Power of One


Introduction to The Power of One

by Bryce Courtenay

PAGE TABLE OF CONTENTS: 


  

  

A Bit of Background:

 

RESOURCES USED IN CLASS:

 

READING SCHEDULE:

Chapters 1-2                                       pages 3-36                              Due: Tuesday, October 2nd

Chapters 3-4                                       pages 37-70                            Due: Friday, October 5th        

Chapters 5-6                                       pages 71-101                          Due: Tuesday, October 9th         

Chapters 7-8                                       pages 102-142                        Due: Friday, October 12th  

Chapters 9-10                                     pages 143-206                        Due: Tuesday, October 16th      

Chapters 11-12                                   pages 207-255                        Due: Friday, October 19th

Chapters 13-15 (end of Book 1)            pages 256-320                        Due: Tuesday, October 23rd     

 

READING RESPONSE ASSIGNMENTS:

SECTION OF TEXT

ASSIGNMENT

RESPONSE TYPE

Chapters 1-4

BLOG PROMPT: What is the lesson or theme that the author most likely wants readers to learn about the nature of human cruelty and prejudice?

 

GRADING CRITERIA:

  • Completed before class on the assigned date Friday, October 5th         
  • The student responds to all parts of the prompt using clear, relevant details, examples, elaborations, and/or quotations to develop and support the central focus (thesis) of the blog response. The blog response is rooted in the text.  
  • The blog response be at least 2-3 well developed paragraphs.
  • The blog response is worth 10 points.

Blog

Chapters 5-6

DISCUSSION QUESTIONS: What is it that Peekay has learned about camouflage so far?  How are the ideas of  camouflage and adapting to change related to related to the “power of one”?  What is the “power of one”?

 

GRADING CRITERIA:

  • Completed before class on the assigned date – Tuesday, October 9th          
  • Clear, relevant details, examples, elaborations, and/or quotations are used to develop the central focus (thesis) of the response.  The examples and details prove the thesis.
  • The student responds in a way that does not just answer the question, but moves the specific discussion forward.
  • The student will need to post one comment and respond to at least one other student’s comment (but may respond to more). Two random responses of the student's will be selected for grading. The two responses are worth 5 points each.

VoiceThread on Main Page of Class Website

Chapters 7-8

READING QUIZ ON Friday, October 12th   

 

Chapters

9-10

CLASS DISCUSSION: Are people products of their environment?

 

GRADING CRITERIA:

  • Preparation work for the class discussion is completed prior to our discussion date – Tuesday, October 16th       
  1. INDIVIDUAL PREPARATION: Be ready to discuss: did you prepare by finishing your group's assignment, reflecting on your reading, and writing the required text-rooted paragraph? Use ideas from your small group discussion during the large class discussion to further assist you.
  2. USE OF EVIDENCE: Use direct quotations, paraphrases, and specific evidence from the text to support your comments.
  3. MOVE DISCUSSION FORWARD: Discussion involves challenging fellow students, asking others to clarify their assertions, and asking questions of your fellow students - this enriches the discussion and illustrates your knowledge of the material as well. Do not simply restate what others before you have already said.
  4. RESPONSE AND REFLECTION NOTES: Take notes during the discussion to use in responding to elements with which you agree and/or disagree.

This response is worth 20 points.

 

Class Discussion and Student Response

Chapters

11-15

BLOG PROMPT: So what?  What is the take-home message or theme of the novel?

 

GRADING CRITERIA:

  • Completed before class on the assigned date – Tuesday, October 23rd      
  • The student responds to all parts of the prompt using clear, relevant details, examples, elaborations, and/or quotations to develop and support the central focus (thesis) of the blog response. The blog response is rooted in the text.  
  • The blog response be at least 2-3 well developed paragraphs.
  • The blog response is worth 10 points. 

Blog

 

 

 

 

 

BOOK ONE

READING TEST FRIDAY, OCTOBER 26th  

 

 

 

HANDOUTS:

 

VOCABULARY

Chapters 1- 2

 

Chapters 3-6 Vocabulary

 

Chapters 7-10

 

Chapters 11 - End of Book One


CLASS NOTES


Extra Credit Opportunities:

There is so much history and so many personal stories to learn about as we study South Africa and its history of apartheid. To help you become better acquainted with the people and history of this time, you'll have an opportunity to do some independent exploring. Below you will find a movie and book recommendation list. Select one book or movie, either from this list or one you discover on your own, have both Ms.Ward and a parent/guardian sign the attached permission form, and start reading (or watching). Once you've finished, write a 2-3 page report on your selected piece. Your written report should NOT be a book report. Instead it is a narrative reflection that incorporates aTHEME from the movie or text and connects it to what we have been studying. Finish this assignment by OCTOBER 31, 2012, and you can earn up to 10 extra credit points!

 

MOVIES:

 

 

BOOKS:

 


More about literary elements:

 

 


More about South Africa:

 


Reading Strategies:


RETURN TO OUR CLASS WEBSITE AT WARDSWORLD.COM

 

 

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