Banned Book Project Process:

: Choose 3 banned books the frequently challenged book list (children’s, young adult, and classics) on The Banned Book Week website. Choose carefully!

: Go to Easybib.com and type in your book title. It will give you a citation, click the first citation. Copy and paste it into a word document. This is your annotation. Underneath your annotation, type your summary as one paragraph, and type the reason the books has been banned as your second paragraph.

: Repeat for your second book and third book.

: Go onto the internet and research what the plot of the book. You must read summaries and paraphrase (put into your own words) the summaries online. Use the graphic organizer to help you. YOU MAY NOT SIMPLY COPY SOMEONE ELSE’S SUMMARYà THIS IS PLAGIARISM AND WILL RESULT IN A ZERO.

: Research why the book has been challenged/banned. You should search several references to make sure you get all of the reasons the book has been challenged/banned.

: Underneath your annotation, type your summary as one paragraph, and type the reason the books has been banned as your second paragraph.

Challenged Children’s Book

Book Title #1_______________________________________________________________________

Author #1___________________________________________

Notes on Plot of Book:    

Website #1:_______________________________________________________________________________

Website #2: __________________________________________________________________________________  (5 pts)                 

Reasons Banned:

Website #1: __________________________________________________________________________________

Website #2: __________________________________________________________________________________

      (5 pts)

Challenged Young Adult Book

Book Title #2_________________________________________________________________________

Author Title #2___________________________________________

Notes on Plot of Book:    

Website #1:__________________________________________________________________________________

Website #2:__________________________________________________________________________________            (5 pts)    

Reasons Banned:

Website #1:__________________________________________________________________________________

Website #2:__________________________________________________________________________________

      (5 pts)

Challenged Classic

Book Title #3_______________________________________________________________________

Author #3___________________________________________

Notes on Plot of Book:    

Website #1:_______________________________________________________________________________

Website #2: __________________________________________________________________________________  (5 pts)                 

Reasons Banned:

Website #1: __________________________________________________________________________________

Website #2: __________________________________________________________________________________

      (5 pts)

Rubric:

      5                 4                 3                 2                 1

-completely accurate annotation -complete summary with beginning, middle, and end -complete reasoning as to why the book has been banned

-mostly accurate annotation -mostly accurate summary with some parts vague or missing -some reasons as to banning of book may be in difficult language

-inconsistencies in annotation -summary is vague or incomplete -reasons book is banned only provides one reason and does not explain

-no annotations -summary is short and does not address key points or is missing -reasons are incomplete, vague, or missing

-only a summary and reasons are provided -few sentences, not enough details

NSR- NO SCORE

Name:

Ms. Hatfield

English II, ___

1 October 2018

Annotated Bibliography

Paste Annotation #1 here

            Summarize here. Your summary must be indented like it is here. The second line will not be indented just like this.

            Why the book is banned is in a second paragraph.

Past Annotation #2 here

Summarize here. Your summary must be indented like it is here. The second line will not be indented just like this.

            Why the book is banned is in a second paragraph.

Past Annotation #3 here

Summarize here. Your summary must be indented like it is here. The second line will not be indented just like this.

            Why the book is banned is in a second paragraph.

Assessment Rubric for Annotated Bibliography

CATEGORY	A	B	C	D	F
Quantity of sources    10 pts.	Document cites the number of sources outlined in the assignment.	Document is either one source over or under the required number of sources.	Document is two to three sources over or under the required number of sources.	Document is four to five sources over or under the required number of sources.	Document is more than five sources over or under the number of required sources.
Quality /Reliability of Sources 20 pts.	All sources cited can be considered reliable and/or trustworthy.	Most sources cited can be considered reliable and/or trustworthy.	Some sources can be considered reliable and/or trustworthy.	Few sources cited can be considered reliable and/or trustworthy.	Little or no reliable and/or trustworthy sources cited.
Variety of Sources 20 pts.	Excellent variety of sources; cites more than four types of sources.	Good variety of sources; cites four types of sources.	Adequate variety of sources; cites three types of sources.	Poor variety of sources; cites two types of sources.	No variety of sources; cites only one type of source.
Writing fluency of annotations 25 pts.	All annotations are thoughtful, complete, and well written.	Most annotations are thoughtful, complete, and well written.	Some annotations are well written but some are lacking in completeness, thought, and /or writing quality.	Most annotations are lacking in completeness, thought, and/or writing quality.	All annotations are lacking in completeness, thought, and/or writing quality.
MLA  and Documentation 25 pts.	Citations are formatted correctly in the document.	There are a few formatting errors in the document’s citations.	There are some formatting errors in the document’s citations.	There are many and/or frequent formatting errors in the document’s citations.	There is little or no adherence to APA format in the document.

Essay: English II Spring 2016 Semester Exam Study Guide

Prompt: Compare the Brutus' murder of his friend Julius Caesar in The Tragedy of Julius Caesar by Williams Shakespeare to the murder to Lennie Smalls by George Milton in Of Mice and Men by George Steinbeck.  

Directions: 

1. You must create a simple outline. 

Working Title:                                                   

I.                    Introduction

II.                  Body Paragraph/Section:                                                     

III.                Body Paragraph/Section:                                                     

IV.                Body Paragraph/Section:                                                     

 

V.                  Conclusion

2. Creating source  and note cards: 

• One will be for the citation for Of Mice and Men by John Steinbeck. The second one will before The Tragedy of Julius Caesar in Elements of Literature Fourth Course.
• Any additional sources will need to have a citation card, as well. 

3. You must create a detailed outline. Copy the format below, including the bold/underlined and bold labels and the Roman Numerals (Remember to begin using MLA format at this point in the process):

Starshine Supernova

Ms. Hatfield

Mythology

25 May 2016 

 

Detailed Outline

 

 

Prompt: Compare the Brutus' murder of his friend Julius Caesar in The Tragedy of Julius Caesar by Williams Shakespeare to the murder to Lennie Smalls by George Milton in Of Mice and Men by George Steinbeck (direct quotes with in-text citations).

Title:                                       

I.                    Purpose of Mythology

a.      Grabber/Attention Getter: Create a sentence or use a quote that grabs the reader’s attention.

                                                              i.      DO NOT write things like:

·   Have you ever heard of…?

·   Today, I am going to tell you about….?

·   Do you want to know about….? 

b.      Focus Statement: This section is designed for the writer to introduce their topic. For example, a writer may choose to create a few sentences discuss the friendships of both sets of characters.

c.       Thesis/Claim Statement:  Thesis/Claim Formula = Topic + Your Opinion (without using first person) + 3 claims of proof.

                                                                       Example: Greek mythology is relevant in today’s society because

                     (Topic)                    (Opinion)                  (Topic)  

mythological stories provide insight to the past, support cultural

                                             (Claim #1)                                   (Claim #2)

 understanding, and supply inspiration for entertainment.

                                                      (Claim #3)

II.                  Body Paragraph/Section 

a.      Topic Sentence: Introduce the topic of this paragraph/section

b.      Details: Evidence with an explanation of connection (the order is not important, as long as the two items are present).

c.       Details: Evidence with an explanation of connection (the order is not important, as long as the two items are present).

d.      Details: Evidence with an explanation of connection (the order is not important, as long as the two items are present).

III.                Body Paragraph/Section 

a.      Topic Sentence: Introduce the topic of this paragraph/section

b.      Details: Evidence with an explanation of connection (the order is not important, as long as the two items are present).

c.       Details: Evidence with an explanation of connection (the order is not important, as long as the two items are present).

d.      Details: Evidence with an explanation of connection (the order is not important, as long as the two items are present).

IV.                Body Paragraph/Section

a.      Topic Sentence: Introduce the topic of this paragraph/section

b.      Details: Evidence with an explanation of connection (the order is not important, as long as the two items are present).

c.       Details: Evidence with an explanation of connection (the order is not important, as long as the two items are present).

d.      Details: Evidence with an explanation of connection (the order is not important, as long as the two items are present).

V.                  Conclusion (Note: You CAN NOT copy your thesis and focus statement verbatim; you must reword the sentences in a manner that provides a sense of closure). 
 

a.      Modified Focus Statement: a restated focus statement in the concluding paragraph; should remind readers of the original topic (Bowers, 2006).

b.      Modified Thesis Statement: a restated thesis statement; should remind readers of your position/opinion on the topic (Bowers, 2006).

c.       Challenge: an interesting question, quotation, vivid image, call for action, warning,or suggestion to the reader; leaves reader thinking about your essay (Bowers, 2006).

4. Using your detailed outline, create a rough draft. 

5. Edit and revise your paper. I will provide you a check list, but here is additional support for understanding: 

5. Your final draft will be typed in MLA format and submitted through Gaggle by the end of your testing time. 

Rubric: 9 Point Rubric for Writing about Literature

•          An 8-9 essay responds to the prompt clearly, directly, and fully. This paper approaches the text analytically, supports a coherent thesis with evidence from the text, and explains how the evidence illustrates and reinforces its thesis. The essay employs subtlety in its use of the text and the writer’s style is fluent and flexible. It is also free of mechanical and grammatical errors. 
• 
  
•             A 6-7 essay responds to the assignment clearly and directly but with less development than an 8-9 paper. It demonstrates a good understanding of the text and supports its thesis with appropriate textual evidence. While its approach is analytical, the analysis is less precise than in the 8-9 essay, and its use of the text is competent but not subtle. The writing in this paper is forceful and clear with few if any grammatical and mechanical errors. 
• 
  
•                A 5 essay addresses the assigned topic intelligently but does not answer it fully and specifically. It is characterized by a good but general grasp of the text using the text to frame an apt response to the prompt. It may employ textual evidence sparingly or offer evidence without attaching it to the thesis. The essay is clear and organized but may be somewhat mechanical. The paper may also be marred by grammatical and mechanical errors. 
• 
  
•              A 3-4 essay fails in some important way to fulfill the demands of the prompt. It may not address part of the assignment, fail to provide minimal textual support for its thesis, or base its analysis on a misreading of some part of the text. This essay may present one or more incisive insights among others of less value. The writing may be similarly uneven in development with lapses in organization, clarity, grammar, and mechanics. 
• 
  
•                 A 1-2 essay commonly combines two or more serious failures. It may not address the actual assignment; it may indicate a serious misreading of the text; it may not offer textual evidence or may use it in a way that suggests a failure to understand the text; it may be unclear, badly written, or unacceptably brief. The style of this paper is usually marked by egregious errors. Occasionally a paper in this range is smoothly written but devoid of content. 
• 
  

          Grade Conversion: 

                    9 = A+  

                    8 = A 

                    7 = A- 

                    6 = B + 

                    5 = B 

                    4 = B- 

                    3 = C 

                    2 = D 

                    1 = F

Mythology Final Exam Essay

The Main Source

Prompt: Discuss whether or not mythology is relevant in today’s society? Use examples from myths World Mythology.

Directions: 

1. You must create a simple outline. 

Working Title:                                                   

I.                    Introduction

II.                  Body Paragraph/Section:                                                     

III.                Body Paragraph/Section:                                                     

IV.                Body Paragraph/Section:                                                     

V.                  Conclusion

2. Creating source  and note cards: 

• One will be for the citation of World Mythology by Donna Rosenberg
• Any additional sources will need to have a citation card, as well. 

3. You must create a detailed outline. Copy the format below, including the bold/underlined and bold labels and the Roman Numerals (Remember to begin using MLA format at this point in the process):

Starshine Supernova

Ms. Hatfield

Mythology

7 December 2015

Prompt: Discuss whether or not mythology is still relevant in today’s society? Use examples from myths World Mythology (direct quotes with in-text citations)

Type/s of Mythology (anything except for Greek/Roman): ­______________________________

Title:                                       

I.                    Purpose of Mythology

a.      Grabber/Attention Getter: Create a sentence or use a quote that grabs the reader’s attention.

                                                              i.      DO NOT write things like:

·   Have you ever heard of…?

·   Today, I am going to tell you about….?

·   Do you want to know about….? 

b.      Focus Statement: Define (2-4 sentences) and provide reasons for myths during ancient times.

c.       Thesis/Claim Statement:  Thesis/Claim Formula = Topic + Your Opinion (without using first person) + 3 claims of proof.

                                                                       Example: Greek mythology is relevant in today’s society because

                     (Topic)                    (Opinion)                  (Topic)  

mythological stories provide insight to the past, support cultural

                                             (Claim #1)                                   (Claim #2)

 understanding, and supply inspiration for entertainment.

                                                      (Claim #3)

II.                  Body Paragraph/Section (connections between myths and modern society)

a.      Topic Sentence: Introduce the topic of this paragraph/section

b.      Details: Evidence with an explanation of connection (the order is not important, as long as the two items are present).

c.       Details: Evidence with an explanation of connection (the order is not important, as long as the two items are present).

d.      Details: Evidence with an explanation of connection (the order is not important, as long as the two items are present).

III.                Body Paragraph/Section (connections between myths and modern society)

a.      Topic Sentence: Introduce the topic of this paragraph/section

b.      Details: Evidence with an explanation of connection (the order is not important, as long as the two items are present).

c.       Details: Evidence with an explanation of connection (the order is not important, as long as the two items are present).

d.      Details: Evidence with an explanation of connection (the order is not important, as long as the two items are present).

IV.                Body Paragraph/Section (connections between myths and modern society)

a.      Topic Sentence: Introduce the topic of this paragraph/section

b.      Details: Evidence with an explanation of connection (the order is not important, as long as the two items are present).

c.       Details: Evidence with an explanation of connection (the order is not important, as long as the two items are present).

d.      Details: Evidence with an explanation of connection (the order is not important, as long as the two items are present).

V.                  Conclusion (Note: You CAN NOT copy your thesis and focus statement verbatim; you must reword the sentences in a manner that provides a sense of closure). 

a.      Modified Focus Statement: a restated focus statement in the concluding paragraph; should remind readers of the original topic (Bowers, 2006).

b.      Modified Thesis Statement: a restated thesis statement; should remind readers of your position/opinion on the topic (Bowers, 2006).

c.       Challenge: an interesting question, quotation, vivid image, call for action, warning,or suggestion to the reader; leaves reader thinking about your essay (Bowers, 2006).

4. Using your detailed outline, create a rough draft. 

5. Edit and revise your paper. I will provide you a check list, but here is additional support for understanding: 

5. Your final draft will be typed in MLA format and submitted through Gaggle by the end of your testing time. 

Rubric: 9 Point Rubric for Writing about Literature

•          An 8-9 essay responds to the prompt clearly, directly, and fully. This paper approaches the text analytically, supports a coherent thesis with evidence from the text, and explains how the evidence illustrates and reinforces its thesis. The essay employs subtlety in its use of the text and the writer’s style is fluent and flexible. It is also free of mechanical and grammatical errors. 
• 
  
•             A 6-7 essay responds to the assignment clearly and directly but with less development than an 8-9 paper. It demonstrates a good understanding of the text and supports its thesis with appropriate textual evidence. While its approach is analytical, the analysis is less precise than in the 8-9 essay, and its use of the text is competent but not subtle. The writing in this paper is forceful and clear with few if any grammatical and mechanical errors. 
• 
  
•                A 5 essay addresses the assigned topic intelligently but does not answer it fully and specifically. It is characterized by a good but general grasp of the text using the text to frame an apt response to the prompt. It may employ textual evidence sparingly or offer evidence without attaching it to the thesis. The essay is clear and organized but may be somewhat mechanical. The paper may also be marred by grammatical and mechanical errors. 
• 
  
•              A 3-4 essay fails in some important way to fulfill the demands of the prompt. It may not address part of the assignment, fail to provide minimal textual support for its thesis, or base its analysis on a misreading of some part of the text. This essay may present one or more incisive insights among others of less value. The writing may be similarly uneven in development with lapses in organization, clarity, grammar, and mechanics. 
• 
  
•                 A 1-2 essay commonly combines two or more serious failures. It may not address the actual assignment; it may indicate a serious misreading of the text; it may not offer textual evidence or may use it in a way that suggests a failure to understand the text; it may be unclear, badly written, or unacceptably brief. The style of this paper is usually marked by egregious errors. Occasionally a paper in this range is smoothly written but devoid of content. 
• 
  

          Grade Conversion: 

                    9 = A+  

                    8 = A 

                    7 = A- 

                    6 = B + 

                    5 = B 

                    4 = B- 

                    3 = C 

                    2 = D 

                    1 = F

Works Cited

     Bower, Kristen, Essay Architect. Victoriaville, CAL: 

Secondary Solutions, 2006. Print. 

    Carter, Nichole. "How to Edit and Revise." You Tube Red. You

Tube, 1 Oct. 2012. Web.  8 Dec. 2015. 

     Jago, Carol. "AP Rubric." Jim Burke. 2015. Web. 8 Dec. 

2015. 

     Pfeffer, Kate. "Research Source Cards and Note Cards

(instructions)." You Tube Red. You Tube, 14 Mar. 2014. Web. 8

 Dec. 2015. 

     Rosenberg, Donna. World Mythology: An Anthology of the 

Great Myths and Epics. 2nd ed. Lincolnwood, Ill.: NTC Publishing 

Group, 1994. Print.