9th grade - pre-ap english summer assignment 2017-2018...
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Instructor: C. Stanford Canton South High School Contact: [email protected] 1 _____________________________________________________________________________
9th Grade - Pre-AP English Summer Assignment
2017-2018 Theme of Focus: Growth & Evolution
__________________________________ What is Pre-AP? Pre-AP is based on the following two important premises. The first is the expectation that all students can perform well at rigorous academic levels. This expectation is reflected in curriculum and instruction so all students are consistently being challenged to expand their knowledge and skills to the next level. The second important premise of Pre-AP is the belief that we can prepare every student for higher intellectual engagement by starting the development of skills and acquisition of knowledge as early as possible. Addressed effectively, the early high school years can provide a powerful opportunity to help all students acquire the knowledge, concepts, and skills needed to engage in a higher level of learning. This is your education - invest in it now. As your teacher I am here to help you grow and evolve as an academic, but it is your responsibility to be present and engaged in your learning and growth. Your Instructor:
● Cassandra Stanford - Room A108 ● Email (for questions) - [email protected]
○ Make sure you identify yourself, and detail your question completely. I try to answer emails as soon as possible, but I do not maintain 24 hour access to my email account.
Instructor: C. Stanford Canton South High School Contact: [email protected] 2 _____________________________________________________________________________
Summer Expectations: ● Our expectations require students to explore themes developed through texts. The act of
analyzing literature provides practice with the Ohio State Standards. The art of summer reading isn’t to bog down students with uneccesary work, but to enrich their learning experiences and extend their knowledge in preparation for the upcoming school year.
Summer Objectives: ● • Learn to read more carefully and critically. • Become engaged with the subject matter –
question it, agree with it, disagree with it, compare it to other issues, make connections. • Come to see reading and writing as a way of exploring and learning about a subject, rather than just a product to be judged. • Move from merely summarizing material into analyzing, interpreting, and evaluating literature. • Make meaning for yourself rather than look to teachers for the “right answers.” • Become a more effective reader and thinker.
Summer Work Checklist
1. Leaves of Grass Read and annotate this book of poetry by Walt Whitman.
2. Choice Novel Read and annotate your choice novel. (See handouts regarding annotating that are included)
3. College Wishlist Project Complete your College Wishlist project as outlined.
4. Notebook Keep a notebook to log your work, define your terminology, and take notes of any kind regarding your English assignments.
The Reading: All students must read Leaves of Grass, by Walt Whitman.
Product details:
Please make sure you purchase the appropriate edition!
Available on Amazon!
Paperback: 160 pages
Publisher: CreateSpace Independent Publishing Platform (September 3, 2009)
Language: English
ISBN-10: 1449505716
ISBN-13: 978-1449505714
Instructor: C. Stanford Canton South High School Contact: [email protected] 3 _____________________________________________________________________________
And then each student must choose 1 of the following to read: A Tree Grows in Brooklyn - Betty Smith Seabiscuit - Laura Hillenbrand Gardens in the Dunes - Leslie Marmon Silko The Agüero Sisters - Cristina García A Thousand Splendid Suns - Khaled Hosseini As this is a list aimed at high school level students, some of the books address mature ideas and issues. Please preview the books before making your selections so that you are not surprised by the content of the books.
The Nitty Gritty Details: Breaking Down the Work
● Students are expected to read the required text and one choice from the list provided.
● Students will submit both of their books during the first week of school to earn their
annotation credit.
● Students will create a formal outline and present their findings in a formal speech
focusing on the theme of growth. We will spend a day at the beginning of the year
editing outlines and discussing formal speeches. For the first day, teachers will check
outlines and award 30 points for perfect MLA outlines and Works Cited. 20 points for
formal outline and 80 points for formal speech. Total 100 points possible. Points will be
deducted for reading directly from notecards.
○ You must look at The OWL @ Purdue (information included) to help you learn
and use MLA style properly. We will use this ALL YEAR and points will be
deducted if the formatting is incorrect.
● Complete the analytical speech for the required book and the novel of your choice. As
you read, annotate and take notes, which will be beneficial as you write your speech
outline and choose your significant passages. Write complete sentences for your
outline. In addition, all outlines must follow the Modern Language Association (MLA)
guidelines.
Instructor: C. Stanford Canton South High School Contact: [email protected] 4 _____________________________________________________________________________
Sample Outline to Follow: Don’t forget to use MLA Formatting! Incorporate ALL of the following aspects in your speech: I. Introduction
A. Attention Getter
B. The thesis should be written as a sentence with a claim and reasoning.
1. Correct: Friendship can help an individual through many difficult situations.
2. Incorrect: Friendship. This example is wrong because it is a topic, not a thesis.
II. Thematic similarities.
A. Discuss similarities of the theme in each text.
B. Discuss a literary term from the list on the next page that relates to the theme
using both texts: e.g. symbol(s), conflict(s)--internal/external (Choosing a higher-level
literary term with an *asterisk will be required to earn an A on this element.) Highlight
and underline the term.
C. Oral Reading required from first text and needs to emphasize the theme: the
Required novel or the novel of your choice (See more details below)
III. Thematic differences.
A. Discuss differences of the theme in each text
B. Discuss a literary term from the list that relates to the theme using both texts: e.g.
symbol(s), conflict(s)--internal/external (Choosing a higher-level literary term with an
*asterisk will be required to earn an A on this element.) Highlight and underline the term.
C. Oral Reading required from second text needs to emphasize the theme: the Required
novel or the novel of your choice (See more details below)
IV. Conclusion
***You are required to submit a MLA Works Cited with your outline. Additional requirements/information: 1. Oral Reading: A specific passage from each novel should be read to support your example (s) and connection (s). After reading the passages, explain the significance and impact. Students must identify the author and the page number where the oral reading passage is located in the text. Students are expected to have a copy of their novels (hard copy or electronic). 2. Typed Outline: Due the first day of school. We will review the outlines and formal speech guidelines the first day of school. 3. Time limit: 4-6 minutes 4. Presentation Skills: Eye contact, voice & variety, body language, prepared & organized, does not read directly from notes, and engages audience 5. For additional help with MLA please consider accessing the following:
MLA Overall Format: https://youtu.be/0mjS7zm3FUo MLA Works Cited: https://youtu.be/jm8s4uPpfIA Using Purdue OWL: https://youtu.be/uKE5fqnIsb4
Instructor: C. Stanford Canton South High School Contact: [email protected] 5 _____________________________________________________________________________
Terminology: Define the following terms in regard to literature and language. You should know and understand these terms by the first day of school - THERE WILL BE A QUIZ! Choose from this list of terms for your outline and speech.
antagonist autobiography biography characterization
climax conflict dialogue exposition
Falling action foreshadowing metaphor narrator
oxymoron protagonist resolution Rising action
setting simile tone alliteration
atmosphere mood connotation denotation
diction Dramatic irony flashback foil
imagery personification Point of view symbol
tone Dynamic character Static character Flat character
Round character Verbal irony archetype paradox
rhetoric ethos logos pathos
*Failure to complete the assigned summer reading project will result in your removal from the Pre-AP English Course.
Instructor: C. Stanford Canton South High School Contact: [email protected] 6 _____________________________________________________________________________
College Wishlist Project ______________________________________________________________________________ Directions: Create your list of colleges in your notebook. Compile your list neatly and legibly, including all of the necessary information. If money were no object, and traveling was not an issue, compile a list of 10 colleges/universities that you are or could potentially be interested in.
○ Select 1 in Stark County ○ Select 2 in Northeast Ohio ○ Select 2 in the state of Ohio ○ Select 3 ANYWHERE in the country
● For Example:
- University of Mount Union & Stark State College - Kent State & Cleveland State - Ohio State University & Capital University - Michigan State University, Columbia, Oregon State, Stanford
● For each school you need to have the following information:
○ Location (City, State and distance from your home) ○ Typical Tuition (for one year as an undergrad) ○ Most popular majors (3-5) ○ Why would you want to attend this school? Your reasons should be real and legitimate.
This part should be at least a paragraph (5-7 sentences) in length.
Instructor: C. Stanford Canton South High School Contact: [email protected] 7 _____________________________________________________________________________
At the beginning of the school year Mrs. Stanford will be collecting the following for
assessment purposes:
1. Summer Reading - the books with your annotations
2. Terminology, Plagiarism, reading notes, and all written work - notes/notebooks
★ The first 2 weeks of school are spent working with, reflecting on, and discussing your
summer reading and all that goes along with it. Plus, it sets us up for the rest of the
school year in regards to expectations and foundational levels of understanding.
Please take these assignments seriously. It wouldn’t be a bad idea to keep a notebook,
binder or folder with your information and work neatly organized in it for final submission at
the beginning of the school year. Plan on turning in the bulk of your remaining
work on Monday, August 28th, after your speeches.