Amanda-Clearcreek High School Summer Assignments. This document contains the summer assignments for the Advanced, Honors, or AP courses listed below.

Transcription

1 Amanda-Clearcreek High School Summer Assignments This document contains the summer assignments for the Advanced, Honors, or AP courses listed below. Please make sure you look at the appropriate list for the course you are enrolled in. The assignments are in the same order in the document as they are on the list below. All reading selections should be completed by the first day of school. Summer reading lists have been included for the following courses: Advanced English II (located on page 2) Advanced English III (located on page 3) AP Language and Composition (located on page 4) Honors English IV (located on page 5) AP Literature and Composition (located on pages 6-8) AP Biology (located on pages 9-10)

2 Advanced English II Required Summer Reading All students enrolled in Advanced English II for the school year will read two (2) assigned books during summer break. This assignment is not optional. Book 1 Book 2 The Alchemist by Paulo Coelho Choose one from the following list: o Harry Potter and the Cursed Child by J.K. Rowling o It s Kind of a Funny Story by Ned Vizzini o I Am the Messenger by Markus Zusak o Ready Player One by Earl Cline o The Graveyard Book by Neil Gaiman o The Perks of Being a Wall Flower by Stephen Chbosky o Unwind by Neal Shusterman Additional Information During Reading Take notes as you read each book. Suggested topics are: characters, events, important ideas/major themes, literary elements/devices, important quotations. Taking notes will help you read the text actively, and you will be able to use your notes when completing assignments over the books. After Reading You will complete assignments connected to these readings during the first two weeks of school. You will be asked to discuss the books, write about the books, and complete an assessment of your understanding of the books. Advice 1. Find your books early. 2. Figure out a reading schedule to help pace yourself. 3. Work consistently and don t procrastinate. 4. Take notes as you read. Resources Some information about the books and other resources will be available on my classroom website by June 1. The website address is: Contact Information mwilliams@amanda.k12.oh.us Remind Student Messages: Text 382fhb to Remind Parent Messages: Text adviip to Final Thought One purpose of literature is to expose people to ideas and situations they would never experience in real life. You do not have to enjoy every book you read, but you should be able to gain new knowledge or understanding from the experience. Please choose something you think you ll like and read with an open mind. Good luck and I ll see you in August!

3 Advanced English III If you are enrolled in Advanced English III for the school year, you will need to read the following novels during summer break. You will be assessed on these works within the first week of class. This assignment is NOT optional; it will count for your first course assessment grade. As you read each novel, you will need to annotate in a notebook. When you annotate, your focus should be on character development, character relationships, major themes, symbols, the author s choice regarding setting/structure, and significant quotations. It is your choice how you want to document your findings. Some students find it easier to document each novel by chapter. Other students prefer to divide the above categories into a graphic organizer and keep a running list for each novel. Please note that your notebook will be collected and factored into your first course assessment grade. You will be expected to read the two selections below: -Things Fall Apart by Chinua Achebe It is important to document character names in this novel because the names are native, and they tend to be confusing -Of Mice and Men by John Steinbeck Please be aware of the controversial issues that surround this novel: racism, violence, language, and the intellectually disabled If you have any questions during the summer, please me at ahall@amanda.k12.oh.us

4 AP Language and Composition Required Summer Reading All students enrolled in AP Language and Composition for the school year will read two (2) assigned books during summer break and three (3) short essays. This assignment is not optional. Book 1 Book 2 Essays Choose one from the following list: o In Cold Blood by Truman Capote o Nickle and Dimed by Barbara Ehrenreich o The Immortal Life of Henrietta Lacks by Rebecca Skloot Choose one from the following list: o Angela s Ashes: A Memoir by Frank McCort o Black Like Me by John Howard Griffin o I Am Malala by Malala Yousafzai o Profiles in Courage by John F. Kennedy o Reading Lolita in Tehran by Azar Nafisi Choose one set of essays from the following list (Each group contains 3 essays. Full copies of the essays can be found on the class website.): o Essay Set #1 Mind over Mass Media by Steven Pinker Hal and Me by Nicholas Carr Our Semi-Literate Youth? Not So Fast by Andrea Lunsford o Essay Set #2 Let Stars Get Paid by Michael Rosenberg College Athletes Should Not Be Paid by Joe Posnanski How Big-Time Sports Ate College Life by Laura Pappano Additional Information During Reading Take notes as you read each book. Suggested topics are: characters, events, important ideas/major themes, literary elements/devices, important quotations. Taking notes will help you read the text actively, and you will be able to use your notes when completing assignments over the books. After Reading You will complete assignments connected to these readings during the first two weeks of school. You will be asked to discuss the books, write about the books, and complete an assessment of your understanding of the books. Advice 1. Find your books early. 2. Figure out a reading schedule to help pace yourself. 3. Work consistently and don t procrastinate. 4. Take notes as you read. Resources Some information about the books and other resources will be available on my classroom website by June 1. The website address is: Contact Information mwilliams@amanda.k12.oh.us Remind Student Messages: Text afg72 to Remind Parent Messages: Text 8kb7g to Final Thought One purpose of literature is to expose people to ideas and situations they would never experience in real life. You do not have to enjoy every piece of literature you read, but you should be able to gain new knowledge or understanding from the experience. Please choose something you think you ll like and read with an open mind. Good luck and I ll see you in August!

5 Honors English IV Summer Reading List Mrs. Olsen *If you have enrolled in Honors English IV for the school year, you will need to read the following selections during summer break. You will be assessed on these works within the first week of classes. This assignment is NOT OPTIONAL; it will account for your first course grade. As you read, you need to annotate and take notes (these will be checked at the beginning of school). You should make note of the characters, major themes, symbols, the author s choice regarding the setting/structure, and important quotations. You will be expected to read three selections as directed below: 1. Choose two novels from the following list: Great Expectations by Charles Dickens Gulliver s Travels by Jonathan Swift Frankenstein by Mary Shelley A Brave New World by Aldous Huxley Pride and Prejudice by Jane Austen Cloud Atlas by David Mitchell Never Let Me Go by Kazuo Ishiguro Choose one play from the following list: A Midsummer Night's Dream by William Shakespeare As You Like It by William Shakespeare ***If you have any questions during the summer, me at solsen@amanda.k12.oh.us

6 AP English Literature and Composition Summer Reading Assignment Mrs. Singleton Objectives: To build competence as readers of complex texts To enter the class with a basis for discussion of literature elements like theme, narrative, viewpoint, symbolism, plot structure, etc. To establish a basis for comparison with other works we will read in the class To provide a repertoire of works you can write about on the AP Lit exam next spring To learn to read with purpose If you are able to purchase your own copies of these books, you can annotate as you read and will have the books to refer to in the class. This is ideal because annotations will be expected throughout the course. If not, you can find these works in the local library or online. The titles, ISBN numbers, and publishers are provided if you wish to purchase your own. Although video versions of your book may exist and can be enjoyable, they differ greatly from the written word; it is better to rely on the works themselves. Some of the works may contain somewhat explicit language, sexual references, or mature subject matter. Feel free to make another choice, but please be advised that many of the works recommended for this course do contain such content at times. Grading: This will be your first test grade for Quarter 1. It will be graded based upon your deeper insights on how literary/rhetorical devices as well as evidence add meaning to the text. Surface level interpretations as well as those found on websites such as Sparknotes are not considered AP- level work. You will be rewarded for your own thoughts and ideas. *Plagiarism: Any student found to have used another person s ideas or words including classmates or online resources will receive a zero for the assignment, a parent conference, and any other appropriate consequence as indicated in the student handbook. Heading: Please use this MLA format heading for all papers. Name AP English Literature and Composition Mrs. Singleton Date Relevant Title **The assignments below are due the first day of school. Bring your handwritten copies to class. *No work will be accepted late. ASSIGNMENT #1: Reading Journal: Please use notebook paper for this assignment and the title for your heading is Frankenstein. Assignments should be neatly handwritten, no typing, please. Write on front and back of the pages. (75 pts.) Purpose: In AP Literature and Composition, you are forced to revisit literary and rhetorical devices multiple times. Knowing what these devices are, how to find them, and show how they add meaning will be the basis of the work in this class. Text: Frankenstein by Mary Shelley (a print version is preferable) Paperback: 166 pages Publisher: Dover Publications; Third Edition ISBN-13: *Reading: I strongly recommend reading Frankenstein multiple times over the summer. Try to have your final reading take place shortly before school starts, that way it will be fresh in your mind. Frankenstein is a very exciting tale; show up ready to discuss it when school resumes. We will begin Quarter 1 discussing this novel, and you should be prepared to discuss the themes, language, and literary devices in the novel.

7 Reading Journal (75 points or 1 points per entry) Closely read the novel: 75 entries, equally distributed over the entire book, about 3 entries per chapter. Organize each entry in the following manner: Heading: * Chapters need only appear once for all quotes within the chapter Chapter # A. page in text B. quotation from text C. label (literary/rhetorical device) D. explain writer s intended effect on the reader and how it adds meaning to the text The following is a sample Reading Journal entry: CHAPTER 1: A. page 18 B. He came like a protecting spirit to the poor girl, who committed herself to his care; C. simile D. The man is being compared to a spirit that protects the girl from harm. This simile helps portray a positive tone and shows us more about Victor's father's characteristics. There are many references to spirits and heavenly attributes throughout descriptions of the characters in the novel. This gives the reader an overall sense that the ideas of a heavenly power or religious spirit will be important in the novel and determines a character s demeanor. ASSIGNMENT #2: Read one book from the reading list found below to annotate. These works are of recognized Literary Merit and come from the College Board in Princeton, New Jersey, in its guidelines for Advanced Placement English literature courses. The purpose of this assignment is to add to your reading experiences and to develop your critical thinking skills. DO NOT choose a book on this list that you have already read! In preparation for the AP Literature exam you will need to be familiar with a wide range of literature. The more you read books of literary merit, the more prepared you will be. I encourage you to visit the College Board website to review sample questions, additional preparation suggestions, and lists of literary works that often appear on the exams. You will be assessed during the first week of school on the novel you have read for this assignment, using an AP exam prompt. Use the guidelines on the following page to annotate the book you have read. This will help you to organize your thoughts, connect with the text, and remember it when school resumes. Additionally, you will be completing annotations for all the texts you read during the course. Choose ONE: Crime and Punishment by Fyodor Dostoevsky The Heart of Darkness by Joseph Conrad Ceremony by Leslie Marmon Silko Beloved by Toni Morrison Jane Eyre by Charlotte Bronte Song of Solomon by Toni Morrison The Adventures of Huckleberry Finn by Mark Twain The Awakening by Kate Chopin Glass Menagerie by Tennessee Williams Obasan by Joy Kogawa Death of a Salesman by Arthur Miller A Farewell to Arms by Ernest Hemingway Great Expectations by Charles Dickens Invisible Man by Ralph Ellison Moby Dick by Herman Melville Billy Budd by Herman Melville King Lear by Shakespeare Wuthering Heights by Emily Bronte As I Lay Dying by William Faulkner Bless Me, Ultima by Rudolfo Anaya The Mayor of Casterbridge by Thomas Hardy All the Pretty Horses by Cormac McCarthy Ethan Frome by Edith Wharton Lord of the Flies by William Golding

8 The Poinsonwood Bible by Barbara Kingsolver 1984 by George Orwell Animal Farm by George Orwell The Stranger by Albert Camus Pride and Prejudice by Jane Austen The Scarlet Letter by Nathanial Hawthorne One Hundred Years of Solitude by Gabriel Garcia Marquez Additional Reading: If you have little knowledge of Greek/Roman mythology, obtain a copy of Edith Hamilton s Mythology (from the library or bookstore) and familiarize yourself with the Greek and Roman gods, goddesses, and myths covered. Many works of literature assume knowledge of this subject. -Ideas for Annotating Literature *Helpful Hints Use a pen so you can make circles, brackets, and notes. If you like highlighters use one for key passages, but don t get carried away and don t only highlight. Look for patterns and label them (motifs, diction, syntax, symbols, images, behavior, etc.). Mark passages that seem to jump out at you because they suggest an important idea or theme or for any other reason (an arresting figure of speech or image an intriguing sentence pattern, a striking example of foreshadowing, a key moment in the plot, a bit of dialogue that reveals character, clues about the setting etc.). Mark phrases, sentences, or passages that puzzle, intrigue, please or displease you. Ask questions, make comments, talk back to the text. At the ends of chapters or sections write a bulleted list of key plot events. This not only forces you think about what happened, see the novel as whole, and identify patterns, but you create a convenient record of the whole plot. Circle words you want to learn or words that jump out at you for some reason. If you don t want to stop reading, guess, then look the word up and jot down the relevant meaning later. It is often helpful to put the relevant meaning in your own words. The Harvard College Library has posted an excellent guide to annotation, Interrogating Texts: Six reading habits to Develop in your First Year at Harvard. If you still need help, please visit this supportive essay on how to annotate a text, --Theme vs. Thematic Concepts A thematic concept is the generalized idea from which we can derive a theme. For many years you may have thought that these concepts were actually themes, but in reality they are not. We have all seen them. We search Sparknotes for important themes and are given items such as love or chaos vs. order. These are in fact thematic concepts. Themes are derived from thematic concepts. If one sees ideas of death or corruption, he or she may say the thematic concept is death or corruption. Now, we must go one step further to understand the actual theme. What is the piece saying about death? What is it saying about corruption? Theme examples: 1. Death is inevitable. 2. It is human nature to fear death. A theme must: 1. Be a complete sentence 2. Never be a moral 3. Be universal 4. Never be a cliché 5. Be about life or human nature

9 AP Biology Summer Reading Assignments Welcome to AP Biology! You are about to embark on one of the most interesting journeys that you will ever take. Although many will be challenged by the sheer volume of work, all of you will gain a wealth of knowledge that will lead to success in the future. Your first assignment is to read a nonfiction book related to Biology. It may be a biography of a famous biologist, a book of essays, or a book about any biological topic that interests you. It cannot be science fiction or a textbook, and it must be about biology, not other sciences. If you are not sure that your book is appropriate just ask, most importantly though, the book must be of interest to you. Please check with me before selecting a title. (cmontoney@amanda.k12.oh.us) You may choose a book from the list attached. Most of these books can be found at a public library. Many of them can be found at Amazon.com or in any large, comprehensive bookstores. On the first day of class, August 15, 2017, I will expect a journal-style article of no fewer than 1000 words TYPED. It may be informal writing, but it must observe the conventions of good grammar and spelling. You will include the following information: 1. The book title and author s name(s); 2. A paragraph telling why you chose this book; 3. A synopsis of what the book is about; 4. A description what you learned from reading it; 5. An explanation of how you think your book is relevant to the study of biology as a whole; 6. A list of questions that the book led you to ponder; 7. An explanation of why the book was worthwhile reading and why you would recommend it to a friend. 8. Be prepared to lead a class discussion relating the material you read to your fellow AP Bio classmates. See the Oral Presentation Rubric for more information. This assignment will be your ticket of admission to AP Biology class on the first day of school and will count as a part of your first quarter grade. I strongly urge you to begin these assignments early and not to wait until the week before school. There are no extensions. RECOMMENDED Reading: Your Inner Fish by Dr. Neil Shubin Endless Forms Most Beautiful by Sean Carroll The Omnivores Dilemma: A Natural History of Four Meals by Michael Pollan Oxygen: The Molecule That Made the World by Nick Lane Trident K9Warriors, by Mike Ritland and Gary Brozek The Violinist s Thumb by Sam Kean Emperor of All Maladies by Siddhartha Mukherjee Power, Sex, Suicide: Mitochondria and the Meaning of Life by Nick Lane His Brother s Keeper: A Story from the Edge of Medicine by Jonathan Weiner Guns, Germs, and Steel by Jared Diamond Song of the Dodo by David Quammen The Agile Gene by Matt Ridley (or anything by this author he s very good) Flu: The Story of the Great Influenza Pandemic of 1918 and the Search for the Virus That Caused It by Gina Bari Kolata The Selfish Gene. Dawkins, Richard. Oxford University Press, New York, [noted biologist looks at the relationship between Darwinian evolutionary theories and social behavior in human beings]

10 Microbe Hunters de Kruif, Paul. Harcourt, Brace & World, New York, [a classic book about the lives and discoveries of 12 scientists who studied bacteria, including Pasteur, Koch and Walter Reed] Darwin Desmond, Adrian & James Moore.. Warner Books, New York, [a long but excellent biography of Charles Darwin] New Guinea Tapeworms and Jewish Grandmothers Desowitz, Robert S.W.W. Norton, New York, [subtitled, Tales of Parasites and People, the parasitologist author writes essays about the health problems of Third World countries in an informative and interesting manner] Ants at Work Gordon, Deborah.. The Free Press, New York, [a fascinating account of how ant societies are organized] Microcosmos: Four Billion Years of Microbial Evolution. Margulis, Lynn & Dorian Sagan. Simon & Schuster, New York, [a study of evolution of life on earth with an emphasis on microbes] Tears of the Cheetah O Brien, Stephen J.. Thomas Dunne Books, New York, [great book that delves into the genetics in exotic animal species and then draws human parallels such as how mapping the genome of a domestic cat solved the murder of a woman in Canada] The Immortal Life of Henrietta Lacks Skloot, Rebecca., Crown Publishers, NY, 2010 The Herring Gull s World. Tinbergen, Niko. Harper & Row, New York, [a description of the social behavior of herring gulls by the Nobel Prize winner who studied these birds for a lifetime DNA The Secret of Life Watson, James D.. Alfred Knopf, New York, [charts the entire genetic revolution from the discovery of DNA through mapping the human genome, through what the future holds in terms of genetic engineering] Survival of the Sickest: The Surprising Connections Between Disease and Longevity by Sharon Moalem Madness and Memory A study of Prions-A new Biological principle of disease by Stanley Prusiner The Future of the Mind The scientific quest to understand, enhance and empower the mind by Michio Kaku The Blue Death: Disease, Disaster, and the Water We Drink by Robert D. Morris The Beak of the Finch: A Story of Evolution in Our Time by Jonathan Weiner Why Zebras Don't Get Ulcers by Robert Sapolsky Mountains Beyond Mountains: The Quest of Dr. Paul Farmer, a Man Who Would Cure the World by Tracy Kidder A Life Decoded: My Genome: My Life by J. Craig Venter Stiff: The Curious Lives of Human Cadavers by Mary Roach The Spark of Life by Frances Ashcroft The Ghost Map by Steven Hohnson Polio: An American Story by David Oshinsky Deadly Dinner Party by Jonathan Edlow