Lafayette High School

Lexington, Kentucky

Summer Reading Assignments

2015-2016

English 09 – Freshman English

English 10 – Sophomore English

English 11 – Junior English

English 12 – Senior English

Advanced Placement English Language and Composition

o AP Language Literary Terms Packet

Advance Placement English Literature

Dual Credit (101/102) English

You may access these files online at:

http://www.lafayette.fcps.net/

LHS English Freshman Summer Reading Book Project 2015-2016

A summary of each main character

Description of favorite scene with properly cited quotes (MLA format)

“Read this if you like…”

Critical review

Visuals and images – be creative!

Your name written on the back Gather 1 art form that represents the theme of the novel. Bring a sample of this form to class when you submit your project on the first day of the second week. Ex. photograph, image of sculpture, video of a dance etc. Be sure to include artists name during presentation.

Assignment During your summer break, choose a novel from the approved booklist, read it, and create a poster that displays elements of the book for the entire school to see. Follow the steps below to complete this project for in-class credit! If you complete the project according to the requirements, you will start your first semester in English with an A! Participation in the English 9 summer reading program is OPTIONAL, but highly recommended. DUE: Posters and art forms will be submitted on the first day of class during the second week of school. Contact Louise Gash (louise.gash@fayette.kyschools.us) if you have any further questions.

Steps to Completion 1. Choose a book from the Approved Booklist.

Consider the following elements while reading: Main Characters (Protagonist/Antagonist), conflict and complications, author Information and helpful and credible reviews of the book

2. Construct a standard-sized poster board that

includes all of the following sections: a. Summary of each main character b. Description of your favorite scene from the book

with properly cited quotes c. “Read This If You Like…” section describing the

genre and key features that will help a viewer know if they want to read the book

d. A critical review of the book. In your review, evaluate the characterization of characters, use of literary devices and techniques, and development of the plot. (3 paragraphs)

e. At least 3 visuals or images incorporated in the construction of the poster

f. Identify the overall theme of the book. Find one artistic medium (photo, sculpture, painting, sketch, dance etc.) that illustrates this theme. You will share this piece of art with the class when you present your project. Reading Project Checklist

Freshman Book List*

Julia Alvarez, How the García Girls Lost their Accents Fifteen tales vividly chronicle a Dominican family's exile in the Bronx, focusing on the four Garcia daughters' rebellion against their immigrant elders. Maya Angelou, I Know Why the Caged Bird Sings In this first of five volumes of autobiography, poet Maya Angelou recounts a youth filled with disappointment, frustration, tragedy, and finally hard-won independence. Avi, Nothing but the Truth A ninth-grader's suspension for singing "The Star-Spangled Banner" during homeroom becomes a national news story Sampson Davis, George Jenkins, and Rameck Hunt, The Pact: Three Young Men Make a Promise and Fulfill a Dream The three doctors grew up in the streets of Newark, facing city life’s temptations, pitfalls, even jail. But one day these three young men made a pact. They promised each other they would all become doctors, and stick it out together through the long, difficult journey to attaining that dream. Matt De La Pena, Mexican Whiteboy Sixteen-year-old Danny searches for his identity amidst the confusion of being half-Mexican and half-white while spending a summer with his cousin and new friends on the baseball fields and back alleys of San Diego County, California Charles Dickens, Great Expectations A young man's burning desire to fulfill his "great expectations" of fame and fortune is presented in Charles Dickens's classic tale of love, madness, forgiveness, and redemption. Kazuo Ishiguro, Never Let Me Go Only special students are chosen to attend Hailsham, an exclusive boarding school tucked away in the English countryside. The chilling truth of their special nature slowly unfolds as we follow the stories of three former students. Sue Monk Kidd, Secret Life of Bees Searching for the truth about her mother’s life and death, a grieving Lily finds the answers, love, and acceptance where she least expects it. Walter Dean Myers, The Glory Field Follows a family's two hundred forty-one year history, from the capture of an African boy in the 1750s through the lives of his descendants, as their dreams and circumstances lead them away from and back to the small plot of land in South Carolina that they call the Glory Field. Mary Pearson, The Adoration of Jenna Fox In the not-too-distant future, when biotechnological advances have made synthetic bodies and brains possible but illegal, a seventeen-year-old girl, recovering from a serious accident and suffering from memory lapses, learns a startling secret about her existence.

Richard Peck, The Teacher’s Funeral In rural Indiana in 1904, fifteen-year-old Russell’s dream of quitting school and joining a wheat threshing crew is disrupted when his older sister takes over teaching at his one room schoolhouse after mean, old Myrt Arbuckle "hauls off and dies." Ginny Rorby, Hurt Go Happy Thirteen-year-old Joey Willis, deaf since the age of six, is used to being left out of conversations because her mother never allowed her to learn sign language. Everything changes when Joey meets Dr. Charles Mansell and his baby chimpanzee, Sukari, but as Joey's world blooms with possibilities. John Steinbeck, The Pearl In this short book illuminated by a deep understanding and love of humanity, John Steinbeck retells an old Mexican folk tale: the story of the great pearl, how it was found, and how it was lost. J.R.R. Tolkien, Lord of the Rings Trilogy (1 of the 3) This trilogy includes The Fellowship of the Ring, The Two Towers and The Return of the King. It is the story of how the dark power of Sauron is destroyed. Marcus Zusak, The Book Thief Living in Nazi Germany, young Liesel and her family choose to lie and steal to protect a Jewish refugee hiding in their basement. Narrated by Death, this is not your typical World War II story. *Books were chosen because of their inclusion on a College Preparation list, the Quality Core curriculum, or because they were teacher recommended. They reflect a variety of genres, time periods, and themes. Preview the book before you read it and choose a book with which you are most comfortable and interested. Parents, preview the book your student has selected to make sure that it meets your expectations for what is appropriate within your home.

Lafayette High School ENGLISH 10 Summer Reading Expectations (2015)

Requirements Checklist

Explain how a character develops

Description of favorite scene with properly cited quotes

Connection to another text

Understanding of Society

Visuals and images – be creative!

Your name written on the back

Required Summer Reading Assignment During your summer break, choose a novel from the approved and attached booklist, read it, and be prepared to complete a written assignment when you return to school.

Optional Summer Project For fun and an additional project grade, you can create a poster that displays elements of the book for the entire school to see. Follow the steps below to guide you as the project is completed. This activity will likely help you discuss the book better, which can help your grade tremendously!

In-school Writing Assignment When you return in the fall, you will be asked to write about your required reading. Your prompt will be: Analyze how a character changes over the course of the novel and how that change contributes to the novel’s theme. Parent/Guardian: This year, incoming sophomore students will be given a list of summer reading titles that vary in form and content. Every book has been carefully chosen for its literary or cultural merits based on a list of 100 books all high school students should read. With over 10 books on the list, it is important to review the book your student has selected to make sure that it meets your expectations for what is appropriate within your home. We are excited to hear what your student thinks about these books. Some of these books can be found (in their entirety) on-line.

Steps to Complete Optional Poster

1. Pick a book from the Approved Booklist. Pay attention to and research the elements below while reading.

a. Main Characters b. Favorite Scene c. Connection to other texts d. Understanding of Society

2. Construct a standard-sized poster board that includes

all of the following sections:

a. Explain how a character develops using 2 or 3 quotes

b. Provide a favorite scene from the book with properly cited quotes

c. Connect this to another text (art, songs, film, TV, etc) that shares the same themes or topics and explain the connection.

d. Discuss how the text has furthered your understanding of society.

e. At least 3 visuals or images incorporated in the construction of the poster in an appealing manner

Sophomore Reading List

Emma by Jane Austen

A novel about the perils of misconstrued romance.

(http://www.gutenberg.org/ebooks/158)

The Invisible Man by HG Wells

Griffin, a scientist who has devoted himself to research into optics.

(http://www.gutenberg.org/ebooks/5230)

The Memory Keeper’s Daughter by Kim Edwards

The story of a man who gives away his newborn baby, who has Down syndrome, to one of the nurses.

Miracle’s Boys by Jacqueline Woodson

An older brother takes care of the family after the mother dies.

A Parchment of Leaves by Silas House

In the early 1900s a young man from Kentucky looks for work.

Perfect Chemistry by Simone Elkeles

A fresh, urban twist on the classic tale of star-crossed lovers.

Dune by Frank Herbert

Set in the far future amidst a feudal interstellar society in which noble houses control individual planets.

The Curious Incident of the Dog in the Night-Time by Haddon

Christopher, a mathematically-gifted but socially challenged autistic teen, uncovers secrets about his own family while investigating

the murder of a neighbor’s dog.

Wicked: The Life and Times of the Wicked Witch of the West by Maguire, Gregory

The Wizard of Oz retold from the point of view of Elphaba, the Wicked Witch of the West.

The Natural by Bernard Malamud

Roy Hobbs -- a talented athlete whose promising career is derailed by a youthful indiscretion.

On the Beach by Nevil Shute

After a nuclear World War III has destroyed most of the globe, the few remaining survivors in southern Australia await the radioactive

cloud that is heading their way and bringing certain death.

Divergent by Veronica Roth

From the brink of apocalypse, humanity has reorganized itself into five factions, each of which uphold and live by a single core value.

LAFAYETTE HIGH SCHOOL LEXINGTON, KY

General and Advanced Junior English

Summer Reading Assignment 2015-2016

Students should read ONE of the following texts. Students will be tested over their selection at the beginning of the year.

•The Things They Carried by Tim O’Brien

•In Cold Blood by Truman Capote

Feel free to explore the text in ways you enjoy, such as journaling or researching the author. Active reading of the text, via annotations, brief chapter synopsis, and active vocabulary acquisition is encouraged.

These reading selections were chosen because of their inclusion on a College Preparation list, the Common Core/Quality Core curriculum, or because they were teacher recommended. If you are concerned with the content of any of these texts, preview the texts before your child reads it and choose another on the list. Feel free to contact Ms. Holland via email (heather.holland@fayette.kyschools.us) with any questions over the summer.

LAFAYETTE HIGH SCHOOL LEXINGTON, KY

Advanced Placement English Language and Composition

Summer Reading 2015-2016 AP Language students, You are on the precipice of a great adventure! The content and contexts of this course are thoroughly engaging and varied. The following list of assignments and texts to be purchased are a minimal requirement. Feel free to explore the text in ways you enjoy, such as journaling or researching the author. You may contact Joanne Trammell (joanne.trammell@fayette.kyschools.us) or Heather Holland (heather.holland@fayette.kyschools.us) if you have questions over the summer. Have a great summer! Texts/Resources to purchase: • A Prayer for Owen Meany—John Irving • The Things They Carried- Tim O’Brien *Purchase of each book is recommended to encourage active reading of the text, via annotations, brief chapter synopsis, and active vocabulary acquisition. • Three ring binder (you may choose type, size and color) Assignments:

- Read A Prayer for Owen Meany and The Things They Carried. Be prepared for an assessment on the first day of school.

- Complete the attached handout with literary terms and bring it with you on the first day of class. This list will be used throughout the year. You may use extra paper, if needed.

*Books were chosen because of their inclusion on a College Preparation list, the Common Core/ Quality Core curriculum, or because they were teacher recommended. If you are concerned with the content of any of these books, preview the book before your child reads it and contact Mrs. Trammell or Ms. Holland for a recommended alternative.

Literary Term Definition Example Potential Effects

ab ovo

ad hominem

argument

allegory

alliteration

allusion

ambiguity

amplification

anachronism

analogy

anaphora

andiplosis

anecdote

antanagoge

antecedent

antithesis

aphorism

aporia

apostrophe

asyndeton

atmosphere

AP Language Literary Terms 2015-2016 - Lafayette High School

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Literary Term Definition Example Potential Effects

balance

chiasmus

circular plot

clause

colloquialism

colophon

conceit

concrete detail

conduplicato

connotation

consonance

denotation

descriptive detail

diction

didactic

distinctio

dramatic irony

enthymeme

enumeration

epigram

episodic plot

epistlePage 2 of 5

Literary Term Definition Example Potential Effects

epistrophe

epithet

eponym

ethos

euphemism

euphony

exemplum

extended

metaphor

generic

conventions

homily

hubris

hyperbation

hyperbole

hypophora

imagery

inference

invective

inversion

juxtaposition

litotes

logical fallacyPage 3 of 5

Literary Term Definition Example Potential Effects

logos

loose sentence

malapropism

maxim

metabasis

metabasis

metaphor

metonymy

mondegreen

onomatopoeia

organic plot

oxymoron

paradox

parallelism

parataxis

parenthesis

parody

pathetic fallacy

pathos

pedantic

periphrasis

philippic

polysyndetonPage 4 of 5

Literary Term Definition Example Potential Effects

procatalepsis

prose

satire

semantic

sentenia

simile

situational irony

syllogism

symbol

symploce

synechdoche

syntax

theme

thesis

tone

understatement

unity

verbal irony

verisimilitude

wit

zeugma

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LAFAYETTE HIGH SCHOOL

LEXINGTON, KY

General and Advanced Senior English Summer Reading Assignment 2015-2016

*This is NOT the AP Literature or Dual Credit summer reading assignment.

I. Assignment Overview

• Your assignment is to complete research on a topic of your choice by following the step-by-step guide found below. It is recommended that you spend a generous amount of time thinking about your topic because research completed during the summer will be used throughout the first unit of Senior English, so interest and investment in topic is ideal.

• You MUST select a topic that has two clear opposing viewpoints. Make sure your topic is something you could argue about with someone.

II. Step-by-Step Guide to Completing Research/Assignment

1. Step One: Collect 7 articles in varying length and from various sources on your selected topic. 4 of the

articles need to be on the side you will represent, 3 for the opposing side. *You don’t necessarily need to personally believe in the side you will represent.

2. Step Two: Read each article. 3. Step Three: Read each article again and as you read annotate the article. A minimum of 5 notes are required

per article. Highlighting does not count as a ‘note’, but is a great tool to assist comprehension and annotation.

How To Annotate: Highlight information you think is important. Take notes in margins or on post-it notes. Notes can include:

a. Questions i. Ask questions about facts, sources, and information you don’t understand

b. Content-to-Self/World Connections i. Note connections that article has to your life, something else you have read, another issue in

your world, etc. c. Evaluations and Judgments

i. Log where and why you disagree or agree with certain claims the author is making, facts they are providing, etc.

ii. Note when information is off topic, irrelevant, or provides an interesting perspective

4. Step Four: Write a summary for each article. Each summary must be a minimum of 7 sentences.

How To Summarize: A summary should put the main idea of the article into your own words, including only the main

points. Think of a summary like a trailer for a movie. You are highlighting the main points, but not giving away every little detail.

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III. Requirements

• You must bring a printed copy of each article to school on the first day. • You must keep documentation of each of your articles. This includes logging article web links or the name of the

magazine/newspaper and publishing date.

IV. Suggested Article Sources

• Opposing Viewpoints: http://infotrac.galegroup.com/itweb/lexi91833?db=OVIC o At School Password: generals

• http://scholar.google.com/ • Most printed magazines/newspapers have online editions (ex. www.nytimes.com and www.kentucky.com).

LAFAYETTE HIGH SCHOOL – AP Literature and Composition Summer Reading Assignment 2015-2016

Required Reading (Students must read all three selections in the order listed):

How to Read Literature Like a Professor by James C. Foster

Mythology by Edith Hamilton

Hamlet by William Shakespeare

*Note to Parents and Guardians: Please review the selections above. If you decide that you do not want your student reading one of the selections, please e-mail Courtney.Boulanger@fayette.kyschools.us immediately and an alternate selection will be provided.

Summer Assignment:

1) Read each text carefully in the order listed. 2) You will have a test over Edith Hamilton’s Mythology during the first week back. It is highly recommended that you

construct study notes or notecards as you read, as you will be expected to know the genealogy of the Greek gods, Roman and Greek names for the gods, their sacred animals and trees, and major events from the major and minor stories that appear as allusions throughout literature and pop culture. This will be difficult.

3) While reading Hamlet, annotate the text. See attached for example. a. You are welcome to complete annotations by writing in text, on post it notes/note cards that are placed in book,

etc. If you aren’t writing in book, make sure to note the page number referenced next to each annotation. b. Your annotations should reflect your comprehension of both Mythology and How to Read Literature Like a

Professor in that your annotations reference specific ideas and concepts presented in both books. c. Bring annotations with you on the first day of class. They will be checked for a grade and used to assist you on

the essay you will write.

Overview of Annotation for Beginners:

Annotation (n): The act or process of furnishing critical commentary or explanatory notes, a commentary Annotation (n): A mark made while reading Types of Annotations -- It is suggested that you include an unspecified number of each type of annotation: Basic Annotations: This annotation is underlining, circling, starring, bracketing and is used to identify important developments in plot, characterization, and theme and later used for quick recall during discussions and writing. Summary Annotations: This annotation should provide a detailed account of a section or part of the reading. They will help with comprehension and quick recall of plot, characterization, and conflict. Comprehension Annotations: This annotation should research people and places mentioned in the text and define words that you do not know. Critical Analysis Questions: This annotation should ask questions about the author’s style, the purpose and meaning of literary devices used in the text, the effect of literary devices on the mood, meaning, and tone of the work, and what the text informs us of the social and cultural values of when it was written. Analysis Annotation: This annotation should answer your own critical questions. You will need to answer using evidence from the text (specific references and/or quotes) and respond fully to the question you asked.

LAFAYETTE HIGH SCHOOL

LEXINGTON, KY

Dual Credit Senior Summer Reading Assignment 2015-2016 Follow the directions that explain which books you are required to read over the summer, and then follow the writing instructions for your assigned class, outlined at the bottom this page. Note to Parents and Guardians: Please review the selections. If you decide that you do not want your student reading one of the selections, please e-mail matt.cornett@fayette.kyschools.us immediately and an alternate selection will be provided.

Senior Dual Credit English (101/102) Read ONE CHOICE below. Choose ONE to Read Pygmalion by George Bernard Shaw The Road by Cormac McCarthy

Reading Assignments

IN-CLASS ASSIGNMENT: During the first week of classes next year, you will be required to complete a writing task in class over the book you chose for summer reading. Below is the task:

After you have read your Senior English summer reading selection(s), please complete the Writing Task directly following the directions provided. You SHOULD use information and evidence from the reading selection to complete the writing task. You may not work or conference with anyone.

Locate the writing task for you specific Senior English Level (e.g. General, Advanced, AP, Dual Credit).

If you are required to read more than one selection, complete the writing task for only ONE of the reading selections. You will be required to complete other tasks for the other required readings when you return to school.

Think about what you want to write.

Use your Writer’s Reference Sheet to guide you in planning, revising, and editing your response.

Review the scoring criteria provided in this packet. These criteria will be used to score your work.

Pygmalion Writing Task

Literacy Acquisition is the act of learning to read and write within the acceptable standards of a given language. Discuss the importance of Literacy Acquisition in George Bernard Shaw’s Pygmalion and its impact on both Eliza and Higgins. What implications does this theme still have for us today? (2-3 pages)

The Road Writing Task

Narrative is defined as “the art, technique, or process of narrating” or simply, the telling of a story. As authors write, they develop their own distinct voice based on the particular style they are using throughout the work. Dialog is defined as “the conversation between characters in a novel, drama, etc.” Throughout The Road, Cormac McCarthy uses language to reflect the context in which the characters must exist. Contrast the simplicity of the dialog with the complexity of the narrative and discuss this thematic importance as seen throughout the novel. What implications does this have for us today? (2-3 pages)

Writer’s Reference Sheet Follow the steps below to help you successfully write your response. Focusing

Read the task to identify your purpose and audience and the form of writing you should use.

Think about information you may have

(personal experiences, current issues, and your knowledge about this topic) that will help you fulfill the purpose in your response to the task and meet the needs of the audience.

Prewriting

After reading the task and focusing your thinking, begin to plan what you will write.

• Select and narrow your topic. • Focus on your purpose by identifying a

central/controlling idea. • Identify your audience’s needs. • Generate and organize your ideas and

support. (You may use graphic organizers).

Drafting

Write a first draft of your response to the task on paper provided by your teacher.

Revising

Be sure to review your writing for the following: • Focus and attention to purpose and

audience • Development of ideas, details, and

support • Clear organization, with transitions as

necessary • Variety of sentence structures

Editing

Review your writing and correct any errors in sentence structure, word choice, punctuation, capitalization, and spelling.

Publishing

The final draft of your response must be written in your Student Response Booklet.

As you revise, ask yourself these important questions.

When I organized my writing, did I

• include an attention-getting lead (such as a quote, a question, or a statement)?

• develop the body (with supporting details, transitions, and paragraphs)?

• conclude effectively (by referring back to the lead, asking the audience to take action, leaving the audience something to think about, etc.)?

If it is a letter, have I

• used the correct letter form (business or friendly)?

• supported my purpose with details? • answered my audience’s anticipated

questions? If it is an editorial, have I

• given my opinion? • supported my opinion with reasons? • given examples, statistics, stories, etc., to

support each reason? If it is an article, have I

• focused on an interesting angle of the topic? • supported my purpose with relevant idea

development? • used text features effectively (sections with

headings, bulleted lists, etc.)? If it is a speech, have I

• met the needs of my audience? • supported my purpose with details that will

engage the audience? Remember to print or write neatly.

Kentucky Writing Scoring Rubric 0 1 2 3 4

CONTENT Purpose and Audience; Idea Development and Support

The writing: Lacks purpose Lacks awareness of

audience Lacks idea

development; may provide random details

The writing: Attempts to establish a

general purpose; lacks focus Indicates limited awareness

of audience’s needs Demonstrates limited idea

development with few details and/or weak support; may attempt to apply some characteristics of the genre

The writing: Attempts to establish and maintain a

narrowed purpose; some lapses in focus

Indicates some awareness of audience’s needs; makes some attempt to communicate with an audience; may demonstrate some voice and/or tone

Demonstrates some idea development with details/support; support may be unelaborated, irrelevant and/or repetitious; may apply some characteristics of the genre

The writing: Establishes and maintains an

authentic focused purpose throughout

Indicates an awareness of audience’s needs; communicates adequately with audience; conveys voice and/or appropriate tone

Demonstrates depth of idea development with specific, sufficient details/support; applies characteristics of the genre

The writing: Establishes and maintains an

authentic and insightful focused purpose throughout

Indicates a strong awareness of audience’s needs; communicates effectively with audience; sustains distinctive voice and/or appropriate tone

Demonstrates reflective, analytical and/or insightful idea development; provides specific, thorough support; skillfully applies characteristics of the genre

0 1 2 3 4 STRUCTURE

Organization: unity and coherence; Sentences: structure and length

The writing: Demonstrates

random organization Lacks transitional

elements Demonstrates

incorrect sentence structure throughout

The writing: Demonstrates ineffective or

weak organization Demonstrates limited and/or

ineffective transitional elements

Demonstrates some ineffective or incorrect sentence structure

The writing: Demonstrates logical organization

with lapses in coherence Demonstrates some effective

transitional elements Demonstrates simple sentences; may

attempt more complex sentences but lacks control of sentence structure

The writing: Demonstrates logical, coherent

organization Demonstrates logical, effective

transitional elements throughout Demonstrates control and variety

in sentence structure

The writing: Demonstrates careful and/or

subtle organization that enhances the purpose

Demonstrates varied and subtle transitional elements throughout

Demonstrates control, variety and complexity in sentence structure to enhance meaning

0 1 2 3 4 CONVENTIONS

Language: grammar and usage, word choice; Correctness: spelling, punctuation, capitalization, abbreviation and documentation

The writing: Demonstrates lack of control

in grammar and usage Demonstrates incorrect or

ineffective word choice Demonstrates lack of control

in correctness

The writing: Demonstrates some control of

grammar and usage with some errors that do not interfere with communication

Demonstrates simplistic and/or imprecise word choice

Demonstrates some control of correctness with some errors that do not interfere with communication

The writing: Demonstrates control of grammar

and usage relative to length and complexity

Demonstrates acceptable word choice appropriate for audience and purpose

Demonstrates control of correctness relative to length and complexity

The writing: Demonstrates control of

grammar and usage to enhance meaning

Demonstrates accurate, rich and/or precise word choice appropriate for audience and purpose

Demonstrates control of correctness to enhance communication