Pre-AP 9 th Grade Summer Reading Assignments Ms. Halada & Mrs. Miller Due Date: Friday, August 7, 2015

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1 Pre-AP 9 th Grade Summer Reading Assignments Ms. Halada (jehalada@dcboe.com) & Mrs. Miller (mmiller@dcboe.com) Due Date: Friday, August 7, 2015 Congratulations on your enrollment in the 9 th Grade Pre-AP Literature & Composition class for the school year! This Pre-AP class includes a summer reading component with required reading and responding. Getting started in the summer provides you with initial preparation for the course you will take next year and allows you the flexibility to work on your own schedule at your own pace; however, do not wait until the last minute to complete the three assignments! Regardless of when you have the class, 1 st or 2 nd semester, these three assignments are due by August 7 th. Please turn in your assignments to Ms. Halada, room 6102 or Mrs. Miller, room Completed assignments may be submitted early at the BHS Back to School Open House Thursday, August 6th. 1. Book Cards for Animal Farm by George Orwell 2. Double-Entry Journal based on a Pre-AP Summer Reading Book of Choice 3. Pre-AP Literary Vocabulary Flash Cards Purchasing Animal Farm is not required but strongly suggested, so you can make annotations inside your own personal copy while closely reading the novel. The annotation process can often become tedious and time consuming; however, if notations are purposefully done, you should experience greater success with insight and understanding of a literary work. WE ANNOTATE EVERYTHING WE READ IN PRE-AP. If purchasing the book is not possible due to financial hardship, a limited number of copies of the book may be checked out on a first come, first serve basis from Carol Widner, Secondary Literacy Coach at Bainbridge Middle School. The books will be turned back in with the summer reading assignments. If the book has been damaged in any way or has been written in, the student is then responsible for the cost of the book. Animal Farm is a classic and can also be found online for free download from various websites. Students may also check out a copy of the novel from the public library. ***NOTE - Students are asked to use their own thoughts, observations, and words on these assignments. Copying information from Sparknotes.com, Enotes.com, or any other source is prohibited and considered plagiarism and is unacceptable. Students must remember that Mrs. Miller and Ms. Halada have access to these same sources and will be checking. We look forward to working with you in 9th grade Pre-AP English. ***Take risks with these assignments don t worry about whether your reaction is the right one or not just let it be yours and not compliments of Sparknotes. Have a great summer, and we look forward to meeting you in the fall. Please one of the Pre-AP Lit./Comp. teachers if you have ANY questions. addresses are given above. Book Card Rubric: Title, the author, student s full name 4 pts. Setting (times, places, social context) 6 pts. Character Descriptions w/ 2 direct quotes 25 pts. Craft & Structure 25 pts. Theme 15 pts. Plot summary 25 pts. Total: 100 pts. Pre-AP Summer Reading Assignment #1: Book Cards

2 ELACC9-10L1, ELACC9-10L2, ELACC9-10L3, ELACC9-10L4, ELACC9-10L5, ELACC9-10L6 Animal Farm by George Orwell For the novel listed above, complete the book card assignment following the directions listed below. *Use 4 X 6 index cards *Handwrite in black ink typed assignments will not be accepted. *Observe paragraphing - Paragraph format with topic sentences not bulleted points. *Use your own words *Use complete sentences on ALL cards. *Place the cards in a zip-lock sandwich bag or use a rubber band to secure them. Include the following cards: 1. Cover Card: Print the Title of the Book and the Author s Name. Also, include your full name and the name of the class., Pre-AP 9 th grade Lit./Comp. (You may receive 2 extra points for creativity and/or artwork on cover.) 2. Setting Card: time period, place or geographical locations, social context (what s going on in society) 3. Character Cards: Identify & Describe the Characters (at least 3 characters) At least one 4x6 card per character - Fill the card with descriptions and information about the character. Also, identify whether or not the character(s) are the protagonist, antagonist, dynamic, static, flat, round, etc. On the back of the card, include two important quotes as evidence of direct or indirect characterization. Be sure to include the page/pages where the quotes are found in the book. Use MLA format for citations. Please remember the difference between dialogue and a direct quote taken from text as evidence. 4. Craft & Structure The writer s distinctive manner of arranging words and phrases to suit his or her ideas and purpose in writing is the use of elements of style. Students are to select only three specific elements found in the novel and write a card for each. At least one 4x6 card per element explaining the representation and significance/meaning of the element Include two important direct quotes from the text as examples of the element. Be sure to include the page/pages where the evidence is found in the book. Elements of style may include the use of the following: Tone: speaker s attitude Point of View Figurative Language: metaphor, simile, personification, allusion Use of Time: flashback, framework, or flashforward Imagery (words or phrases that express one or more of the 5 senses) Symbols Mood 5. Plot Summary Cards 4 to 6 cards summarizing the novel from beginning to end written in your own words. Please do not write on the back of these cards. 6. Theme(s) Card(s): On the theme card or cards use the following format for each one: The by is about and reveals. (genre + Title) (Author) (Topic/abstract concept) (Opinion statement about topic and its universality) For example: The historical novel Night by Elie Wiesel is about the atrocities of the Holocaust and reveals that the human spirit can prevail in difficult situations. Pre-AP Summer Reading Choice List: Double-Entry Journal Assignment #2

3 Directions: Read and select one book from the list of young adult books listed below. While you read a book of your choice, you will complete a double-entry journal as outlined on the reverse of this assignment. The use of a journal will help you discover meaning through the rethinking of what you have read. It is a place for you to examine your own experiences, feelings, and values as well as a means to gain insight into a world different than your own. Furthermore it is a way to begin to analyze the literary elements of literature, including characterization, setting conflict, style, and theme. Choose a book that you have not read! Your double-entry journal must include a minimum of eight direct quotations taken from the book and a reflective response for each of the quotations. 1. A Separate Peace by John Knowles 2. The Absolutely True Diary of a Part-Time Indian, Sherman Alexie 3. Brown Girl Dreaming by Jacqueline Woodson 4. The Call of the Wild by Jack London 5. **The Chosen by Chaim Potok 6. **Cold Sassy Tree by Olive Anna Burns 7. **The Fellowship of the Ring by J.R.R. Tolkien 8. Eleanor & Park by Rowell Rainbow 9. Half a King by Joe Abercrombie 10. **The House on Mango Street by Sandra Cisneros 11. **Into the Wild by Jon Krakauer 12. Life as We Knew It by Susan Beth Pfeffer 13. Lord of Opium by Nancy Farmer 14. Never Fall Down by Patricia McCormick 15. **The Outsiders S.E. Hinton 16. Red Rising by Pierce Brown 17. The Scorpio Races by Maggie Stiefvater 18. Ship Breaker by Paolo Bacigalupis 19. **Summer of My German Soldier by Bette Greene 20. This One Summer by Jillian & Mariko Tamaki Books indicated with ** are books you may check out from your teacher and will not have to purchase; however, you are not allowed to write in them or damage them in any way or will have to pay for them. Double-Entry Journal Directions:

4 As you read your novel of choice, you will make connections to the text. You will then compose eight journal entries: four personal connections and four intertextual connections with explanations for each. Following the model from The Story of the Three Bears below, number each entry, write the quotation including page and paragraph number, identify the type of connection, and compose a response of at least two sentences. Personal Connection Contemplate how the quotation connects to some aspect of your personal knowledge and experience. The quotation may remind you of a situation you have been in, seen, or read about. Intertextual Connection Think about how the quotation connects to another text (literature, film, media, music, or art). Consider similarities that the two texts share (characterization, mood, plot, setting, theme, tone), and discuss how the two texts relate to one another. Sample: Double-Entry Journal The Story of the Three Bears Quotation Connection Explanation 1 If Goldilocks had remembered what her mother had told her, she would have waited till the Bears came home, and then, perhaps, they would have asked her to breakfast; for they were good Bears--a little rough, as the manner of Bears is, but for all that very good-natured and hospitable. But Goldilocks forgot, and set about helping herself (1, paragraph 2). personal As a child, I had and still do have a strong memory. I did not, as Goldilocks does, forget my mother s advice. I simply chose to ignore it often and make my own decisions. Thus, negative consequences were often crucial learning experiences for me. 2 Then Goldilocks went upstairs into the bed-chamber in which the Three Bears slept. And first she lay down upon the bed of the Great Huge Bear; but that was too high at the head for her. And next she lay down upon the bed of the Middle-sized Bear, and that was too high at the foot for her. And then she lay down upon the bed of the Little Small Wee Bear; and that was neither too high at the head nor at the foot, but just right. So she covered herself up comfortably, and lay there till she fell fast asleep (1, paragraph 5). intertextual Despite being warned repeatedly about politeness by her mother, Goldilocks cannot seem to control her selfish desires. The story suggests that Goldilocks, fast asleep, may be punished for her lack of self-control, much like the thoughtless and greedy suitors are punished by Odysseus for attempting to steal his wife Penelope and his kingdom of Ithaca (Homer s Odyssey). Pre-AP 9 th Grade Literature & Composition Summer Assignment #3: Flash Cards

5 The process of making flash cards helps commit the information to memory. Use 4 x 6 index cards and print (very neatly) the word on one side of the card, and on the other side, print a definition of the term. Write with consistent, clear handwriting on blank cards. Use a highlighter or pen to underline the key words in longer definitions or answers. (Test your pen or marker on a spare card to make sure the ink is clearly visible but does not bleed through the paper.) The Pre-AP terminology listed below comes from the 9 th Grade Skill Progression Chart for AP Vertical Teaming and the CCGPS Recommended Vocabulary for Teaching and Learning grades 9-10: 1. Annotation 2. Generalization 3. Archetypes 4. Epiphany 5. Colloquialisms 6. Diction 7. Connotation 8. Denotation 9. Understatement 10. Euphemism 11. Oxymoron 12. Allusion 13. Motif 14. Syntax 15. Antithesis 16. Juxtaposition 17. Asyndeton 18. Polysyndeton 19. Ellipsis 20. Anaphora 21. Epistrophe 22. Parallelism (used in writing) 23. Fallacy 24. Synecdoche 25. Metonymy 26. Assonance 27. Iambic Pentameter 28. Character Foil 29. Parody 30. Satire Study the flash cards before starting school in August. These academic vocabulary words, along with the terms you have already acquired in middle school, will be utilized in the close reading, application, and stylistic analysis of more complex reading, grammar, and composition.

6 Bainbridge High School Pre-Advanced Placement Literature & Composition Summer Reading Acknowledgement 9 th Grade Date: 8 th Grade Reading Teacher: Team Name: I understand that I have chosen to be enrolled in Pre-Advanced Placement 9th Grade Literature & Composition for the school year. I understand that I must complete the attached summer reading requirements and that the assignments will be graded. I understand that if I cannot purchase the books, that I may check them out from the teacher or the public library. I understand that I will use the information in the assignments in class next school year. I also understand the assignments are due to my teacher by August 7, Failure to complete the assignment will negatively affect my grade and my performance in the class. I understand that according to the BHS English Department policy, for every day the assignments are late, 15 points will be deducted from each assignment, and after three days, the assignment will not be accepted at all. I understand that I may contact Mrs. Miller (mmiller@dcboe.com) or Ms. Halada (jehalada@dcboe.com) if I have any questions regarding the assignments. Student Signature Parent Signature