues and situations.… At its core, a well-written realistic fiction novel is about people, their problems, and their challenges. The characters in the novel should be believable and their language and actions should be appropriate for the setting of the story. (p. 142) Plot High school freshman Melinda Sordino is an outcast from her high school and shunned by her former friends for calling the police to a party during the summer. The book takes us through her painful freshman year, her interactions with her new and her ex-friends, and her personal thoughts, eventually revealing that she was a victim of a rape at that party and has not told anyone. Themes • • • • Friendships and relationships Alienation and belonging Coping with violence Finding identity or, in this case, voice From Speak “THE FIRST TEN LIES THEY TELL YOU IN HIGH SCHOOL 1. We are here to help you. 2. You will have time to get to your class before the bell rings. 3. The dress code will be enforced. 4. No smoking is allowed on school grounds. 5. Our football team will win the championship this year. 6. We expect more of you here. 7. Guidance counselors are always available to listen. 8. Your schedule was created with you in mind. 9. Your locker combination is private. 10. These will be the years you look back on fondly.” (Anderson, 1999, p. 5-6) Audience This book would appeal to mature middle and high school students of both genders. Anderson has said that this book has especially connected with readers who have been sexually assaulted or traumatized as young adults, but all readers can find sympathy for and connection to Melinda. About the Author Laurie Halse Anderson is one of the most popular authors of YA literature. Her interview on Speak and how her personal experience effected her writing: Mk Challenges to Speak Speak has been challenged in a few school districts, most notably one in Missouri where it was referred to as “soft porn.” It was ultimately not taken out of the curriculum in that case. Anderson blogged about a more recent challenge in the following Huffington Post article: Why this book belongs This book belongs in English curriculum because it is engaging to the young adult reader and deals with ideas and themes that are relevant to them: identity, fitting in, friendships, dating, and sexual violence. Sample Learning Activity: Clans, Cliques and Outsiders 1. Read the following passage from Speak: Older students are allowed to roam until the bell, but ninth graders are herded into the auditorium. We all fall into clans: Jocks, Country Clubbers, Idiot Savants, Cheerleaders, Human Waste, Eurotrash, Future Fascists of America, Big Hair Chix, the Marthas, Suffering Artists, Thespians, Goths, Shredders. I am clanless. I wasted the last weeks of August watching bad cartoons. I didn’t go to the mall, the lake, or the pool, or answer the phone. I have entered high school with the wrong hair, the wrong clothes, the wrong attitude. And I don’t have anyone to sit with. [p. 4] Adapted from Sample Learning Activity: Clans, Cliques and Outsiders 2. In journals, respond to the following questions about the passage: • Who is the speaker? • What is the conflict that the speaker faces? • Why is the listing of different social circles significant? • What type of tone is used here? Why? Adapted from Sample Learning Activity: Clans, Cliques and Outsiders 3. In groups of four discuss the following questions: • Why are ninth graders treated differently than older kids? • Have you ever felt like the speaker? Share a time in your life when you feel that you can relate. • Why do you think things like hair and clothes are so important in high school? Is this different in life after high school? • Why is it important to have a “clan”? BE PREPARED TO SHARE WITH THE CLASS Adapted from References Anderson, L. H. (1999). Speak. New York, NY: Farrar Straus Giroux. Anderson, L. H. (2013). Really? Again? Speak labelled pornography. Huffington Post Books – The Blog. Retrieved from Brown, L. (2004). Speak out! Reach out! A thematic unit using Laurie Halse Anderson’s novel Speak and the Arizona English Language Arts Standards. Retrieved from 8finisher8 (2012). Interview on Speak [video file]. Retrieved from
Final Project Presentation 1 Unsatisfactory 0.00% 100.0 %Content 40.0 % All assignment content requirements must be included in the presentation. Presentation demonstrates understanding of selected book, author, and all criteria listed in assignment instructions. 40.0 % Presentation of Content 5.0 % Layout 2 Less than Satisfactory 65.00% 3 Satisfactory 75.00% Assignment Assignment Assignment requirements requirements are requirements are incomplete or included but some satisfied. unsatisfactory. Does items are inadequate Demonstrates not demonstrate or incomplete. basic understanding of the Demonstrates understanding of selected book, author, inadequate the assignment and other assignment understanding of the criteria. criteria. selected book, Demonstrates author, and other basic assignment criteria. understanding of the selected book, author, and other assignment criteria. The content lacks a The content is vague The presentation clear point of view in conveying a point slides are and logical sequence of view and does not generally of information. create a strong sense competent, but Includes little of purpose. Includes ideas may show persuasive some persuasive some information. information. inconsistency in Sequencing of ideas is organization unclear. and/or in their relationships to each other. The layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability. The text is extremely difficult to read with long blocks of text, small point size for fonts, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or bold formatting is evident. 5.0 % Language Inappropriate word Use and Audience choice and lack of Awareness variety in language (includes sentence use are evident. Writer appears to be 4 Good 85.00% 5 Excellent 100.00% All assignment All assignment requirements are requirements are complete and completed covered expertly. exceptionally Demonstrates well. professional-level Demonstrates understanding of complete the selected book, understanding of author, and other the selected book, assignment author, and other criteria. assignment criteria. The content is The content is written with a written clearly and logical concisely. Ideas progression of universally ideas and progress and relate supporting to each other. The information project includes exhibiting a unity, motivating coherence, and questions and cohesiveness. advanced Includes organizers. The persuasive project gives the information from audience a clear reliable sources. sense of the main idea. The layout shows The layout uses The layout The layout is some structure, but horizontal and background and visually pleasing appears cluttered vertical white text complement and contributes to and busy or space each other and the overall distracting with appropriately. enable the message with large gaps of white Sometimes the content to be appropriate use of space or a fonts are easy to easily read. The headings, distracting read, but in a few fonts are easy to subheadings, and background. Overall places the use of read and point white space. Text is readability is fonts, italics, bold, size varies appropriate in difficult due to long paragraphs, appropriately for length for the lengthy paragraphs, color, or busy headings and target audience too many different background text. and to the point. fonts, dark or busy detracts and does The background background, overuse not enhance and colors enhance of bold, or lack of readability. the readability of appropriate the text. indentations of text. Some distracting Language is The writer is The writer uses a inconsistencies in appropriate to the clearly aware of variety of sentence language choice targeted audience audience, uses a constructions, (register) and/or for the most part. variety of figures of speech, word choice are appropriate and word choice in construction, word unaware of audience. choice, etc.) Use of primer prose indicates writer either does not apply figures of speech or uses them inappropriately. 5.0 % Mechanics of Slide errors are Writing (includes pervasive enough spelling, that they impede punctuation, communication of grammar, meaning. language use) 5.0 % Sources are not Documentation of documented. Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 100 % present. The writer exhibits some lack of control in using figures of speech appropriately. vocabulary for distinctive and the target creative ways that audience, and are appropriate to uses figures of purpose, discipline, speech to and scope. communicate clearly. Frequent and Some mechanical Slides are largely Writer is clearly in repetitive errors or typos are free of control of mechanical errors present, but are mechanical standard, written distract the reader. not overly errors, although a academic English. distracting to the few may be reader. present. Documentation of Sources are Sources are Sources are sources is documented, as documented, as completely and inconsistent and/or appropriate to appropriate to correctly incorrect, as assignment and assignment and documented, as appropriate to style, although style, and format appropriate to assignment and some formatting is mostly correct. assignment and style, with numerous errors may be style, and format is formatting errors. present. free of error.

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