May 2015
Dear GT Scholars,
I will be your GT English I teacher next year, and I am looking forward to having you in class!
I know you have worked hard and been prepared well so far. My goal is to continue cultivating the
development of your reading, writing, analytical skills, and creative abilities. This class is
challenging; therefore, you will need to be focused and dedicated to meet the expectations I have
for you.
Next year, we will work rigorously from the start. In order for you to be ready to handle
these assignments, activities, and discussions, I need for you to diligently work through your
summer assignment. I am asking that you read and annotate the following short stories before the
second day of class. The stories you will read and annotate are: “The Most Dangerous Game” by
Richard Connell and “The Cask of Amontillado” by Edgar Allan Poe. There is an article concerning
annotation included in this packet to help you develop this skill. You may access these stories in
several ways (outlined on the next page).
After reading, you will be required to complete a dialectical journal. The purpose of this
journal is to help you conduct a “conversation” with the text; I want you to enhance your ability to
read between the lines and recognize the author’s purpose. Often times, a dialectical journal is
created to examine many different elements of figurative language. However, you are going to
examine the text for two literary elements ONLY: direct and indirect characterization. There are
handouts in this packet that explain characterization in more detail and give specific instructions on
the dialectical journal format. You will be required to complete three journal entries for each
story.
Additionally, you will be required to complete one project over one of the stories. The
project assignments are in this packet. It will be helpful for you to read each short story more than
once before creating your project. All projects are expected to be professional, neat, and creative.
Your project should also show a strong understanding of the text (themes, setting, plot, characters,
etc.).
This assignment is due in its entirety on the second day of class. This process will enable
me to assess your abilities, but a majority of the assessment concerning these stories will occur in
our activities within the first few weeks of school. Everything that you need to accomplish this
assignment is clearly outlined on the next page. Good students will give themselves enough time
to work at a reasonable pace to produce quality work. Aside from this assignment, I hope that you
enjoy your summer as well! If you need assistance over the course of the summer, do not hesitate
to email me at [email protected].
If you would like to get a head start on
Sincerely,
Kelsey Taylor
Books on
reserve at
Barnes and
Noble. Tell them
you are from
Frenship!
purchasing your literature for this class,
here are the books you will need:
No Fear Shakespeare: Romeo and Juliet
Lord of the Flies by William Golding
The Port Chicago 50 by Steve Sheinkin
Summer Assignment Outline
1. There are several ways that you can access the stories.
I will have both stories, along with this packet, on the front page of my classroom website.
The way to access this website is to go to the Frenship High School Home Page, click
“Classroom Websites,” and then click “Kelsey Taylor.”
Also, these stories can be purchased through Amazon and Barnes and Noble.
2. Read and annotate “The Cask of Amontillado” and “The Most Dangerous Game.”
Before you begin reading, carefully read the handout over annotation. Find at least three
portions of each story to annotate that span the entire text. The basic idea of annotating is
to mark or highlight a certain portion of the text and make a note concerning the reason you
marked it for future reference. If you do not make a note about the selected portion, you
may forget why you chose it in the first place. Please do not feel the need to annotate
everything you read or to make an annotation on every page. Only annotate the portions of
the stories that truly stand out to you. Refer to the included article regarding annotation for
further help.
3. Complete a Dialectical Journal over the terms Direct Characterization and Indirect
Characterization.
Refer to the Dialectical Journal and Characterization handouts for further explanation. Also,
study the written model to see what type of writing I expect to see in your entries. This
assignment is designed to be done after you have read and annotated the stories. If you try
to complete it while you’re reading, it could cause frustration. Your final copy will be
typed, 12 point font, and a minimum of six entries total.
4. Complete one project over one of the stories.
The project assignments are attached to this packet. It is my expectation that your projects
are evident of a sufficient amount of time and thought put into construction and
presentation. This is your opportunity to display your creativity! I expect everything to be
professional and neat.
5. Further Instruction:
Remember that all ideas, observations, and responses must be your own – not from the
Internet, Sparknotes, Cliffnotes, etc. Any amount/form of plagiarism will result in an
automatic zero on any assignment.
THE WORK YOU NEED TO HAVE FINISHED BY THE SECOND DAY OF CLASS:
1.
2.
3.
4.
Read both stories
Annotate both stories
Dialectical Journal with six entries
One project over “The Most Dangerous Game” or “The Cask of Amontillado”
“The Cask of Amontillado” Project Option
Write Fortunato’s Story
Non-Traditional Format
Retell the story of Fortunato’s encounter with Montresor from Fortunato’s point of view.
You may use either first or third person point of view in the story. Include sensory details. Depict how
he sees and thinks about the things Montresor is doing. He does not realize he is going to die.
Use a format other than a traditional short story format. Possible choices include a newspaper article,
an interview, or a series of letters, texts, emails, social media or blog posts. Regardless of format, you
need to maintain good spelling, grammar, usage, and mechanics. (See me for questions or exceptions)
Rubric:
20 points each
600-800 words long.
Uses a creative nontraditional format
effectively.
15 points each
Between 500-600
words. Uses a creative
non-traditional format
well in many ways.
Refers to events from
the original text and is
provides a creative
retelling of the murder
of Fortunato from
Fortunato’s
perspective.
Has some reference to
the original text. May
not be true to the
original characters.
Provides a creative
retelling of the murder
of Fortunato from
Fortunato’s
perspective.
Free from errors in
spelling, grammar,
usage, and mechanics.
Relatively free from
errors. Existing errors
do not interfere with
reader’s understanding.
_______/ 80 points possible
10 points each
Between 400-300
words in length.
Attempts a nontraditional format, but
does not always use it
effectively.
Does not refer to the
original text. Or is not
true to the original
characters. Provides a
creative retelling of the
murder of Fortunato
from Fortunato’s
perspective.
Moderate number of
errors. Errors
occasionally interfere
with reader’s
understanding.
5 points each
Less than 300 words in
length. Makes little or no
attempt at using a nontraditional format.
Does not refer to the
original text and is not
true to the original
characters. Attempts to
provide a creative
retelling of the murder of
Fortunato from
Fortunato’s perspective.,
but does not maintain the
perspective.
Numerous errors that
frequently interfere with
the reader’s
understanding.
“The Most Dangerous Game”
Project Options
1. Create a scrapbook or diary for one of the characters in the story. If you choose a
scrapbook, there must be explanations/short descriptions of the items you include.
Make sure that it is evident by what you post or write that you have EXTENSIVE
knowledge of the character.
Requirements:
1. Must look authentic.
2. Must have a minimum of 10 entries.
3. Must be bound together in some way.
2. If “The Most Dangerous Game” were made into a movie, it would need a soundtrack!
Create the soundtrack to go along with the movie. You will need to choose a song for all
major scenes, explain what is occurring in the scene, and why you chose the song.
Requirements:
1. Must have a minimum of 12 songs with synopsis and explanation.
2. Soundtrack (audio files, YouTube videos, or the lyrics) with synopsis and
explanations must be compiled on a Prezi or a Smore. When you are finished, share
your project with the email [email protected]
3. Make sure that you label/summarize each scene being discussed.
4. Make sure that you adequately explain your reasoning behind your choices.
**Remember: You only have to complete one of the three project options!**
Annotating Text
Definition
Annotation of the text is like having a conversation with a written passage. While reading, students ask
questions, comment on meaning, and mark events/passages to revisit. From this information, patterns,
contrasts, and relationships may be determined. Annotations should reflect student effort to
understand the text and react to what they are reading. This includes questions that the reading raises
and new ideas it suggests.
“What is important is not how students annotate or even how much they annotate but that they
annotate. The mere act of marking the page as they read makes it more likely that students will read
closely and attentively” (The College Board Pre-AP).
Highlighting and Annotation Tips
• Make brief notes at top of page or on sticky note to mark important plot events.
• Highlight or mark in some way (circle or underline) words that are unfamiliar or used in an unusual
way.
• Highlight or mark words or images that create a pattern (including repeated words, sentence
structure, or images)
• Highlight or mark words or passages that might be symbolic.
• Make brief notes in the margin or on a sticky note of questions that arise while reading.
• Don’t mark too much.
Reference
The College Board Pre-AP (2002). The AP Vertical Teams Guide for English (2nd ed.).
College Entrance Examination Board.
Weber, L. H. editor. (2004) Laying the Foundation. Dallas, TX: Advanced Placement
Strategies, Inc.
CHARACTERIZATION
Characterization is the process by which the writer reveals the personality of a character.
Direct Characterization tells the audience what the personality of the character is.
Example: “The patient boy and quiet girl were both well-mannered and did not disobey their
mother.”
Explanation: The author is directly telling the audience the personality of these two children.
The boy is “patient” and the girl is “quiet.”
Indirect Characterization shows things that reveal the personality of a character. There are five
different methods of indirect characterization that follow the acronym of STEAL:
Speech: What does the character say? How does the character speak?
Thoughts: What is revealed through the character’s private thoughts and feelings?
Effect on others toward the character: What is revealed through the character’s effect on other
people? How do other characters feel or behave in reaction to the character?
Actions: What does the character do? How does the character behave?
Looks: What does the character look like? How does the character dress?