10ADVANCED English Summer Assignments 2015 Mrs. Shenefield

Welcome to English 10 Advanced, an advanced course concentrating on the elements of literature and composition, designed to prepare students for Advanced Placement (AP) courses their junior and senior years. The course covers world and classic literature and provides opportunities to analyze literature through genre and literary elements while conducting research and writing original papers.

This course holds high expectations that students will read selections and participate in teacher and student led discussions in order to obtain clarification and demonstrate understanding. It is extremely important that all work is completed in a timely manner because procrastination will only hinder achievement. It may be helpful to plan a reading and work schedule and follow it in order to avoid the stress of completing the summer assignments at the last minute.

Please come to class prepared to be an active learner, which means that you have all required books and materials and completed homework, and you are ready to participate.

If after receiving the summer assignment information you decide that English 10 is the better placement for you, you must make schedule changes with the Mr. Longo, guidance counselor, by Friday, May 29.

The assigned summer novel is Things Fall Apart, by Chinua Achebe. The school does provide copies of this novel, which students may get from Mrs. Shenefield by the last day of school. Students may, of course, buy their own copies or download copies onto electronic devices.

Students are to choose a nonfiction title from the class list and will provide their own copies of the books. Books may be purchased used or new, borrowed from the public library, or downloaded onto electronic devices. It is important to get a book as soon as possible in order to begin the assignment. If you cannot find the title that is your first choice, consider a second or third choice that is readily available.

Assignments to be collected should be typed and should include the following heading in the top right corner of each page:

Your Name English 10ADV Assignment title Due Date

The summer assignment handouts and additional information on MLA format, Bloom’s Taxonomy, and the Socratic seminar will be available on Mrs. Shenefield’s Online Classroom homepage on the Buckeye Valley district website: http://www.buckeyevalley.k12.oh.us/ -Select “Classrooms” - Select teacher’s name “Shenefield, Amy” -Select “English 10Adv” and finally “Class Assignments.” -“Class Files/Links” contains examples and additional information for the assignments

Please check assignment information English 10 ADV website before contacting the teacher with questions about assignments.

Mrs. Shenefield may be contacted throughout the summer via email at: [email protected] 10ADV Summer 2015 Assignments and Project Mrs. Shenefield

I. Nonfiction DUE: August 17 A. Read a nonfiction book from the class list. The nonfiction books on the list cover a variety of people, events and experiences. Be sure to read the forward, footnotes, author's notes, etc. B. Project/due 1. Format: -Google Presentations/slides -there is no minimum number of slides required; be sure to cover the content completely and correctly -include appealing graphics on each slide: colors, varied font, pictures, headings, etc. 2. Contents (some items may require more than one slide): a. the first slide is your assignment heading b. Introduce the title and author of the book. c. Summarize, briefly, what the book is about. d. Identify the point of view/narrator, and explain its significance or effect. e. Describe at least 3 elements of the writer's style: sentence structure/imagery/figurative language/diction/etc.; support with examples f. Describe the culture/society/characteristics/commonalities of the people in the book. g. Identify/explain the accomplishments and influence of the person/people or the significance and effect of event (What happened afterward as a result of the person's work or the event?) h. Choose 5 important quotes; explain the significance of each to the characters/events/etc.; cite page numbers. i. Locate a primary source (any date) related to the event/person/people and place it on a slide; cite the source of the item and explain the primary source’s relationship to the nonfiction book. Examples are on English 10 ADV website. If the item is of considerable length, place what will fit on the slide, with a link if possible, and cite it, so the entire item can be located online and read. j. Locate a secondary source (any date) about the event/person/people and place it on a slide; cite the source of the item and explain the secondary source’s relationship to the nonfiction book. Examples are on English 10 ADV website . If the item is of considerable length, place what will fit on the slide, with a link if possible, and cite it, so the entire item can be located online and read. k. Locate a recent news article (Jan. 2012-present) related to the person/event, and place the article on a slide; cite the source of the item and explain the article’s relationship to the nonfiction book. The article does not have to be about the same person/people, event, etc. The connection does not have to be immediate. If the item is of considerable length, place what will fit on the slide, with a link if possible, and cite it, so the entire item can be located online and read.

Example of a recent news article for the topic of Shakespeare: there was a recent news article about the discovery of Richard III’s bones. While the article does not directly relate to Shakespeare, it meets the criteria because Richard III is the subject of one of Shakespeare’s plays.

l. Include a poem that either directly or remotely relates to the topic of the book; include a citation and explain its relationship to the book. m. Final slide/s will contain works cited page in MLA format; include all sources used. II. Fiction DUE: be prepared for an August Socratic Seminar

A. Read: Things Fall Apart By Chinua Achebe Students may use a school copy or purchase/download a copy.

The title of Achebe's novel, Things Fall Apart, is a line from William Butler Yeats’ poem “The Second Coming” which foretells the end of the world. Achebe’s novel foreshadows the end of the characters’ world: the interference of the white man in the society of the African Ibo and the ensuing downfall of the indigenous culture. Students will be comparing the society of this novel to societies in other pieces of literature they will read in class throughout the year.

Notes: Write a 2 sentence summary after each chapter. These should be helpful when preparing questions for the Socratic seminar and the assigned paragraphs. These will not be collected for grade points. Additional notes on literary elements may be helpful.

Writing. Choose 5 significant passages in the novel. Write a paragraph for each, in which you discuss the significance of each passage to a literary element: setting, characterization, conflict, resolution, theme, foreshadowing, symbolism, irony, etc. Also, discuss the methods the author uses to present each element. The paragraphs should focus on one literary element per paragraph and support the discussion with details from the text. Do not summarize events in the novel. Include the passage with the paragraph. Use 5 different elements. Support remarks with details from the story and cite quotes using MLA format.

Example from Great Expectations:

"But I must say more. Dear Joe, I hope you will have children to love, and that some little fellow will sit in this chimney corner of a winter night, who may remind you of another little fellow gone out of it for ever. Don't tell him, Joe, that I was thankless; don't tell him, Biddy, that I was ungenerous and unjust; only tell him that I honoured you both, because you were both so good and true, and that, as your child, I said it would be natural to him to grow up a much better man than I did" (Dickens p. 549)

In this passage, Pip demonstrates the resolution to the internal conflict he experienced, acknowledging that he was wrong to be ashamed of his humble beginnings and the people who continued to love him as his circumstances improved. Throughout the story, Joe was loyal to Pip even when Pip attempted to keep Joe separated from his companions in London. Although Pip felt guilty about the way he treated Joe in London, he made no attempt to change his behavior and thinking. Only after losing the resources to achieve his great expectations and choosing to be at Magwitch’s side through his arrest and death, Pip is remorseful and finally realizes what is truly important and also realizes that he valued the wrong things, putting his expectations before the people who truly mattered most to him. Dickens uses dialogue to present Pip’s resolution to this internal conflict. Pip is speaking to Joe and Biddy, directly admitting his faults and sharing his feelings, acknowledging the goodness in his humble beginnings, Socratic seminar/questions due August 19. Students will be leading discussions on the novel the third week of school. Use the Bloom’s Taxonomy framework, which focuses on higher order and critical thinking levels, to prepare 10 questions about various aspects of the novel to present for discussion in a Socratic seminar. Use the keywords and question starters as guides to structuring questions. Create at least one question from each of the 6 levels of thinking. Include the answers to the questions and support answers with evidence from the text, citing when specific passages are used. Nonfiction List: Choose one book to read. Students are to choose a nonfiction title from the list and will provide their own copies of the books. Books may be purchased used or new, borrowed from the public library, or downloaded onto electronic devices. It is important to get a book as soon as possible in order to begin the assignment. If you cannot find the title that is your first choice, consider a second or third choice that is readily available. Information and/or reviews of these books can be located online.

Barrio Boy Ernesto Galarza Black Ice Lorene Cary The Endurance: Shackleton's Legendary Antarctic Expedition Caroline Alexander Fifth Chinese Daughter Jade Snow Wong The Hot Zone Richard Preston Hiroshima John Hershey Never Cry Wolf Farley Mowat A Night to Remember Walter Lord The Perfect Storm Sebastian Junger A Summer Life Gary Soto The Zoo Keeper’s Wife Diane Ackerman The Perilous West Seven Amazing Explorers and the Founding of the Oregon Trail Larry E. Morris Loyalty in Time of Trial Nina Mjagkij Enjoy the Same Liberty Edward Countryman Hesitation Kills Jane Blair Munich 1972 Tragedy, Terror, and Triumph at the Olympic Games David Clay Large The Immortal Life of Henrietta Lacks Rebecca Skloot 97 Orchard JANE ZIEGELMAN The Worst Hard Time Timothy Egan Half Broke Horses Jeannette Walls A Long Way Gone Ishmael Beah We Beat the Street Drs. Sampson Davis, G. Jenkins, R. Hunt Shackleton’s Forgotten men Bickel Eagle Blue Michael D’Orso Ghosts of War Ryan Smithson Into the Wild Jon Krakauer Winterdance Gary Paulson Triangle: the fire that changed America David Von Dreble Friday Night Lights: A Town, a Team, and a Dream H.G. Bissinger Inextinguishable Symphony Martin Goldsmith Giants: The Dwarfs of Auschwitz: The Extraordinary Story of the Lilliput Troupe Yehuda Koren &Eilat Negev The Girls of Atomic City: The Untold Story of the Women Who Helped Win WWII Denise Kiernan The Blood of Heroes: The 13-Day Struggle for the Alamo-and the Sacrifice That Forged a Nation James Donovan Conscience: Two Soldiers, Two Pacifists, One Family--a Test of Will and Faith in World War I Louisa Thomas Twelve Desperate Miles: The Epic World War II Voyage of the SS Contessa Tim Brady The Last Rhinos: My Battle to Save One of the World's Greatest Creatures Lawrence Anthony & Graham Spence The Elephant Whisperer: My Life with the Herd in the African Wild Lawrence Anthony & Graham Spence Captivity of the Oatman Girls Royal B. Stratton Bloom’s Taxonomy Bloom’s Taxonomy provides an important framework to use to focus on higher order thinking to develop all levels of thinking within the cognitive domain. The results will be improved attention to detail, increased comprehension and expanded problem solving skills. Use the keywords as guides to structuring questions. Finish the Questions with content appropriate to the text/assignment. The six levels are: Level I Knowledge Level IV Analysis Level II Comprehension Level V Evaluation Level III Application Level VI Create

Blooms Level I: Knowledge Exhibits memory of previously learned material by recalling fundamental facts, terms, basic concepts and answers about the selection. Keywords to use in questions: who, what, why, when, omit, where, which, choose, find, how, define, label, show, spell, list, match, name, relate, tell, recall, select Questions: • Where is…? • When did ____ happen? • Who were the main…? • Which one…? • Why did…? • Who was…? • How would you describe…? • Can you recall…? • How is…? • How would you explain…? • How did ___happen…? • Can you list the three..? • How would you show…? Examples: Events in plot Match statements with the character who said them. story sequence. details about the setting

Blooms Level II: Comprehension Demonstrate understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptors and stating main ideas. Keywords: compare, contrast, demonstrate, interpret, explain, extend, illustrate, infer, outline, relate, rephrase, translate, summarize, show, classify Questions: • How would you classify the type of…? • How would you compare…? contrast…? • Will you state or interpret in your own words…? • How would you rephrase the meaning?

• What facts or ideas show…? • What is the main idea of ……? • Which statements support…? • Which is the best answer…? • What can you say about …? • How would you summarize… ? • Can you explain what is happening…? • What is meant by…? Level II Examples: Explain selected ideas or parts from the story in your own words. What happened before and after a passage? Summarize what happens in the story. Explain how the main character felt at the beginning, middle, and /or end of the story. Blooms Level III: Application Solve problems in new situations by applying acquired knowledge, facts, techniques and rules in a different, or new way. Keywords: apply. build, choose, construct, develop, interview, make use of, organize, experiment with, plan, select, solve, utilize, model, identify Questions: • How would you use…? • What facts would you select to show…?

• What examples can you find to…? • How would you show your understanding of…? • How would you organize ______to show…? • How would you apply what you learned to develop…? • What approach would you use to…? • What other way would you plan to…? • What would result if…? • Can you make use of the facts to…? • What elements would you use to change..? Examples: -Classify the characters -Think of a situation that occurred to a character in the story and write about how he or she would have handled the situation differently. -Ask for examples of people or other characters students know who have the same problems as the characters in the story. Blooms Level IV: Analysis Examine and break information into parts by identifying motives or causes. Make inferences and find evidence to support generalizations. Keywords: analyze, categorize, classify, compare, contrast, discover, dissect, divide, examine, inspect, simplify, survey, test for, distinguish, list, distinction, theme, relationships, function, motive, inference, assumption, conclusion, take part in

Questions: • What are the parts or features of . . . ? • How is ______related to . . . ? • Why do you think . . . ? • What is the theme . . . ? • What motive is there . . . ? • What inference can you make . . . • What conclusions can you draw . . . ? • How would you classify . . . ? • How would you categorize . . . ? • Can you identify the different parts . . . ? • What evidence can you find . . . ? • What is the relationship between . . . • Can you make a distinction between . . . ? • What is the function of . . . ? • What ideas justify . . . ?

Level IV Examples: Identify general characteristics (stated and/or implied) of the main characters. Distinguish what could happen from what couldn't happen in the story in real life. Select parts of the story that were the funniest, saddest, happiest, and most unbelievable. Differentiate fact from opinion. Compare and/or contrast two of the main characters. Select an action of a main character that was exactly the same as something the student would have done.

Blooms Level V: Evaluation Present and defend opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria. Keywords: award, choose, conclude, criticize, decide, defend, determine, dispute, evaluate, judge, justify, measure, compare, mark, rate, recommend, rule on, select, agree, appraise, prioritize, opinion, interpret, explain, support importance, criteria, prove, disprove, assess, influence, perceive, value, estimate, deduct Questions: • Do you agree with the actions/outcome…? • What is your opinion of…? • How would you prove/ disprove…? • Can you assess the value or importance of…? • Would it be better if…? • Why did they (the character) choose…? • What would you recommend…? • How would you rate the…? • How would you evaluate…? • How would you compare the ideas? the people…? • How could you determine…? • What choice would you have made…? • What would you select…? • How would you prioritize…? • How would you justify…? • What judgment would you make about…? • Why was it better that…? • How would you prioritize the facts…?

• What would you cite to defend the actions…? • What data was used to make the conclusion…? • What information would you use to support the view…? • Based on what you know, how would you explain…? Examples: Which character in the selection would you most like to spend a day with and why. Judge whether or not a character should have acted in a particular way and why. Decide if the story really could have happened and justify reasons for the decision. Blooms Level VI: Creating Compile information together in a different way by combining elements in a new pattern or proposing alternative solutions. Keywords: build, choose, combine, compile, compose, construct, create, design, develop, estimate, formulate, imagine, invent, make up, originate, plan, predict, propose, solve, solution, suppose, discuss, modify, change, original, improve, adapt, minimize, maximize, theorize, elaborate, test, happen, delete Questions: • What would happen if…? • Can you elaborate on the reason…? • How could you change (modify) the plot (plan)…? • How is _____ related to…? • Why do you think…? • What is the theme…? • What motive is there…? • Can you list the parts…? • What inference can you make…? …? • What ideas justify…? • What conclusions can you draw…? • How would you classify…? • How would you categorize…? • Can you identify the different parts…? • What evidence can you find…? • What is the relationship between…? • Can you make the distinction between…? • What is the function of…? Examples: Write new titles for the story Create a new product related to the story. Restructure the roles of the main characters to create new outcomes in the story. communicate the thoughts of the main character(s) at a given point in the story. Create an original character and tell how the character would fit into the story. ***Use these examples as guidelines to create your own original questions. Be sure to provide answers to your questions as well as evidence in the form of details from the story to support your answers.