2017-2018 SUMMER READING / ENGLISH 10 MYP LANGUAGE AND LITERATURE
E-Mail: [email protected]
Hello Rising Tenth Graders! Congratulations on continuing to MYP Year 5. The following required
readings will not only give you a jump on sophomore year, but will also be pleasurable. Make some time
this summer to get out the beach chair, pencils, and post-it notes, and read, read, read.
There are TWO (2) required summer readings:
1.) Fiction: To Kill a Mockingbird by Harper Lee (this text will be part of the first unit of Marking
Period 1). You will complete a formal literary analysis that you will type and submit to
turnitin.com. I will provide submission details during the first week of school.
2.) Non-Fiction: You have free choice over the book you select. You will prepare a formal oral
presentation that you deliver to the class during the second week of school.
Summer assignments are due by Monday, September 4, 2017 at 11:59pm on turnitin. You will give
me your rubrics at the beginning of class starting on Tuesday, September 5, 2017. 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 work thoroughly and completely
to strut your stuff in the first marking period.
ASSIGNMENT 1: FICTION: To Kill a Mockingbird Literary Analysis Journals
These journals will provide the foundation of our in-class study of this novel and be a wonderful resource to
study the literature in greater depth. You will generate ideas independently over the summer. Be prepared to
share your flashes of brilliance when you return to school. I look forward to hearing from you.
*NOTE: Journals 1-3 may be set up in chart form for ease of study. Feel free to follow the provided templates.
Journal 1: Briefly describe each character and categorize him/her as static or developing. Explain your reasons
in a few sentences that contain text support. (Note: text support does not have to be in the form of quoted
material.)
1
5
2
Dill
Bob Ewell
Character Description
6
Scout
Mayella Ewell
3
Calpurnia
7
Miss Maudie
Static or Developing
4
Boo Radley
8
Tom Robinson
Explanation
Journal 2: Describe each of the settings below. Record significant events that occur at each place. Determine
what moods are associated with each place.
1
2
Finch House
5
6
Jail
Setting Description
3
Radley House
4
Courthouse
Calpurnia’s Church
7
School
Ewell House
Significant Events that Occur
Moods
Journal 3: Pick four of the following motifs and analyze what Harper Lee’s message is about each. Determine
whether the motif takes on positive or negative aspects in the text. Explain which characters and scenes
epitomize or best illustrate Lee’s message.
1
education/literacy
5
Motif
2
3
poverty/wealth
law and order
What is Lee’s Message
about it?
6
prejudice/hypocrisy
friendship
7
4
neighbors
family
Is this motif presented
positively or negatively?
Which characters and
scenes best illustrate
the motif?
Journal 4: In a well-developed paragraph (or two, but no more), explain what the following characters have in
common: Boo Radley, Mayella Ewell, Tom Robinson.
IB GRADING RUBRIC / To Kill a Mockingbird / E. TEDRICK
Criteria
A. Knowledge
&
Understanding
-Supports
-Analysis
**Cudos for
showing an
appreciation of
author’s choices
re narrative
techniques &
style
5
Demonstrates
excellent
knowledge and
understanding
of the work,
using relevant
quotes,
examples, and
appropriate
analysis for
support.
B.
Interpretation
of text in
response to
journal
prompts
-Supports &
quotes
-Analysis that
goes beyond the
obvious
-Original thought
& insight
-Drawing
conclusions
-Analysis must
include
comments about
literary/novel
conventions that
create meaning
C.
Organization
&
Development
- organized &
developed
commentary
response
-adherence to
journal
directions
D. Formal use
of language
(Grammar
and
Mechanics)
4
Name:_______________________
3
2
Class Period:_______
1
Demonstrates
good
knowledge
and
understanding
of the work,
using quotes,
examples,
and analysis
for support
Demonstrates
some
knowledge
and
understanding,
using some
supports from
the text.
Demonstrates
little
understanding
with few supports
and analysis.
Some
misinterpretations.
Ideas lack
development.
Demonstrates no
knowledge of text
with no supports
or analysis. Little
development of
ideas.
Demonstrates
perceptive
understanding
and insight
through
analysis and
valid
interpretation.
Demonstrates
original
thought.
Provides
quotes &
examples as
support.
Insightful
comments on
novel
conventions &
author's use of
language &
technique.
Demonstrates
understanding
through
analysis.
Some original
thought. Uses
quotes and
examples for
support.
Comments on
author's use of
language &
technique.
Demonstrates
some insight but
needs greater
depth in
thought. Uses
some quotes &
examples.
Few comments
on author's use
of language &
technique.
Demonstrates plot
understanding but a
limited view on
meaning. Little
original thought.
Some quotes &
examples.
Demonstrates no
insight. Several
misinterpretations.
No supports.
Demonstrates
purposeful
and effective
structure for
each journal
response.
Provides
relevant text
support.
Follows
journal
instructions.
Demonstrates
a plan for
critical
analysis.
Good text
support.
Follows
directions.
Demonstrates
some
organization
but purpose
not as clearly
evident as first
two criteria.
Some text
support.
Follows
directions.
Demonstrates a
somewhat
disorganized,
presentation,
resulting in lack of
clarity & purpose.
Demonstrates no
evident plan or
structure to
journal
responses. Does
not follow
directions.
Appropriate,
sophisticated,
and varied word
choice; complete
and varied
sentence
structures.
Clearly proofread
with no errors in
spelling,
grammar, or
punctuation.
Good word
choice and
sentence
structures.
Proofread with
minimal errors in
spelling,
grammar, or
punctuation.
Word choice and
sentence
structures are
adequate to
convey meaning.
Some
proofreading
errors in spelling,
grammar, &
mechanics.
Inappropriate
word choice;
several sentence
structure errors.
Proofreading is
inadequate.
Little to no
evidence of
proofreading with
many lapses in
grammar,
mechanics, and
style.
ASSIGNMENT 2: NON-FICTION: Your choice and Oral Presentation
Assignment: Choose a full-length, nonfiction work that relates to one of the MYP Global Contexts below. Read
it and prepare a presentation that meets the presentation requirements. This presentation may be in any
format with which you are comfortable: Power Point, Prezi, movie, collage, original drawing, etc.
Global Contexts:
 Identities and Relationships
 Dimensions of Time and Space
 Personal and Cultural Expression
 Scientific and Technical Innovation
 Globalization and Sustainability
 Fairness and Development
Not sure which book to pick?
 Do a Google search of Best Selling Nonfiction or Memoirs
 Go to the bookstore and look in the religion, culture, music, sports, or psychology section.
**Pick something you LIKE; Nonfiction is not limited to autobiographies and biographies.
Presentation Project Requirements (no longer than 5 minutes)
Your presentation must:
 Give a brief overview of the author and his/her background
 Briefly summarize the text by sharing the setting (time and place), describing major characters, and
highlighting the major parts of the story (try not to give away the ending)
 Determine the author’s purpose, or reason for writing the book
 Comment on author’s writing style. What literary features define their writing? (word choice,
sentence structure, organization, use of figurative language, imagery, symbolism, etc.) Be sure to
provide examples.
 Your personal evaluation of the book (opinions, reactions, etc.)
Presentation Rubric:
Please refer to the attached IB Oral Presentation Rubric for scoring.
Additional Suggested Preparation
In addition to the required assignments listed, it is recommended that students become familiar with
many useful literary terms before entering the class. While in-class review of the terms’ definitions
will occur, the majority of our time will be spent analyzing, interpreting, and evaluating literature using
the terms. A great resource that students may want to consult is The Bedford Glossary of Critical and
Literary Terms by Ross Murfin and Supryia M. Ray. However, there are many other useful resources
available online and in bookstores.
Some of the terms that we will use this year are as follows:
Allusion
form
omniscient
Ambiguity
free verse
onomatopoeia
Analogy
genre
(over) generalization
Anecdote
hyperbole
paradox
Antagonist
ideology
parallel structure
Assonance
idiom(atic)
parallelism
Characterization
imagery
personification
Claim
implied
protagonist
Colloquial
inference
rhetoric
Connotation
intention
rhetorical devices
deductive logic
inverted syntax
round character
Denotation
irony
satire
Dialogue
limited point of view
simile
Diction
metaphor
setting
Didactic
mood
speaker
Ellipsis
motif
stream of consciousness
Epic
motivation
style
Euphemism
narrative
stylistic elements/devices
extended metaphor
narrator
symbol(ism)
figurative language
neologism
theme
flat characters
novel
thesis
Foils
novella
tone