2017 English Summer Reading (LMHS)

English I (Standard)

Although we share Seminole County’s commitment to developing reading skills and inspiring a lifelong

love of reading, we are NOT assigning summer reading to Standard level English classes. However,

summer reading can have a positive impact on academic performance and correlate to increased test

scores. With that in mind, here is a list of high-interest books should you desire to read a novel on your

own:

We Beat the Street: How a Friendship Pact led to Success (ISBN# 978-0142406274)

Songs for a Teenage Nomad (ISBN# 978-1402243011)

The Alchemist – The Secrets of the Immortal Nicholas Flamel (ISBN# 978-0385736008)

English I (Honors)

Songs for a Teenage Nomad by Kim Culbertson (ISBN# 978-1402243011)

Music. The memories it conjures, the feelings it evokes, the tear, the smile – the emotion contained in a single note cannot be measured nor described. This universal language is the hook that will catch readers and hold them until the end in Songs for a Teenage Nomad by Kim Culbertson. After living in twelve places in eight years, Calle Smith finds herself in Andreas Bay, California, at the start of ninth grade. Another new home, another new school...Calle knows better than to put down roots. Her song journal keeps her moving to her own soundtrack, bouncing through a world best kept at a distance.

Yet before she knows it, friends creep in-as does an unlikely boy with a secret. Calle is torn over what may be her first chance at love. With all that she's hiding and all that she wants, can she find something lasting beyond music? And will she ever discover why she and her mother have been running in the first place?

**Note: We would like students to start using the proper MLA format. Please TYPE response in Times

New Roman, 12pt font, 1” margins (if typing is not an option, please use black or blue ink). Every paper

should also have the MLA heading in the upper left-hand quarter. The format is as follows:

Student Name Teacher English I Date (August 10, 2017)

Reading Assignment

Throughout the year, you will be reading various texts and analyzing the literature through writing. The paragraph format you will use is called “PEEL”: point, evidence, elaboration and link. While most of you utilized this structure is detailed below.

Teacher sample: Point: In The Odyssey, Homer personifies through Odysseus one of the many admirable traits of the first responder, a modern day hero. Every day first responders- firefighters, paramedics, and police men and women -put their lives in danger to save the lives of others. Evidence: One of the greatest examples of this selflessness is that of the New York City police and fire departments who rushed into the World Trade Center buildings on September 11, 2001. Elaboration: These men and women, knowing they could die and that the building may soon collapse, willingly entered the building, some more than once, to save the lives of the innocent people inside. Evidence: Similarly, Odysseus places himself in danger to save the soldiers under his command. When his men are under the influence of the lotus flower, Odysseus “drove them… to the ships/tied them down“ (“The Lotus Eaters” 101-102). Elaboration: Odysseus risked falling under the power of the flower and losing his desire for home in order to rescue his men and make sure they were reunited with their families. Link: It is clear that the heroic trait of placing others before yourself has been a societal ideal for many eras. Directions: Complete a PEEL paragraph for each of the topics listed below (3 total). Be sure to label each part of “PEEL” in every paragraph.

1. Theme: Identify one major theme in the story and analyze how the author establishes that theme. Remember, a theme must be written as a complete sentence, not one word, and is typically the moral or lesson of the story; it must also be universal.

2. Character analysis: How do adults in the story – Alyson, Rob, Jake, Mr. Ericson, Mr. Atkins –provide contrast to the teenagers and their own personal stories and journeys? You may focus on any characters. Be sure to analyze the ways in which they are different.

3. Personal response: Find a song that relates to your life and/or how it represents an aspect of your

identity (this song should be school appropriate). Your evidence will be the lyrics from the song (in quotes) and you must cite the artist and song title. Your elaboration should explain why this song reflects you and/or your life. Be specific.

You are responsible for bringing your summer reading novel and your PEEL paragraphs on the first day

of school. Late work is not acceptable and will receive a letter grade deduction for each day late.

English I (Pre-AP)

Night by Elie Wiesel (ISBN# 978-0-329-55024-0) Born in the town of Sighet, Transylvania, Elie Wiesel was a teenager when he and his family were taken from their home in 1944 to the Auschwitz concentration camp, and then to Buchenwald. [This book] is the terrifying record of Elie Wiesel's memories of the death of his family, the death of his own innocence, and his despair as a deeply observant Jew confronting the absolute evil of man.

*Note: We would like students to start using the proper MLA format. Please TYPE response in Times

New Roman, 12pt font, 1” margins. Every paper should also have the MLA heading in the upper left-

hand quarter. The format is as follows:

Student Name Teacher English I Pre-AP Date (August 10, 2017)

Reading Assignment Throughout the year, we will examine texts through the reader response critical lens, using specific reading strategies as a common language and format to discuss literature. In the first unit, you will be reading texts written in a narrative structure. As you read these narratives use the format below as a model for recording notes in a double-entry journal. In the left column (“Trigger Text”), copy or summarize passages that trigger your thoughts in some way, citing the page number with the quotation. In the right column, write your thoughts about the passage or some element of the narrative (character, plot, theme).

If you are having trouble thinking of what to write, try using these stems:

I really like/dislike this part because… I wonder why…? The diction/imagery creates a tone of… This quote shows the narrator/character’s voice by…

I predict that… This reminds me of the time when I… If it was me, I would…

For each of the 3 sections of the novel (Pages 3-46, Pages 47-84, Pages 85-115), your task is to record 2 questions AND 2 key lines with detailed responses (total of 12 double entry journal entries) in the format listed below. For the key lines, you select quotes that you find interesting and important and then analyze the meaning or significance of the quote itself. For the questions, you will think of ORIGINAL (from you, not another source) thoughtful discussion questions you could ask your classmates for each section of the novel.

Directions for the Double Entry Journal

1. Open a Word Document and type an MLA heading on the upper left-hand side of the page. (The entire document should be typed in size 12, Times New Roman font)

2. Beginning on the next line, go to your toolbar and select “Table” and then “insert table.” You will want to have 2 columns and 17 rows.

3. The first column you will label “Question or Key Line,” and the second column you will label “Response/Analysis.”

4. As you read, you will look for 2 key lines in each section and write 2 discussion questions based on a specific aspects of the novel. In the left column under “Question or Key Line,” you will type out the brief passage in quotes and cite the page number in parentheses OR write your original discussion question; in the right column under “Response or Analysis” you will explain HOW the quote/question is important. You will compose 12 entries (4 per each section of the novel – Pages 3-46, Pages 47-84, Pages 85-115).

5. Directions for Key Lines: Choose two key lines from the section, and for each line or sentence, write a detailed explanation, discussing why you feel the line is important. Look at the individual words and explain why a particular word holds meaning for you, or how the passage contributes to certain aspects of the novel thus far. DO NOT SUMMARIZE THE QUOTE – ANALYZE IT!

6. Directions for Inquiry (questions): List two questions you have about the section of the novel. Work on developing questions that go beyond basic plot (who is…what happened next) but instead, write questions that show you are thinking critically. Answer your own questions in the response column. If you change answers to your own questions as you progress in your reading, make note of your new understandings.

Sample Entry (Sample taken from the novel Zeitoun by Dave Eggers)

Question or Key Line (trigger text) (The book says…)

Response/Analysis (I say)

Example for key line:

“‘Without someone guiding us,’ Zeitoun

finished, ‘wouldn’t the stars and moon fall to

earth, wouldn’t the oceans overrun the land?

Any vessel, any carrier of humans, needs a

captain, yes?’” (154).

Example for question:

How might Zeitoun’s perception of faith change

throughout the book or as the character ages?

Does this change represent wisdom of his age

or lack of awareness?

This quote demonstrates the theme of

perception because it depicts Zeitoun

questioning the role of a potential life ‘guide’.

One possible interpretation is that Zeitoun

believes in a higher power representing his

religious beliefs. It is interesting to consider

who is actually the “captain” of Zeitoun’s

metaphorical ship – his life journey – him or a

higher power? At this point in the novel, it is

evident that Zeitoun’s faith is driving most of

his decisions.

At the beginning of the novel, Zeitoun can be

characterized as a devout (deeply religious)

individual, as seen in his blind acceptance of all

religious preachings. As the novel progresses

and he comes up against persecution for his

religion and background, he starts to doubt the

compassion and understanding in others; to

question the very character of others who treat

him as a criminal before even knowing his

name.

You are responsible for bringing your summer reading novel with annotations and your double entry

journal to class on the first day of school. Late work is not acceptable and will receive a letter grade

deduction for each day late.

English I (Gifted/Talented)

Something Wicked This Way Comes ISBN# 978-0380729401 by Ray Bradbury The carnival rolls in sometime after midnight, ushering in Halloween a week early. The shrill siren song of a calliope beckons to all with a seductive promise of dreams and youth regained. In this season of dying, Cooger & Dark's Pandemonium Shadow Show has come to Green Town, Illinois, to destroy every life touched by its strange and sinister mystery. And two boys will discover the secret of its smoke, mazes, and mirrors; two friends who will soon know all too well the heavy cost of wishes and the stuff of nightmare.

How to Read Literature Like a Professor: For Kids ISBN# 978-0062200853 Professor Thomas C. Foster gives tweens the tools they need to become thoughtful readers. With funny insights and a conversational style, he explains the way writers use symbol, metaphor, characterization, setting, plot and other key techniques to make a story come to life. There is an “adult” version of this book that is longer and more detailed. We recommend that you buy the one labeled “for kids.”

Dear students and parents,

Summer reading is an important part of the Lake Mary High School culture. It is a vital experience

that keeps kids learning even when the school year is over. In addition to fostering a joy of reading,

current research indicates that increased summer reading helps students maintain skills and avoid

learning loss. However, summer reading does more than preserve the skills of the previous school

year; by exploring a shared text, students have a common experience with their classmates to begin

the school year in August. Finally, when students complete an assignment accompanying the text,

teachers can provide valuable feedback to students to set them up for success throughout the

coming year.

Lake Mary High School’s goals for assigning summer reading are:

1. To ask students to demonstrate their knowledge of and interaction with an extended text 2. To allow students to practice skills that will be reinforced or built upon during the next year

of instruction 3. To foster the habits of mind demonstrated by successful readers

Students entering ninth grade will have the opportunity to study the concept of coming of age.

Students will explore fictional characters and real individuals who encounter self-defining incidents.

For summer reading, students must read the following two books and complete the following two-

part assignment:

Something Wicked This Way Comes ISBN# 978-0380729401

How to Read Literature Like a Professor: For Kids ISBN# 978-0062200853

In order to document your thinking and interaction with the text, please complete the following

assignment:

Part I: How to Read Literature Like a Professor: For Kids – Write a two-sentence summary for each chapter. Type your responses using 11 or 12-point font (Calibri or Times New Roman). Double space your paper and include the chapter number and title for each summary. This part must be done before reading Something Wicked This Way Comes.

Part II: Something Wicked This Way Comes - As you read the novel, you must document your thoughts and reactions by keeping a double-entry journal. Effective readers respond to text in a variety of ways; therefore, you are expected to respond using each option given at least once. Please see the attached template for more details and support.

1. While you read you will record your thinking about and interactions with the text using the double-entry journal format. Your double-entry journal must contain at least 12 entries.

2. Open a Word Document and type an MLA heading on the upper left-hand side of the page. (The entire document should be typed in size 11 or 12, Times New Roman or Calibri font) Example MLA heading: Will Halloway (your name)

Mr. Martin (teacher’s name)

English I Gifted (course name)

10 August 2017 (date) 3. Beginning on the next line, go to your toolbar and select “Table” and then “insert table.”

You will select 2 columns and 13 rows. 4. The first column you will label “Evidence” and the second column you will label

“Commentary.” As you read, you will identify at least 12 key lines or passages. In the left column under “Evidence,” you will type out the key line or passage in quotes and cite the page number in parentheses. The quotations you choose do not have to be character dialogue. A quotation can range from a single sentence to a short paragraph, as long as it is important or meaningful to your understanding of the novel. Place this text excerpt in quotation marks and include the page number; in the right column under “Commentary” you will comment on the quotations; your commenting options are listed below. Effective readers respond to text in a variety of ways; therefore, YOU MUST USE EACH OF THE OPTIONS BELOW AT LEAST ONCE.

Your comments on the right must include:

Comments about the writer’s use of literary devices (metaphor, symbolism, personification, etc.)

Analysis of the quote’s connection to plot, character development, conflict, or theme

Your reactions to the author’s word choice (diction) or sentence structure (syntax)

Questions about what was read (meaning, purpose, character motivations, etc.)

Connections/Associations (to similar themes or topics in other books, cultural/social and historical events)

Predictions or inferences

Template:

Evidence Commentary (reactions/questions/analysis)

EXAMPLE: “Her face was white and sharp and slightly gleaming in the candlelight, like bone. No hint of pink. And the hair. So fine, so pale, so much, crimped by its plaiting into springy zigzag tresses, clouding neck and shoulders, shining metallic in the candlelight” (42).

Literary Devices When the author uses the words “white,” “sharp,” “gleaming,” and “candle light,” he forms a ghostly, almost creepy image of the woman. The simile comparing her face to “bone” emphasizes this ghostly image even more, and the description of the “springy” hair “clouding” around her upper body creates a wild, almost zombie like picture of the woman. Strong use of imagery and detail helps create a picture in the reader’s mind.

“Quotation from the text” (page #). Connections

To the plot

To a character

To a conflict

To a theme

“Quotation from the text” (page #).

Diction/Syntax

The character’s use of complex words makes him sound…

This author uses short, choppy sentences in dialogue, which makes the characters seem angry with each other…

“Quotation from the text” (page #).

Questions

Why did the author/character do…?

I wonder why…

“Quotation from the text” (page #).

Connections/Associations

This relates to the book...when….

This must have taken place during….because….

“Quotation from the text” (page #).

Predictions/Inferences

Based on what happened here, I can infer…

Last time this happened, the character…so I can predict…

Please direct questions to Mr. Martin (Ray_Martin@scps.k12.fl.us)

10th Grade Summer Reading

English II Standard—Summer Reading

Although we share Seminole County’s commitment to developing reading skills and inspiring a lifelong love of reading, we are NOT assigning summer reading to Standard level English classes. However, summer reading can have a positive impact on academic performance and correlate to increased test scores. With that in mind, here is a list of books should you desire to read a novel on your own. Happy reading!

iBoy by Kevin Brooks, The Compound by S.A. Bodeen, or The Book Thief by Markus Zusak

English II Honors- A Separate Peace by John Knowles ISBN 13: 9780743253970

Set at a boys’ boarding school in New England during the early years of World War II, A Separate Peace is a harrowing and luminous parable of the dark side of adolescence. Gene is a lonely, introverted intellectual. Phineas is a handsome, taunting, daredevil athlete. What happens between the two friends one summer, like the war itself, banishes the innocence of these boys and their world.

Assignment: Read the novel A Separate Peace and complete the Novel Data assignment below. Bring your copy of the book and your assignment on the second day of school. There will be a test during the first week of school. Please see the link provided if you would like a worksheet version of the Novel Data. Novel Data 1. Title of work 2. Author 3. Date of publication 4. Provide information about the period (literary, historical, philosophical). 5. Provide significant details about the author. 6. Identify the genre and specify how this work fits its characteristics. 7. Write your initial impressions of the work. 8. Provide plot points (use bullets). 9. Identify and explain the use and effect of three literary techniques. Cite and quote one example of each. 10. Cite and quote three significant passages (use ellipses and abbreviate). Then explain the significance of each passage or explain how it relates to the work as a whole. 11. Name each significant character. Explain his/her relationship to other characters. Explain his purpose/function in the story. Give three adjectives that describe the character. 12. Describe the setting(s) and explain its (their) significance. 13. Write and explain the theme(s) of the work (at least 2). 14. Identify and explain key metaphors (M), symbols (S), and motifs (F) in the work (2 of each). 15. Write at least five vocabulary words from the text and define them. Cite the page and passage in which you found them. 16. Write at least 3 questions or topics for discussion.

English II Pre-AP and G/T - Curious Incident of the Dog in the Nighttime by Mark Haddon

ISBN 1400032717

**Note: We would like students to use the proper MLA format. Please TYPE response in Times New

Roman, 12pt font, double space, 1” margins (if typing is not an option, please use black or blue ink).

Every paper should also have the MLA heading in the upper left-hand quarter. The format is as follows:

Student Name

Teacher

English II

10 August 2016

**An excellent online source for MLA guidelines and sample pages is Purdue OWL (Online Writing Lab)

ASSIGNMENT:

1. Read the book annotating as you go. Mark anything that you think is important but focus on the

following factors for the assignment:

a. Diction (word choice)

b. Imagery- Look for a variety: olfactory, visual, auditory, tactile, gustatory

c. Details—consider why the specific detail(s) is(are) included

d. Syntax—how are sentences put together

e. Literary Terms/Devices

f. Rhetorical Terms/Devices

2. After you read and annotate, choose 5 passages (10-15 sentences in length) from the text that

will be further annotated/analyzed.

a. Cite the passage using MLA standards.

b. You must specifically annotate for/analyze 4 of the 6 focus areas found in 1. You may

use any focus area more than once.

c. My sample is not of acceptable length; it is just to show annotating strategies.

3. Show your “Annotations” on the typed passage. These can be hand written or computer

generated. If you open this document in word you can see my annotations in the comments

bubbles. You can also use highlight in different colors and underline as a means of annotating—

make sure you explain your annotations. I chose to use the computer capabilities to annotate.

Whichever method you choose, make sure I can clearly tell what part of the passage the note

references.

4. Then, write a “Notes” list (bulleted, numbered, etc) of your thoughts/analysis of the annotated

passage and why the author has utilized the material highlighted by the annotations.

Sample on page below

Questions? Mrs. Jackson patricia_jackson@scps.k12.fl.us

Ms. Watts veronica_watts@scps.k12.fl.us

Student Name Teacher’s Name English II Date

Passage 1

"Next morning1 when the first light came into the sky and the sparrows stirred in the trees, when the cows rattled their chains and the rooster crowed and the early automobiles went whispering along the road23, Wilbur awoke and looked for Charlotte."45 (White, 29)

Annotations:

1. Time indicator—“Next morning”

2. 2 adverb clauses which increase in length, No mention of humans until the very end of the list “automobiles went whispering” – assumption driven by humans Go from sun (furthest away from man) to man (automobiles)

3. Parallel structure? Consider verb tense and conjunction use

4. Periodic sentence—holding the main clause until last-- Sets the scene before the author gives us the main idea; allows reader to focus on the main clause by saving it until the end

5. Is she missing? Is this a problem in contrast to the description of the idyllic morning?

Notes/Analysis:

1. used to set the scene and the mood

2. use of the adverb clauses at the beginning of the periodic sentence allows the reader to “wake up” into the setting just the Wilbur does

3. creates in the reader a sense of calm; even the cars are “whispering”

4. “zoom in” approach of the images, from the sun “first light” to the automobiles, forces the reader to focus in on the specific detail, the main clause, Wilbur and Charlotte

5. reader is not panicked that Wilbur is looking for Charlotte; there is no hint of foreboding

6. followed shortly by an admission by Charlotte that she feels old and does not think she will live to see her children born

7. profound peace set up in this beginning is shaken by Charlotte’s comments, a reminder that happiness is fleeting.

English II Gifted—(Cohort only) Summer Reading Assignment

Life of Pi by Yann Martel (ISBN: 978-1841954257)

The son of a zookeeper, Pi Patel has an encyclopedic knowledge of animal behavior and a fervent love of stories.

When Pi is sixteen, his family emigrates from India to North America aboard a Japanese cargo ship, along with their

zoo animals bound for new homes.

The ship sinks. Pi finds himself alone in a lifeboat, his only companions a hyena, an orangutan, a wounded zebra,

and Richard Parker, a 450-pound Bengal tiger. Soon the tiger has dispatched all but Pi, whose fear, knowledge, and

cunning allow him to coexist with Richard Parker for 227 days while lost at sea. When they finally reach the coast

of Mexico, Richard Parker flees to the jungle, never to be seen again. The Japanese authorities who interrogate Pi

refuse to believe his story and press him to tell them "the truth." After hours of coercion, Pi tells a second story, a

story much less fantastical, much more conventional--but is it more true?

This course requires a focused reading; simply reading on-line information /seeing a film is insufficient for

A.P. study

During the first 2 weeks of school, you will complete a written assessment, take a reading assessment test,

analyze specific diction and syntax, and actively contribute to class discussion. This novel results in

multiple grades—opting to not read it or find an easy way around reading it may be an unwise choice.

1. As you read, consider the three analysis questions below. Answer each question to the best of your

ability, supporting each answer with evidence from the text (with accompanying page numbers). Responses are due on the second day of school.

Write a 2-3 sentence response for each question.

List 4-6 quotes from the text that support your answer.

This assignment must be typed. Be sure to save your document—as you will submit it to Vericite to make sure that your work has not been shared, copied, or plagiarized. I will show

you how to do this. Also recommended…

2. Take note of characters—their traits, relationships, and actions (do not dismiss minor characters’ roles)

3. Take note of settings and their importance.

4. Pay attention to authorial style—his diction, syntax, symbolism, figurative language, etc. Consider the

effect of these choices.

Analysis Questions (answer all three):

1. A sign in Pondicherry Zoo promises to show spectators the most dangerous animal in the world. What is

revealed when the visitors pull back the curtain, and how is that idea important to the theme of the novel?

2. Faith is a central topic in the novel, as Pi is a devout follower of three religions. How does the author

develop the motif of faith? (Consider what it reveals about Pi’s character or how it relates to a thematic

statement about the novel.)

3. The officials from the Japanese Ministry of Transport do not believe Pi’s story and tell him that what he

claims is not possible. Then, Pi tells another story. How do the stories relate to truth and/or reality?

Enjoy this wonderful novel.

Mrs. Ling jaimie_ling@scps.us

English III ST—Summer Reading

Although we share Seminole County’s commitment to developing reading skills and inspiring a lifelong love of reading, we are NOT assigning summer reading to Standard level English classes. However, summer reading can have a positive impact on academic performance and correlate to increased test scores. With that in mind, here is a list of books should you desire to read a novel on your own. Happy reading!

Paper Towns by John Green; The Uglies by Scott Westerfeld; Into the Wild by John Krakauer English III Honors Summer Reading

Of Mice and Men—John Steinbeck (ISBN-10: 0140177396; ISBN-13: 978-0140177398) ASSIGNMENTS:

A focused reading is required; simply reading on-line information or seeing a film is insufficient.

During the first week of school, you will take a test on this novel.

Complete the accompanying assignment below—TYPED—to turn in the first day of school

Suggestions: 1. Keep a character list—including relationships. 2. Keep a list of settings and their importance to the novel. 3. Pay attention to plot AND language (literary devices, diction and syntax) as the test/oral questions will not be simple plot recall

· Authorial Background John Ernst Steinbeck was born on February 27, 1902 in Salinas, CA. He studied at Stanford University

but never earned a degree. In 1929, he published his first novel, Cup of Gold, but he did not have literary

success until the publication of Tortilla Flat (1935). In 1937, he published Of Mice and Men to teach him

to write for the theater. The novella was produced as a play and won the Drama Critics’ Circle Award.

He was a war correspondent, wrote novels, novellas, short stories, nonfiction, and screenplays. He is

best remembered for the Pulitzer-Prize-winning Grapes of Wrath, a realistic portrayal of the plight of

migratory workers in Depression-era America. He died in 1968.

· After Reading–You must answer these questions independently—TYPED to turn in (and be prepared to discuss them in class). Each question should be approximately SIX sentences—grammatically sound. –Compare and contrast the language of the first two pages of Chapter 1 and those of the last

chapter. Using details from each, discuss the details and imagery that reveal the tone of each

chapter.

–Most definitions of a tragedy focus on Aristotle’s definition of it as a play about a basically good

man, important to society, who suffers a fall brought about by something in his nature (flaw),

provoking the emotions of pity/fear in the audience. In what way is this a tragedy?

--How does this book relate to the theme of the American Dream? American Dream: the ideals

of freedom, equality, and opportunity traditionally held to be available to every American and a

life of personal happiness and material comfort as traditionally sought by individuals in the U.S.

· This is due the second day of school. We will test Friday, 8/11; be prepared!!!

· Questions–The following chapter questions are a guide for your reading--OPTIONAL. Chapter 1 –Consider the diction of the opening scene. What mood does this set up? –How does the author convey Lennie’s animal-like qualities? –What is George’s attitude toward Lennie? Why does he stay with him? –What is the connection between the mouse and Weed? –Where are these two men headed and for what purpose? –What is their “dream”? –Find examples of foreshadowing. –You may want to keep a character list for yourself. Chapter 2 –Why is the stable buck set apart from the other men? –Why is the boss suspicious of George and Lennie? –What explanation of Lennie’s condition is given? Is it true? –What do Candy and George say about Curley’s wife? Are they correct? –What is the significance of Slim and Carlson’s remarks about the dogs? –Consider foreshadowing, similes, and conflicts of this chapter.(make note in following chptrs.as well) Chapter 3 –What does George’s conversation with Slim reveal about his past treatment of Lennie? –Analyze Carlson’s reasons for and candy’s reasons against shooting the dog. –Why does George decline Whit’s invitation to the brothel? –Relate George’s description of the farm to the novel’s thematic subject of a romantic Eden. Is it realistic? –What comparison does Candy make between himself and the dog? (Links to subj. of responsibility) –Why does Curley attack Lennie? What is the result? –Why does Slim protect Lennie after his confrontation with Curley? Characterization? Chapter 4 --What does the description of Crooks’ room reveal about him? –What does Crooks say will happen to Lennie if George does not come back? –Which character’s names are symbolic? –What is Crooks’ reaction to the dream of the farm? –Consider how Candy’s comments to Crooks and Lennie relate the dream of the land to Steinbeck’s ideas on economic exploitation. –What does Curley’s wife say she might have done instead of marrying Curley? –How is her destructive nature most clearly revealed? –Some other thematic subjects to consider: Loneliness, Innocence, Discrimination, America Chapter 5 –How is Lennie’s treatment of the dead puppy typical of his character? –How does Curley’s wife feel about Curley? –Consider the events between Lennie and Curley’s wife.

–Compare the reactions of Slim and Curley to this event. –Why is Curley’s wife never named? Chapter 6 –Describe Lennie’s two visions. What might they mean? –Find a parallel between the death in this chapter and a death earlier in the novella. –Explain George’s last remarks to his friend. –Why does George lie to the others? –Explain the significance of the last line of the book. –Chapter 6 brings us full circle to the setting of Chapter 1. How is the imagery the same or

different? APLAC Summer Reading

The Kite Runner by Khaled Hosseini (ISBN-10: 159463193X; ISBN-13: 978-1594631931) Growing up in pre-Civil War Afghanistan is ideal for Amir; but a shameful secret and the Soviet invasion cause Amir and his father to flee to America. When he returns years later to right a wrong, the country of his birth, now under the infamous Taliban rule, is hardly recognizable.

We require a focused reading; simply reading on-line information /seeing a film is insufficient for A.P. study

During the first week of school, you will complete a written assessment, take a reading assessment test, analyze specific diction and syntax, and actively contribute to class discussion. This novel results in multiple grades—opting to not read it or find an easy way around reading it may be an unwise choice.

You have NO written assignment—BUT, it is our strong suggestion that while reading you: 1. Take note of characters—their traits, relationships, and actions (do not dismiss minor

characters’ roles) 2. Take note of settings and their importance. 3. Pay attention to authorial style—his diction, syntax, symbolism, figurative language, etc.

Consider the effect of these choices. Enjoy this wonderful novel—Any questions? Let us know. Mrs. Weger--lisa_weger@scps.us Mrs. Ling-- jaimie_ling@scps.us

English IV Standard

Rationale: While we do not have a formal summer reading assignment for standard level, we do believe

in reading for interest and self-growth. These novels sparks students’ interest and affords accessibility

for all levels of readers.

The Five People You Meet in Heaven by Mitch Albom; ISBN10: 1401308589; ISBN13:9781401308582

Monster by Walter Dean Myers; ISBN10: 0064407314; ISBN13: 9780064407311

My Sister’s Keeper by Jodi Piccoult; ISBN10: 0743454537; ISBN13: 9780743454537

English IV Honors

The Things They Carried by Tim O’Brien; ISBN10: 0767902890; ISBN13 :9780767902892

Assignment: As you read the novel, create a character chart for all of the characters in the novel.

Identify the character’s background or history, actions, personality traits, key lines from the text that

describe the character, and an analysis of those lines. Cite the lines with page number. Be very

thorough. This assignment will serve as a study guide for the test you will take on the first day of class.

Tim O’Brien Kathleen Azar

Linda Henry Dobbins Rat Kiley

Jimmy Cross Norman Bowker Curt Lemon

Mitchell Sanders Mary Anne

Kiowa Elroy Berdahl

Mock Example: (not a character in the novel)

Name Background Personality

Traits

Key Lines Analysis

Sam Very religious

family

Sensitive and

caring

“I prayed and cried

at night when

others would not

know my guilt and

weaknesses” (845)

Sam feels that killing is wrong

even in war. He repents but

wants respect from the men.

He faces a moral dilemma—

respect from soldiers or

following his religious beliefs

Advanced Placement English Literature and Composition

Required Texts

2017 Edition 5 Steps to a 5 (Rankin and Murphy), ISBN# 9781259583476

One Flew Over The Cuckoo’s Nest (Ken Kesey), ISBN# 9780141181226

Ken Kesey’s One Flew Over The Cuckoo’s Nest is set in a mental institution during the 1960’s. A robust

and rebellious Randall Patrick McMurphy enters the men’s ward of the hospital in an attempt to avoid

prison and changes the lives of those who live under the domineering rule of Nurse Ratchet. McMurphy,

a modern tragic hero, battles an institution that destroys individuality and manipulates the greatest

weaknesses of those under its control.

The Bell Jar (Sylvia Plath), ISBN# 9780060837020

The Bell Jar, a novel that describes a young woman’s conflicts with her 1950’s society and self-

understanding, presents many questions to explore concerning relationships between children and

parents, relationships between men and women, the search for self-actualization and meaning in life.

Similar to One Flew Over the Cuckoo’s Nest, Plath presents the issues of alienation, mental illness, and

the consequences for people who define themselves contrary to established norms.

Assignment As you read and explore each novel, analyze literary elements such as symbol, imagery, character, theme, motif, figurative language, and narrative perspective. It is not enough to merely identify a device or write a generalization; instead, consider how the device affects the meaning of the text or how your observations shape relationships or connect to the historical or social aspects of the time period in which the text is set. Your AP Literature teacher expects you to annotate each text and/or take notes in any form you prefer. You do not have to complete a formal journal, but you will be required to have a deep understanding of both texts in order to explore and apply psychoanalytic, feminist, and archetypal criticism to both texts, write a comparative analysis, and complete an AP style multiple choice test. You will be provided information on the three criticisms in class prior to discussion. Bring both texts and self-generated notes or annotations to class. DO NOT use outside sources as this will not prove beneficial to how we evaluate you. We expect you to read and to share YOUR interpretation in class discussions.

AP Seminar Summer Assignment (2017)

Instructor: Mr. R. Martin (Ray_Martin@scps.k12.fl.us)

AP Seminar is designed to teach you how to be a skilled researcher, and one of the most important

parts of research is gathering quality, useable sources that you can draw from as you develop your

own perspective or ideas. For your summer assignment, you will practice this process of gathering

and reflecting on research sources by creating an annotated bibliography.

An annotated bibliography is a document that is meant to give you a “quick reference guide” for the

information you are in the process of (or planning to) gathering for a research paper or project.

Annotated bibliographies not only help you keep source material organized, they also allow your

peers to get an overview of your research process, and help you remember over time how you were

going to use each source or what you found useful or problematic about it. It is designed to give

you (and your readers) a brief documentation of the research you would like to do or have already

done. It does not replace the actual research process; rather, it allows you to evaluate potential

sources for later use. In addition, it provides you with a documented “trail” you can follow when

you attempt to (re) locate sources for further exploration. Review the guides below for more

information and instructions:

Krause, Steven D. “Chapter 6: The annotated Bibliography Exercise.” The Process or Research

Writing. http://bit.ly/Krause-CH6

“How to Prepare an Annotated Bibliography.” Cornell University Library.

http://bit.ly/Cornell-annbib

“Annotated Bibliography Samples.” Purdue Online Writing Lab. http://bit.ly/OWL-annbib

(refer to MLA format models only)

Knott, Deborah. “Writing an Annotated Bibliography.” University of Toronto Writing.

http://bit.ly/Knott-UofT-annbib

Assignment: Create an annotated bibliography that includes 8 text sources and 4 video sources.

Each source must be cited correctly using MLA format.

Each annotation must include a summary of the source, an evaluation of the source, and your notes on the relevancy and potential use of the source.

Guidelines:

1. Starting on Page 3 of this document you will find a list of recommended sources. Of the 8 text-

based sources in your annotated bibliography, 6 must come from this list. You must then

locate, cite, and write annotations for 2 additional sources of similar quality.

2. In the list of recommended sources, you will also find a selection of TED Talks. Of the 4

video-based sources in your annotated bibliography, 2 must come from this list. You

must then locate, cite, and write annotations for 2 additional video sources of similar quality.

3. This guide (http://bit.ly/2oLFJ52) can help you evaluate your sources for quality.

4. You are not required to base all of your selections around a common theme. Since this is a

practice exercise for actual research you will do later, your annotations can address a wide range

of topics and ideas.

5. Collect all annotations into a single document, formatted according to MLA guidelines, with a

proper heading, and with entries listed in alphabetical order.

6. Be prepared to submit your annotated bibliography to Vericite on the first day of class.

Reminders:

1. If you are having trouble, ASK FOR HELP. All summer questions should be sent in email to

me.

2. You may get help and feedback from your peers, but your assignments will be checked for

plagiarism so no one should have identical entries in their bibliography – your annotations must

be in your own words.

3. It’s okay to include sources with opposing viewpoints – just remember that you cannot discount

the validity or relevance of a source just because it clashes with your own opinion.

4. You must vary your sources. All of your texts cannot come from on or multiple newspapers,

magazines, journals, books, etc. Your sources should vary in type (article, essay, academic paper,

etc.) and location (e.g. there are a lot of articles from South China Morning Post in the

Recommended Sources list – all eight of your text sources cannot be from SCMP).

5. Give yourself plenty of time! The writing part of this assignment is not long or intensive, but

you will have to do a lot of reading and evaluating for each source. You should aim for

completing two sources with annotations per week.

6. Be very careful with your citations.

a. Do not confuse the author of an article with the author or editor of the

book/magazine/website it comes from.

b. Do not confuse or conflate article titles with book/magazine/website titles.

c. Be accurate when spelling names, titles, etc.

d. You may use easybib.com (or similar) to help you build your citations; however, it is

often inaccurate and should not be trusted – double check ALL citations against

examples on the OWL at Purdue or similar style guide. (http://bit.ly/owl-mla)

7. If you are not sure about something LOOK IT UP AND FIGURE IT OUT! If you’re still

having trouble after doing at least one hour of research on your own, you may contact me for

help.

Recommended Sources:

(Note: Many of the articles and papers in this list below could have fit into many categories, but

were only listed once to keep the list concise. Be sure to peruse all categories for titles you might

be interested in. If for some reason the link does not work, just type in the full title and author,

and it should appear. Also, some of these links will require you to download the full PDF or full

article – do not just read the abstracts.)

Animal Rights

“The Convoluted Nature of the African Ivory Trade” by Jonah M. Williams

(http://bit.ly/2pCvzlE)

Economics

“Budget Explainer: The structural Deficit and What it Means” by Sarantis Tsiaplias

(http://bit.ly/1sNBUvA)

“Hong Kong has enough money and land, but no guts or will to solve its housing crisis” by

Yonden Lhatoo (http://bit.ly/1sNCf15)

“Lehman redux: Why Trump could light the fuse as global debt time bomb ticks away” by David

Brown (http://bit.ly/2pCp8ln)

“Growing old disgracefully – improving Hong Kong pension rules to fit the reality of the

retired” by Richard Harris (http://bit.ly/2pgunHv)

Feminism and Gender Equality

“Love, Morals, and Uncertainty: the Making of an Unhappy End” by Jacqueline Liu

(http://bit.ly/2on6CcQ)

“What Can a Heroine Do? Or Why Women Can’t Write” by Joanna Russ

(http://bit.ly/2o3Ny7f)

“The Girl Effect: A Neoliberal Instrumentation of Gender Equality” by Ginger Ging-Dawn

Boyd (http://bit.ly/2on6Q3A)

Health

“Weight loss theory debunked – exercise a bigger weapon against obesity than diet” by Jeanette

Wang (http://bit.ly/1qG9Rfy)

“Alcoholism: A Neurological Perspective” by Saheel Chodavadia (http://bit.ly/1qGjoTF)

Human Rights

“Transitional Organising and Feminist Politics of Difference and Solidarity: The Mobilisation of

Domestic Workers in Hong Kong” by Adelyn Lim (http://bit.ly/1sNCaur)

“Mind the Gap: The Discrepancy Between the Normative Debate and Actual Use of Human

Rights Language in International Climate Negotiations” by George Beck, et al.

(http://bit.ly/2o3U9yC)

Literature

“Thoreau, Leopold, & Carson: Challenging Capitalist conceptions of the Natural Environment”

by Savannah Kuper (http://bit.ly/2pCjpck)

“The Opposing Viewpoints of Slavery in Nineteenth-Century American Poetry: An Anthology”

by Madison Yeary (http://bit.ly/1s6ASKg)

“Hidden Slave Narratives: The Power of Teaching Empathy with Children’s Literature” by

Elisabeth Wilkes (http://bit.ly/1s6A87X)

“The Desensitization to Violence and the Perpetuation of Opression and Slavery in Suzanne

Collins’s The Hunger Games Trilogy” by Bryce Longenberger (http://bit.ly/1s6Apb8)

“Spells, Spirits, and Charms in the Harlem Renaissance” by Jamie Battaglia

(http://bit.ly/6AbAF)

“‘Except That the Haunted, Hidden Thing Was Me’: Ghostly Matters and Transsexual

Haunting” by Esther Wolfe (http://bit.ly/1s6AoUt)

Mathematics

“A Mathematician’s Lament” by Paul Lockhart (http://bit.ly/1sNCr0t)

Media Studies

“How YouTube Developed into a Successful Platform for User-Generated Content” by

Margaret Holland (http://bit.ly/1WRrLdM)

“Exaggerations and Stereotypes of Schizophrenia in Contemporary Films” by Nikita DeMare

(http://bit.ly/2pBDfY4)

“Psychological Effects of Fitness Advertising on Female Collegiate Athletes” by Jenny Gallagher

(http://bit.ly/1WRsjAe)

“Human Rights Framing in U.S. Newspaper Coverage of the Sochi Olympic Preparations” by

Michelle Alfini (http://bit.ly/2oV1rE0)

“The Effect of Technology on Face-to-Face Communication” by Emily Drago

(http://bit.ly/2oVbr0e)

“How Twitter is Changing Narrative Storytelling: A Case Study of the Boston Marathon

Bombings” by Mary Kate Brogan (http://bit.ly/1WRtqzR)

“Faux Activism in Recent Female-Empowering Advertising” by Alyssa Baxter

(http://bit.ly/1WRta3W)

“How Luxury Fashion Brands Utilize YouTube to Engage Consumers and Promote Brand

Identity” by Melissa Hanke (http://bit.ly/1TVgPVw)

“A Framing Analysis of Media Coverage of theRodney King Incident and Ferguson, Missouri,

Conflicts” by Sarah Bowen (http://bit.ly/1TVgNNB)

Poverty

“Interdependency of Aid Effectiveness and Good Governance” by John Kigongo E. Mubazi

(http://bit.ly/2oLeoQq)

Science

“Shedding Light on Genomic Dark Matter: An introduction to Long Noncoding RNA” by Lara

Elcavage (http://bit.ly/1qGjEST)

Sustainability and the Environment

“Planning of Wastewater Reuse Programme in Nigeria” by James Rotimi Adewumi and Abiose

Mathew Oguntuase (http://bit.ly/2pRvKsy)

“Resolving conflicts Between Endangered Species Conservation and Renewable Energy Siting:

wiggle Room for Renewables?” by Gregg Badichek (http://bit.ly/2omOUWZ)

“Climate Change and Capitalism” by Jonathan T. Park (http://bit.ly/2o3qAND)

“Examining the Efficacy of Fair Trade and Alternative Consumption on Environmental

Sustainability and Human Rights in Developing Countries” by Ashley Overbeek

(http://bit.ly/2pBNYig)

“Green Talk: Comparing the Discourse on Climate Change and Sustainable Development

Between Environmental NGOs and the State in Vietnam and Bolivia” by Samantha Schipani

(http://bit.ly/2o3wo9M)

“Sustainablity and Contemporary Man – Nature Divide: Aspects of Conflict, Alienation, and

Beyond” by Mohamed El-Kamel Bakari (http://bit.ly/2pREXRK)

“The Red Zone: Why Beijing’s Air Pollution Crisis is More Complicated than You Think” by

Samantha Schipani (http://bit.ly/2o3mJQu)

TED Talks

James Flynn: “‘Why our IQ levels are higher than our grandparents’” (http://bit.ly/1qGbaed)

Michael Metcalfe: “‘A provocative way to finance the fight against climate change’”

(http://bit.ly/1qGbqtQ)

Hugh Evans: “’What does it mean to be a citizen of the world?’” (http://bit.ly/1qGbp9g)

Chimamanda Ngozi Adichie: “’The danger of a single story’” (http://bit.ly/1qGbb1Q)

Taylor Wilson: “’my radical plan for small nuclear fission reactors’” (http://bit.ly/1qGbABs)

Memory Banda: “’A warrior ‘s cry against child marriage’” (http://bit.ly/1qGbxpf)

Miranda Wang and jenny Yao: “’Two young scientists break down plastics with

bacteria’”(http://bit.ly/1qGc62g)

Mia Birdsong: “’The story we tell about poverty isn’t true’” (http://bit.ly/2piX6eR)

Alice Goffman: “’How we’re priming some kids for college – and others for prison’”

(http://bit.ly/1qGgDlp)

Michael Kimmel: “’Why gender equality is good for everyone – men included’”

(http://1qGgGNY)