SUMMER READING ASSIGNMENT

Portage High School Pre-AP Freshmen English 2015-2016 This summer you will have the following responsibilities: Read the novel The Secret Life of Bees by Sue Monk Kidd and complete the activities described below. You can check out the novel from a public library, but we strongly recommend purchasing your own copy that can be earmarked, written in and underlined (books can be found at Barnes & Noble, or used copies can be found at amazon.com or abe.com at a very low price). You will need to take detailed notes as you read. You will need a copy of the book at the beginning of the year to complete an additional assignment and take part in a Socratic Seminar.

Using the notes you take, type the following assignment, based on whole book ideas, to be handed in on the first full day of class. If you have any questions and are unable to attend the help sessions, feel free to contact: Mr. Marc Bruner

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Mrs. Amy Burke

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Please remember that your summer reading assignment is due on the FIRST FULL DAY OF SCHOOL. We hope that you have a great summer and are looking forward to an exciting and challenging year in Pre-AP English 9. See you in a few months!

Part I. Chapter Questions – instead of a chapter summary, you will be writing level questions. These can be questions about things/concepts you didn’t understand in the chapter and/or things you want more fully explained or they can be questions that you have discovered the answer to. Write 10 questions for the ENTIRE NOVEL: seven (7) Level two questions and three (3) Level three questions based on whole book ideas. Students should complete this project AS THEY READ. Part II. The next four items should be recorded in a Dialectical Journal Style (two columns on the paper); the columns will be titled as stated below: EVIDENCE – label for the left side of the paper: evidence is defined as the quote or paraphrased passage. COMMENTARY- label for the right side of the paper: your reaction and/or comment as to the meaning, importance and/or significance of the passage – DO NOT REPEAT WHAT IS WRITTEN ON THE LEFT HAND SIDE! (Note: please see the Dialectical Journal Set-Up page for more information.) -Characterization (Part I) – find at least 3 pieces of evidence throughout the novel that help to define the character of Lily. Consider choosing quotes that show change or growth that takes place. Comment on the meaning, importance and/or significance of each piece of evidence as it pertains to our protagonist. DURING READING -Characterization (Part II) Next, discuss how the remaining characters of T. Ray, Rosaleen, August, May, and June affect Lily and the person she is and becomes. Find at least one piece of evidence per character and comment on how Lily is affected by knowing and living with the character. DURING READING -Climax – Include a quote that represents for you a crucial moment or turning point in the story. Explain why you chose this quote and its importance and significance to the characters and overall story. AFTER READING -Universal Meanings or Theme – Write one thematic statement or Universal Meaning that you feel the author is saying based on the novel and find evidence from the text that can be used to defend your statement. Your statement must be a minimum of one sentence in length – please be sure to create an original thought on the books meaning – avoid clichés! MARK POSSIBLE QUOTES DURING READING AND CHOOSE THE BEST 2-3 AFTER READING TO USE IN YOUR EXPLANATION AS SUPPORT

Part III. The following two items do not need to be in the Dialectical Journal Format; they can be written in paragraph form. -Historical Significance – find evidence of the setting (time, place and atmosphere) of the novel. Discuss any allusions and/or historical significance of the evidence you chose. In other words, why is the setting important? Why does it matter that this story takes place in this time and place. What does the evidence you chose allow us to understand about the author’s intent? DURING READING -Important Passage(s) – Include a passage, or passages, that you feel mark an important moment in the novel and explain why you chose it as well as its importance, meaning and/or significance. MARK POSSIBLE QUOTES DURING READING AND CHOOSE ONE OR TWO AFTER READING. Please keep in mind that the purpose of keeping a dialectical journal is to develop critical reading skills, not to document your personal responses. Critical reading is an essential part of developing and articulating a legitimate reading of a literary text.

Note: Use this sheet as a reference as you create your chapter questions. Please note: you are not required to write any Level 1 questions for your assignment. 3 Levels of Questions Level 1: The answer can be found in the text (either directly or indirectly). This type of question is very concrete and pertains only to the text. Asks for facts about what has been heard or read. Information is recalled in the exact manner/form it was heard Level 2: The answer can be inferred from the text. This type of question, although more abstract than a Level One question, deals only with the text. Information can be broken down into parts. It involves examining in detail, analyzing motives or causes, making inferences, finding information to support generalizations or decision-making. Questions combine information in a new way. Level 3: The answer goes beyond the text. This type of question is abstract and does not pertain to the text. These questions ask that judgments be made from information. They also give opinions about issues, judge the validity of ideas or other products and justify opinions and ideas. The Three Levels of Questions: (The Cinderella exercise) Level I: Recall The answer is in the text; explicit, fact (fully and clearly expressed; leaving nothing implied) What were Cinderella's slippers made out of? How did Cinderella get to the ball? Level II: Analysis/Inference (The act or process of deriving logical conclusions from premises known or assumed to be true) Implicit or what is implied; analysis, ask how and why, require analysis of the text, reading between the lines, hidden meaning. (understood though not directly expressed) Why does Cinderella's stepmother care whether or not she goes to the ball? Why did everything turn back the way it was except the glass slipper? Why don't the step sisters like Cinderella? Level III: Synthesis Go beyond the text and inquire into the value, importance and application of the information presented. Does a woman's salvation always lie with a man? What does it mean to live happily ever after? Does good always overcome evil?

Dialectical Journal Set-Up To set up your dialectical journals for this assignment, follow these steps:

-down box, select either “draw textbox” or choose your favorite rectangle to type in Step #2: Once you have created your text boxes, be sure you set your assignment as follows: EVIDENCE (book info) or COMMENTARY (your thoughts) label what section you are currently working on in the order that is listed – please do not go out of order! page # in your evidence box Helpful Hint: Most times – not always – your “Commentary” section should be just as long (if not longer) than your “Evidence” section. Be sure you “dig deep” and go below the surface of the evidence. Demonstrate critical analysis and offer insight to your evidence that no one else may have ever thought of before. For example: Evidence (direct quotes, paraphrased situations, etc.) Characterization: “I shook with fright. I was alone upon the dark, hostile streets and gangs were after me. I had the choice of being beaten at home or away from home.” – pg. 20

Commentary(importance, meaning, effectiveness, etc.) Throughout the story, Richard has a phobia of being beaten. I think his fear started when he was very little and his parents started beating him. Fear in general was a big factor in his life. It caused him to do many of the things we see throughout the chapter. Most people would say that this is sick behavior, but I believe that you have to consider his circumstances: he is very young and very afraid.