Deerfield-Windsor School Upper School Summer Reading Guide Summer, 2018

Transcription

1 Deerfield-Wdsor School Upper School Summer Readg Guide Summer, 2018 PLEASE NOTE: The structions below apply to risg 10th-12th grade (accelerated,college prep, AP). The 9th grade structions are listed separately. A. Acquire the book for your grade. Here are the summer readg books, listed by grade course: 10th grade (Accelerated): Mary Shelley. Frankenste. ISBN: th grade (College Prep): Ishmael Beah. A Long Way Gone: Memoirs of a Boy Soldier ISBN: th grade (AP Language Composition): Truman Capote. In Cold Blood. ISBN: th grade (AC American Literature) Truman Capote. In Cold Blood. ISBN: th grade (College Prep American Literature): Truman Capote. In Cold Blood. ISBN: th grade Senior Semars: Jazz Age Literature: Zora Neale Hurston. Their Eyes Were Watchg God. ISBN: Mystery Horror Literature Film: Agatha Christie. And Then There Were None. ISBN: th grade (AP English Literature Composition): Thomas C. Foster. How to Read Literature Like a Professor: A Lively Entertag Guide to Readg Between the Les. ISBN: Jane Austen. Pride Prejudice. ISBN: Arthur Miller. The Crucible. ISBN:

2 B. Read the structions below before you beg your summer readg. 1. Why we re dog this This year the purpose of summer readg is to develop your critical readg skills. You will need these class, when you take the ACT/SAT/PSAT, when you enter college. Your ability to figure out not only WHAT is happeng a text, but also HOW it is written WHY it is written this way will develop your critical readg skills, which are crucial to your success as a student. We call this close readg of a text. In order to keep track of your ideas, sights, as you read closely, you will be annotatg the text. An annotation is a note of explanation or comment written the marg of a text expresses an idea or sight by the reader about what s/he is readg. In other words, the reader (YOU) enters to a conversation with the text -- makg comments, askg, notg areas of difficulty, for example. This may seem difficult at first, but like any skill, it takes practice -- you have all summer to practice it! If you have any, your ter! 10th grade Accelerated: 10th grade College Prep: irmgard.schopen-davis@deerfieldwdsor.com barbara.jack@deerfieldwdsor.com 11th grade AP Language Composition: debbie.allen@deerfieldwdsor.com 11th grade Accelerated College Prep American Literature: barbara.jack@deerfieldwdsor.com 12th grade Senior Semars: Jazz Age Literature: debbie.allen@deerfieldwdsor.com Mystery Horror Literature Film: irmgard.schopen-davis@deerfieldwdsor.com 12th grade AP Literature Composition: irmgard.schopen-davis@deerfieldwdsor.com 2. How to read closely annotate a text a. First, create your own system of annotation. Your first task will be to devise a system of annotation works for you. We are not prescribg a sgle system because readg is a very personal practice. We want you to be charge of the system you will be usg. We will ask you to cover certa, but the methods you use are entirely up to you. DO NOT GO TO GOOGLE TO FIND ANNOTATIONS. WE ARE INTERESTED IN YOUR IDEAS AND QUESTIONS. COPYING SOMEONE ELSE S ANNOTATIONS IS PLAGIARISM AND A VIOLATION OF THE HONOR CODE. AND YOU WON T LEARN ANYTHING. We suggest you buy a set of different colored highlighters, pens, post-its, /or tabs to annotate your text. Decide which colors items you re gog to use for vocabulary, character, settg, the other listed below.

3 Create a key to remd yourself what highlighter colors, tabs, post-its mean your system. Make your system as simple user-friendly as possible. b. Here are the you will need to annotate: Vocabulary: Use one color to highlight all unfamiliar words. Look them up write a brief defition the marg or on a post-it. Narrative Voice: determe what type of narrator is used (omniscient, 1st person, 3rd person); what perspective does this narrator provide? Is s/he reliable or unreliable? Where the text is this revealed? Tone irony: use highlighters tabs/post-its to dicate important details about the narrator s attitude to his/her subject matter 2 to his/her audience. Mark examples of irony (verbal, situational, /or dramatic) consider their effect. Plot: use tabs/post-its to mark the major stages of the plot. What type of conflict is developed? Here are the possibilities: conflict between dividuals; conflict between an dividual nature; conflict between an dividual him/herself; conflict between an dividual society; conflict between an dividual the Dive (god(s) of some kd). Form structure: use highlighters tabs/post-its to dicate important details about how the text is organized (to parts? volumes? chapters?). Look for places where structure changes the reason for the change. Settg: use highlighters tabs/post-its to dicate important details about settg (time place, creation of mood atmosphere, historical details). Characterization: use highlighters tabs/post-its to dicate important details about characters (what they look like, what they do, what they say, how they develop, what their function is the book). Diction: choose a highlighter color to dicate terestg word choices, repeated words, similes, metaphors, other figurative language you recognize. Themes/major ideas. What ideas does the book explore? What new understg about life humanity does the author want you to take away from this book? c. When you ve got your system place, you can beg readg annotatg: 1. Exame the followg see whether you can use them to predict anythg about what to expect from this book. Make notes on a post-it, or on the side cover of the book. the front back book cover the title any subtitles the table of contents (if the book has one). If not, look at how the book is divided -- to chapters, volumes, sections? Do they have headgs?

4 Is there a preface, foreword, or epigraph? What expectations do they create about the text? 2. As you read the text, annotate it usg the system you ve established. Also pay attention to the followg guideles: When you highlight, underle, or use a post-it to mark a particular section, write a comment the marg about it. Otherwise, you ll forget why it was important. Have a conversation with the text. Record your responses to it -- make connections to other texts you ve read (text-text); to aspects of your experience (text-self); to issues gog on the world (text-world). Ask -- put a question mark the marg next to sections confuse you. Note why you re confused. Comment on les /quotations you thk are especially significant, powerful, or meangful. Note down predictions of what you thk will happen. Mark important details about plot, characters, settg, narrative voice, diction, tone irony, form structure. Circle or put boxes, triangles, or clouds around words or phrases seem important to you. Use abbreviations or symbols brackets, stars (multiple stars for varyg degrees of importance), exclamation pots, question marks, numbers, etc. Connect words, phrases, ideas, circles, boxes, etc. with les or arrows. 3. After you have fished readg the book, write down what you consider to be the themes (or major ideas) of the book. You can write these side the back cover of the book, or on a Post-it placed at the end of the book. Write the themes as full sentences, contag a subject a predicate. That is, identify The book s pot of view on an important topic. For example, if your book is about Freedom, then tell us what specific perspective the book expresses: Freedom cannot be achieved without sacrifice. Freedom should be guaranteed to every human beg. Here is an example of what an annotated text looks like:

5 3. How your ter will evaluate your close readg annotations A. Readg Test: B. Oral Test: On the first day of school (Friday, August 10, 2018), you will take a readg test on the content of your summer readg book. It will be worth 100 pots. Before the test, your ter will take up all copies of the Summer Readg book keep them until the Oral Test is completed. You will be given a copy of the Honor Pledge will sign it, order to affirm all Summer Readg work is your own. Durg the first week of school, you will be given an oral test of approximately 10 mutes. You will be asked to expla your system of annotation to your ter to show her the different kds of annotations you made. Your goal will be to demonstrate you have read the entire text deeply thoroughly; you have reflected on the text have ideas about it; you are familiar enough with the text to move around it easily, fdg annotations you thk are especially important.

6 The test will be worth 100 pots. Each category is worth 10 pots. Rubric for Oral Test The rubric dicates what you should be able to do. Your ter s expectations will be appropriate to your grade level. Criteria 9/ Annotation Key Explanation consistently color-codes makes notes; all are clearly identified. is consistent color-cod g makg notes; are identified. is mostly consistent color-cod g makg notes; most are identified is consiste nt color-codi ng /or makg notes; some are identified. uses very little color-codg of /or makes no notes; few are identified. Consistency of Annotations book Identification notes occur consistently the book. Identificatio n notes occur most of the book. Identificatio n notes occur at least half the book. Notes are sporadic difficult to fd. Notes occur only one place, if at all, are difficult, if not impossible to fd. Vocabulary Words unknown to reader are highlighted the book well-defed margs or on post-it notes nearby. Words unknown to reader are highlighted most of the book defed margs or on post-it notes nearby. Words unknown to reader are marked parts of the book sometimes defed margs or on post-it notes. Some words unknown to reader are marked a few places of the book; they are sporadicall y defed. Few if any words which are unknown to reader are marked ; defitions are sparse or non-existent.

7 Form/structure explas elements contribute to structure with explanations margs/postit notes.. Orally is able to discuss expla any shifts/change s structure has well-founded ideas about why shifts/change s occur. explas elements contribute to structure with notes margs/on post-it notes. Orally is able to discuss shifts/chang es structure has ideas about why shifts/chang es occur. somewhat explas elements contribute to structure. Orally can reiterate shifts/chang es structure has an a general idea about why shifts/chang es occur has difficulty identifyg explag few elements contribute to structure. Orally has difficulty reiteratg shifts/chan ges has an a general idea about why shifts/chan ges occur with cannot identify expla no elements contribute to structure. Can neither identify shift nor identify an idea about why shifts/change s occur even with Narrative Voice/Tone/Iron y narrative voice(s) tone of narrator, as well as overall tone of book through multiple examples, as well as any shift tone might exist. Identifies y narrative voice, tone of narrator, as well as overall tone of book through examples, as well as any shift tone might exist. Identifies narrative voice tone of book through a few examples. Identifies irony (if present) somewhat narrative voice tone of book through Identifies examples of irony (if present) with neither narrative voice nor tone of book even with Unable to identify irony, even with

8 irony (if present) irony (if present) Plot plot organization type(s) of conflict(s). y plot organizatio n type(s) of conflict(s). basic plot organizatio n type(s) of conflict(s). basic plot organizatio n /or type(s) of conflict(s), but requires neither plot organization nor type(s) of conflict. Settg settg(s) text with detailed commentary. y settg(s) text with some notes. settg begng of text with a brief note. settg begng of text. Requires neither nor notes (even front of book) where when the book takes place. Characterization all ma characters numerous accurate character s appearance, behavior, ner thoughts /or motives, desires, y three ma characters accurate character s appearance, behavior, ner thoughts /or motives, desires, fears. two or more ma characters some character s appearance, behavior, ner thoughts /or motives, two or more characters a few examples of character s appearanc e, behavior, ner thoughts /or motives, desires, fails to identify two or fewer characters; or student fails to highlight character s appearance, behavior, ner thoughts /or motives, desires, fears. Annotations

9 fears. Annotations are easy to detect for character. Annotations are easy to detect for character. desires, fears. Annotation s are easy to detect for character. fears. Annotatio ns are not always easy to detect for character. may require are difficult or impossible to detect. Diction/Word Choice -- cludes imagery, figurative language, patterns (repeated words/ideas) Author s strong word choice use of imagery figurative language is highlighted the text with accompany g commentary by student. Can connect diction/patter ns to overall ideas of work. Author s strong word choice is highlighted most of the text with commentar y by student. Can y connect diction/patt erns to overall ideas of work. Author s strong word choice is highlighted some of the text with occasional commentar y by student. Can connect diction/patt erns to overall ideas of work. Author s word choice is sporadicall y identified s with a few comments by student. Orally, student has difficulty showg a connectio n between diction/pat terns overall ideas of work. Identification of author s strong word choice is either sparse or non-existent. cludes no commentary. Orally, student can show no connection between diction/patte rns ma ideas, even with guided.

10 Themes/major ideas formulates more than three themes/big picture (how why) lists them either on the front cover of the book, near Key; or on the back cover. Highlights numerous passages contribute to answers, can orally connect passages to. y formulates three theme/big picture (how why) lists them either on the front cover of the book, near Key; or on the back cover. Highlights some passages contribute to answers, can orally connect passages to. somewhat (what/plot) formulates two to three theme/big picture (how/why) lists them either on the front cover of the book, near Key; or on the back cover. Marks a few passages somewhat contribute to answers, can orally make a general connection of passages to. has difficulty (what/plot) formulat g theme/big picture (how/why) ; lists them either on the front cover of the book, near Key; or on the back cover. can orally make a general connectio n of passages to with fails to formulatg theme/big picture (how/why or even what/who); Cannot orally make a general connection, even with NOTES : Due Date: On Time? s Name: Period: Class: Honor Pledge:

11 I pledge on my honor as a student at Deerfield-Wdsor School all the work done for this Summer Readg assignment is me I have not sought help from any source other than a dictionary. I affirm I have not committed plagiarism any form. I have mataed honesty the highest degree the completion of this assignment. s name: s signature: Date: s Signature: