Summer Reading Assignments English IV honors Mrs. B. Jones Dutchtown High School 2013-14 text: Select one novel from the attached list. Formatting



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Summer Reading Assignments English IV Honors

Mrs. B. Jones

Dutchtown High School 2013-14

TEXT: Select one novel from the attached list.

FORMATTING:

Begin each of the assignments on a new page. Each assignment should have the student's name and the name of the text in the top left corner of the page. Italicize the name of the text. Staple the pages of the assignment together.

The assignments should be typed in Times New Roman, size 12 Font. Have everything ready when you walk into my class. Do not ask me for a stapler, glue, tape, clip, etc.

GRADE VALUE:

The assignment is due on Monday September 09, 2013.


This assignment will be counted as test grades and classwork/homework grades.

I will also quiz/test you during the 1st week of school on your novel.


Students should thoroughly read the book, not just one of the many summaries that are widely available.
Students should do their own work on the summer assignment. Copying the work of other students or material that is available on the internet is considered plagiarism and will result in a grade of zero.
One purpose of the summer assignments is for the teacher to get a sense of each student's personal voice and writing style.

Students should use their best organizational and writing skills and proofread carefully for grammatical errors (Good grammar=happy teacher). Be sure to follow all of my directives.




Assignment for Honors English IV summer reading selected novel:


  1. Select five quotes from the novel which show direct characterization and indirect characterization of one or more of the major characters. Write each quote and a brief explanation of the characterization. (TOTAL OF 10)


Direct characterization – the writer tells the reader what a character is like.

Example: “Walter looked as if he had been raised on fish food: his eyes, as blue as Dill Harris’s, were red-rimmed and watery. There was no color in his face except at the tip of his nose, which was moistly pink. He fingered the straps of his overalls, nervously picking at the metal hooks” (To Kill a Mockingbird, 30).
Harper Lee gives a physical description of Walter Cunningham, using

specific details to provide the reader with an image of the character’s face and his nervous actions.


Indirect characterization – the reader must put together clues to figure out what characters are like (infer), such as how they look/dress, what they say and the language they use to say it, what other people say about them, and what they do.
Inference – a conclusion reached on the basis of evidence and reasoning.

Example: “Jean Louise, there is no doubt in my mind that they’re good folks. But they’re not our kind of folks,’…said Aunt Alexandra. ‘The thing is, you can scrub Walter Cunningham till he shines, you can put him in shoes and a new suit, but he’ll never be like Jem.”
The reader can infer from Aunt Alexander’s comments that she is

judgmental and that she labels people according to their social class.




  1. Essay: With which major character from the novel do you most closely identify? In a three to five paragraph essay, explain how you are like the character you select. Use evidence from the novel to support your answer. I want to see an intro, body paragraphs, and a conclusion.

  2. Biographical Research: a one page blurb about your author. Imagine you are writing a bio for the back of the novel about the author (i.e. Albert Camus was born...).

Requirements: one full page, separate works cited page, MLA format- refer to: http://owl.english.purdue.edu/owl/
Your paper should contain info about the author’s life, accomplishments, beliefs, and anything else you find interesting or noteworthy.


  1. Vocabulary Annotation: This is simple. As you read, there will always be words you do not know, or have never seen. Create a list of 20 words and give its definition, an example, and its function within context.

  2. Dialectical Journal (10 separate entries)


Instructions:

(1) Purchase a spiral bound notebook or composition book
(2) Fold pages in half vertically or draw a vertical line down the middle of the page
(3) Label the top of each column: left TEXT and right RESPONSE
(4) In the TEXT column cite passages verbatim from the novel, including quotation marks and page numbers

a. Choose two passages from each chapter

b. When should you write passages down?

  • Details that seem important to you

  • You have an epiphany

  • You learn something significant about a character

  • You recognize a pattern (overlapping images, repetitions of idea, details, etc.)

  • You agree or disagree with something a character says or does

  • You find an interesting or potentially significant quotation

  • You notice something important or relevant about the writer’s style

  • You notice effective use of literary devices


(5) In the RESPONSE column reflect upon the passages

a. Raise questions about the beliefs and values implied in the text

b. Give your personal reactions to the passage, the characters, situation

c. Discuss the words, ideas, or actions of the author or character

d. Tell what it reminds you of from your own experiences

e. Compare the text to other characters or novels

f. Write about what it makes you think/feel

g. Argue with or speak to the characters or author

h. Make connections to any themes that are revealed to you

i. Make connections among passages or sections

j. Make predictions about characters

k. DO NOT SUMMARIZE THE PLOT
(6) Each RESPONSE must be at least 50 words (include word count)
Grading:

A = Meaningful passages, plot, and quotation selections. Thoughtful interpretation and commentary about the text; avoids clichés. Includes comments about literary devices such as theme, narrative voice (POV), imagery, conflict, etc. and how each contributes to the meaning of the text. Makes insightful personal connections and asks thought-provoking questions. Coverage of text is complete and thorough. Journal is neat, organized and professional-looking; student has followed directions in creation of journal.
B = Less detailed, but good plot and quote selections. Some intelligent commentary; addresses some thematic connections. Includes some literary devices, but less on how they contribute to the meaning. Some personal connections; asks pertinent questions. Adequately addresses all parts of reading assignment. Journal is neat and readable; student has followed directions in the organization of journal.
C = Few good details from the text. Most of the commentary is vague, unsupported, or plot summary / paraphrase. Some listing of literary elements; virtually no discussion of meaning. Limited personal connection; asks few, or obvious questions. Addresses most of the reading assignment, but is not very long or thorough. Journal is relatively neat, but may be difficult to read. Student has not followed all directions for organization; loose-leaf; no columns; no pages numbers; etc.
I look forward to seeing you in August.

Have a great summer!



Honors English IV Summer Reading Book List: choose ONE
The Handmaid’s Tale

Margaret Atwood
All Quiet on the Western Front

Erich Maria ReMarque
The Stranger

Albert Camus


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