Dear Gaston Day Parents: Thank you to everyone who has been such a constant source of encouragement and support over the course of the past decade. As a result, the English Department has been recognized by the National Council of Teachers of English “for excellence in its instructional program.” Additionally, over the past nine years, Gaston Day students and Blutopia, our literary and arts magazine, have garnered more than 700 writing awards in regional, state, and national contests. Extraordinary things are happening every day at Gaston Day. We are honored you have entrusted us with your child’s education, and we are excited about what the future holds for each of our students. The English Department has established a comprehensive summer reading program primarily to engender a love of reading but also to strengthen reading comprehension, develop critical reading skills, and increase vocabulary proficiency. As such, we have created required reading selections for each grade reflecting choices from a variety of genres and topics. Required reading selections will be available for sale in the library near the end of the year. Students will be held responsible for reading the required selections and one additional book from the lists provided by each teacher. For grades 7-12, students will have guided reading response work for their required book due upon their return in August. The teachers have created handouts for the students that are accessible via the grade links for each individual grade. We hope to help students understand how to deconstruct their texts while they are actively reading. This skill will ensure they are ready for the discussions and activities we will begin the first week of school. The English Department will actively discuss and assess students on summer reading during the opening days of the new academic year. Students will further be asked to sign an honor pledge confirming both books were read in their entirety and that students did not access online study guides or other tools. The Honor Code, through which students make a commitment not to lie, cheat, steal, or plagiarize, is an essential part of the Gaston Day community. As part of our commitment to continued excellence in grammar and writing, we are offering English boot camps during the week of July 31-August 4. These camps, which are designed for grades 7-12, are the perfect opportunity to improve writing and grammar skills. While new Gaston Day School students are strongly encouraged to enroll, returning students also benefit from the refresher courses. Please contact Erin Lekavich for more details. Again, the continued growth and success of each student is our highest priority. We hope these texts make a lasting and indelible mark on the lives of each of our students. Sincerely, Erin S. Lekavich English Department Chair elekavich@gastonday.org

Fifth Grade Summer Reading

1) Required Reading:All students will read this novel and participate in class study upon their return from summer. Comprehension guides will be provided in May to support learning.

Wonder by R.J. Palacio

ISBN #: 13: 9780375869020

2)

Choose one of the following books to read.

Theme: Embracing Diversity

1. Esperanza Rising by Pam Munoz Ryan 2. The Watsons Go to Birmingham: 1963 by Christopher Paul Curtis 3. In the Year of the Boar and Jackie Robinson by Bette Bao Lord 4. Boys Without Names by Kashmira Sheth 5. Kimchi & Calamari by Rose Kent

#balance #purpose #curiosity #knowledge #diversity #spartanup #literacy

Sixth Grade Summer Reading

1) Required reading: All students will read this novel and participate in class study upon their return from summer. Comprehension guides will be provided to support learning.

Al Capone Does My Shirts by Gennifer Choldenko

ISBN#: 10: 0142403709

2)

Choose one of the following books to read.

Theme: Embracing Humanity

1. Maniac Magee by Jerry Spinelli 2. Rules by Cynthia Lord 3. A Fish in a Tree by Lynda Mullaly Hunt 4. The Last Invisible Boy by Evan Kuhlman 5. Out of my Mind by Sharon Draper

#balance #purpose #curiosity #literacy #passions #humanity #knowledge #spartanup

Seventh Grade Required Summer Reading and Assignments

Required of all students: The Wednesday Wars by Gary D. Schmidt. Recipient of the Newbery Honor Book award ISBN: 9780547237602 Goals: The Wednesday Wars introduces students to Shakespeare through the fictional story of a young boy’s life in the 1960s. Students will explore character development and figurative language. Students will analyze how the main character, Holling Hoodhood, draws on the plays of Shakespeare to gain a better understanding of himself and the world in which he lives. Book of choice list: 1. Walk Two Moons by Sharon Creech 2. Schooled by Gordan Korman 3. Shakespeare Stealer by Gary Blackwood 4. Roll of Thunder, Hear My Cry by Mildred D. Taylor 5. Bystander by James Preller 6. Three Black Swans by Caroline B. Cooney 7. Code Talker by Joseph Bruchac 8. Life As We Knew It by Beth Pfeffer 9. Story Time by Edward Bloor 10. Far North by Will Hobbs

Summer Assignment

THE WEDNESDAY WARS by Gary D. Schmidt Choose

PROJECT GRADE (100 PTS) three

of the seven activities below to complete over summer break; all three count toward one project grade. Your three completed activities will be due on the date of your third English class of the new school year. You will also take a 25-question comprehension quiz during this class period. Please feel free to email Ms. Sarah Voigt (svoigt@gastonday.org) with questions. I look forward to being your English teacher!

1. 10 WAYS: Create a slideshow using PowerPoint/Google Slides. The title of your slideshow should be “Ten Ways to Get a Teacher to Dislike You.” Be creative and have fun with this assignment! You should design 11 slides total

, including the title slide. Each slide should also include at least one photo/clip art/visual aid.

2. RATS: Create an informational brochure

about rats! Include information either about wild rats or pet rats (or both). Include different types of rats, physical descriptions, diets, habitats, breeding, young, and other interesting facts. You may make this by hand or design it on a computer. Add unique fonts, photographs, and other illustrations to make your brochure colorful and engaging. The cover should be particularly eye-catching! This will be due as a hard copy.

3. FAVORITE: What is your favorite sport or hobby? Type 100 words (use the word count tool) about your favorite sport/hobby, explaining why you enjoy it. Also, create a collage on sturdy

construction/poster paper (at least 8.5 x 11 inches). Include the 100-word written response somewhere within the collage images.

4. HERO: Who is a hero to you? Why? What makes someone a hero in your opinion? Why? Type

250 words

(use the word count tool); answer both of these questions. Include a photo of your hero (if you have one) at the bottom of your written response.

5. FLOORPLAN: Create a floorplan

design for your “Dream School Building.” You may use a computer or graph paper for the design. A separate sheet of paper should be used for different levels of the building, if your building includes more than one floor. Include the names of each room. Be as specific and creative as possible! This is your dream school! What would you like for your school to have? This will be due as a hard copy.

6. MENU: Create a menu of Vietnamese dishes. Do some research if you need to, and keep the Vietnamese culture in mind. Your menu should include a breakfast, lunch, dinner, dessert, and drink item. A photo/clip art/illustration, along with a brief description, should accompany each item on your menu. You may make this by hand or design it on a computer. Your menu must be at least two pages

, including a colorful cover page with a unique restaurant name. This will be due as a hard copy.

7. TIMELINE: Create a month by month timeline of the story. Include at least one major event from each chapter (month) on your timeline. You may complete this on a large piece of poster board, or you may use PowerPoint/Google Slides, creating a slide for each month. Each event should be explained by an illustration/clip art/photo and a brief description of the event.

Eighth Grade Required Summer Reading and Assignments Directions: Students will read a total of two books in preparation for the fall semester. Upon returning, students will participate in a class study and discussion of the required reading. In addition, students will pick one book from the book of choice list (below) to read. Required of all students: Brown Girl Dreaming by Jacqueline Woodson ISBN: 978-0399252518 Book of choice list: (Note: some selections, especially those marked with an *, may contain mature themes) 1. The House of the Scorpion by Nancy Farmer 2. The Hobbit by J. R. R. Tolkien 3. Drums, Girls & Dangerous Pie by Jordan Sonnenblick 4. Keeping Corner by Kashmira Sheth 5. Witch and Wizard Series by James Patterson 6. Funny in Farsi: A Memoir of Growing up Iranian in America by Firoozeh Dumas 7. City of Ember by Jeanne DuPrau 8. Countdown by Deborah Wiles 9. Claim to Fame by Margaret Peterson Haddix 10. This Dark Endeavor by Kenneth Oppel 11. *Persepolis by Marjane Satrapi

Summer Assignment

Choice Book: Students will be expected to deliver a book talk on their book of choice. Assignment outline will be given in August. Brown Girl Dreaming by Jacqueline Woodson: Students will complete the following assignment to accompany their reading of Brown Girl Dreaming. This assignment is due on the first class day at the beginning of the class period. Students will also be expected to participate in thoughtful, text-based discussions throughout the beginning of the school year. Response Journal: In a composition or spiral bound notebook, students will keep a response journal as they read Brown Girl Dreaming. Student journals should have a total of at least 5 entries. For each entry, students will pick a poem from the story to respond to. In each response, students should identify a theme or big idea from the poem and do one of the following:

a) Using Woodson’s poem as a model, compose a poem that explores that same theme or big idea. Poems should be at least 10 lines long and contain at least 2 literary devices (simile, metaphor, personification, etc.). Don’t be afraid to get creative!

b) Compose a prose (paragraph form) response in which you discuss the theme or big idea explored in Woodson’s poem. What does this poem make you think of? Can you relate to the poet? Are there any personal examples/anecdotes that this poem invokes? Prose entries should be at least 8-10 sentences long.

Ninth Grade College Preparatory/Honors/ELL I Summer Work Required of all students: An Invisible Thread by Laura Schroff and Alex Tresniowski An Invisible Thread is a memoir chronicling the friendship between a white businesswoman and an impoverished black youth. Set in New York City, the book explores the complex topics of race and class while honoring the timeless themes of resilience and friendship. Students will use the text to launch discussions about social issues in the United States as an introduction to world literature. Book of choice list: (Note: some selections, especially those with an *, may contain mature themes):

1. The Killer Angels by Michael Shaara* 2. A Thousand Splendid Suns by Khaled Hosseini* 3. The Book Thief by Markus Zusak 4. The Bean Trees by Barbara Kingsolver 5. In The Time of the Butterflies by Julia Alvarez 6. A Lesson Before Dying by Ernest J. Gaines* 7. My Losing Season: A Memoir by Pat Conroy* 8. The God of Small Things by Arundhati Roy 9. A Separate Peace by John Knowles 10. Speak by Laurie Halse Anderson*

Summer Reading Assignment

An Invisible Thread is narrated by the author, Laura Schroff; however, the memoir focuses on her relationship with a young boy, Maurice. While you read An Invisible Thread, you should keep a journal from Maurice’s perspective. Honors students must write at least ten entries, and College Preparatory/ ELL students must write at least seven. Each entry should be a minimum of a half a page in a college ruled composition notebook (see supplies list; you may use the same one throughout the year). Entries must span the entire book to reflect an understanding of how Maurice changes throughout the memoir. Each entry should note the corresponding pages in the text. Notebooks will be due on the last class period of the first week of class. Note: In addition to the above assignment, students should be prepared for class discussions and assessments (test and/or paper and quizzes) on An Invisible Thread. Students should purchase a hard copy and take notes (annotations) in the margins. Here are a few items to note as you are annotating:

● Characters (see above for details) ● Plot points (ditto) ● Narrative voice

● Settings (see above) ● Tone: pay careful attention to how the narrator shapes the reader's perception of

characters and events ● Syntax and diction

Book of choice project: Choose one of the following options for your project. All project will be due on the last day of the first week of school. Option 1: Create a social media account (Facebook, Twitter, Snapchat, Pinterest, etc.) for one character. Your creation may be computer generated or formatted as a poster. Guidelines: You must include at least six (eight for Honors students) meaningful “posts.” All written components must be neat and grammatically correct (grammatical leniency will be granted for stylistic purposes). Posters must be colorful and neat--no visible tape! You must be able to explain how each tweet/pin reflects your character based on a quote from the book, and the tweets/pins (along with supporting quotes) must reflect how your character evolves throughout the book. You will be required to turn in your (typed and appropriately formatted) quotes with your final product. Note: For copyright reasons, you may not actually create a Twitter or Pinterest account for your character. _____ Project reflects creativity and effort; is neatly organized, well presented, and visually appealing; contains no visible tape. (10) _____ Project contains 6 (CP) to 8 (Honors) “pins” or “tweets” (-10 per missing “pin” or “tweet”; -50 points max) _____ Student turns in a properly formatted (typed, double spaced, etc.) paper that contains 6 (CP) to 8 (Honors) properly introduced and cited quotes (-5 per missing quote; -25 points max) Ex: Laura Schroff writes, “We walked across the avenue to McDonald’s” (7). _____ Student is able to explain how his/her quotes support his/her “tweets” or “pins” (5) _____ All images taken from outside resources (not produced by the student) are cited on the project or on a separate page using the url (-5 per missing citation; -10 points max). Note: students may not use images from an actual film/play version of the text. Option 2: Create a movie trailer for your book. Your trailer may be created using whatever means necessary, but all components must be original. You may incorporate some images if desired, but your film may not consist entirely of other people’s images. Your trailer should feature "clips" from at least six parts of the book (eight for Honors students) and be supported by six (or eight) accompanying quotes. We must be able to view your film, so you will need to send it to your teacher. Your accompanying quotes should be typed according to the appropriate format. _____ Project reflects creativity and effort; is neatly organized, well presented, and visually appealing (10)

_____ Project contains 6 (CP) to 8 (Honors) “clips” from the film (-10 per missing “clip”; -50 points max) _____ Student turns in a properly formatted (typed, double spaced, etc.) paper that contains 6 (CP) to 8 (Honors) properly introduced and cited quotes (-5 per missing quote; -25 points max) Ex: Laura Schroff writes, “We walked across the avenue to McDonald’s” (7). _____ Student is able to explain how his/her quotes support his/her film trailer and selected scenes (5) _____ All images taken from outside resources (not produced by the student) are cited on the project or on a separate page using the url (-5 per missing citation; -10 points max). Note: students may not use images from an actual film/play version of the text. *A note on online and other resources: the internet can be your friend. As a general rule, it's okay to look up words, historical background of the setting, and the author's biographical information because those are facts. If you look up a literary work, you will find opinions. All literary analysis is based upon opinion. Your goal this year is to learn how to form and support your own opinions, not mimic someone else's. If you voice an opinion in a paper, in class discussion, or on a test/quiz that does not appear to be your own, it may be considered an Honor Code violation. This includes "refreshing" your memory using SparkNotes or other study guides.

Ender’s Game By: Orson Scott Card

ISBN 0-812-55070-6

10th Grade College Preparatory/Honors/ ELL II Summer Reading Response

Overview & Purpose You are expected to read Ender’s Game by Orson Scott Card and complete the assignment outlined below to be submitted on the first day of classes

Honor Code

1. Gaston Day School has an honor code which it holds its students to: As a member of the Gaston Day School community, I am responsible for my thoughts, words, and actions. To maintain personal integrity, I will not lie, steal, cheat, or plagiarize. I will do my best to promote an atmosphere of respect and responsibility throughout Gaston Day School.

2. A note on online and other resources: the internet can be your friend. As a general rule, it's okay to look up words, historical background of the setting, and the author's biographical information because those are facts. If you look up a literary work, you will find opinions. All literary analysis is based upon opinion. Your goal this year is to learn how to form and support your own opinions, not mimic someone else's. If you voice an opinion in a paper, in class discussion, or on a test/quiz that does not appear to be your own, it may be considered an Honor Code violation. This includes "refreshing" your memory using SparkNotes or other study guides.

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Assignment:

Part I: Annotations For Ender’s Game: ANNOTATIONS FOR THE AUTHOR’S INTRODUCTION The introduction will place the book in context for you.

1. You are required to annotate your text (you will need a hard-copy of the edition noted as it contains the introduction and author’s notes for which you are responsible).

a. Please purchase the Author’s Definitive Edition (ISBN 0-812-55070-6). 2. Your annotations should include margin notes, not just highlighting.

a. Margin notes may be in the form of Post-its kept in the book by page or in notes taken directly on the pages.

3. For the introduction, pay particular attention to the following information and be able to answer questions about these ideas:

a. How does Card’s background (religion, family, education, etc.) contribute to the themes and subject of the book?

b. Why did Card choose a child protagonist (main character)? c. How and where did Card draw from history to create the novel? d. Why was Card criticized for the book and by whom?

ANNOTATIONS FOR THE NOVEL

1. Your annotations should include the following information (but do not need to be limited to what is noted here):

A. Plot a. Note the shifts in chronology (or order). b. Be comfortable explaining the historical contexts (Demosthenes and Locke, the

history of the I.F. and the bugger wars, how and why Ender is chosen, etc.) B. Characters

a. Be comfortable explaining who is allied with whom, which characters are in conflict with each other, which characters are in conflict with themselves (and how), etc.

C. Setting a. Be able to understand where the action takes place (Earth, battle school,

command school, Eros, etc.) D. Conflicts

a. Conflicts: Ender against himself, the humans against the buggers, the adults against the children, etc.

b. Be able to support why these conflicts exist and where, if at all, they are resolved. E. Symbols and Themes

a. We will explore the themes of humanity, the importance of communication, and what it means to be human throughout the year. Be aware of these themes and how Card shows them throughout the text.

Part II: Comparative Assignment

Several years ago Ender’s Game was made into a motion picture and you have been chosen to write a review about the movie. You must write the review as a critique of how well it represented the novel. You must provide 5 specific instances in which the movie differed from the novel. In those instances you

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have chosen to discuss, you must explain how that deviation affected the overall story and what Orson Scott Card might have to say about that deviation.

This critique must be written as a formal essay, but you may have fun with the process by adding fictitious quotes from an interview you might have with Card or with the director of the movie.

Part III: Book Of Choice- Your book of choice as s ignment is due at the end of the firs t week of s chool.

The as s ignment is pos ted below, s hould you wis h to explore it over the s ummer.

Ins tructions for book of choice: *Remember that us ing online references of any kind is a violation of the honor code. Follow the conventions of s tandard, formal writing. However, firs t pers on is permitted, although you mus t adhere to the formatting ins tructions provided. This as s ignment will be a homework/quiz grade. (0 points = did not read/did not turn in as s ignment on time; 50% points = turned in incomplete work/work that reflects lack of effort; 100% of points = completed book and as s ignment) There are three project options . Choos e one. This project s hould not take you more than two nights of total homework time (no more than one hour!). All pres entation content mus t be appropriate for the clas s room! Follow the formatting ins tructions as noted.

A. Us ing iMovie or s ome other video program of your choice, recreate a s ignificant s cene from your book. Pleas e be creative with your interpretation, but again, you s hould s pend no more than one hour for the entire s cene, including finding cos tumes or props and writing your s cript. Feel free to bring in other “characters ” (friends !) to as s is t in your depiction. We s hould be able to get the gis t of the tone, mood, and theme/s from your s cene. Your s cene s hould not exceed five minutes in length but it s hould be at leas t two minutes . P os t your video to a PRIVATE YouTube channel and s hare the link with your teacher. It is your res pons ibility to be s ure the link is working.

B. Us ing iMovie or another video program of your choice, give a book review from the pers pective of one of the characters or narrators of your s election. As with all of the choices , be creative with the s etting of your review and s pecific with the details you provide. Incorporate a clever and appropriate “rating s cale” for your book (for ins tance, for Ender’s Game you might give it 10 out of 10 dead buggers). You should include what worked with the book, what didn’t, and what the author could have considered to make it better (if improvement is recommended).

C. Create a symbolic representation of a theme, character, event, etc., from your book. This can be artwork, some kind of musical interlude or interpretative dance (be creative--have fun with this), etc. As long as it is symbolic, you are good to go. If you need props or otherwise feel that it would be better to complete it in advance, you can also post your performance on a YouTube channel. Follow the instructions for option A.

Book of choice list (note: selections may contain mature themes):

1. Their Eyes Were Watching God by Zora Neale Hurston 2. In Cold Blood by Truman Capote 3. The Glass Castle: A Memoir by Jeanette Walls 4. Cancer Ward by Aleksandr Solzhenitsyn 5. Things Fall Apart by Chinua Achebe 6. All Quiet on the Western Front by Erich Maria Remarque 7. The Alchemist by Paulo Coelho

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8. Crime and Punishment by Fyodor Dostoyevsky 9. Maus by Art Spiegelman 10. In This Sign by Joanne Greenberg

11th/12th American Literature: College Preparatory and Honors

Required selection for all students: Do Androids Dream of Electric Sheep? by Philip K. Dick. ISBN: 0345404475 Goals: This work will introduce students to genre fiction, dystopian fiction, and a discussion about the definition of humanity. Students will analyze the text to develop their own understanding of humanity which will be applied throughout the year. Book of choice list: 1. The Sun Also Rises by Ernest Hemingway 2. Slaughterhouse Five by Kurt Vonnegut 3. Moby-Dick by Herman Melville 4. As I Lay Dying by William Faulkner 5. The Age of Innocence by Edith Wharton 6. Who’s Afraid of Virginia Woolf by Edward Albee 7. The Grapes of Wrath by John Steinbeck 8. Song of Solomon by Toni Morrison 9. A Raisin in the Sun by Lorraine Hansberry 10. The 9/11 Report: A Graphic Adaptation by Sid Jacobson and Ernie Colón

This summer, you will read Philip K. Dick’s novel Do Androids Dream of Electric Sheep? in its entirety. In addition to reading, you must annotate your text (write directly in your book) and present your books for note-checks at the beginning of the year and for a grade. Every page should have a summary (see below) and a minimum of 2 additional notations (see below); however, you may find your reading more enjoyable and coherent if you just get into the habit of making these marks while you read rather than worrying about the assignment.

Summer Reading Assignment

Every reader develops his/her own unique style for annotation and feel free to explore with what works for you, but here are some notes and marks you may make:

1. Write a brief summary at the top of each page after you’ve read it explaining in a few short words what occurs on that page. This will make studying for your test and finding an important scene for your paper much easier.

2. Circle words that are unfamiliar then write their definitions in the margin (after you have looked up their meanings).

3. Underline or bracket [ ] passages that are interesting to you or seem important. Then, in the margin write a brief note on why you think that passage is important.

Writing in the margin is always helpful. Think of it like you are having a conversation with the book you are reading. Here are some helpful things you can write in the margin:

1. Ask questions. If something confuses you or you feel like there is information about an event, character, scene, etc. that you should know more about, write your question in the margin.

2. Make predictions. Do you think you know what might happen? Does something seem like it may be important later? Do you think this scene might foreshadow something later? Write your prediction in the margin.

3. Clarify. If you figure something out or have an epiphany while reading but fear you may forget it later, write down a brief summary of the passage or your ideas in the margin.

4. Remember, it is helpful to underline a passage that relates to your note in the margin and to write your note close to the underlined portion.

General reminders: Use a pen, NOT a highlighter. Underlining passages is not enough; after underlining something, write a note in the margin explaining why you underlined it. This may be tedious at first, but once you get the hang of it, you will find annotation improves comprehension and memory as well as serving as an excellent study aid for quizzes, tests, and papers. Good luck!

AP English Language and Composition Summer Reading There are no books of choice required for this class. Read and annotate these texts

● The Bell Jar by Sylvia Plath by first day of school (see instructions for annotations):

● Stiff: The Curious Lives of Human Cadavers by Mary Roach While you do not need to read the below texts over the summer, have your copies of the following ready by the first day of school: * 5 Steps to a 5: AP English Language by Barbara L. Murphy and Estelle M. Rankin (2016 edition--the cover has a typewriter on it). *The Elements of Style by William Strunk and E.B. White (4th

*Please be sure to purchase specific editions where noted. If you do not have the correct edition,

edition or later; this version may be available online in PDF form for free),

you will need to repurchase the text

. All students must be able to access the same page numbers at the same time. For this reason, do NOT purchase e-versions.

Due dates for summer reading assignments: ● The Bell Jar and Stiff written responses and accompanying videos are due by the first day

of class. ● The Bell Jar and Stiff text annotations and selected passages for discussion are due by

first day of class. ● Tests for summer reading books: Not announced. There is no expectation of a week’s

notice for tests for summer reading in AP since the books should have been read by the dates noted. Tests are generally essay/short answer.

Summer work is submitted in two ways: Turnitin.com and hard copy. Work is due as a hard copy on the first day of class.

1. Use the Manuscript Sheet (attached in the email for your review) and this handout for headings, spacing, etc. Copy and paste the book title, question, and question number into your document (example below).

2. Please print a hard copy of your work and have it at the beginning of class on the first day, since I do not know when you will be issued your iPads.

3. You cannot earn full credit for your work if you do not follow instructions. Please bring your annotated summer reading books and corresponding typed responses on the first day of class. While these responses are formal, in almost all AP Language assignments you are encouraged to use first person, so feel empowered to do so here. However, avoid

slang, overly colloquial diction, contractions, being verbs, Demons, etc. Use spell and grammar check and the conventions of standard, formal English. Length and format: Length for each question will vary; I am looking for quality of thought and expression rather than length. I obviously do not expect you to cover every chapter for every question. Simply choose what was meaningful to you based on the question provided. You should plan on approximately 1 ½ to 2 pages (maximum) double-spaced for each question, and each question should begin on a separate page with the question number, etc., included at the top. Here is what your page should look like: Example: Smith, John AP English Lang. and Comp. 11 August 2016

AP Summer Work: Plath and Roach The Bell Jar

1. Examine how Plath illustrates Esther’s decline into depression and madness. Is Esther’s madness real? Do you think Esther descends into mental illness because of her inability to find self-fulfillment, or is there a deeper presence she is unable to control?

Note: *For questions 2 and 3 below, you must incorporate references to Plath’s “Sisters of Persephone” in addition to your references to The Bell Jar as part of your answers.

Here, you would type your responses. I clearly cannot answer any part of the question in

this example, since I want you to provide your own reflections and connections. However, note

that the question is single-spaced (to save space and to differentiate it from your answer) but

your response is double-spaced and justified to the left, also to help set off your answer from the

question. I am using first person and Times New Roman, size twelve and am avoiding

contractions and other Demons, as well. I used the Manuscript Sheet for the heading and title

instructions.

The prompt will take up a bit of space; therefore, I anticipate each answer will run over

into the second page. There is no extra credit for exceeding the required one-page length, I

promise. Please separate your responses by question--begin each new question at the top of a

new page.

I think once you get into the texts and begin annotating, you will find the answers come quickly. The summer reading work will be your first homework grades of the semester. Bring everything in hard copy form on the first day of class. Remember, there is no late work in English classes--no exceptions. Plath, Roach: The books should be read actively; that is, students should read not only for enjoyment but for the objective of understanding each author’s purpose and intent. Do not stop at every line to take copious notes--get into the rhythm of Plath’s prose and Roach’s imagery first. You can create a summary of characters and general “plot” points, but remember--we are looking for language use first and foremost as well as concepts and points of view that are worthy of robust discussion. Use the text as your notebook. Annotate in the margins. Look for creative language use (diction) and purposeful syntax (structure). Interesting figurative language should also be noted. Flag anything you found interesting, creative, shocking, etc. *You must annotate your text and take notes! I will be checking texts the first week of school. Your texts should be full of margin notes, underlining, circling, etc. Your annotations must include comments, questions, epiphanies, opinions, etc. Simply underlining is not enough. The following guided reading questions are to help you become familiar with this “new” way of reading independently. You will feel more confident going into the first unit after completing the summer work. Provide MLA citations for direct quotes and for paraphrasing (if you purchase the correct editions, we will all be able to access the same page numbers). There will be more instruction on paraphrasing this year, but realize you must cite anything you restate. Do NOT use highlighters in your books. Highlighters are not permitted on the AP exam, so I want everyone to begin weaning themselves off of them over the summer. Use Post-it Notes, write notes in the margins (preferred, since you own the books), etc. IMPORTANT! Honor code and online and hard-copy or other references: Please note you are on your honor not to access any hard-copy or online study guides or websites or seek assistance from anyone. Recognize that if I find you have used any online materials for clarification in any way, you will be in violation of the honor code and referred to the honor council. You also risk losing your place in the AP track. Additionally, you are on your honor to work independently without collaborating with a classmate,

another teacher, friend, AP alumni, sibling, parent, etc., for any assistance, suggestions, guidance or other information. Doing so constitutes a violation of the honor code. Approved outside sources: Review the videos below before you begin your summer reading and summer work. All are fairly brief. They will help you understand how language study differs from literature study. Take notes on the videos and be able to reference from which video your notes pertain. Link 1: “Introduction to Rhetoric.” Purdue O.W.L. This link provides a brief overview of rhetoric.

http://goo.gl/EmS4zy

Link 2: “The Rhetorical Triangle and Rhetorical Strategies.” Furman University. Below is a link to a very informative tutorial by David Wright in which he defines and explains Aristotle’s rhetorical triangle. You will need to understand this concept and be able to explicate and apply the elements to your readings and reference them in your homework answers.

http://goo.gl/iogG3R

Link 3: “Rhetoric Analysis Rap.” This video is an infectious (although perhaps not exactly lyrical) student-created rap about how to analyze rhetoric.

http://goo.gl/Sz6TFD

The assignment: Please provide typed responses in complete and grammatical sentences to the following questions. Incorporate the quotation sandwich construction in your support. Most of your quotes should be direct quotations, but you may paraphrase here with appropriate citations. Citations: Since you will be referencing more than one source by the same author for some of your answers, please follow these instructions.

● Prose (The Bell Jar and Stiff): Use the page number and title or author, depending on what you omit in the signal phrase. For example, If you provide the author’s name in the signal phrase but not the title, include the title in the citation:

○ Plath explains Esther’s frustration….(The Bell Jar 45). ■ or

○ In The Bell Jar, Esther expresses her frustration…(Plath 45). ● For poetry, use the same formula: If you use the author’s name in the signal, use the title

in the citation and vice-versa, but provide line numbers instead of page numbers and use the / mark as appropriate. Follow the same rules for poetry citations/papers regarding block quotes, etc.

○ In “Sisters of Persephone,” Plath contends she is, “Worm-husbanded, yet no woman” (28).

■ or ○ Plath contends the speaker is, “Worm-husbanded, yet no woman” (“Sisters of

Persephone” 28). Number of sandwiches per question will vary; however, most complete responses require at least three or more with extensive student perspective regarding the cited information as support for point of view. This is not a formal paper, so try your hand at first person; there are also no introductions or conclusions. Treat each question as you would a short answer response on a unit test—be complete and articulate your support clearly and with purpose. Avoid robotic, superficial, or summative responses. For the Plath responses, the questions (and your answers) will look and feel familiar (find quotes/passages, explicate the author’s purpose, support your answer). The Roach questions are more personal and more discussion-based. This is purposeful on my part as the AP Language classes requires finesse in both skills. The Bell Jar: While Plath’s work is fiction (and it is one of the only pieces of fiction you will read this year), it is based upon her own experiences and thus is semi-autobiographical. One of the most important skills an AP student must learn is to analyze a difficult and new text without assistance. Begin by reading the introduction—it will set the work in context for you. Also note that you are required to connect Plath’s “Two Sisters of Persephone” in your analyses as part of your written discourse (yes, I know you have not read it--that’s the point of the exercise). The poem is provided for you at the end of this handout. Puzzle it out--the allegory will become obvious when considered with The Bell Jar. I will give you a hint--according to myth, Persephone did not have any sisters.

1. Examine how Plath illustrates Esther’s decline into depression and madness. Is Esther’s madness real? Do you think Esther descends into mental illness because of her inability to find self-fulfillment, or is there a deeper presence she is unable to control?

Note: *For questions 2 and 3 below, you must incorporate references to Plath’s “Two Sisters of Persephone” in addition to your references to The Bell Jar as part of your answers. 2. What themes are apparent in the text? Look for embedded symbols (hint—the title is definitely one of them!). How do these symbols set context for and then reinforce Esther’s frustrations? 3. What role does gender play in Esther’s frustration? Do you think she would have experienced similar conflicts in today’s society? Why or why not? Connect to Plath’s incorporation of the elements of the rhetorical triangle in your answers. For example, where and how does Plath use pathos, or an appeal to emotion? You do not need to reference each appeal in each answer, although you should reference each part of the triangle at least one time.

Besides seeking the answers to these questions, be aware of Plath’s extremely poetic prose. Mark passages in your text that strike you because of her sentence arrangement or her figurative language. Even if you aren’t sure why the passage is intriguing, make a note to share with the class during our discussions. Do the same with Roach. Stiff: The Curious Lives of Human Cadavers: An important part of the AP Language class is analyzing first person narratives, since persuasive writing always reflects significant language usage. The AP Language class focuses on style and syntax, rather than just plot. Try to look for patterns in Roach’s descriptions, chapters, and descriptive vignettes, the ways in which she structures sentences, any words that she repeats, etc., and decide how these choices influence the tone of her message. Note: *For questions 1 and 2 below, you must incorporate references to Shapiro’s “Auto Wreck” in addition to your references to Stiff as part of your answers. 1. How does Roach convey what she considers the paradigm shift society must experience regarding our perspective of death? 2. Where and how does Roach appeal to the reader’s emotion and sense of logic and ethics? 3. How and where does Roach use humor to reach her audience? What is the impact of such a tone? Is it effective? Why or why not? You should be ready to discuss these questions and provide others to share with the class. Cite all answers using correct MLA format. If you paraphrase, you must still provide page numbers (line numbers for poems) for your citation. Remember, you will be tested on the summer reading selections the very first week of school. Students who fail to do the summer reading and/or who do not turn their work in by the deadline will most likely be denied a place in the AP class. We will refer to elements of the summer reading choices throughout the school year. Also, an AP class is not structured like a regular high school class. As indicated and required by the Collegeboard, we cover college-level work at a college-level pace. Enrollment is by permission only, so if you are registered for AP it is because you requested the class and I believe you are up to the challenge. AP writing will help in other classes as well, since it demands close reading of material at a swift pace and in-depth, thoughtfully composed responses on a daily basis. If after reviewing the summer work you feel that perhaps the AP English track is not the best fit for you, please let English Department Chair Erin Lekavich know. Do not make the determination without speaking with her. These assignments and texts are supposed to be thought-provoking, so do not panic.

Each of you is to be congratulated for your determination to take this academic leap. You will find the class to be not only rigorous and challenging but also extremely rewarding and stimulating. Supplemental poems: “Two Sisters of Persephone” by Sylvia Plath Two girls there are: within the house One sits; the other, without.

1

Daylong a duet of shade and light Plays between these. In her dark wainscoted room The first works problems on

5

A mathematical machine. Dry ticks mark time As she calculates each sum. At this barren enterprise Rat-shrewd go her squint eyes,

10

Root-pale her meager frame. Bronzed as earth, the second lies, Hearing ticks blown gold Like pollen on bright air. Lulled Near a bed of poppies,

15

She sees how their red silk flare Of petaled blood Burns open to the sun's blade. On that green alter

20

Freely become sun's bride, the latter Grows quick with seed. Grass-couched in her labor's pride, She bears a king. Turned bitter And sallow as any lemon, The other, wry virgin to the last,

25

Goes graveward with flesh laid waste, Worm-husbanded, yet no woman. "Auto Wreck" by Karl Shapiro

Its quick soft silver bell beating, beating And down the dark one ruby flare

1

Pulsing out red light like an artery, The ambulance at top speed floating down Past beacons and illuminated clocks 5 Wings in a heavy curve, dips down, And brakes speed, entering the crowd. The doors leap open, emptying light; Stretchers are laid out, the mangled lifted And stowed into the little hospital. Then the bell, breaking the hush, tolls once,

10

And the ambulance with its terrible cargo Rocking, slightly rocking, moves away, As the doors, an afterthought, are closed. We are deranged, walking among the cops Who sweep glass and are large and composed.

15

One is still making notes under the light. One with a bucket douches ponds of blood Into the street and gutter. One hangs lanterns on the wrecks that cling, Empty husks of locusts, to iron poles.

20

Our throats were tight as tourniquets, Our feet were bound with splints, but now, Like convalescents intimate and gauche, We speak through sickly smiles and warn With the stubborn saw of common sense,

25

The grim joke and the banal resolution. The traffic moves around with care, But we remain, touching a wound That opens to our richest horror. Already old, the question, Who shall die?

30

Becomes unspoken, Who is innocent? For death in war is done by hands; Suicide has cause and stillbirth, logic;

And cancer, simple as a flower, blooms. But this invites the occult mind,

35

Cancels our physics with a sneer, And spatters all we knew of dénouement Across the expedient and wicked stones.

12th AP English Literature and Composition Summer Assignment

Required texts: 1. Wuthering Heights by Emily Brontë

ISBN-10: 0141439556

ISBN-13: 978-0141439556

Wuthering Heights is widely regarded as one of the great novels of Victorian literature. The AP English Literature course requires a variety of literature from different time periods, and the novel exposes students to the diction and syntax of the nineteenth century. Additionally, Wuthering Heights provides AP Literature students with the opportunity to explore and discuss Victorian society. Additional Reading (choose one of the selections):

1. A Prayer for Owen Meany by John Irving 2. The Namesake by Jhumpa Lahiri 3. Americanah by Chimamanda Ngozi Adichie 4. Invisible Man by Ralph Ellison 5. The Reluctant Fundamentalist by Mohsin Hamid 6. Light in August by William Faulkner

Summer Work Instructions

Instructions: Utilize the following bullet pointed suggestions to take notes on the texts. Notes may be in your book, on sticky notes, or in a notebook. You will be required to show proof of these notes. Notes may NOT be electronic. When you return to school, you will be responsible for participating in class discussion, answering questions using detail support from the texts, completing a test, and writing a paper. Plan accordingly in your note taking.

● Characters, their relationships, their motivations ● Plot points ● Narrative voice/point of view ● Settings ● Tone: pay careful attention to how the narrator shapes the reader's perception of

characters and events ● Syntax and diction

Major Works Assignment

(Due day of test for all major works; complete for BOTH required reading and book of choice)

Make notecards containing the following information: Card #1

· Front: title, author, date of publication, biographical/historical notes (given in class or as part of reading) · Back: summary of novel

Card # 2 · List of main/important supporting characters with brief descriptions

Card # 3 · 10 significant details for potential support in an essay

Card #4 · 6-8 significant quotes, along with page numbers and who said (if applicable) the quote (If desired, include brief context.)

Note: Yes, you may use more than 4 notecards; they may be whatever size you’d like. You may NOT complete these works with the assistance of alumni, classmates, or online resources. Book of Choice Project: Due last class period of first week of school. Create a memory box or scrapbook for one character from your chosen book. The box or book must contain 8 items (you may use actual objects or pictures; be sure to cite any images that you did not create using the url). Provide a correctly integrated and cited quote to support each item. All quotes must be typed using a modified quotation sandwich format: Context of the quote Introduced/cited quote Significance of quote to text/how this quote supports your item Note: Yes, you may use the same quotes for your project as your major works cards! *A note on online and other resources: the internet can be your friend. You may use online dictionaries with impunity. There may also be occasions in AP Lit. when you may wish to use the web to research historical background about a setting. For example, parts of Americanah take place in Nigeria. If you want to learn more about the social, political, and historical nature of this setting, the internet may be a valuable resource. Looking up information about Nigeria in this instance would not be considered cheating UNLESS, in the process, you discovered information about Americanah (unlikely unless sought out). However, if you were learning about Nigeria in a history class and looked up information online without the instructor's permission, then it would

be cheating. Similarly, if you look up information about any novel, play, short story, or poem for AP Lit. without specific permission from the instructor to do so, then it's cheating. As a general rule, it's okay to look up words, historical background of the setting, and the author's biographical information because those are facts. If you look up a literary work, you will find opinions. All literary analysis is based upon opinion. Your goal this year is to learn how to form and support your own opinions, not mimic someone else's. If you voice an opinion in a paper, in class discussion, or on a test/quiz that does not appear to be your own, it may be considered an Honor Code violation. This includes "refreshing" your memory using SparkNotes or other study guides. You will be instructed on how to best review for tests and the AP exam. If you have any questions about this policy, please ask the instructor.

11th/12th British Literature: College Preparatory and Honors

Required selection for all students: The Importance of Being Earnest by Oscar Wilde. ISBN: 0486264785 Goals: This work will introduce students to drama, humor, and the Victorian period, three concepts that will be revisited throughout the semester. Students will analyze how the author uses humor and satire to criticize class and identity. Book of choice list: 1. Rebecca by Daphne du Maurier 2. Jane Eyre by Charlotte Bronte 3. Sense and Sensibility by Jane Austen 4. The Heart of the Matter by Graham Greene 5. And Then There Were None by Agatha Christie 6. Waiting for Godot by Samuel Beckett 7. Much Ado About Nothing by William Shakespeare 8. Dracula by Bram Stoker 9. Flatland by Edwin Abbott Abbott 10. Watership Down by Richard Adams

This summer, you will read Oscar Wilde’s play The Importance of Being Earnest in its entirety. Some students struggle with this play because they misread the tone. The play is a comedy and some things characters say are deliberately absurd or satirical. Keep this in mind as you read.

Summer Reading Assignment - British Literature - Mr. Phillips

In addition to reading, you must annotate your text (write directly in your book) and present your books for note-checks at the beginning of the year and for a grade. Every page should have a summary (see below) and a minimum of 2 additional notations (see below); however, you may find your reading more enjoyable and coherent if you just get into the habit of making these marks while you read rather than worrying about the assignment. Every reader develops his/her own unique style for annotation and feel free to explore with what works for you, but here are some notes and marks you may make:

1. Write a brief summary at the top of each page after you’ve read it explaining in a few short words what occurs on that page. This will make studying for your test and finding an important scene for your paper much easier.

2. Circle words that are unfamiliar then write their definitions in the margin (after you have looked up their meanings).

3. Underline or bracket [ ] passages that are interesting to you or seem important. Then, in the margin write a brief note on why you think that passage is important.

Writing in the margin is always helpful. Think of it like you are having a conversation with the book you are reading. Here are some helpful things you can write in the margin:

1. Ask questions. If something confuses you or you feel like there is information about an event, character, scene, etc. that you should know more about, write your question in the margin.

2. Make predictions. Do you think you know what might happen? Does something seem like it may be important later? Do you think this scene might foreshadow something later? Write your prediction in the margin.

3. Clarify. If you figure something out or have an epiphany while reading but fear you may forget it later, write down a brief summary of the passage or your ideas in the margin.

4. Remember, it is helpful to underline a passage that relates to your note in the margin and to write your note close to the underlined portion.

General reminders: Use a pen, NOT a highlighter. Underlining passages is not enough; after underlining something, write a note in the margin explaining why you underlined it. This may be tedious at first, but once you get the hang of it, you will find annotation improves comprehension and memory as well as serving as an excellent study aid for quizzes, tests, and papers. Good luck!