Apply the following terms to To Kill a Mockingbird



General Overview

Carefully read and follow the directions on the pages indicated for all five of these assignments:

1. Choose one of the two prompts below to answer in a well-developed, typed narrative. Use the SAUSD Narrative Rubric to guide you (p.2).

2. After writing the above essay, complete the Narrative Revision Worksheet (page 3). That page must be attached to the original and revised drafts of your narrative so that you are submitting papers in this order: 1) the first draft, 2) the worksheet, and 3) the revised essay with the changes below included.

3. Complete and study the flashcards assignment (p.4).

4. Read the school-wide novel, John Green’s The Fault in Our Stars, then create and complete the Summer Review Chart (p.5).

5. Create and complete the Text Connections Chart for The Fault in Our Stars (p.8).

On the day you return to school, you will hand your instructor hard copies of this work. Be prepared for a test on all of the above when you return (Note: These are all individual assignments and not “partner work.” All assignments should be saved and submitted to once the school year begins--your teacher will give you directions for that).

Guidelines to Making a Good First Impression:

✓ Do your own work! Show your original insights. No act of plagiarism will be tolerated, so it is best not to show your paper to any other student. There have been cases when a student claims he just “showed” his paper to another student and did not know that student would copy his ideas and words. Giving your paper to another student is as bad as copying from another student, so please do not engage in this risky behavior. Anyone caught plagiarizing another source or another person will earn a zero and a Saturday school at the very least. Anyone caught showing his or her work to be plagiarized will earn a zero and a Saturday school at the very least. Though you will turn in a hard copy of your work on the first day of school, your work will be submitted to during the first week of school.

✓ Type! Type your work. You will be submitting your files to (one per assignment) when you return.

✓ Save! Always save your work at least two places that only you can access: a flash drive, email text, email attachment, cloud storage, etc. Do not share flash drives. This is the time to learn about options like Google.docs and Dropbox. The technology gods are fickle. Be warned.

✓ Be creative and correct! Not only will we be looking at your amazing analysis and insights, but we will also be assessing your writing ability. Proofread what you type and use grammar and spell check carefully. These take a long time for us to grade, so we want to be reading your best work.

Santa Ana Unified School District High School Scoring Guide

6 The essay demonstrates advanced writing ability

• Thoroughly and explicitly addresses all parts of the writing task.

• Contains a meaningful thesis which is thoroughly supported with specific and relevant examples and textual evidence (if

applicable).

• Maintains a logical and seamless organizational structure, includes coherent paragraphs, and effective transitions between ideas.

• Consistently demonstrates a clear sense of audience.

• Consistently provides a variety of complex sentence types and uses sophisticated and descriptive language.

• Contains very few or no errors in conventions and demonstrates an excellent command of the language.

5 The essay demonstrates good writing ability

• Explicitly addresses all parts of the writing task.

• Contains an explicit thesis which is well supported with details and examples.

• Maintains a logical organizational structure, includes paragraphs, and transitions between ideas.

• Demonstrates a clear sense of audience.

• Consistently provides a variety of sentence types and uses precise and descriptive language.

• Contains few errors in conventions and demonstrates a good command of the language.

4 The essay demonstrates writing competence

• Implicitly addresses the elements of the writing task.

• Contains a central idea or implicit thesis which is adequately supported with details.

• Maintains a mostly logical structure, includes paragraphs and some transitions between ideas.

• Demonstrates a general sense of audience.

• Provides a variety of sentence types and uses some descriptive language.

• Contains some errors in conventions but these do not interfere with overall understanding.

3 The essay demonstrates basic writing competence

• Addresses only parts of the writing task.

• Contains a central idea which is supported with limited details.

• Offers an inconsistent organizational structure, may not include paragraphs or transitions, or transitions may be awkward.

• Demonstrates some sense of audience.

• Includes little variety of sentence types but demonstrates some understanding of sentence structure. Uses basic or predictable

language.

• Contains many errors in conventions but overall meaning is evident.

2 The essay demonstrates little writing competence

• Addresses only one part of the writing task.

• May lack a central idea and uses limited details.

• Lacks an apparent organizational structure and transitions, but reader may still follow overall argument.

• Demonstrates little sense of audience.

• Demonstrates little understanding of sentence structure but meaning is evident. Often uses limited or confusing vocabulary.

• Contains many errors in language which often interfere with understanding.

1 The essay demonstrates very little or no writing competence

• Does not address the writing task.

• May lack a central idea or does not include supporting details.

• Lacks an organizational structure which greatly hinders understanding.

• May demonstrate no understanding of audience.

• Demonstrates no understanding of basic sentence structure and uses vocabulary which lacks ability to convey meaning.

• Contains many serious errors in conventions which consistently interfere with understanding.

Papers receiving a 0 are unable to be scored for one of the following reasons: illegibility, no response (blank), completely off topic, written in a language other than English.

Narrative Revision Worksheet

Narratives are best when they are detailed and descriptive. Otherwise they tend to be summaries, which are not entertaining. Use this page to add to and revise your essay.

1. Write the narrative hook you decided to use for your narrative. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Write at least three sentences that use literary devices.

A)_________________________________________________________________________________________________________________________________________________________

B)__________________________________________________________________________________________________________________________________________________________

C)__________________________________________________________________________________________________________________________________________________________

3. Write a sentence for each for the five senses.

A) Sight: ______________________________________________________________________

______________________________________________________________________________

B) Sound: _____________________________________________________________________

______________________________________________________________________________

C) Taste: ______________________________________________________________________

______________________________________________________________________________

D)Touch:______________________________________________________________________

______________________________________________________________________________

E) Smell: _____________________________________________________________________

______________________________________________________________________________

4. Write sentences that include your (the narrator’s) thoughts.

A) Write at least two as dialogue.

____________________________________________________________________________________________________________________________________________________________B) Write one as interior monologue.

____________________________________________________________________________________________________________________________________________________________

5. Write a clear reflection. Explain how the event influenced you. Tell how you changed and prove it with at least one specific example of how you were different after the event.

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Flashcards

Step 1. Make flashcards for the included list of terms used to discuss literature. Write the word on one side of the card. On the other side write the literary definition. It will help you to use a dictionary of literary terms (such as the Bedford Glossary of Critical and Literary Terms) since some words have a definition other than that for literature. Another good source is the website . It has icons that you can click on and hear how the word is pronounced.

Step 2. After/While reading The Fault In Our Starts, on the side of the flashcard with the definition, explain how each of the following terms does or does not apply to…

…the novel’s genre.

Adventure

Allegory

Folk tale

Parable

Legend

Poetry

Prose

Summary

Narrative

Monologue

Soliloquy

Moral

…characters.

Antagonist

Dynamic character

Protagonist

Flat character

Static character

Stock character

Round character

Direct characterization

Indirect characterization

Foil

…the narrator and style.

Atmosphere

Attitude

Tone

Purpose

Syntax

Diction

Ambiguity

Bias

Formal

Informal

Slang

Omniscient

1st person point of view

2nd person point of view

3rd person point of view

Primary source

Secondary source

Abstract details

Concrete details

Objectivity

…plot.

Chronological order

Logical order

Natural order

Climax

Complications

Denouement

Exposition

External conflict

Falling action

Flashback

Flash-forward

Foreshadow

Motivation

Internal conflict

Narrative Hook

Resolution

Rising Action

Setting

Subplot

Subject

Suspense

Theme

Setting

…literary devices.

Contradictions

Figurative language

Incongruities

Metaphor

Personification

Simile

Symbolism

Situational irony

Dramatic Irony

Verbal irony

Allusion

Summer Review Chart

Since we will be working with this book at the beginning of the year, please use this assignment to keep track of your thoughts and analyses. Please be prepared to submit a typed version of this assignment on during the first week of school. You will turn in your typed version of this paper on the first day of school. Please do your own work.

|Author: |Publishing Year: |

|Themes: A theme is a message; it is a comment by the author about society, |Evidence for one theme: Write and cite a line from the book that supports one|

|people’s behavior, or the human condition. A theme is a complete idea. It is|of your themes. After you have done that, highlight or circle the theme you |

|a sentence; it is not just a word. After reading the novel, what two themes |have selected. |

|could you find? |“_________________________________________ |

|_________________________________________ | |

| |_________________________________________ |

|_________________________________________ | |

| |_________________________________________ |

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|_________________________________________ |_____________________________________” ( ). |

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|_________________________________________ | |

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|Figurative Language: Figurative language refers to similes, metaphors, |Figurative Language Analysis: Using your quoted example of figurative |

|personification, or hyperbole that should not be taken literally. Please |language from the left-hand side of this box, analyze (look at something |

|quote your favorite example of figurative language and write if it is a |closely in a methodical way) the language used. What effect does this type |

|simile, metaphor, personification, or hyperbole. |of figurative language have on characterization or theme? (Please answer |

|“________________________________________ |using complete sentences.) |

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|_________________________________________ | |

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|_________________________________________ | |

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|____________________________________” ( ). | |

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|Type of Figurative Language: ___________ | |

|Symbolism: Symbolism occurs when an object stands for something else: doves |Allusion: An allusion is a reference to an actual work of literature, a |

|for peace or hearts to represent love are two basic examples of everyday |historic event, a well-known person, or a piece of popular culture. Select |

|symbolism. In literature, symbols might be more complex. Select an example |one allusion from the novel and discuss how it enhanced your understanding of|

|from the book that you believe represents something else, and discuss the |the story. (Please answer using complete sentences.) |

|symbol, what you think it represents, and why you found it important. | |

|(Please answer using complete sentences.) | |

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|Why do you think An Imperial Affliction is important to Hazel? (Please |How does the title of the book, The Fault in Our Stars, connect to its |

|answer using complete sentences.) |contents? (Please answer using complete sentences.) |

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|Characterization: Discuss your thoughts on the two major characters. Some questions to consider: Which characters stayed static (the same) or became |

|dynamic (changed)? Explain. Who is the protagonist? Why? Antagonist? Why? Which one was most relatable to you? Explain. (Please answer using complete |

|sentences.) |

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|Response: Share your thoughts about the characters, their stories, your reactions, and more. Feel free to add another page to this paper. (Please answer |

|using complete sentences.) |

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|One question derived from the reading you would like to discuss when we |One comment about the reading you would like to share when we return: |

|return: | |

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Summer Reading Review Examples: The Fault in Our Stars

These examples and models are from the first two chapters of the novel and should help you with four of the boxes from the summer reading chart. You are expected to have your own answers.

|Figurative Language: Figurative language refers to similes, metaphors, |Figurative Language Analysis: Using your quoted example of figurative |

|personification, or hyperbole that should not be taken literally. Please |language from the left-hand side of this box, analyze (look at something |

|quote your favorite example of figurative language and write if it is a |closely in a methodical way) the language used. What effect does this type |

|simile, metaphor, personification, or hyperbole. |of figurative language have on characterization or theme? (Please answer |

| |using complete sentences.) |

|“I am on a roller coaster that only goes up, my friend (Green 11). | |

| |The character of Augustus appreciates metaphors, and here is saying that his |

|Type of Figurative Language: Metaphor |life is a roller coaster and only consists of climbs with no falls. At this |

| |early point in the novel, Augustus is afraid to be vulnerable and show his |

| |actual fears. There is a sense of irony when he says that his life is only |

| |positive as he is in a cancer support group. |

|Symbolism: Symbolism occurs when an object stands for something else: |Allusion: An allusion is a reference to an actual work of literature, a |

|doves for peace or hearts to represent love are two basic examples of |historic event, a well-known person, or a piece of popular culture. Select |

|everyday symbolism. In literature, symbols might be more complex. Select |one allusion from the novel and discuss how it enhanced your understanding of|

|an example from the book that you believe represents something else. |the story. (Please answer using complete sentences.) |

|Discuss the symbol, what you think it represents, and why you found it |Hazel discusses the cancer support group and mentions that the leader, |

|important. (Please answer using complete sentences.) |Patrick, “is waiting, as we all do, for the sword of Damocles to give him the|

| |relief that he escaped” (Green 4). This is an allusion because it is a |

|Augustus’ unlit cigarette= Augustus taking control of his health |reference to a Greek legend. In the legend, Damocles flattered his king in |

| |the hopes that Damocles would be given more power, so to teach Damocles a |

|The cigarette is a purposeful symbol of control for Augustus, a character |lesson, the king and Damocles switched places for the day. At dinner, |

|who likes symbols and metaphors. Smoking cigarettes is known to cause |Damocles saw a sword dangerously hanging by a single thread over his head. |

|cancer; Augustus, who has had cancer, carries cigarettes but does not |The king wanted to teach Damocles that it was hazardous to be in power and |

|smoke them. He feels this puts him in symbolic control over cancer, a |that people are often under a threat, are uncertain, and are constantly aware|

|control that he desperately wants. Augustus first explains this to Hazel |of mortality (Block). Hazel’s use of the allusion shows readers that she is |

|by asserting, “You put the killing thing between your teeth, but you do |intelligent, is aware that living with cancer is living under a constant |

|not give it the power to do its killing” (Green 20). |threat of imminent death, and reveals her dark sense of humor that she thinks|

| |that Patrick’s current life is not great and that death might have been a |

| |relief for him, as it is for some people who suffer. |

| |Note: If you look up the allusion, please provide the MLA citation from where|

| |you looked. |

| |Block, Melissa, and Daniel Mendelsohn. "Sword of Damocles' Reference |

| |Sometimes Misused." NPR. N.p., 19 Aug. 2011. Web. 25 May 2013. |

✓ Other Works by John Green: Looking for Alaska, An Abundance of Katherines, Paper Towns, Let it Snow: Three Holiday Romances (with Maureen Johnson and Lauren Myracle), Will Grayson, Will Grayson (with David Levithan)

Text Connections

Comprehension is “making meaning” of texts. Texts, for the purpose of this document, include printed, visual, auditory, digital and multi-media texts. Making Connections is a strategy that can assist in connections between:

• Text and self

• Text and text

• Text and world

Text-to-self connections are highly personal connections that a reader makes between a piece of reading material and the reader’s own experiences or life.

What does this remind me of in my life?

What is this similar to in my life?

How is this different from my life?

How does this relate to my life?

What were my feelings when I read this? Has something like this ever happened to me?

Sometimes when reading, readers are reminded of other things that they have read, other books by the same author, stories from a similar genre, or perhaps on the same topic. These types of connections are text-to-text connections. Readers gain insight during reading by thinking about how the information they are reading connects to other familiar text would be a text-to-text connection.

What does this remind me of in another book I’ve read?

How is this text similar to other things I’ve read?

How is this different from other books I’ve read?

Have I read about something like this before?

Text-to-world connections are the larger connections that a reader brings to a reading situation. We all have ideas about how the world works that goes far beyond our own personal experiences. We learn about things through television, movies, magazines, and newspapers. Often it is the text-to-world connections that teachers are trying to enhance when they teach lessons in science, social studies, and literature.

What does this remind me of in the real world?

How is this text similar to things that happen in the real world?

How is this different from things that happen in the real world?

How did that part relate to the world around me?

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Assignment: Create the chart below on notebook paper or using a computer. Make connections for each chapter as you read The Fault in Our Stars. A sample of each is provided based on Romeo and Juliet.

Text Connections Chart

|Text-to-self |Text-to-text |Text-to-world |

|My mother wanted me to marry the guy who lived |Romeo and Juliet’s love story seems parallel to|In many countries throughout the world, |

|up the road, but we were just friends. Thank |that of Pyramus and Thisbe in that their |marriages are still arranged by parents. Love |

|goodness I got to make the ultimate choice. |forbidden love causes them to rebel (and die). |can also be forbidden between classes, culture,|

| | |religions, etc. |

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Instructions. The essay demonstrates your ability to write clearly and concisely on a selected topic and helps you distinguish yourself in your own voice. What do you want your instructor and classmates to know about you? Choose the option that best helps you answer that question and write an essay of no more than 650 words, using the prompt to inspire and structure your response to do so. Remember, quantity is not quality.

o Consider what you believe to be your best character trait. Illustrate the story of how you developed this trait into one of your greatest assets, focusing on a defining moment.

o Do you believe that one can change destiny? Unfold the story of how you changed your destiny or how fate played a part in your experience, focusing on a defining moment.

o Envision the life of your dreams when you are the age of your parents. Tell one story about this future life as if you are living it, focusing on a defining moment.

o

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