SUMMER+READING+ASSIGNMENT

**12th grade Language A: Language and Literature students in 2012-2013** **Philip Dixon**
 * Summer Reading Assignment 2012 **


 * Text Selection: //The Crucible//, Arthur Miller,** drama


 * Assignment description:**
 * Quiz on //The Crucible//: September 7, 2012 **
 * Verbal Response to //The Great Gatsby// due: August 31, 2012 **
 * Written Outline assignment for //The Crucible// due: September 10, 2012 **
 * Date Assigned: June 4, 2012 **

Dear Students and Parents:

Summer vacation is an important time in which students should enjoy themselves, spend time with their families, and pursue interests that the busy pace of our school year may not allow. It is also a time when many students can lose some of the hard-won skills of the school year because they may not read or write anything in English for two or even three months. Especially for students who will enter their final year at Colegio Americano in September, this summer is a crucial time of preparation for university admissions process and for completion of the rigorous Language A: Language and Literature course.

The late work policy of the International Section will be enforced next year: One day late - graded over 75% Two days late - graded over 50% Three days late - graded over 25% More than three days late - not accepted

The summer study program for students of Language A: Language and Literature for the 2012-2013 school year includes four parts: required speech recording, pre-reading activities, required reading, and writing an outline.


 * REQUIRED READING Quiz on September 7, 2012 **

As discussed, students will be reading and analyzing Arthur Miller's 1952 play //The Crucible// over vacation. Reading a play is obviously different than reading a novel. Namely, plays are written to be performed in front of a live audience, so pay attention to the directions for the actors (written in //italics//). //The Crucible// can be a difficult read, **but don’t give up!!** I recommend making a list of the characters in your notebook and recording details about each character as they are revealed. Also, try to determine which characters are **dynamic** (he/she struggles through one or several conflicts throughout the play and experiences some personal growth) or **static** (he/she stays the same throughout the play and does not change) and be prepared to discuss this in class.

This play was written during the height of the “McCarthy Era” in the United States. During this time, the country was disillusioned after World War II, and looking for a common enemy. However, the play is set in 17th century New England during the mass hysteria of the Salem Witch trials when citizens were either with the church or against it. 17th century New England was an oppressive place to live as the Puritans colonized the area and practiced a conservative orthodox version of Christianity. Imagine this: The Puritans left England partly because they were disgusted with the moral corruption of Elizabethan and Shakespearean London. So imagine how racy those Shakespeare plays are and imagine being appalled by the values in those plays. Then, imagine leaving London and traveling two months on a disease infested, cramped ship, eating rotten food in pursuit of the “New World” where you would most certainly face hardships like a very uncertain future, angry natives, and possible starvation - these were the Puritans.

There are plenty of copies of the play in the Almacen, so there is **no excuse** not to have a physical copy of the text when we come back in September.

With this text, historical context is important, so you should watch this video about the McCarthy era in the United States, the time when Miller wrote the play: http://www.youtube.com/watch?v=X7zEhJH2gY0 To get motivated, I recommend viewing the trailer of Nicolas Hytner’s 1996 film adaptation with Daniel Day Lewis and Winona Ryder: []
 * PRE-READING ACTIVITIES: **

For some more background information, watch this video about the Salem Witch trials, which really HAPPENED in 17th century Massachusattes []


 * REQUIRED VERBAL RESPONSE to //The Great Gatsby// due: August 31, 2012 **
 * If you DID NOT complete your “Mini IOC” assignment with me in class, record your response and burn it on a CD
 * Respond **with at least 2 voice comments** to a voicethread presentation on Gatsby here: []
 * o You will have to take 3 minutes to set up a free account to do this


 * REQUIRED WRITING: Outline for IOC based on one passage **

Write a detailed outline that would prepare you to comment verbally for 10-15 minutes about a key passage from //The Crucible// **DUE** **September 10, 2012**

Your outline should introduce the passage with contextual information and then proceed to analyze how Miller’s use of structure, language, characterization, symbolism, imagry, tone, or metaphor contribute to theme.

Look for a sample outline and tips for writing the outline on moodle.


 * RECOMMENDED VOCABULARY STUDY **

During the course of the academic year, we will learn 350 words that are frequently tested on the SAT and used in university level studies in English. The pace at which these words will be learned is intense (ten-fifteen words per week). Especially for those of you who plan to take the SAT in October and December, I would strongly recommend that you review these words during the summer. This vocabulary will be valuable to you both as you read the challenging texts of the Language A: Language and Literature program and in your future studies. **This is vocabulary for life, not for a test.**

I am available by e-mail at pdixon@fcaq.k12.ec. Please contact me with any questions.
 * CONTACT INFORMATION **

Enjoy the vacation, Philip

Philip Dixon 12th grade Language A: Language and Literature teacher

SUMMER READING ASSIGNMENT RUBRIC //100 points//

// respond verbally to a question about the play // // or the pre-reading // // activities - // // 18-20 points // || // Student can respond // // partly to a question // // about the play or the // // pre-reading activities // // 15-17 points // || // Student can not // // Respond sufficeintly // // to a question // // about the play or the // // pre-reading activities // // 5-15 points // || ||
 * ** Pre-reading **
 * Activities – **
 * 20 points ** || // Student can fully //
 * ** Verbal Response **

// comments on // // support from the text // // and completed the // // mini IOC assignment //
 * 25 points ** || // Student made two //
 * // voicethread //**// with //

// 21-25 points // || // Student made one or // // two comments on // // support from the text // // and completed the // // mini IOC assignment //
 * // voicethread //**// without //

// 15-20 points // || // Student completed // // the IOC assignment 14-12-14 points // || // Student did not reach // // the descriptors above //

// 5-11 points // ||
 * ** Quiz (Sept. 7) **

based on the plot of the play (you may use  your plotchart and  character list only) //20// || || || ||
 * 25 points ** || multiple choice quiz
 * ** IOC (Individual Oral Commentary) outline for //The Crucible// **

body, and conclusion and 6-8 quotes from the passage with suffucent analysis // 25-30 points // || Outline includes Intro., body, and conclusion and 4-6 quotes from the passage with analysis // 21-24 points // || Outline is missing either Intro., body, or conclusion and sufficeient quotes from the passage with analysis
 * 30 points ** || Outline includes Intro.,

// 15-20 points // || Outline does not meet the descriptors // 5-15 points // ||