Summer Reading 2018

English I PreAP Summer Reading

You are enrolled in Pre-AP English I, which will prepare you for college level work in your junior and senior years of high school.  Active readers are the most successful students.  Because of this, we have a summer reading assignment for you. 

This year, you have a choice of two pieces of literature.  Those works are:

The Secret Life of Bees, by Sue Monk Kidd

The Picture Bride, by Yoshiko Uchida

Please select one of these novels and have the reading and dialectical journaling activity completed by the end of the first week of school. Expect a summative such as a test and/or essay during class time, as well.

While you are reading, keep a dialectical journal. The “dialectic” was the method Socrates used to teach his students how to be actively engaged in the struggle to derive meaning from an unfamiliar and challenging work. In a dialectical journal, you will divide your paper into two columns. One column is labeled TEXT; the other RESPONSE. As you read, identify certain passages that cause you to stop and respond to what you are reading. Look for quotes which reveal character, suggest an important theme (author’s message), or address a motif (a recurring image or symbol).

You can choose a quote that:

●possible themes and motifs

●reveals a significant trait of a character

●contributes to the tone (author’s attitude toward subject matter) of the novel

Or, you can:

●make a connection to something in your own life or experience

          (This reminds me of ____ because ____)

●ask a question

●make a prediction

●make a comparison to today’s culture and attitudes

Requirements:

For the RESPONSE column, you have several ways to respond to a text:

• Raise questions about the beliefs and values implied in the text

• Give your personal reactions to the passage

• Discuss the words, ideas, or actions of the author or character

• Tell what it reminds you of from your own experiences

• Write about what it makes you think or feel

• Argue with or speak to the characters or author

• Your commentary must focus on interpretation or analysis; no summary.

• Identify the literary device (symbol, imagery, metaphor, personification)

explaining its significance.

• Quotations must include a context (tell what’s happening at that point in the story)

as well as the chapter and page number.

You are required to have at least twenty passages with corresponding responses.

Be sure the passages are representative of the entire book. In other words, twenty passages taken only from the first few chapters or even the last few chapters will not be acceptable.

Each text and response combination will be worth four (5) points for a total of 100 points for this assignment. Points will be deducted on the TEXT side for failure to document accurately and completely according to the model provided. Points will be deducted on the RESPONSE side for superficiality and incompleteness. Each response must be at least 40 words in length.

Dialectical Journal Example: Below is sample entry to use as a guide.

Text:  Ch. 1, pg. 1 - “The bees came the summer of 1964, the summer I turned fourteen and my life went spinning off into a whole new orbit, and I mean whole new orbit. Looking back on it now, I want to say they showed up like the angel Gabriel appearing to the Virgin Mary, setting events in motion I could never have guessed.”

Response: This paragraph indicates the setting, the summer of 1964, when the author was a 14 year old girl. She is religious (as per the biblical allusions) and something profound happened to her that put her in a “whole new orbit.” I wonder what the bees had to do with the profound change in her life.

Our learning objectives for these novels:

  • How to reflect on understanding while reading to monitor comprehension. (Fig 19.A)
  • How to make complex inferences about text and use textual evidence to support understanding. (Fig 19.B)
  • Figurative language, particularly imagery and metaphor, in a novel (2.C)
  • Figurative language of a novel is connected to the historical and cultural setting of the work (2.C)
  • Methods of characterization, including character foil (5.B)
  • Types of point-of-view found in novels and the effect of a first-person narrator in a novel (5.C)
  • How to recognize themes in a novel (7.3A)
  • The ways genres of texts with similar themes shapes meaning (2.A)

Should you have questions about the reading assignment, please contact the Department Coordinator at:  210-397-7000.  We look forward to meeting you in the fall!

 

English II Pre-AP

Of Mice and Men by John Steinbeck

Your summer reading assignment entering English II Pre-AP will be to read the novel and complete a 3-2-1 chart for each chapter. An example of this chart has been provided for you on the reverse of this page, and your charts can be typed or neatly hand drawn. All charts are due no later than August 31, 2018.

Topics in novel:

Impossibility of the American Dream

Relationships and Family

Predatory Nature of Man

Loneliness and Isolation

Rights of Women

Contacts:

Samantha.Crawford@nisd.net
Katherine.Hodgdon@nisd.net
Kathleen.Kirk@nisd.net

Summer reading Example of Assignment
English II Pre-AP Summer reading

Chapter:

3 things you believe connect to one of the novel’s topics with text evidence

1.

 

2.

 

3.

 

2 interesting things that you believe may cause conflict later on in the novel and why you think this

1.

 

2.

 

1 question you still have about anything within the chapter (must begin with WHY or HOW)

1.

  • Your charts can be typed or hand drawn with a ruler on plain or lined paper (so long as it is neat and legible).
  • Be sure to title each chart with the corresponding chapter, and put your name on each paper.
  • You can always have more than required in each box, but never less.

Purpose of Assignment and Use:

  • 3 connections to topic will assist in the first major grade project using the summer reading novel.
  • 2 interesting things leading to conflict will connect to a class discussion with daily grade.
  • 1 question will be a part of the grade in a Socratic seminar discussion.

 

ENGLISH 3AP/ENGLISH 3AP/DC/ENGLISH 4 HD
 

Welcome to English 3AP/3AP DC/4HD. Before the fall semester, make sure you procure a copy of one of the two books below, read it in its entirety, and keep notes for the fall semester. There will be assignments for them when we start the year. Remember, you are responsible to read ONE of the two books. If you need assistance, feel free to contact any of the three teachers via email (see below).

 

 

The Tipping Point by Malcolm Gladwell

 

 

The tipping point is that magic moment when an idea, trend, or social behavior crosses a threshold, tips, and spreads like wildfire. Just as a single sick person can start an epidemic of the flu, so too can a small but precisely targeted push cause a fashion trend, the popularity of a new product, or a drop in the crime rate. This widely acclaimed bestseller, in which Malcolm Gladwell explores and brilliantly illuminates the tipping point phenomenon, is already changing the way people throughout the world think about selling products and disseminating ideas.

 

In this book, you will read about different cases in which epidemics and trends tip over and cause a change. As you read, keep notes (typed or in notebook) on what is the overall message the author has for his audience and the examples he uses to support his argument. Pay close attention to his tone (and/or shifts). We strongly recommend you use CAPP.

 

 

 

 

 

The Shallows by Nicholas Carr

 

 

Carr’s best-selling exploration of the Internet’s intellectual and cultural consequences. Part intellectual history, part popular science, and part cultural criticism, "The Shallows" sparkles with memorable vignettes even as it plumbs profound questions about the state of our modern psyche.

In this book, you will read about research conducted on the internet and the effect it has on our brain. As you read, keep notes (typed or in notebook) on what is the overall message the author has for his audience and the examples he uses to support his argument. Pay close attention to his tone (and/or shifts). We strongly recommend you use CAPP.

 

Eileen Krueger: Eileen.Krueger@nisd.net
Elvira K. Mante: Elvira.Mante@nisd.net
Mary Pritchard: Mary.Pritchard@nisd.net

 

CAPP
Analyzing the Rhetorical Situation

Context

            Time

            Place

            People

            Events

            Motivating force behind speaker/narrator*

 

Audience

            Knowledge

            Attitudes

            Beliefs

 

Persona of the Speaker/Narrator

            How does he or she want to be perceived?

            What does he or she presume                                         about his audience/readers?

 

Purpose

            Infinitive phrase (to + strong verb +                               clarifying explanation)

                       

 

*Motivating Force: reason behind an action, decision, thought

love

jealousy

conscience

affection

compassion

gratitude

fear

pride

vanity

loyalty

shame

greed

guilt

ambition

anger

survival

duty

friendship

Synthesis (1-2 sentences maximum bringing together all the elements of the rhetorical situation)

 

AP and AP Dual Credit English IV

Literature and Composition

Students are to choose a novel, play or autobiography below and read and annotate the text. Elements to pay close attention to include, but are not limited to, symbolism, character development, conflict(s), motif, theme, and writer’s craft (the structure and organization of the story as a whole). Be prepared to participate in a google discussion group when you return to school, making your own observations as well as comments on your classmates’ observations, the first three weeks of class.  In addition, you will be responding substantively to an AP-style essay prompt on your selection the first week of class.

The Poisonwood Bible

 By Barbara Kingsolver

 A story told by the wife and four daughters of Nathan Price, a fierce, evangelical Baptist who takes his family and mission to the Belgian Congo in 1959. They carry with them everything they believe they will need from home, but soon find that all of it -- from garden seeds to Scripture -- is calamitously transformed on African soil. What follows is a suspenseful epic of one family's tragic undoing and remarkable reconstruction over the course of three decades in postcolonial Africa.

Rosencrantz and Guildenstern Are Dead

By Tom Stoppard

Acclaimed as a modern dramatic masterpiece, Rosencrantz and Guildenstern Are Dead is the fabulously inventive tale of Hamlet as told from the worm's-eye view of the bewildered Rosencrantz and Guildenstern, two minor characters in Shakespeare's play. In Tom Stoppard's best-known work, this Shakespearean Laurel and Hardy finally get a chance to take the lead role, but do so in a world where echoes of Waiting for Godot resound, where reality and illusion intermix, and where fate leads our two heroes to a tragic but inevitable end.

I Am Malala

By Malala Yousafzai; Christina Lamb, Contributor

Riveting.... Co-written with Christina Lamb, a veteran British journalist who has an evident passion for Pakistan and can render its complicated history with pristine clarity, this is a book that should be read not only for its vivid drama but for its urgent message about the untapped power of girls.... It is difficult to imagine a chronicle of a war more moving, apart from perhaps the diary of Anne Frank. With the essential difference that we lost that girl, and by some miracle, we still have this one." (Marie Arana, Washington Post)

Invisible Man

By Ralph Ellison

Invisible Man is a milestone in American literature, a book that has continued to engage readers since its appearance in 1952. A first novel by an unknown writer, it remained on the bestseller list for sixteen weeks, won the National Book Award for fiction, and established Ralph Ellison as one of the key writers of the century. The nameless narrator of the novel describes growing up in a black community in the South, attending a Negro college from which he is expelled, moving to New York and becoming the chief spokesman of the Harlem branch of "The Brotherhood,” and retreating amid violence and confusion to the basement lair of the Invisible Man he imagines himself to be. The book is a passionate and witty tour de force of style, strongly influenced by T.S. Eliot's The Waste Land, Joyce, and Dostoevsky.