The Count of Monte Cristo Summer Reading Project:
Herriman High School - English 10 Honors
2016 - 2017
Welcome to Honors English 10. This is a class for
students with intellectual curiosity and strong work
ethics. All students taking English 10 Honors will
participate in a summer reading program. Why?
Summer assignments provide several advantages for
students: ensuring that students maintain skills over
the summer, fostering independent learning, and
creating an initial common framework for discussion
and study on the first day of school. The summer’s
reading assignment has been created to give you an
introduction to the kinds of reading you will see throughout the course and the types of analysis
that will be required of that reading. We want you to build confidence and competence as
readers of complex texts. Your assignment is due on your first scheduled A or B day of
English 10 Honors.
Your Book: The Count of Monte Cristo by Alexandre Demas is an incredible adventure story of
revenge. The hero of this19th century classic is young Frenchman Edmond Dantes. On the eve
of his marriage, Edmond finds himself falsely accused of a terrible crime. He is stripped of his
job and bride and exiled to a faraway island prison for life. As you read, you’ll find out who has
done this to him—and why.
When you visit the library or bookstore, you’ll find there are many versions
of The Count of Monte Cristo. We have picked the abridged Bantam
Classics edition (ISBN: 0-553-21350-4). We advise you to purchase a
copy of the actual book. That way, you’ll be able to annotate in the
margins and make the book more your own and you will be able to bring it
to class the first week. Keep a list of challenging vocabulary words while
reading. This will help you complete part of the assignment listed below.
Directions: You get to choose your grade. Completing Task 1 will earn
you a “C” on this assignment. Completing Tasks 1 and 2 will earn you a
“B”. If you would like to earn an “A”, be sure to do all three parts of the
assignment. Parts 2 and 3 should be typed and printed for the first
day of class.
If you have questions, you should email your teacher as soon as possible:
Mrs. Jackie Burr
Mr. Jeremy Craig
Mr. Ben Jorgensen
Mrs. Alyssa Topham
[email protected]
[email protected]
[email protected]
[email protected]
Task 1 – (This part earns you a “C.”)
Part I: Background:
The experiences and background of an author give us insights into his/her topic choices, style,
and biases for writing. Do a search on the author, and identify at least five important elements,
which may have contributed to his choice of topic, theme, and symbolism in the novel. Write the
five elements (i.e., where he grew up, family background, historical context) in a bulleted list and
explain IN FULL SENTENCES the function of each element in The Count of Monte Cristo.
Part II: Insights to Different Cultures
The Count of Monte Cristo takes place during civil and political unrest in France. Do some
background research on Napoleon Bonaparte and the “Bonapartist Movement.”
1.
2.
3.
Create a double-entry journal / T-chart.
On Side 1, list 20 different facts about Napoleon and the political unrest he caused in
France.
On Side 2, list any connections you can make between the historical dates and the
events in the book.
Part III: Setting
Alexandre Dumas also uses the Italian island of Monte Cristo as an important setting in the
story.
1.
2.
Find where Monte Cristo is actually located and list 10 facts about the island.
Write an expositional paragraph (7-10 sentences) about the connections between the
historical setting and how it is talked about / alluded to in the novel.
Task 2: (This part, along with Task 1, earns you a “B.”
Part I: Vocabulary
Throughout your reading of the novel, find 20 vocabulary words that are challenging or new to
you. Complete a vocabulary chart, like the example attached to this packet.
Part II: Poetry Analysis
Read “A Prisoner in a Dungeon Deep” by Anne Bronte (attached in this packet). Using the
DIDSLP page (attached to this packet), write a one-page analysis essay of the poem. Structure
your paper so that an example of each of the elements of DIDSLP is used in your one-page
analysis.
Task 3: (This part, along with Tasks 1 & 2, earns you an “A.”)
Analysis Essay
Write a critical analysis essay on The Count of Monte Cristo. This does not mean to just say
positive or negative things about the book. You are to pick from the following prompts to guide
your analysis. Make sure that your essay is well organized. Here is a list of pointers:
1.
2.
3.
4.
Make sure you have a THESIS STATEMENT starting your essay.
Have at least three body paragraphs.
Include a topic sentence for each paragraph.
Integrate one quote (cited correctly in MLA format) in each body paragraph. Be sure to
correctly MLA cite the specific places in the book when you are quoting from the text.
Here is an example: In the novel, The Count of Monte Cristo, the theme of revenge is
expressed through Danglar’s assertion: “insert text from he book” (Dumas 25).
Here are the prompts to choose from: (ONLY PICK ONE.)
A.
The Count of Monte Cristo is often called a revenge story, as vengeance is one of its
central themes. Yet some readers think that the vengeance in the novel is not
complete. Consider Dantes’ revenge conducted on those who wronged him. Is
Dantes’ revenge complete? Given the fate of the characters of Villefort, Albert, and
Danglars can it be said that Dantes’ revenge is completely realized? Why or why not?
B.
One theme that is often overlooked in The Count of Monte Cristo is love. There are
critics who say that is because there are no examples of true love realized in the
novel. Given the events that occur for Valentine, Maximilien, Mercedes, and Haydee
can it be said that any of these characters get to experience real love? Why or why
not?
C.
Some critics of The Count of Monte Cristo argue that everything done by the Count is
done out of a sense of justice. Taking into account the events surrounding
Caderousse, Benedetto, and Albert, is the Count truly just? Is the Count operating
according to a notion of justice or are his concerns self-centered? Does the fate of
Dangars support or detract from this point of view?
The essay must be at least 300 words in length. It MUST be typed, double-spaced, 12-point
font size, and Times New Roman. Your essay will be graded holistically (as an overall
document). Do good work.
Resources
Vocabulary Organizer
Directions: Find 20 words from The Count of Monte Cristo to use as your vocabulary words
from the novel. Using the six categories identified below, create a graphic organizer to keep
track of your words. You should pick words that challenge you and that you are unfamiliar with.
Avoid using the names of places and characters.
Below is an example of the chart you should make to compile your 20 words.
Vocabulary
Word
Melancholy
Sentence
(from the
novel with
page
number)
The purser
was a man of
twenty-five or
twenty-six
with a rather
melancholy
face,
obsequious to
his superiors
and arrogant
to his
subordinates
(2).
Dictionary
Definition
Synonym
Antonym
Noun – A
deep,
pensive, and
long-lasting
sadness
(Oxford
English
Dictionary)
Gloomy
Excited
Picture or
Icon that
Represents
the Word
Poetry Analysis A Prisoner in a Dungeon Deep Written by: Anne Bronte A prisoner in a dungeon deep Sat musing silently; His head was rested on his hand, His elbow on his knee. Turned he his thoughts to future times Or are they backward cast? For freedom is he pining now Or mourning for the past? No, he has lived so long enthralled Alone in dungeon gloom That he has lost regret and hope, Has ceased to mourn his doom. He pines not for the light of day Nor sighs for freedom now; Such weary thoughts have ceased at length To rack his burning brow. Lost in a maze of wandering thoughts He sits unmoving there; That posture and that look proclaim The stupor of despair. Yet not for ever did that mood Of sullen calm prevail; There was a something in his eye That told another tale. It did not speak of reason gone, It was not madness quite; It was a fitful flickering fire, A strange uncertain light. And sooth to say, these latter years Strange fancies now and then Had filled his cell with scenes of life And forms of living men. A mind that cannot cease to think Why needs he cherish there? Torpor may bring relief to pain And madness to despair. Such wildering scenes, such flitting shapes As feverish dreams display: What if those fancies still increase And reason quite decay? But hark, what sounds have struck his ear; Voices of men they seem; And two have entered now his cell; Can this too be a dream? ‘Orlando, hear our joyful news: Revenge and liberty! Your foes are dead, and we are come At last to set you free. So spoke the elder of the two, And in the captive’s eyes He looked for gleaming ecstasy But only found surprise. My foes are dead! It must be then That all mankind are gone. For they were all my deadly foes And friends I had not one. “Living well is the best revenge.” -­‐-­‐ George Herbert DIDSLP (“did slip”) / A strategy for close reading and TONE D Diction means the connotation, denotation and figurative language. It mainly focuses on SINGLE WORD CHOICE. I Imagery means the vivid appeal to the five senses. Discuss using the following italicized adjectives. Sight: Visual Sound: Auditory Touch: Tactile Taste: Gustatory Smell: Olfactory (NOTE: Do not misspell as “old factory.”) D Detail means the concrete literal facts of the passage. S Syntax means sentence structure. Look at the number of sentences in the passage, the number of words per sentence, the juxtaposition of long/short sentences. Look at sentence beginnings (anaphora?), polysyndeton, asyndeton, etc. L Language means the overall use of language in the entire piece, not just isolated diction as with connotation. These words qualify how a work is written, not tone or attitude. Some examples are: Colloquial, connotative, plain, literal, artificial, detached, emotional, pedantic, euphemistic, pretentious, sensuous, ordinary, symbolic, figurative, bombastic, grotesque, concrete, poetic, moralistic, idiomatic, cultured, homespun, provincial, trite, obscure, esoteric, precise, insipid, informal, formal, etc. P Poetics mean rhyme and rhythm. Similar to syntax, poetics often looks at sentence structure, but in a way that determines the musicality of the text. It is important to note that none of these elements work in isolation; instead, they all work together to create a cohesive whole. Use DIDSLP to determine tone, to read closely, and to find the significance of the overall passage (often referred to as theme). Tone— The writer or speaker’s attitude toward subject, audience, or self. Part 3: Literary Analysis Essay Rubric Idea Development (X4) Evidence (X4) Organization (X2) Voice (X2) 5 4 3 2 1 The writer has a clear, focused, well-­‐
developed topic rich with important details. The writer analyzes the work by making connections and using knowledge, and evidence to add insight and depth to the work. Holds the reader’s attention. At least 3 pieces of cited evidence are used. All sources are from credible and reliable places. Evidence is introduced, explained, analyzed in essay. The writer has a topic, but has not developed it. Writing lacks sufficient detail or clarity. Analysis needs more focus and depth of thought. Uses evidence and knowledge, but does not make connections for the reader. The writer is beginning to define the topic. General or broad analysis of the work. Begins to develop the main ideas. Needs balance and supporting materials, like evidence. The writer states a topic, but writing does not support the topic. Writing is unfocused. Has unsupported details. Needs significantly more supporting materials. The writer has not developed a clear topic. Lacks important details. Ideas are not developed, or supported. Connections are not made for the reader. Lacks substance and depth. At least 3 pieces of cited evidence are used. All sources are from credible and reliable places. Evidence is not introduced, but is explained, analyzed in essay. The beginning contains a clear thesis. The middle provides clear support. The ending reinforces the topic. Essay includes a hook and a proper ending. The essay has a strong sense of cohesion throughout. At least 2 pieces of cited evidence are used. Some sources are from credible and reliable places. Evidence is not introduced or explained in essay. At least 1 piece of cited evidence is used. No outside sources are used. Evidence is not introduced or explained in essay. No evidence or quotes are used within the essay to support main ideas or elaborate on key concepts. The beginning contains a broad focus statement. The middle provides support. The ending needs work. Writer is missing an effective hook. The essay has a sense of cohesion throughout, with momentary lapses. The writer’s voice is confident, but is not informative enough. The beginning has an unclear focus statement. The middle and ending need more work. Writer does not have a proper ending or a hook. The essay lacks a strong sense of cohesion. The beginning, middle, and end run together. Writer lacks a sense of cohesion throughout the essay. Writer does not have a proper ending or a hook The writer’s voice needs to be more confident and informed. More precise and accurate words are needed to create a clear message. Variety of sentence beginnings and types are needed. More variety would make the essay more interesting and generate a sense of unity throughout the essay. There are many errors that confuse the reader. (No more than 10 errors) The writer’s voice rambles on without any confidence. The essay is typed and conforms 70% to MLA style and citations. The essay is not typed and does not conform to MLA style and citations (at least 70%) The organization presents a smooth flow of ideas from beginning to end. A strong thesis statement establishes a proper structure from the beginning. Essay has both an effective hook and ending. The writer’s voice is confident, positive, and informed. The writer’s voice is confident and helps inform the reader. Word Choice (X2) Sentence Fluency (X2) Precise words create a clear message to engage and inform the audience. The sentences flow together smoothly. Varied sentence types, beginnings are used to create interest and a sense of style throughout the essay. Precise words create a clear message and fit the purpose. Conventions (X2) The grammar, spelling, and punctuation are mostly correct. (No more than 2 errors) Grammar and punctuation errors are rare. The reader is not distracted by the errors. (No more than 5 errors) Presentation & MLA (X2) The essay is typed and conforms 100% to MLA style and citation. The essay is typed and conforms 95% to MLA style and citation. This includes: Proper heading Page number Title Font and text size Internal citations Works cited page Variety is seen in both the types of sentences and their beginnings. The sentences create a sense of unity throughout the essay. Accurate words create a message. More precise words are needed. Varied sentence beginnings are used. Variety of sentence types would make the essay more interesting to read and generate a sense of unity. Grammar and punctuation errors are seen in a few sentences, which distract the reader. (No more than 7 errors) The essay is typed and conforms 85% to MLA style and citation. The words do not create a clear message. Most sentences are simple and begin the same way. Compound and complex sentences are needed in order to create a more interesting, effective essay. Frequent errors make the essay difficult to read. (More than 11 errors)