Upper School Summer Reading 2018

Transcription

1 Upper School Summer Reading 2018 You are responsible for obtaining your own copy of the book. Audio and e-books are allowed. Please note that each student MUST read BOTH the grade level book AND the English Department required reading (both assignments included in this document). Note to parents: We have taken time to evaluate each and every book on this list, but we also recommend that parents take an active role in discussing this book with their child. All books are reviewed either at (a great site for many book reviews) or (a good way for parents to review books, movies, video games and more). GRADE LEVEL COMMON BOOKS Common book for rising 9th: The Curious Incident of the Dog in the Night-Time by Mark Haddon Please note that the 9th grade book contains some mature language. If you would like to read the alternate book, please reach out to English Department Chair Emily Balliet at Common book for rising 10th: The Sun is Also a Star by Nicola Yoon Common book for rising 11th: Aristotle & Dante Discover the Secrets of the Universe, by Benjamin Alire Saenz Common book for rising 12th: Born a Crime, by Trevor Noah WRITING ASSIGNMENT: Students should choose one of the five different assignments. Regardless of their choice, the assignment is due to their advisor on the first day of class in August. Option 1: Reading Journal - Keep a journal of your experience reading the assigned book. You will be expected to write at least five journal entries that are spread throughout your experience of reading the book. (In other words, you can t just write about the beginning of the book, you must address the middle and the end of the novel, as well.) Each journal entry must be between 100 and 300 words.

2 - In your journal, you can write about whatever you want! For example, you can write about passages that upset you, or excite you, or confuse you. You can ask questions you think are important. Discuss a character you despise, a scene you found moving, a plot point that shocked you. What you write about is up to you, as long as it is a response to the reading. Option 2: Thematic Collage - Create a collage of quotes, thoughts, ideas, and pictures that have to do with the key themes of the book. Your collage must contain at least ten elements. - You must also include a 300-word artist statement explaining why you chose the elements in the collage and the thought behind the collage s layout. Option 3: Character Relationships - Pick three important people in the book with whom the main character has a relationship. Then, create three separate illustrations that depict the relationships. Please be thoughtful in picking the scenarios. The drawings should be detailed and give insights into the nature of the relationships. - For each illustration, you should type at least 100 words summarizing the significance of the relationship. This means you will have at least 300 words total. Option 4: Filmmaking Fun - Recreate and film an important scene from the novel or conduct an interview with a character from the novel. Your scene must be at least three minutes long. - Additionally, you must bring in the script for your scene or interview. Option 5: Book Club - You can sponsor or take part in a book club discussion of your grade level s assigned novel. You must document attendees, the date, and include a 500-word analysis of the discussion. Each attendee/sponsor must turn in an analysis of the discussion in their own words. Please continue to the next page for the English Department Assignment. ENGLISH DEPARTMENT ASSIGNMENTS

3 In addition to the grade level books, all students have required reading for their English classes. Please see below for which book (or books) to read. Be aware that some classes require students to complete a written assignment in addition to the reading. These assignments are due on the first day of school. All English classes spend the beginning of the year discussing and writing on the summer reading for English class. Therefore, students should arrive in class prepared to talk and write about the book(s) they read. Students are responsible for obtaining their own copies of the books. 9TH GRADE: All incoming 9th grade students must read The Outsiders by S.E. Hinton. Renaissance students: Please to your English teacher, Mrs. Collins, BEFORE you start reading the book so she can share your assignment with you digitally. Her is kcollins@renaissancesas.org 10TH GRADE: All incoming students of English II and English II Honors are required to read one of the following books and complete the following writing assignment. In addition, English II Honors students must read Lord of the Flies by William Golding and complete a five-paragraph essay (see next page). Historically-Inspired Fiction: The Book Thief by Marcus Zusak All The Light We Cannot See by Anthony Doerr In The Time of the Butterflies by Julia Alvarez Memoir and Nonfiction: Unbroken by Laura Hillebrand I Am Malala by Malala Yousefzai A Short History of Nearly Everything by Bill Bryson Night by Elie Wiesel Socially Conscious/Realistic Fiction: The Hate U Give by Angie Thomas How to Set a Fire and Why by Jesse Ball Sci-Fi/Dystopian: Dune by Frank Herbert 1984 by George Orwell Brave New World by Aldous Huxley

4 Romance: Wuthering Heights by Emily Bronte Norwegian Wood by Haruki Murakami The Night Circus by Erin Morgenstern [includes magic!] After you have completed reading your choice of the above title, you must write a 500-word review of the novel that includes at least one quote with proper citation format. What was the theme of your summer reading choice? Did the author effectively convey this theme? Were the characters engaging? Was the book well-written? Would you recommend this novel to others? Use Times New Roman size 12 font double spaced with 1-inch margins. Honors English II Students Second Assignment: All incoming Honors English II students are required to read Lord of the Flies by William Golding. They should annotate the novel as they read. As knowledge and understanding of Lord of the Flies is necessary for our discussions throughout the school year, all English II Honors students will be tested on their knowledge of the novel within the first two weeks of class. To prepare for discussions as well as the test, students must write a word fiveparagraph essay on the novel. The essay must be TYPED with a heading, title, introductory paragraph with a thesis statement, three body paragraphs, and a concluding paragraph. Paragraphs must follow TSA structure. Please use Times New Roman size 12 font, double spacing, and 1-inch margins. The essay must contain at least three quotes from the reading in proper MLA format. You may choose from one of the following topics: 1. Choose one of the novel s main characters (Jack, Ralph, Piggy, or Simon) and, using three specific instances, discuss their character development throughout the novel. Your thesis statement must address how the character s growth and characterization impacts the novel s overall meaning and purpose. In other words, what is Golding trying to say through your chosen character? 2. Many critics have read Lord of the Flies as a political allegory. In particular, they have considered the novel a commentary on the essential opposition between totalitarianism and liberal democracy. Using three specific examples from the novel, show how the two political ideologies are figured in the novel, and then discuss which of the two you believe Golding favors. Remember, your thesis statement must mention which political ideology Golding favors as well as how you have come to this conclusion. This essay will be graded.

5 English II Honors Students, Please Note: These summer assignments are NOT something you can put off until the last week of the summer, so get started as soon as possible. Annotating the book as you go will help you remember what you have read, especially if you complete your reading in June. Remember, as an honors student you are making a commitment to complete your work to the best of your ability. Ms. Balliet expects an honors-level performance. Please plan your time accordingly. If you have any questions, please her at eballiet@rollinghillsprep.org 11TH GRADE: English III: Of Mice and Men, by John Steinbeck AP Literature: Of Mice and Men, by John Steinbeck AND read a contemporary novel from this list. In addition to reading the contemporary novel, you will be expected to complete the following writing assignment: Allende, Isabel. The House of the Spirits Dorris, Michael. Yellow Raft on Blue Water Ellison, Ralph. Invisible Man Foer, Jonathan Safran. Extremely Loud and Incredibly Close Gutterson, David. Snow Falling on Cedars Hoseini, Khaled. The Kite Runner Kingsolver, Barbara. The Poisonwood Bible Marquez, Gabriel Garcia. One Hundred Years of Solitude Morrison, Toni. Beloved Murakami, Haruki. Kafka on the Shore O Brien. Tim. Going After Cacciato Proulx, Annie. The Shipping News Tan, Amy. The Joy Luck Club or The Bonesetter s Daughter AP Literature Writing Assignment: Based on the contemporary novel you read, please write a lengthy paragraph or two on each of the following questions. It is acceptable not to answer all of the questions in each section, but you should be able to use this paper as a guide for an AP question on this novel. At the top of the paper, please state the TITLE and AUTHOR of the novel you have chosen. The total report should not exceed four double-spaced typed pages and is due on the first day of class. 1.THE AUTHOR AND HIS/HER TIMES: Born/died; biographical background important to understanding the novel; important family, community, national and world events that influenced

6 author and novel; other artistic or literary influences; critical response and literary standing during lifetime and posthumously. (Check reviews, Wikipedia, etc.) This can be brief. 2. FORM, STRUCTURE, AND PLOT: How is the novel organized? Length? Chapters? Discuss techniques such as flashbacks or dream sequences, stream of consciousness, chronological order of event, foreshadowing, parallel events, multiple complex, or simple plot. How much time is covered? Compare and contrast beginning and ending. 3. POINT OF VIEW (Narrative Perspective): Is the novel written from the first person ( I ), second person ( you, very rare), or third person (he/she)? Is it a reminiscence or recent perspective, written in the present tense or the past tense? If in the first person, is he/she the protagonist or an observer? If in the third, is he/she omniscient (knowing everything), limited omniscient (knowing one character most often) or objective (no subjective commentary by the narrator, but limited omniscient)? 4. CHARACTERS: General comments: Are the characters flat or round? Static or dynamic? Believable? How are they revealed? How complex? How many? Who is the protagonist and who is the antagonist? What is the role of minor characters? Describe 2-4 central characters: name, age, three descriptive adjectives, appearance, personality, function in novel, significance of name, a quote that reveals the character with an explanation of what the quote reveals. 5. SETTING: Where and when does this novel occur? How is the environment described? Are there any symbolic meanings in the settings? How does the author use setting? What atmosphere is created by the setting and how important is the setting to the novel? 6. TONE: What is the author s attitude toward subject, characters, and reader? Is it playful, serious, angry, ironic, formal, somber, satiric, or something else? Discuss the author s tone and observe how the author creates it through plot, diction, syntax, imagery, and figurative devices. Use direct quotations from text to support observations. 7. THEME: The theme refers to the book s controlling idea or central insight. Identify the book s central theme. Express as a statement with subject and predicate, not as a word or phrase (i.e. Wrong: loyalty, or loyalty to country ; Right: Envy is futile. ) Discuss author s intention. 8. ADDITIONAL COMMENTS: Did you enjoy the novel? Strength, weaknesses, lingering questions? Does it relate to other books you have read? 12TH GRADE:

7 English IV: Read one of the following nonfiction books. Note that they are grouped into categories. All students must complete the following writing assignment and bring it to the first day of classes. Failure to complete the summer reading assignment will reflect in a lowered grade for the trimester. Memoir Beah, Ishmael. A Long Way Gone Foer, Jonathan. Moonwalking with Einstein Gantos, Jack. Hole in My Life Markham, Beryl. West with the Night McBride, James. The Color of Water A Black Man s Tribute to His White Mother. McCourt, Frank. Angela s Ashes Rodriguez, Richard. Hunger of Memory Sebold, Alice. Lucky Strayed, Cheryl. Wild Walls, Jeanette. The Glass Castle Biography/History Brown, Daniel James. The Boys in the Boat Issacs, Walter. Steve Jobs or The Innovators Larson, Erik. In the Garden of Beasts or Dead Wake Adventure/Crime/Sports Alexander, Caroline. The Endurance: Shackleton s Legendary Antarctic Expedition Bissinger, H.G. Friday Night Lights Casey, Susan. The Wave or The Devil s Teeth Capote, Truman. In Cold Blood Junger, Sebastian. The Perfect Storm Krakauer, Jon. Into Thin Air or Into the Wild Preston, Richard. The Hot Zone Writing Assignment (for all 12th graders): Write a summary and review of the nonfiction book using the following guidelines. Responses are due on the first day of class. Please limit your review to three typed pages (size 12 font, double-spaced). Use the following template: 1. Start with an introductory paragraph that mentions the author, title, year of publication, context in which the book was written, and the author s purpose in writing.

8 2. Continue with one or two paragraphs that summarize three or four of the main incidents of the book. Choose the incidents that you find most interesting, and be sure to give enough detail to make it clear that you have read the book. 3. Include a paragraph or two in which you thoughtfully comment on and analyze the author s style (choice of language, sentence structure, use of figurative language, and so on) and tone (attitude toward the subject). Remember to quote (and cite with page numbers) words or phrases to illustrate your analysis. You should have at least three quotations from the work. 4. Conclude with a paragraph of evaluation that discusses the following but not as short answers to questions: What does a reader learn about the art of writing from reading the book? What is the single most memorable element of this book? Would you recommend this book to others? Why or why not? 5. If you use any criticism or reviews from other people, or even get ideas from reviews, you must give credit to these sources by citing them, or you will be guilty of plagiarism. For example, if you read reviews of a work on Amazon.com, and you decide to use an idea from a review, you must cite the review you use. Some of these books have been turned into films; if you watch the film, please comment on that and write about how the film differs from the book. This assignment is not a research paper, and you are under no obligation to read or use others reviews. However, some students find it helpful and interesting to see what other people have written about a book. AP English Language: AP Language & Composition focuses on nonfiction texts. This means we will read personal essays, (auto) biographies, speeches, journal articles, etc. Our attention will turn to content, purpose and rhetoric. As this is a college level class, I will be treating you as the mature, self-motivated, college-ready students that you are. Put in the hard work, and I promise it will pay off. If it doesn t, I would say I d give you your money back, but All summer assignments are due Monday, August 20 th. Here is your summer assignment: - Read three books (see the following reading list). - Fill one notebook with your Dialectical Journals. - Write two essays The summer assignment will be the initial focus of the course. Failure to complete the summer assignment will seriously threaten your grade. READING LIST Book 1. Hamlet by William Shakespeare (If you can, buy the Folger Library edition) Book 2. Dress Your Family in Corduroy and Denim by David Sedaris Book 3. Choose One of the following nonfiction books: Seabiscuit: An American Legend by Laura Hillenbrand

9 Reading Lolita in Tehran: A Memoir in Books by Azar Nafisi The Devil in the White City: Murder, Magic, and Madness by Erik Larson Quiet: The Power of Introverts in a World That Can t Stop by Susan Cain *For Hamlet, you may use No Fear Shakespeare. You may also watch a film adaptation in addition to reading the play IF you include a one-paragraph movie critique in your journal. *For your other readings, please refrain from using the internet as your intellectual guide. You re smarter than that. Also, its plagiarism. *Read the books carefully and thoughtfully. Be sure to begin reading early to complete the assignments on time. NOTEBOOK WITH JOURNALS As you read, keep a dialectical journal for each book. What does dialectical mean? Pull out your phone and look it up. In fact, look up any word you don t know while you re reading, too. You should write these journals in one notebook. DO NOT TYPE YOUR JOURNALS! The only exception is if you have an accommodation for typing instead of writing. These journals will consist of quotations and responses. Please label and date journals appropriately. Select one quotation or passage for approximately every 15 pages. Respond to the quotations, focus on the ways in which the author uses language to create an effect. I expect responses to be developed thoughtfully and intellectually. Responses should be approximately 60 words in length. The dialectical journals should be constructed in the following manner: Quote Write the quote from the book on the left side of the paper with the correct MLA citation (176). Response Your response and analysis on the right side of the page. You have several ways to respond to a text and you only need to use one way. -Raise questions about the beliefs and values implied in the text -Discuss the words, ideas, or actions of the author or a character -Tell what it reminds you of from your own life experiences -Argue with or speak to the author ESSAYS Essay 1: Authors hope to convey a message in their work. Using Book 3, think about a significant message the author hopes to convey to his/her/their readers, then write a fiveparagraph essay analyzing how the author conveys that message. Do not just tell what the message is, but analyze how the author gets that message across in his/her/their novel. You may consider such devices as character actions, character relationships, tone, setting, language,

10 figures of speech, symbols, and descriptions. These are only suggestions. Keep this essay in 3rd person. Essay 2: Why, then, tis none to you, for there is nothing either good or bad, but thinking makes it so. The line above is from a conversation between Hamlet, Rosencrantz and Guildenstern. Write a carefully reasoned essay in which you briefly paraphrase their conversation and then defend, challenge, or qualify Hamlet s view of the power of one s perspective. Support your argument with specific references to Hamlet and your life experiences. Keep this essay in 3 rd person. You will be graded on: -Essay structure -The use of cited and analyzed quotes -Proper grammar and spelling -MLA style and formatting (if you don t know what MLA is, look it up) Each paper and journal must be completely yours and yours alone. All work should be done independently. Using outside resources or partners could result in zeros on the assignments. Not to mention administration punishment for plagiarism. You may your teacher, Ms. Hodges, at any time with questions. Her is: lhodges@rollinghillsprep.org. Best of luck!