The Hate U Give by Angie Thomas
Chapters 3-10 Questions–Please answer–in complete sentences–one question per chapter:
(10 points per question—for a total of 80 points)
Chapter 3
Who was Natasha?
Who’s Mr. Lewis?
Who is Chris and why doesn’t Big Mav know about him?
Who’s King? What does the reader know about him?
Compare and contrast King and Big Mav’s tattoos–what does that tell us about their characters?
Chapter 4
Who is Uncle Carlos? What does he do for a living?
Explain the relationship between Uncle Carlos and Big Mav–what does each have against the other?
What’s Ms. Rosalie like? What did she do for Starr’s mother?
What did we learn about Khalil? (What was he involved in before his death?)
Chapter 5
How does Starr code-switch (change her speech and mannerisms) at school? Why? Is this a good thing? Are there any ways it might be a bad thing?
How did Hailey and Starr originally bond as friends? How does their friendship seem to be changing?
What’s happening between Starr and her boyfriend Chris (why has Starr been upset and ignoring his texts)?
Why do you think Seven tensed up when the police car pulled up next to him?
What happens at the hospital? How does Starr feel about Ms. Brenda? Why do you think Starr’s mother is so nice to Ms. Brenda?
Chapter 6
How does Starr code switch at the police station?
How do the police question Starr? What are they focusing on in the questioning? Why?
How is speaking out about Khalil’s death already proving difficult?
Chapter 7
The press has finally printed a story about Khalil. Where did they get their information from? How might that information have been biased?
What happens between Starr and Hailey? What is the reader learning about Hailey’s character?
Describe Starr and Uncle Carlos’s relationship.
Chapter 8
April Ofrah of Just Us for Justice is introduced. What new information does she share about the investigation?
Who makes an unwelcome appearance at Khalil’s funeral? Why is this especially unsettling?
We find out more about the history between Big Mav and Iesha, Seven’s mother: what was their relationship? What does this show the reader about King’s treatment of women?
What offer did Ms. Ofrah make Starr’s family?
Chapter 9
What’s happening in Garden Heights?
What’s the news saying about Khalil and the investigation?
What happens in the park with the Garden Disciples? Who’s DeVante?
Chapter 10
Big Mav explains his interpretation of THUG LIFE. How is America a system designed to keep minorities and the poor oppressed? How is education used as a tool for both oppression and fighting one’s oppressors? Why are people rioting? What realization does Starr have about speaking out?
Why is DeVante trying to hide in the store? What does Big Mav agree to do? Where does DeVante stay?
What are Starr’s parents arguing about at the end of this chapter?
(80 points total–10 points per question)
Scoring Guide:
Excellent (80): Exceeds expectations; demonstrates exceptional performance.
Good (70-79): Meets expectations; demonstrates proficiency and understanding.
Fair (60-69): Partially meets expectations; demonstrates some proficiency but with room for improvement.
Poor (50-59): Does not meet expectations; demonstrates limited proficiency and understanding.
Le Morte D‘Arthur (“The Death of Arthur”) by Sir Thomas Malory
(1470-1485)
The questions below are based on (VOLUME I) BOOK I–Chapters 1-27: https://www.gutenberg.org/files/1251/1251-h/1251-h.htm#part01
Epic romance
The concept of chivalry and loyalty
The Knights of the Round Table
The idea of democracy
Answer the questions in complete sentences:
1. How does Malory introduce key characters such as King Uther Pendragon, Merlin, and Sir Ector in Book I? What traits or characteristics do these characters exhibit, and how do they shape the narrative?
2. What do we learn about King Arthur’s character in Book I? How does his upbringing and early experiences influence his later actions as king?
3. Honor, loyalty, and chivalry are important themes in Arthurian literature. How are these themes portrayed in the actions and decisions of characters like King Uther, Merlin, and Arthur in Book I?
4. Discuss the significance of symbols such as Excalibur, the sword in the stone, and the Round Table in Book I. What do these symbols represent?
5. Explore the moral dilemmas faced by characters in Book I, such as King Uther’s deception and Arthur’s struggle to balance justice and mercy. How do these dilemmas reflect ethical questions concerning power, authority, and responsibility?
(50 points–10 points each)
research paper
(NOTE: Grateful acknowledgment is made to Tracey Grau of the University of North Texas, from one of whose English syllabi this assignment description has been quoted and adapted.)
A one-page, one-paragraph, double-spaced, typed paper is required for selected major texts (5 throughout the semester). Each paper is an opportunity for the student to sustain a thoughtful discussion about a specific topic from the reading. These papers are meant to prepare students for class discussion, to deepen their understanding of the texts, and to encourage them to make connections among the various texts we read. The papers are evaluated on a 100 point scale.
For credit a response paper must meet the criteria listed below. Note that a response paper does NOT summarize; instead, it should, in some way, make a point and substantiate that point with specific examples from the text in question. In short, the writer should seek to make an interpretive claim, to draw a conclusion, or to make an application about the text.
Criteria for Response Papers:
The student should apply his or her own critical thinking to the text by questioning it, analyzing it, evaluating it, arguing for or against a particular idea, or extending its argument.
The paper should follow MLA format for heading, spacing, margins, and
The paper should be one full typed page (no more, no less), using 12-point font, preferably Times New Roman.
The title should be It should not be emphasized in bold or italics. It should reflect the writer’s main point.
The paper should be limited to a single main idea, question, topic, or line of thought, preferably in a single paragraph.
The student should use the text to substantiate that main idea or to answer/explore that question, WITHOUT merely summarizing the text. In addition, on occasion and if appropriate, the writer may use his or her own personal experience to reflect on the particular
The paper should quote briefly, at least once, from the text. Quotations must 1) accurately reflect the text’s meaning; 2) be integrated into the writer’s own sentence structures and ideas; and 3) be cited correctly.
The paper should anchor the composition to the text but extend the discussion by adding to it the writer’s own conclusions.
The student should revise the paper as many times as necessary to meet these criteria, and also to ensure that the paper is written in a pleasing style and free of errors in grammar, spelling, punctuation, and mechanics. The student should ALWAYS edit and spell check using not just a word processor but his or her own eyes and intelligence.
NOTE: I do NOT recommend, require, or encourage the use of secondary sources in writing these response papers. The primary purpose of the assignment is for each student to have an idea about the work of literature and then to articulate and substantiate that idea in writing. Reading what someone else thinks about the work may impede this process.
