Clearview Regional High School District
Summer Assignment Coversheet
Course / English III HonorsTeacher(s) / Datz and Caputo
Due Date / Monday, September 8, 2014
Grade Category/Weight for Q1 / 1 Daily Assessment/Homework Grade (Assignment #1)
1 Minor Assessment/Quiz Grade (Assignments #2 and #3)
Common Core and/or NJ Core Curriculum Content Standards covered / RL.11-12.1- CITE STRONG AND THOROUGH TEXTUAL EVIDENCE TO SUPPORT ANALYSIS
RL.11-12.3- ANALYZE THE IMPACT OF THE AUTHORS CHOICE REGARDING HOW TO DEVELOP AND RELATE ELEMENTS OF A STORY OR DRAMA
RL.11-12.6- ASSESS HOW POINT OF VIEW OR PURPOSE SHAPES THE CONTENT AND STYLE OF A TEXT
RI.11-12.1- (READING INFORMATION TEXT) CITE STRONG AND THOROUGH TEXTUAL EVIDENCE TO SUPPORT ANALYSIS OF WHAT TEXT SAYS
RI.11-12.2 - IDENTIFYING TWO OR MORE CENTRAL IDEAS
RI.11-12.5- ANALYZE AND EVALUATE THE EFFECTIVENESS OF THE STRUCTURE AN AUTHOR USES- AUTHOR MAKES POINT CLEAR OR CONVINCING
RI.11-12.6- DETERMINE AN AUTHORS POINT OF VIEW OR PURPOSE OF TEXT IN WHICH THE RHETORIC IS PARTICULARLY EFFECTIVE, ANALYZING HOW STYLE AND CONTENT CONTRIBUTES TO POWER, PERSUASIVENESS OR BEAUTY OF THE TEXT
W.11-12.2- WRITE INFORMATIVE/EXPLANATORY TEXTS TO EXAMINE AND CONVEY COMPLEX IDEAS
W.11-12.4- PRODUCE CLEAR COHERENT WRITING IN WHICH THE DEVELOPMENT, ORGANIZATION AND STYLE ARE APPROPRIATE TO TASK, PURPOSE AND AUDIENCE
W.11-12.9- DRAW EVIDENCE FROM LITERARY OR INFORMATIONAL TEXTS TO SUPPORT, ANALYZE, REFLECT AND RESEARCH
Description of Assignment / Reading of Into the Wild and the article, “What Do Students Really Need to Know About Rhetoric?”
Purpose of Assignment / Students will learn about the analysis of text and then apply that information when reading Into the Wild. The notes/information will be used to write an essay during the first few weeks of school.
Specific Expectations / Annotations of article, typed response to article
Reading of novel and notes/textual examples
Where to Locate Assignment / Clearview Website
Helpful Resource(s) / Mrs. Caputo:
Mrs. Datz:
Dept. Coordinator
Signature /
Honors English III Summer Reading
This course of study is designed to provide an appreciation and understanding of the American experience through exploration of American literature. The purpose of this course is to refine reading comprehension, further develop analytical, narrative, and persuasive writing skills, and to reach an understanding of the impact of genre on meaning. We will also explore various critical approaches to the study of literature. Students will hone their research skills, refine their ability to assess source credibility, and integrate primary and secondary source materials into their writing. Furthermore, the aim of the course is to develop verbal articulation and critical viewing/listening skills.
We will explore the following themes: the search for American identity, intolerance in American society, the search for the individual, the “American Dream,” and the varieties of ethnic/socio-economic/racial/gender experiences in American culture. Relevant topics of history, art, and social criticism will be integrated to enhance the students’ experience and understanding of the American heritage.
Purpose of Course: Honors English 11 is a rigorous class designed for the independent, intellectually curious students who excel at and enjoy reading and writing. Mrs. Caputo and Mrs. Datz designed this course to provide an appreciation and understanding of the American experience through exploration of American literature.
Clearview Regional High School District develops its curriculum in order to best serve the district’s mission and meet the subject-area benchmarks established by NCLB and other local, state and national criteria for curriculum development. We recognize that adolescence through young-adulthood is a time when students of the same age are at different maturity levels, so the selection of materials is undertaken with care and deliberation. The English Department selects literary texts that reflect a diversity of perspectives, are age-appropriate, are high quality literature and are useful to fulfill the district’s mission and the course’s benchmarks. Parents are encouraged to investigate the texts explored by their children; we urge parents to take an active role in helping our students to develop admiration for the elegance and richness of human expression.
Due in class on Monday September 8, 2014 (Minor Assessment)
Required reading:
“What Do Students Really Know about Rhetoric? Article
Into the Wild by Jon Krakauer
Assignment #1: (Daily Assessment/Homework Grade)
Step 1: Read the article “What Do Students Really Need to Know About Rhetoric?” (pdf attached).
Print out the essay and read it, annotating it. (Annotating is more than highlighting…it must reveal full interaction with the text.)
Step 2: Type a one page response to the question in the article’s title. Do not use any references to the article. I want your own answer to the question which, while influenced by the article, is not taking ideas straight from it. Paraphrase what you have read.
Assignment #2: Step 1: Read Into the Wild by Jon Krakauer (be sure to read the author’s note that is included. Step 2: Answer the following questions in paragraph form in regards to your reading. Each question should yield a one paragraph response. (3 total paragraphs for this section)
1. What is this book about?
a. Plot level
b. Larger theme level
2. What do we know about the author? What is his relationship to the subject?
3. Define bias. (use a dictionary) Does Krakauer infuse his own bias in to the telling of the story? Include 1 example from the text to support your answer.
Assignment #3: Using the article and your notes from Into the Wild explain how Krakauer uses the following strategies in the text. Pull specific text examples or paraphrases from the text to show how he used them. You should have minimally one paragraph for each strategy. (3 paragraphs for this section)
1. Creating an appeal to logos
2. Creating an appeal to pathos
3. Creating an appeal to ethos
*Assignments #2 and #3 are one Quiz Grade (Minor Assessment) Combine assignments #2 and #3 into one typed document.
Scoring Guide: (Criteria will be used to score both assignments)
YOU WILL BE GRADED ON THE FOLLOWING ELEMENTS:
ü Did you address and answer the question
ü Wrote a well-developed paragraph (topic sentence and supporting details)
ü Used examples to support your claims (either paraphrased or directly cited where indicated by assignment)
ü Typed/Double spaced/ MLA forma
REMEMBER: You will be graded on this assignment but will also use all of these notes in class at the beginning of the school year for a future assignment.