Honors English III Summer Assignment 2017-2018 Ms. Katy McCarthy ...
Honors English III Summer Assignment 2017-2018 Ms. Katy McCarthy [email protected] remind: 81010 @mccarthyae3 Welcome to my class! I look forward to getting to know each one of you, and I look forward to working with you during your junior year at CLHS. Please feel free to stop by and visit before the end of the year with any questions you may have, and do not hesitate to email me over the summer should any further questions arise. Additionally, you must understand that this course is one of the toughest, most demanding English courses there is to offer at Central Lafourche High School.. My expectations for myself, the course, and you are very high; therefore, I must insist that you please adhere to all deadlines and directions. These assignments will be worth two of your 1st marking period grades when the school year begins. -- Ms. McCarthy Texts: o o
The Things They Carried by Tim O’Brien Barron’s 1100 Words You Need to Know
Due Date: All parts are due to class on the first day of school. General Directions: 1. Purchase the book from any retailer. I have not contacted Books-a-Million to order extra copies, but the books can be ordered online from Amazon or any other online bookstore. 2. Read all the directions CAREFULLY. Note: Any plagiarism on any section will result in an F on either assignment. Part One Read and thoroughly annotate the first chapter of The Things They Carried. Once you are done with the first chapter, reread the annotations rubric. The majority of your annotations should be level 2. Add to them as necessary, and use what you learn to improve your remaining annotations. Level 1 Literal—found directly in the text Questions/notes that check for understanding
1. 2. 3.
Level 2 Interpretive/Analytical—found by making inferences Questions/notes about the author’s choices
Level 3 Universal/Thematic—found outside of the text. Questions/notes about how the text relates to the world outside the text, including how it relates to life.
Read thoroughly and annotate thoroughly the entire book. Write three mini-essays according to the prompts given in part two. Turn in your entire book with annotations or your annotation log and your mini-essays on the first day of school.
You can choose to annotate the text for this assignment in two different ways: 1) Mark the Text OR Please obtain a new paperback copy and annotate in the margins. Your teacher will collect the text and assess your annotations using the rubric
2) Create a Double Entry Journal If you would like to interact with the text using a double entry journal using textual evidence and commentary to demonstrate your interaction with the text. This is a good option if you want to use the digital file provided to you on the school website. Text and Page Number “You were the river current/carrying the roaring notes…” (lines 37-38 page 8)
Little Evidence 1/D The student annotates too few sections of the text. The meanings of the student’s annotations are not clear to the reader. ●
●
●
The student’s notes do not show understanding of the text in a way that is clear to the reader. The student’s notes are limited to highlighting without annotations The student’s annotations are limited to personal responses
Approaching Standard 2/C
Adequate Annotations 3/B
The student annotates some of the scope of the text though some lapses in legibility may occur.
The student annotates on a variety of levels.
The student’s annotations are sometimes difficult for a reader to understand what is being said or what is being thought.
The annotations attend to a variety of levels of thinking for instance, the student:
●
The student’s annotations are limited to personal responses or paraphrase more than analyze.
●
The student does not attend to main points/claims over the scope of the whole work.
●
The student does not identify some obvious figurative language/rhetorical strategies at work in the passage.
The annotations make clear to the reader what the writer was thinking as he/she read.
Level One: ● Notes important main points/claims over the scope of the whole work. ● Identifies unknown vocabulary ● Identifies significant images ● Identifies most of the figurative language/rhetorical strategies in the passages ● Notes tone and charged diction ● Comments on the form/format/structure/and shifts in style/structure Level two ● Identifies the function of language/rhetorical strategies in the passages ● Makes inferences ● Evaluates the author/character’s arguments/claims and may challenge these claims Level three: ● Notes personal responses/emotional connections ● Asks questions and theorizes answers ● Makes connections outside of the text ● Notes universal human behaviors, themes
Connections and Insights The speaker uses a metaphor to compare her mother to the current in a fast flowing river that seems to be carrying a song. The song might represent…
Effective Annotations 4/A The student annotates the full text with clear, thorough insight and apt observations ●
●
●
All of the annotations are easily interpreted by the reader. The student pays particular attention to analyzing the function of figurative/rhetorical strategies at work in the passage. The student recognizes patterns and identifies complicated themes at work in the text.
Part Two These should be well-developed, mini-essays with a thesis and textual evidence as support for your ideas. ALL OF THE PROMPTS SHOULD BE ADDRESSED. Your essays should be no longer than two pages typed double-spaced. If they are hand-written, they must be longer than three pages. 1. A symbol is an object, action, or event that represents something or that creates a range of associations beyond itself. In both fictional and nonfictional works of literature, a symbol can express an idea, clarify meaning, or enlarge literal meaning. Focusing on one symbol, write an essay analyzing how that symbol functions in the work and what it reveals about the characters or themes of the work as a whole. Do not merely summarize the plot. (12 pts.) 2. One of the strongest human drives seems to be a desire for acceptance. Write an essay in which you discuss how a character in the book struggles to free himself or herself from the power of others or seeks to gain acceptance others. Be sure to demonstrate in your essay how the author uses this struggle to find acceptance to enhance the meaning of the work. (12 pts.) 3. It has often been said that what we value can be determined only by what we sacrifice. Consider how this statement applies to a character from the novel or book you read. Select a character that has deliberately sacrificed, surrendered, or forfeited something in a way that highlights that character’s values. Then write a well-organized essay in which you analyze how the particular sacrifice illuminates the character’s values and provides a deeper understanding of the meaning of the work as a whole. (12 pts) Grades will be averaged into one essay grade 12=A 11-10=B 9-8=C 7-6=D 5-0=F
Part Three Obtain Barron’s 1100 Words You need to know. Work through the two weeks of lessons. Weekly Grade #1 will discuss this the first week of school.
The Things They Carried by Tim O’Brien Barron’s 1100 Words You Need to Know
Due Date: All parts are due to class on the first day of school. General Directions: 1. Purchase the book from any retailer. I have not contacted Books-a-Million to order extra copies, but the books can be ordered online from Amazon or any other online bookstore. 2. Read all the directions CAREFULLY. Note: Any plagiarism on any section will result in an F on either assignment. Part One Read and thoroughly annotate the first chapter of The Things They Carried. Once you are done with the first chapter, reread the annotations rubric. The majority of your annotations should be level 2. Add to them as necessary, and use what you learn to improve your remaining annotations. Level 1 Literal—found directly in the text Questions/notes that check for understanding
1. 2. 3.
Level 2 Interpretive/Analytical—found by making inferences Questions/notes about the author’s choices
Level 3 Universal/Thematic—found outside of the text. Questions/notes about how the text relates to the world outside the text, including how it relates to life.
Read thoroughly and annotate thoroughly the entire book. Write three mini-essays according to the prompts given in part two. Turn in your entire book with annotations or your annotation log and your mini-essays on the first day of school.
You can choose to annotate the text for this assignment in two different ways: 1) Mark the Text OR Please obtain a new paperback copy and annotate in the margins. Your teacher will collect the text and assess your annotations using the rubric
2) Create a Double Entry Journal If you would like to interact with the text using a double entry journal using textual evidence and commentary to demonstrate your interaction with the text. This is a good option if you want to use the digital file provided to you on the school website. Text and Page Number “You were the river current/carrying the roaring notes…” (lines 37-38 page 8)
Little Evidence 1/D The student annotates too few sections of the text. The meanings of the student’s annotations are not clear to the reader. ●
●
●
The student’s notes do not show understanding of the text in a way that is clear to the reader. The student’s notes are limited to highlighting without annotations The student’s annotations are limited to personal responses
Approaching Standard 2/C
Adequate Annotations 3/B
The student annotates some of the scope of the text though some lapses in legibility may occur.
The student annotates on a variety of levels.
The student’s annotations are sometimes difficult for a reader to understand what is being said or what is being thought.
The annotations attend to a variety of levels of thinking for instance, the student:
●
The student’s annotations are limited to personal responses or paraphrase more than analyze.
●
The student does not attend to main points/claims over the scope of the whole work.
●
The student does not identify some obvious figurative language/rhetorical strategies at work in the passage.
The annotations make clear to the reader what the writer was thinking as he/she read.
Level One: ● Notes important main points/claims over the scope of the whole work. ● Identifies unknown vocabulary ● Identifies significant images ● Identifies most of the figurative language/rhetorical strategies in the passages ● Notes tone and charged diction ● Comments on the form/format/structure/and shifts in style/structure Level two ● Identifies the function of language/rhetorical strategies in the passages ● Makes inferences ● Evaluates the author/character’s arguments/claims and may challenge these claims Level three: ● Notes personal responses/emotional connections ● Asks questions and theorizes answers ● Makes connections outside of the text ● Notes universal human behaviors, themes
Connections and Insights The speaker uses a metaphor to compare her mother to the current in a fast flowing river that seems to be carrying a song. The song might represent…
Effective Annotations 4/A The student annotates the full text with clear, thorough insight and apt observations ●
●
●
All of the annotations are easily interpreted by the reader. The student pays particular attention to analyzing the function of figurative/rhetorical strategies at work in the passage. The student recognizes patterns and identifies complicated themes at work in the text.
Part Two These should be well-developed, mini-essays with a thesis and textual evidence as support for your ideas. ALL OF THE PROMPTS SHOULD BE ADDRESSED. Your essays should be no longer than two pages typed double-spaced. If they are hand-written, they must be longer than three pages. 1. A symbol is an object, action, or event that represents something or that creates a range of associations beyond itself. In both fictional and nonfictional works of literature, a symbol can express an idea, clarify meaning, or enlarge literal meaning. Focusing on one symbol, write an essay analyzing how that symbol functions in the work and what it reveals about the characters or themes of the work as a whole. Do not merely summarize the plot. (12 pts.) 2. One of the strongest human drives seems to be a desire for acceptance. Write an essay in which you discuss how a character in the book struggles to free himself or herself from the power of others or seeks to gain acceptance others. Be sure to demonstrate in your essay how the author uses this struggle to find acceptance to enhance the meaning of the work. (12 pts.) 3. It has often been said that what we value can be determined only by what we sacrifice. Consider how this statement applies to a character from the novel or book you read. Select a character that has deliberately sacrificed, surrendered, or forfeited something in a way that highlights that character’s values. Then write a well-organized essay in which you analyze how the particular sacrifice illuminates the character’s values and provides a deeper understanding of the meaning of the work as a whole. (12 pts) Grades will be averaged into one essay grade 12=A 11-10=B 9-8=C 7-6=D 5-0=F
Part Three Obtain Barron’s 1100 Words You need to know. Work through the two weeks of lessons. Weekly Grade #1 will discuss this the first week of school.
