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Summer Reading JournalName:

Mrs. MorenoEnglish III-3

2016*You need 2-3 spiral-bound, lined, index cards for vocabulary.

1 If you have any questions, email me at | [email protected]

NOTE CARDS

Front

Synonyms Antonyms

Word

Part of Speech

Pronunciation

My connection image/illustration

Definition


Claudia Moreno, 05/03/16,

If there are none, then write “None” or I will assume that you were too lazy to look up the words in a thesaurus.


Use an image to illustrate your word (no words in your image!)


You can put the word in your own language or any other way that you personally connect to the meaning of the word.

Big O, 05/03/16,

If a word has more than one part of speech, you must have a notecard for each part of speech

Sentence

Back


Big O, 05/03/16,

Sentence must be original. If you use the sentence in the dictionary, I will give you a zero for cheating.

STICKY NOTE READING

I. Put a sticky-note next to any place that: A. You do not understand, in which case you should write a question on the sticky

noteB. A place you do understand and can relate to, in which case you should write a

comment on the note, e.g. "I felt this way when my parents left me with grandma for a whole week“

C. Places that surprised you, in which case you should write a reaction on the note.II. You should make at least one note on every 2 pages, but you can do more.


What is a Dialectical Reading Journal?The term “dialectic” means “the art or practice of arriving at the truth by using conversation involving question and answer.” The process is meant to help you develop a better understanding of the texts you read. You will use your journal to incorporate your personal responses to the texts, your ideas about the themes, and class discussions. You will find that it is a useful way to process what you’re reading, prepare yourself for group discussion, and gather textual evidence for your Literary Analysis assignments.

PROCEDURE FOR FICTION BOOKS

A. As you read, choose passages that stand out to you. You can use sticky notes to mark their location as you continue to read. Then, you will record them on the left-hand column chart (ALWAYS include page numbers).

B. On the right column, write your response to the text (ideas/insights, questions, reflections, and comments)

C. You MUST label your responses using the following codes:a. Q = Question—ask about something in the passage that is unclearb. C = Connect—make a connection to your life, the world, or another textc. P = Predict—anticipate what will occur based on what’s in the passaged. CL = Clarify—answer earlier questions or confirm/disaffirm a predictione. R = Reflect—think deeply about what the passage means in a broad sense—not

just to the characters in the story/author of the article. What conclusions can you draw about the world, about human nature, or just the way things work?

f. E = Evaluate—make a judgment about what the author is trying to sayD. Choosing Passages from the text: look for quotes that seem significant, powerful, thought

provoking or puzzling.a. Effective and/or creative use of stylistic or literary devicesb. Passages that remind you of your own life or something you’ve seen beforec. Structural shifts or turns in the plotd. A passage that makes you realize something you hadn’t seen beforee. Examples of patterns: recurring images, ideas, colors, symbols or motifsf. Passages with confusing language or unfamiliar vocabularyg. Events you find surprising or confusingh. Passages that illustrate a particular character or setting

E. Responding to the text: you can respond to the text in a variety of ways. The most important thing to remember is that your observations should be specific and detailed. You can write as much as you want for each entry.

a. Basic Responsesi. Raise questions about the beliefs and values implied in the text

ii. Give your personal reactions to the passage


iii. Discuss the words, ideas, or actions of the author or character(s)iv. Tell what it reminds you of from your own experiencesv. Write about what it makes you think or feel

vi. Agree or disagree with a character or the authorvii. SAMPLE SENTENCE STARTERS

1. I really don’t understand this because…2. I really dislike/like this idea because…3. I think the author is trying to say that…4. This passage reminds me of a time in my life when…5. If I were (name of character) at this point I would…6. This part doesn’t make sense because…7. This character reminds of (name of person) because…

b. Higher Level Responsesi. Analyze the text for use of literary devices (tone, structure, style, imagery)

ii. Make connections between different characters or events in the textiii. Make connections to a different text (or film, song, etc.)iv. Discuss the words, ideas, or actions of the author or character(s)v. Consider an event or description from the perspective of a different

charactervi. Analyze the passage and its relationship to the story as a whole

Sample Fiction Dialectical Journal entry: Beyond the Yellow Highlighter

Passages from the text—must quote at least 1 per chapter; make sure to number them.

Pg.#/Paragraph#

Each passage you quote must relate to one of the following codes above. MAKE SURE TO USE A VARIETY. USING THE SAME CODES FOR MOST OR ALL OF YOUR ENTRIES WILL RESULT IN A LOWER SCORE.

1. “The yellow marks in my college textbooks…did not help me very much.”

82/1 (C) I can relate since I often used to highlight what I thought was important and then end up with most of the page highlighted.

2. “Annotations do make me read a lot slower and I wish I didn’t have to do them. It is so much harder to fake read if you have to annotate like we have to do now. So now I actually read, because it’s too hard to fake annotate.”

87/2 (C) It is harder to fake annotate—it almost takes more time. (R) People are prone to find the easy way to do something. Since there’s really no easy way to annotate—fake or real—it makes sense to really read and think about the texts. (Q) Is it really harder to fake read if you have to annotate? Or does it just take longer?


PROCEDURE FOR NON-FICTION BOOKS

Create a journal entry for each of the following topics:

1. *The author’s credibility and background: do you think this author has the authority or experience to speak about this issue? What are the author’s credentials? What might bias the author’s argument?

2. Thesis/Purpose: Identify the author’s purpose and thesis, and add your reactions.3. The author’s persona and tone: which persona does the author adopt? How does the

author manipulate tone to serve his/her purpose?4. The author’s intended audience: who is the intended audience for this book? How does

the author tailor his/her argument to suit the intended audience?5. The book’s structure: How is the book organized? Which primary rhetorical mode does

it employ and does that mode serve the author’s purpose?6. Rhetorical strategies/style: how would you define the author’s style? Which rhetorical

choices does the author use often and are they effective? Address the author’s point of view (1st, 2nd, or 3rd person) as well.

Each entry should contain a representative sample from the text and your commentary. See the sample attached. Please “set up” the commentary section with a description of the chosen segment of text. Label this as “background”.


Sample Non-fiction Dialectical Journal Entry


Background: description of the chosen segment of text

Commentary: your input, analysis, explanation, etc.

Include chapter number, chapter title, author and page number at the end of the quote you choose

Dialectical Reading Journal InstructionsI. Read the books in the following order:

1. Requiem: Poems of the Terezin Ghetto (June 1-15)

2. This Star Won’t Go Out (June 16-30)

3. The Ring of McAllister: An SAT Score-Raising Mystery (July 1-30)

II. After you read, complete the following activities for each of the books:

A. Requiem: Poems of the Terezin Ghetto June 1-151. As you read, use sticky notes (AKA Post-Its) to take notes (see the sticky

notes instructions attached; 1 sticky note for every 2 pages)2. Complete the Key Facts about the book.3. Choose 5 poems and complete the TPCAST.4. Choose one sticky-note from each of the 5 poems you chose to complete the

Reflect section.5. Attach all your sticky notes at the end of this section.6. Email all 5 journals to me at once or each one individually as you

complete it (you will turn in your sticky notes when you return) by 9 p.m. on June 15.

B. This Star Won’t Go Out June 16-301. As you read, use sticky notes (AKA Post-Its) to take notes (see the sticky

notes instructions I attached; 1 sticky note for every 2 pages)2. Complete the Key Facts about the book.3. Complete a journal entry for each of the 6 questions in the Dialectical Reading

Journal Instructions, Procedures for Nonfiction. You will write the quote and page number on the left side of your paper, and your response on the right side (see the dialectical reading journal instructions attached).

4. Attach all your sticky notes at the end of this section.5. You can email your journals one at a time as you complete them or you

can email all 6 journals at once (you will turn in your sticky notes when you return) by 9 p.m. on June 30

C. The Ring of McAllister: An SAT Score-Raising Mystery July 1-301. Before reading a chapter (this includes the prologue and epilogue), choose

five words from the SAT lists at the bottom of the pages and make notecards as instructed.


2. As you read each chapter, use sticky notes (AKA Post-Its) to take notes (see the sticky notes instructions I attached; 1 sticky note for every 2 pages)

3. Complete the Key facts about the book.4. For each chapter (28 plus Prologue and Epilogue), choose one sticky note and

elaborate on its meaning. You will write the quote and page number on the left side of the paper and your response on the right (see the dialectical reading journal instructions attached). You must label your response using the codes on the attached instructions.

5. Attach your sticky notes at the end of this section.6. You can email your journals one at a time as you complete them or email

all 30 at once (you will turn in your sticky notes when you return) by 9 p.m. on July 30.


REQUIEM: POEMS OF THE TEREZIN

GHETTO BY Paul B. JaneczkoKey Facts

TYPE OF WORK (you need to do some research for this)

GENRE (you need to do some research for this)

LANGUAGE

TIME AND PLACE WRITTEN (you need to do some research for this)

DATE OF FIRST PUBLICATION (you need to do some research for this)

PUBLISHER (you need to do some research for this)

Choose 5 poems and complete the following TPCASTR organizer for each poem.

Poem #1: Title and pg. #

Title of poem means…

Paraphrase parts of the poem

Connotation of some of the words (changing literal meaning to implied or associated values)

Attitude (what is the attitude of the author, characters or yourself?)

DIALECTICAL READING JOURNAL: WRITE YOUR RESPONSES ON THIS SIDE


Shift (at first, we think or feel one way—then there is a shift: identify the shifts and explain them)

Title revisited (any new insights on meaning or significance of the title?)

Theme

Reflect (think deeply about what the poem means in a broad sense—what conclusions can you draw about the world, about human nature, or just the way things work?)

Poem #2 Title and pg. #







Theme

Reflect (think deeply about what the poem means in a broad sense—what conclusions can you draw about the world, about human

nature, or just the way things work?)









Theme










Theme









Theme

Reflect (think deeply about what the poem means in a broad sense—what conclusions can you draw about the world, about human

nature, or just the way things work?)


THIS STAR WON’T GO OUT BY

ESTHER EARL

Key Facts



LANGUAGE




NARRATOR

POINT OF VIEW (not author’s purpose but 1st, omniscient, etc.)

TONE


THE RING OF MCALLISTER BY

Robert MarantzKey Facts



LANGUAGE




NARRATOR

POINT OF VIEW (not author’s purpose but 1st, omniscient, etc.)

TONE

TENSE

SETTING (TIME)


SETTING (PLACE)

PROTAGONIST

MAJOR CONFLICT

RISING ACTION

CLIMAX

FALLING ACTION

RESOLUTION


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