10ADVANCED English Summer Assignments 2014
Mrs. Shenefield
Welcome to English 10 Advanced, an advanced course concentrating on the elements of literature and
composition, designed to prepare students for Advanced Placement (AP) courses their junior and
senior years. The course covers world and classic literature and provides opportunities to analyze
literature through genre and literary elements while conducting research and writing a variety of original
papers.
This course holds high expectations that students will read selections and participate in teacher and student
led discussions in order to obtain clarification and demonstrate understanding. It is extremely important that
all work is completed in a timely manner because procrastination will only hinder achievement. It may be
helpful to plan a reading and work schedule and follow it in order to avoid the stress of completing the
summer assignments at the last minute.
Please come to class prepared to be an active learner, which means that you have all required books and
materials and completed homework, and you are ready to participate.
If after receiving the summer assignment information you decide that English 10(CP) is the better placement
for you, you must make schedule changes with the guidance counselor by June 6.
The assigned summer novel is Things Fall Apart, by Chinua Achebe. The school does provide copies
of this novel, which students may get from Mrs. Shenefield by the last day of school. Students may, of
course, buy their own copies or download copies onto electronic devices.
Students are to choose a nonfiction title from the class list and will provide their own copies of the
books. Books may be purchased used or new, borrowed from the public library, or downloaded onto
electronic devices. It is important to get a book as soon as possible in order to begin the assignment.
If you cannot find the title that is your first choice, consider a second or third choice that is readily
available.
Assignments to be collected should be typed and should include the following heading in the top right
corner of each page:
Your Name
English 10ADV
Assignment title
Due Date
The summer assignment handouts and additional information on MLA format, Bloom’s Taxonomy, and the
Socratic seminar will be available June 13 on Mrs. Shenefield’s Online Classroom homepage on the Buckeye
Valley district website: http://www.buckeyevalley.k12.oh.us/
-Select “Classrooms”
- Select teacher’s name “Shenefield, Amy”
-Select “English 10Adv” and finally “Class Assignments.”
-“Class Files/Links” contains examples and additional information for the assignments
Please check the Online Classroom before contacting the teacher with questions about assignments.
Mrs. Shenefield may be contacted throughout the summer via email at: ashenefield@mybvls.org
10ADV Summer 2014 Assignments and Project
Mrs. Shenefield
I. Nonfiction DUE: August 15
A. Read a nonfiction book from the class list. The nonfiction books on the list cover a
variety of people, events and experiences. Be sure to read the forward, footnotes, author's
notes, etc.
B. Project/due
1. Format:
-power point
-Must be compatible with Mac computer: Microsoft, Prezi, …
-email to teacher or use flash drive/disc, etc.
-there is no minimum number of slides required; be sure to cover the content completely
and correctly
-include appealing graphics on each slide: colors, varied font, pictures, headings, etc.
2. Contents:
a. the first slide is your assignment heading
b. Introduce the title and author of the book.
c. Summarize what the book is about.
d. Identify the point of view/narrator, and explain its significance or effect.
e. Describe at least 3 elements of the writer's style: sentence structure/imagery/figurative
language/diction/etc.; support with examples
f. Describe the culture/society/characteristics of the people in the book.
g. Identify/explain the accomplishments and influence of the person/people or the significance
and effect of event (What happened afterward as a result of the person's work or the event?)
h. Choose 5 important quotes; explain the significance of each to the characters/events/etc.;
cite page numbers.
i. Locate a primary source (any date) related to the event/person/people and place it on a slide;
cite the source of the item and explain the primary source’s relationship to the
nonfiction book. Examples on Online Classroom. If the item is of considerable length,
place what will fit on the slide and cite it, so the entire item can be located online and read.
j. Locate a secondary source (any date) about the event/person/people and place it on a slide;
cite the source of the item and explain the secondary source’s relationship to the
nonfiction book. Examples on Online Classroom. If the item is of considerable length,
place what will fit on the slide and cite it, so the entire item can be located online and read.
k. Locate a recent news article (Jan. 2012-present) related to the person/event, and place the
article on a slide; cite the source of the item and explain the article’s relationship to the
nonfiction book. The article does not have to be about the same person/people, event, etc.
The connection does not have to be immediate. If the article is of considerable length,
place what will fit on the slide and cite it, so the entire article can be located online and read.
Example for the topic of Shakespeare: there was a recent news article
about the discovery of Richard III’s bones. While the article does
not directly relate to Shakespeare, it meets the criteria because
Richard III is the subject of one of Shakespeare’s plays.
l. Include a poem that either directly or remotely relates to topic of the book; include a
citation and explain the relationship.
m. Final slide will contain works cited page in MLA format; include all sources used for
the project.
II. Fiction DUE: be prepared for an August 21 seminar
A. Read: Things Fall Apart By Chinua Achebe
Students may use a school copy or purchase/download a copy.
The title of Achebe's novel, Things Fall Apart, is a line from William Butler Yeats’ poem “The
Second Coming” which foretells the end of the world. Achebe’s novel foreshadows the end of the
characters’ world: the interference of the white man in the society of the African Ibo and the
ensuing downfall of the indigenous culture. Students will be comparing the society of this novel to
societies in other pieces of literature they will read in class throughout the year.
Notes: Write a 2 sentence summary after each chapter. These should be helpful when preparing
questions for the Socratic seminar and the assigned paragraphs. These will not be collected for grade
points. Additional notes on literary elements may be helpful.
Writing. Choose 5 significant passages in the novel. Use a word processor to write a paragraph
for each, in which you will discuss the significance of each passage to a literary element: setting,
characterization, conflict, resolution, theme, foreshadowing, symbolism, irony, etc. Also, discuss
the methods the author uses to present each element. The paragraphs should focus on one literary
element per paragraph and support the discussion with details from the text. Do not summarize
events in the novel. Include the passage with the paragraph. Use 5 different elements. Support
remarks with details from the story and cite quotes using MLA format.
Example from Great Expectations:
"But I must say more. Dear Joe, I hope you will have children to love, and that some
little fellow will sit in this chimney corner of a winter night, who may remind you of
another little fellow gone out of it for ever. Don't tell him, Joe, that I was thankless;
don't tell him, Biddy, that I was ungenerous and unjust; only tell him that I
honoured you both, because you were both so good and true, and that, as your
child, I said it would be natural to him to grow up a much better man than I did"
(Dickens p. 549)
In this passage, Pip demonstrates the resolution to the internal conflict he
experienced, acknowledging that he was wrong to be ashamed of his humble
beginnings and the people who continued to love him as his circumstances
improved. Throughout the story, Joe was loyal to Pip even when Pip attempted
to keep Joe separated from his companions in London. Although Pip felt guilty
about the way he treated Joe in London, he made no attempt to change his
behavior and thinking. Only after losing the resources to achieve his great
expectations and choosing to be at Magwitch’s side through his arrest and death,
Pip is remorseful and finally sees what is truly important and also sees that he
valued the wrong things, putting his expectations before the people who truly
mattered most to him. Dickens uses dialogue to present Pip’s resolution to this
internal conflict. Pip is speaking to Joe and Biddy, directly admitting his faults
and sharing his feelings, acknowledging the goodness in his humble beginnings,
Socratic seminar. Students will be leading discussions on the novel the second week of school.
Use the Bloom’s Taxonomy framework, which focuses on higher order and critical thinking levels,
to prepare 10 questions about various aspects of the novel to present for discussion in a Socratic
seminar. Use the keywords and question starters as guides to structuring questions. Create at least
one question from each of the 6 levels of thinking. Include the answers to the questions and
support answers with evidence from the text, citing when specific passages are used.
Nonfiction List: Choose one book to read. Students are to choose a nonfiction title from the list and
will provide their own copies of the books. Books may be purchased used or new, borrowed from the
public library, or downloaded onto electronic devices. It is important to get a book as soon as possible
in order to begin the assignment. If you cannot find the title that is your first choice, consider a second
or third choice that is readily available.
Barrio Boy
Ernesto Galarza
Black Ice
Lorene Cary
The Endurance: Shackleton's Legendary Antarctic Expedition
Caroline Alexander
Fifth Chinese Daughter
Jade Snow Wong
The Hot Zone
Richard Preston
Hiroshima
John Hershey
Never Cry Wolf
Farley Mowat
A Night to Remember
Walter Lord
The Perfect Storm
Sebastian Junger
Shrapnel in the Heart: Letters and Remembrances from the Vietnam Veterans Memorial
Laura Palmer
A Summer Life
Gary Soto
The Zoo Keeper’s Wife
Diane Ackerman
The Perilous West Seven Amazing Explorers and the Founding of the Oregon Trail Larry E. Morris
Loyalty in Time of Trial
Nina Mjagkij
Enjoy the Same Liberty
Edward Countryman
Hesitation Kills
Jane Blair
Munich 1972 Tragedy, Terror, and Triumph at the Olympic Games
David Clay Large
The Immortal Life of Henrietta Lacks
Rebecca Skloot
97 Orchard
JANE ZIEGELMAN
The Worst Hard Time
Timothy Egan
Half Broke Horses
Jeannette Walls
A Long Way Gone
Ishmael Beah
Witness: Voices from the Holocaust
Joshua M. Greene,Shiva Kumar
We Beat the Street
Drs. Sampson Davis, G. Jenkins, R. Hunt
Shackleton’s Forgotten men
Bickel
Girl Interrupted
Susanna Kaysen
Eagle Blue
Michael D’Orso
Ghosts of War
ryan Smithson
Into the Wild
Jon Krakauer
Winterdance
Gary Paulson
Triangle: the fire that changed America
David Von Dreble
Friday Night Lights: A Town, a Team, and a Dream
H.G. Bissinger
Inextinguishable Symphony
Martin Goldsmith
Bloom’s Taxonomy
Bloom’s Taxonomy provides an important framework to use to focus on higher order
thinking to develop all levels of thinking within the cognitive domain. The results will be
improved attention to detail, increased comprehension and expanded problem solving skills.
Use the keywords as guides to structuring questions. Finish the Questions with content
appropriate to the text/assignment.
The six levels are:
Level I Knowledge
Level II Comprehension
Level III Application
Level IV Analysis
Level V Synthesis
Level VI Evaluation
Blooms Level I: Knowledge
Exhibits memory of previously learned material by recalling fundamental facts, terms,
basic concepts and answers about the selection.
Keywords to use in questions:
who, what, why, when, omit, where, which, choose, find, how, define, label, show, spell,
list, match, name, relate, tell, recall, select
Questions:
• Where is…?
• When did ____ happen?
• Who were the main…?
• Which one…?
• Why did…?
• Who was…?
• How would you describe…?
• Can you recall…?
• How is…?
• How would you explain…?
• How did ___happen…?
• Can you list the three..?
• How would you show…?
Examples:
Events in plot
Match statements with the character who said them.
story sequence.
details about the setting
Blooms Level II:
Comprehension
Demonstrate understanding of facts and ideas by organizing, comparing, translating,
interpreting, giving descriptors and stating main ideas.
Keywords: compare, contrast, demonstrate, interpret, explain, extend, illustrate, infer,
outline, relate, rephrase, translate, summarize, show, classify
Questions:
• How would you classify the type of…?
• How would you compare…? contrast…?
• Will you state or interpret in your own words…?
• How would you rephrase the meaning?
• What facts or ideas show…?
• What is the main idea of ……?
• Which statements support…?
• Which is the best answer…?
• What can you say about …?
• How would you summarize… ?
• Can you explain what is happening…?
• What is meant by…?
Level II Examples:
Explain selected ideas or parts from the story in your own words.
What happened before and after a passage?
Summarize what happens in the story.
Explain how the main character felt at the beginning, middle, and /or end of the story.
Blooms Level III:
Application
Solve problems in new situations by applying acquired knowledge, facts, techniques and
rules in a different, or new way.
Keywords:
apply. build, choose, construct, develop, interview, make use of, organize, experiment
with, plan, select, solve, utilize, model, identify
Questions:
• How would you use…?
• What facts would you select to show…?
• What examples can you find to…?
• How would you show your understanding of…?
• How would you organize _______ to show…?
• How would you apply what you learned to develop…? • What approach would you use to…?
• What other way would you plan to…?
• What would result if…?
• Can you make use of the facts to…?
• What elements would you use to
change..?
Examples:
-Classify the characters
-Think of a situation that occurred to a character in the story and write about how he or
she would have handled the situation differently.
-Ask for examples of people or other characters students know who have the same
problems as the characters in the story.
Blooms Level IV:
Analysis
Examine and break information into parts by identifying motives or causes. Make
inferences
and find evidence to support generalizations.
Keywords:
analyze, categorize, classify, compare, contrast, discover, dissect, divide, examine, inspect,
simplify, survey, test for, distinguish, list, distinction, theme, relationships, function,
motive, inference, assumption, conclusion, take part in
Questions:
• What are the parts or features of . . . ?
• How is _______ related to . . . ?
• Why do you think . . . ?
• What is the theme . . . ?
• What motive is there . . . ?
• What inference can you make . . . ?
• What conclusions can you draw . . . ?
• How would you classify . . . ?
• How would you categorize . . . ?
• Can you
identify the different parts . . . ?
• What evidence can you find . . . ?
• What is the relationship between . . .
• Can you make a distinction between . . . ?
• What is the function of . . . ?
• What ideas justify . . . ?
Level IV Examples:
Identify general characteristics (stated and/or implied) of the main characters.
Distinguish what could happen from what couldn't happen in the story in real life.
Select parts of the story that were the funniest, saddest, happiest, and most unbelievable.
Differentiate fact from opinion.
Compare and/or contrast two of the main characters.
Select an action of a main character that was exactly the same as something the student would
have done.
Blooms Level V:
Synthesis
Compile information together in a different way by combining elements in a new pattern
or proposing alternative solutions.
Keywords:
build, choose, combine, compile, compose, construct, create, design, develop, estimate,
formulate, imagine, invent, make up, originate, plan, predict, propose, solve, solution,
suppose, discuss, modify, change, original, improve, adapt, minimize, maximize, theorize,
elaborate, test, happen, delete
Level V Questions:
• What would happen if…?
• Can you elaborate on the reason…?
• How could you change (modify) the plot (plan)…?
• How is _____ related to…?
• Why do you think…?
• What is the theme…?
• What motive is there…?
• Can you list the parts…?
• What inference can you make…? …?
• What ideas justify…?
• What conclusions can you draw…?
• How would you classify…?
• How would you categorize…?
• Can you identify the different
parts…?
• What evidence can you find…?
• What is the relationship
between…?
• Can you make the distinction between…?
• What is the function of…?
Examples:
Write new titles for the story
Create a new product related to the story.
Restructure the roles of the main characters to create new outcomes in the story.
communicate the thoughts of the main character(s) at a given point in the story.
Create an original character and tell how the character would fit into the story.
Blooms Level VI:
Evaluation
Present and defend opinions by making judgments about information, validity of ideas or
quality of work based on a set of criteria.
Keywords:
award, choose, conclude, criticize, decide, defend, determine, dispute, evaluate, judge,
justify, measure, compare, mark, rate, recommend, rule on, select, agree, appraise,
prioritize, opinion, interpret, explain, support importance, criteria, prove, disprove,
assess, influence, perceive, value, estimate, deduct
Questions:
• Do you agree with the actions/outcome…?
• What is your opinion of…?
• How would you prove/ disprove…?
• Can you assess the value or importance
of…?
• Would it be better if…?
• Why did they (the character) choose…?
• What would you recommend…?
• How would you rate the…?
• How would you evaluate…?
• How would you compare the ideas? the
people…?
• How could you determine…?
• What choice would you have made…?
• What would you select…?
• How would you prioritize…?
• How would you justify…?
• What judgment would you make
about…?
• Why was it better that…?
• How would you prioritize the facts…?
• What would you cite to defend the actions…? • What data was used to make the
conclusion…?
• What information would you use to support the view…?
• Based on what you know, how would you explain…?
Examples:
Which character in the selection would you most like to spend a day with and why.
Judge whether or not a character should have acted in a particular way and why.
Decide if the story really could have happened and justify reasons for the decision.
***Use these examples as guidelines to create your own original questions.
Be sure to provide answers to your questions as well as evidence in the
form of details from