Integrated English Summer Assignment

Your summer assignment is located below.

If you would like to submit your summer assignment:

IF YOU ALREADY HAVE A TURNITIN.COM ACOUNT

1. go to www.turnitin.com and sign in
*If you forgot your personal password, just click on Forgot Password.
-turnitin.com will send it to you in your email.

2. IF you have a turnitin.com account:
A. You must add the class
Class number: 18771490
Enrollment Key:  integrated

3. Upload the Key Point Worksheets to the assignment entitled:
Part1: Key Point Worksheets

 4. Upload the Novel Questions to the assignment entitled:
Novel Questions

IF YOU DO NOT HAVE A TURNITIN.COM ACOUNT

1. Go to www.turnitin.com
2. In the upper right corner, click on CREATE NEW ACCOUNT
3. On this page, scroll down until you see Create a New Account / NEW ENROLLMENT
4. Under New Enrollment, Click on Student

A. You must add the class
Class ID: 18771490
Enrollment Key:  integrated

**You MUST use your district email.  
EX:
23msmith@berwicksd.org
(23 = graduation year,  m= first initial, smith= last name)
You must use YOUR personal information

It will also ask you to make a personal password.  You are responsible for remembering this password.  I do not have access to it.
*If you forget your personal password, just click on Forgot Password.
-turnitin.com will send it to you in your email.

3. Upload the Key Point Worksheets to the assignment entitled:
Part1: Key Point Worksheets

 4. Upload the Novel Questions to the assignment entitled:
Novel Questions


WELCOME TO INTEGRATED ENGLISH!!

Integrated English is a rigorous class that will challenge your comprehensive and analytical skills while exploring all aspects of writing.  The class integrates Composition 1 and World Literature. 

Below, you will find your summer assignment.

I look forward to working with you next school year. 

Have a wonderful summer!

Mrs. Christian                                             

(If you have any questions, please email me at: tchristian@berwicksd.org)

DIRECTIONS:

-  Please type your assignments.

      -You should save your assignment to your school One Drive account. 

**Be sure your assignments are in your One Drive on the first day of school.  Check your work.  You have all summer to make sure that your work is saved properly and ready for the first day of school.  In order to receive full credit, the ENTIRE ASSIGNMENT MUST BE COMPLETED.

 (If you don’t have access to a computer, you may write them)

-  Please complete each assignment on a separate document.

-      -Your assignments will be due on the first day of school.

      -We will upload your summer assignments to turnitin.com on the first day of school

Please review the course syllabus to see what we will be studying.
Integrated English Syllabus (Click on link)

Over the summer, you are going to read the short novel Sing Down The Moon.
(During the school year, we will focus on literary analysis and response.)
**All assignments will be collected on the FIRST day of school and graded.

As you read, you will complete the following:

1. Read the overview of the novel by clicking on the following link: Sing Down the Moon Overview
 (There is nothing to complete here.  This is just to help you understand the novel)

KEY POINTS WORKSHEET:
**This worksheet is designed to assess your ability to pick up key details and analyze important passages.

2. Complete the Key Points Worksheet  (Click on Link) for these chapters (You will turn in 7 separate Key Point Worksheets.  A separate one for A through G)

Please type your Key Point Worksheets. These do not have to be written in complete sentences, lists will be accepted. (These will be graded and used for class discussion)

A. 1-3
B. 4-6
C. 7-10
D. 11-13
E. 14-16
F. 17 - 19
G. 20-23

NOVEL QUESTIONS:
2. Using complete sentences, complete the following questions:( Please respond with specific answers using detail from the story.)

Chapters 1-6

   1.  What is the “miracle” that Bright Morning describes in the first chapter?

   2.    What lesson has Bright Morning learned since that spring when she first took the sheep to the mesa?

   3.  Why do you think Bright Morning refuses to speak about Tall Boy to her friends?

   4.   Who are the Long Knives? Where does their name come from?

   5.   Why did Bright Morning believe her brother died?

   6.    Who Captured Running Bird and Bright Morning?

   7.   Write: Bright Morning’s descriptions of the setting before the slaves arrive and after they capture her are very different.  How do these descriptions reveal her inner feelings?  Use specific examples from the chapters.

      Chapters 7-11

   1. The Spaniard says that Bright Morning is frightened rather than surly.  Why do you think she behaves as she does in the kitchen?  

    2.  How does Bright Morning feel when she describes where she comes from to Rosita?                                           

    3. Why would Spaniards punish Bright Morning if they found her talking to Nehena?

    4. How does Bright Morning feel about Rosita?  Do you agree?  Why or why not?

    5, How do Nehana's actions  during the escape reveal her character?

    6. Write a description of Bright Morning in which you explain whether you think she will or will not succeed in life.  Base your inference on what you know about her character from the book.  You know these details based on what she said/did/though, what others said/ thought about her, and what the author tells you.  

      

        Make sure you use a well- written paragraph format.  (Restate the question, provide details, explain, conclusion)

     

         Chapters 12- 15

     1. How does Bright Morning's attitude toward Tall Boy differ from her family's attitude?

     2. Why does Tall Boy taunt Bright Morning for running slowly?  Do you think she was right to run more slowly than she could?

      3. Why do the warriors leave the village before the soldiers come?  How do you think Bright Morning feels about the villagers' response to the threat?

     4. What do the villagers expect the soldiers to do?  How do they prepare for this?

     5. Do you think the Navahos respond well to the threat of the Long Knives?  What else could the villagers have done?

     6. Write:  Chose a real life story or conflict that you know well.  In a brief paragraph or two, explain what you think the central conflict is and who is involved in the struggle.

      Chapters 16-19

     1. Explain what Bright Morning means by “like sheep before the shepherd, we went without a sound.”

     2.   Why do you think that Bright Morning was glad not to find Little Rainbow?                               

      3. What jobs did the women usually do that were no longer needed at Bosque Redondo?  Do you think they liked being idle?

    4. How does Bright Morning’s attitude differ from that of Tall Boy and the other men?  Why do you think the men enjoyed bragging about the past?

     5. Write an original paragraph describing a setting of your choice.  Try to convey a mood that matches either the elated, hopeful mood of Chapter 1 or the bleak, despairing mood of chapters 16-19.

      Chapters 20-23

      1.Why does Bright Morning’s family finally accept Tall Boy as a husband for her?

      2. What does Bright Morning do to prepare for flight from Bosque Redondo?  How does her attitude compare to the attitudes of others in her tribe?

     3. What happens in the meeting with the white officer?  How does the response of Bright Morning's father illustrate how little he understands about other cultures?

     4. How does the confrontation that occurs between Tall Boy and Bright Moring after he excapes from jail reflect the theme of the story?

     5. What significance do the sheep have for Bright Morning?  Why do yo think she exchanges a lamb for the toy spear?

     6. Write a short speech that a tribal elder might give to the people from Bright Morning's village.  In the speech, try to persuade the villagers not to give up, but to keep planning and thinking of ways to escape their captivity.

      Please work to the best of your abilities and attempt to work in a neat and organized manner.  I will collect/ upload all assignments on the first day of school. 

(Standards describe the skills needed to complete the assignment.  They are guidelines provided by the state.  )

Standards:

Standard - CC.1.2.9-10.A

Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Standard - CC.1.3.9-10.K

Read and comprehend literary fiction on grade level, reading independently and proficiently

Standard - CC.1.4.9-10.K

Write with an awareness of the stylistic aspects of composition. • Use precise language and domain-specific vocabulary to manage the complexity of the topic. • Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing.

     

   

Crane- Literature/ Multiple choice

Excerpt from The Red Badge of Courage by Stephen Crane

There was a more serious problem. He lay in his bunk pondering upon it. He tried to mathematically prove to himself that he would not run from a battle. Previously he had never felt obliged to wrestle too seriously with this question. In his life he had taken certain things for granted, never challenging his belief in ultimate success, and bothering little about means and roads. But here he was confronted with a thing of moment. It had suddenly appeared to him that perhaps in a battle he might run. He was forced to admit that as far as war was concerned he knew nothing of himself. A little panic-fear grew in his mind. As his imagination went forward to a fight, he saw hideous possibilities. He contemplated the lurking menaces₁ of the future, and failed in an effort to see himself standing stoutly in the midst of them. He recalled his visions of broken-bladed glory, but in the shadow of the impending tumult₂ he suspected them to be impossible pictures. He sprang from the bunk and began to pace nervously to and fro. “What’s th’ matter with me?” he said aloud. After a time the tall soldier slid dexterously through the hole. The loud private followed. They were wrangling. He began to stow various articles snugly into his knapsack. The youth, pausing in his nervous walk, looked down at the busy figure. “Going to be a battle, sure, is there, Jim?” he asked. “Of course there is,” replied the tall soldier. “Of course there is. You jest wait ’til to-morrow, and you’ll see one of the biggest battles ever was. You jest wait.” “Thunder!” said the youth. The youth remained silent for a time. At last he spoke to the tall soldier. “Jim!” “What?” “How do you think the reg’ment ’ll do?” “Oh, they’ll fight all right, I guess, after they once get into it,” said the other with cold judgment. He made a fine use of the third person. “There’s been heaps of fun poked at ’em because they’re new, of course, and all that; but they’ll fight all right, I guess.” “Think any of the boys ’ll run?” persisted the youth.

“Oh, there may be a few of ’em run, but there’s them kind in every regiment, ’specially when they first goes under fire,” said the other in a tolerant way. “Of course it might happen that the hull kit-and-boodle might start and run, if some big fighting came first-off, and then again they might  stay and fight like fun. But you can’t bet on nothing. Of course they ain’t never been under fire yet, and it ain’t likely they’ll lick the hull rebel army all-to-oncet the first time; but I think they’ll fight better than some, if worse than others. That’s the way I figger.” “Did you ever think you might run yourself, Jim?” the youth asked. The tall private waved his hand. “Well,” said he profoundly, “I’ve thought it might get too hot for Jim Conklin in some of them scrimmages, and if a whole lot of boys started and run, why, I s’pose I’d start and run. But if everybody was a-standing and a-fighting, why, I’d stand and fight. Be jiminey, I would. I’ll bet on it.” “Huh!” said the loud one. The youth of this tale felt gratitude for these words of his comrade. He had feared that all of the untried men possessed great and correct confidence. He now was in a measure reassured. The next morning the youth discovered that his tall comrade had been the fast-flying messenger of a mistake. The youth felt, however, that his problem was in no wise lifted from him. There was,  on the contrary, an irritating prolongation. The tale had created in him a great concern for himself. He occasionally tried to fathom a comrade with seductive sentences. He looked about to find men in the proper mood. All attempts failed to bring forth any statement which looked in any way like a confession to those doubts which he privately acknowledged in himself. He was afraid to make an open declaration of his concern, because he dreaded to place some unscrupulous confidant upon the high plane of the unconfessed from which elevation he could be derided₃. In regard to his companions his mind wavered between two opinions, according to his mood. Sometimes he inclined to believing them all heroes. In fact, he usually admired in secret the superior development of the higher qualities in others. He could conceive of men going very insignificantly about the world bearing a load of courage unseen, and although he had known many of his comrades through boyhood, he began to fear that his judgment of them had been blind.  Then, in other moments, he flouted these theories, and assured himself that his fellows were all privately wondering and quaking. His emotions made him feel strange in the presence of men who talked excitedly of a  prospective battle as of a drama they were about to witness, with nothing but eagerness and curiosity apparent in their faces. It was often that he suspected them to be liars.

1 menaces- dangers
2. Tumult-violent outburst
2. derided- ridiculed



Questions:

1. How do the first two paragraphs best support the author’s purpose for writing the passage?

 A. They provide insight into the mind of the main character.

B. They foreshadow a disagreement within the regiment.

C. They establish the intelligence of the main character.

D. They begin to develop a melodramatic mood.

2. What best explains why the scarcity of details about the setting is unimportant in the passage?

 A. The setting is of little significance to the plot.

B. The setting is of little significance to the characters.

C. The author wants the reader to focus on the thoughts of the characters.

D. The author assumes that the reader is afraid to think about the details of war.

3. What does the word flouted mean as used in the passage?

A. cited

B. rejected

C. defined

D. shared

4. Which detail about the youth’s feelings is best supported by the passage?

 A. He is uncomfortable when socializing.

B. He harbors feelings of hostility toward his comrades.

C. He tends to believe everyone is more heroic than he is.

D. He has conflicting emotions toward fighting.

5. Which sentence from the passage best supports the generalization that soldiers’ lives are filled with uncertainty?

A. “As his imagination went forward to a fight, he saw hideous possibilities.”

B. “He had feared that all of the untried men possessed great and correct confidence.”

C. “In fact, he usually admired in secret the superior development of the higher qualities in others.”

D. “It was often that he suspected them to be liars.”

6. With which statement would the youth most likely agree?

A. People will often support their friends in times of trouble.

B. People will usually sacrifice their own interests for those of family members.

C. People will sometimes express emotions that are the opposite of those they really feel.

D. People will usually be ruined by the greed for power.

7. Which theme is conveyed through the protagonist of the passage?

A. The greatest leaders inspire others to have courage.

B. It is difficult to feel differently from those around us.

C. People often doubt themselves when facing a great challenge.

D. Soldiers often have unrealistic ideas about the nature of war.

8. The Red Badge of Courage was published in 1895 and was considered a groundbreaking shift in literature. Which sentence best describes the literary significance of the passage?

A. It presents an idealistic vision of soldiers interacting during a war.

B. It presents the psychological thought processes of a soldier in a war.

C. It presents the negative consequences of engaging in war.

D. It presents the concept that war is a result of competing viewpoints.

9. Which characteristic of the passage distinguishes it as literary fiction rather than literary nonfiction?

A. the point of view, because it is omniscient

B. the word choice, because it includes active verbs

C. the style, because it uses structured paragraphs

D. the tone, because it is thoughtful and somber

Final Note

Final Exam Review

Happy Friday!

1.Today you should spend the class reviewing the topics for the final exam on Thursday, 6/7 @ (:20.

You should refer to your ONE NOTE notebooks.

Content for final exam:

-Drama Terms
-Nonfiction Terms
-Fiction Terms
-Look over short story and poetry terms- Both lists contain terms that have been applied all year (ex: Author's purpose, plot structure, etc.)
-Review the following:  Mockingbird, Julius Caesar, and Romeo and Juliet
-There will also be cold reads on the exam.


The final will be posted in two parts on Skyward,  The exam is 110 questions.

2. Finish the To Kill a Mockingbird video

Housekeeping:

-If you signed out a textbook or novel, please return.

Dear Integrated,

Working with each of you has been a pleasure.  It was a lot of fun watching you expand your educational horizons.  You have matured as young adults and young scholars.  You have worked hard, studied even harder, and your efforts paid off.  I can confidently say that you are now among the best and brightest at Berwick High School.

Please continue to believe in yourselves as much as I believe in you.  I look forward to watching you thrive over the next three years.  Remember, you can accomplish anything with very high standards.

I am here if you need help, advice, proofing or just a pep talk.

I am so proud of you!!!

Don't just reach for the stars, discover new ones!

You are amazing, and I will miss you!

Mrs. C