all assignments are due the first week of class. lists/2014-2015 reading lists.pdf · all...

SUMMER READING LIST

JOHN MCEACHERN HIGH SCHOOL

9th

Grade Literature and Composition

2014-2015

All assignments are due the first week of class.

Students should select one novel from the 2013-2014 Georgia Peach Teen Nominees list.

2013-2014 Georgia Peach Book Awards for Teens

-Ashfall by Mike Mullin -The Hunt by Andrew Xia Fukuda

-Boy 21 by Matthew Quick -The Language of Flowers by Vanessa Diffenbaugh

-The Disenchantments by Nina LaCour -Leverage by Joshua Cohen

-Erebos by Ursula Poznanski -My Book of Life by Angel by Martine Leavitt

-Every Day by David Levithan -My Life Next Door by Huntley Fitzpatrick

-The Fault In Our Stars by John Green -Never Fall Down by Patricia McCormick

-The Girl of Fire and Thorns by Rae Carson -Pink by Lili Wilkinson

-The Good Braider by Terry Farish -Raven Boys by Maggie Stiefvater

-Grave Mercy by R. L. LaFevers -UnWholly by Neal Shusterman

-Curveball: The Year I Lost My Grip by Jordan Sonnenblick

Each student should choose his/her summer reading title carefully based upon individual interests, ability

level, and personal values. Parents are encouraged to participate in the selection process and guide the

student in making an appropriate decision. Students should be prepared for an assessment of the

assignment during the first two weeks of the semester. We hope that your reading will enrich your

summer vacation.

SUMMER READING LIST


Honors 9th

Grade Literature and Composition

2014-2015


All students will read The Miracle Worker by William Gibson,

and

students should select one of the following titles.

Watership Down-Richard Adams

Pride and Prejudice-Jane Austen

Abarat-Clive Barker

Fahrenheit 451-Ray Bradbury

And Then There Were None- Agatha Christie

Jurassic Park-Michael Crichton

The House of the Scorpion-Nancy Farmer

Lord of the Flies-William Golding

The Bean Trees-Barbara Kingsolver

The Scarlet Pimpernel-Baroness Orczy

Dr. Jekyll and Mr. Hyde-Robert Louis Stevenson

Each student should choose his/her summer reading title carefully based upon individual

interests, ability level, and personal values. Parents are encouraged to participate in the

selection process and guide the student in making an appropriate decision. Students

should be prepared for an assessment of the assignment during the first two weeks of the

semester. We hope that your reading will enrich your summer vacation.

SUMMER READING LIST


10th

Grade World Literature and Composition

2014-2015


Students should select a nonfiction work by an American author. The

text should be at least 100 pages and grade-level appropriate. Possible

choices include biographies, autobiographies, and memoirs. Other

options might be books about a particular sport, hobby, occupation, or

period of history. Each student should choose his/her summer reading

title carefully based upon individual interests, ability levels, and

personal values. Parents are encouraged to participate in the selection

process and guide the student in making an appropriate decision.

Students should be prepared for an assessment of the assignment

during the first two weeks of the semester. We hope that your reading

will enrich your summer vacation.

SUMMER READING LIST JOHN MCEACHERN HIGH SCHOOL

10th Grade Honors World Literature and Composition 2014-2015

Anthem assignment is due the first week of class.

Mandatory Reading: 1. Anthem by Ayn Rand (short novella)

Amazon.com product description: In a future where there is no love, no science, and everyone is equal and of one entity, one man defies the group to be his own person. That is a serious offense.

The text of this novella is available online at the following address: http://www.noblesoul.com/orc/texts/anthem/complete.html This book is also available in a public library or a local bookstore.

ASSIGNMENT – Annotating the Text: Taking notes (annotating) as you read will be advantageous to you when school begins and you review the novel for our class discussions, Socratic Seminar, and upcoming objective assessments.

o On the inside front cover of your copy of Anthem, write a list of characters with a brief summary of each.

o There should be a minimum of 20 different annotations throughout the entire text. The annotations should cover a variety of topics.

The annotations can include themes, key scenes (especially moments of character development, etc.), political philosophies, dystopian concepts. The internet can be used to help you know what to look for; however, it should not be used in lieu of reading the novel.

o Use a variety of annotative methods: highlighting, abbreviations, “sticky” notes, extensive marginal notes, underlining, bracketing, parentheses, etc.

2. Julius Caesar by William Shakespeare (canonical play) This text will be used throughout the semester. Amazon.com product description: Roman dictator Julius Caesar returns from a victorious campaign in Spain, causing his fellow citizens to mistrust the scope of his political ambitions. Afraid that he will accept the title of kin , a group of conspirators persuade Marcus Brutus to join their plot against Caesar. William Shakespeare’s play revolves around Marcus Brutus as he grapples with issues of friendship, honor, and patriotism. The text of this play is available online at the following address: http://shakespeare.mit.edu/julius_caesar/full.html This play is also available in a public library or local bookstore.

http://www.noblesoul.com/orc/texts/anthem/complete.html

http://shakespeare.mit.edu/julius_caesar/full.html

11th

- grade American Literature

Summer Reading 2014-2015

Flygirl by Sherri L. Smith – Ida Mae Jones is a Louisiana girl who longs to be a pilot when

America enters World War II. She is pretty and smart, but she has two huge strikes against her.

She is black AND a woman, but if she can pass as white, she can at least fly.

Shiver by Maggie Stiefvater – In all the years she has watched the wolves in the word

behind her house, Grace has been particularly drawn to an unusual yellow-eyed wolf who, in

his turn, has been watching her with increasing intensity.

The Maze Runner by James Dashner – Sixteen-year-old Thomas wakes up with no

memory in the middle of a maze and realizes he must work with the community in which he

finds himself if he is to escape.

Split by Swati Avasthi – A teenage boy thrown out of his house by his abusive father goes to

live with his older brother, who ran away from home years earlier under similar circumstances.

To prepare for the curriculum in American Literature, students are

required to read a novel during the summer. During the first weeks of

the semester, students will take a test based on the novel they chose.

The MHS Media Center has limited copies of each novel. Local

booksellers and libraries should have copies of these books.

Student Choice—Select ONE of the following:

Stupid Fast by Geoff Herbach – Just before his sixteenth birthday, Felton Reinstein has a

sudden growth spurt that turns him from a small, jumpy, picked-on boy with the nickname

“Squirrel Nut” to a powerful athlete, leading to new friends, his first love, and the courage to

confront his family’s past and current problems

Ready Player One by Ernest Cline – Imagine a world where most people spend their time

as avatars in a virtual reality. The founder of tis virtual reality leaves his fortune to the first to

win a contest, comprised of puzzles and tasks. Three teens compete to win against an evil

conglomerate.

ASSIGNMENT: While reading your selected summer reading text, fill in the graphic organizer on the following topics. List specific pages

where important information/ideas come from to help you remember. (For texts read electronically, use the free app to

correctly note page numbers.) This graphic organizer is NOT a group project; each student’s individual notes are to be

their own work ONLY. (If you have trouble writing within the space provided, you may type using this document or use

paper, but try to keep your notes on each topic limited to the same size—don’t write pages and pages for any topic!) Bring

this with you to class, along with the book, the first week of school: specific date of in-class assessment will be

announced by teacher in class.

1.) Significant Characters Evidence from the text Page #

Who are the protagonist(s)?

Who are the antagonist(s)?

Which characters are dynamic?

Which characters are static?

How do actions of certain characters affect events of the plot/ outcome of the story?

How does the dialogue of certain characters influence our opinion of them?

What important physical and non-physical qualities do key characters possess?

Do any characters represent social stereotypes?

2.) Plot Evidence from the text Page #

What happens in the exposition?

What happens in the rising action?

What happens in the climax?

What happens in the falling action?

What happens in the resolution?

3.) Point of View Evidence from the text Page #

From what point of view is the story told?

How does the point of view impact the reader’s understanding / perception of the story?

4.) Setting Evidence from the text Page #

What is the setting and how does it contribute to the atmosphere/ mood of the story?

5.) Conflict Evidence from the text

Page #

Internal conflict (Man vs. Self)

External conflict (Man vs. ???)

6.) Themes/ Symbols Evidence from the text Page #

What seem to be evident/ dominant themes or ideas presented by the author in the book?

What symbols are evident and what might they symbolize?

7.) Important Quotations/ Passages

Evidence from the text Page #

Do any passages stand out as particularly important or representative or specific characters/ ideas in the book?

What makes them important?

8.) Author’s Attitude/ Tone


Does the author of the book have any obvious feelings on any issues?

What is his/her tone of voice while writing?

10.) Unknown Vocabulary What do those words mean in context? Page #

SUMMER READING LIST


11th

Grade Honors American Literature and Composition

2014-2015


The Honors American Literature course is designed to give you a comprehensive examination of literature

that chronicles the development and changes in the United States from the Colonial period writers to

Modern authors.

The writing focus for 11th

grade literature course is expository, the analysis of literature. To fully

comprehend and coherently write about literature, you must first be exposed to a variety of genres and

writers. So, in an effort to sustain your reading skills and comprehension, as well as exposing you to the

canon of classic literature, the Honors-level American literature class will be reading two texts this

summer.

REQUIRED All students will read the play The Crucible by Arthur Miller

This text is available in the MHS bookroom.

You will have an objective test on this novel the first day of class.

AND

Students should select one of the following titles:

The Awakening by Kate Chopin*

The Catcher in the Rye by J. D. Salinger

As I Lay Dying by William Faulkner*

The Grapes of Wrath by John Steinbeck

The Adventures of Huckleberry Finn by Mark Twain*

*Available in the MHS bookroom for checkout

It is suggested that you purchase your own copy of any text so that you may annotate.

Annotating the text as you read will be advantageous to you when school begins, and when you

review the novel for writing assignments and tests.

Use a variety of methods: underlining, parentheses, extensive notes in the margins, highlighting,

post-it notes, etc.

You choice of the second text will be used to write an analytical paragraph with primary and

secondary documentation in MLA format and a Works Cited page.

ASSIGNMENT: While reading your selected summer reading text, fill in the graphic organizer on the following topics. List specific

pages where important information/ideas come from to help you remember. (For texts read electronically, use the

free app to correctly note page numbers.) This graphic organizer is NOT a group project; each student’s individual

notes are to be their own work ONLY. (If you have trouble writing within the space provided, you may type using

this document or use paper, but try to keep your notes on each topic limited to the same size—don’t write pages and

pages for any topic!) Bring this with you to class, along with the book, the first week of school: specific date of in-

class assessment will be announced by teacher in class.

1.) Significant

Characters


Who are the

protagonist(s)?

Who are the

antagonist(s)?

Which characters are

dynamic?

Which characters are

static?

How do actions of certain

characters affect events of

the plot/ outcome of the

story?

How does the dialogue of

certain characters

influence our opinion of

them?

What important physical

and non-physical qualities

do key characters

possess?

Do any characters

represent social

stereotypes?

2.) Plot Evidence from the text Page #

What happens in the

exposition?

What happens in the

rising action?

What happens in the

climax?

What happens in the

falling action?

What happens in the

resolution?

3.) Point of View Evidence from the text Page #

From what point of view

is the story told?

How does the point of

view impact the reader’s

understanding /

perception of the story?

4.) Setting Evidence from the text Page #

What is the setting and

how does it contribute to

the atmosphere/ mood of

the story?

5.) Conflict Evidence from the text

Page #

Internal conflict (Man vs.

Self)

External conflict (Man vs.

???)

6.) Themes/ Symbols Evidence from the text Page #

What seem to be evident/

dominant themes or ideas

presented by the author in

the book?

What symbols are evident

and what might they

symbolize?

7.) Important

Quotations/ Passages


Do any passages stand out

as particularly important

or representative or

specific characters/ ideas

in the book?

What makes them

important?

8.) Author’s Attitude/

Tone


Does the author of the

book have any obvious

feelings on any issues?

What is his/her tone of

voice while writing?

10.) Unknown

Vocabulary

What do those words mean in context? Page #

AP Language & Honors American Literature

Mrs. Chandler’s Summer Reading Assignments

2014-2015

Dear AP Language and Honors American Literature student:

Welcome to your 11th grade AP Language course. AP Language is a rigorous course designed to prepare

students for the nationally administered Advanced Placement exam (Spring 2015). This course is a one-year study in

American literature, nonfiction, writing, and research, with our study of American Literature presented

chronologically. A major emphasis for this year will be the evaluation of student response to literature and nonfiction

texts as demonstrated in classroom discussion, written expression, and oral presentation.

It is my hope that these summer reading assignments will begin a rewarding study of language and literature

(fiction, nonfiction, biography, and drama) and provide the beginnings of a solid foundation of literature and analysis

to prepare you for the AP exam.

The first two assignments will be due during the first week of class.

Please note: While it is not required that you purchase the following texts in hard form, I believe it would make

reading and annotating a much easier process.

Using an e-book (Kindle, Nook, etc.) is fine, but you must have access to the text when necessary in the

classroom; in other words, you must be willing to bring those devices to class at your own risk.

Amazon and half.com sell new and used books, as do Goodwill and 2nd

& Charles near Town Center Mall.

1. Before you read this play, write a brief definition or exploration of the following terms:

-crucible

-witch hunt

-Salem Witch Trails

-McCarthyism

2. As you read this play, find at least one strong piece of textual evidence which speaks to each of the following

themes:

-human cruelty in the name of righteousness

-the individual and the community

-justice v. retribution and revenge

-godliness v. worldliness

-ignorance v. wisdom

-the Puritan myth

-order v. individual freedom

You may highlight and annotate the evidence directly in the text if the copy is your own. Otherwise, use post-it

notes or paper.

3. When you return to school, you will be completing a character study on the characters of The Crucible. Pay

particular attention to each of the following 10 characters: Reverend Samuel Parris, Betty Parris, Abigail Williams,

Tituba, Mrs. Ann Putnam, Thomas Putnam, John Proctor, Elizabeth Proctor, Rebecca Nurse, and Reverend John Hale.

A brief description of each of these characters, including significant quotes and/or moments of characterization, will be

helpful for you in your future assignments.

Part I: Arthur Miller's play The Crucible

Can you smell the freedom? Select one text from the list below.

A Supposedly Fun Thing I'll Never Do Again by David Foster Wallace

Stiff: The Curious Lives of Human Cadavers by Mary Roach

Outliers by Malcolm Gladwell

In Cold Blood by Truman Capote

1. You will be ceaselessly grateful to yourself for annotating whichever text you pick. Interact with the text as you

read: What strikes you? What's the argument? Why did the author do that thing s/he just did?

2. You will have an additional in-class assignment pertaining to this text to complete upon your return. Prepare

yourself for a written and/or oral assignment by completing the following items (#3 and #4).

3. Top Five Vocabulary Words

Select five examples of interesting diction in the text. For each word:

1. Write the sentence, complete with page number citation in MLA format.

2. Define the word. Some words have multiple definitions. Be sure to write down the definition that

applies to the sentence you have selected.

3. Discuss how the use of this word (in the context of the text) impacts the reader in a specific way. Pay

particular attention to words with a specific connotation.

4. Use this word in your own sentence.

4. Top Five Passages

Select the five most influential passages that illustrate interesting arguments in the text. For each passage:

1. Write the sentence (or sentences), complete with page number citation in MLA format.

2. Discuss the use of this sentence or sentences in the context of the text. Why did you select this

passage? How does a thorough understanding of this passage play an important role in understanding

the author’s purpose with this text?

3. Label the tone of this passage. How does the author use specific strategies to create this tone?

I would highly suggest picking up a copy of the following two texts, which are novels we will study later in the

semester. If you would like to get a head start on the reading, I welcome your enthusiasm!

Into the Wild by Jon Krakaeur

The Color of Water: A Black Man's Tribute to His White Mother by James McBride

Please be aware that you are taking two courses: Honors American Literature and AP Language. These two courses

culminate with the American Literature EOCT and the AP Language test.

Please take into consideration the vast amount of material you will be reading and assessing during the course of the

year, and prepare yourself accordingly. If it is your intention to skirt the work by reading summaries, watching movies,

and abusing grade-saver websites rather than experiencing each text fully, for yourself, and from your own

perspective, I would reconsider the decision to take an Advanced Placement course.

Part II: Personal Selection

Part III: Preparing Yourself for Future Reading

Part III: Getting a Head Start

A Final Note

SUMMER READING LIST


12th

Grade English Literature and Composition

2014-2015

All assignments are due the first week of class. Students should select one novel from the 2012-2013 Georgia Peach Teen Nominees list.


This Girl is Different J. J. Johnson

Glow Amy Kathleen Ryan

The Sky is Everywhere Jandy Nelson

Ready Player One Ernest Cline

The Mockingbirds Daisy Whitney

What Can’t Wait Ashley Hope Perez

Stupid Fast Geoff Herbach

Notes From the Blender Trisha Cook & Brendan Halpin

Divergent Veronica Roth

The False Princess Ellis O’Neal

Anna and the French Kiss Stephanie Perkins

What Comes After Steve Watkins

Now is the Time for Running Michael Williams

The Name of the Star Maureen Johnson

Please Ignore Vera Dietz A. S. King

The Immortal Life of Henrietta Lacks Rebecca Skloot

The Running Dream Wendelin Van Draanan

Jump Elisa Carbone

Stick Andrew Smith

Previous Peach Award Nominees Thirteen Reasons Why by Jay Asher (honor book winner)

Bad Monkeys by Matt Ruff

City of Bones by Cassandra Clare (honor book winner)

Deadline by Chris Crutcher

Oh.My.Gods by Tera Lynn Childs

Ophelia: A Novel by Lisa Klein

Three Little Words: A Memoir by Ashley Rhodes-Courter

Unwind by Neal Shusterman

Wake by Lisa Mann

Each student should choose his/her summer reading title carefully based upon individual interests, ability level, and

personal values. Parents are encouraged to participate in the selection process and guide the student in making an

appropriate decision. Students should be prepared for an assessment of the assignment during the first two weeks of

the semester. We hope that your reading will enrich your summer vacation.

SUMMER READING LIST


12th

Grade Honors British Literature and Composition

2014-2015

All rising Honors British Literature students will do two summer readings.

You may find all books in the library or you may purchase them, new or used, from a bookstore or on-line. Furthermore, many of these titles are available in the book room. It is best to purchase the novel you choose: It not only allows you to annotate extensively in the margins, but also you will need a copy of the “Choice” novel through first semester, as we will continue to work with it. If you use an e-book version of the novel, you must keep a detailed reader’s journal for the assignment. Both novels will be assessed in writing at the beginning of the school year. Mandatory Reading:

1984 by George Orwell Read and thoroughly annotate this novel. See the guidelines below, “Annotating the Novel,” for detailed instructions.

Choice: Read and thoroughly annotate one novel. See the guidelines below, “Annotating the Novel,” for detailed instructions. Choose one from the following list:

Frankenstein by Mary Shelley Heart of Darkness by Joseph Conrad A Room with a View by E. M. Forester Wuthering Heights by Emily Bronte Jane Eyre by Charlotte Bronte Pride and Prejudice by Jane Austen Brave New World by Aldous Huxley

Annotating the Novel

In order to write a knowledgeable paper, you need to “know” your book. Simply to have read it won’t provide you the insight necessary for an exemplary paper. This next step requires that you go back and make notations you feel are important for the actual writing of the paper. If you have purchased your book, write directly in it, but if you borrow the book, you will need to keep a journal and/or to use post-it notes. Assignment:

Inside the front cover: Character list with small space for character summary and for page references of key scenes, moments of character development, etc.

Inside the back cover: Themes, allusions, images, motifs, symbols, key scenes, significant aspects to the

plot line, epiphanies, etc. Use Internet sources to help you initially compile a list, and then add to it as your read.

Underlining / Bracketing and Post-it notes:

o Flag pages with key aspects of the novel. Write a word or phrase at the top of the Post-it so that you can quickly reference the passage.

o Underline examples, lines, or passages that you feel are significant in the novel. o Use brackets for long passages too long to underline. o Jot a quick summary at the beginning of each chapter.

Grading:

There is no need to write on every page; however, the more notations you make, the easier the gathering of information will be. Grades will be based on thoroughness, clarity, neatness, and apparent effort. You must make VERY clear that you have spent time learning this novel.

SUMMER READING LIST


12th

Grade Multicultural Literature and Composition

2014-2015


Students should select one of the works listed below:

Classic Works

The Joy Luck Club Amy Tan

The House on Mango Street Sandra Cisneros

One Hundred Years of Solitude Gabriel Garcia Marques

Love in the Time of Cholera Gabriel Garcia Marques

One Hundred Sonnets of Love Pablo Neruda

Memoirs of a Geisha Arthur Golden


-Ashfall by Mike Mullin -The Hunt by Andrew Xia Fukuda

-Boy 21 by Matthew Quick -The Language of Flowers by Vanessa Diffenbaugh

-The Disenchantments by Nina LaCour -Leverage by Joshua Cohen

-Erebos by Ursula Poznanski -My Book of Life by Angel by Martine Leavitt

-Every Day by David Levithan -My Life Next Door by Huntley Fitzpatrick

-The Fault In Our Stars by John Green -Never Fall Down by Patricia McCormick

-The Girl of Fire and Thorns by Rae Carson -Pink by Lili Wilkinson

-The Good Braider by Terry Farish -Raven Boys by Maggie Stiefvater

-Grave Mercy by R. L. LaFevers -UnWholly by Neal Shusterman

-Curveball: The Year I Lost My Grip by Jordan Sonnenblick

Previous Peach Award Nominees

Thirteen Reasons Why by Jay Asher (honor book winner)

Bad Monkeys by Matt Ruff

City of Bones by Cassandra Clare (honor book winner)

Deadline by Chris Crutcher

Oh.My.Gods by Tera Lynn Childs

Ophelia: A Novel by Lisa Klein

Three Little Words: A Memoir by Ashley Rhodes-Courter

Unwind by Neal Shusterman

Wake by Lisa Mann

Each student should choose his/her summer reading title carefully based upon individual interests, ability

level, and personal values. Parents are encouraged to participate in the selection process and guide the

student in making an appropriate decision. Students should be prepared for an assessment of the

assignment during the first two weeks of the semester. We hope that your reading will enrich your

summer vacation.

E-mail questions to [email protected] or [email protected]

Advanced Placement English: Summer Reading

Class of 2015

“If we encounter a man of rare intellect, we should ask him what books he reads.” --Ralph Waldo Emerson

All entering AP English students will complete two readings during the summer in preparation for the course. Choose one novel or play from each box below, and be prepared to begin work as soon as school starts.

#1: Modern Drama: Due: The end of the first week of the semester

#2: High Interest Reading Due: The end of the second week of the semester

#3: Heads-up: The Female Novelist (Voluntary) Due: At the end of the first six weeks

If you want to read ahead,

The Female Novelist Due: Towards the end of the first six weeks

Choose one novel from the list below:

One of the goals of this course is to promote a love of reading by featuring high-interest books that span wide cultural contexts. These books, ranging from mid-twentieth century to contemporary American titles, do just that.

All the Pretty Horses by Cormac McCarthy Mudbound by Hillary Jordan The Things They Carried by Tim O’Brien The Sun Also Rises by Ernest Hemingway The Known World by Edward P. Jones

This will be assessed in the 2nd

week in a Harkness Table Discussion

Choose one modern play from the list below:

Each of the plays below has appeared repeatedly as choices on the Advanced Placement Free Response Examination. They are all accessible and interesting. Most can be read in one or two sittings.

Equus by Peter Shafer The Piano Lesson by August Wilson A Streetcar Named Desire by Tennessee Williams Death of a Salesman by Arthur Miller

This reading will be assessed at the end of the 1st week by an in-class, formative essay

Choose one novel from the list below:

These are the titles you will choose from for a novel study the first six weeks. If you would like to get a jump on the semester’s reading, you might go ahead and read one of the selections below.

Their Eyes Were Watching God by Zora Neale Hurston The Bluest Eye by Toni Morrison Wise Blood by Flannery O’Connor Pride and Prejudice by Jane Austen Wuthering Heights by Emily Bronte Jane Eyre by Charlotte Bronte This will be the focus of our study of the novel genre. Choose one that you will really like and be able to understand, as

we will so several activities with this one novel choice.

mailto:[email protected]

mailto:[email protected]

all assignments are due the first week of class. lists/2014-2015 reading lists.pdf · all...

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