As the culmination of your investigation into the reading habits of your peers and others around you, you will be helping to choose the summer reading for the incoming Gr 12 class. Each ENG4U section will determine their top three books; the top three different books from amongst the various sections will be the three books on the summer reading list.
You will be split into groups of 5-6, each group with 1/3 of the books read in our section. Attempts will be made to create groups in which no one has read the books assigned to that group. Your group will discuss at least three books for 20-30m, and then arrive at a consensus about one to forward to the list from our class.
You will be evaluated on oral skills and your ability to support your arguments in discussion with information you have collected from various sources.
Timeline:
Week of May 11: groups and books assigned - begin prepping your arguments
Week of May 25 (long block) – oral summative prep time / exam review
Week of June 1 (during long block – selected timeslots TBA): oral summative.
Note: Attendance for your full presentation timeslot is mandatory – missing your timeslot for unforeseen circumstances will require a doctor’s note or equivalent and a make-up presentation on your own to a panel of teachers.
Preparing for the discussion
Your classmates’ essays will be posted to page on the wiki that gives details about the book(s) you have been assigned. You are responsible for finding out everything you can about the books in your group such that everyone in the group will be able to discuss the potential of each one as a summer reading selection.
In addition to the essays themselves, you will need to find additional information and opinions about the books (through reviews, websites, other readers in your class, etc.). You can even read the book(s)!
Using this material, you will prepare your own opinion about each of the books to bring to the discussion. Expect to be able to discuss ANY of the books assigned to your group!
Group members will be equally responsible for generating and maintaining discussion for the allotted time (20-30 minutes). Similarly, group members should ensure that they are using interactive discussion skills (listening to others, asking questions, clarifying, expanding ideas of others, adding detail) developed throughout the year in formative and evaluated discussion activities.
Please note: You are expected to notify the teacher of known conflicts prior to committing to an evaluation date, so that you can be assigned to a date without a conflict. Conflicts consist of sanctioned unavoidable absences during the assigned period. In the case of unexpected absence (e.g. due to illness), discussions will proceed with the available group members. If necessary, the absentee student will do an alternate evaluation of a different but equivalent nature. Absence from summative activities due to illness requires a doctor’s note.
Refer to the specific expectations and the rubric for evaluation criteria.
This assignment evaluates the following expectations for ENG4U:
Oral Communication
1.2 select and use the most appropriate active listening strategies when participating in a wide range of situations
2.1 communicate orally for a wide range of purposes, using language effective for the intended audience
2.2 demonstrate an understanding of a variety of interpersonal speaking strategies and adapt them to suit the purpose, situation, and audience
2.3 communicate in a clear, coherent manner, using a structure and style effective for the purpose, subject matter, and intended audience
2.4 use the most appropriate words, phrases, and terminology, and a variety of stylistic devices, to communicate their meaning in a compelling way and to engage their intended audience
2.6 identify a variety of non-verbal cues, including facial expressions, gestures, and eye contact, and use them effectively to help convey their meaning
3.1 demonstrate insight into their strengths and weaknesses as listeners and speakers, and practise the strategies they found most helpful before, during, and after listening and speaking to improve their oral communication skills
Reading and Literature Studies
1.1. read a variety of student- and teacher-selected texts from diverse cultures and historical periods, identifying specific purposes for reading
1.3. identify the most important ideas and supporting details in texts, including complex and challenging texts
1.4. make and explain inferences of increasing subtlety and insight about texts, including complex and challenging texts, supporting their explanations with well-chosen stated and implied ideas from the texts.
1.5. extend understanding of texts, including complex and challenging texts, by making rich and increasingly insightful connections between the ideas in them and personal knowledge, experience and insights; other texts; and the world around them
1.7. evaluate the effectiveness of texts, including complex and challenging texts, using evidence from the text insightfully to support their opinions
1.8. identify and analyse the perspectives and/or biases evident in texts, including complex and challenging texts, commenting with understanding and increasing insight on any questions they may raise about beliefs, values, identity, and power