Sharyland Pioneer High SchoolEnglish Language Arts Department

Pre-AP/APSummer Reading Assignments

2015-2016

English I Pre-AP: Of Mice and Men by John Steinbeck

English II Pre-AP:The Alchemist by Paulo Coelho

English III Pre-AP:The Kite Runner by Khaled Hosseini

English III AP:Grapes of Wrath by John SteinbeckNickel and Dimed by Barbara Ehrenreich

English IV Pre-AP:Lord of the Flies by William Golding

English IV AP:The Metamorphosis by Franz KafkaThe Awakening by Kate Chopin

Sharyland Pioneer High SchoolEnglish I Pre-AP

Summer Reading Assignments

1. _______ purchase a copy of Of Mice and Men or check out a copy from the public library

2. _______ Read the book and annotate the text (see attached instructions for annotations)

3. _______ Complete the Of Mice and Men Discussion Questions/Preparation Guide

4. _______ Create a turnitin.com account (see attached instructions for turnitin.com)

5. _______ Turn in your Of Mice and Men Discussion Questions/Preparation Guide via turnitin.com on or

before August 1st. (Late grades are accepted with a 10 point penalty for up to 3 days only. Assignments will not be accepted after the third day, and you will receive a zero as a major grade). Note: Because electronic submissions rely on technology, do not wait until the last minute to submit your assignment. Technology related issues will not excuse you from turning in your Of Mice and Men Discussion Questions/Preparation Guide on time.

What to expect during the first week of school:

1. Demonstrate and discuss your annotations with your English I teacher.2. Participate in a student led Socratic Seminar over the reading and preparation

guide.3. Complete an exam over the reading of Of Mice and Men.

Due date: August 1st (electronic submission via turnitin.com)

Rationales for Annotation: Reading is thinking. Demonstrate your thinking though close reading. Annotating is a core, preferred practice for drawing meaning from text.

Description of Annotation:Annotation is a key component of close reading. Since we will annotate texts throughout the course, you need to develop a system that works for you within the following guidelines. Effective annotating is both economical and consistent. The techniques are almost limitless. Use any combination of the following:

o Make brief comments in the margins. Use any white space available – inside cover, blank portion at beginning or end of chapters, etc. REMINDER: If you have checked out a novel, use Post-It Notes on pages instead of marking in the text.

o Make brief comments between or within lines of the text. Do not be afraid to mark within the text itself.

o Circle or put boxes, triangles, or clouds around words or phrases.o Use abbreviations or symbols – brackets, stars, exclamation points, question marks, numbers, etc. o Connect words, phrases, ideas, circles, or boxes with lines or arrows.o Underline or highlight concepts. Always combine with another method such as a comment. Never

underline or highlight an entire passage. Doing so takes too much time and loses effectiveness. If you wish to mark an entire paragraph or passage, draw a line down the margin or use brackets. CAUTION: Use this method sparingly. Underline or highlight only a few words.

o Create your own code. Example: You could use ! for an epiphany or ? next to a question you raise.

Methods of Annotation:o At the top of the page or on a post-it, mark the important plot events. Every page will not

necessarily be marked.o Be sure to figure out any unfamiliar words through context or by using a dictionary. You can circle

the unfamiliar word and write the definitions in the text for yourself.o Highlight and mark for yourself any conflicts that occur with the main character (protagonist). Note

your ideas about these conflicts in the text (who / what is involved, attempts to resolve conflicts, etc).

o Highlight and mark for yourself words and phrases that help describe the personality of characters. Note your ideas about the characters right in the text (personality, motivation, fears / dreams, etc).

o Highlight and mark for yourself any symbolism, and note your ideas in the text as to what abstract ideas or concepts these tangible objects may represent.

o Don’t mark too much . If you mark everything, nothing will stand out.o Once you are completely finished the book and annotating, create a list of possible themes, then

pick the three most important thematic statements that your book addresses. Write those themes on an inside cover or any blank pages of your book AND find supporting evidence from the text to support your ideas. Mark those supporting passages with post-its.

o Example themes:1. A just individual has obligations toward society.2. A just society has obligations it owes to an individual.3. Society must contend with the dichotomies presented by freedom and equality.4. An individual can experience redemption through _____.5. The accumulation of money and power leads to a loss of spirituality.

Format of Text Annotation:For the sake of standardization of annotating for class and for grading purposes, your book notes should follow this format:

o Inside Front Cover Character list with small space for character summary and for page references for key scenes, moments of character development, etc.

o Inside Back Cover Themes, allusions, images, motifs, key scenes, plot line, epiphanies, etc. List and add page references and / or notes as you read.

o Bottom and Side Page Margins Interpretive notes, questions, and / or remarks that refer to meaning of the page. Markings or notes to tie in with information on the inside back cover.

o Top Margins Plot notes – a quick few words or phrases that summarize what happens here (useful for quick location of passages in discussion and for writing assignments).

o Additional Markings underlining – done while or after reading to help locate passages for discussion, essays, or questions brackets – done while or after reading to highlight key speeches, descriptions, etc, that are too long to underline easily.

More Thoughts on Close Reading: What should you annotate? Again, the possibilities are limitless. Keep in mind the reasons we annotate. Your annotations must include comments. Remember that the purpose is to indicate evidence of thinking.

o Have a conversation with the text. Talk back to it.o Ask questions (essential to active reading).o Comment on the actions or development of a character. Does the character change? Why? How?

The result?o Comment on lines / quotations you think are especially significant, powerful, or meaningful.o Express agreement or disagreement.o Summarize key events. Make predictions.o Connect ideas to each other or to other texts.o Note if you experience an epiphany.o Note anything you would like to discuss in class or do not understand.o Note how the author uses language.

effects of word choice (diction) or sentence structure or type (syntax) point of view / effect repetition of words, phrases, actions, events, patterns narrative pace / time / order of sequence of events irony contrasts / contradictions / juxtapositions / shifts allusions any other figure of speech or literary device reliability of narrator motifs or cluster ideas tone / mood imagery themes setting / historical period symbols

Final Considerations: The most common complaint about annotating is that it slows down your reading. Yes, it does. That’s the point. If annotating as you read annoys you, read a chapter, then go back and annotate. Reading a text a second time is preferable anyway.

Approach the works with an open mind. Let the literature inspire you and stretch your imagination.

The outside reading assignment must be read and annotated before class begins. It is perfectly okay to add to your markings after you finish the book and are working on an essay, but the bulk of the job should be done in conjunction with your reading for class preparations.

If you find annotating while you read to be annoying and awkward, do it after you read. Go back after a chapter or assignment and then mark it carefully. You should be reading assignments twice anyway, so this isn’t any less efficient than marking as you read and then rereading the material.

Note: If you do not purchase the book and have check it out from a library, all comments in the margins may be written on Post-It Note squares placed on

appropriate pages in lieu of writing on the text itself.

Annotation Grading Rubric

A (90-100)o Text is marked throughout. o Words and phrases are marked, and commentary and notations appear in the

margins that indicate a response to the words and phrases marked.

o Marginalia (comments in the margin) reflect application of literary terms, questioning, summarizing, and analysis.

o Annotations accurately identify purpose and themes of the work. o Reader has identified unfamiliar vocabulary and attempted to define those

words.

B (80-89)o Text is marked throughout. o Longer passages (entire sentences/entire paragraphs) are the primary

element annotated. o Commentary and notations in margins appear less frequently or do not

respond directly to the passage annotated. Marginalia may be primarily summary or paraphrased statement with some attempt at analysis.

o Annotations may not accurately identify purpose or themes of text. o Reader may have identified unfamiliar vocabulary but did not attempt to

define the words.

C (70-79)o Text is not consistently marked throughout. o Random passages appear to be marked; passages selected often have no real

significance. o Annotated passages may be very long or very short. o Annotations include little/no marginalia or marginalia that is characterized by

plot level questions or simplistic summary. o Annotations include little/no attempt to identify themes/purpose of text. o Annotations include little/no recognition of unfamiliar vocabulary. o Annotations do not reflect careful reading of the text; annotations do not

reflect interaction between the reader and the text.

F (60 and below)Annotations are limited/incomplete and text is not consistently marked throughout.Random passages appear to be marked; passages selected often have no real significance. Annotated text is not submitted on time (first day of school).

Name ______________________________ Due Date: August 1 st (online submission) Turnitin.com

Of Mice and Men Discussion Questions/Preparation Guide

Directions: Formulate preliminary answers to the questions below. Your responses are a key component of a graded discussion within the study of this novel. Your answers must be written in complete sentences and supported with evidence from the text (e.g. quoted passages from the text, characters’ quotes). Responses must be typed and submitted electronically via turnitin.com. On the first day of school, each student will be required to participate in a Socratic Seminar (student led discussion of the novel). This assignment will help guide you through the reading of the novel and provide a framework for the Socratic Seminar. Be sure to answer all parts of each question, provide in-depth analysis, and follow all instructions.

1. Aristotle defined tragedy as a play about a basically good person, important to society, who suffers a fall brought about by something in his or her nature, provoking the emotions of pity and fear in the audience.

Based on the above definition, show how the novel Of Mice and Men is a tragedy. Based on this definition show how it is not a tragedy.

2. Research the Great Depression: What was happening in the country at that time economically, socially, and politically? How is the novel a product of its historical context?

3. Do you think it is an oversight on Steinbeck’s part that Curley’s wife is never given a name? If not, what are some of the reasons the author might have chosen to leave this character nameless?

4. Steinbeck has his characters use racially derogatory terms. Why do you think he uses this language? Given the context of the story, are these terms necessary? Is there any evidence to suggest that Steinbeck shares his characters’ bigoted views of minorities?

5. Loneliness is a major theme in the novel. It is expressed in many of the things that the characters say and do. Cite how loneliness is a part of the life of each of the following characters:

a. Crooksb. Candyc. Lennied. Georgee. Curley’s wife

6. The literary device of foreshadowing, or giving clues in advance of an important event, is used effectively in this novel. Identify as many of the incidents and bits of dialogue as you can that provide clues to the outcome.

7. Analyze George’s motive for his actions at the end of the novel. Is his decision justified?

8. Research Of Mice and Men author John Steinbeck. What elements of Steinbeck’s life are apparent in the novel?

9. Devise 3-5 questions to ask the group during the Socratic Seminar. Be specific and detailed about what you want to discuss. If you show up to class on the first day, unprepared, your grade will suffer dramatically, and you will be unable to add your own person insight to the group discussion.

Sharyland Pioneer High SchoolEnglish II Pre-AP

Summer Reading Assignments

THE ALCHEMIST BY PAULO COELHO – DIALECTICAL JOURNALS

PURPOSE OF DIALECTICAL JOURNALS: To identify and explain significant passages in the text as a form of annotating the text in order to internalize, question, and remember the readings. The dialectical journals will serve as notes for in-class assignments as well as a starting point for class discussions.

ASSIGNMENT: The table below lists the journal topics for the novel. Identify twenty (20) KEY QUOTATIONS/PASSAGES that you think are especially significant. Then, write a detailed analysis of that quotation/passage.

This assignment must be typed in MLA format using12 pt font and Times New Roman. Follow the format on the back of this paper for your journal.

Concepts/Allusions Thematic SymbolsPhilosopher’s Stone Personal Legend Spanish Gold CoinsSigns/Omens Spirituality BooksNumerology Nature SheepSoul of the World Fate v. Free Will CrystalUniversal Language Life’s True Treasures PyramidsNarcissus Love DesertMecca Dreams CaravanUrim and Thummim Self-Discovery OasisEmerald Tablet Charity FatimaEsperanto Bildungsroman Melchizedek

DUE DATE: Friday, August 28, 2015. As per SISD grading guidelines, students will be allowed to turn in their assignment Monday, August 31, 2015 with a 30-point deduction.

SUBMISSION: Journals will be submitted electronically through Turnitin.com.

A NOTE ON ACADEMIC DISHONESTY: Plagiarism is a serious issue, and it will absolutely not be tolerated. Assignments must be completed individually, without collaboration with other people and/or outside reading sources (including the internet). Plagiarized work will earn a zero as well as disciplinary consequences.Example of a dialectical journal (may not be used as your entry):

TOPIC QUOTATION (p. #) ANALYSIS

Desert “the desert is a capricious lady…” (p. 74)

The narrator uses a metaphor to compare (without using like or as) a desert to a capricious lady. Capricious means unpredictable; hence saying the desert is so unpredictable, you never know what might arise or happen. Just as in his journey, Santiago is traveling the desert to find his treasure, and he doesn’t know what to expect along the way.

Basic Responses: Raise questions about the beliefs and values implied in the text Give your personal reactions to the passage Discuss the words, ideas, or actions of the author Tell what it reminds you of from your own experiences Write about what it makes you think or feel Challenge the text

Higher Level Responses Analyze the text for use of literary devices (tone, structure, style, imagery,

figurative language, etc.) Make connections between different characters or events in the text Make connections to a different text (or film, song, etc.) Discuss the words, ideas, or actions of the author or character(s) Consider an event or description from the perspective of a different character Analyze a passage and its relationship to the text as a whole

Remember: Your responses must be specific and detailed. You may write as much as you want; your minimum requirement per entry is three (3) sentences.

Sharyland Pioneer High SchoolEnglish III Pre-AP

Summer Reading Assignments

Happy Reading! Do this assignment. The universe wants you to.

The Kite Runner

The Kite Runner is an evocative novel, inviting readers to immerse themselves in the tumultuous history of Afghanistan and the troubled friendship of two boys, Amir and Hassan. The English III summer-reading assignment consists of two parts, a dialectical journal and annotations, each part reflecting a careful reading of the novel.

Part I: Character journal This dialectical journal is a reader-response journal in which you will select textual evidence about a character and, based on that evidence, make an inference and provide commentary that explains how the evidence led to or supports the inference. For example, the novel opens with the first-person narrator—Amir—hinting at an incident that happened when he was 12, an incident that defines who he is. An initial entry for a character journal about Amir might look like this:

Character Journal: Amir Textual Evidence Inference and Commentary “It’s wrong what they say about the past, I’ve learned, about how you can bury it. Because the past claws its way out. Looking back now, I realize I have been peeking into that deserted alley for the last twenty-six years” (1).

Haunted—It is clear from the beginning of the novel that the narrator is haunted by his past, that--despite his trying to forget and “bury” it—he has been consumed with and determined by it, “peeking” at something that has “claw[ed] its way out” and will not be denied. The opening paragraph suggests that, through flashback, the narrator will turn and face the disquieting event of 26 years ago.

ASSIGNMENT: You will create ten entries for one major character--either Amir or Hassan, his childhood friend and companion—and five entries for one minor character—Baba, Ali, Rahim Khan, Sohrab, Assef, or Soraya. Your journal will be typed and formatted as follows: *MLA heading

Your name Your English teacher’s name English III Pre APDate*Provide a title indicating the character with whom you will be working;

Create a table like this, making sure to include the headings for each of the columns;

Quotations must be exact, punctuated correctly and followed by the page citation;

Evidence must span the novel. Quotes only from the beginning or the end will result in a lower score.

Part II: You may choose Assignment A or Assignment B. You only choose ONE (1).

ASSIGNMENT A: Object: To show an understanding of the themes, characters, important turning points, and symbols of the story.

You will create a kite, based on the book. You may use cloth, construction paper, poster board, whatever materials you like in order to build your kite. Each panel will have something to represent each of the above key points.

Theme – choose one major theme reflected in the book. On a small portion of the panel, explain the theme and how the author gets that theme across to the reader. Then illustrate the theme in some way. You may use computer images, drawings, magazine cut – outs etc.

Character – choose one major character and show how that character changes throughout the course of the book. If the character you chose is a static character, then tell me how that character is important to the story. Make sure you include personality traits and motivation. Choose either a famous person or movie character that resembles your chosen character in personality and include a picture of that person or character.

Turning points – There are many important turning points in this story. Choose one and tell me why it is important and how that turning point affects the outcome of the story. Tell me how the story would be different if the turning point were changed or not included at all.

Symbols – We all know the kite itself is an important symbol in this story. It symbolizes not only Amir’s self-torture, but also his eventual release. What other symbols are there throughout the book? Choose one and explain what it is, what it symbolizes and why it is important. Also include a picture of the symbol.

Kite tail – most kites have a tail of some sort, whether it be just pieces of ribbon, bows, or some other shape. Use your tail to explain the three main parts of the book (Amir’s childhood, life in San Francisco, and the rescue of Sohrab). You may use words and/or pictures, but if you use just pictures, I need to be able to tell what the pictures reflect without an explanation. If you think there will be any misinterpretation, then make sure you include an explanation.

Be creative in the design of your kite, make it stand out. Kites come in all different shapes and sizes, not just triangles. You will be graded on creativity, artistic impression, and how well you explained each piece. Each explanation should be at least 4-6 sentences. Have fun with it. You’d be surprised at how creative you can be. Remember however, minimum effort gets a minimum grade.

ASSIGNMENT B:

DescriptionIn this project, English III PRE-AP students are asked to show what they have learned from close critical reading of the novel. Students are required to use some form of multimedia presentation to demonstrate the project. Samples and models of time lines, power points, and digital storytelling will be provided on website.

ObjectiveUsing digital storytelling, students create one of three media projects connected to this powerful novel about Afghanistan and two boys and their families. Students may create a time line of events from the novel, a power point of literary terms, or a digital retelling of one of more scenes from the novel. They may work as individuals or in a small group. The students not only are able to examine the novel in detail, but they also are mandated to stretch with new media tools.

MaterialsFirst of all, students use the international novel and its events and imagery. They then use technology to create the time line, the power point, or the retelling. Technology used may include camcorders, photography, internet images, music, film clips, Windows Movie Maker, or iMovie. Original art work and musical compositions may also be utilized.

Other InformationThis project allows 11th grade Pre-AP English students to integrate their knowledge of this literary work with world events and history to tell the \"story behind the story\" in \"The Kite Runner.\" Student projects have been insightful, dramatic, humorous, original, and reflective, sometimes all at the same time. These projects allow students to take a complicated subject and share facts, hypotheses, insights, and opinions about not only the story, but their personal connection to it.

RUBRIC: Description A B D Required sections Content

Each section is included and well executed. Thorough explanations are included. Understanding of theme, character, symbols and turning points is reflected. Illustrations are good representations and artistic.

Each section is included and well executed. Good explanations are included. Understanding of theme, character, symbols and turning points is reflected. Illustrations are good representations and artistic.

One or more sections are missing. An explanation is included. Understanding of theme, character, symbol and turning point is not apparent or is only slightly apparent. Illustrations are included but are not particularly representative or artistic.

Creativity Design and set up of kite is creative and well thought out. A lot of color is used. Different fonts are used. The kite could be displayed anywhere throughout school and will generate interest in others to read the book.

Design and set up of kite is well thought out and creative. Some color and different fonts are used. Can be displayed throughout school.

Design is very basic. Little to no color or interesting fonts are used. May not be appropriate to display in school. Will not generate interest among other students.

Mechanics (Grammar, spelling, punctuation, etc.)

There are no mechanical errors.

There are few mechanical errors.

There are many mechanical errors

Sharyland Pioneer High SchoolEnglish III AP

Summer Reading Assignments

The Grapes of Wrath by John SteinbeckNickel and Dimed by Barbara Ehrenreich

Assignment One: Dialectical JournalsCreate a dialectical journal (two-column notes) for each of the two assigned books. *See attached example. These are to be done as you read the books. Focus on language and style. Entries should be legible! Include at least twenty five entries for each book. Twenty five is a minimum. A dialectical journal is a record of your conversation with the text. Do NOT simply summarize the chosen quote. You are reading a text and then responding with insightful analysis.

Dialectical Journal Directions: Divide paper in half vertically to create two columns. Label left side- TEXT, CHAPTER, PAGE # Label right side- INSIGHT/COMMENTARY Title each page with book title, author’s name and your name.

Dialectical Journal Example*The Great Gatsby-F. Scott Fitzgerald

TEXT, CHAPTER, PAGE INSIGHT/COMMENTARY“Everyone suspects himself of at least one of the cardinal virtues, and this is mine: I am one of the few honest people that I have ever known.” Chapter 3, pg. 59

Nick says this about himself. I feel as if Fitzgerald has him say this to establish his credibility as the narrator of this story. Fitzgerald is telling Gatsby’s story through Nick, another character, so we interpret events through his eyes. The question I have is; should I believe he is truly honest? Usually when people say this they are suspect.

Dialectical Journal Grading Scale:A= Detailed, meaningful quotes/passage selections coupled with thoughtful interpretation of said text. It should be neatly organized and legible. Color coding is recommended. All directions have been followed. More than the minimum number of entries is included.

B= Many good selections but slightly less detailed. Interpretation of text is somewhat thorough. Neat and legible. All directions have been followed.

C= Some good details but the comments and thoughts are superficial and not very insightful. Not thorough or in-depth. Relatively neat; directions were not completely followed.

D= Limited text selection. Little to no insight or inadequate discussion. Too Short. Disorganized. Difficult to read. Did not follow all directions.

F=Incomplete and sloppy work.

0= No Work.

Assignment Two: Essay

Identify a theme the two books share. Write a two page essay that identifies the theme and unifies the two books despite their different genres and demonstrates how each of the authors portrays the theme effectively.

Essay Grading Scale: (100 points total will be assigned to these categories; categories underlined and in italics represent the majority of points).

Two complete pages (minimum) Title (directly linked to your chosen theme) Organization (paragraphs) Free from grammar/spelling errors Legible Use of quotes to support ideas Balanced (equal representation of both books) Theme and support is focused and insightful

Online Submission: Due by 11:59 pm on 8/1/15

The dialectical journals and essay will be submitted online through www.turnitin.com. Please create an account online and connect to my account by using the ID 9605199; your enrollment password is diamondbacks. Once you’ve entered this information, you will be allowed to finish creating your account, and you should be linked to my English III AP folder. Once you click on the class, you will see the links where you can submit your dialectical journals separately and your essay. If you have any questions, please e-mail me at marladelafuente@sharylandisd.org.

*Note: The deadline is set for ALL students enrolled in the English III AP course, regardless of whether you are taking the course in the fall or spring.

Sharyland Pioneer High SchoolEnglish IV Pre-AP

Summer Reading Assignments

Lord of the Flies Summer Reading Final Project

Choose one of the following project options. Take note of the requirements and expectations on the back of this handout. You do need to write a one-paragraph proposal, provide information for a progress check, and briefly present your final project during class. *Note: I purposely left the eulogy and trial choices vague to avoid spoilers for the novel.

1. The Soundtrack

Make a 5-8 song CD. For each song or musical piece, write out the lyrics or describe the music. Then right out an in-depth analysis that explains its connection to the novel (why you chose to include it on the CD). Use text-based evidence such as quotations, symbols, themes, and situations to explain your choices. Create a case cover for the CD. Be artistic and neat! It should look like something you bought at the store.

2. Newspaper

Create a newspaper that describes the major events of the novel. Your newspaper must include at least four of the following elements: a news story, a review, an editorial, a feature story, a commentary, a cartoon, and/or a crossword. All must be somehow linked into the novel and created by you. Use quotes from the books for your interviews and feel free to embellish where necessary as long as everything is in keeping with the novel.

3. Graphic Novel/Comic Book

Recreate at least five of the most significance parts of the novel in a graphic novel or comic book format. The quality of your project will be determined by the extent to which your scenes portray the entirety of the novel, the quality and effort of the artwork, and an introduction that explains what you tried to capture and why. Use quotes from the text as your narration and dialogue but feel free to alter anything as needed as long as the ideas are unchanged.

4. Board Game or Video Game

Use text-based evidence to create a game! This project is to show your knowledge of the novel and to test others on their knowledge and help them learn more in an innovative way. While you may have some superficial (fact-based) questions, the majority of them should explore deeper levels of analysis of the novel (symbols, themes, issues, etc.). You may model your game on an existing one or create your own. Write a brief (one-page) explanation of why you created the game the way you did.

5. Write a Eulogy

You were a friend of one of the boys who died. His parents have asked you to participate in a memorial service for your lost friend. Prepare a eulogy that you will deliver at the service. Be sure to include qualities of the character and recall times that you spent together. Feel free to embellish in keeping with that character. The eulogy should be at least two to three pages in length.

6. Take Part in a Trial

You are a member of a hung jury trying the boy responsible for one of the boys’ deaths (you choose which of the two characters who died is the victim for this trial). All of the jury members accept the factual material provided by eyewitnesses. What influences were affecting the murderers? What were their motivations? What were their psychological states? Prepare a speech to give your fellow jurors to persuade them to take your side on where you stand concerning the levels of guilt and the punishments of the accused.

7. Compose and Perform an Original Song

Choose a character, event, or theme from the novel and create a song. The lyrics should accurately reflect the details from the novel and the song should be at least three minutes long. You need to provide a typed copy of the lyrics to me by at least the day before (so I can make copies for everyone) and perform in front of the class on the day the project is due.

8. Create Original Artwork

Draw or paint at least three significant scenes in the novel. (If you are making something larger, let me know and I will allow you to do fewer scenes.) Your work must accurately reflect details, symbols, and themes from the novel. Write an explanation (one to two pages) of what you did in the piece and why.

9. Write a Blog/Journal

Imagine one of the characters has a laptop with a magically infinite battery life (but no internet connection). He writes a blog recording the events on the island and his feelings, hoping that he will be able to publish it online once he is rescued. You can choose any character and the entries must cover the scope of the novel. (If you choose a character who dies, find a way to provide some brief information about his death and what happens later in the novel.)

Requirements:

1. Your proposal must be submitted and approved and changes to the proposal must be approved.

2. Your project must somehow reflect a deep and accurate understanding of the novel.

3. You must give a two-minute presentation of your project on the day it is due.

4. All written work MUST BE TYPED, double-spaced, and neatly presented.

Due Date Product Possible Points

Monday 8/24 Proposal 5

Wednesday 8/26 Progress Check 10

Friday 8/28 Presentation 15

*Prepared

*Good public speaking skills

*Clear explanation of your project

Friday 8/28 Final Product

*Accurately represents the novel (25)

*Contains an appropriate amount of material (15)

*Demonstrates higher-level thinking (10)

*Demonstrates creative expression (10)

*Is neat, well-organized, visually appealing (10)

70

Total 100

Sharyland Pioneer High SchoolEnglish IV AP

Summer Reading Assignments

The Metamorphosis by Franz KafkaThe Awakening by Kate Chopin

Assignment One: Dialectical JournalsCreate a dialectical journal (two-column notes) for each of the two assigned books. *See attached example. These are to be done as you read the books. Focus on language and style. Entries should be legible! Include at least twenty five entries for each book. Twenty five is a minimum. A dialectical journal is a record of your conversation with the text. Do NOT simply summarize the chosen quote. You are reading a text and then responding with insightful analysis.

Dialectical Journal Directions: Divide paper in half vertically to create two columns. Label left side- TEXT, CHAPTER, PAGE # Label right side- INSIGHT/COMMENTARY Title each page with book title, author’s name and your name.

Dialectical Journal Example*The Great Gatsby-F. Scott Fitzgerald

TEXT, CHAPTER, PAGE INSIGHT/COMMENTARY“Everyone suspects himself of at least one of the cardinal virtues, and this is mine: I am one of the few honest people that I have ever known.” Chapter 3, pg. 59

Nick says this about himself. I feel as if Fitzgerald has him say this to establish his credibility as the narrator of this story. Fitzgerald is telling Gatsby’s story through Nick, another character, so we interpret events through his eyes. The question I have is; should I believe he is truly honest? Usually when people say this they are suspect.

Dialectical Journal Grading Scale:A= Detailed, meaningful quotes/passage selections coupled with thoughtful interpretation of said text. It should be neatly organized and legible. Color coding is recommended. All directions have been followed. More than the minimum number of entries is included.

B= Many good selections but slightly less detailed. Interpretation of text is somewhat thorough. Neat and legible. All directions have been followed.

C= Some good details but the comments and thoughts are superficial and not very insightful. Not thorough or in-depth. Relatively neat; directions were not completely followed.

D= Limited text selection. Little to no insight or inadequate discussion. Too Short. Disorganized. Difficult to read. Did not follow all directions.

F=Incomplete and sloppy work.

0= No Work.

Assignment Two: Essay

Identify a theme the two books share. Write a two page essay that identifies the theme and unifies the two books despite their different genres and demonstrates how each of the authors portrays the theme effectively.

Essay Grading Scale: (100 points total will be assigned to these categories; categories underlined and in italics represent the majority of points).

Two complete pages (minimum) Title (directly linked to your chosen theme) Organization (paragraphs) Free from grammar/spelling errors Legible Use of quotes to support ideas Balanced (equal representation of both books) Theme and support is focused and insightful

Online Submission: Due by 11:59 pm on 8/1/15

The dialectical journals and essay will be submitted online through www.turnitin.com. Please create an account online and connect to my account by using the ID 9604873; your enrollment password is diamondbacks. Once you’ve entered this information, you will be allowed to finish creating your account, and you should be linked to my English IV AP folder. Once you click on the class, you will see the links where you can submit your dialectical journals separately and your essay. If you have any questions, please e-mail me at marladelafuente@sharylandisd.org.

*Note: The deadline is set for ALL students enrolled in the English IV AP course, regardless of whether you are taking the course in the fall or spring.