EAST GRANBY HIGH SCHOOL SUMMER READING 2016 Mr. David Peling, Principal Summer reading is an important component of an overall reading program. Research shows that summer vacation often has a significant negative effect on student learning. Providing opportunities for students to read regularly during the summer can prevent documented reading achievement losses. The bottom line is that students who read during the summer do better in the fall. National Council of Teachers of English website. All students are required to read two books from the suggested reading lists. One book must be from List A and another from List B. Students have a choice of books from both lists and have assessment options for books in List B. AP Art History and AP U.S. History students need to choose a book from List A and also complete requirements listed for their AP subject s summer reading in place of their List B book. Detailed information is on Edline under Summer Reading.
Assignment for List A While reading the required book from List A, students are expected to participate as active readers and must prepare a set of note cards for their chosen book. Students must organize the cards in the following categories and are expected to have multiple cards for each category: Card Category #1 ~ List and describe the characters, and explain how each develops in the book. Your character descriptions should include detailed descriptions of each significant character. Quote significant passages. Card Category #2 ~ Describe the major settings and how each enhances the tone and/or message of the book. Be descriptive and specific. Include specific scenes or imagery which caught your attention. Quote significant passages. Card Category #3 ~ Identify and explain the underlying messages or themes. Use quotes to support your point. Card Category #4 ~ Identify (6) incidents that influenced the outcome of the story (include incidents from the beginning, middle and end of the book). Card Category #5 ~ Write a brief response to the novel. Jot down your opinions regarding the merits of the book. Were your predictions realized? Did you enjoy the book? Why or why not? Include any questions you may have had while reading. When students return to school, they must come prepared on the first day, September 1 st, 2016, with their note cards to begin the assessment process. This process will require students to share their information and, after a thorough analysis, to write and edit an essay. Failure to bring the note cards will result in loss of credit for that portion of the project. The essay prompt for grades 9 and 10 will critique the work for its literary value, based on such elements as character development, setting, structure, and the novel s message or theme. In alignment with the Common Core, students must support their findings and positions with evidence from the book. The essay prompt for grades 11 and 12 will analyze and critique the work for literary elements in alignment with the senior research project. In the fall, teachers will facilitate discussions on each of the topics above and guide students through the writing process. Each student will develop his or her essay in draft form during the first week of school and have an opportunity to revise the essay. The grade will count toward the first quarter English grade.
Book List A English I A Lesson Before Dying by Ernest Gaines The Book Thief by Markus Zusak The Hobbit by J.R.R. Tolkien Miss Peregrine s Home for Peculiar Children by Ransom Riggs Speak by Laurie Halse Anderson Anne Frank: The Diary of a Young Girl by Anne Frank English II Life of Pi by Yann Martel The Joy Luck Club by Amy Tan The Stolen Child by Keith Donohue German Boy by Wolfgang Samuel The Glass Castle: A Memoir by Jeanette Walls Whale Talk by Chris Crutcher (College Prep Level Only) English III Slaughterhouse Five by Kurt Vonnegut Room by Emma Donoghue Into the Wild by Jon Krakauer Fahrenheit 451 by Ray Bradbury Copper Sun by Sharon Draper The Sixth Extinction by Elizabeth Kolbert English IV Blindness by Jose Saramago Lord of the Flies by William Golding Neverwhere by Neil Gaiman Anna Karenina by Leo Tolstoy The Picture of Dorian Gray by Oscar Wilde The Gulag Archipelago by Aleksandr Solzhenitsyn
Book List B Assessment Options All students will select and read a second book from List B. A Making Connections session will be scheduled during the first few days of school for each student to meet with the teacher sponsoring their Book B choice. During this session, each student will make an appointment with the sponsoring teacher and complete an assessment that will demonstrate the student s understanding of the book. This assessment needs to be completed by September 23 rd, 2016. Each teacher has chosen an assessment(s) for the book(s) they contributed to the list. A detailed description of each assessment can be found on Edline under each book summary. The assessment will be turned in to and graded by the sponsoring teacher. The grade will count toward the first quarter English grade. Please note that any evidence of plagiarism will have a serious and negative impact on this grade. Failure to complete the assignment and turn it in by September 23 rd, 2016 will result in a 0 for the assignment.
Book List B Summaries, recommended grade levels, Assessment options, and sponsoring teacher Information is posted on Edline Arts and Sciences A Brief History of Time by Dr. Stephen Hawking Brunelleschi s Dome by Ross King Depths of Glory by Irving Stone Left Neglected by Lisa Genova The Girl with a Pearl Earring by Tracy Chevalier The Hot Zone by Richard Preston The Inner Game of Music by Barry Green with W. Timothy Gallwey The Map of Bones by James Rollins Michelangelo and the Pope s Ceiling by Ross King The Music Lesson A Spiritual Search for Growth through Music by Victor L. Wooten No Exit by Jean-Paul Sartre Picasso s War by Russell Martin The Quilter's Legacy by Jennifer Chiaverini The Wrong Side of Paris by Honoré de Balzac Biography/Autobiography Malcolm X by Alex Haley My Jewish Father s Nazi Boyhood by Mark Kurzem Thurgood Marshall American Revolutionary by Juan Williams Tweaked by Nic Sheff Business and Mathematics Innumeracy: Mathematical Illiteracy and its Consequences by J.Paulos
Cross Cultural Letters to a Young Brother: MANifest Your Destiny by Hill Harper When I was Puerto Rican by Esmerelda Santiago History A Long Way Gone: Memoirs of a Boy Soldier by Ishmael Beah A Stillness at Appomattox by Bruce Catton Citizen Soldiers by Stephen Ambrose Confederates in the Attic: Dispatches from the Unfinished Civil War by Tony Horwitz In Country by Bobbie Lee Mason In Harm s Way by Doug Stanton In the Lake of the Woods by Tim O Brien Kaffir Boy by Mark Mathabane Stillwell and the American Experience in China by Barbara Tuchman The Boys from Brazil by Ira Levin The Jungle by Upton Sinclair The Terrible Hours by Peter Maas Undaunted Courage by Stephen Ambrose Historical Fiction One Thousand White Women by Jim Fergus The White Queen by Philippa Gregory Humor The Art of Racing in the Rain by Garth Stein
Mystery/Suspense All The Light We Cannot See by Anthony Doerr And Then There Were None by Agatha Christie The Curious Incident of the Dog in the Night-Time by Mark Haddon Defending Jacob by William Landry Tears of the Giraffe by Alexander McCall Smith The Bourne Identity by Robert Ludlum The Bourne Supremacy by Robert Ludlum The Bourne Ultimatum by Robert Ludlum The Devil in the White City by Erik Larson The Lake House by James Patterson The Loose Ends by Carrie Firestone The Lost Symbol by Dan Brown The No. 1 Ladies' Detective Agency by Alexander McCall Smith Personal Growth / Self Help Peak Performance by Charles A. Garfield Practicing for Young Musicians You are Your Own Teacher by Dr. H. Snitkin Psychology idisorder: Understanding Our Obsession with Technology and Overcoming Its Hold on Us by Larry D. Rosen The Story of Edgar Sawtelle by David Wroblewski Science Collapse by Jared Diamond The Immortal Life of Henrietta Lacks by Rebecca Skloot Social Issues The Language of Flowers by Vanessa Diffenbaugh Nineteen Minutes by Jodi Picoult No Exit by Jean-Paul Sartre Room by Emma Donoghue The Pact by Jodi Picoult *Unhooked: How Young Pursue Sex, Delay Love and Lose at Both by Laura Sessions Stepp *(Seniors Only) Wonder by R. J. Palacio
AP Summer Reading Assignments For English, Art History and U.S. History 11th Grade: AP English Language and Composition Students who are registered for either the English Language & Composition Advanced Placement or the English Literature & Composition Advanced Placement course for the 2016-2017 school year are required to fulfill the summer reading requirements noted here. Students taking AP English Language and Composition do not need to choose books from List A. Students taking AP English Literature do not need to choose books from List A or List B. 11 th Grade: AP English Language & Composition 1. Read Truman Capote's In Cold Blood and keep a log regarding your thoughts on the development of literary devices such as the plot, characters, themes, tone, figurative language, narration, voice and structure, and include any other thoughts or ideas you have about the reading. Bring your log on the first day of school, September 1 st, 2016, as you will need it for the first formal writing assignment. 2. In addition, read the following essays and answer the following: 1 - Questions on Meaning, 2. Questions on Writing Strategy and 3 Questions on Language at the end of each selection from The Bedford Reader: Fish Cheeks" by Amy Tan; On Compassion" by Barbara Lazear Ascher; Shooting Dad by Sarah Vowell, and "Black Men and Public Spaces" by Brent Staples. These responses are also due, typed, on the first day of school, September 1 st, 2016. 3. Finally, choose one essay from A Multicultural Reader which you feel reveals a sensitive response to the needs of a particular audience. Make notes on this essay, in a one page log form, and be prepared to defend your choice in an oral discussion which we will conduct during the first week of school. If you have any questions about the assignment, please e-mail Mrs. Ott at dott@eastgranby.k12.ct.us Required Works In Cold Blood by Truman Capote Supplied to the student by the English Department The Bedford Reader, Ninth Edition, X.J. Kennedy, et al. A Multicultural Reader, Collection Two, Perfection Learning, ed.
12 th Grade: AP English Literature and Composition Please read each of the books listed below this summer. Keep a reading log on each one, and bring those logs to class on the first day of school, September 23 rd, 2016. In your log, keep track of your thoughts on the development of literary devices such as the plot, characters, themes, tone, figurative language, narration, setting and structure, and include any other thoughts or ideas you have about the reading. The logs should be your own ideas, not based on any outside research. These logs will assist you on the first project. You must also write a two-page minimum (typed, no larger that 12 size font) essay for each of the three works (1 essay per book = 3 essays total). These essays should be well organized, in final draft form and must include properly cited quotations (the page number in parenthesis after the quote). These essays are also due on the first day of school, September 1 st, 2016. Here is the writing prompt you must address: Some novels and plays seem to advocate change in social or political attitudes or in traditions. For each novel, note briefly the particular attitudes or traditions that the author apparently wishes to modify. Then analyze the literary techniques the author uses to influence the reader s or audience s views. Avoid plot summary. If you have any questions about the assignment, please e-mail Mrs. Downes at sdownes@eastgranby.k12.ct.us Required Works 1984 by George Orwell The Awakening by Kate Chopin The Grapes of Wrath by John Steinbeck
AP Art History AP Art History students must complete the summer reading requirements for one list A book, plus complete the following requirements (in place of their list B book). The required summer reading for AP Art History is The Annotated Mona Lisa: A Crash Course in Art History from Prehistoric to Post-Modern by Carol Strickland and pages 1 23 from Art Across Time. Retrieve a copy of The Annotated Mona Lisa, by Carol Strickland, Ph.D. and Art Across Time by Laurie Schneider Adams from Ms. Carney by the end of the school year. Read these books and answer the following questions in at least a page each: How does the purpose of art change over time? Be sure to include why and how the purposes adapt over time Be sure to explain why new purposes appear and some disappear? Use the timelines on pages 3, 31, 67, 129, and 169 in The Annotated Mona Lisa to explain how two events of an era impact the art of the same era. How do artists respond to their world? Choose one era from before 1750 and one from after 1750. This paper, with the two essays, will be due the first day of school, September 1 st, 2016. If any questions about the assignment, please email Mrs. Dugre at sdugre@eastgranby.k12.ct.us For some extra credit, choose one of the following books and prepare an informal book report on it. List of books Brunelleschi s Dome by Ross King Michelangelo and the Pope s Ceiling by Ross King The Birth of Venus by Sarah Dunant Girl with a Pearl Earring by Tracy Chevalier Your report should be organized in an essay format. Include in your report the following: Book title and author you chose, discussion of the book s content and subject, social, political, and historical context and its relevance, art historical relevance, a quick synopsis of the plot, and how this topic/text enlightened you and your view of history and/or the world. This will be worth 10 points of extra credit on your lowest test grade for the first quarter. This will be due, the first day of school, September 1 st, 2016.
AP United States History AP U. S. History students must complete the summer reading requirements for one list A book, plus complete the following requirement (in place of their list B book.) All AP United States History assignments are due the first day of school, September 1 st, 2016. Required Text: The National Experience - Blum Chapters 1-4 must be read Chapter One, Making Use of a New World Chapter Two, The Pattern of Empire Chapter Three, The First American Way of Life Chapter Four, The Second Discovery of America Required Historians 1. Frederick Jackson Turner, 'The Significance of the Frontier in American History' The essay also appears in the book, The Frontier in America History, as Chapter 1. 2. Richard Hofstadter, Anti- Intellectualism In American Life, Chapter 15, The Intellectual: Alienation and Conformity and Richard Hofstadter, From Harper's November 1964 issue. 'The Paranoid Style in American Politics" 3. Charles Beard, An Economic Interpretation of the Constitution of the United States (1913), Excerpt, Framing the Constitution Required Articles and Essays 1. Richard Hofstadter, The Atlantic Monthly, online article November 1998, "Richard Hofstadter's Tradition". 2. Forrest McDonald, "The Founding Fathers and the Economic Order" 3. Alexander Hamilton, Federalist Papers No 21 & 22 Writing Assignment - Summer Reading DBQ - DOCUMENT-BASED QUESTION Write a coherent essay that integrates your interpretation of the summer documents: Based on your summer reading please select one of the historians that exemplifies and reflect the best interpretation and analysis of American History. Contrast their position with two other historians and explain why their analysis is more pertinent in the study and examination of American History? PLEASE NOTE AP UNITED STATES HISTORY ASSIGNMENT IS CONTINUED ON THE NEXT PAGE
AP United States History (Continued) DBQ Review The writer of an effective DBQ needs to deal with the full complexity of the questions including documents with opposing views. DBQ - Use the following checklist to guide your own evaluation of your composition: 1. Is your thesis clearly stated in the first paragraph? 2. Does your thesis statement address all aspects of the question? 3. Does each of the substantive historical paragraphs (2, 3, and 4) develop a different argument or topic in support of your thesis? (logical progression of argument) 4. Does each substantive paragraph demonstrate knowledge of a historical period that goes beyond the given documents? 5. Are most of the given documents either referred to or briefly quoted (or both) in your essay? Are you citing evidence? 6. Does your concluding paragraph (a) provide a summary of the most important historical evidence and (b) restate your thesis? PS - Are you answering the question? Repeat - Are you answering the question? If any questions or concerns happen over the summer please feel free to email Mr. Tonino at rtonino@eastgranby.k12.ct.us!