English Department
Summer Curriculum
Ninth Grade
As part of a unit on Library Orientation and How to Avoid Plagiarism, students will be
required to submit their summer reading assignment on Turnitin.com within the first few
weeks of school.
Turnitin is an online plagiarism prevention system that is used worldwide in thousands
of institutions. Students submit their work online and the system checks papers against
an in-house database of previously submitted student work, as well as internet sources.
Turnitin provides teachers and their students with a “Turnitin Originality Report” that
indicates the percentage of the possibility of plagiarism within the paper. It serves as a
tool for teachers in their instruction of writing, and for students to review their work,
revise where necessary, and use proper citations. For more information about the
program, please access the official website: http://turnitin.com/static/index.html
By signing below, I acknowledge and understand the expectations regarding the
English Department summer assignment. I also acknowledge and understand that
the SBHS integrity policy and procedure, as found in the Student Handbook,
concerning plagiarism and other issues of academic honesty apply to this
assignment:
“Students are expected to prepare and complete their own work with the
highest standards of honesty and integrity. Plagiarism is the use of any
source without proper acknowledgment.”
Signed:_________________________
Date:__________
English I / English I with Lab
RL.9-10.10: Read and comprehend literature, including stories, dramas, and poems proficiently, with scaffolding
as needed at the high end of the range.
Objective: Read developmentally appropriate materials at an independent level in order to practice and apply
personal reading strategies that were most effective in previous learning.
Reading Task and Assignment: Please read the FOUR short stories listed below and complete
the corresponding reading guide questions found on the following pages.
The reading guide questions will be collected on the first day of school and will also be used as
part of an in-class assessment administered at the beginning of the school year.
Summer Reading Short Stories: Each of the short stories may be accessed online. It is
recommended that students print each of the stories out in order to take notes and talk to
the text.
•
“The Most Dangerous Game” by Richard Connell
http://whs.wsd.wednet.edu/Faculty/Zobel/documents/TheMostDangerGameTEXT.pdf
Audio Version: http://www.sffaudio.com/?p=28737
•
“The Necklace” by Guy de Maupassant
http://www.bartleby.com/195/20.html
•
“The Scarlet Ibis” by James Hurst
http://whs.wsd.wednet.edu/Faculty/Zobel/documents/TheScarletIbisText.pdf
Audio Version: http://www.miettecast.com/audio/Miette_Hurst1_loband.mp3
•
“The Gift of the Magi” by O. Henry
http://www.ibiblio.org/ebooks/Henry/Gift_Magi.pdf
Audio Version: http://www.loudlit.org/audio/magi/pages/01_01_magi.htm
Name:
“The Most Dangerous Game” Reading Guide Questions
Online Version:
http://whs.wsd.wednet.edu/Faculty/Zobel/documents/TheMostDangerGameTEXT.pdf
Audio Version: http://www.sffaudio.com/?p=28737
1. How do each of the characters feel about hunting?
Whitney
Rainsford
Zaroff
2. Write a quotation from the story that shows the setting of the story?
3. List some details describing the outside of Zaroff’s house. What feelings does the
description give the reader?
4. What does the reader learn about Rainsford from conversations with Zaroff? What does
the reader learn about Zaroff?
Rainsford
Zaroff
5. What is the “animal” that Zaroff is hunting on his island? How does Rainsford feel about
this?
6. What are the rules Zaroff has for his game with Rainsford?
7. Why doesn’t Zaroff kill Rainsford when he finds him in the tree on the first night?
8. Describe the three traps Rainsford sets for Zaroff.
Malay Mancatcher
Burmese Tiger Pit
9. At the end of the third day, how does Rainsford escape Zaroff?
10. Who wins the game? How do you know he won?
Uganda Knife Trap
Name:
“The Necklace” Reading Guide Questions
Online Version: http://www.bartleby.com/195/20.html
1. List two adjectives that describe Madame Loisel’s personality at the beginning of the
story.
2. List one adjective that describes Mr. Loisel’s personality at the beginning of the story.
3. Why is Madame Loisel unhappy when her husband brings home the party invitation?
4. What does Mr. Loisel suggest to make Madame Loisel feel better?
5. What does Madame Loisel borrow from her friend, Madame Forestier?
6. How did Madame Loisel feel while at the party?
7. What does Madame Loisel realize when she gets home from the party?
8. What do Madame Loisel and her husband do to cover up the missing necklace? Does
their plan work?
9. How do their lives change over the next ten years?
10. What does Madame Forestier tell Madame Loisel at the end of the story?
Name:
“The Scarlet Ibis” Reading Guide Questions
Online Version: http://whs.wsd.wednet.edu/Faculty/Zobel/documents/TheScarletIbisText.pdf
Audio Version: http://www.miettecast.com/audio/Miette_Hurst1_loband.mp3
1. Who is telling the story?
2. What is wrong with the narrator’s brother? Write a quotation from the story that supports
your response.
3. Describe the narrator’s feelings towards his brother, Doodle, at the beginning of the story.
4. Why does the narrator teach Doodle to walk?
5. How does Doodle react when his brother starts pushing him to do more than just walk?
6. Describe how the scarlet ibis (the red bird) looks in the tree? What happens to the scarlet
ibis?
7. How does Doodle react when he sees the scarlet ibis?
8. Why do you think Doodle reacts this way?
9. List two ways Doodle and the scarlet ibis are similar.
10. What happens to Doodle at the end of the story?
Name:
“The Gift of the Magi” Reading Guide Questions
Online Version: http://www.ibiblio.org/ebooks/Henry/Gift_Magi.pdf
Audio Version: http://www.loudlit.org/audio/magi/pages/01_01_magi.htm
1. What social class are Jim and Della a part of? List two details that support your response.
2. What problem does Della have?
3. What does this problem show about her feelings for her husband, Jim?
4. What is Jim’s prized possession?
5. What is Della’s prized possession?
6. What does Della decide to do to solve her problem?
7. What does Della buy with the money she receives?
8. What is Della worried about as she waits for Jim to come home?
9. What does Jim give Della as a present?
10. What is the author trying to teach readers about love?
Academic English I
RL.9-10.10: Read and comprehend literature, including stories, dramas, and poems proficiently, with scaffolding
as needed at the high end of the range.
Objective: Read developmentally appropriate materials at an independent level in order to practice and apply
personal reading strategies that were most effective in previous learning.
Reading Task and Assignment: Please read ONE of the choice books from the list and
complete the Choice Book Reading Guide Packet. Then, complete the Literary Terms and
Definitions Chart before reading the FOUR short stories listed. Complete the literary analysis
questions found on the following pages.
The summer reading packets will be collected on the first day of school and will also be used as
part of an in-class assessment administered at the beginning of the school year.
Summer Reading Choice Books (select one):
The Absolutely True Diary of a Part-time Indian – Sherman Alexie
Born Confused – Tanuja Desai Hidier
Far North – Will Hobbs
Homecoming – Cynthia Voigt
Shabanu: Daughter of the Wind – Suzanne Fisher Staples
Knights of the Hill Country – Tim Tharp
The Compound – S.A. Bodeen
In These Girls, Hope is a Muscle – Madeleine Blais
Zeitoun – Dave Eggers
Summer Reading Short Stories (read all four): Each of the short stories may be
accessed online. It is recommended that students print each of the stories out in order to
take notes and talk to the text.
“The Most Dangerous Game” by Richard Connell
http://whs.wsd.wednet.edu/Faculty/Zobel/documents/TheMostDangerGameTEXT.pdf
Audio Version: http://www.sffaudio.com/?p=28737
“The Necklace” by Guy de Maupassant
http://www.bartleby.com/195/20.html
“The Scarlet Ibis” by James Hurst
http://whs.wsd.wednet.edu/Faculty/Zobel/documents/TheScarletIbisText.pdf
Audio Version: http://www.miettecast.com/audio/Miette_Hurst1_loband.mp3
“The Gift of the Magi” by O. Henry
http://www.ibiblio.org/ebooks/Henry/Gift_Magi.pdf
Audio Version: http://www.loudlit.org/audio/magi/pages/01_01_magi.htm
Name:
Academic English I Choice Book Reading Guide Packet
Book of Choice Novel Title:
After you read one required work of literature from the SBHS Summer Reading list, complete
this guided reading packet for the novel. This packet will be counted as a homework assignment
and will be used for an in-class writing assessment at the beginning of the school year.
Characters: Describe three significant characters in the novel, and explain why he or she is
important to the story.
1.
2.
3.
Character Development: How does the main character change and develop over the course of
the novel?
Conflicts: List and explain three conflicts the main character faces in the story (character vs.
self, character vs. character, character vs. society, and character vs. fate/nature).
1.
2.
3.
Theme: What theme (message about life) is the author trying to convey in his/her work?
LITERARY TERMS
Antagonist
Conflict:
Character vs. character
Conflict:
Character vs. fate/nature
Conflict:
Character vs. self
Conflict:
Character vs. society
Descriptive Language
Direct Characterization
Dynamic Character
Figurative Language
Flat Character
DEFINITIONS
LITERARY TERMS
Foreshadowing
Imagery
Indirect Characterization
Irony (situational)
Mood/atmosphere
Motif
Plot Structure: Exposition
Plot Structure:
Inciting Incident
Plot Structure: Rising Action
Plot Structure: Climax
Plot Structure: Falling Action
DEFINITIONS
LITERARY TERMS
Plot Structure: Resolution
Point of View: 1st person
Point of View:
3rd person limited
Point of View:
3 person omniscient
rd
Protagonist
Round Character
Setting
Static Character
Suspense
Symbolism
Theme
DEFINITIONS
“The Gift of the Magi” by O. Henry
1. Plot Structure – Identify the stages of plot development by noting the part of the story that corresponds to each
stage.
Exposition:
Inciting Incident:
Rising Action:
Climax:
Falling Action:
Resolution:
2. Setting – What is the setting? Make sure you include both the place and time (approximate year).
3. Conflict – Identify the most prominent conflict type in the story.
4. Theme – What is the theme of the story? Answer in a complete sentence, stating the intended message of the
author.
“The Necklace” by Guy de Maupassant
1. Plot Structure – Identify the stages of plot development by noting the part of the story that corresponds to each
stage.
Exposition:
Inciting Incident:
Rising Action:
Climax:
Falling Action:
Resolution:
2. Conflict – Identify the most prominent conflict type in the story.
3. Characterization – Answer the questions below:
Is Madame Loisel a round or a flat character? Explain your reasoning.
Is Madame Loisel a dynamic or static character? Explain you reasoning.
Find one example of direct characterization. Include the quotation.
Find one example of indirect characterization. Include the quotation.
4. Symbolism – What is symbolic in the story? What is the object and what does it represent?
5. Situational Irony – Identify two ways in which the ending of the story is ironic.
“The Scarlet Ibis” by James Hurst
1. Conflict – Identify the most prominent conflict type in the story.
2. Symbolism – What is symbolic in the story? What is its significance?
3. Point of View – What type of point of view is used in the story?
What is the benefit of using this particular point of view?
4. Imagery – Give three examples of imagery in the story. Include quotations for each.
5. Motif – Identify one motif in the story and give two examples that demonstrate this motif.
6. Theme – What is the theme of the story? Answer in a complete sentence, stating the intended message of the
author.
“The Most Dangerous Game” by Richard Connell
1. Conflict – Identify the most prominent conflict type in the story.
2. Mood/Atmosphere – What is the mood/atmosphere of the opening scene of the story?
Identify particular words that create this mood.
3. Foreshadowing – Locate two quotations that foreshadow events in the story. Include the quotations.
Tell what events each quotation foreshadows.
4. Suspense – Locate two quotations that build suspense in the story. Include the quotations.
Tell how each quotation builds suspense.
Honors English I
RL.9-10.10: Read and comprehend literature, including stories, dramas, and poems proficiently, with scaffolding as
needed at the high end of the range.
Objective: Read developmentally appropriate materials at an independent level in order to practice and apply personal
reading strategies that were most effective in previous learning.
W.9-10.1: Write arguments to support claims in an analysis of substantive topics or text, using valid reasoning and
relevant and sufficient evidence.
Objective: To draft a theme statement and support/defend it through highly developed ideas and content, organization,
and paragraph development.
Reading Task #1: Please read Silas Marner by George Eliot.
Writing Task #1: Create and support a theme statement for Silas Marner. Be sure to use textual support,
specific examples and analysis to develop and prove this theme. Do not summarize plot. Use the rubric found
on the next page as well as the South Brunswick School District’s 6-12 Writing Guide as a guideline for
writing, revising, and editing your paper. You must include a works cited page. In addition, your teacher will
require you to post your work on turnitin.com within the first week of school.
Reading Task #2: Please read one of the following novels:
Middlemarch – George Eliot
Emma – Jane Austen
Oliver Twist – Charles Dickens
Wuthering Heights – Emily Brontë
Great Expectations – Charles Dickens
Writing Task #2: As you read this second novel, take notes on character development, theme and literary
devices. These notes must:
• follow MLA format (www.mla.org/style)
• be typed
• incorporate textual support
Notes will be collected on the first day of school. There will be a timed writing on the second book within the
first week of scheduled class.
English Honors I Essay Rubric
Skill
5: Highly Proficient
4:Proficient
Thesis
Stated clearly at the
appropriate place;
presenting an insightful
argument with sophisticated
structure
Support,
Content, and
Analysis
Develops ideas clearly and
fully, effectively integrating
and elaborating on specific
textual evidence. Provides
advanced analysis with a
thorough and insightful
understanding of author
technique
Stated clearly in the
appropriate place,
presenting a strong
argument. May not
use advanced
structure.
Develops ideas,
incorporating and
explaining specific
textual evidence.
Provides analysis
with an
understanding of
author technique
Organization
Skillfully establishes and
maintains single focus that
proves thesis. Exhibits
logical and coherent
structure, adhering to
conventions of
organization. Makes
skillful use of transitional
ideas, phrases, topic and
closing sentences
Embedded
Quotations
All quotations are properly
embedded in a
sophisticated manner
Writing
Conventions
(Grammar,
Usage,
Mechanics,
Spelling)
Language
(word choice
and fluency)
3: Limited
Proficiency
Stated, but is either
vague or simplistic.
2: Needs
Improvement
Unclear, difficult to
locate or understand,
or off-topic. May be
missing.
Develops some ideas,
incorporating and
explaining some
textual evidence.
Attempts analysis,
but does not fully
understand author’s
use of elements or
technique
Does not develop
most ideas and lacks
explanation and
significant textual
evidence. May or
may not attempt
analysis, and does
not fully understand
author’s use of
elements or
technique
Does not consistently
maintain focus.
Lacks coherence of
claims, evidence,
organization, and
interpretations. Does
not use basic
transition words,
phrases, topic and
closing sentences
Effectively
establishes and
maintains focus that
proves thesis.
Exhibits logical and
coherent structure,
adhering to
conventions of
organization. Makes
effective use of
transitional ideas,
phrases, topic and
closing sentences
All quotations are
properly embedded
Establishes but fails
to consistently
maintain focus on
basic thesis. Lacks
coherence of claims,
evidence, and
interpretations.
Makes an
inconsistent attempt
to use some basic
transition words,
phrases, topic and
closing sentences
Many quotations are
properly embedded
Demonstrates advanced
control of writing
conventions with no errors,
even with sophisticated
language
Demonstrates control
of the conventions,
exhibiting occasional
errors only when
using sophisticated
language
Stylistically advanced and
sophisticated, using
language that is precise and
engaging with notable
sense of voice and
awareness of audience and
purpose. Effectively
incorporates a range of
varied sentence patterns to
reveal fluency
Uses language that is
fluent and original
with evident
awareness of voice,
audience, and
purpose.
Incorporates varied
sentence patterns
Demonstrates partial
control of the
conventions,
exhibiting occasional
errors that do not
hinder
comprehension
Uses appropriate
language, with some
awareness of
audience and
purpose. Makes
attempt to include
different sentence
patterns but with
awkward or uneven
success
Quotations are not
properly embedded
Demonstrates
emerging control of
the conventions,
exhibiting frequent
errors that may
hinder
comprehension
Relies on basic
vocabulary, with
little awareness of
audience or purpose.
Reveals limited
ability to vary
sentence structure
English Department
Summer Curriculum
Tenth Grade
By signing below, I acknowledge and understand the expectations regarding the English
Department summer assignment. I also acknowledge and understand that the SBHS integrity
policy and procedure, as found in the Student Handbook, concerning plagiarism and other issues
of academic honesty apply to this assignment:
“Students are expected to prepare and complete their own work with the highest
standards of honesty and integrity. Plagiarism is the use of any source without proper
acknowledgment.”
Signed:_________________________
Date:__________
English II
RL.9-10.10: Read and comprehend literature, including stories, dramas, and poems proficiently, with scaffolding as
needed at the high end of the range.
Objective: Read developmentally appropriate materials at an independent level in order to practice and apply personal
reading strategies that were most effective in previous learning.
W.9-10.1: Write arguments to support claims in an analysis of substantive topics or text, using valid reasoning and
relevant and sufficient evidence.
Objective: To draft a theme statement and support/defend it through highly developed ideas and content, organization,
and paragraph development.
Reading Task: Please read Whale Talk by Chris Crutcher.
Writing Task: Complete the corresponding reading guide found on the following pages.
The reading guide will be collected on the first day of school and will also be used as part of an in-class
assessment administered at the beginning of the school year.
Whale Talk Assignment
English II
This book is written by ________ __________
1. List three of TJ’s physical traits and personality traits:
1.______________________
1. ______________________
2. ______________________
2. ______________________
3. ______________________
3. ______________________
2. List three (3) of TJ’s main conflicts:
1.
2.
3.
3. Who is Mike Barbour’s enemy and why?
4. Why do TJ and Rich Marshall become enemies?
5. What is T.J.’s goal for the swim team and why is this goal important to him?
6. List the Coach and then all 7 members of the swim team. Then give a brief description of each
character.
Swim Team Member
Description of the Swim Team Member
7. What happens to T.J.’s father at the end of the novel?
8. What advice does his father give T.J. at the end of the novel?
9. Who does T.J. meet for the first time at the end of the novel?
10. A “protagonist” is the main character of a book, usually the “good” character. An “antagonist” is
the “bad” character who goes against the protagonist.
Who is the protagonist?__________________________________
Who is the antagonist?___________________________________
Academic English II
RL.9-10.10: Read and comprehend literature, including stories, dramas, and poems proficiently, with scaffolding as
needed at the high end of the range.
Objective: Read developmentally appropriate materials at an independent level in order to practice and apply personal
reading strategies that were most effective in previous learning.
Reading Task #1:
Please read The Moon is Down by John Steinbeck, including the introduction to the book. This novel is a
fictional allegory simulating some of the events that occurred during World War II.
Students are encouraged to take notes as they read as preparation for an in class assessment on the
reading and comprehension of this novel.
Reading Task #2: Please read one of the following novels:
The Heart is a Lonely Hunter - Carson McCullers
The Good Earth - Pearl Buck
The Secret Life of Bees - Sue Monk Kidd
The Glory Field - Walter Dean Myers
The Bell Jar - Sylvia Plath
A Northern Light - Jennifer Donnelly
The Things They Carried – Tim O’Brien
The Pilgrim at Tinker Creek – Annie Dillard
We Have Always Lived in the Castle – Shirley Jackson
Assignment: Using The Moon is Down and your second choice novel, synthesize a four paragraph
essay responding to ONE of the following essential questions. Use the rubric found on the next page as
well as the South Brunswick School District’s 6-12 Writing Guide as a guideline for writing,
revising, and editing your paper.
1.
How does literature shape or reflect society?
2. What makes American literature American?
3. What is the American dream and what purpose does it serve in an individual’s life?
4.
What are the human issues and social themes that transcend time and place?
THIS WILL BE GRADED ACCORDING TO THE HSPA WRITING RUBRIC AND SUBMITTED TO
PERFORMANCE MATTERS.
New Jersey Registered Holistic Scoring Rubric - HSPA
In Scoring, consider
the grid of written
language
Inadequate Command
Limited Command
Partial Command
Adequate Command
Strong Command
Superior Command
Score
1
2
3
4
5
6
• May lack opening and/or
closing
• May lack opening
and/or closing
• May lack opening
and/or closing
• Generally has
• Opening and closing
opening and/or closing
• Opening and closing
• Minimal response to topic; • Attempts to focus
uncertain focus
• May drift or shift
focus
• Usually has single
focus
• Single focus
• Single focus
• Sense of unity and
coherence
• Key ideas developed
• Single, distinct focus
• Unified and coherent
• Well-developed
• No planning evident;
disorganized
• Attempts
organization
• Few, if any,
transitions between
ideas
• Some lapses or flaws • Ideas loosely
in organization
connected
• May lack some
• Transition evident
transitions between
ideas
• Logical progression of
ideas
• Moderately fluent
• Attempts compositional
risks
• Logical progression of ideas
• Fluent, cohesive
• Compositional risks
successful
• Details random,
inappropriate, or barely
apparent
• Details lack
elaboration, i.e.,
highlight paper
• Repetitious details
• Uneven development • Details appropriate and
varied
• Several unelaborated of details
details
• Details effective, vivid,
explicit, and/or pertinent
Usage
• No apparent control
• Severe/
numerous errors
• Numerous errors
• Errors/ patterns of
errors may be evident
• Some errors that do
not interfere with
meaning
• Few errors
• Very few, if any, errors
Sentence
Construction
• Assortment of incomplete
and/or incorrect sentences
• Excessive
monotony/ same
structure
• Numerous errors
• Little variety in
syntax
• Some errors
• Some errors that do
not interfere with
meaning
• Few errors
• Very few, if any, errors
Mechanics
• Errors so severe they
detract from meaning
• Numerous serious
errors
• Patterns of errors
evident
• No consistent pattern • Few errors
of errors
• Some errors that do
not interfere with
meaning
• Very few, if any, errors
Content &
Organization
Honors English II
RL.9-10.10: Read and comprehend literature, including stories, dramas, and poems proficiently, with scaffolding as
needed at the high end of the range.
Objective: Read developmentally appropriate materials at an independent level in order to practice and apply personal
reading strategies that were most effective in previous learning.
W.9-10.1: Write arguments to support claims in an analysis of substantive topics or text, using valid reasoning and
relevant and sufficient evidence.
Objective: To draft a theme statement and support/defend it through highly developed ideas and content, organization,
and paragraph development.
Reading Task: Please read My Antonia by Willa Cather and at least one of the following novels:
A Farewell to Arms – Ernest Hemingway
The Good Earth – Pearl Buck
The Heart is a Lonely Hunter – Carson McCullers
The Bell Jar – Sylvia Plath
Uncle Tom’s Cabin – Harriet Beecher Stowe
The Light in the Forest – Conrad Richter
Washington Square – Henry James
The Last of the Mohicans – James Fenimore Cooper
Writing Task: Write a paper that compares My Antonia and the second novel of your choice. Be sure to
consider some of the following literary elements when demonstrating, analyzing, and supporting your
comparison: settings, characters, conflicts, themes, narrative style, literary style. The paper must include textual
evidence in MLA format and a works cited page. Use the rubric found on the next page as well as the South
Brunswick School District’s 6-12 Writing Guide as a guideline for writing, revising, and editing your paper.
This will be collected on the first day of class.
Students will also complete a timed writing on the summer reading requirements during the first week of
school.
ENGLISH LANGUAGE ARTS
LITERARY ANALYSIS WRITING RUBRIC
SKILL
AREA
5
Responses at this level:
4
Responses at this level:
3
Responses at this level:
2
Responses at this level:
Content and analysis:
the extent to which the
writing exhibits sound
understanding,
interpretation, and/or
analysis of the writing
task and text(s)
• convey an accurate and indepth understanding of the
topic, audience, and purpose
for the writing task
• offer insightful
interpretations of the text(s)
with analysis that goes well
beyond a literal level
• convey an accurate and
complete understanding of
the topic, audience, and
purpose for the writing task
• offer clear and explicit
interpretations of the text(s)
with analysis that goes
beyond a literal level
• convey a partly accurate
understanding of the topic,
audience, and purpose of
the writing task
• offer few or superficial
interpretations of the text(s)
with a tendency to retell
instead of analyze
• convey a confused or
largely inaccurate
understanding of the topic,
audience, and purpose for
the writing task
• offer unclear
interpretations of the text(s)
and no attempt to analyze
• provide no evidence
of understanding the
writing task or topic
• make no
interpretations of the
text(s)
• develop ideas clearly and
fully, effectively integrating
and elaborating on specific
textual evidence
• reveal a thorough and
insightful understanding of
the author’s use of literary
elements and techniques
• develop ideas clearly and
consistently, incorporating
and explaining specific
textual evidence
• reveal an understanding
of the author’s use of
literary elements and
techniques
• convey an accurate
although somewhat basic
understanding of the topic,
audience, and purpose for
the writing task
• offer partially explained
and/or somewhat literal
interpretations of the
text(s) with some analysis
• develop some ideas
more fully than others,
using relevant textual
evidence
• reveal an implicit
understanding of the
author’s use of literary
elements and techniques
• develop ideas briefly or
partially, using some
textual evidence but
without much elaboration
• reveal a vague or limited
understanding of the
author’s use of literary
elements and techniques
• completely lack
development and do not
include textual evidence
• reveal no awareness
or understanding of the
author’s use of literary
elements and techniques
• skillfully establish and
maintain consistent focus on
a clear and compelling thesis
• exhibit logical and
coherent structure with
claims, evidence and
interpretations that
convincingly support the
thesis
• make skillful use of
transition words and phrases
• are stylistically
sophisticated, using language
that is precise and engaging,
with notable sense of voice
and awareness of audience
and purpose
• effectively incorporate a
range of varied sentence
patterns to reveal syntactic
fluency
• demonstrate control of the
conventions with essentially
no errors, even with
sophisticated language and
sentence structure
• effectively establish and
maintain consistent focus
on a clear thesis
• exhibit a logical sequence
of claims, evidence, and
interpretations to support
the thesis and effectively
used transitions
• make effective use of
transition words and
phrases
• use language that is fluent
and original, with evident
awareness of audience and
purpose
• incorporate varied
sentence patterns that reveal
an awareness of different
syntactic structures
• establish and maintain
focus on a clear thesis
• exhibit a logical
sequence of claims,
evidence, and
interpretations but ideas
within paragraphs may be
inconsistently organized
• make some attempt to
use basic transition words
and phrases
• use appropriate
language, with some
awareness of audience and
purpose
• make some attempt to
include different sentence
patterns but with awkward
or uneven success
• establish but fail to
consistently maintain focus
on a basic thesis
• exhibit a basic structure
but lack the coherence of
consistent claims, evidence,
and interpretations
• make an inconsistent
attempt to use some basic
transition words or phrases
• attempt to offer some
development of ideas, but
textual evidence is vague,
irrelevant, repetitive, or
unjustified
• reveal a confused
understanding of the author’s
use of literary elements and
techniques
• establish a confused or
irrelevant thesis and fail to
maintain focus
• exhibit an attempt to
organize ideas into a
beginning, middle, and end,
but lack coherence
• make little attempt to use
transition words and phrases
• rely on basic vocabulary,
with little awareness of
audience or purpose
• reveal a limited awareness
of how to vary sentence
patterns and rely on a
limited range syntactic
structures
• use language that is
imprecise or unsuitable for
the audience or purpose
• reveal a confused
understanding of how to
write in complete sentences
and little or no ability to vary
sentence patterns
• use language that is
incoherent or
inappropriate
• include a
preponderance of
sentence fragments and
run-ons that
significantly hinder
comprehension
• demonstrate control of the
conventions, exhibiting
occasional errors only when
using sophisticated
language (e.g., punctuation
of complex sentences)
• demonstrate partial
control, exhibiting
occasional errors that do
not hinder comprehension
(e.g., incorrect use of
homonyms)
• demonstrate emerging
control, exhibiting frequent
errors that somewhat hinder
comprehension (e.g.,
agreement of pronouns and
antecedents; spelling of
basic words)
• demonstrate lack of
control, exhibiting frequent
errors that make
comprehension difficult
(e.g., subject verb
agreement; use of slang)
• illegible or
unrecognizable as
literate English
Support: the extent to
which ideas are
supported using
specific and relevant
details and/or textual
evidence
Organization and
focus: the extent to
which the writing
establishes a clear
thesis and maintains
direction, focus, and
coherence
Language and style:
the extent to which the
writing reveals an
awareness of audience
and purpose through
word and stylistic
choices, and sentence
variety
Grammar: the extent
to which the writing
exhibits conventional
spelling, punctuation,
paragraphing,
capitalization, and
grammar
1
Responses at this level:
0
Responses at this level:
• fail to include a thesis
or maintain focus
• complete lack of
organization and
coherence
• make no attempt to
use transition words or
phrases
English Department
Summer Curriculum
Eleventh Grade
By signing below, I acknowledge and understand the expectations regarding the English
Department summer assignment. I also acknowledge and understand that the SBHS integrity
policy and procedure, as found in the Student Handbook, concerning plagiarism and other issues
of academic honesty apply to this assignment:
“Students are expected to prepare and complete their own work with the highest
standards of honesty and integrity. Plagiarism is the use of any source without proper
acknowledgment.”
Signed:_________________________
Date:__________
English III
RL.11-12.10: Read and comprehend literature, including stories, dramas, and poems proficiently, with scaffolding as
needed at the high end of the range.
Objective: Read developmentally appropriate materials at an independent level in order to practice and apply personal
reading strategies that were most effective in previous learning.
Reading Task and Assignment: Please read Speak by Laurie Halse Anderson. While reading, students are
expected to respond to the attached Study Guide Questions in complete sentences. These questions will be
collected on the first day of school for a grade worth 30 points. In addition, students will be given a test on the
first day of school on the novel's characters and plot events, so students should use the Study Guide Questions
to further familiarize themselves with the contents of the test.
Name: ______________________________________
Date: _______________
English III: Summer Reading Assignment
Speak by Laurie Halse Anderson
Directions: As you read the novel, answer the guided reading questions below in complete sentences. In addition to
being collected for credit, these questions will help to prepare you for a test on the novel the first day of school.
1. How is Melinda feeling on the first day of school? What event over the summer causes her to have difficulty
speaking?
2. How do Melinda’s friends act towards her on the bus? Find a quote to support this.
3. What categories or “cliques”, does Melinda put her fellow classmates into?
4. What does Rachel mouth to Melinda in the hall on the first day of school?
5. Who sits next to Melinda in the auditorium? Why is she not upset with her like the other students?
6. What “clique” does Melinda try to identify with?
7. Which teacher singles Melinda out as a trouble maker and which class does she consider a “sanctuary”?
8.
What is the name of the boy in Mr. Neck’s class that helps Melinda? How does he help her?
9. What nickname has Melinda given Andy? Why?
10. Why are Melinda’s lips scabbed? What makes her do this?
11. Where does Melinda hide in the senior wing? What does she like about this place?
12. What is the subject of Melinda’s year long art project? What forms the foundations of her art work?
13. Describe Melinda’s relationship with her parents. Give a specific example.
14. What happens at the final showdown with Andy Evans? Be specific.
15. How do Melinda’s friends react to what happened? How does the school year end for her as a result? Find a quote that
shows how Melinda feels at the end of the novel.
Academic English III
RL.11-12.10: Read and comprehend literature, including stories, dramas, and poems proficiently, with scaffolding as
needed at the high end of the range.
Objective: Read developmentally appropriate materials at an independent level in order to practice and apply
personal reading strategies that were most effective in previous learning.
W.11-12.1: Write arguments to support claims in an analysis of substantive topics or text, using valid reasoning and
relevant and sufficient evidence.
Objective: To draft a theme statement and support/defend it through highly developed ideas and content,
organization, and paragraph development.
Reading Task: Read any TWO of the books from the following list in order to complete the writing task that
follows:
The Namesake –Jhumpa Lahiri
Pomegranate Soup –Marsha Mehran
Purple Hibiscus–Chimamanda Ngozi Adichie
Ceremony–Leslie Marmon Silko
Persepolis: The Story of a Childhood–Marjane Satrapi
Our Twisted Hero–Yi Munyol
Butterfly in the Wind–Lakshmi Persaud
The Handmaid’s Tale–Margaret Atwood
Writing Task: Choose ONE of the prompts below on which to respond. You must use BOTH literary works to
support your ideas. In your response, you are REQUIRED to incorporate properly cited, textual evidence from
both literary works (please consult http://owl.english.purdue.edu/owl/ for instructions on embedding,
formatting, and citing textual evidence according to MLA standards). Your response must not exceed two typed
pages, double spaced using Times New Roman 12 point font. Use the rubric found on the next page as well as
the South Brunswick School District’s 6-12 Writing Guide as a guideline for writing, revising, and editing
your paper.. This writing task will be counted as a homework assignment included in the first marking period
grade. Be prepared to post your response to turnitin.com during the first week of school.
Prompt 1:
Think carefully about the quotation and assignment below:
"A people without the knowledge of their past history, origin, and culture is like a tree without roots." - Marcus Garvey
Assignment: Does one’s culture determine one’s identity or can a person successfully create an identity separate from and
regardless of his culture? Plan and write an essay in which you develop your point of view on this issue. Support your
position with reasoning and examples taken from your two chosen readings.
Prompt 2:
Think carefully about the quotation and assignment below:
"Nothing is a waste of time if you use the experience wisely." - Auguste Rodin
Assignment: Do people really benefit from every event or experience in some way? Plan and write an essay in which you
develop your point of view on this issue. Support your position with reasoning and examples taken from your two chosen
readings.
Points
Style
Focus
Comprehension
Analysis
Textual Evidence
Delivery
5
Strong handle on
language. Completes
response with no errors,
proper MLA format,
embedded quotations,
sophisticated style, and
clear organization of
thoughts
Clear focus on
a narrow topic
with
appropriatelyrelated,
concisely-made
points
Interesting and
insightful
interpretation of the
piece and a clear
understanding of the
literature
Logical, specific, and
thorough analysis of the
literature in the context of
the prompt
Strong use of textual
evidence which clearly
supports the student’s
interpretation and relates
directly to the question that
is being addressed
Evidence of a nuanced
understanding of the
prompt and task and a
thoughtful connection
between the literature and
the prompt
Apparent handle on
language. Completes
response with few errors,
proper MLA format,
embedded quotations,
professional style, and
clear organization of
thoughts.
Focus on a
narrow topic
with
appropriatelyrelated points
Interesting
interpretation of the
piece and an apparent
understanding of the
literature
Logical, specific, and
adequate analysis of the
literature in the context of
the prompt
Relevant use of textual
evidence which supports
the student’s interpretation
and relates clearly to the
question that is being
addressed
Evidence of an
understanding of the
prompt and task and an
obvious connection between
the literature and prompt
Handle on language. May
display a pattern of errors
which, in some cases,
impedes reader’s
understanding of the
response
Topic is
relatively
broad or
examples only
display a vague
relation to
topic
Logical interpretation
of the piece and a
basic understanding
of the literature
Logical analysis of the
literature in the context of
the prompt, but somewhat
vague
Use of textual evidence in
an attempt to support the
student’s interpretation
which exhibits some sort of
relation to the question that
is being addressed
Only a surface-level
understanding of the
prompt and task and/or
connections between the
literature and prompt are
hard to identify or decipher
Difficulty with language.
Displays a pattern of
errors which affects
clarity of argument
Topic is too
broad or
examples are
unrelated.
Focus often
strays
Inadequate or
somewhat inaccurate
interpretation of the
piece
Flawed analysis of the
literature displaying
misunderstanding or a lack
of effort through only
vague reference to the text
or summary
Lack of adequate textual
evidence or evidence used
does not support
interpretation or relate to
the question
Evidence of a struggle with
understanding the prompt
and task and/or a lack of a
clear connection between
the text and the prompt
Significant difficulty with
language. A pattern of
errors that dramatically
affects clarity of the
response
A complete
lack of focus
and
organization
Poor, inaccurate, or
inadequate
interpretation of the
piece
No attempt at analysis—
primarily summary or
discussion of broad topics
Lack of textual evidence.
Student uses only vague
references
Disregard for task and
prompt or no attempt to
connect literature to
prompt
4
3
2
1
Honors English III
RL.11-12.10: Read and comprehend literature, including stories, dramas, and poems proficiently, with scaffolding as
needed at the high end of the range.
Objective: Read developmentally appropriate materials at an independent level in order to practice and apply
personal reading strategies that were most effective in previous learning.
W.11-12.1: Write arguments to support claims in an analysis of substantive topics or text, using valid reasoning and
relevant and sufficient evidence.
Objective: To draft a theme statement and support/defend it through highly developed ideas and content,
organization, and paragraph development.
Reading Task: Read Dune by Frank Herbert. For our discussion of the novel during the first weeks of school, I
will be using the mass market paperback edition, ISBN 0441172717.
Viewing Task: Watch ONE of the following films: Avatar, directed by James Cameron; Wall-E directed by
Andrew Stanton; Dreamland, directed by ÞORFINNUR GUÐNASON & ANDRI SNÆR MAGNASON
(available on YouTube).
Writing Task: Choose one of the following topics: gender and power, sexism, prophecy, sorcery/ mysticism,
ecology/natural resources, technology, or imperialism/economic exploitation. Then write an analytical essay
that compares how this topic is depicted and developed in both Dune and your selected film. Please note: the
book and the film do not need to agree on the topic; in fact, a contrast of stances will probably yield a richer
discussion for you and your essay.
Make sure to provide embedded textual support from the book AND the film. All ideas should be your own;
cite ALL outside materials.
Use MLA format to cite your source(s), which means including a Works Cited page. The essay, not including
the Works Cited, should not exceed four typed pages (double-spaced with one-inch margins, using 12-point,
Times New Roman font). Use the rubric found on the next page as well as the South Brunswick School
District’s 6-12 Writing Guide as a guideline for writing, revising, and editing your paper.
The assignment will be due on the first full day of school.
ENGLISH LANGUAGE ARTS
LITERARY ANALYSIS WRITING RUBRIC
SKILL
AREA
5
Responses at this level:
4
Responses at this level:
3
Responses at this level:
2
Responses at this level:
Content and analysis:
the extent to which the
writing exhibits sound
understanding,
interpretation, and/or
analysis of the writing
task and text(s)
• convey an accurate and indepth understanding of the
topic, audience, and purpose
for the writing task
• offer insightful
interpretations of the text(s)
with analysis that goes well
beyond a literal level
• convey an accurate and
complete understanding of
the topic, audience, and
purpose for the writing task
• offer clear and explicit
interpretations of the text(s)
with analysis that goes
beyond a literal level
• convey a partly accurate
understanding of the topic,
audience, and purpose of
the writing task
• offer few or superficial
interpretations of the text(s)
with a tendency to retell
instead of analyze
• convey a confused or
largely inaccurate
understanding of the topic,
audience, and purpose for
the writing task
• offer unclear
interpretations of the text(s)
and no attempt to analyze
• provide no evidence
of understanding the
writing task or topic
• make no
interpretations of the
text(s)
• develop ideas clearly and
fully, effectively integrating
and elaborating on specific
textual evidence
• reveal a thorough and
insightful understanding of
the author’s use of literary
elements and techniques
• develop ideas clearly and
consistently, incorporating
and explaining specific
textual evidence
• reveal an understanding
of the author’s use of
literary elements and
techniques
• convey an accurate
although somewhat basic
understanding of the topic,
audience, and purpose for
the writing task
• offer partially explained
and/or somewhat literal
interpretations of the
text(s) with some analysis
• develop some ideas
more fully than others,
using relevant textual
evidence
• reveal an implicit
understanding of the
author’s use of literary
elements and techniques
• develop ideas briefly or
partially, using some
textual evidence but
without much elaboration
• reveal a vague or limited
understanding of the
author’s use of literary
elements and techniques
• completely lack
development and do not
include textual evidence
• reveal no awareness
or understanding of the
author’s use of literary
elements and techniques
• skillfully establish and
maintain consistent focus on
a clear and compelling thesis
• exhibit logical and
coherent structure with
claims, evidence and
interpretations that
convincingly support the
thesis
• make skillful use of
transition words and phrases
• are stylistically
sophisticated, using language
that is precise and engaging,
with notable sense of voice
and awareness of audience
and purpose
• effectively incorporate a
range of varied sentence
patterns to reveal syntactic
fluency
• demonstrate control of the
conventions with essentially
no errors, even with
sophisticated language and
sentence structure
• effectively establish and
maintain consistent focus
on a clear thesis
• exhibit a logical sequence
of claims, evidence, and
interpretations to support
the thesis and effectively
used transitions
• make effective use of
transition words and
phrases
• use language that is fluent
and original, with evident
awareness of audience and
purpose
• incorporate varied
sentence patterns that reveal
an awareness of different
syntactic structures
• establish and maintain
focus on a clear thesis
• exhibit a logical
sequence of claims,
evidence, and
interpretations but ideas
within paragraphs may be
inconsistently organized
• make some attempt to
use basic transition words
and phrases
• use appropriate
language, with some
awareness of audience and
purpose
• make some attempt to
include different sentence
patterns but with awkward
or uneven success
• establish but fail to
consistently maintain focus
on a basic thesis
• exhibit a basic structure
but lack the coherence of
consistent claims, evidence,
and interpretations
• make an inconsistent
attempt to use some basic
transition words or phrases
• attempt to offer some
development of ideas, but
textual evidence is vague,
irrelevant, repetitive, or
unjustified
• reveal a confused
understanding of the author’s
use of literary elements and
techniques
• establish a confused or
irrelevant thesis and fail to
maintain focus
• exhibit an attempt to
organize ideas into a
beginning, middle, and end,
but lack coherence
• make little attempt to use
transition words and phrases
• rely on basic vocabulary,
with little awareness of
audience or purpose
• reveal a limited awareness
of how to vary sentence
patterns and rely on a
limited range syntactic
structures
• use language that is
imprecise or unsuitable for
the audience or purpose
• reveal a confused
understanding of how to
write in complete sentences
and little or no ability to vary
sentence patterns
• use language that is
incoherent or
inappropriate
• include a
preponderance of
sentence fragments and
run-ons that
significantly hinder
comprehension
• demonstrate control of the
conventions, exhibiting
occasional errors only when
using sophisticated
language (e.g., punctuation
of complex sentences)
• demonstrate partial
control, exhibiting
occasional errors that do
not hinder comprehension
(e.g., incorrect use of
homonyms)
• demonstrate emerging
control, exhibiting frequent
errors that somewhat hinder
comprehension (e.g.,
agreement of pronouns and
antecedents; spelling of
basic words)
• demonstrate lack of
control, exhibiting frequent
errors that make
comprehension difficult
(e.g., subject verb
agreement; use of slang)
• illegible or
unrecognizable as
literate English
Support: the extent to
which ideas are
supported using
specific and relevant
details and/or textual
evidence
Organization and
focus: the extent to
which the writing
establishes a clear
thesis and maintains
direction, focus, and
coherence
Language and style:
the extent to which the
writing reveals an
awareness of audience
and purpose through
word and stylistic
choices, and sentence
variety
Grammar: the extent
to which the writing
exhibits conventional
spelling, punctuation,
paragraphing,
capitalization, and
grammar
1
Responses at this level:
0
Responses at this level:
• fail to include a thesis
or maintain focus
• complete lack of
organization and
coherence
• make no attempt to
use transition words or
phrases
Advanced Placement English III
Students are required to complete both assignments listed below.
RI.11-12.6: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective,
analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
Objective: To analyze and evaluate how an author advances the theme or purpose of a work.
W.11-12.1: Write arguments to support claims in an analysis of substantive topics or text, using valid reasoning and
relevant and sufficient evidence.
Objective: To draft a theme statement and support/defend it through highly developed ideas and content, organization,
and paragraph development.
Reading Assignment #1: East of Eden by John Steinbeck
Critically read East of Eden with a focus on Steinbeck’s use of structure. Take notes on the organization
patterns Steinbeck uses throughout the novel. These notes will be used for an in-class essay the first few weeks
of school. No written work is due.
There will be an objective test on the entire novel the FIRST FULL DAY OF CLASS.
Reading and Writing Assignment #2: Twenty-Five Great Essays edited by Robert DiYanni
Critically read Twenty-Five Great Essays, any edition, including the Preface and Introduction. Highlight the
text as you read. Evaluate and classify each of the 25 essays according to the four modes of discourse persuasion, exposition, narration, and description. For each essay, define its mode of discourse and include two
pieces of proof (quotations) from the essay which support your choice. Briefly (two to three sentences, no
more!) explain why the proof collectively validates your mode of discourse selection. Next, choose any four
essays from the text and write a three to five page essay (MLA format) synthesizing how the four essays are
united through the use of one rhetorical, stylistic or thematic element. Avoid analyzing the obvious and look for
a unique connection and insight among the works (no clichés). This work is due the FIRST DAY of class.
English Department
Summer Curriculum
Twelfth Grade
By signing below, I acknowledge and understand the expectations regarding the English
Department summer assignment. I also acknowledge and understand that the SBHS integrity
policy and procedure, as found in the Student Handbook, concerning plagiarism and other issues
of academic honesty apply to this assignment:
“Students are expected to prepare and complete their own work with the highest
standards of honesty and integrity. Plagiarism is the use of any source without proper
acknowledgment.”
Signed:_________________________
Date:__________
English IV
RL.11-12.10: Read and comprehend literature, including stories, dramas, and poems proficiently, with scaffolding as
needed at the high end of the range.
Objective: Read developmentally appropriate materials at an independent level in order to practice and apply
personal reading strategies that were most effective in previous learning.
W.11-12.1: Write arguments to support claims in an analysis of substantive topics or text, using valid reasoning and
relevant and sufficient evidence.
Objective: To draft a theme statement and support/defend it through highly developed ideas and content,
organization, and paragraph development.
Reading Task: Please read at least one of the following books:
Amen, Amen, Amen – Abby Sher
Basketball Junkie – Chris Herron and Bill Reynolds
Breaking Night – Liz Murray
Crazy for the Storm: A Memoir of Survival – Norman Ollestad
Funny in Farsi – Firoozeh Dumas
The Glass Castle – Jeannette Walls
I’m Down: A Memoir – Mishna Wolff
A Long Way Gone: Memoirs of a Boy Soldier – Ishamael Beah
Lost in Place – Mark Salzman
Lucky Girl – Mei-Ling Hopgood
Never Tell Our Business to Strangers: A Memoir – Jennifer Mascia
Please Stop Laughing at Me – Jodee Blanco
A Question of Freedom – R. Dwayne Betts
Three Little Words – Ashley Rhodes-Courter
Writing Task: Choose TWO of the essential questions below to answer based on the book you read. Write a
minimum two-paragraph response for each question. Be sure to include examples, textual support and evidence
for your ideas from the book you read. Use the rubric found on the next page as well as the South Brunswick
School District’s 6-12 Writing Guide as a guideline for writing, revising, and editing your paper. This writing
task will be counted as a homework assignment included in the first marking period grade.
1. How do we find a balance in our own lives between the expectations of family or society and
maintaining our individuality?
2. What challenges arise in the process of discovering one’s self?
3. What happens when our reality or belief systems are challenged or altered?
4. What is the significance of storytelling as part of the human experience?
POINTS
4
3
2
1
0
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
SCORING RUBRIC
CRITERIA
Clearly demonstrates understanding of the task.
Completes all requirements (2 paragraphs for EACH response).
Provides an insightful explanation/opinion that links to or extends aspects of the text.
Includes support from both the story and from the writer’s experiences or mind.
Shows evidence of synthesized thinking; offers related facts and opinions.
Uses at least one direct quotation in EACH paragraph (one from each book).
Has a strong opening which includes the focus question and has a strong closing.
Well-organized paragraph(s) with well-constructed sentences.
No errors: title/author, 3rd person, MLA, transitions, diction, grammar, & mechanics.
Demonstrates an understanding of the task.
Completes all requirements (2 paragraphs for EACH response).
Provides some explanation/opinion using situations or ideas from the text as support.
Uses at least one direct quotation in EACH paragraph (one from each book).
Has an opening which includes the focus question and has a relevant closing.
Well-organized paragraph(s) with well-constructed sentences.
Few errors: title/author, 3rd person, MLA, transitions, diction, grammar, & mechanics.
Shows a partial understanding of the task and may address all of the requirements.
Uses text incorrectly or with limited success resulting in an inconsistent or flawed
explanation.
Opening and/or closing may be weak.
Focus may drift.
Some errors may exist; a pattern of errors may exist.
Demonstrates minimal understanding of the task.
Does not complete the requirements.
Provides only a vague reference to or no use of the text. Mostly opinion.
May be missing an opening or a closing.
Sentences may appear unrelated to the ones before them.
Errors may interfere with meaning.
Irrelevant or off-topic. Does not even sound like it answers the same question.
No opening or closing.
A non-sentence or “I don’t know” answer.
English IV College Composition
RI.11-12.6: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective,
analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
Objective: To analyze and evaluate how an author advances the theme or purpose of a work.
W.11-12.1: Write arguments to support claims in an analysis of substantive topics or text, using valid reasoning and
relevant and sufficient evidence.
Objective: To draft a theme statement and support/defend it through highly developed ideas and content, organization,
and paragraph development.
Summer Reading Assignment #1 - 1984 by George Orwell
Critically read 1984 by George Orwell. Be sure to read the Appendix on “The Principles of Newspeak”. An
objective test on the entire text will be given on the FIRST FULL DAY OF CLASS. Subsequent assignments
will occur regarding the text.
Summer Reading and Writing Assignment #2 - Fifty Great Essays (Fifth Edition only) edited by Robert
DiYanni
Critically read Fifty Great Essays (Fifth Edition), including the Preface and Introduction (see selected essay
reading list). Highlight as you read. Classify each essay according to the four modes of discourse – persuasion,
exposition, narration, and description and include two pieces of proof (quotations) from the essay to support
your choice. Briefly (two to three sentences, no more!) explain why both proofs collectively validate your mode
of discourse. Hand in these notes on the first day of class. Next, choose any three essays you read and write a
three to five page essay (MLA format, 12 point type), synthesizing how the three essays are united through the
use of one rhetorical, stylistic or thematic element. Avoid analyzing the obvious and look for a unique
connection and insight among the works (no clichés). Use textual proof to validate and explain your points.
THIS ESSAY IS DUE THE FIRST DAY OF CLASS.
Reading list from Fifty Great Essays (Fifth Edition only) edited by Robert DiYanni (40 essays)
Gloria Anzaldua – “How to Tame a Wild Tongue”
James Baldwin – “If Black English Isn’t a Language,
Then Tell Me What Is”
Dave Barry – “Road Warrior”
Roland Barthes – “Toys”
Sven Birkerts – “Into the Electronic Millennium”
Judy Brady – “I Want a Wife”
G. K. Chesterton – “The Fallacy of Success”
Judith Oriz Cofer – “Casa: A Partial Remembrance of a
Puerto Rican Childhood”
Bernard Cooper – “Labyrinthine”
Joan Didion – “On Self-Respect”
Mark Doty – “Souls on Ice”
Brian Doyle – “Joyas Voladoras”
Ralph Ellison – “Living with Music”
Malcolm Gladwell – “The Tipping Point”
Ellen Goodman – “The Company Man”
Michael Hogan – “The Colonel”
Barbara Holland – “Naps”
Zora Neale Hurston – “How It Feels to Be Colored Me”
Stephen King – “Why We Crave Horror Movies”
Barbara Kingsolver – “Stone Soup”
August Kleinzahler – “The Dog, The Family: A
Household Tale”
John McPhee – “Silk Parachute”
Herman Melville – “The Advocate”
Laura Miller – “Cat People vs. Dog People”
Horace Miner – “Body Ritual Among the Nacirema”
George Orwell – “Some Thoughts on the Common Toad”
Scott Russell Sanders – “The Men We Carry
in our Minds”
David Sedaris – “Me Talk Pretty One Day”
Lee Seigel – “The World Is All That Is the Case”
Leslie Marmon Silko – “Landscape, History, and the
Pueblo Imagination”
Susan Sontag – “A Woman’s Beauty: Put-Down or
Power Source?”
Elizabeth Cady Stanton – “Declaration of Sentiments
and Resolutions”
Paul Theroux – “On Being a Man”
Lewis Thomas – “Crickets, Cats, Bats, and Chaos”
Sojourner Truth – “Ain’t I a Woman?”
Mark Twain – “Reading the Mississippi River”
Alice Walker – “Beauty : When the Other Dancer
Is the Self”
David Foster Wallace – “Consider the Lobster”
Geoffrey Wolff – “The Duke of Deception”
Mary Wollstonecraft – “A Vindication of the
Rights of Woman”
Academic English IV
RL.11-12.10: Read and comprehend literature, including stories, dramas, and poems proficiently, with scaffolding as
needed at the high end of the range.
Objective: Read developmentally appropriate materials at an independent level in order to practice and apply personal
reading strategies that were most effective in previous learning.
W.11-12.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen
details, and well-structured event sequences.
Objective: To draft a personal essay and support it through highly developed ideas and content, organization, and
paragraph development.
Reading Task: Please read TWO of the following books in preparation for a timed writing essay to be
administered during the first week of school.
Amen, Amen, Amen – Abby Sher
Basketball Junkie – Chris Herron and Bill Reynolds
Breaking Night – Liz Murray
Crazy for the Storm: A Memoir of Survival – Norman Ollestad
First Darling of the Morning – Thrity Umrigar
The Glass Castle – Jeannette Walls
Hardcore Zen – Brad Warner
I’m Down: A Memoir – Mishna Wolff
A Long Way Gone: Memoirs of a Boy Soldier – Ishamael Beah
Lost in Place – Mark Salzman
Never Tell Our Business to Strangers: A Memoir – Jennifer Mascia
A Question of Freedom – R. Dwayne Betts
Three Little Words – Ashley Rhodes-Courter
Writing Task: Compose a personal essay of no more than 650 words on one of the options listed. It should
clearly and effectively demonstrate your ability to organize your thoughts and express yourself. 1 Consult
http://www.academictips.org/acad/write_scholarship_essays2.html for guidance on approaching your essay.
1. Some students have a background or story that is so central to their identity that they believe their application
would be incomplete without it. If this sounds like you, then please share your story.
2. Recount an incident or time when you experienced failure. How did it affect you, and what lessons did you learn?
3. Reflect on a time when you challenged a belief or idea. What prompted you to act? Would you make the same
decision again?
4. Describe a place or environment where you are perfectly content. What do you do or experience there, and why is
it meaningful to you?
5. Discuss an accomplishment or event, formal or informal, that marked your transition from childhood to adulthood
within your culture, community, or family.
Be prepared to post your response on turnitin.com during the first week of school.
1
Prompts courtesy of The Common Application for Undergraduate College Admissions which can be accessed at
https://www.commonapp.org/CommonApp/default.aspx
Honors English IV
RL.11-12.10: Read and comprehend literature, including stories, dramas, and poems proficiently, with scaffolding as
needed at the high end of the range.
Objective: Read developmentally appropriate materials at an independent level in order to practice and apply
personal reading strategies that were most effective in previous learning.
W.11-12.1: Write arguments to support claims in an analysis of substantive topics or text, using valid reasoning and
relevant and sufficient evidence.
Objective: To draft a theme statement and support/defend it through highly developed ideas and content,
organization, and paragraph development.
Reading Task: Read The Three Stigmata of Palmer Eldritch AND Do Androids Dream of Electric Sheep?
by Philip K. Dick
Feel free to use the ebook versions of either of these books.
Writing Task:
In Walden Henry David Thoreau writes, "Rather than love, than money, than fame, give me truth,” because to
him, truth is the most important thing in the world. But as we can tell from the above readings, truth is often
hard to define.
Prompt: Based upon the various ways that truth is represented in these texts, write an essay that demonstrates
your understanding of what truth or reality is. (Hint: this will require you to define the term. Avoid using a
dictionary definition; instead, develop your own based on how truth is depicted in these books.) Make sure to
provide embedded textual support from BOTH readings.
Use MLA format to cite your sources, which means including a Works Cited page. The essay, not including the
Works Cited, should not exceed four typed pages (double-spaced with one-inch margins, using 12-point, Times
New Roman font). Use the rubric found on the next page as well as the South Brunswick School District’s 612 Writing Guide as a guideline for writing, revising, and editing your paper.
The assignment will be due on the first full day of school.
ENGLISH LANGUAGE ARTS
LITERARY ANALYSIS WRITING RUBRIC
SKILL
AREA
5
Responses at this level:
4
Responses at this level:
3
Responses at this level:
2
Responses at this level:
Content and analysis:
the extent to which the
writing exhibits sound
understanding,
interpretation, and/or
analysis of the writing
task and text(s)
• convey an accurate and indepth understanding of the
topic, audience, and purpose
for the writing task
• offer insightful
interpretations of the text(s)
with analysis that goes well
beyond a literal level
• convey an accurate and
complete understanding of
the topic, audience, and
purpose for the writing task
• offer clear and explicit
interpretations of the text(s)
with analysis that goes
beyond a literal level
• convey a partly accurate
understanding of the topic,
audience, and purpose of
the writing task
• offer few or superficial
interpretations of the text(s)
with a tendency to retell
instead of analyze
• convey a confused or
largely inaccurate
understanding of the topic,
audience, and purpose for
the writing task
• offer unclear
interpretations of the text(s)
and no attempt to analyze
• provide no evidence
of understanding the
writing task or topic
• make no
interpretations of the
text(s)
• develop ideas clearly and
fully, effectively integrating
and elaborating on specific
textual evidence
• reveal a thorough and
insightful understanding of
the author’s use of literary
elements and techniques
• develop ideas clearly and
consistently, incorporating
and explaining specific
textual evidence
• reveal an understanding
of the author’s use of
literary elements and
techniques
• convey an accurate
although somewhat basic
understanding of the topic,
audience, and purpose for
the writing task
• offer partially explained
and/or somewhat literal
interpretations of the
text(s) with some analysis
• develop some ideas
more fully than others,
using relevant textual
evidence
• reveal an implicit
understanding of the
author’s use of literary
elements and techniques
• develop ideas briefly or
partially, using some
textual evidence but
without much elaboration
• reveal a vague or limited
understanding of the
author’s use of literary
elements and techniques
• completely lack
development and do not
include textual evidence
• reveal no awareness
or understanding of the
author’s use of literary
elements and techniques
• skillfully establish and
maintain consistent focus on
a clear and compelling thesis
• exhibit logical and
coherent structure with
claims, evidence and
interpretations that
convincingly support the
thesis
• make skillful use of
transition words and phrases
• are stylistically
sophisticated, using language
that is precise and engaging,
with notable sense of voice
and awareness of audience
and purpose
• effectively incorporate a
range of varied sentence
patterns to reveal syntactic
fluency
• demonstrate control of the
conventions with essentially
no errors, even with
sophisticated language and
sentence structure
• effectively establish and
maintain consistent focus
on a clear thesis
• exhibit a logical sequence
of claims, evidence, and
interpretations to support
the thesis and effectively
used transitions
• make effective use of
transition words and
phrases
• use language that is fluent
and original, with evident
awareness of audience and
purpose
• incorporate varied
sentence patterns that reveal
an awareness of different
syntactic structures
• establish and maintain
focus on a clear thesis
• exhibit a logical
sequence of claims,
evidence, and
interpretations but ideas
within paragraphs may be
inconsistently organized
• make some attempt to
use basic transition words
and phrases
• use appropriate
language, with some
awareness of audience and
purpose
• make some attempt to
include different sentence
patterns but with awkward
or uneven success
• establish but fail to
consistently maintain focus
on a basic thesis
• exhibit a basic structure
but lack the coherence of
consistent claims, evidence,
and interpretations
• make an inconsistent
attempt to use some basic
transition words or phrases
• attempt to offer some
development of ideas, but
textual evidence is vague,
irrelevant, repetitive, or
unjustified
• reveal a confused
understanding of the author’s
use of literary elements and
techniques
• establish a confused or
irrelevant thesis and fail to
maintain focus
• exhibit an attempt to
organize ideas into a
beginning, middle, and end,
but lack coherence
• make little attempt to use
transition words and phrases
• rely on basic vocabulary,
with little awareness of
audience or purpose
• reveal a limited awareness
of how to vary sentence
patterns and rely on a
limited range syntactic
structures
• use language that is
imprecise or unsuitable for
the audience or purpose
• reveal a confused
understanding of how to
write in complete sentences
and little or no ability to vary
sentence patterns
• use language that is
incoherent or
inappropriate
• include a
preponderance of
sentence fragments and
run-ons that
significantly hinder
comprehension
• demonstrate control of the
conventions, exhibiting
occasional errors only when
using sophisticated
language (e.g., punctuation
of complex sentences)
• demonstrate partial
control, exhibiting
occasional errors that do
not hinder comprehension
(e.g., incorrect use of
homonyms)
• demonstrate emerging
control, exhibiting frequent
errors that somewhat hinder
comprehension (e.g.,
agreement of pronouns and
antecedents; spelling of
basic words)
• demonstrate lack of
control, exhibiting frequent
errors that make
comprehension difficult
(e.g., subject verb
agreement; use of slang)
• illegible or
unrecognizable as
literate English
Support: the extent to
which ideas are
supported using
specific and relevant
details and/or textual
evidence
Organization and
focus: the extent to
which the writing
establishes a clear
thesis and maintains
direction, focus, and
coherence
Language and style:
the extent to which the
writing reveals an
awareness of audience
and purpose through
word and stylistic
choices, and sentence
variety
Grammar: the extent
to which the writing
exhibits conventional
spelling, punctuation,
paragraphing,
capitalization, and
grammar
1
Responses at this level:
0
Responses at this level:
• fail to include a thesis
or maintain focus
• complete lack of
organization and
coherence
• make no attempt to
use transition words or
phrases
Advanced Placement English IV
RL.11-12.10: Read and comprehend literature, including stories, dramas, and poems proficiently, with scaffolding as
needed at the high end of the range.
Objective: Read developmentally appropriate materials at an independent level in order to practice and apply
personal reading strategies that were most effective in previous learning.
W.11-12.1: Write arguments to support claims in an analysis of substantive topics or text, using valid reasoning and
relevant and sufficient evidence.
Objective: To draft a theme statement and support/defend it through highly developed ideas and content,
organization, and paragraph development.
Assignment #1: Please read Heart of Darkness by Joseph Conrad.
Using the Conrad novella, write a paper that discusses how the author’s use of diction and imagery supports the
novella’s theme. This assignment is due the first day of class and will be part of the first marking period grade.
Papers must be clear and concise – no more than three typed pages, double spaced, 12-point font.
Assignment #2: Please read The Great Gatsby by F. Scott Fitzgerald.
Be prepared to complete a timed writing analyzing a passage during the first two weeks of class.
Assignment #3: Poetry Study
Read Perrine’s Sound and Sense (10th Edition). Read each chapter and keep a journal of all key literary terms
and concepts. Then, for each chapter, select one poem and respond in detail to the questions that follow. You
are expected to read your selected poems several times to understand them on a deeper level. Then, select four
additional poems from anywhere else in the anthology and respond to those questions as well. Please note: You
may have already read some of the poems in this volume. If so, please respond to poems that are new to you.
You should also select one poet whose life and work you would like to explore more deeply as a part of the first
marking period’s Poet Study assignment.
Please see Mr. Honig in A205 for copies of Sound and Sense, as well as the other books, if needed (although
you are encouraged to acquire your own copies of the prose works so that you can make any notations as you
read).
A GENERAL REMINDER: You should rely on your own ability to comprehend and analyze text since you
will not have outside sources available on the A.P. Exam. However, should you consult additional sources, you
MUST cite your sources in MLA format. Plagiarism is a serious integrity violation.