Summer Reading Assignment: Pre-AP English II Tivy High School

Background and Expectations:

You have registered for English II Pre-AP for your sophomore year English class. This is a challenging course that focuses on the development of critical reading as well as writing skills, such as literary analysis and argument. The above is accomplished through the study and discussion of British and World literature from Shakespeare through contemporary literature and nonfiction.

The College Board Advanced Placement Program English Committee “agrees with Henry David Thoreau that it is wisest to read the best books first.” To best direct you for a course of study that challenges you at an AP level and successfully prepares you for AP Exams in the 11th and 12th grade, the Committee believes that reading in an advanced level course “should be both wide and deep…should include the in-depth reading of texts drawn from multiple genres, periods, and culture.” The Committee also recommends “careful attention to both textual detail and historical context [and] should provide a foundation for interpretation, whatever critical perspectives are brought to bear on the literary works studied.”

We invite you to begin your experience by fulfilling the summer reading requirement for the course. The assignment will allow you to learn how to critically read a text and to apply this knowledge as you read and experience a novel written by a Nobel Prize-winning writer that the literary world considers a classic. You will have the opportunity to practice your critical and exploratory reading and writing skills before the actual class begins in late August by working through the summer assignment. As a result, when school begins, we will be able to commence immediately with our coursework.

Objectives & Assignments (to be completed in the following order):1. Students will read How to Read Literature Like a Professor by Thomas C. Foster. It is encouraged that

students purchase their own copies so that they may annotate and take notes in the text. This book you will need to check out or purchase. -The most recent addition is preferred. Amazon is selling used for approximately $5.00-Students with financial difficulty should contact Mr. Clarkson. We have a few that we can check out.

-While you are encouraged to read the work in its entirety, you must read the following chapters. We will be using the fundamental concepts in How to Read Literature Like a Professor throughout the entire year and beyond.

Ch1. Every Trip is a Quest (Except When It’s Not)Ch2. Nice to Eat with You (Acts of Communion)Ch4. Now, Where Have I Seen Her Before?Ch5-6 When in Doubt…It’s from Shakespeare or the BibleCh.11 Concerning ViolenceCh12. Is that a Symbol?

Ch13. It’s All PoliticalCh.14 Yes, She’s a Christ Figure tooCh. 19-20 Geography Matters, So Does SeasonCh21. Marked for GreatnessCh. 24 Don’t Read with Your EyesCh25. It’s My Symbol and I’ll Cry if I Want ToCh26. Is He Serious?

2. Students will conduct a close reading of Lord of the Flies by William Golding. To conduct a “close reading” students should apply what they have learned from How to Read Literature Like a Professor to their understanding of Lord of the Flies. -This novel will be loaned to you and will need to be returned. If you wish to purchase your own copy, that is fine. Currently, used additions are selling for between $1.00 to $5.00 on Amazon.

3. Students will keep a reading log/journal of the novel. A total of twelve entries (one from each chapter) should be dated and completed while reading the corresponding chapter to ensure thorough comprehension of the novel. Entries should be completed on the worksheets provided. Please ensure that all writing is legible.

4. Journal entries will follow a chosen path of exploration and will follow prompts selected in preparation for advanced placement study. Entries will include examinations of textual fragments of the novel, student responses and reactions to text, and insights into the reading of the novel framed by thematic and structural connections.

5. Students should not refer to Cliff Notes, Spark Notes or the like to complete this assignment. Students are expected to write personal reflective responses to the prompts.

6. This assignment is due on the first Friday day of school and is a test grade. Students will also take an objective examination on the novel during the first few weeks of school.

-If you have any major concerns regarding the reading, please email me, Mrs. Decker, at leigh.cockrill@kerrvilleisd.net. I will check my email periodically over the summer. If you lose your copy of the assignment, I will email it to you only once.

-Remember: these works are important and a major part of your Pre-AP English II experience. However, you should also be reading for enjoyment. We encourage you to spend time with books you love this summer. Nothing can prepare you better for your academic years ahead than putting down your technology, picking up a book and going outside for a morning well-spent reading.

-Once you get your schedule, please sign up on remind with your Pre-AP English II teacher. For Mrs. Portillo: text: @por10p to: 81010 For Mrs. Decker: @2aech4 to:81010If you have the app, you can search for Tivy High School, Your Teacher, Pre-AP English II 2017-18

We look forward to next year and our academic adventure together!

Name: ____________________________________________

English II Pre-AP Summer Assignment

Directions: The following pages contain worksheets to be completed for the twelve chapters of William Golding’s novel, Lord

of the Flies. All work should be handwritten and legible. For each chapter, you have been given an opportunity to analyze a quotation and an additional topic. Follow the

guidelines below for completion of each worksheet.1. In the box below the quotation, you will provide the context for this quote. To do this, you will briefly

summarize the scene where this quote is found and summarize the quote. (Please note: There are multiple printings of the novel. Quotes on the following pages are taken from the Perigee edition.)

2. The column to the right asks you to provide a personal reflection on the quote. To do this, you may reflect upon your feelings regarding the scene or connect the ideas in the scene to your own experience, another book, film, or current/historical event.

3. The last column requires you to ponder the significance (importance) that this quote has to the text as a whole. This section should be completed after you have read the entire book so that you may have the entire text to draw upon for your answer.

4. The box at the bottom of the page asks you to critically analyze a piece of the chapter. Each analysis should be a response written in complete sentences unless it is otherwise noted.

Assignment is a test grade and is due on the first Friday day of school. Below is an example of the critical thinking level required for this assignment:

Quote Response Significance

“[Ralph] was old enough, twelve It seems as though Ralph is a nice boy. Golding is foreshadowing Ralph’s styleyears and a few months, to have lost Golding says that although he has an of leadership when he is describing histhe prominent tummy of childhood athletic build, which could be physical attributes. His mild demeanorand not yet old enough for intimidating to Piggy, his eyes represents his democratic leadership…adolescence to have made him “proclaimed no devil.” I think thisawkward. You could see now that he means that when a person looks into *You would write a longer response, butmight make a boxer, as far as width Ralph’s eyes, they can see that he is more will not be provided for thisand heaviness of shoulders went, but genuine and nice. example since students have notthere was a mildness about his mouth completed the reading and we do notand eyes that proclaimed no devil” I have heard that the eyes are like the want to give away any major details of(Golding 10). window to a person’s soul, and that the novel!

you can learn a lot about a person byContext simply looking at his/her eyes. I think

this is true because the eyes have a

Golding is describing Ralph’s physicalway of showing emotion. You can tellwhen someone is angry, confused,

characteristics. Just prior to thisnervous, etc. just by paying attention

quote, the reader learns that Ralphto the eyes and facial features.

and Piggy have just met and Ralph isabout to jump into the ocean asGolding begins to describe him.

Critical Analysis: How does Golding establish the idea of social order?

Golding establishes the idea of order through the use of the conch shell and through the voting process. When the shell is found and Ralph blows it, the sound resonates across the island and brings various boys out from the forest. It is evident that this creates social order because the boys immediately connect the conch to the megaphones that the adults had used to promote order during the evacuation. Because Ralph holds the conch, the others see him as a leadership figure, even though he is not voted chief until later in the chapter. It is also established that the conch will be used to preserve order by allowing one boy at a time to hold the conch and speak. This should ensure harmony among the boys during group discussions. In addition, the election of Ralph as leader also serves as a means of establishing social order. The democratic voting style used by the boys ensures social order because each boy is allowed to “voice” his opinion.

Name: ____________________________________________

English II Pre-AP Summer AssignmentCover Page & Rubric

Please use this page as a cover sheet for your journal entries. Refer to the grading rubric below for detailed information regarding the grading procedures for this assignment.

Twelve Journal Entries (holistic scoring rubric) 50 possible points x 2=100 points

Sophisticated Sufficient Limited Minimal9-10 points 8 points 7 points 0-6 points

Insight The student shows Student understands Student has the plot StudentInsight and evidence of the novel as understanding but demonstrates aThoughtfulness of understanding as evidenced by has limited analysis. vague understandingResponse indicated by the logic, response, but it lacks of the novel and a

analysis, and insight some detail for a full, lack of criticalused in the response. critical interpretation.

understanding.Maturity The style and voice Voice and style are Style and voice are Response is hurriedMaturity of Expression are clear, eloquent, clear, but are still unclear, stilted, and lacks detail,

and nuanced. Style developing. Writing and/or lacking resulting inand voice create is appropriate for maturity. undeveloped ideas.reflections that are grade level. Demonstrates The writing isthoughtful, focused, shallow ineffective andand replete with understanding of the lacking anmeaning. Writing is broader purpose of appropriate maturityat an advanced level the novel. Writing level.for grade. level is marginal, at

best.Evidence There is strong and There are a few There are allusions to Little or no referenceTextual Evidence appropriate evidence references to text references, but they to the text for

from text to support with page citations require reader evidence or supportremarks. Appropriate but they are limited inferences and/or of remarks.MLA citations are in number and/or lack page citations.evident. not fully developed.

Connection There are numerous Response gives some Engages in few Response revealsConnections to keen & relevant references to reflective responses little effort to findPersonal Experience & references to personal experience, leading to limited linkages to personalObservation, Prior personal experience, observation, prior connections to experience,Knowledge, Society prior knowledge, knowledge, or personal experience, observation, prior

society and/or society. observation, prior knowledge, orobservations of one’s knowledge, or society.environment. society.

Conventions There are no errors Response contains 1 Contains 3 errors in Exceeds 3 errors inMechanical in conventions. or 2 errors in conventions. conventions andConventions conventions. displays a lack of

attention to writingguidelines.

Total Journal Points: ______________

Name: ____________________________________________

English II Pre-AP Summer Assignment—Chapter 1

Quote Response Significance

“They knew very well why he hadn’t: because of the enormity of the knife descending and cutting into living flesh; because of the unbearable blood” (Golding 31).

Context

Critical Analysis: List specific words and phrases from the novel to describe Ralph, Jack, and Roger.

Name: ____________________________________________

English II Pre-AP Summer Assignment—Chapter 2

Quote Response Significance

“Ralph’s right of course. There isn’t a snake-thing. But if there was a snake we’d hunt it and kill it” (Golding 36).

Context

Critical Analysis: What do the varying views of the beastie foreshadow?

Name: ____________________________________________

English II Pre-AP Summer Assignment—Chapter 3

Quote Response Significance

“They walked along, two continents of experience and feeling, unable to communicate” (Golding 55).

Context

Critical Analysis: Reread the first three paragraphs of the chapter. Why do you think Golding describes Jack as he does?

Name: ____________________________________________

English II Pre-AP Summer Assignment—Chapter 4

Quote Response Significance

“He poked about with a bit of stick, that itself was wave-worn and whitened and a vagrant, and tried to control the motions of the scavengers. He made little runnels that the tide filled and tried to crowd them with creatures. He became absorbed beyond mere happiness as he felt himself exercising control over living things. He talked to them, urging them, ordering them. Driven back by the tide, his footprints became bays in which they were trapped and gave him the illusion of mastery” (Golding 61).

Context

Critical Analysis: Use Chapter 2 in How to Read Literature Like a Professor to analyze the significance ofSimon’s decision to share his meat with Piggy.

Name: ____________________________________________

English II Pre-AP Summer Assignment—Chapter 5

Quote Response Significance

“ ‘If I blow the conch and they don’t come back; then we’ve had it. We shan’t keep the fire going. We’ll be like animals. We’ll never be rescued.’ ”

‘If you don’t blow, we’ll soon be animals anyway. I can’t see what they’re doing but I can hear’ ” (Golding 92).

Context

Critical Analysis: Describe and analyze each boy’s stance on fear. Be specific and include page numbers.

Ralph: Piggy:

Jack: Simon:

Name: ____________________________________________

English II Pre-AP Summer Assignment—Chapter 6

Quote Response Significance

“But a sign came down from the world of grown-ups, though at the time there was no child awake to read it. There was a sudden bright explosion and corkscrew trail across the sky; then darkness again and stars. There was a speck above the island, a figure dropping swiftly beneath a parachute, a figure that hung with dangling limbs” (Golding 95).

Context

Critical Analysis: Use chapter 21 of How to Read Literature Like a Professor to analyze how Simon is “marked for greatness.” (In addition to this chapter, you may use information from other chapters of LOTF to answer this question.)

Name: ____________________________________________

English II Pre-AP Summer Assignment—Chapter 7

Quote Response Significance

“Robert snarled at him. Ralph entered into the play and everybody laughed. Presently they were all jabbing at Robert who made mock rushes.

Jack shouted.‘Make a ring!’The circle moved in and round.

Robert squealed in mock terror, then in real pain.

‘Ow! Stop it! You’re hurting!’The butt end of a spear fell on his

back as he blundered among them.‘Hold him!’They got his arms and legs. Ralph,

carried away by a sudden thick excitement, grabbed Eric’s spear and jabbed at Robert with it.

‘Kill him! Kill him!’All at once, Robert was screaming

and struggling with the strength of frenzy. Jack had him by the hair and was brandishing his knife. Behind him was Roger, fighting to get close. The chant rose ritually, as at the last moment of a dance or a hunt.

‘Kill the pig! Cut his throat! Kill the pig! Bash him in!’

Ralph too was fighting to get near, to get a handful of that brown, vulnerable flesh. The desire to squeeze and hurt was over-mastering” (Golding114-115).

Context

Critical Analysis: Use chapter 11 in How to Read Literature Like a Professor and analyze the violence in this chapter. (You need not limit yourself to the quote above.)

Name: ____________________________________________

English II Pre-AP Summer Assignment—Chapter 8

Quote Response Significance

“He giggled and flicked them while the boys laughed at his reeking palms. Then Jack grabbed Maurice and rubbed the stuff over his cheeks”(Golding 135).

Context

Critical Analysis: Use chapter 11 in How to Read Literature Like a Professor and analyze the violence in this chapter. Somewhere in your response, comment upon the boys’ innocence.

Name: ____________________________________________

English II Pre-AP Summer Assignment—Chapter 9

Quote Response Significance

“The sticks fell and the mouth of the new circle crunched and screamed. The beast was on its knees in the center, its arms folded over its face. It was crying out against the abominable noise something about a body on the hill. The beast struggled forward, broke the ring and fell over the steep edge of the rock to the sand by the water. At once the crowd surged after it, poured down the rock, leapt on to the beast, screamed, struck, bit, tore. There were no words, and no movements but the tearing of teeth and claws” (Golding 153).

Context

Critical Analysis: Use Chapter 14 from How to Read Literature Like a Professor to determine who the Christ figure of the novel is, and explain your reasoning using specific examples from the text.

Name: ____________________________________________

English II Pre-AP Summer Assignment—Chapter 10

Quote Response Significance

“Oh, Piggy!”Ralph’s voice, low and stricken,

stopped Piggy’s gestures. He bent down and waited. Ralph, cradling the conch, rocked himself to and fro.

“Don’t you understand,Piggy? The things we did

—” “He may still be—”“No.”“P’raps he was

only pretending—”Piggy’s voice trailed off at

the sight of Ralph’s face.“You were outside. Outside

the circle. You never really came in. Didn’t you see what we—what they did?” (Golding 156-157).

Context

Critical Analysis: Use Chapter 12 from How to Read Literature Like a Professor to determine a symbol found in this chapter of LOTF. Analyze its significance in relation to the vision motif found throughout the novel.

Name: ____________________________________________

English II Pre-AP Summer Assignment—Chapter 11

Quote Response Significance

“Viciously, with full intention, he hurled his spear at Ralph. The point tore the skin and flesh over Ralph’s ribs, then sheared off and fell in the water. Ralph stumbled, feeling not pain but panic, and the tribe, screaming now like the chief, began to advance. Another spear, a bent one that would not fly straight, went past his face and one fell from on high where Roger was. The twins lay hidden behind the tribe and the anonymous devils’ faces swarmed across the neck. Ralph turned and ran. A great noise as of sea gulls rose behind him. He obeyed an instinct that he did not know he possessed and swerved over the open space so that the spears went wide. He saw the headless body of the sow and jumped in time. Then he was crashing through foliage and small boughs and was hidden by the forest”(Golding 181).

Context

Critical Analysis: Investigate Roger’s actions in this chapter. In your analysis, consider how he has changed over the course of the novel.

Name: ____________________________________________

English II Pre-AP Summer Assignment—Chapter 12

Quote Response Significance

“And in the middle of them, with filthy body, matted hair, and unwiped nose, Ralph wept for the end of innocence, the darkness of man’s heart, and the fall through the air of the true, wise friend called Piggy”(Golding 202).

Context

Critical Analysis: When Ralph encounters the Lord of the Flies, he knows that it is significant in some way, but he can’t understand. How is it significant?