Summer Reading for Incoming 10 th Grade (Book 1) Book: The Fault in Our Stars by John Green ISBN: 978-014242417X Description: This work by award-winning author John Green explores the tragic business of being alive and in love. Hazel s story and her relationship with Augustus Waters is sure to capture the imagination and interest of our sophomores. It is a summer reading that they will not be able to put down. Rationale: John Green explores incredible, honest truths about the hearts of every human being through the eyes of his female protagonist Hazel, a sixteen-year-old teenager with terminal cancer. Students will read with interest and will return in the fall with a strong understanding of how characters are developed both directly and indirectly in a work of fiction. Assignment: Read this novel and annotate. You may underline, star, circle key words in your book or write on post-it notes as you read. Keep track of how author John Green develops the character of Hazel and Augustus. What kind of girl is she? And boy is he? How do you know? Underline good examples from the novel to support your ideas. Create a Body Biography on one of the characters in this novel or in the memoir that you are going to read next A Long Way Gone, Memoirs of a Boy Soldier. You choose! The Body Biography must be turned in the first day of school in the fall. See attachment for description of the Body Biography.
Summer Reading for Incoming 10th Grade (Book 2) Book: A Long Way Gone, Memoirs of a Boy Soldier by Ishmael Beah ISBN: 978-0-374-53126-3 Description: Children have become soldiers of choice. In the more than fifty conflicts going on worldwide, it is estimated that there are some 300,000 child soldiers. Ishmael Beah used to be one of them. Although child soldiers have been profiled by journalists and novelists, there has not been a first-person account from someone who came through this hellish experience and survived. In A Long Way Gone, Beah, now twenty-five years old, tells a riveting story: how at the age of twelve, he fled attacking rebels and wandered a land rendered unrecognizable by violence. By thirteen, he'd been picked up by the government army, and Beah, at heart a gentle boy, found that he was capable of truly terrible acts. Rationale: 10th grade World Literature centers on works from authors around the globe. Students will read selections from different time periods and cultures to learn what it means to be human. This selection is used to open the eyes of our students to the plight of others around the world that share their same age, but a very different life experience. Assignment: Create a Body Biography for Ishmael Beah in this memoir or on one of the characters in The Fault in Our Stars. The Body Biography must be turned in the first day of school in the fall. See attachment for description of the Body Biography.
Body Biography Scoring Guide A Body Biography should demonstrate thorough understanding of the literary work, insight into the character and creativity in depicting that insight. Quotes are carefully selected and properly attributed. The original text is interesting and informative. Knowledge above and beyond summary or online shortcuts is evident in every detail. An A Body Biography: Contains all 4 body biography requirements (a review of significant happenings of the work, visual symbols, an I Am Poem, five most important quotes from the work) Is an accurate depiction of the character (based on evidence from the work) Creatively represents character traits and actions Exemplifies ideas or issues that go beyond the text (gender issues, marital and love issues, gang and family loyalty issues, issues of violence) and stimulates discussion during your presentation Prepared to explain and answer questions about your body biography during your presentation A B Body Biography: Contains all 4 body biography requirements Is an accurate depiction of character Character traits and actions are represented, but not very creatively Touches on ideas or issues that go beyond the text Somewhat prepared to explain and answer questions about your body biography during your presentation A C Body Biography: Contains only 3 body biography requirements Does not accurately depict the character, or is limited and superficial Character traits and actions are not represented creatively. They seem thrown together and not thought out. Does not connect to ideas or issues that go beyond the text Not prepared to explain or answer questions about your body biography during your presentation A D/F Body Biography: Contains less than 3 body biography requirements Does not depict the character beyond SparkNotes or other such sources haracter traits and actions are clich Does not demonstrate knowledge of the text Unable to explain or answer questions about your body biography during your presentation
Body Biography You may trace a friend or family member s body on butcher paper or just draw a body on a poster board. (The more creative and artistic the better!) Choose colors, graphics and designs carefully. Place the following: Heart: What represents the heart of the person and where should it be placed to identify what the person loves most? What should it look like and what shape, color, pictures, or symbols should be included? Eyes: Where is this person s focus? What does this person see? How does this person see the world? Be imaginative. Backbone: What motivates this person the most? What gives him/her strength? Hands: What does this person hold in his/her hands literal and figurative? Feet: On what foundation is this person standing? What are his/her fundamental life beliefs? The Background: What elements make up this person s environment/background? Quotations: Quotes by or about this person that you feel represent him/her? Virtues and Vices: Admirable and unadvisable qualities of this person Original Text: reate an I AM Poem for your character that helps us understand this person and include it somewhere appropriate on the body biography.
I Am (Your Character s Name) 1 st Stanza I am (two special characteristics this character has). I wonder (something the character is curious about). I hear (an imaginary sound). I see (an imaginary sight). I want (an actual desire). 2 nd Stanza I pretend (something the character pretends to do). I feel (a feeling about something imaginary). I touch (an imaginary touch). I worry (something that really bothers the character) I cry (something that makes the character very sad). 3 rd Stanza I understand (something the character knows is true) I say (something the character believes in) I dream (something that you think the character dreams about) I try (something that the character really makes an effort about). I hope (something that the character actually hopes for).