Homework Website

MRS. WIGGINS

ENGLISH

SUMMER READING!!

Colossians 3:23—“Whatever you do, work at it with all your heart, as working for the Lord, not for men”

Dear Students,

As we expand our school, we continue to look for ways to grow our program. One way we will be doing that this year is through a summer reading assignment. Summer reading can improve your reading ability, writing ability, vocabulary development, grammar development, test scores, and overall reading enjoyment. It is important to us that you have time this summer to spend with your families and friends; it is also important to us that you continue developing over the summer academically.

Requirements

During the summer, you must read one required text selected by your literature teachers (see page 11). You will then complete an assignment related to that text; see page 2 for the assignment options, and pages 7-10 for the grading rubrics. This project will be due the first full day you return to school; it is imperative that you complete this assignment and reading, as your first units in literature will deal directly with the required text. The assignment itself is worth 30 points. Read the entire text thoroughly and “dig deeper”—just reading an explanation of the plot or reading a published study guide will not suffice.

Happy reading! And remember Romans 12:11— “Do not lack diligence; be fervent in spirit; serve the Lord”

Reading Strategies

· Find a quiet space to read for a set amount of time each day/night

· Have a friend or parent keep you accountable

· Find someone to read and discuss the book with

· Look up any words you do not know

· Keep a journal over any parts of the text that encourage your growth spiritually or mentally

· Visualize what you are reading—try to picture the story as a film

· Have a positive attitude when you read—prepare yourself to have a good time!

Summer Assignment Options: (you must complete ONE of the following options)

Option #1

Complete pages 3-5 in this enclosed packet, along with a series of 3 journal/WT entries, ¾ -1 page in length each, over themes you encounter, questions you have as you read, details you are picking up on, a connection to another text you’ve read, etc.

Option #2: select two from the list below

A. Write a series of 6 WT entries over the text, and take notes over the background of the author, historical timeline, and any other background information necessary

B. Create a Found Word Poem using words/phrases from the text; include a 1 page reflection explaining what the poem means and how it connects

C. Create a movie board poster that displays your vision for a film adaptation of the text; include a ½-1 page analysis

D. Write a short story that connects to the main theme of the text; include a 7-10 sentence analysis of the story

E. Write a personal narrative about your experience reading the text

F. Write a quiz that you feel would assess a classmate’s understanding of the text

G. Get a group of classmates together to engage in a group discussion of the text (coffee optional!) Then write a paper reflecting on this experience. Have an adult sit in and write down his/her observations of this meeting.

Option #1 (please print off and fill out)

This sheet must be completed and ready to turn in on the first day of class. You must use the required text for this assignment. This assignment will help get you ready for the first major unit of the year—solid completion is essential. Use excellent grammar, strong vocabulary, and complete sentences. You may write your answers on a separate sheet of paper if you need more space.

1. What was the story about? (Don’t fall into the trap of just writing a plot summary!)

2. What did you like about the book? What didn’t you like about the book?

3. Describe the author’s writing style and how he/she uses tools to convey voice. Provide specific quotes for evidence.

4. Select one of the characters from the novel, and write a 7-10 sentence character analysis explaining his or her conflicts and what he/she contributed to the plot of the story.

5. Choose 5 quotes from the text that you feel are good for analysis and/or discussion, perhaps relating to major themes, debates, or for their strong depiction of the author’s writing style. Write the quote in the space provided, using correct MLA citation. Then explain in the space underneath the quote why you selected that quote, and what you’d like to discuss about it.

Quote 1:

Quote 2:

Quote 3:

Quote 4:

Continued . . . . .

Quote 5:

6. Write 3 discussion questions in the space below.

2 Chronicles 15:7—“But as for you, be strong; don't be discouraged, for your work has a reward."

Grading Rubrics for Option #2

Option 2-A: 6 WT Entries and Notes

	Points	Comments
6 entries are completed about the book	/6
Student completed notes over background information	/5
Deeper understanding of the book is shown through entries made	/20
Entries are neatly written and labeled/dated	/4

Option 2-B: Found Word Poem and Reflection

	Points	Comments
Poem contains a minimum of 10 lines	/5
Minimum of 10 words/phrases are used in the poem; borrowed words are underlined or highlighted	/5
Poem contains appropriate 1 page reflection explaining the meaning of the poem	/15
Poem is typed, and contains correct grammar and mechanics	/5

Option 2-C: Film Poster and Analysis

	Points	Comments
Aesthetics: the final poster is neat, creative, and visually pleasing, with pictures. The final product shows considerable effort in its presentation	/5
Organization of ideas is clear to the audience	/5
Completion: poster identifies appropriate cast members for main characters, director, and songs to include on the soundtrack	/10
Student has unique and original vision	/5
Analysis of the idea is neat and tidy, utilizing correct mechanics	/5

Option 2-D: Short Story and Analysis

	Points	Comments
Story is at least 2 pages in length, type-written, and includes a title and MLA heading	/5
Story employs appropriate conventions.	/5
Style—utilizes voice, creative diction and syntax; story is original	/10
Analysis—7-10 sentences explaining how the story connects to the novel	/10

Option 2-E: Personal Narrative

	Points	Comments
Narrative is at least 2 pages in length, type-written, and includes a title and MLA heading	/5
Narrative employs appropriate conventions	/5
Clarity: narrative clearly explains the process of the reading	/5
Organization: narrative is organized in an appropriate manner, and is read with fluidity	/5
Voice/creativity: author’s voice shines through	/5
Thoroughness: narrative is through	/5

Option 2-F: Quiz

(Bloom’s taxonomy can be found online at a variety of websites, including Mrs. Wiggins’s teacher homework page)

	Points	Comments
Demonstrates understanding of characters, plot, and vocabulary	/6
Demonstrate understanding of deeper concepts such as important quotes, themes, and symbols; address the text thoroughly	/8
Utilize Bloom’s Taxonomy to pose a variety of questions	/10
Use appropriate conventions; display neatness and sense of organization	/6

Option 2-G: Book Discussion and Reflection

	Points	Comments
Prepared notes for discussion that include at least three digging deeper questions and one essential quote you plan to present to the group. Notes are turned in to teacher when school resumes.	/10
Contributes to the discussion using strong listening skills and appropriate communication	/5
Reflection of the experience is at least 1 page in length, and discusses contributions of others, and the valuable lessons learned	/10
Meaningfulness of contributions (as seen through notes)	/5

Required Texts

A ** indicates that the book is available for check out from the FBA English teachers. You must get them by Friday, May 21. All others are available to purchase at any bookstore. All borrowed texts need to be treated kindly, and returned on the first day back.

· Incoming English II Students: Where the Red Fern Grows by Wilson Rawls **

· Incoming Introduction to Literature Students: The Pilgrim’s Progress by John Bunyan

· Incoming World Literature Students: Cyrano de Bergerac (a play)by Edmond Rostand

· Incoming British/European Literature and the Western Canon Students: Sir Gawain and the Green Knight ** by the anonymous poet AND Strange Case of Dr. Jekyll and Mr. Hyde by Robert Louis Stevenson

· Incoming American Literature Students: Huckleberry Finn by Mark Twain**

QUESTIONS OVER ANY OF THE ASSIGNMENTS? CHECK OUT THE INFO BELOW!

Bloom’s Taxonomy:

(Begins with the lowest level of thinking, remembering, and ends with the highest level of thinking—creating.)

Remembering: can the student recall or remember the information?	define, duplicate, list, memorize, recall, repeat, reproduce, state Sample Question: List the names of the primary characters.
Understanding: can the student explain ideas or concepts?	classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase Sample Question: Paraphrase the following quote . . .
Applying: can the student use the information in a new way?	choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write. Sample Question: Illustrate the Kellers’ house
Analyzing: can the student distinguish between the different parts?	appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test. Sample Question: Analyze the following symbols. . .
Evaluating: can the student justify a stand or decision?	appraise, argue, defend, judge, select, support, value, evaluate Sample Question: Do you think that __________ was justified in his actions? Defend your position in a full paragraph.
Creating: can the student create new product or point of view?	assemble, construct, create, design, develop, formulate, write. Sample Question: Develop a poem outlining the main themes from the text.

What is a WT entry?

A WT entry is an informal response to a piece of reading. WT entries need to be labeled (ex. Response to Ch. 1-3 in Frankenstein), dated, and bound together into a collection, either in a spiral notebook or a 3-ring binder. A WT entry should never summarize the plot of the story. Instead, entries are meant to foster thinking THROUGH writing. This means that you don’t have to know what you are going to write about before you begin writing, rather you will write until you form an idea and come to a conclusion about your idea. You should NOT write a WT entry over basic knowledge, like the names of characters, what the plot of the story is, etc. These are very simple details from a text. Instead, write about a theme you notice emerging, a question you have about the text and then an answer, a song you’ve listened to that connects, an experience you have had that connects . . . . you may do a quote analysis for an entry (pick a quote loaded with meaning to then discuss), a character analysis, a poem . . . entries can be creative, like a short story that you feel expresses your ideas about a major idea. The possibilities are endless. Good WT entries contain opinions, quotes from the text to defend/support your opinions, connections to other texts . . . they are lengthy enough to demonstrate thinking development (think at LEAST ¾ page to multiple pages) . . . they contain thought-provoking questions . . . and most of all, they talk to us, your teachers. Please write neatly and legibly—failure to do so will result in a lower grade. Happy writing!

What is a Found Word Poem?

A Found Word Poem is first and foremost a poem. It does not need to rhyme. It ford need to make sense. How, then, do you begin? Well, you take words and phrases from the text you are reading and use THOSE (and only those!) as the words of your poem. Choose wisely—the word choice here is imperative because that will determine what your poem is about.

Steps to take while creating a found word poem:

1. Type up all your favorite words and phrases from the book

2. Cut them out into strips

3. Move them around until you like what you see!

4. Eliminate the words that aren’t necessary

5. You may use repeated words and phrases

6. Put it all together

7. Read it through a few times to make sure you like it

8. Title your poem

There you have it! The poem should convey a message about the book; perhaps delve into a major theme, or a major question you feel the book asks.