The Chrysalids Summative by Z7ny139

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									                                       The Chrysalids Summative
                                     THE TRIPLE-ENTRY NOTEBOOK

The Triple-Entry Notebook serves several purposes: To provide…
           a brief summary of the reading(s).
           opportunity for active reflection of the readings.
           a source for written peer responses to the content.
          ________________________________________________________

On the LEFT page of your Notebook:

    (1) Write the title, author and pages of the reading at the top.
    (2) Briefly (in point form), create a summary of the reading underneath the title. The summary
        should serve as a skeleton of the chapter. Choose 6-10 major points in the reading.
    (3) You will then (using sub-headings for easy reference) take notes on the various literary
        elements. It may be useful for you to create webs or mind maps of the selection if needed.
        Use whatever adequately describes the content of the reading.

On the RIGHT page of your Notebook:

    (1) Draw a vertical line down the page approximately 3 or 4 inches over from the right of the page.
    (2) On the right section of the page reflect on the notes and on the selection read. You will need
         to select only the ideas that seem worth exploring further. How do you respond to the
         content? How does it tie in with your experiences, other readings, expectations? What
         questions do you have? Do you agree/ disagree with the author? On what basis? What
         impressed you/ annoyed you about the reading? How does this fit in with your formulating
         theory and conceptions of teaching and learning? Where have your ideas changed/ been
         confirmed? How well have you expressed the root of your own beliefs/ philosophy/ theory?

Your Written Reflections:

The responses to the readings should be more than: “I like this idea” or “my kids really got into this!”
It should reflect thoughtful views of the content of the reading. What does it mean if I accept or reject
this view? What are the implications? What does this tell us about the nature of the content?

If you are having trouble getting started, use the following lines to begin.

    1.    I was impressed by…
    2.    I noticed that…
    3.    I wonder about…
    4.    Some questions I have are…
    5.    I don’t understand…
    6.    I now understand why/how/what…
    7.    Something I noticed/appreciate/don’t appreciate/wonder about is…
    8.    I predict…
    9.    An interesting word/sentence/ thought is…
    10.   This part of the story makes me feel…
    11.   This reminds me of…
    12.   I never thought…
    13.   I was surprised by…
Notes on the Literary Elements:


Narrative Structure: The storyline or organization of incidents in a story is called the plot. A plot
usually follows a set pattern: exposition, rising action,
inciting    incident,     climax,    dénouement       and
resolution. E: exposition - intro to the main
characters, setting, situation
    1. E: exposition – establishes the characters and
         setting
    2. I: inciting incident - one point in the rising
         action that introduces the conflict and pushes the story forward
    3. R: rising action - all points that build to the climax
    4. C: climax - turning point of the story
    5. D: dénouement - unravelling of the conflict, falling action
    6. R: resolution - conflicts “solved” or realizations made

Setting: The setting of a story consists of several levels: geographical/physical location,
chronological/era and social status, social cultural setting. Setting works in close relation to theme
and atmosphere by developing multiple dimensions to the story.

Character Development: Each character is revealed through actions, speech and hearsay. Take notes
on a characters personality, values beliefs. Characters may come to an epiphany or a moment of
revelation or insight.

Conflict: A conflict is a struggle that the characters face. This can be between opposing characters or
forces (e.g environment, society, weather, aliens) or within themselves. All conflicts are either
external (physical) or internal (emotional, moral, psychological).

Narrative Voice: The point of view is the perspective from which the story is seen or told. It is
important to look at why the author has chosen a particular point of view and how that influences the
reader’s access to the characters situations?

Thematic message: It is a statement about life that the writer intends to communicate through the
literary piece. (e.g. “Love is not a theme, but the fact that “love prevails over obstacles” is a theme).
It is a general concept or doctrine whether implicit or asserted, which an imaginative work is designed
to incorporate and make persuasive to the reader. The theme usually reveals some truth about society
or an individual in a society.

       Motifs are reoccurring images in a story that point to the theme and may also be important.

Literary Devices and stylistic language: The manner in which an author expresses his or her story. This
includes the type of language used, sentence structure and poetic devices. (E.g. simile, metaphor,
irony, personification)

Tone/Mood: The tone or mood is usually defined as the author’s attitude toward audience and subject
matter. The “tone of voice” often determines the way we take what is being said and inevitably
influences or even determines how we react to what is written. The tone of a piece of writing, just as
the tone of our voice, may be:
      Light-hearted, casual, sarcastic, morbid, angry, condescending, begging, resigned, wistful,
        earnest, moral, ironic, playful, tragic, scoffing, bragging, contentious, obsequious, exhorting,
        pleading, skeptical, pessimistic, optimistic, conversational, formal, critical, noncommittal,
        sentimental, flat, exuberant, scolding, tentative, flippant, secretive, regretful, forgiving,
        apologetic, intimate, or any other of many possible attitudes.
John Wyndham, The Chrysalids: Chapter 1 (pages )                 3. Peer      2. Reflection
                                                                 Commentary
Summary:


Narrative Structure
- Exposition…. “______” (Wyndham 23)
- Rising Action

Setting
“______” (Wyndham 23)
Soio-economic:
Geographical:

Character Chart
         Personality   Physical   Actions   Speech/    Hearsay
                       Traits               thoughts
David
Sophie
Triple Entry Notebook Rubric                                                                                                Name:
      Achievement Criteria          Weight                   Level 1                                  Level 2                                  Level 3                                  Level 4
                                   Assigned
Knowledge/Understanding
     Knowledge and                           Demonstrates limited insight            Demonstrates some insight                Demonstrates considerable insight         Demonstrates a thorough and
      understanding of material.              understanding of the material.          understanding of the material.           understanding of the material.            insightful understanding of the
     Description and                                                                                                                                                    material.
      understanding of author’s      _/4
      techniques.                             Provides a high degree of logical       Provides a high degree of logical        Provides considerable amounts of          Provides a high degree of logical
     Support from direct                     description and understanding of the    description and understanding of the     logical description and understanding     description and understanding of the
      quotation and key elements     _/4
                                              characteristics of the novel and        characteristics of the novel and         of the characteristics of the novel and   characteristics of the novel and
      of the story.                           author’s techniques.                    author’s techniques.                     author’s techniques.                      author’s techniques.
                                              Choice of quotations and areas of the   Choice of quotations and areas of the    Choice of quotations and areas of the     Choice of quotations and areas of the
                                              story highlighted demonstrate a good    story highlighted demonstrate a good     story highlighted demonstrate a good      story highlighted demonstrate a good
                                     _/4
                                              understanding of key elements of a      understanding of key elements of a       understanding of key elements of a        understanding of key elements of a
                                              story.                                  story.                                   story.                                    story.
Thinking/Inquiry
     Creativity, logic and                   Interpretation shows limited creativity, Interpretation shows some creativity,   Interpretation shows considerable         Interpretation shows a high degree of
      originality of ideas.                   logic and originality.                   logic and originality.                  creativity, logic and originality.        creativity, logic and originality.
     Insight, questions and         _/4
      analysis in their
      observations.                           Questions raised and analysis show      Questions raised and analysis show       Questions raised and analysis show        Questions raised and analysis shows
                                     _/4
     Understanding of literary               limited thought and insight.            some thought and insight.                considerable thought and insight.         a high degree of thought and insight.
      analysis.                               Addresses literary analysis with        Addresses literary analysis with some Addresses literary analysis with             Addresses literary analysis with a high
                                     _/4      limited confidence.                     confidence.                           considerable confidence.                     degree of confidence.

Communication
     Communication of point of               Ideas are communicated with limited     Ideas are communicated with some         Ideas are communicated with               Ideas are communicated with a high
      view through symbolism,                 clarity.                                clarity.                                 considerable clarity.                     degree of clarity.
      colour, text, etc.
                                     _/4
     Clarity and coherence.
                                              Notes are unclear and incoherent.       Notes are somewhat clear and             Notes are clear and coherent.             Notes are very clear and coherent.
                                     _/2
                                                                                      coherent.
Application
     Understanding of note-                  No distinction made between             Little distinction made between          Used; own words for notes, quotation Used; own words for notes, quotation
      taking format.                          quotations from the novel and their     quotations from the novel and their      marks for what was copied word-for- marks for what was copied word-for-
     Includes page numbers.         _/2
                                              own thoughts.                           own thoughts.                            word somewhat consistently.          word consistently.
     Uses subheading
      effectively.                            Included very little page numbers.      Included some relevant page              Included most relevant page numbers. Included all relevant page numbers.
                                     _/2
     Spelling/Grammar                                                                numbers.
                                              Included little subheadings/subtopics. Included some                             Included most subheadings/subtopics. Included subheadings/subtopics.
                                     _/2
                                                                                     subheadings/subtopics.
                                              Uses language conventions with          Uses language conventions with some Uses language conventions with                 Uses language conventions with
                                     _/4      limited accuracy.                       accuracy.                           considerable accuracy and some                 extensive accuracy and considerable
                                                                                                                          effectiveness.                                 effectiveness.



    Overall Mark
                                                /40

								
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