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H S for L E C J Summer Reading for ENGLISH III and AP English Language Composition May 2008 Dear Rising Juniors Before entering school in August every English III regular OR AP English

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H S for L E C J Summer Reading for ENGLISH III and AP English Language Composition May 2008 Dear Rising Juniors Before entering school in August every English III regular OR AP English Powered By Docstoc
					    H S for L E/C J Summer Reading for ENGLISH III and AP English Language & Composition
May, 2008

Dear Rising Juniors,

Before entering school in August, every English III regular OR AP English Language & Composition student
will read two books and prepare a required assignment over the summer. Your assignment will be due the
first Monday after the first week of school.

1) REQUIRED: The Catcher in the Rye by J.D. Salinger

2) CHOOSE ONE MORE BOOK FROM THIS LIST:
     Black Boy by Richard Wright (autobiography)
     Bless Me, Ultima by Rudolfo Anaya (novel)
     Persepolis by Marjane Satrapi (graphic novel)
     American Born Chinese by Gene Luen Yang (graphic novel)

Please do not take this assignment lightly, as it is worth a MAJOR EXAM GRADE. The Catcher in the Rye will
be a centerpiece for fiction studies throughout your fall semester. It is important to read one more novel from
the list so that early in the first 6 weeks you will be able to produce a group project, write reading response
logs, and write a comparison/contrast essay

We require you to purchase your own copies of both books because we expect you to write margin notes
and highlight vocabulary as you read. These notes will prepare you for the assignments you will turn in, and
will refresh your memory as we use the book for discussion in the fall. Aside from reading, we are requiring 4
activities (and one for extra credit!): annotation, one visual timeline, ten dialectical journals, one product,
and one extra credit vocabulary activity. We also expect you to bring The Catcher in the Rye to class for the
first three weeks of school.

                                        YOUR SUMMER READING PROJECT
(Adapted from Ashley Ray and Kristin Hamon, Houston ISD, 2007)

Here is what you will actually do as you read The Catcher in the Rye and the companion work of your
choice.

The Catcher in the Rye

Job #1: READ AND ANNOTATE THE CATCHER IN THE RYE
       Good readers read with a pencil in hand. Annotate (make notes in) your text. If you bought your
book, you can annotate in the margins of it. If you check a book out from the library, use post-it notes to
keep track of your ideas. Some tips for annotating:

       Write your questions or comments
       Underline important ideas or memorable images
       Note any personal experience related to the passage
       Mark confusing passages or sections that you need to re-read
       Identify the use of major literary devices (symbol, metaphor, simile, alliteration, etc.)
       Taking the time to mark up your text will make it easier to do your dialectical journals. Your teacher
       will check your book for thorough annotation.



                                                         1
Job #2: WRITE DIALECTICAL JOURNAL
       A dialectical journal is a way of learning to interact with your text, a way of making reading more
personal and immediate. DIALECTIC means “the art or practice of arriving at the truth by the exchange of
ideas.” The purpose of this journal is to allow you to have a “conversation” with the text that will deepen
your understanding of its contents.
       For each of the ten literary elements listed below, you will create one dialectical journal entry. In the
end, you will have 10 dialectical journal entries in all for The Catcher in the Rye. Each entry consists of a
quotation from the text (include author and page number, MLA style, and your commentary on this entry.
Each entry/commentary should focus on a literary technique or element.
       See the example to know exactly how to set up your journals. Your journals should be neatly
handwritten or typed with a cover sheet. Your dialectical journal entries will prove useful as a source of
materials for in-class essays on the novels.

        You will write one dialectical journal entry for each literary element below:



Point of View - the          Symbol – is any object,          Hyperbole – is a             Theme - the central
perspective from which       person, place, or action         deliberate, extravagant,     message of a literary
a narrative is told.         that has both a meaning          often outrageous             work. It is not a subject,
                             in itself and that stands        exaggeration. It may be      but a statement the
                             for something larger than        used for either serious of   author whishes to
                             itself, such as a quality,       comic effect.                convey about a subject.
                             attitude, belief or value.                                    It is a general statement
                                                                                           about life or human
                                                                                           nature. Great literary
                                                                                           works usually bear
                                                                                           several themes, and
                                                                                           most themes are not
                                                                                           directly stated but are
                                                                                           implied.


Foreshadowing – is the       Conflict – a struggle            Allusion is a reference to   Diction – word choice
use of hints or clues in a   between forces                   a literary, historical,      intended to convey a
narrative to suggest         represented in a literary        filmic, mythological,        certain effect.
future action.               work: man vs. man; man           person, place, or thing.
                             vs. nature; man vs.
                             society; man vs. himself.


Tone – is the writer’s       Title - what is the
attitude toward a            significance of the title?       WILD CARD                    WILD CARD
subject, a character, or     Why do you think the             Choose any literary          Choose any literary
audience and is              author chose it? Can             device and write a           device and write a
conveyed through the         you think of another             dialectical journal entry    dialectical journal entry
author’s choice of words,    possible title for this          for extra credit             for extra credit
and detail. Tone can be      novel?
serious, humorous,
sarcastic, indignant,
objective, etc.




                                                          2
Label your work, citing author and page number. Here is an example:

GOOD EXAMPLES OF DIALECTICAL JOURNAL ENTRIES:

#     Quotation                                 Commentary
1.    HYPERBOLE                                 The author has created a character, Holden Caulfield,
                                                who likes to exaggerate. When Holden wants to
      “The whole lobby was empty. It            emphasize something, he often exaggerates to make
      smelled like fifty million dead cigars.   a point. In this case, the lobby had a stagnant,
      It really did” (Salinger 90).             offensive, almost intolerable odor of “…dead cigars…”
                                                It could be one more example of Holden’s fear of
                                                becoming an adult. If cigar smoke is a sign of
                                                adulthood, Salinger exaggerates the way it smells. He
                                                may be reminding us of how Holden is uncomfortable
                                                with adults and with becoming an adult.
2.    SYMBOL                                    Why is Holden wearing a hunting hat all the way
                                                through this novel? He could be wearing a cap from
      “I still had my red hunting hat on,       the Yankees or the Giants. Or, since it’s the 1940s and
      with the peak around to the back          he’s trying to pose as an adult, he could be wearing
      and all. I really got a bang out of       the kind of hat men used to wear with suits. Is Holden
      that hat” (Salinger 27).                  hunting for something? Could the hat be a symbol for
                                                Holden hunting for his identity?



WEAK EXAMPLES OF DIALECTICAL JOURNAL ENTRIES:

#    Quotation                           Example of a Low Quality Commentary
1.   HYPERBOLE

     “The whole lobby was empty. It      Gross. That's alot of cigars. My uncle
     smelled like fifty million dead     smokes cigars and his house stinks too. I'll
     cigars. It really did” (Salinger    never smoke!
     90).
2.   SYMBOL

     “I still had my red hunting hat     The red hat symbolizes Holden's love
     on, with the peak around to the     of hunting.
     back and all. I really got a bang
     out of that hat” (Salinger 27).




                                                      3
   Job # 3 CREATE A VISUAL TIMELINE OF HOLDEN’S JOURNEY
   Prepare a visual timeline of Holden Caulfield’s journey in The Catcher in the Rye. This may be one-
   dimensional or three-dimensional; it may be electronic or paper, but it must be complete with
   characters and incidents, and it must be accurate and legible.



Choose One More Book to Read:
       Black Boy, OR American Born Chinese, OR Persepolis, OR Bless Me,Ultima

Choose your second book, and read and annotate it as you did The Catcher in the Rye.


Job # 4 CHOOSE ONE OF THESE PRODUCTS
Prepare one of these products about the book you chose:

   1) Write a letter to someone (perhaps a friend of yours) who has not read the book. In the letter,
      explain what prompted you to choose that particular book. Conclude with a recommendation.
   2) Imagine you are one of the characters in the story. Write a diary entry that reflects thoughts and
      feelings about an event in his/her life.
   3) Write an interview or conversation between you and the main character of your book. Be sure you
      write detailed responses for the character.
   4) On a poster board, create a MYSPACE page for the main character.
   5) Write a poem based on the mood, images, or feeling aroused in you as you read the book.
   6) Draw a map or symbol that reflects some aspect of the book. Create something visual that brings a
      facet of your book to life.
Rubric for Product Evaluation
The Six + 1 Traits will be used to evaluate your product.
(Adapted from F. Longcrier, Houston ISD, 2005)

                           Are the products thoughtful and creative? Do they show that the student read
         IDEAS             and thought about this book? Does the student see how this book relates to life?
                           Does the student understand why it may have been written?

                           Are the ideas in each of the products presented in an order that makes them
     ORGANIZATION
                           easy to understand?

         VOICE             Are the products unique? Do they have “pizzazz?”
                           Does the student use interesting and powerful vocabulary that enhances the
     WORD CHOICE
                           reader’s experiences with the product?

   SENTENCE FLUENCY        Does the student construct complete and varied sentences?

     CONVENTIONS           Does the writing flow? Does it have rhythm?

                           Does the student follow the required format? Are the products assembled in the
                           order requested? Are the products attractive and intriguing to view? Is it evident
     PRESENTATION
                           that the student made this project a priority?



           4=Strong     3=Effective     2=Developing        1=Emerging       INC=Incomplete




                                                     4
Job #5: VOCABULARY --- extra credit!
          26 vocabulary words. If you can find the chapter and page number for each, you will get extra
credit!

    1.    ______ adapt
    2.     ______appreciate
    3.     ______atheist
    4.     ______boisterous
    5.    ______ bourgeois
    6.     ______complex
    7.     ______conceited
    8.     ______disciples
    9.     ______exhausted
    10.    ______homely
    11.     ______humility
    12.     ______inane
    13.     ______innumerable
    14.    ______ monotonous
    15.    ______ mute
    16.    ______ mutinying
    17.    ______nonchalant
    18.    ______pacifist
    19.    ______pores
    20.    ______premature
    21.    ______reciprocal
    22.    ______repulsive
    23.    ______rite
    24.    ______ spiritual
    25.    ______spontaneous
    26.    ______unscrupulous



If you have any questions about your summer reading, you can e-mail any of our English teachers.



Enjoy Your Summer Reading! We look forward to seeing your products and hearing your
responses to The Catcher in the Rye and the other book you chose.

Your H S for L E/C J English Teachers,


Ms. Miraglia: gmiragli@houstonisd.org                Mr. Paradis: bparadis@houstonisd.org
Mrs. Johnson: cbickham@houstonisd.org                Mr. Green rgreen2@houstonisd.org
Mr. Miller: mmiller4@houstonisd.org                  Ms. Karlsen nkarlsen@houstonisd.org




                                                       5
                                          Summer Reading Dialectical Journal for The Catcher in the Rye

                             STRONG (20)                         PROFICIENT       (17)                     DEVELOPING         (14)                      NOT PROFICIENT         (10)
                   The writer selects a significant        The student writer selects a         The writer selects a quotation that is not       The writer selects a quotation, but it is
                   quotation that accurately reflects      quotation that is important and      important or relevant, OR the writer does        not important or significant to the
CHOICE             the literary device.                    accurately reflects the literary     not clearly address the importance of the        literary device or the author’s meaning.
OF QUOTATION                                               device.                              quotation.



                    The writer understands the             The writer understands the           The writer incorrectly identifies the use of     The writer incorrectly identifies the use
                   literary element and the analysis is    literary element and the analysis    the literary element. The writer is struggling   of the literary element. No attempt is
                   thorough and thoughtful. The            is fairly thorough and thoughtful.   with understanding the author’s strategy         made to explain how it works or what
LITERARY
                   writer clearly perceives the writer’s   The explanation may be too           and what the intended effect is supposed to      the author’s intended effect is
ANALYSIS
                   strategy and what the intended          general.                             be.                                              supposed to be.
                   effect is supposed to be.

                   The writer uses formal,                 Word choice is effective. The        Vocabulary is not very creative. Errors may      The writer uses a limited range of
                   sophisticated language. The             journal reflects voice and           distract the reader. The writing is sincere      vocabulary. Frequent errors distract
LANGUAGE &         writing shows the writer’s              engagement with the novel.           but does not reflect individual perspective      the reader. The writing is lifeless or
STYLE              engagement with the novel. All          There may be a few errors.           or engagement with the novel.                    mechanical.
                   grammar is correct.

                   The writer neatly presents work in      The organization is clear and        An attempt has been made to organize the         The journal is disorganized and does
                   the appropriate format. The             meets all the requirements of        journal, but it does not meet all the            not meet the requirements of the
ORGANIZATION/
                   presentation is excellent.              the assignment. The                  requirements given. The presentation is a        assignment. Not much effort was put
COMPLETENESS
                                                           presentation is of good quality.     bit untidy.                                      into organization or presentation. OR,
                                                                                                                                                 the journal was illegible.
                The writer makes no errors in              The writer makes one or two          The writer makes a few errors in                 The writer makes several errors in
C.U.P.S.        capitalization, usage, punctuation,        errors in capitalization, usage,     capitalization, usage, punctuation, or           CUPS that catch the reader’s attention
CAPITALIZATION, or spelling so the journal is              punctuation, or spelling, but the    spelling that catch the reader’s attention       and greatly interrupt the flow.
USAGE,          exceptionally easy to read.                journal is still easy to read.       and interrupt the flow.
PUNCTUATION,
SPELLING




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