Apply the Following Terms to to Kill a Mockingbird

English 3-4 Honors Summer Assignments 2013 1

General Overview Carefully read and follow the directions on the pages indicated for all five of these assignments:

1. Choose one of the two prompts below to answer in a well-developed, typed narrative. Use the SAUSD Narrative Rubric to guide you (p.2). Instructions. The essay demonstrates your ability to write clearly and concisely on a selected topic and helps you distinguish yourself in your own voice. What do you want your instructor and classmates to know about you? Choose the option that best helps you answer that question and write an essay of no more than 650 words, using the prompt to inspire and structure your response to do so. Remember, quantity is not quality.

o Consider what you believe to be your best character trait. Illustrate the story of how you developed this trait into one of your greatest assets, focusing on a defining moment.

o Do you believe that one can change destiny? Unfold the story of how you changed your destiny or how fate played a part in your experience, focusing on a defining moment.

o Envision the life of your dreams when you are the age of your parents. Tell one story about this future life as if you are living it, focusing on a defining moment. 2. After writing the above essay, complete the Narrative Revision Worksheet (page 3). That page must be attached to the original and revised drafts of your narrative so that you are submitting papers in this order: 1) the first draft, 2) the worksheet, and 3) the revised essay with the changes below included. 3. Complete and study the flashcards assignment (p.4). 4. Read the school-wide novel, John Green’s The Fault in Our Stars, then create and complete the Summer Review Chart (p.5). 5. Create and complete the Text Connections Chart for The Fault in Our Stars (p.8).

On the day you return to school, you will hand your instructor hard copies of this work. Be prepared for a test on all of the above when you return (Note: These are all individual assignments and not “partner work.” All assignments should be saved and submitted to Turnitin.com once the school year begins--your teacher will give you directions for that).

Guidelines to Making a Good First Impression:  Do your own work! Show your original insights. No act of plagiarism will be tolerated, so it is best not to show your paper to any other student. There have been cases when a student claims he just “showed” his paper to another student and did not know that student would copy his ideas and words. Giving your paper to another student is as bad as copying from another student, so please do not engage in this risky behavior. Anyone caught plagiarizing another source or another person will earn a zero and a Saturday school at the very least. Anyone caught showing his or her work to be plagiarized will earn a zero and a Saturday school at the very least. Though you will turn in a hard copy of your work on the first day of school, your work will be submitted to Turnitin.com during the first week of school.  Type! Type your work. You will be submitting your files to Turnitin.com (one per assignment) when you return.  Save! Always save your work at least two places that only you can access: a flash drive, email text, email attachment, cloud storage, etc. Do not share flash drives. This is the time to learn about options like Google.docs and Dropbox. The technology gods are fickle. Be warned.  Be creative and correct! Not only will we be looking at your amazing analysis and insights, but we will also be assessing your writing ability. Proofread what you type and use grammar and spell check carefully. These take a long time for us to grade, so we want to be reading your best work.

If you need help, you may send a detailed, edited email to any of the following teachers: [email protected], [email protected], [email protected] English 3-4 Honors Summer Assignments 2013 2

Santa Ana Unified School District High School Scoring Guide 6 The essay demonstrates advanced writing ability • Thoroughly and explicitly addresses all parts of the writing task. • Contains a meaningful thesis which is thoroughly supported with specific and relevant examples and textual evidence (if applicable). • Maintains a logical and seamless organizational structure, includes coherent paragraphs, and effective transitions between ideas. • Consistently demonstrates a clear sense of audience. • Consistently provides a variety of complex sentence types and uses sophisticated and descriptive language. • Contains very few or no errors in conventions and demonstrates an excellent command of the language. 5 The essay demonstrates good writing ability • Explicitly addresses all parts of the writing task. • Contains an explicit thesis which is well supported with details and examples. • Maintains a logical organizational structure, includes paragraphs, and transitions between ideas. • Demonstrates a clear sense of audience. • Consistently provides a variety of sentence types and uses precise and descriptive language. • Contains few errors in conventions and demonstrates a good command of the language. 4 The essay demonstrates writing competence • Implicitly addresses the elements of the writing task. • Contains a central idea or implicit thesis which is adequately supported with details. • Maintains a mostly logical structure, includes paragraphs and some transitions between ideas. • Demonstrates a general sense of audience. • Provides a variety of sentence types and uses some descriptive language. • Contains some errors in conventions but these do not interfere with overall understanding. 3 The essay demonstrates basic writing competence • Addresses only parts of the writing task. • Contains a central idea which is supported with limited details. • Offers an inconsistent organizational structure, may not include paragraphs or transitions, or transitions may be awkward. • Demonstrates some sense of audience. • Includes little variety of sentence types but demonstrates some understanding of sentence structure. Uses basic or predictable language. • Contains many errors in conventions but overall meaning is evident. 2 The essay demonstrates little writing competence • Addresses only one part of the writing task. • May lack a central idea and uses limited details. • Lacks an apparent organizational structure and transitions, but reader may still follow overall argument. • Demonstrates little sense of audience. • Demonstrates little understanding of sentence structure but meaning is evident. Often uses limited or confusing vocabulary. • Contains many errors in language which often interfere with understanding. 1 The essay demonstrates very little or no writing competence • Does not address the writing task. • May lack a central idea or does not include supporting details. • Lacks an organizational structure which greatly hinders understanding. • May demonstrate no understanding of audience. • Demonstrates no understanding of basic sentence structure and uses vocabulary which lacks ability to convey meaning. • Contains many serious errors in conventions which consistently interfere with understanding. Papers receiving a 0 are unable to be scored for one of the following reasons: illegibility, no response (blank), completely off topic, written in a language other than English.

Narrative Revision Worksheet Narratives are best when they are detailed and descriptive. Otherwise they tend to be summaries, which are not entertaining. Use this page to add to and revise your essay.

1. Write the narrative hook you decided to use for your narrative. ______

2. Write at least three sentences that use literary devices. A)______B)______C)______

3. Write a sentence for each for the five senses. A) Sight: ______B) Sound: ______C) Taste: ______D)Touch:______E) Smell: ______

4. Write sentences that include your (the narrator’s) thoughts. A) Write at least two as dialogue. ______B) Write one as interior monologue. ______

5. Write a clear reflection. Explain how the event influenced you. Tell how you changed and prove it with at least one specific example of how you were different after the event. ______If you need help, you may send a detailed, edited email to any of the following teachers: [email protected], [email protected], [email protected] English 3-4 Honors Summer Assignments 2013 4

______

Flashcards Step 1. Make flashcards for the included list of terms used to discuss literature. Write the word on one side of the card. On the other side write the literary definition. It will help you to use a dictionary of literary terms (such as the Bedford Glossary of Critical and Literary Terms) since some words have a definition other than that for literature. Another good source is the website www.dictionary.com. It has icons that you can click on and hear how the word is pronounced.

Step 2. After/While reading The Fault In Our Starts, on the side of the flashcard with the definition, explain how each of the following terms does or does not apply to…

…the novel’s genre. Adventure Legend Narrative Allegory Poetry Monologue Folk tale Prose Soliloquy Parable Summary Moral

…characters. Antagonist Flat character Round character Dynamic character Static character Direct characterization Protagonist Stock character Indirect characterization Foil …the narrator and style. Atmosphere Bias 3rd person point of view Attitude Formal Primary source Tone Informal Secondary source Purpose Slang Abstract details Syntax Omniscient Concrete details Diction 1st person point of view Objectivity Ambiguity 2nd person point of view

…plot. Chronological order Falling action Rising Action Logical order Flashback Setting Natural order Flash-forward Subplot Climax Foreshadow Subject Complications Motivation Suspense Denouement Internal conflict Theme Exposition Narrative Hook Setting External conflict Resolution

…literary devices. Contradictions Personification Dramatic Irony Figurative language Simile Verbal irony Incongruities Symbolism Allusion Metaphor Situational irony

Summer Review Chart Since we will be working with this book at the beginning of the year, please use this assignment to keep track of your thoughts and analyses. Please be prepared to submit a typed version of this assignment on Turnitin.com during the first week of school. You will turn in your typed version of this paper on the first day of school. Please do your own work. Author: Publishing Year:

Themes: A theme is a message; it is a comment by the Evidence for one theme: Write and cite a line from the author about society, people’s behavior, or the human book that supports one of your themes. After you have done condition. A theme is a complete idea. It is a sentence; it is that, highlight or circle the theme you have selected. not just a word. After reading the novel, what two themes “______could you find? ______

______

______” ( ). ______

______

Figurative Language: Figurative language refers to Figurative Language Analysis: Using your quoted similes, metaphors, personification, or hyperbole that should example of figurative language from the left-hand side of this not be taken literally. Please quote your favorite example of box, analyze (look at something closely in a methodical way) figurative language and write if it is a simile, metaphor, the language used. What effect does this type of figurative personification, or hyperbole. language have on characterization or theme? (Please answer “______using complete sentences.)

______

______” ( ).

Type of Figurative Language: ______

Symbolism: Symbolism occurs when an object stands for Allusion: An allusion is a reference to an actual work of something else: doves for peace or hearts to represent love literature, a historic event, a well-known person, or a piece of are two basic examples of everyday symbolism. In literature, popular culture. Select one allusion from the novel and discuss symbols might be more complex. Select an example from the how it enhanced your understanding of the story. (Please book that you believe represents something else, and discuss answer using complete sentences.) the symbol, what you think it represents, and why you found it important. (Please answer using complete sentences.)

Why do you think An Imperial Affliction is How does the title of the book, The Fault in Our important to Hazel? (Please answer using Stars, connect to its contents? (Please answer complete sentences.) using complete sentences.)

Characterization: Discuss your thoughts on the two major characters. Some questions to consider: Which characters stayed static (the same) or became dynamic (changed)? Explain. Who is the protagonist? Why? Antagonist? Why? Which one was most relatable to you? Explain. (Please answer using complete sentences.)

Response: Share your thoughts about the characters, their stories, your reactions, and more. Feel free to add another page to this paper. (Please answer using complete sentences.)

One question derived from the reading you One comment about the reading you would like would like to discuss when we return: to share when we return:

Summer Reading Review Examples: The Fault in Our Stars

These examples and models are from the first two chapters of the novel and should help you with four of the boxes from the summer reading chart. You are expected to have your own answers. Figurative Language: Figurative language refers Figurative Language Analysis: Using your to similes, metaphors, personification, or hyperbole quoted example of figurative language from the left-hand that should not be taken literally. Please quote your side of this box, analyze (look at something closely in a favorite example of figurative language and write if it is methodical way) the language used. What effect does a simile, metaphor, personification, or hyperbole. this type of figurative language have on characterization or theme? (Please answer using complete sentences.) “I am on a roller coaster that only goes up, my friend (Green 11). The character of Augustus appreciates metaphors, and here is saying that his life is a roller coaster and only consists of climbs with no falls. At this early point in the novel, Augustus Type of Figurative Language: Metaphor is afraid to be vulnerable and show his actual fears. There is a sense of irony when he says that his life is only positive as he is in a cancer support group.

Symbolism: Symbolism occurs when an object Allusion: An allusion is a reference to an actual work stands for something else: doves for peace or hearts of literature, a historic event, a well-known person, or a to represent love are two basic examples of everyday piece of popular culture. Select one allusion from the symbolism. In literature, symbols might be more novel and discuss how it enhanced your understanding complex. Select an example from the book that you of the story. (Please answer using complete sentences.) believe represents something else. Discuss the Hazel discusses the cancer support group and mentions that symbol, what you think it represents, and why you the leader, Patrick, “is waiting, as we all do, for the sword of found it important. (Please answer using complete Damocles to give him the relief that he escaped” (Green 4). sentences.) This is an allusion because it is a reference to a Greek legend. In the legend, Damocles flattered his king in the hopes that Augustus’ unlit cigarette= Augustus taking control of Damocles would be given more power, so to teach Damocles his health a lesson, the king and Damocles switched places for the day. At dinner, Damocles saw a sword dangerously hanging by a single thread over his head. The king wanted to teach The cigarette is a purposeful symbol of control for Damocles that it was hazardous to be in power and that people Augustus, a character who likes symbols and are often under a threat, are uncertain, and are constantly metaphors. Smoking cigarettes is known to cause aware of mortality (Block). Hazel’s use of the allusion shows readers that she is intelligent, is aware that living with cancer cancer; Augustus, who has had cancer, carries is living under a constant threat of imminent death, and cigarettes but does not smoke them. He feels this puts reveals her dark sense of humor that she thinks that Patrick’s him in symbolic control over cancer, a control that he current life is not great and that death might have been a relief desperately wants. Augustus first explains this to for him, as it is for some people who suffer. Hazel by asserting, “You put the killing thing between your teeth, but you do not give it the power to do its killing” (Green 20).

Note: If you look up the allusion, please provide the MLA citation from where you looked. Block, Melissa, and Daniel Mendelsohn. "Sword of Damocles' Reference Sometimes Misused." NPR. N.p., 19 Aug. 2011. Web. 25 May 2013.

 Other Works by John Green: Looking for Alaska, An Abundance of Katherines, Paper Towns, Let it Snow: Three Holiday Romances (with Maureen Johnson and Lauren Myracle), Will Grayson, Will Grayson (with David Levithan)

Text Connections Comprehension is “making meaning” of texts. Texts, for the purpose of this document, include printed, visual, auditory, digital and multi-media texts. Making Connections is a strategy that can assist in connections between: • Text and self • Text and text • Text and world

Text-to-self connections are highly personal connections that a reader makes between a piece of reading material and the reader’s own experiences or life.

What does this remind me of in my life? What is this similar to in my life? How does this relate to my life? How is this different from my life? What were my feelings when I read this? Has something like this ever happened to me? Sometimes when reading, readers are reminded of other things that they have read, other books by the same author, stories from a similar genre, or perhaps on the same topic. These types of connections are text-to-text connections. Readers gain insight during reading by thinking about how the information they are reading connects to other familiar text would be a text-to-text connection.

What does this remind me of in another book I’ve read? How is this text similar to other things I’ve read? How is this different from other books I’ve read? Have I read about something like this before?

Text-to-world connections are the larger connections that a reader brings to a reading situation. We all have ideas about how the world works that goes far beyond our own personal experiences. We learn about things through television, movies, magazines, and newspapers. Often it is the text-to-world connections that teachers are trying to enhance when they teach lessons in science, social studies, and literature.

What does this remind me of in the real world? How is this text similar to things that happen in the real world? How is this different from things that happen in the real world? How did that part relate to the world around me? ------Assignment: Create the chart below on notebook paper or using a computer. Make connections for each chapter as you read The Fault in Our Stars. A sample of each is provided based on Romeo and Juliet. Text Connections Chart Text-to-self Text-to-text Text-to-world My mother wanted me to Romeo and Juliet’s love story In many countries throughout marry the guy who lived up seems parallel to that of the world, marriages are still the road, but we were just Pyramus and Thisbe in that arranged by parents. Love friends. Thank goodness I got their forbidden love causes can also be forbidden between to make the ultimate choice. them to rebel (and die). classes, culture, religions, etc.

If you need help, you may send a detailed, edited email to any of the following teachers: [email protected], [email protected], [email protected]