Economedes High School Summer Reading Pre-Advanced Placement & Advanced Placement 2016

Transcription

1 English I Lord of the Flies by William Golding English II To Kill a Mockingbird by Harper Lee English III AP Language & Composition 1984 by George Orwell English IV Honors AP Literature & Composition Death of a Salesman by Arthur Miller

2 Dear Parents of English Pre-AP and AP Students: As we end a school year, the English teachers at Edinburg CISD would like to let you know that we have your child s education in mind when we make decisions about summer reading assignments. In order to adequately prepare for AP English exams and to develop your child s reading and thinking skills within a limited number of months, we require all English I Pre-AP, English II Pre-AP, English III Pre-AP, AP Language, English IV Honors, and AP Literature students to read assigned novels during the summer months. Students will be assessed over the summer reading through tests, essays, and class activities during the first week of school. Below, you will find a list of the classes and the novels that need to be read prior to the beginning of the school year; please refer to the indicated dates below and on the contract. Your child will need to acquire the necessary novel and read it during the summer. We have notified Barnes & Noble bookstores on North 10 th Street in McAllen, so there should be sufficient copies if you choose to purchase them there. Other resources include the public library, Amazon.com or other online book companies or online sites that provide downloadable files. Please note that this information will be posted on our campus web page. Please feel free to call your child s current English teacher or counselor if you have any other questions. Please note: Failure to read assigned novel and complete the assignments will adversely affect your child s grade. English Course Work Author English I Pre-AP Lord of the Flies William Golding English II Pre-AP To Kill a Mockingbird Harper Lee English III Pre-AP AP Language & Composition 1984 George Orwell English IV Honors AP Literature & Composition Death of a Salesman Arthur Miller The summer reading assignments are due Monday, August 29,. An objective exam will be administered on Tuesday, August 30,. Thank you, Economedes H.S. English teachers

3 ESSAY Total: 100 points Students will choose ONE of the following prompts to write about for the book they have been assigned to read. Follow the detailed requirements for essay submission outlined below. 1. Select an important character who is an antagonist. Then, in a well-organized essay, analyze the nature of the character s motivation and show how it enhances meaning in the work. Do not merely summarize the plot. (When you write this essay, think of the character who attempts to obstruct the protagonist s actions and explain what scenes show him or her exhibiting that type of behavior. Explain also how this behavior was important in the book. When a prompt requires a writer to show how it enhances the meaning of the work or how it contributes to the meaning of the work as a whole, think what the writer wanted us to take away from the reading. What is the message or theme?) 2. Writers often highlight the values of a culture or a society by using characters who are alienated from that culture or society because of the gender, race, class, or creed. Choose how such a character plays a significant role in the book you read and how the character s alienation reveals the surrounding society s assumptions or moral values. Do not merely summarize the plot. (When you write this essay, think of the character who is not accepted by the society or who distances himself from those around him because of his sex, ethnic background, social status or religious beliefs. How does this alienation affect the character, and what does it reveal about the society s beliefs and behaviors?) 3. In works of literature, the setting often affects or mirrors a character s actions and emotions. The cultural, physical, or geographical surroundings may shape the character s psychological or moral traits. In a well-written essay, analyze how the setting of the novel affects one of the main characters and how it relates to the meaning of the work as a whole (theme). (When you write this essay, describe the significant aspects of the setting; this may include the surrounding culture and society as well as the physical setting. Explain how those elements influence a character or parallel a character s emotions. When the prompt requires you to address the meaning of the work as a whole, think about what the writer wanted us to take away from the reading. What is the message or themes?) 4. A symbol is an object, action, or event that represents something or that creates a range of associations beyond itself. In literary works, a symbol can express an idea, clarify meaning, or enlarge literal meaning. Focusing on the symbols found in your assigned book, write an essay analyzing how these symbols function in the work and what they reveal about the characters or themes of the work as a whole (theme). Do not merely summarize the plot. (When your write this essay, think of at least two items, actions, or events that represent bigger ideas. For example, birds in a novel might be expressing freedom or independences that a character yearns for because he or she feels emotionally oppressed. The writer would then show scenes involving birds that capture that changing behavior of the character as he or she begins to feel independence.)

4 ESSAY REQUIREMENTS: Cover Sheet for Essay Title Author Centered (Name of Course) on cover sheet MLA format: Teacher s Length Name requirement: Times New Roman English I/II/III PAP and English IV-H words 12 point AP Language/AP Literature words Double-spaced 1 inch margins on all sides Essay Rubric High Score (8-9) = A Convincing / Credible Addresses all the tasks of the essay prompt Responds effectively (sound/sensible and logical) Demonstrates stylistic sophistication; shows control over the elements of effective writing Develops thoroughly intelligent ideas; provides strong evidence with strong insight and free of plot summary Medium-High Score (6-7) = B Reasonable / Effective Completes the tasks of the essay topic well Shows some insight but usually with less precision and clarity than high-scoring essays Evidences some lapses in correct diction or sophisticated language, but is generally well-written Medium Score (5) = C Plausible / Underdeveloped Completes the essay task, but with no special insights; superficiality characterizes the writing Discusses meaning in a pedestrian, mechanical, or inadequately-related connection to chosen details Reveals typically simplistic thinking and/or immature writing Demonstrates inconsistent control over the elements of the composition Medium-Low Score (3-4) = D/F Unfocused / Misguided Provides meaning that is inaccurate or insubstantial and not clearly related to the question Overlooks or fails to make relevant connections to themes or insights Contains significant misinterpretations of the question or the work they discuss Contain little, if any, supporting evidence, and provide plot summary in place of strong insight Demonstrates an immature control of language Discusses elements and examples in limited manner Low Score (1-2) = F Unclear / Distracting Characterized typically by unacceptable brevity Demonstrates little clarity or coherence Shows inconsistent grammatical problems; sentence structure is usually simple and unimaginative Misread the prompt and replaced it with easier tasks AP Score Scale Score

5 DIALECTICAL JOURNAL: 40 point task Point out and respond to 10 top quotes found throughout the book. This is a type of quote that stands apart from all the rest in the book. Give a detailed explanation as to why you chose that quote and its significance to the text. Do not summarize; rather, write insightful commentary about the character, plot, or literary elements or techniques used by the writer. List the quote in quotation marks, citing the page number in the book at the end of the quote. Then, skip a line and continue with your analysis/commentary about the quote. The commentary should be analysis of the writing style or insightful comments about plot development, characterization, or any other element found in your reading. (Each response should be at least 75 words in length.) (See attached sample and handout to for your use. If you lose the handout, copy the needed form from our school webpage posting.) CONNECTIONS: Mandatory assignment: 30 points 1) Choose a well-developed character from the book you read and complete the character sociogram. (See attached handout.) Each answer (in the boxes) should be at least 75 words in length. If you need more room, you may submit your sociogram on half a poster. Individual choice: 30 points (Choose any ONE of the following.) 2) In one or more well-developed paragraph, explain any connections this book has to your life, the life of someone you know, a story, book or poem you ve read, a movie you have seen, etc. Be sure to describe both the part of the summer reading book and the item you are connecting it to. 3) Choose an important scene from the book. Illustrate that scene, and on a separate sheet of paper, in one or more well-developed paragraph(s) explain the importance of that scene. 4) Write a different ending for the novel you have chosen, keeping in mind the nature of the characters involved, and the pattern of events leading to the ending. Evaluate the effects of both the author s ending and yours. 5) Analyze one of the pair of novels, giving examples of characters who demonstrate the quality of sensitivity or compassion and of characters who communicate an indifference or lack of awareness of others feelings. State specifically the clues in each case that enabled you to make the differentiation.

6 DIALECTICAL JOURNAL Sample and tips Directions: In the textual evidence column, you will write exact quotes using ellipses (...) for long passages and enclosing text in quotation marks. Document page number, speaker, and any other information necessary for recall. In the commentary column, you will record your thoughts and reactions using the reading strategies listed below. Each entry must be labeled according to the strategy used, i.e. (P) for a prediction you are making or (LT) for identification of a literary term and its use. Your textual evidence should be collected evenly throughout the book, reflecting consistent journal-keeping effort. The accompanying commentary must demonstrate use of all reading strategies and insight, a focus on details, and the beginning of analysis. Examples of Journal Entries: TEXTUAL EVIDENCE 1. I know I fib a good deal. After all, a woman s charm is fifty percent illusion, but when a thing is important I tell the truth, and this is the truth: I haven t cheated my sister or you or anyone else as long as I have lived. (sc. 2, p.41) Blanche to Stanley when he questions her about losing Belle Reve 2. Description of shadows and lurid reflections and prostitute struggling with drunkard until police officer breaks it up; Negro woman comes along and takes purse that prostitute dropped (sc. 10, p. 128) COMMENTARY The word illusion seems consistent with Blanche s character. She is secretive about her age and concerned about how she looks, as if she is trying to be someone she is not. Could illusion be part of the theme of the play? (DS) (Q) Does Blanche see this scene played out or is it only for the eyes of the audience? This scene of struggle might serve as foreshadowing for what is about to happen between Blanche and Stanley. Is the purse symbolic of something Blanche will lose, like the high-class persona she tries to portray? Do the sequins represent Blanche s false decadence? (LT) (Q) (P) Reading Strategies (Things to consider as you read): (C) CONNECT: Relate to a quote, description, character, setting, etc. by connecting it to your own life, another text, or to the larger world. (P) PREDICT: Anticipate what might happen in the story based on details and plot. (Q) QUESTION: Address any confusion by posing a question about a quote, passage, character, etc. Who? What? When? Where? Why? How? (CL) CLARIFY: Answer questions you raised earlier to aid your understanding of the plot, a character s motivation, etc. Confirm that earlier predictions you made were true or comment on how the story took a different course than anticipated. (DS) DETERMINE SIGNIFICANCE: Explain why you think the line, passage, or description is important. How is it connected to other events? What does it reveal about theme? (LT) LITERARY TERM: Consider techniques, such as symbols and allusions, the author uses to reveal theme. How does the author use diction and dialogue to reveal character? What is the author s tone?

7 (V) VISUALIZE: Draw a quick sketch or symbol, or cut a picture from a magazine or newspaper, that visually represents setting, conflict, character, etc. Explain its significance. Character Sociogram: A Graphic Organizer for Better Understanding Character Physical Appearance What does the character look like? Use words that appeal to any of the five senses that apply. Behavior/Actions Describe your character doing some action; how does your character behave around others? Name of Character Character s Reactions to Others How does your character act and react around others? Reactions of Others to Character Describe your character through the eyes of another character or others, capturing the attitudes others have toward the character. Speech/Dialogue/Mannerisms Describe how your character speaks and dialogues with others. Are specific mannerisms used to convey a message?

8 The College Board: 101 Great Books Recommended for College-Bound Readers -- Beowulf Achebe, Chinua - Things Fall Apart Agee, James - A Death in the Family Austen, Jane - Pride and Prejudice Baldwin, James - Go Tell It on the Mountain Beckett, Samuel - Waiting for Godot Bellow, Saul - The Adventures of Augie March Brontë, Charlotte - Jane Eyre Brontë, Emily - Wuthering Heights Camus, Albert - The Stranger Cather, Willa - Death Comes for the Archbishop Chaucer, Geoffrey - The Canterbury Tales Chekhov, Anton - The Cherry Orchard Chopin, Kate - The Awakening Conrad, Joseph - Heart of Darkness Cooper, James Fenimore -The Last of the Mohicans Crane, Stephen - The Red Badge of Courage Dante - Inferno de Cervantes, Miguel - Don Quixote Defoe, Daniel - Robinson Crusoe Dickens, Charles - A Tale of Two Cities Dostoyevsky, Fyodor - Crime and Punishment Douglass, Frederick - Narrative of the Life of Frederick Douglass Dreiser, Theodore - An American Tragedy Dumas, Alexandre - The Three Musketeers Eliot, George - The Mill on the Floss Ellison, Ralph - Invisible Man Emerson, Ralph Waldo - Selected Essays Faulkner, William - As I Lay Dying Faulkner, William - The Sound and the Fury Fielding, Henry - Tom Jones Fitzgerald, F. Scott - The Great Gatsby Flaubert, Gustave - Madame Bovary Ford, Ford Madox - The Good Soldier Goethe, Johann Wolfgang von - Faust Golding, William - Lord of the Flies Hardy, Thomas - Tess of the d'urbervilles Hawthorne, Nathaniel - The Scarlet Letter Heller, Joseph - Catch 22 Hemingway, Ernest - A Farewell to Arms Homer - The Iliad Homer - The Odyssey Hugo, Victor - The Hunchback of Notre Dame Hurston, Zora Neale - Their Eyes Were Watching God Huxley, Aldous - Brave New World Ibsen, Henrik - A Doll's House n/a James, Henry - The Portrait of a Lady James, Henry - The Turn of the Screw Joyce, James - A Portrait of the Artist as a Young Man Kafka, Franz - The Metamorphosis Kingston, Maxine Hong - The Woman Warrior Lee, Harper - To Kill a Mockingbird Lewis, Sinclair - Babbitt London, Jack - The Call of the Wild Mann, Thomas - The Magic Mountain Marquez, Gabriel García - One Hundred Years of Solitude Melville, Herman - Bartleby the Scrivener Melville, Herman - Moby Dick Miller, Arthur - The Crucible Morrison, Toni - Beloved O'Connor, Flannery - A Good Man is Hard to Find O'Neill, Eugene - Long Day's Journey into Night Orwell, George - Animal Farm Pasternak, Boris - Doctor Zhivago Plath, Sylvia - The Bell Jar Poe, Edgar Allan - Selected Tales Proust, Marcel - Swann's Way Pynchon, Thomas - The Crying of Lot 49 Remarque, Erich Maria - All Quiet on the Western Front Rostand, Edmond - Cyrano de Bergerac Roth, Henry - Call It Sleep Salinger, J.D. - The Catcher in the Rye Shakespeare, William - Hamlet Shakespeare, William - Macbeth Shakespeare, William - A Midsummer Night's Dream Shakespeare, William - Romeo and Juliet Shaw, George Bernard - Pygmalion Shelley, Mary - Frankenstein Silko, Leslie Marmon - Ceremony Solzhenitsyn, Alexander - One Day in the Life of Ivan Denisovich Sophocles - Antigone Sophocles - Oedipus Rex Steinbeck, John - The Grapes of Wrath Stevenson, Robert Louis - Treasure Island Stowe, Harriet Beecher - Uncle Tom's Cabin Swift, Jonathan - Gulliver's Travels Thackeray, William - Vanity Fair Thoreau, Henry David - Walden Tolstoy, Leo - War and Peace Turgenev, Ivan - Fathers and Sons Twain, Mark - The Adventures of Huckleberry Finn Voltaire - Candide Vonnegut, Kurt Jr. - Slaughterhouse-Five Walker, Alice - The Color Purple Wharton, Edith - The House of Mirth Welty, Eudora- Collected Stories Whitman, Walt - Leaves of Grass Wilde, Oscar - The Picture of Dorian Gray Williams, Tennessee - The Glass Menagerie Woolf, Virginia - To the Lighthouse Wright, Richard - Native Son

9 Student/ Parent (Guardian) Agreement STUDENT By signing below, I guarantee that I fully understand my responsibilities for summer reading and related assignments. I also guarantee to submit my work by Monday, August 29, ; failure to submit my assignments by this deadline will incur two failing grades. In addition, the objective test will be administered Tuesday, August 30, for one additional grade. Student Name: Student Signature: Date: PARENT By signing below, I indicate awareness and understanding of my child s responsibilities for summer reading. I also support my child s efforts to fulfill his/ her classroom expectations to submit the summer reading assignments by their due date or else incur two failing grades. Because your child is too advanced academically to continue to read books within the genre of young adult fiction, the novels chosen for summer reading were intended for a mature audience. These selections, sanctioned by AP College Board, represent selections deemed to be books of literary merit. I, likewise, understand that any of these selections is mandatory reading for students in the program. Parent Name: Parent Signature: Date: