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Course: IB English I (11th Grade)
Name
E-mail
Ms. Michelle Alspaugh
MTAlspaugh@fcps.edu
Summer Assignment
Teacher
Cover
Sheet
Name(s):
Correia,
Alspaugh, and
Joyner
Course: IB English II (12 th Grade)
Teacher Name(s): Alspaugh and Thomas
Course: IB English II (12th grade)
Teacher Name(s): Alspaugh and Thomas
Assignment Title: Interactive Notebook for Dubliners by James Joyce
Assignment Summary and Purpose:
Read the first of the titles for IB English 12, Dubliners by James Joyce. Create 4 interactive
notebook entries in an 8 ½ X 11 college rule 3 subject notebook in order to track your
developing understanding of the text. Reading and handling this text will decrease the workload
of reading 7 works throughout the year and prepare you for the analytical thinking that this
course requires.
Due date(s)
Assigned during:
Due Date:
Summer 2013
The first day English class meets.
Estimated time needed to complete the assignment: __________7 --10 hours________________
Description of how the assignment will be assessed (attach rubric):
Students will be assessed using the attached rubric.
Students Arriving Late to the IB Program:
Students who transfer into the IB Program during the summer/fall or who have another approved excuse for not
completing the summer assignment by the given due date will have until the date of the summative assessment for
the unit (approximately 2 weeks). Students should carefully discuss these parameters with their IB English teacher
to ensure that all requirements are met within the established time frame.
Grade impact to overall course grade:
The IB English I summer assignment will count as a formative assessment (QUIZ). The IB English course uses the
following weighting scale:
Class work/Homework
10%
Quizzes
30%
Tests/Papers/Projects
60%
Point of contact(s) and contact information:
Updates and helpful documents may be found at http://mountvernonsummer.edublogs.org/
Dubliners by James Joyce
Interactive Notebook Summer Reading Assignment
Introduction:
Dubliners is not merely a group of short stories structured according to stages of human development.
Joyce meant Dubliners to be read as a novel of a city’s development, with its inhabitants growing from
innocence to experience. In a letter to a prospective editor, Joyce wrote:
My intention was to write a chapter of the moral history of my country, and I have chose Dublin for the
scene because that city seemed to me the centre of paralysis. I have tried to present it to the indifferent
public under four of its aspects: childhood, adolescence, maturity, and public life. The stories are
arranged in this order. I have written it for the most part in a style of scrupulous meanness and with the
conviction that he is a very bold man who dares to alter in the presentment, still more to deform,
whatever he has seen and heard.
(from Herbert Gorman, James Joyce, New York, 1940, V-iv. )
Directions:
1. Read Dubliners by James Joyce. It is available on
http://www.gutenberg.org/ebooks/2814 for free download. Alternatively, it is available for
$1.00 on Amazon.com
2. Purchase the following materials:
a) One 3 subject college rule notebook (8 ½ x 11 size please)
b) Colored pens/pencils
c) Tape/glue
3. Set up the notebook according to the following directions:
a.
b.
c.
d.
e.
f.
Cover has your first and last name
Two pages front and back for the table of contents
Page 1: Copy of the rubric
Page 2: List of possible activities for input/output
Page 3: Unit cover sheet that says Dubliners by James Joyce
Begin entry 1 on page 4 and 5.
The interactive notebook has an INPUT (right side) and OUTPUT (left side) construction to it:
Left Side
Characteristics
Colorful, creative, unique to
student Demonstrates
understanding
Pages numbered
date and subject title at
top of each page
Right Side
Characteristics
Content and concepts of
curriculum, notes in
Cornell style, teacher or
test driven,
Pages numbered
Date and subject title at
top of the page
List of Possible OUTPUT and INPUT Examples
Left Side Examples
Poems
cartoons
Analogies
Graphics
Sketches
Mind maps /thinking maps /illustrated concepts
Paraphrases
Annotated illustrations/sketches/clip art
Pictographs + words
Pictures/Photographs
Articles
Content topic song
T-chart
Venn diagrams or other graphic organizers
Illustrated dictionary entries of major concepts, themes, ideas
Illustrated timelines/ outlines
Metaphorical representations of ideas, symbols, concepts
Mosaics of visuals and words to represent similarities, differences, and
important concepts
Postcards—create them to summarize information with visuals to activate
visual learning
Journals from character or narrator perspectives
Brainstorming
Concept maps/flow charts
Right Side Examples
Graded Work
Lecture notes
Daily and homework assignments
Tests
Quizzes
Lab activities
Handouts
Rubrics
Vocabulary assignments
Focus, Do Now, or Warm Up Activities
Folding models
Book notes
Graphic organizers
Video/film notes
Guiding/Essential Questions
Writing Models
Lifted Text
Background information on genres
Class protocols or routines
Summaries/ Main Idea
Cultural/Historical Background on Text
Mini-lesson Practice
Dialectic Journals
Reader Response
Paste this page into your interactive notebook on page 2
In order to be successful, your interactive
notebook should showcase that you are
processing the information using a variety of
methods and that you are using higher level
thinking (top levels)
Simpler, more basic knowledge is the lower
two levels.
Remembering: can the student recall
define, duplicate, list, memorize, recall, repeat, reproduce state
or remember the information?
Understanding: can the student
explain ideas or concepts?
classify, describe, discuss, explain, identify, locate, recognize, report, select,
translate, paraphrase
Applying: can the student use the
information in a new way?
choose, demonstrate, dramatize, employ, illustrate, interpret, operate,
schedule, sketch, solve, use, write.
Analyzing: can the student
distinguish between the different
parts?
appraise, compare, contrast, criticize, differentiate, discriminate,
distinguish, examine, experiment, question, test.
Evaluating: can the student justify a
stand or decision?
appraise, argue, defend, judge, select, support, value, evaluate
Creating: can the student create new
assemble, construct, create, design, develop, formulate, write.
product or point of view?
Information on Entries (4)
1) Entry #1-Background information
 View the Biography.com documentary “James Joyce”
http://www.biography.com/people/james-joyce-9358676/videos/james-joyce-full-episode2073251470

Create an INPUT and OUTPUT entry in your interactive notebook. Your INPUT should
include a full page of notes on relevant biographical, historical, and cultural facts as depicted
in the documentary. Focus on the factors you would expect to have an influence on Joyce’s
writing and works.
2) Entries #2-4
 Read the assigned chapters (see graphic organizer) and complete the accompanying graphic
organizer. You can type directly into the graphic organizer (Word document) using 8pt font
to save on space. Once you have filled the boxes in each column for the assigned chapters,
print, and neatly paste the document into the INPUT (right side) of your notebook. For the
column titled “Annotations” write your annotations directly onto the printout. Then create
an OUTPUT for each section. Use the guiding questions, section titles, common themes, etc.
to guide your OUTPUT. Make an attempt to demonstrate your understanding of all three
short stories within that section (see graphic organizer). For more detailed instructions refer
to “Section/Chapter Graphic Organizer Instructions.”
Section/Chapter Graphic Organizer Instructions:

Guiding Question(s)-At the top of each graphic organizer is a brief overview of the section and a guiding
question or several guiding questions. Use these to help frame and organize/focus your OUTPUT entry for
each section. Your OUTPUT entry is not limited to answering the questions or responding to the
overview, but they should be addressed in your analysis.

Synopsis- A synopsis is a brief summary of the chapter. A complete or partial synopsis is provided for
some of the chapters. If a partial synopsis is provided, you must complete it (see “Araby”). If a synopsis is
not provided, you must compose your own. Use the examples provided in the graphic organizer as a
reference.

Tone/Diction/Imagery-For this section, you are asked to provide examples of Joyce’s development of
tone and use of diction and imagery. Joyce’s diction is extremely important to his writing style in
Dubliners. Not only does his word choice reflect the delicate balance of “scrupulous meanness” Joyce is
trying to obtain, but his careful selection of words underlines the images and themes Joyce threads
throughout the novel. For this activity, note word choices, use of dialect, images (such as light and dark,
motion and stillness, constraint and freedom, etc.), figurative language, unfamiliar vocabulary (religious
diction, etc.). When possible illustrate how language and style supports the development of setting,
character, and ironic tone.

Paralysis/Moral Decay-The central motif, which is responsible for the development of the universal
themes presented developed in Dubliners is the idea of paralysis and moral decay. Paralysis, as depicted
in Dubliners is a result of the effects of outside forces and individual moral decay. Track the characters as
they struggle to find their places in a world where they are continually buffeted by outside forces and
their own uncertainties. Examine Joyce’s commentary on the individual, community, society, and
humanity.

Epiphany -Joyce often ironically exposes his characters to moments of self-awareness or awareness of the
true nature of their environment. Joyce called these moments “epiphanies,” adapting the religious term
referring to the revelation of the infant Jesus to the Magi. The concept of epiphany is a dominating motif
throughout the work. It is your task to identify these epiphanies as they occur and document them in the
space provided.

Annotations: You are expected to annotate several quotations from Dubliners. You may be provided with
pre-selected quotations from the text, or you may be asked to choose quotations to annotate. After
printing the input page, annotate the quotations that have been provided or self-selected. A quotation
must be selected for each bullet point provided (usually one or two per story). Remember, annotating is
not merely an exercise in identifying literary and sound devices. It is an active exercise in engaging with
the text on several levels beyond the literal.
NOTE TO STUDENT: Every attempt should be made to extract meaning from this work. We recognize that the
language is difficult to comprehend at times, so try your best interest to look up the definitions to unknown
words and/or word phrases. Be aware that Joyce’s diction plays a very important role throughout the text;
therefore, it is imperative that you make every attempt to comprehend it.
Entry #____
Date: _______________
Dubliners (Joyce) Interactive Notebook Input: CHILDHOOD
Section I, Childhood, contains “The Sisters,” “An Encounter,” and “Araby”
A central theme in Section I of Dubliners is children’s sudden awareness that the adult world is not the place childhood
dreams have made it. Examine how and to what extent Joyce develops this theme throughout “The Sisters,” “An
Encounter,” and “Araby.”
SYNOPSIS
TONE/DICTION/
IMAGERY
“The Sisters”
PARALYSIS/
MORAL DECAY
EPIPHANY
A young boy must deal with the
death of Father Flynn, his
mentor, exposing him to
others’ opinions of the priest.
These force him to examine
their relationship and cause
him to see himself as an
individual for the first time.
SYNOPSIS
 “I am not long for this
world”
 “He was too scrupulous
always, she said.”
TONE/DICTION/
IMAGERY
“An Encounter”
PARALYSIS/
EPIPHANY
MORAL DECAY
Faced with boredom at school and
spurred by excitement found in
pulp magazine stories about the
American Wild West, two young
boys skip school to take a trip to
“The Pigeon-house.” Their
schoolboy lark and youthful
geocentricism are destroyed by an
encounter with an aging pervert.
SYNOPSIS
A young boy experiences first love, a
crush on a friend’s older sister.
Because she is unable to go to the
“splendid bazaar [Araby],” he
promises to buy a gift. This promise
becomes the basis of a romantic
quest. When he finally arrives at
Araby, his romantic illusions…
(Complete the synopsis)
ANNOTATIONS
ANNOTATIONS
 “He began to speak on
the subject of chastising
boys. His mind, as if
magnetized again by his
speech, seemed to circle
slowly round and round
its new centre.”
TONE/DICTION/
IMAGERY
“Araby”
PARALYSIS
EPIPHANY
ANNOTATIONS
* Gazing up into the
darkness I saw myself as a
creature driven by vanity;
and my eyes burned with
anguish and anger.”
*
Entry #____
Date: _______________
Dubliners (Joyce) Interactive Notebook Input: ADOLESCENCE
Section II, Adolescence, contains “Eveline,” “After the Race,” “Two Gallants,” and “The Boarding House”
In these stories adolescents and young adults become aware they are or will be trapped, creating in them moral or spiritual paralysis that
prevents them from escaping or avoiding the trap. How and to what extent does Joyce develop the motif of paralysis? What themes do
the ideas of paralysis surrounding the characters develop? COMPLETE THE GRAPHIC ORGANIZER FOR “EVELINE.” CHOOSE 2 OF THE 3
REMAINING STORIES (“After the Race,” “Two Gallants,” and “The Boarding House”) TO EXAMINE.
Title of Chapter/Story: “Eveline”
SYNOPSIS
TONE/DICTION/
IMAGERY
PARALYSIS/
MORAL DECAY
EPIPHANY
Eveline choose the familiarity of a
life in which she is mistreated by
her abusive father and takes the
place of her dead mother in
raising her younger siblings over
the fear of change represented by
starting a new life in a new
country with the man who loves
her.
ANNOTATIONS
* “A bell clanged upon her
heart. She felt him seize
her hand.”
*
Title of Chapter/Story:
SYNOPSIS
TONE/DICTION/
IMAGERY
PARALYSIS/
MORAL DECAY
EPIPHANY
ANNOTATIONS
*
*
Title of Chapter/Story:
SYNOPSIS
TONE/DICTION/
IMAGERY
PARALYSIS
EPIPHANY
ANNOTATIONS
*
*
Entry #____
Date: _______________
Dubliners (Joyce) Interactive Notebook Input: MATURITY (Adulthood)
Section III, MATURITY, contains “A Little Cloud,” “Counterparts,” “Clay,” and “A Painful Case”
The stories in this section explore the world of mature adults who are aware of the trap(s) into which they have fallen and the spiritual
and personal paralysis that led them there and keeps them there. How and to what extent does Joyce continue to develop themes related
to the motifs of paralysis, moral decay, and epiphany? What conclusions can you draw about Joyce’s observations on society? COMPLETE
THE GRAPHIC ORGANIZER FOR “A LITTLE CLOUD.” CHOOSE 2 OF THE 3 REMAINING STORIES (“A Little Cloud,” “Counterparts,” “Clay,” and “A
Painful Case”) TO EXAMINE.
Title of Chapter/Story: “A Little Cloud”
SYNOPSIS
TONE/DICTION/
IMAGERY
PARALYSIS/
MORAL DECAY
EPIPHANY
Little Chandler goes to a fancy bar to
meet his old friend Gallaher whom he
hasn’t seen in eight years. In those
years Gallaher has become a successful
writer for a newspaper in London and
Little Chandler has settled into a
mediocre job, marriage, and
fatherhood. His reunion with Gallaher
forces him to compare their two lives,
and this comparison makes him see
himself as hopelessly trapped in a dull,
depressing existence.
Title of Chapter/Story:
SYNOPSIS
ANNOTATIONS
*
*
TONE/DICTION/
IMAGERY
PARALYSIS/
MORAL DECAY
EPIPHANY
ANNOTATIONS
*
*
Title of Chapter/Story:
SYNOPSIS
TONE/DICTION/
IMAGERY
PARALYSIS
EPIPHANY
ANNOTATIONS
*
*
Entry #____
Date: _______________
A Work
 Many different
styles/techniques
 High degree of synthesis
and understanding
C Work
 1 major styles/technique
with clear color effort
 Pictures chosen show
limited/literal
comprehension and no
synthesis
Low C Work
 1 major technique and
limited quality execution
 Completely literal
understanding with no
application or synthesis of
the information