HIS Reads

HIS Reads + The HUSKIES

Hokkaido International School

… a (relatively new) Husky Tradition promoting (and defending) reading across the high school

Rationale

Why read?

Why HIS Reads?

  • Emphasizes the value of reading
  • Explores character development through the lens of the HIS HUSKIES
  • Persuades others to – through reading –  change for the better, as such:
    • Changes perspectives
    • Challenges stereotypes
    • Illuminates issues

But what do you mean?

This year’s Broad Topic: Fresh Starts

You should chose a text based on the HIS Reads requirements and this year’s topic – Fresh Starts, New Beginnings, Starting Over Again.

Timeline

Mid April Start: Introduce Project, select text to read (Ms. Riggins will bring her suggestions – April 14th for B classes and April 19th for A classes)

Until the end of May: Read text, finding textual evidence (and outside) to:

  • emphasize the value of reading
  • explore the value of character development through the HUSKIES
  • persuade other to change perspective, challenge stereotypes, and grow more aware of important and relevant issues
  • Gather evidence & FreeWrite informally

One day near the end of May (May 25, 2016 – Pangier’s 11-12): Mock Book Defense

Qualifiers: Judged Book Defense Qualifying Round (May 27th & May 31st, 2016 – Pangier’s 11-12; used for grading and determining finalists)

Finals – June 8, 2016: Judged Book Defense (used to determine the winners)

The Book Defense Format

(6 minutes speaking time total per person)

**5 minute preparation time given during qualifiers**

Round 1: Each participant has one minute to introduce his/her chosen text, showing how it promotes the value of reading. Support your defense with textual evidence and a clear rationale!

Round 2: Each participant has one minute to show how his/her chosen text promotes character development through the lens of the HIS HUSKIES. Be sure to pick three or more HUSKIES and support your argument with textual evidence and a clear rationale.

Round 3: Each participant has three minutes to show how his/her chosen text changes perspective, challenges stereotype(s), and illuminates issues, all of which are relevant to the surrounding culture/society. Be sure to make use of ethos, pathos, and logos, along with textual evidence.

**5 minute break**

Round 4: Each participant has one minute to summarize their presentation, comparing their text to their competitors in a persuasive way.

**5 minute judging/evaluation time**

Prizes for Finalists

  1. One copy of the current year Canada Reads winning book (The Illegal by Lawrence Hill)                                                                                     + ¥4,000 in Tosho cards
  2. ¥3,000 in Tosho card
  3. ¥2,000 in Tosho cards
  4. ¥1,000 in Tosho cards
  5. ¥1,000 in Tosho card
  6. ¥1,000 in Tosho card
  7. ¥1,000 in Tosho card
  8. ¥1,000 in Tosho card

Rubrics: 50 points total (highest 2 scores from each class period taken for finalists)

Emphasizing the value of Reading (Round 1 & 4, mostly)

10-9 8-6 5-0
The selected literature has been used to clearly show the value of reading in general, as well as to impress upon the audience the specific value in reading that text, in particular. The selected literature has been used to clearly show the value of reading in general, but less attention has been given to the value of the chosen text. The value of reading has either NOT been emphasized, or it has not been supported with textual evidence.

Emphasizing the Value of the HUSKIES (Round 2 & 4, mostly)

10-9 8-6 5-0
The selected literature has been used to clearly show the value of three or more of the HUSKIES, with clear-cut evidence from the text and how it links to the HUSKIES components that have been chosen. The selected literature has been used to clearly show the value of two or more of the HUSKIES, with strong evidence from the text and how it links to the HUSKIES components that have been chosen. The selected literature has been used to nominally show the value of one or fewer of the HUSKIES, with minimal to no evidence from the text, only marginal links to the HUSKIES component(s) that has/have been chosen.

Persuasively shown to change perspective (Round 3 & 4, mostly)

10-9 8-6 5-0
The selected literature has been used to persuade others to change their perspective in a significant way. Two or more methods of persuasion (including but not limited to Ethos, Pathos, and Logos) have been used effectively to persuade with clear textual links. The selected literature has been used to persuade others to change their perspective in a meaningful but moderate way. One or more methods of persuasion (including but not limited to Ethos, Pathos, and Logos) have been used effectively to persuade with clear textual links. The selected literature has been used to attempt to persuade others to change their perspective, but only to minimal degrees of success. Tried methods of persuasion (including but not limited to Ethos, Pathos, and Logos) have not been effectively used, and textual links are marginal.  

Persuasively shown to challenge stereotypes (Round 3 & 4, mostly)

10-9 8-6 5-0
The selected literature has been used to persuade others to challenge a prominent stereotype that is prevalent in the surrounding culture/society. Two or more methods of persuasion (including but not limited to Ethos, Pathos, and Logos) have been used effectively to persuade with clear textual links. The selected literature has been used to persuade others to challenge a stereotype that exists in the surrounding culture/society. One or more methods of persuasion (including but not limited to Ethos, Pathos, and Logos) have been used effectively to persuade with clear textual links. The selected literature has been used to attempt to persuade others to challenge a stereotype, but only to minimal degrees of success. Tried methods of persuasion (including but not limited to Ethos, Pathos, and Logos) have not been effectively used, and textual links are marginal.  

Persuasively shown to illuminate issues (Round 3 & 4, mostly)

10-9 8-6 5-0
The selected literature has been used to persuade others to grow more interested, curious, and aware of significant issues prevalent in the surrounding culture/society. Two or more methods of persuasion (including but not limited to Ethos, Pathos, and Logos) have been used effectively to persuade with clear textual links. The selected literature has been used to persuade others to become more aware of significant issues prevalent in the surrounding culture/society, but interest has only slightly been piqued. One or more methods of persuasion (including but not limited to Ethos, Pathos, and Logos) have been used effectively to persuade with clear textual links. The selected literature has been used to attempt to raise awareness of surrounding issues, but only to minimal degrees of success. Tried methods of persuasion (including but not limited to Ethos, Pathos, and Logos) have not been effectively used, and textual links are marginal.