Now that you have selected your novel, it is time to put those high-level pre-reading strategies you sharpened during the Shakespeare unit to work. Before you dive into Chapter One, spend a few minutes using your AI assistant to build a "mental map" of the themes, setting, and character archetypes you might encounter.
Reading a novel is not just about following the plot; it is about studying how a professional writer builds a world. In this assignment, you will act as a literary critic and a content creator, documenting your journey through the book in a series of video diaries.
As you read, you will record five video diaries. Try to space these out evenly—for example, every 50 to 60 pages, or at the end of major parts of the book.
For each entry, please address the following:
1. The "What" (Plot Summary)
2. The "How" (Writer's Craft)
3. The "Words" (Vocabulary Building)
4. The "Takeaway" (Your Creative Growth)
Before you submit, please complete the Pre-Submission Self-Assessment.
5 Video Diary files (spaced evenly throughout the reading process)
We are learning to:
Make inferences and develop a deeper understanding of a novel's themes and characters
Increase fluency with grade-appropriate academic and literary vocabulary
Connect elements of professional writing and plot development to their effectiveness in personal creative tasks
I can:
explore a range of story elements in my videos, demonstrating a clear understanding of the novel's progression
present my analysis using grade-appropriate vocabulary and insightful diction
connect specific aspects of the author's writing style to my own growth as a writer and creator
| Category | Level 4 | Level 3 | Level 2 | Level 1 |
|---|---|---|---|---|
| Knowledge/Understanding | Demonstrates a thorough and nuanced understanding of the novel's content and subtleties | Demonstrates considerable and accurate understanding of the novel's content | Demonstrates some understanding of the novel with occasional gaps | Demonstrates limited understanding of the novel's content |
| Thinking/Inquiring | Makes sophisticated inferences and demonstrates a deep, critical understanding of the text | Makes clear inferences and demonstrates a deeper understanding of the text | Makes some basic inferences and demonstrates a partial understanding | Demonstrates limited ability to make inferences or look beyond the surface plot |
| Application | Videos thoroughly trace major themes and plot points in a highly engaging and organized way | Videos clearly follow the plot and trace major themes in an engaging manner | Videos mostly follow the plot and themes with some level of engagement | Videos show limited success in connecting to the plot or major themes |
| Communication | Uses exceptional, professional vocabulary and confident presentation skills throughout the series | Uses grade-appropriate vocabulary and effective presentation skills to a considerable degree | Mostly uses grade-appropriate vocabulary; presentation may be slightly uneven | Uses limited vocabulary and shows inconsistent presentation skills |
Demonstrates a thorough and nuanced understanding of the novel's content and subtleties
Demonstrates considerable and accurate understanding of the novel's content
Demonstrates some understanding of the novel with occasional gaps
Demonstrates limited understanding of the novel's content
Makes sophisticated inferences and demonstrates a deep, critical understanding of the text
Makes clear inferences and demonstrates a deeper understanding of the text
Makes some basic inferences and demonstrates a partial understanding
Demonstrates limited ability to make inferences or look beyond the surface plot
Videos thoroughly trace major themes and plot points in a highly engaging and organized way
Videos clearly follow the plot and trace major themes in an engaging manner
Videos mostly follow the plot and themes with some level of engagement
Videos show limited success in connecting to the plot or major themes
Uses exceptional, professional vocabulary and confident presentation skills throughout the series
Uses grade-appropriate vocabulary and effective presentation skills to a considerable degree
Mostly uses grade-appropriate vocabulary; presentation may be slightly uneven
Uses limited vocabulary and shows inconsistent presentation skills