IB SUMMER READING / ENGLISH 12 IB / IB Language A: Literature

IB SUMMER READING / ENGLISH 12 IB / IB Language A: Literature E-Mail: [email protected] 2014-15

Congratulations to all of you who have chosen the IB challenge. You are almost there. The following required readings will not only give you a jump on senior year but will also be pleasurable. So get out the beach chair and umbrella, bring Post-it notes and colored pens, sit by the ocean, and read, read, read.

The required summer readings are Chronicle of a Death Foretold by Colombian author Gabriel Garcia Marquez, The Stranger by French author Albert Camus, AND Persepolis: The Story of a Childhood by Iranian author Marjane Satrapi. These books, with cultural settings in Latin America/Colombia, North Africa/Algeria, and the Middle East/Iran, are from Part I of the syllabus, satisfying the criteria prescribed by IB for translated works. Since journaling is a vital component in critically analyzing and responding to a text, you will be required to write critical analysis journals for Chronicle of a Death Foretold and The Stranger. With regard to Persepolis, in which critical analysis journals will be given during the school year, you will have a reading check test and will be expected, as with all books, to take detailed notes as you read by using sticky/Post-it notes. I will check this. You can also expect reading check tests on Chronicle and The Stranger in addition to future critical analysis journals and essays to prepare you for the written assignment externally assessed by IB. The attached rubrics directly correlate with IB exam assessment criteria.

VERY IMPORTANT: In addition to reading the three works from Part I of the attached IB Diploma Programme Language A: Literature syllabus, I strongly encourage you to do a first reading of the Part III novels. Again, annotate as you read so that you are interacting with the text by doing close reading. Your senior year is intense and demanding; thus, doing a careful first reading of the texts will benefit you greatly and prepare you for your second reading during our in-class study where we go in more depth, analyzing the subtleties of the works. Since we approach the works from a critical perspective, you will be ahead of the game by knowing the plot of the novels. Your IB Paper 2 exam in May is based on these four works, so you MUST know them well.

Journal Summer Reading Requirements: (1) Keep a separate journal for each text. (2) Type and save your journals on your computer in two SEPARATE files, one per book; (3) Submit each journal to turnitin. Note: I will provide turnitin info the first week of school; (4) BEFORE CLASS and in order for the assignments to be considered ON TIME, each book journal packet must be printed out, stapled, and organized as follows: Top to bottom—

 The journal assignment and rubric (attached)  Turnitin Receipt (only the 1st page or email confirmation)—Put your name & class on this  Type your name, date, and class on the first page of the first journal of each journal packet  Follow the directions for each journal

Journals will be collected at the beginning of class on the Tuesday after Labor Day, September 2, 2014. THE SHORT TURNITIN RECEIPT MUST BE STAPLED TO THE TOP OF EACH BOOK JOURNAL. No extensions will be granted. When you come to class, everything must be assembled and stapled so that all you have to do is give it to me. If you have any questions over the summer, I can be reached at [email protected]. WORDS OF ADVICE: DO NOT PROCRASTINATE. You must know the works thoroughly and completely to strut your stuff.

Finally, each journal is your personal critical commentary of the works we will read and a wonderful resource to study literature in greater depth. Thus, analytical journals will help you prepare for tests, essays, the world literature assignment, and the IB final exams. Your ideas, opinions, comments, etc., will be the foundation for our in-class discussions and, in particular, our interactive orals. Be prepared to share your flashes of brilliance. I look forward to hearing from you.  *Attachments: (1) Journal Assignments; (2) Rubrics for grading in accordance with IB external assessment criteria; (3) IB syllabus Name:______Period:______

IB SUMMER READING ASSIGNMENT – CLASS OF 2014 – F. McVey - (CCRL 1, 2, 3, 4, 5, 6; CCWS 1; CCLS 1, 2) – STAPLE THIS SHEET TO THE TOP OF YOUR JOURNAL PACKET.

CHRONICLE OF A DEATH FORETOLD BY GABRIEL GARCIA MARQUEZ

Please read Chronicle of a Death Foretold and take notes as you read. You will need to highlight and make marginal notes. Upon completion of your reading, do the following critical analysis journals. Note: It is important and required that you include quotes, page numbers, and analysis for each entry. You must work on your journals independently (no collaboration) as you are preparing for future IB external assessments where you are expected to demonstrate knowledge & understanding by making valid interpretations that show original thought based on text evidence, subtleties within the text, and the author's use of language, structure, techniques, and style to create meaning. Journals must be typed and submitted to turnitin.

Journals are due: Tues., 9/2/14

UNIT EQ: HOW DOES MARQUEZ’S USE OF LITERARY ELEMENTS/NOVEL CONVENTIONS, NARRATIVE TECHNIQUES, AND STYLE CREATE SOCIAL COMMENTARY AND MEANING? (CCRL 1, 2, 3, 4, 5, 6; CCWS 1; CCLS 1, 2)

--JOURNAL EQ: How does Marquez’s use of characterization create theme and/or meaning in the text?

1. 2-column chart: Significant Quotes: Keep a list of 10 quotes that you find significant. These quotes should capture the essence of theme/meaning and must span the entire text. The first column should contain the quote and page number (cited using MLA format). The second column should be your analysis of what the quote means and an explanation of its significance in connection to the work’s theme or its contribution in creating some kind of meaning about such novel conventions as character, plot, conflict, context, etc. You should also comment on the author’s use of narrative techniques & style to convey meaning.

2. 3-column chart: Character Analysis: (1) Dissect the following characters: Santiago Nasar, Bayardo San Roman, Victoria Guzman, Angela Vicario, the twin Vicario brothers (as one character), Pura Vicario. Analyze how Marquez presents them and how they evolve/develop through the text. Keep character motivation in mind. In column 1, identify at least 4+ character traits for each character. In column 2, give a quote and scene for each trait where the character displays the trait. In column 3, analyze the quote and example. You should keep in mind the author’s use of characterization as a device to create meaning: what the character says, what he thinks, what he does, what other characters say about him, what motivates behavior, and what the results are of his actions. (2) At the end of each character dissection, do a summary of the character where you determine the character’s role and function/purpose in the novel.

3. 2-column chart: Minor Characters Study: Identify the following minor characters: Clothilde Armenta, Xius, Maria Cervantes, Divina Flor, Flora Miguel, Prudencia Cotes, the Bishop, Father Amador, and the Narrator. In column 1, put the character name and his/her role & function/purpose in the story. In column 2, put a quote that captures the essence of the character. Please note: We will be building on this assignment during our study of this novel, and you will be doing additional critical analysis journals. Name:______Period:______

IB SUMMER READING ASSIGNMENT – CLASS OF 2014 - F. MCVEY - (CCRL 1, 2, 3, 4, 5, 6; CCWS 1; CCLS 1, 2) STAPLE THIS SHEET TO THE TOP OF YOUR JOURNAL PACKET

The Stranger by Albert Camus

Please read The Stranger and take notes as you read. You will need to highlight and make marginal notes. Upon completion of your reading, do the following critical analysis journals. Note: It is important and required that you include quotes, page numbers, and analysis for each entry. You must work on your journals independently as you are preparing for future IB external assessments where you are expected to make valid interpretations that show original thought but are based on text evidence, subtleties within the text, and the author's use of language, structure, techniques, and style to create meaning. Journals must be typed and submitted to turnitin.

Journals are due: Tues., 9/2/14

UNIT EQ: HOW DOES CAMUS’ USE OF LITERARY AND NARRATIVE TECHNIQUES CREATE THEME/MEANING IN HIS WORK? (CCRL 1, 2, 3, 4, 5, 6; CCWS 1; CCLS 1, 2)

--JOURNAL EQ: How does Camus’ use of characterization accentuate his theme and purpose for writing the novel?

1. 2-column chart: Significant Quotes: Keep a list of 10 quotes that you find significant. These quotes should capture the essence of theme/meaning and must span the entire text. The first column should contain the quote and page number (cited using MLA format). The second column should be your analysis of what the quote means and an explanation of its significance in connection to the work’s theme or in creating some kind of meaning about character, plot, conflict, context, etc. You should also comment on the author’s use of narrative techniques & style to convey meaning.

2. 3-column chart: Character Analysis: (1) Dissect the character of Meursault as presented in Part I of the novel. You must have a minimum of 5 character traits. In column 1, state the trait. In column 2, give a quote and scene for the trait where Meursault displays it. In column 3, analyze the quote and example. You should keep in mind the author’s use of characterization as a device to create meaning. You should look carefully at AND comment on Camus’ style and use of narrative devices to convey Meursault’s character. (2) Please do close reading in order to make valid interpretations. After reading the entire book, write a summary paragraph as to whether or not you think Meursault has changed by the end of Part II. In your response, consider why Camus divided this novel into two (2) distinct parts. Since this paragraph is an argument (persuasive in nature), you must include specific quotes/examples from the text to support your assertion.

3. 3-column chart: Secondary Character Analysis of Camus’ use and purpose of foil and parallel characters: Analyze the role and function/purpose of the following secondary characters: Perez, Marie, Raymond, Salamano & his dog, the woman in Celeste’s, the Examining Magistrate, the Chaplin. In column 1, state the character and his role. In column 2, give a quote and scene that captures the essence of the character. In column 3, explain how the character may be a foil to Meursault, a parallel to Meursault, or both a foil & parallel character to Meursault.

Foil Characters: contrasting characters; the writer helps us understand one character by creating another character with contrasting qualities. (These include both major and minor characters where you can mix and match.) Parallel Characters: similar characters; the writer helps us appreciate the relationships between and functions of characters by creating other characters with parallel or similar qualities. IB SYLLABUS 2013-2015 M. Weiner / F. McVey

SYLLABUS FOR 2013-15 IB LANGUAGE A: LITERATURE PROGRAM

Part I – Works in Translation - 12th gr.

Chronicle of a Death Foretold, Gabriel Garcia Marquez – Latin America - 20thC – 18 hours Persepolis: The Story of a Childhood, Marjane Satrapi – Middle East – 21stC – 15 hours The Stranger, Albert Camus – Europe - 20thC – 15 hours

Part II – Detailed Study - 11th gr.

The Taming of the Shrew, William Shakespeare - United Kingdom - 17thC – 20 hours Poetry – John Keats – United Kingdom – 19thC - 18 hours The Scarlet Letter, Nathaniel Hawthorne – North America, US – 19thC – 25 hours

Part III – Groups of Works - 12th gr.

The Great Gatsby, F. Scott Fitzgerald – North America, US – 20thC – 20 hours The Handmaid’s Tale, Margaret Atwood – North America, Canada – 20thC – 22 hours Their Eyes Were Watching God, Zora Neale Hurston – North America, US – 20thC - 20 hours Things Fall Apart, Chinua Achebe - North America/Africa – 20thC - 20 hours

Part IV – School’s Free Choice - 11th gr.

Poetry –Emily Dickinson, Robert Frost, E. E. Cummings – North America - 19th-20thC – 25 hours The Crucible, Arthur Miller – North America, US - 20thC - 12 hours I Know Why the Caged Bird Sings, Maya Angelou – North America, US – 20thC – 28 hours IB GRADING RUBRIC / Chronicle / F. MCVEY Name:______Class Period:______

Criteria 5 4 3 2 1 A. Knowledge Demonstrates Demonstrates Demonstrates Demonstrates Demonstrates no & excellent good some little knowledge of text Understanding knowledge and knowledge knowledge understanding with no supports -Supports understanding and and with few supports or analysis. Little -Analysis of the work, understandin understanding, and analysis. development of **Cudos for using relevant showing an quotes, g of the work, using some Some ideas. appreciation of examples, and using quotes, supports from misinterpretations author’s choices appropriate examples, the text. . Ideas lack re narrative analysis for and analysis development. techniques & support. for support style B. Demonstrates Demonstrates Demonstrates Demonstrates plot Demonstrates no Interpretation perceptive understanding some insight but understanding but a insight. Several of text in understanding through needs greater limited view on misinterpretations. response to and insight analysis. depth in meaning. Little No supports. journal through Some original thought. Uses original thought. prompts analysis and thought. Uses some quotes & Some quotes & -Supports & valid quotes and examples. examples. quotes interpretation. examples for Few comments -Analysis that Demonstrates support. on author's use goes beyond the original Comments on of language & obvious thought. author's use of technique. -Original thought Provides language & & insight quotes & technique. -Drawing examples as conclusions support. -Analysis must Insightful include comments on comments about novel literary/novel conventions & conventions that author's use of create meaning language & technique. C. Demonstrates Demonstrates Demonstrates Demonstrates a Demonstrates no Organization purposeful a plan for some somewhat evident plan or & and effective critical organization disorganized, structure to Development structure for analysis. but purpose presentation, journal - organized & each journal Good text not as clearly resulting in lack of responses. Does developed response. support. evident as first clarity & purpose. not follow commentary Provides Follows two criteria. directions. response relevant text directions. Some text -adherence to support. support. journal Follows Follows directions journal directions. instructions. Appropriate, Good word Word choice and Inappropriate Little to no D. Formal use sophisticated, choice and sentence word choice; evidence of and varied word sentence structures are of language choice; complete structures. adequate to several sentence proofreading with (Grammar and varied Proofread with convey meaning. structure errors. many lapses in and sentence minimal errors in Some Proofreading is grammar, Mechanics) structures. spelling, proofreading inadequate. mechanics, and Clearly proofread grammar, or errors in spelling, with no errors in punctuation. grammar, & style. spelling, mechanics. grammar, or punctuation. IB GRADING RUBRIC/ The Stranger / F. MCVEY Name:______Class Period:______