Cranston Public Schools

029 12 AP English Literature and Composition Required Summer Reading 2016

As a senior Advanced Placement English student, it is expected that upon entering the AP classroom you are an active reader and are willing to demonstrate your reading proficiency very early in the first semester and plan to further develop that proficiency throughout the year. It is our hope that beyond helping you to sharpen your analytical reading and critical thinking skills, this summer reading assignment will keep your mind active and challenged while encouraging a love for reading.

Required Texts: Frankenstein – Mary Shelley

Jane Eyre – Charlotte Bronte

Poetry – See Attached List of Choices with additional Instructions

Assignment: You can expect to write at least one in-class essay in response to the required readings. In addition, your teacher will create and assign supplementary alternative assessments during the first week of school to further measure your reading and learning.

To prepare for these assessments, it is recommended that you take detailed notes regarding how specific literary elements contribute to meaning, focusing particularly on the social and historical values presented. Some literary elements you may want to focus on include: structure, point-of-view, style, tone, narrative voice, selection of detail, and characterization. You may use these notes when you write your in-class essay(s). You will need to have copies of all texts available for your use.

12 AP Summer Reading – Poetry Assessment (adapted from Ms. Stormont,

AP English teacher at St. Paul’s Preparatory School, St. Paul, Minnesota)

1. Choose at least five poems from the list below.

2. Read each poem closely and annotate thoroughly paying special attention to answering the

question, “How does the author use literary devices to create meaning?” Note that you will

need to find and print copies of each poem you choose to analyze. You may use the attached

graphic organizer worksheet to generate ideas.

3. Once you return to school, be ready to create either a short (4-5 minutes), online generated

presentation such as PowerPoint, Glogster, Google slides, Prezi, etc. or a written report

(teacher discretion) that informs your classmates and teacher of your analyses (see the

attached sample rubrics).

Your presentation/report should include:

a. Names and representative poetic movement of each poet and the titles of their poems

b. Hallmarks of the poet’s style (i.e. what was/is he or she known for?)

c. Copy of each poem with a brief discussion of how it displays the stylistic hallmarks

of the author and the representative poetic genre (metaphysical, romantic, Victorian,

modern, Harlem Renaissance, etc.). Be sure to discuss how the author makes use of

his/her genre’s characteristics.

d. Comparison and contrast of the style and themes of your chosen poems to one or both

of the required novels. After reading both novels and reading and annotating five

poems, include in your presentation how each piece treats a similar theme. That said,

you must choose your poems carefully to ensure that you will be able make some

connections among the readings. After all, the College Board wants to see that you

are able to read, analyze, and interpret a variety of forms and styles of poetry and to

make connections/comparisons among the works you’ve read.

e. a consistent control of the English language conventions and spelling.

f. a works cited page/slide if any sources were consulted.

4. Be prepared to answer questions from your classmates and your teacher about your

presentation and/or report. Over the summer, you should concentrate on choosing and

analyzing your poems as well as preparing your presentation. Your teacher will give you

additional criteria for the presentations/report, so there is no need to begin that process until

classes resume.

AP English Literature and Composition poems that frequently appear on the AP Literature Exams

1. Matthew Arnold: “Dover Beach” 14. John Keats: “Ode on a Grecian Urn”

2. Elizabeth Bishop: “In the Waiting Room” 15. Andrew Marvell: “To His Coy Mistress”

3. Gwendolyn Brooks: “We Real Cool” 16. Wilfred Owen: “Dulce et Decorum Est”

4. Robert Browning: “My Last Duchess 17. John Crowe Ransom: “Bells for John Whiteside’s

Daughter”

5. Emily Dickinson: “Safe in their Alabaster Chambers” 18. William Shakespeare: Sonnets (Choose one)

6. John Donne: “A Valediction: Forbidding Mourning” 19. Percy Bysshe Shelley: “Ozymandias”

7. T.S. Eliot: “The Love Song of J. Alfred Prufrock” 20. Wallace Stevens: “Sunday Morning”

8. Carolyn Forché: “The Colonel” 21. Dylan Thomas: “Do not go gentle into that good

night”

9. Robert Frost: “Mending Wall” 22. William Carlos Williams: “Danse Russe

10. Robert Hayden: “Those Winter Sundays” 23. William Wordsworth: “The World is Too Much With

11. A. E. Housman: “When I Was One-and-Twenty” Us”

12. Langston Hughes: “Let America Be America Again” 24. William Butler Yeats: “The Second Coming”

13. Samuel Johnson: “To Sir John Lade, On His Coming

of Age” (‘A Short Song of Congratulation’)

Summer Reading Poetry Presentation 12 AP

Sample Presentation Content Rubric

Name:________________________________________________________________________

Criterion Comments Points

earned

Includes names and representative poetic movement of each poet and the

titles of their poems

_____/10

Includes hallmarks of the poet’s style (i.e. what was/is he or she known for)

_____/25

Provides a copy of each poem with a brief discussion of how it displays the

stylistic hallmarks of the author and the representative poetic genre

_____/25

Offers a comparison and contrast of the style and themes of chosen poems

to one or both of the required novels

_____/25

Uses technology to enhance presentation

_____/15

Total Points Earned for Project Content: _____/100

Comments:_____________________________________________________________

______________________________________________________________________

______________________________________________________________________

Summer Reading Poetry Presentation 12 AP

Sample Presentation Rubric

Criterion Comments Points

earned

Effectively and skillfully uses eye contact, appropriate volume and language, rate of

speaking, and posture, to present information with enthusiasm, poise and confidence.

_____/25

The student skillfully introduces the topic, maintains focus, and transitions between key

points.

The student skillfully presents information, findings, and supporting evidence, conveying a

clear and distinct perspective appropriate to purpose and audience.

_____/25

The student skillfully adapts speech to a variety of contexts and tasks, demonstrating a

command of formal English when indicated or appropriate.

_____/25

The student skillfully makes strategic use of digital media (e.g., textual, graphical, audio,

visual, and interactive elements) in presentations to enhance understanding of findings,

reasoning, and evidence and to add interest.

_____/25

Presentation Grade: _____/100

Comments:_____________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

NAME: TASK

Cranston School District GRADES 11-12 INFORMATIONAL/EXPLANATORY WRITING: reports; response to informational and literary text; etc. Students write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the

effective selection, organization, and analysis of content.

Expectations Exceeds Standard

4 Meets Standard

3

Nearly Meets Standard

2

Below Standard 1

Establishes context and purpose W.11-12.2a

The student effectively identifies a topic and establishes an interpretive claim/assertion in the form of a focus/thesis that addresses the prompt. Effectively sets context (background information). If applicable, the student skillfully engages the reader while establishing purpose with a clear focus/thesis.

The student clearly identifies a topic and establishes an interpretive claim/assertion in the form of a focus/thesis that addresses the prompt. Sets context (background information).

If applicable, the student engages the reader while establishing purpose or focus.

The student identifies a condition, situation, or issue that addresses the prompt, but the purpose and focus may be weak. Sets limited context (background information) The student attempts to engage the reader, but is not successful.

The student fails to identify a condition, situation, or issue that addresses the prompt, and may not have a focus.

Context is missing.

The student does not engage the

reader.

Demonstrates critical thinking in order to develop the topic W.11-12.2b

The student develops the topic thoroughly by selecting a depth of the most significant and

relevant facts, extended definitions, concrete

details, quotations, or other information and examples appropriate to the audience’s

knowledge of the topic. The student references texts and uses relevant and insightful citations to support interpretations, thesis, or drawing conclusions.

The student develops the topic thoroughly by selecting the most significant and relevant facts,

extended definitions, concrete details, quotations,

or other information and examples appropriate to the audience’s knowledge of the topic. The student references texts or uses relevant citations to support interpretations, thesis, or drawing conclusions.

Information may be lacking and/or not accurate. The student references limited texts and attempts to interpret text, but interpretation or conclusion causes confusion.

The student selects inappropriate information. The student shows little or no interpretation of the text.

Creates an organizing structure W.11-12.2a ; W.11-12.2c ; W.11-12.2f

The student organizes complex ideas, concepts, and information so that each new

element builds on that which precedes it to

create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and

multimedia when useful to aiding

comprehension. The student uses effective transitions to clarify the relationships among ideas and concepts.

The student organizes complex ideas, concepts, and information so that each new element

builds on that which precedes it to create a

unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and

multimedia when useful to aiding

comprehension. The student uses appropriate transitions to clarify the relationships among ideas and concepts.

The student uses an organizational structure that may cause confusion. . The student uses a few transitions to clarify the relationships among ideas and concepts. The student attempts to provides a

The student’s writing shows little

evidence of organization.

The student uses no transitions.

The student provides a pertinent concluding

statement or section that follows from and

supports the information or explanation presented (e.g., articulating implications or the

significance of the topic).

The student provides a concluding statement or

section that follows from and supports the

information or explanation presented (e.g., articulating implications or the significance of the

topic).

concluding statement or section that

follows from and supports the

information or explanation presented (e.g., articulating implications or the

significance of the topic).

The conclusion may be lacking and the paper ends abruptly.

Uses voice and style to enhance meaning. W.11-12.2d; W.11-12.2e

The student skillfully uses language that

clarifies and supports intent and establishes an authoritative and academic voice.

Establishes and maintains a formal style.

The student uses varied sentence length and structure to enhance meaning.

The student uses precise language, domain-

specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the

complexity of the topic.

Establishes and maintains a formal style and

objective tone while attending to the norms and

conventions of the discipline in which they are writing.

The student uses varied sentence length and structure to enhance meaning.

The language is pedestrian and may

not establish an authoritative or academic voice.

Style sometimes becomes informal.

The student does not vary sentence length and structure to enhance meaning.

The student does not use language

that clarifies or supports intent or establishes an authoritative voice.

Does not maintain a formal style.

The student does not vary sentence length and structure to enhance meaning.

Demonstrates command of written language conventions L.11-12.1 ;L.11-12.2

The student demonstrates consistent control of

grammar, usage, punctuation, sentence

construction, and spelling.

The occasional errors do not interfere with meaning.

The student demonstrates control of usage,

grammar, punctuation, capitalization, sentence

construction, and spelling.

The occasional errors do not interfere with meaning.

The student demonstrates some

control of usage, grammar,

punctuation, sentence construction,

and spelling.

The errors may interfere with meaning.

The student demonstrates little

control of usage, grammar,

punctuation, sentence construction,

or spelling.

The numerous errors interfere with

meaning.

SCORE

☐ Proficient

☐ Not Proficient