Being There by Jerzy Kosinski

Bomeisl Grade 12 Being There Class Makeup Assignment Being There by Jerzy Kosinski Chapters 1-4 Make up project for students who were not reading the novel as assigned. If you originally received a zero or an F (1.5 or lower) on any of the quizzes, you will CREATE YOUR OWN CLIFFS NOTES!

In order to demonstrate your knowledge of the novel, you will create your own version of Cliffs Notes. You will turn in one Study Guide for each chapter. Each Study Guide will include the following information: A. Summary of events. What significant event(s) occur in the chapter? Sum up the action in 1 – 2 paragraphs. B. Character sketches for each character in the chapter. List the characters in the order they appear. After each character’s name, briefly describe the character, her/his function in the chapter, and any important personality characteristics or changes. C. Critical commentaries: What themes or issues are being explored in this chapter? How do they contribute to the work? The satire? Respond fully in paragraph format. D. Significant quotation. Write this section of the Study Guide listing your choice of the most important quotation for the chapter with an insightful response to this quotation. E. Review questions: Write at least 3 review questions for each chapter – two will be effective, relevant comprehension based questions, and one will be an essay style question dealing with satire that needs a fuller written response. Include responses to each question. You will be assessed according to the rubrics on the website. Note: This assignment is 3 separate grades on your grade report! Reading Standards for Literature Key Ideas and Details – 11-12.RL3 Key Ideas and Details: 11-12.RL1 Craft and Structure: 11- 12.RL6 Level In addition to Level 3.0, in-depth inferences In addition to Level 3.0, in-depth inferences In addition to Level 3.0, in- 4.0 and applications that go beyond what was and applications that go beyond what was depth inferences and explicitly taught are demonstrated. The explicitly taught are demonstrated. The applications that go beyond student: student: what was explicitly taught are Bomeisl Grade 12 Being There Class Makeup Assignment

. describes multiple plausible purposes for the  explains how any excerpt (passage, demonstrated. The student: text argument or detail) relates to and  analyzes how ironies, . analyzes how contemporary historical or contributes to the main ideas of the whole contradictions, paradoxes, social context affects how text might have text incongruities, and ambiguities been received  analyzes how details contradict or develop theme(s) or main . analyzes how a text has taken on new complicate an implicit main idea, increasing idea(s) depth of understanding meanings or readings in new historical,  evaluate the effectiveness of the rhetorical approach for a cultural, political, or geographical contexts  infers how events/details author has chosen to omit affect the ideas of the text particular intended purpose Level 11-12.RL.3 Analyze the impact of the author’s 11-12.RL.1 Cite strong and thorough textual 11-12.RL.6 Analyze a case in 3.0 choices regarding how to develop and relate evidence to support analysis of what the text which grasping point of view elements of a story or drama (e.g., where a story says explicitly as well as inferences drawn requires distinguishing what is is set, how the action is ordered, how the from the text, including determining where the directly stated in a text from what characters are introduced and developed). text leaves matters uncertain is really meant (e.g., satire, sarcasm, irony, or I can: I can: understatement).  analyze methods author uses to create  articulate specific implicit and explicit elements of a story (e.g. setting, plot, ideas I can: character)  locate evidence  identify the author’s tone  analyze how author’s choices about  explain relevance of evidence  explain the author’s purpose in elements of a story (e.g. setting, plot,  articulate multiple plausible meanings writing/speaking character) affect the reader or support of ambiguous passage  describe the rhetorical themes. The student exhibits no major errors or strategies used to express a omissions. character’s motives or convey an author’s purpose  describe the effect of the strategies on the meaning of the text Level The student makes no major errors or The student makes no major errors or There are no major errors or 2.0 omissions regarding the simpler details and omissions regarding the simpler details and omissions regarding the simpler details and processes. I can: processes and: processes and:  perform basic processes:  perform basic processes:  recognizes or recalls isolated details and o identifY irony, articulate specific implicit and performs basic processes: o contradictions, o identifies the author’s purpose in explicit ideas paradoxes, writing/speaking o locate evidence incongruities, and o identifies the author’s persona or o explain relevance of evidence ambiguities articulates multiple plausible character o o Identify the author’s meanings of ambiguous o identifies the historical, cultural, purpose for the text passage o Identify the effect of political, or geographical context  recognize or recall specific terminology for the writing/speaking of the the text on the such as: reader or theme Bomeisl Grade 12 Being There Class Makeup Assignment

text o explicit and implicit o Identify the  recognizes or recalls specific terminology o inference rhetorical strategies such as: o concrete and abstract subject used o intended audience o ambiguity and ambiguous  recognize or recall specific terminology such as: o persona However, the student exhibits major errors o irony o first person, second person, third or omissions regarding the more complex o contradiction person ideas and processes. o paradox o omniscient narration, limited tone narration, unreliable narration o sarcasm However, the student exhibits major errors or o incongruity omissions regarding the more complex ideas o ambiguity and processes. o However, the student exhibits major errors or omissions regarding the more complex ideas and processes. Level With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. 1.0 Level Even with help, no understanding or skill demonstrated. 0.0