Summer Reading Assignment for Rising 11th Grade IB Students



Summer Assignment for Rising 11th Grade IB

All rising 11th Grade IB students are expected to complete the following summer assignments. Written assignments are due on the first day of class.

1.) Read the recently published memoir, I am Nujood, Age 10 and Divorced – You can either check out a copy from the public library and use sticky notes to mark text for commentary, or you can purchase your own copy so that you can mark the text directly. I strongly recommend purchasing the text – Barnes and Noble or Borders – $12.00/ Online – $6.00 and up (not incl. shipping)

I Am Nujood, Age 10 and Divorced (2009)

Nujood Ali with Delphine Minoui

“As a pioneer, Nujood came to the United States and was honored in 2008 as one of Glamour magazine’s ‘Women of the Year.’ Indeed, Nujood is probably the only third grader whom Secretary of State Hillary Clinton has described as ‘one of the greatest women I have ever seen.’”

- Pulitzer-Prize winner Nicholas D. Kristof

Read once for enjoyment, for the story and its personal meaning to you, with a cool glass of iced tea in the shade. Then, re-read/review the text with sticky notes, highlighter, and your response journal at hand.

2.) Complete Dialectical Notes – You should complete dialectical notes for this text, as it is a part of your Language AI Syllabus. Dialectical notes will help you to keep track of specific thoughts associated with specific passages from the text. You should have a minimum of one thoughtful response per 10 pages. You may type your notes, or they may be hand written in a composition notebook (which can also be used to store dialectical notes for future texts). Instructions for creating dialectical notes are attached. Note: If purchasing a notebook, a 3 – 5 subject spiral notebook is strongly recommended because dialectical notes will be completed for all Language A1 texts.

3.) Write an Essay – After reading and completing dialectic notes, select one of the 12 “Reading Group Guide” questions located in the back of the book, beginning on p. 185. You should choose a question that you find interesting and/or relevant. Then, respond to the question in a 500 - 1000 word essay. Responses should be supported with evidence from the text (use quotes from your dialectic notes, that’s what they’re for!). Whenever possible, avoid lengthy descriptions of plot, retellings, or summarizing of the story. Your essays should be typed, should follow MLA guidelines (yes, this includes a works cited) and be free of all grammatical and spelling errors. Other sources may be used, but I am looking specifically for analysis of the text.

4.) Study Literary Terms – You should review the attached list of “Common Literary Features” and be able to define/ recognize examples of each. This course moves very quickly, so I must be able to assume that you are familiar with basic literary terminology before other devices are introduced. A test on these terms can be expected in the first 1 – 2 weeks of school.

What are Dialectical Notes?

You will keep a reading response journal to help you keep track of specific thoughts you have while reading. Dialectic means the art of getting at the truth of a thing. When you respond dialectically, you ask questions and make observations, seeking to discover the essence of the work. It is a way for you to use your own ideas to give meaning to the text.

First, you must choose passages that peak your interest. The passages might be appealing for one or more of the following reasons:

• Contain significant ideas or relate to key issues*

• connect to your life, another text, or a current issue, event;

• relay a truth about life;

• contain figurative language or literary devices (imagery, allusion, symbolism…);

• display interesting or unusual word choice (denotation, connotation);

• exemplify notable syntax;

• are confusing or puzzling;

• foreshadow later events;

• hint at a deeper meaning than appears on the surface.*

Mark the passages as you read. Highlight, underline (if the book is yours!), or mark them with sticky notes (jotting your ideas connected to the passage on the notes). Frequently (after a few pages or at the end of a chapter), stop reading and review the passages you’ve marked.

Next, divide your paper into two columns, or if using a word processor, create a two-column table. On the left side, record passages (word-for-word) from the text. Use quotation marks and include MLA internal citations (author and page number) as you would if using passages in a written piece. On the right side, record your insight about that particular passage. If using sticky notes, you can organize the notes into the columns, adding further comments. At the top of notes, include a bibliography entry for text. You should have at least 1 entry for every 8 – 10 pages of text.

When commenting on passages, remember the strategies smart readers use.

Format for Dialectical Notes:

Name of piece______________________________________________________

| NOTE TAKING NOTE MAKING |

* Text references or identification, (p.) * Commentary on the reference; your thoughts about it.

* Direct quotes, themes, images, (p.) * Paraphrasing quotes, explaining their

relevance to the text.

* Figurative language, comparisons, (p.) * Analysis of these, drawing

conclusions –

* “Citation” (p,) * Why did I copy this passage or make

this note? Why is it important to me? Is there a connection to other information? What can I infer?

* “Citation” (p) * Your commentary –

* “Citation” (p.) * Questions on this? Meaning of this?

Example Entry for Dialectical Notes:

Chopin, Kate. The Awakening. New York, New York: Avon Books, 1972.

“’You are burnt beyond recognition’

he added, looking at his wife as one looks

at a valuable piece of property which has

suffered some damage” (Chopin 7)

“She was an American woman…”

(Chopin 10)

COMMON LITERARY FEATURES

FIGURATIVE &

STYLISTIC FEATURES:

Simile

Metaphor

Symbol

Alliteration

Personification

Hyperbole

Onomatopoeia

Paradox

Allusion

Oxymoron

Mood

Tone

Imagery

IRONY:

Verbal Irony

Situational Irony

Dramatic Irony

NARRATIVE FEATURES:

Point of view

First Person

Third-Person Objective

Third-Person Limited

Omniscient

SYNTAX:

Phrases and clauses

DICTION:

Register (formal, informal)

Denotation/connotation

CHARACTER:

Types of character:

Major vs. Minor

Static vs. Dynamic

Flat vs. Round

Protagonist/Antagonist

Foil

Stock/Archetypal

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|Visualize |Make mental pictures or sensory images during reading. |

|Connect |Connect the text to own experiences, to events in the world, and to other readings. |

|Question |Interrogate the text, the author, the characters—actively wonder, voice uncertainties. |

|Infer |Predict, hypothesize, interpret, draw conclusions. |

|Evaluate |Determine importance, make judgments, critique ideas or way the author relates them. |

|Analyze |Notice elements of the author’s craft: text structures, figurative language, literary devices, tone, syntax, point|

| |of view. |

|Recall |Retell, summarize, and remember information |

|Self-Monitor |Recognize when you need to reread, read aloud, refocus, read in smaller chunks, or take a break. |

|Tackle Difficult |Underline, highlight, and record difficult vocabulary. Use context clues, footnotes, and/or dictionary to define. |

|Vocabulary | |

[pic]

Does Robert really love his wife, or is she just a “trophy” wife to him? It seems he isn’t concerned for her welfare but for her value as “property” he owns. Having a sunburn can be extremely painful, but he doesn’t ask if she hurts or if there is anything he can do for her. Instead, he seems more concerned about her looks. His viewing her as a “piece of property” shows he doesn’t see her as an equal. He might not value her ideas, dreams, ambitions or even recognize that she has ambitions of her own if he views her as property and gets upset when his “property” is damaged.

Calling Edna “American” implies much about her personality. Independent, bold, adventuresome, enterprising-these are words, ideas synonymous with Americans. This might be a problem since these words are in direct opposition with the notions expected of women in the Victorian age, an age where women were to run the household and look pretty doing it.

Character development

Statements by narrator (explicit or implicit)

What character says and does

How character looks and lives

What other characters say about or to the character

How other characters interact with the character

SETTING: Time and Place

Time: Century, decade, year, season, day of week, time of day

Historical context

Place: Planet, continent, nation, state/province, urban/rural, indoors/outdoors, geography, terrain, lighting, atmosphere

PLOT:

Types of conflict

Character vs. Character

Character vs. Nature

Character vs. Society

Character vs. Self

Character vs. Fate

Exposition

Foreshadowing

Rising Action

Climax

Falling Action

Resolution (Denouement)

THEME: "Universal" human issues such as:

Ambition Jealousy

Beauty Loneliness

Betrayal Love

Courage Loyalty

Duty Fear

Prejudice Freedom

Suffering Happiness

Truth Illusion

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