2008-2009 English II Honors Pre-registration Curriculum Expectations Information Dunedin High School 2008 – 2009 April 18, 2008 Dear Student, Congratulations on accepting the challenge of English II Honors! In the fall, you will be enrolled in either Ms. Curry’s or Ms. Luoma’s English II Honors classes. Prior to registration, it’s important to have a clear picture of course expectations. Please be aware that by enrolling in an Honors-level class, you are accepting the challenge of a more rigorous curriculum. Honors students should expect to have regular homework assignments, including a copious amount of reading. Students will be reading plays, novels, non-fiction, articles and essays. A majority of the reading will be assigned for out-of-class completion. Students should expect to have reading and related assignments over the Thanksgiving, winter, and spring breaks as well. It is also expected that Honors students will procure copies of many of the books themselves. At times, students will be required to annotate their reading, and a personal copy will be necessary. Of course, in cases of hardship, a student can speak with the teacher privately to be assigned a copy of the text. Hopefully, you are already aware of the required summer reading selections, which are available at area libraries and bookstores: How to Read Literature Like a Professor by Thomas Foster The Chosen by Chaim Potok The Iliad by Homer, as translated by W.H.D. Rouse We recommend that you read How to Read Literature Like a Professor first, as it will give you guidance and perspective for all of our reading over the course of the year. The assignments for each book, which will be distributed prior to the end of the school year, will be due by the end of the first week of school, and you will be taking a test on The Chosen and The Iliad on Friday, August 29th, 2008. Prior to the end of the school year, summer assignment packets will be available from Ms. Luoma and Ms. Curry. Announcements will be made when these are available, and students will be responsible for picking up a packet. The assignments will be a combination of guided reading questions and a project. Please sign, and have your parents sign, the acknowledgment form below, which reflects your understanding of the curriculum expectations. Please keep this letter for your records but return the slip to your English teacher with your registration materials. We look forward to meeting everyone when packets are distributed. Please feel free to contact us via email if you have questions at any time. Thank you. Best regards, Christine Luoma Kathryn Curry firstname.lastname@example.org email@example.com ************************************************************************************************** I have received and read the 2008-2009 English II Honors Pre-registration Curriculum Expectations letter and understand that by enrolling in English II Honors, students agree to participate in a challenging curriculum. ______________________________________ _____________________________________________ ____________ Student Signature Parent/Guardian Signature Date The Iliad by Homer Translated by W.H. D. Rouse Required Summer Reading Study Guide This study guide will not be collected by your teacher. It is to be used as a reading guide and as a study guide for your test. It is highly recommended that you complete the guide to the best of your ability in order to better understand the novel and prepare for the test. Books 1-10 1. Why are the Greeks and the Trojans fighting? 2. Why does Chryses come to Agamemnon? 3. What is the cause of the quarrel between Agamemnon and Achilles? 4. What does Achilles ask Thetis, his mother, to do for him? Why? 5. What kind of person is Paris? 6. Which gods fight for the Greeks? Which fight for Troy? Why? 7. During the battle Hector visits home. Why? 8. Briefly describe Hector’s visit with his wife and child. Why is it hard for him to return to battle? Why does he go? 9. Why do the three envoys visit Achilles? What arguments do they present? 10. How does Achilles respond to the envoys? Books 11-24 11. Briefly describe how Agamemnon, Diomedes, and Odysseus become wounded. Who is winning at the end of this day’s battle? 12. How do the day’s events affect Patrolus? 13. Why does Patroclus want to enter the war? 14. What is Achilles’ reaction after Patroclus’ death? 15. Why is it important for Achilles and Agamemnon to reconcile publicly? 16. What hardships have resulted from Achilles’ anger? 17. How does the tide of war change after Achilles enters the war? 18. How does Achilles honor Patroclus and dishonor Hector? 19. Why do the gods interfere with Achilles’ plan for Hector’s body? 20. The Iliad ends without total victory for the Greeks. Why? 21. Contrast Hector and Achilles. Which do you like better? Why? 22. In your opinion, is Achilles any different at the end of the story than he was at the beginning? Explain. 23. Research epic poems. What are some characteristics of epic poems? Explain how The Iliad is an epic. The Chosen by Chaim Potok Required Summer Reading Study Guide This guide will not be collected by your teacher. It is to be used as a reading guide and as a study guide for your test. It is highly recommended that you complete the guide in order to better understand the novel and prepare for the test. A. Reading Check and Interpretation Questions Book One 1. Why are the yeshiva students playing softball? 2. What is Tony Savo’s occupation? 3. What important event in World War II takes place while Reuven is in the hospital? 4. Why does Danny hide from his father the fact that he is reading philosophy and fiction? 5. What ability enables Danny to study twice as much Talmud as Reuven? 6. Why does Reuven change his mind about listening to Danny? 7. Why do you think Reuven’s father wants him to make a friend of Danny? 8. Identify three facts or events that convey a theme related to communication. 9. List all of the details in Book One that help to characterize David Malter as a kind and sensitive person. 10. Explain in your own words the irony of the softball game and of the events that flow from it. 11. A motif is a word, character, object, image, metaphor, or idea that recurs in a work. Consider Thomas Foster’s perspective regarding sight and seeing in How to Read Literature like a Professor. Trace the development of the motif of blindness in Book One of The Chosen. 12. What is the importance to the plot of setting the novel during World War II? Book Two 13. According to David Malter, why did the Cossacks and Polish peasants revolt against the Jews? 14. Who was the Ba’al Shem Tov? 15. What is the name of the collection of books on Jewish mysticism? 16. Which academic subject does Danny find difficult? 17. Which prominent American dies during the novel? 18. Based on David Malter’s experience, why does World War II intensify efforts to establish a Jewish homeland? 19. What method of study does Danny discover that helps him to understand Freud? 20. What does Reuven believe Reb Saunders means when, in a dream, he accuses Reuven of poisoning Danny’s mind? 21. How does Reb Saunders react when Reuven speaks favorably about Zionism, and what character trait does his reaction reveal? 22. How do the relationships between the two boys and their fathers convey a theme related to secular life versus religious obligation? Book Three 23. What does Danny reply when Reuven suggests that he “get…a girl”? 24. Why do the anti-Zionists gradually stop publicly denouncing the United Nations vote? 25. Whom does Reb Saunders cite as an example of a brilliant person who lacked compassion? 26. When does Danny plan to tell his father he wants to be a psychologist? 27. Why is Reb Saunders so anxious for Reuven to come to his house? 28. Reb Saunders believes that Danny will be a tzaddik for the world. What can the reader infer about the success or failure of Reb Saunder’s technique for raising Danny? 29. When asked if he would raise his own son in silence, Danny replies, “Yes. If I can’t find another way.” Use examples from the novel to identify at least two other ways to instill compassion in a child. 30. When Reuven tells his father he is glad not to have been raised in silence, what does his father reply? Explain David Malter’s answer. 31. What specific incident caused Reb Saunders to fear that his son would grow up to be “a body without a soul”? Do you think Reb Saunder’s response was justified? Why or why not? 32. Give a specific and detailed example of the role of women in the Hasidic tradition. 33. In the dedication page of the novel, Potok quotes Ben Jonson: “True happiness/ Consists not in the multitude of friends/ But in the worth and choice.” Explain how this quotation illuminates the novel. B. Characters Create a three-column chart to keep track of the characters in the book. Each time you come across a new character, write the character’s name and the page on which the character first appears in the first column. Jot down a brief initial description in the second column. Use the third column to record any additional important information or events related to the character. Circle the name of each main character. Remember that a dynamic character changes in some significant way as a result of the story’s action. Place a star next to the name of each dynamic character. Set up the chart headings like this: Name of Character/Page Number Initial Description Important Information and Events C. Plot Analysis SETTING - Identify and explain the following elements of the setting: o Time o Most Important Places o One Effect of Setting on Plot, Theme, or Character PLOT - List key events from the novel. Use your list and additional events as needed to identify the plot elements below: o Major conflict/problem o Turning point/climax o Resolution/denouement MAJOR THEMES - State two possible themes of the novel.
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