English 2 Honors Summer Homework Assignment

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1 English 2 Honors Summer Homework Assignment Dear Prospective English 2 Honors Students: Attached you will find the summer reading and writing assignments required for entry into the course this fall. It is critical that you complete all parts of the assignments. Please feel free to contact Ms. Pidduck or Ms. Eglitis via e mail ( and if you have any questions or concerns regarding the assignments. Have a great summer and we look forward to working with you next year! Assignment specifics: 1. The Catcher in the Rye by J.D. Salinger is your summer reading assignment. You may either check out the novel from our textbook room prior to the end of the school year, or you may purchase a copy from a book store. 2. Respond to all questions in an insightful manner and make sure that your work reflects your own voice. Do not forget: We are interested only in your unique perspective and interpretations, no one else s! 3. Type all parts that require you to use a separate sheet of paper. The remaining questions with answer spaces i.e. boxes and lines can be answered in the packet, however please write legibly. 4. Due Date: First day of school Happy Reading!

2 ASSIGNMENT #1: SHORT ANSWER QUESTIONS (50 pts) Respond to the questions below using Cornell Notes format. You may type your answers if the space provided is not sufficient. QUESTIONS COMMENTARY/ ANSWERS 1. Explain how J.D. Salinger s using Holden as the narrator affects our understanding of the events in The Catcher in the Rye Why can Holden honestly communicate with Phoebe when he cannot with anyone else? Characterize J.D. Salinger s style of writing. How does it contribute to the value of the novel? Is Holden normal? Do you think other students at Pencey felt the same way he did? Did you enjoy reading Catcher in the Rye? Why or why not? Reflect. 5.

3 ASSIGNMENT # 2: The Catcher in the Rye Character Poems (40 pts) Compose a series of four poems and/or songs in the voices of characters from The Catcher in the Rye (listed below). (You may want to imagine that you have been hired to turn the novel into a musical or even a modern opera). Picture the character at a specific moment in the novel. Imagine what he/she is thinking and feeling at that moment about Holden, about that present time and place, about his/her life. What is the character hoping or fearing or regretting? What is the character looking at or hearing, and what does it cause him/her to think about? The title for each poem/song should contain the character s name and at least one prepositional phrase indicating where or when that character is speaking (e.g. Holden Caulfield in his room at the Edmont ). Be creative. The scene can extend beyond the literal settings of the novel (e.g. D.B. in his jaguar on the way to visit Holden ). The scene can occur before or after an actual moment in the novel (e.g. Horwitz in his cab after Holden leaves ). The poem/song does not have to be long, but it should communicate clearly the thought or mood of that character at that moment in a voice and language appropriate to that character. The poems should be presented in chronological order. Mr. Antolini Bernice Krebs James Castle Allie Caulfield D.B. Caulfield Holden Caulfield Phoebe Caulfield Faith Cavendish Jane Gallagher Sally Hayes Horowitz (cabbie) Stradlater Maurice Mrs. Morrow Mr. Spencer Sunny Ackley Others?

4 ASSIGNMENT # 3 Teaching Poster Projects (100 pts) POSTER PROJECT FORMAT. Your project must satisfy ALL of the following criteria: o Project is drawn or mounted on posterboard. o Rule lines (base, mid, and top) have been drawn lightly in pencil with a ruler. o Rule lines have been neatly and carefully erased after drawing materials have dried thoroughly. o Any material that has been cut out is trimmed neatly and precisely. Straight edges are straight. Irrelevant background is trimmed out. o Projects are decorated colorfully with paint, colored pencils, felt tip pens, crayon, pastels, or another medium specifically approved by the teacher. o Projects are illustrated with original artwork, traced or copied artwork, graphic designs, or appropriate photographs cut from magazines. o Your name must appear on the front of the project, discreetly, but legibly, in small print. o No words are misspelled. o No punctuation errors are made. o No capitalization errors are made. o No usage errors are made. Watch out for pronoun and verb errors. A wise student would sketch all lettering or drawings lightly in pencil and proofread several times. A very wise student would enlist the aid of several proofreaders. POSTER PROJECT TOPICS. The purpose of these posters is to visually illustrate major concepts from the work studied. In order to receive a good grade, your poster project must TEACH something about the work. Looking at your poster should enlighten the viewer. CHOOSE ONE: 1. PLOT: Diagram the main plot and any subplots. Find a visual way to demonstrate and illustrate the various conflicts, turning points, connections between plot and subplot, and so on. You might also consider examining parallel or recurring events. 2. TIMELINE: Prepare an illustrated timeline of events in the work. Although the actual events may not be revealed chronologically (by recollection and flashback perhaps), remember to proportion the length of the line to the total number of years the work covers. Include illustrations or quotes at major points on the line. 3. MAJOR CHARACTER: Prepare a poster portrait of one of the major characters. Include an illustration of the character as described by the author and include significant quotes from the work which demonstrate the various methods of characterization name, physical description, what the character says, what the character does, how other characters react to your character, etc. 4. CHARACTER COMPARISON: Prepare a poster comparing and contrasting two of the major characters who can be analyzed as doubles and/or opposites. Include an illustration of each character as the author describes them and include significant quotes from the work which demonstrate the various methods of characterization names, physical descriptions, what the characters say, what the characters do, how other characters react to your characters, etc.

5 5. CHARACTER RELATIONSHIPS: Make a cluster diagram showing the relationships of the characters to each other. Include a sketch of each character or perhaps a specific object associated with each one. Also include a characteristic saying or a significant quote about each. Start with the main character(s) at the center. 6. CHARACTER SYMBOLS: Frequently, characters in a work are associated with particular objects which take on a symbolic value. Prepare a chart showing characters and appropriate objects, explaining how the object represents the character. If no object is actually associated with the character in the work, you may choose an object which you think would be appropriately symbolic for your characters and explain your choices. 7. SYMBOLIC RECIPES: Write and illustrate symbolic recipes for major characters, events, and/or themes in the work. Remember to follow recipe format for ingredients and method of preparation, but think symbolically. A cup of evil, not a pound of flesh. 8. SETTINGS: Illustrate the major settings, including descriptive quotes from the work and indicating major events that occurred at each setting. If appropriate, consider using a map format. 9. IMAGE STRANDS: Prepare a chart showing specific examples of the major image strands in the work, including quotes as appropriate. Write a brief statement analyzing the effect of each image strand. (Hint: colors, animals, nature, darkness and light, etc.) 10. FIGURATIVE LANGUAGE: Find several examples of various figures of speech: hyperbole, metaphor, simile, personification, etc. Prepare a chart listing and illustrating your examples. 11. SIGNIFICANT LINES: Select what you consider to be the most important quote, quotes, or longer passage in the work. Prepare a collage which truly illustrates the meaning of the lines from the work. Include the lines themselves and cite the page numbers.

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