Course: IB English I (11th Grade) Name E-mail Ms. Michelle Alspaugh [email protected] Summer Assignment Teacher Cover Sheet Name(s): Correia, Alspaugh, and Joyner Course: IB English II (12 th Grade) Teacher Name(s): Alspaugh and Thomas Course: IB English II (12th grade) Teacher Name(s): Alspaugh and Thomas Assignment Title: Interactive Notebook for Dubliners by James Joyce Assignment Summary and Purpose: Read the first of the titles for IB English 12, Dubliners by James Joyce. Create 4 interactive notebook entries in an 8 ½ X 11 college rule 3 subject notebook in order to track your developing understanding of the text. Reading and handling this text will decrease the workload of reading 7 works throughout the year and prepare you for the analytical thinking that this course requires. Due date(s) Assigned during: Due Date: Summer 2013 The first day English class meets. Estimated time needed to complete the assignment: __________7 --10 hours________________ Description of how the assignment will be assessed (attach rubric): Students will be assessed using the attached rubric. Students Arriving Late to the IB Program: Students who transfer into the IB Program during the summer/fall or who have another approved excuse for not completing the summer assignment by the given due date will have until the date of the summative assessment for the unit (approximately 2 weeks). Students should carefully discuss these parameters with their IB English teacher to ensure that all requirements are met within the established time frame. Grade impact to overall course grade: The IB English I summer assignment will count as a formative assessment (QUIZ). The IB English course uses the following weighting scale: Class work/Homework 10% Quizzes 30% Tests/Papers/Projects 60% Point of contact(s) and contact information: Updates and helpful documents may be found at http://mountvernonsummer.edublogs.org/ Dubliners by James Joyce Interactive Notebook Summer Reading Assignment Introduction: Dubliners is not merely a group of short stories structured according to stages of human development. Joyce meant Dubliners to be read as a novel of a city’s development, with its inhabitants growing from innocence to experience. In a letter to a prospective editor, Joyce wrote: My intention was to write a chapter of the moral history of my country, and I have chose Dublin for the scene because that city seemed to me the centre of paralysis. I have tried to present it to the indifferent public under four of its aspects: childhood, adolescence, maturity, and public life. The stories are arranged in this order. I have written it for the most part in a style of scrupulous meanness and with the conviction that he is a very bold man who dares to alter in the presentment, still more to deform, whatever he has seen and heard. (from Herbert Gorman, James Joyce, New York, 1940, V-iv. ) Directions: 1. Read Dubliners by James Joyce. It is available on http://www.gutenberg.org/ebooks/2814 for free download. Alternatively, it is available for $1.00 on Amazon.com 2. Purchase the following materials: a) One 3 subject college rule notebook (8 ½ x 11 size please) b) Colored pens/pencils c) Tape/glue 3. Set up the notebook according to the following directions: a. b. c. d. e. f. Cover has your first and last name Two pages front and back for the table of contents Page 1: Copy of the rubric Page 2: List of possible activities for input/output Page 3: Unit cover sheet that says Dubliners by James Joyce Begin entry 1 on page 4 and 5. The interactive notebook has an INPUT (right side) and OUTPUT (left side) construction to it: Left Side Characteristics Colorful, creative, unique to student Demonstrates understanding Pages numbered date and subject title at top of each page Right Side Characteristics Content and concepts of curriculum, notes in Cornell style, teacher or test driven, Pages numbered Date and subject title at top of the page List of Possible OUTPUT and INPUT Examples Left Side Examples Poems cartoons Analogies Graphics Sketches Mind maps /thinking maps /illustrated concepts Paraphrases Annotated illustrations/sketches/clip art Pictographs + words Pictures/Photographs Articles Content topic song T-chart Venn diagrams or other graphic organizers Illustrated dictionary entries of major concepts, themes, ideas Illustrated timelines/ outlines Metaphorical representations of ideas, symbols, concepts Mosaics of visuals and words to represent similarities, differences, and important concepts Postcards—create them to summarize information with visuals to activate visual learning Journals from character or narrator perspectives Brainstorming Concept maps/flow charts Right Side Examples Graded Work Lecture notes Daily and homework assignments Tests Quizzes Lab activities Handouts Rubrics Vocabulary assignments Focus, Do Now, or Warm Up Activities Folding models Book notes Graphic organizers Video/film notes Guiding/Essential Questions Writing Models Lifted Text Background information on genres Class protocols or routines Summaries/ Main Idea Cultural/Historical Background on Text Mini-lesson Practice Dialectic Journals Reader Response Paste this page into your interactive notebook on page 2 In order to be successful, your interactive notebook should showcase that you are processing the information using a variety of methods and that you are using higher level thinking (top levels) Simpler, more basic knowledge is the lower two levels. Remembering: can the student recall define, duplicate, list, memorize, recall, repeat, reproduce state or remember the information? Understanding: can the student explain ideas or concepts? classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase Applying: can the student use the information in a new way? choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write. Analyzing: can the student distinguish between the different parts? appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test. Evaluating: can the student justify a stand or decision? appraise, argue, defend, judge, select, support, value, evaluate Creating: can the student create new assemble, construct, create, design, develop, formulate, write. product or point of view? Information on Entries (4) 1) Entry #1-Background information View the Biography.com documentary “James Joyce” http://www.biography.com/people/james-joyce-9358676/videos/james-joyce-full-episode2073251470 Create an INPUT and OUTPUT entry in your interactive notebook. Your INPUT should include a full page of notes on relevant biographical, historical, and cultural facts as depicted in the documentary. Focus on the factors you would expect to have an influence on Joyce’s writing and works. 2) Entries #2-4 Read the assigned chapters (see graphic organizer) and complete the accompanying graphic organizer. You can type directly into the graphic organizer (Word document) using 8pt font to save on space. Once you have filled the boxes in each column for the assigned chapters, print, and neatly paste the document into the INPUT (right side) of your notebook. For the column titled “Annotations” write your annotations directly onto the printout. Then create an OUTPUT for each section. Use the guiding questions, section titles, common themes, etc. to guide your OUTPUT. Make an attempt to demonstrate your understanding of all three short stories within that section (see graphic organizer). For more detailed instructions refer to “Section/Chapter Graphic Organizer Instructions.” Section/Chapter Graphic Organizer Instructions: Guiding Question(s)-At the top of each graphic organizer is a brief overview of the section and a guiding question or several guiding questions. Use these to help frame and organize/focus your OUTPUT entry for each section. Your OUTPUT entry is not limited to answering the questions or responding to the overview, but they should be addressed in your analysis. Synopsis- A synopsis is a brief summary of the chapter. A complete or partial synopsis is provided for some of the chapters. If a partial synopsis is provided, you must complete it (see “Araby”). If a synopsis is not provided, you must compose your own. Use the examples provided in the graphic organizer as a reference. Tone/Diction/Imagery-For this section, you are asked to provide examples of Joyce’s development of tone and use of diction and imagery. Joyce’s diction is extremely important to his writing style in Dubliners. Not only does his word choice reflect the delicate balance of “scrupulous meanness” Joyce is trying to obtain, but his careful selection of words underlines the images and themes Joyce threads throughout the novel. For this activity, note word choices, use of dialect, images (such as light and dark, motion and stillness, constraint and freedom, etc.), figurative language, unfamiliar vocabulary (religious diction, etc.). When possible illustrate how language and style supports the development of setting, character, and ironic tone. Paralysis/Moral Decay-The central motif, which is responsible for the development of the universal themes presented developed in Dubliners is the idea of paralysis and moral decay. Paralysis, as depicted in Dubliners is a result of the effects of outside forces and individual moral decay. Track the characters as they struggle to find their places in a world where they are continually buffeted by outside forces and their own uncertainties. Examine Joyce’s commentary on the individual, community, society, and humanity. Epiphany -Joyce often ironically exposes his characters to moments of self-awareness or awareness of the true nature of their environment. Joyce called these moments “epiphanies,” adapting the religious term referring to the revelation of the infant Jesus to the Magi. The concept of epiphany is a dominating motif throughout the work. It is your task to identify these epiphanies as they occur and document them in the space provided. Annotations: You are expected to annotate several quotations from Dubliners. You may be provided with pre-selected quotations from the text, or you may be asked to choose quotations to annotate. After printing the input page, annotate the quotations that have been provided or self-selected. A quotation must be selected for each bullet point provided (usually one or two per story). Remember, annotating is not merely an exercise in identifying literary and sound devices. It is an active exercise in engaging with the text on several levels beyond the literal. NOTE TO STUDENT: Every attempt should be made to extract meaning from this work. We recognize that the language is difficult to comprehend at times, so try your best interest to look up the definitions to unknown words and/or word phrases. Be aware that Joyce’s diction plays a very important role throughout the text; therefore, it is imperative that you make every attempt to comprehend it. Entry #____ Date: _______________ Dubliners (Joyce) Interactive Notebook Input: CHILDHOOD Section I, Childhood, contains “The Sisters,” “An Encounter,” and “Araby” A central theme in Section I of Dubliners is children’s sudden awareness that the adult world is not the place childhood dreams have made it. Examine how and to what extent Joyce develops this theme throughout “The Sisters,” “An Encounter,” and “Araby.” SYNOPSIS TONE/DICTION/ IMAGERY “The Sisters” PARALYSIS/ MORAL DECAY EPIPHANY A young boy must deal with the death of Father Flynn, his mentor, exposing him to others’ opinions of the priest. These force him to examine their relationship and cause him to see himself as an individual for the first time. SYNOPSIS “I am not long for this world” “He was too scrupulous always, she said.” TONE/DICTION/ IMAGERY “An Encounter” PARALYSIS/ EPIPHANY MORAL DECAY Faced with boredom at school and spurred by excitement found in pulp magazine stories about the American Wild West, two young boys skip school to take a trip to “The Pigeon-house.” Their schoolboy lark and youthful geocentricism are destroyed by an encounter with an aging pervert. SYNOPSIS A young boy experiences first love, a crush on a friend’s older sister. Because she is unable to go to the “splendid bazaar [Araby],” he promises to buy a gift. This promise becomes the basis of a romantic quest. When he finally arrives at Araby, his romantic illusions… (Complete the synopsis) ANNOTATIONS ANNOTATIONS “He began to speak on the subject of chastising boys. His mind, as if magnetized again by his speech, seemed to circle slowly round and round its new centre.” TONE/DICTION/ IMAGERY “Araby” PARALYSIS EPIPHANY ANNOTATIONS * Gazing up into the darkness I saw myself as a creature driven by vanity; and my eyes burned with anguish and anger.” * Entry #____ Date: _______________ Dubliners (Joyce) Interactive Notebook Input: ADOLESCENCE Section II, Adolescence, contains “Eveline,” “After the Race,” “Two Gallants,” and “The Boarding House” In these stories adolescents and young adults become aware they are or will be trapped, creating in them moral or spiritual paralysis that prevents them from escaping or avoiding the trap. How and to what extent does Joyce develop the motif of paralysis? What themes do the ideas of paralysis surrounding the characters develop? COMPLETE THE GRAPHIC ORGANIZER FOR “EVELINE.” CHOOSE 2 OF THE 3 REMAINING STORIES (“After the Race,” “Two Gallants,” and “The Boarding House”) TO EXAMINE. Title of Chapter/Story: “Eveline” SYNOPSIS TONE/DICTION/ IMAGERY PARALYSIS/ MORAL DECAY EPIPHANY Eveline choose the familiarity of a life in which she is mistreated by her abusive father and takes the place of her dead mother in raising her younger siblings over the fear of change represented by starting a new life in a new country with the man who loves her. ANNOTATIONS * “A bell clanged upon her heart. She felt him seize her hand.” * Title of Chapter/Story: SYNOPSIS TONE/DICTION/ IMAGERY PARALYSIS/ MORAL DECAY EPIPHANY ANNOTATIONS * * Title of Chapter/Story: SYNOPSIS TONE/DICTION/ IMAGERY PARALYSIS EPIPHANY ANNOTATIONS * * Entry #____ Date: _______________ Dubliners (Joyce) Interactive Notebook Input: MATURITY (Adulthood) Section III, MATURITY, contains “A Little Cloud,” “Counterparts,” “Clay,” and “A Painful Case” The stories in this section explore the world of mature adults who are aware of the trap(s) into which they have fallen and the spiritual and personal paralysis that led them there and keeps them there. How and to what extent does Joyce continue to develop themes related to the motifs of paralysis, moral decay, and epiphany? What conclusions can you draw about Joyce’s observations on society? COMPLETE THE GRAPHIC ORGANIZER FOR “A LITTLE CLOUD.” CHOOSE 2 OF THE 3 REMAINING STORIES (“A Little Cloud,” “Counterparts,” “Clay,” and “A Painful Case”) TO EXAMINE. Title of Chapter/Story: “A Little Cloud” SYNOPSIS TONE/DICTION/ IMAGERY PARALYSIS/ MORAL DECAY EPIPHANY Little Chandler goes to a fancy bar to meet his old friend Gallaher whom he hasn’t seen in eight years. In those years Gallaher has become a successful writer for a newspaper in London and Little Chandler has settled into a mediocre job, marriage, and fatherhood. His reunion with Gallaher forces him to compare their two lives, and this comparison makes him see himself as hopelessly trapped in a dull, depressing existence. Title of Chapter/Story: SYNOPSIS ANNOTATIONS * * TONE/DICTION/ IMAGERY PARALYSIS/ MORAL DECAY EPIPHANY ANNOTATIONS * * Title of Chapter/Story: SYNOPSIS TONE/DICTION/ IMAGERY PARALYSIS EPIPHANY ANNOTATIONS * * Entry #____ Date: _______________ A Work Many different styles/techniques High degree of synthesis and understanding C Work 1 major styles/technique with clear color effort Pictures chosen show limited/literal comprehension and no synthesis Low C Work 1 major technique and limited quality execution Completely literal understanding with no application or synthesis of the information
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