Southmoore High School. Pre-AP English II Summer Reading Project

Transcription

1 Southmoore High School Pre-AP English II Summer Reading Project You will be required to read any two of the books on this list over the summer and complete the projects for the book 1. Simon vs. the Homo Sapiens Agenda by Becky Albertalli 2. The Darkest Part of the Forest by Holly Black 3. Walk on Earth a Stranger by Rae Carson 4. Wolf by Wolf by Ryan Graudin 5. Eden West by Pete Hautman 6. Dumplin by Julie Murphy 7. All the Bright Places by Jennifer Niven 8. Out of Darkness by Ashley Hope Pérez 9. All American Boys by Jason Reynolds and Brendan Kiely 10. The Boy in the Black Suit by Jason Reynolds 11. Bone Gap by Laura Ruby 12. Challenger Deep by Neal Shusterman 13. Hello, Goodbye, and Everything in Between by Jennifer E. Smith 14. Hold Tight, Don t Let Go: A Novel of Haiti by Laura Rose Wagner 15. The Bargaining by Carly Anne West

2 Both book projects will be due on August 29 th. On the due date you will need to turn in one of each of the presentation options for your Sequoyah books from THE CURRENT YEAR S LIST. There are two projects and you are required to read two books; therefore, you will complete the character motivation analysis over one book and the Archetype writing over the other. You must create a poster board with the requirements to present to your class. Also, your poster must include a personal reflection on the book. Explain your reaction to the book and the reason(s) behind your reaction. Justify your reaction with examples from the book. These projects prevent you from simply reading a summary of the book and completing the project. DO NOT WAIT UNTIL TWO WEEKS BEFORE SUMMER IS OVER TO COMPLETE THESE ASSIGNMENTS. Grade breakdown 100 points for each presentation

3 Character Motivation Analysis Charts You will select three (3) different characters from your chosen book and explore the motivating forces behind their actions and feelings. For each character you choose, you will need to identify the motivating force and three (3) pieces of textual evidence to explain how that motivating force impacts the character s life. You must choose three (3) different motivating forces, one for each of the three characters you choose. You must have one piece of textual evidence demonstrating each of three ways an author can help a reader understand his or her characters o Critical action taken by the character that demonstrates something important. o Insight gained about the character from his or her own thoughts or feelings. o Relationship or interaction of your chosen character with another character. Your selection must be no longer than three (3) complete, consecutive sentences. Ellipsis points ( ) are not allowed. You must set up each character motivation analysis following the example provided from To Kill a Mockingbird by Harper Lee. Motivating Forces You must choose your three (3) motivating forces from the following list (they must all be different): Love Jealousy Conscience Affection Compassion Fear Pride Vanity Loyalty Shame Guilt Ambition Anger Survival Envy Friendship Greed Gratitude

4 Sample Character #1: Atticus Finch Motivating Force: Loyalty Passage #1: Character s Action I never went to school, he said, but I have a feeling that if you tell Miss Caroline we read every night she ll get after me, and I wouldn t want her after me (Lee 38). Passage #2: Character s Thoughts/Feelings This case, Tom Robinson s case, is something that goes to the essence of a man s conscience Scout, I couldn t go to church and worship God if I didn t try to help that man (Lee 113). Passage #3: Relationship with Another Character Before Jem looks at anyone else, he looks at me, and I ve tried to live so I can look squarely back at him (Lee 288). Motivating Force Connection/Analysis By choosing to make a secret pact with Scout to keep reading every night at home despite the disapproval of her teacher, Atticus demonstrates both his loyalty to Scout and his commitment to learning and education. With this simple act of rebellion, Atticus proves that he does not care what others think of him as long as he knows he is doing what is right for his family. (68 Words) Motivating Force Connection/Analysis Above all, Atticus is loyal to truth and justice. He believes that Tom must have a fair trial no matter his race. Even though defending Tom causes Atticus to be hated by many in Maycomb and causes Scout and Jem to be teased, Atticus never abandons his support for Tom. This loyalty will eventually lead Atticus to put his life in danger for Tom s sake the night a lynch mob shows up at the jail. (75 words) Motivating Force Connection/Analysis Atticus proves that his deepest loyalty is to his children when he argues that Jem must be held accountable for the suspicious death of Bob Ewell. Because only Scout, Jem, and Boo Radley truly know what happened during the attack, Atticus feels passionately that the truth must come out, even if it might incriminate Jem. Atticus cannot live with himself as a father unless he sets an example of honesty. He is fiercely devoted to raising Jem and

5 Grading Criteria Scout to be ethical individuals. (83 words) You will use the model above to create your character motivation analysis charts, and your teacher will use this model in evaluating your work. You will identify the character and his or her motivating force at the top of each chart (2 points per chart = total of 6 points) Please notice that in the left-hand column, you will cite verbatim passages from the novel and include quotation marks and page numbers according to the prescribed MLA format. o Points will be deducted on the left-hand side for failure to document accurately and completely according to the model provided (2 points per chart = total of 18 points). Your purpose on the right-hand side is to explain how the passage you selected is an example of the impact of the motivating force on the character s life. o Your analysis of the passage s connection to the motivating force must be at least 60 words in length, and you must identify the word count at the end of each response (see model). o Each analysis should be written using complete sentences with your best language skills, and it should be thoughtful and well developed. o Your analysis should be your own work. Do not consult outside sources or work with other students. o Points will be deducted on the right-hand side for superficiality, incompleteness, and the use of summary instead of analysis (6 points each = 54 points). In addition to supplying your teacher with a hard copy of your charts on a poster board, you will present the material to your classmates. (12 points) Your final points will be for the personal reflection on the book. You must explain your reaction to the book and the reason(s) behind your reaction. Justify your reaction with examples from the book. ( I don t like to read and I just didn t like it are not acceptable reasons.) (2 points for your reaction, 2 points for your reason behind the reaction, and 3 points for each example = 10 points possible) You are required to have a total of nine (9) passages: 3 passages for each of the 3 characters. Be sure the nine passages are representative of the entire book. The entire assessment is worth 100 points in the projects and presentations category. I encourage you to purchase a flash drive and keep each of your passages saved on this drive to assist you.

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7 Archetype Writing Write and complete a typed content frame with eight quotes with eight explanations that will analyze eight different archetypes within the novel. Step 1 Understanding Definitions: Archetypes are universal symbols, motifs, or themes that may be found among many different cultures. They recur in the myths of people worldwide. These symbols carry the same or very similar meanings for a large portion, if not all, of mankind [C]ertain symbols, such as the sky father and earth mother, light, blood, up-down, and others recur again and again in cultures so remote from one another in space and time that there is no likelihood of any historical influence and casual connection among them (Information take from Guerin, Wilfred L., et al. Mythological and Archetypal Approaches. A Handbook of Critical Approaches to Literature. NY: Harper & Row, 1979: ) In other words, archetypes are everywhere and found in every type of story. If you read a story and know who the wicked stepmother is, who the damsel in distress is, or who the knight in shining armor is, then you know what an archetype is! If the setting is a dark and stormy night at an ancient castle, you can predict what might happen. That is also an archetype. Next, familiarize yourself with the following archetypes and their examples: 1. The Quest The hero must perform several tasks in order to restore order to his kingdom. Sometimes the quest involves a search for someone or something which, when found and brought back, will restore order. Please note that The Quest is different from The Task. To understand The Quest make sure that you know what the hero s ultimate goal is (the hero might not even realize what his ultimate goal is). (Examples: Simba becomes king to bring Pride Rock back to its beautiful, lush state in The Lion King; Peter, Susan, Edmund, and Lucy find Aslan in order to bring spring back to Narnia in The Lion, the Witch, and the Wardrobe) 2. The Task The hero must perform some nearly superhuman deed to save the kingdom, to win the fair lady or to identify himself so that he may resume his rightful position. Please note that The Task is only part of The Quest. In many myths and stories, the hero must complete multiple Tasks before completing the Quest. (Examples: Beowulf slays Grendel, Frodo arrives at Rivendale, the Karate Kid learns the basics of Karate from Mr. Miyagi.) 3. The Initiation Usually, a significant event bringing the adolescent hero from childhood into adulthood. The adolescent comes into his/her maturity with new awareness of problems along with new hope for the community. This awakening is often the climax of the story. (Examples of

8 initiates: Huckleberry Finn in The Adventures of Huckleberry Finn, Daniel in The Karate Kid, Bilbo in The Hobbit). 4. Battle between Good and Evil Obviously, the battle between two primal forces. Mankind shows eternal optimism in the continual portrayal of good triumphing over evil despite great odds. (Examples: Gandolf and Sauron in The Lord of the Rings, Satan and God in Paradise Lost, Harry Potter and Voldemort in Harry Potter, and Ariel and Ursula in Disney s Little Mermaid). 5. Innate Wisdom versus Educated Stupidity Some characters exhibit wisdom and understanding of situations instinctively, as opposed to those supposedly in charge. Loyal retainers often exhibit this wisdom as they accompany the hero on the journey. (Examples: Jim in The Adventures of Huckleberry Finn, Aminadab in Hawthorne s The Birthmark, Quasimodo in The Hunchback of Notre Dame) 6. Animals as Embodiments of the Human World Animals are used as microcosms of different elements of human society. They may represent rulers, political figures, types of governments, or personality types. (Examples: Aesop s Fables, Orwell s Animal Farm, Disney s The Fox and the Hound and The Lion King) 7. The Magic Weapon this weapon symbolizes the extraordinary quality of the hero because no one else can wield the weapon or use it to its full potential. (Examples: Thor s hammer, Artemis bow and arrow, Sampson s hair, the sword forged by giants in Beowulf) 8. The Young Man from the Provinces The hero is spirited away as a young man and reared by strangers. He later returns to his home and heritage where he is a stranger who sees new problems and new solutions. (Examples: Tarzan, Dorothy from The Wizard of Oz, Mr. Spock, Mary Lennox in The Secret Garden, Po in Kung Fu Panda) 9. Mentor-Pupil Relationship The mentor teaches by example the skills necessary to survive the quest. (Examples: Yoda and Luke Skywalker in Star Wars, Aslan and the children in The Lion, the Witch, and the Wardrobe) 10. The Outcast A figure who is banished from a social group for some crime (real or imagined) against his fellow man. Sometimes the outcast can rise above his circumstance and become a hero or an assistant to the hero (Examples: Hans Solo in Star Wars, Edmund in The Lion, the Witch, and the Wardrobe) Step 2 Begin Reading: Read the complete story. It is suggested that you make notes and annotate your notes for the archetypes explained above.

9 Step 3 Begin Writing: Now you can begin your content frame. This assignment is to be typed. 1. First, you will create a two-column content frame. Within the content frame you will create two columns and nine rows. 2. In the rows of the left column you will place nine quotes that represent each archetype. There are ten archetypes but you only have to include eight so each archetype will have one quote. Each quote is to be documented in the correct MLA format. [Eg. (White 75).] 3. Please LABEL each quote with the name of the archetype so that your teacher knows which archetype you are addressing. If you do not LABEL each archetype you might not receive credit for the quote. 4. In the right column you will explain how each quote fits the archetype selected. Your explanation of each quote should be a minimum of 90 words long. Please write in complete sentences. Each explanation should be thoughtful and well developed and justify WHY the quote fits the archetype. 5. In addition to supplying your teacher with a hard copy of your charts on the poster board, you will present the material to your classmates. 6. Your final points will be for the personal reflection on the book. You must explain your reaction to the book and the reason(s) behind your reaction. Justify your reaction with examples from the book. ( I don t like to read and I just didn t like it are not acceptable reasons.) How the Assignment Will Be Graded: 1. Each entry in your content frame is worth 10 points for a total of 80 points. You will receive 10 points for your class presentation and 10 points for your personal reflection and examples. 2. In the left column, you will receive a total of three points for each entry. You will earn two points for citing the verbatim passage from the novel using the proper MLA format. You will also earn one point for LABELING THE ARCHETYPE present in the quote. 3. In the right column, you will receive five points for each well-developed and clearly written explanation for why this quote is an example of the archetype identified. You need to justify WHY each quote fits the archetype. Each response must be at least 90 words in length and written in complete sentences. Remember, points will be deducted on the EXPLANATION side for superficiality and incompleteness and not explaining WHY the quote fits the archetype. 4. Make sure that you keep an electronic file of your reading assignment because during the reading assignments. 5. This assignment is considered an individual assignment. You are NOT allowed to work with other students or use outside sources such as Spark Notes, Cliff s Notes, etc.

10 Example for How to Set up Your Content Frames: From C.S. Lewis s The Lion, the Witch, and the Wardrobe The Outcast: Edmund was already feeling uncomfortable from having eaten too many sweets, and when he heard that the Lady he had made friends with was a dangerous witch he felt even more uncomfortable. But he still wanted to taste that Turkish Delight more than he wanted anything else (Lewis 44). At this point in the novel, Edmund, who frequently feels at odds with his siblings, decides that he wants to be on the side of the White Witch. By eating Turkish Delight (despite his better judgment), Edmund makes himself The Outcast among his siblings. Edmund s crime is that he has betrayed his family. Edmund s choice puts him at odds with the rest of his siblings who do things for noble reasons (like saving Mr. Tumnus). Edmund becomes hard to trust at this point and will have to work hard to come into the good graces of his siblings again. (99 words)