Summer Reading for Junior Courses - Lawrence North High Schoollawrencenorth.ltschools.org/MediaLibraries/... · Summer Reading for Junior Courses ... At the end you will have a written

LNHS requires summer reading for all English classes. Below is a brief description of the summer reading

expectations for grade 11 classes. More specific assignment details can be found on the school website. Please

be sure to complete the summer reading assignment for the English class you are scheduled to take in the fall.

Course Name Expected Title(s) Author Assignment ISBN

English 11 Student will read two (2) books of

the student’s choosing. See website

for list of suggested titles.

Student Choice Complete the

“One-Pager Reflection”

assignment for each book. See

assignment guidelines below or

the school website for details.

English 11 Honors Epilogue: A Memoir Will Boast Complete the “English 11

Honors Summer Reading

Assignment”. See assignment

guidelines or the school website

for details.

978-0871403810

Interdisciplinary

Studies Lies My Teacher Told Me

In Cold Blood

James Loewen

Truman Capote

Complete the “Interdisc. Studies

Summer Reading Assignment”.

See assignment guidelines or the

school website for details.

0743296281

0375507906

AP/IB Language

and Composition

In Cold Blood Truman Capote Complete the “AP/IB Language

& Composition Summer

Reading Assignment”. See

assignment guidelines or the

school website for details.

978-114118257-5

Lawrence North High School English Department

Summer Reading for Junior Courses—2015

~English 11 Summer Reading One-Pager Reflection~

Title of Book ___________________________________________Author ______________________________

Date I started reading _________________________ Date I finished reading __________________________

On a scale of 1-10 (10 being the highest), I give this book a rating of ______ because: _____________________

___________________________________________________________________________________________________________________________

_____________________________________________________________________________________________

1. Choose five (5) of the following sentence starters and write a brief reflection for each on your own sheet of paper. Your

reactions should be thoughtful and must relate to the text.

were ___________________, I would…

2. Explain the Author’s purpose:

3. Explain the Intended audience(s): ACADEMIC HONESTY

By signing below, I am indicating that I read the book, and the information on this page is accurate.

Student Signature ______________________________________________________________ Date ________

***Note: Each of your responses should be thoughtful, well-developed, and at least one to two paragraphs in length. In addition, your responses should be written in “final draft format”. This means typed or neatly handwritten in blue or black ink.

~English 11 Honors Summer Reading Assignment~

You will be reading the book Epilogue: A Memoir by Will Boast and completing the following

three activities that will culminate in a project you will be completing in the first weeks of the

semester.

Epilogue: A Memoir chronicles the story of author Boast who, at the age of twenty-four, finds

himself without his parents. Boast consumed with grief after the death of his father is settling

his estate when he discovers a secret about his father’s past that will set his life on an

unexpected course.

Activity 1: Marking and Annotating

Activity 2: Research Checkpoints

Activity 3: Personal Connection

The work you do with these activities will culminate in a research-based survival guide for

teenagers who have to go through difficult situations. This project will call for you to integrate

and analyze the research you compiled, the experiences of Boast, and your personal

experiences. This assignment will entail writing and finding multimedia sources (pictures,

videos, etc.) to bolster your analysis. At the end you will have a written survival guide and a

short presentation.

Activity 1: Marking and Annotating

ACTIVE READING: MARKING AND ANNOTATING

Objective: Actively read Epilogue: A Memoir and show evidence of your thinking by

highlighting passages looking specifically for rhetorical devices: any figurative language (simile,

metaphor, personification, hyperbole), repetition, imagery, sensory language, connotative/denotative

language, and particularly vivid/descriptive diction. Include notations that explain what you are

marking and why you chose to mark them as important.

**Note: All of your work for activity 1 will be completed in the pages of your copy of the book!

Record your notes in the book’s margins, or on post-it notes (If you use post-it notes, be

sure to keep them on the appropriate pages in the book).

SUGGESTED SKILLS FOR ACTIVE READING

SOAPSTone: As you read make your thinking visible by identifying SOAPSTone

elements: details/insights about the narrator (Speaker); why the text was written

(Occasion); who the text is for (Audience); what the author want to communicate to the

audience (Purpose); what the speaker’s main focus in each chapter is (Subject); and the

speaker’s attitude towards his subject (Tone).

Theme: Consider a universal truth for each chapter and highlight passages that advance

or lead you to that truth. (A universal truth is a perception about life or human nature that

can apply to anyone in the world throughout time; also known as theme statements *a

central understanding or message about life that most will have a concept of).

Rhetorical Appeals: Ethos, Logos, Pathos

o Ethos: Appeal to credibility. Ethos is the author's way of establishing trust with

his or her reader.

o Logos: Appeal to logic/reason. Logos is the clarity of the claim, the logic of its

reasons, and the effectiveness of its supporting evidence

o Pathos: Appeal to emotions. An appeal to pathos causes an audience not just to

respond emotionally but to identify with the writer's point of view--to feel what the

writer feels.

Questions: Highlight areas that may be confusing or you want to know more about.

Record questions in the side notes that you have about author’s purpose/intentions, things

that are confusing; things that you want to know more about; motives, intentions of

people in the book

Connect: Highlight areas that you can make a connection with. Make a personal

connection with the text.

Activity 2: Research Checkpoints

As you read Epilogue: A Memoir you will have four research checkpoints (after every five

chapters). Each checkpoint will have a specific question for you to research. You want to gather

relevant statistics, striking information, and related graphics. YOU MUST USE CREDIBLE

SOURCES; SOURCES MUST BE RELIABLE, ACCURATE, AND TRUSTWORTHY.

MAKE SURE TO DOCUMENT/CITE WHERE YOU RETRIEVE INFORMATION.

Each checkpoint requires you to gather at least one double spaced page of research. You

should type the research you gather in a Google doc where you will keep adding

information as the project progresses.

CHECKPOINT 1: To be completed after reading the prologue through chapter five.

o Research how many Americans under the age of twenty lose one or both of their

parents; what impact does this have on their life?

CHECKPOINT 2: To be completed after reading chapter six through chapter ten.

o Research various family structures (blended, nuclear, extended, etc.) Does one

type of family structure predict/guarantee a better outcome for children raised in

that environment?

CHECKPOINT 3: To be completed after reading chapter eleven through fifteen.

o Research the number of teenagers living with their biological parents. Are there

any emotional or psychological issues that result from children not living with

their biological parents?

CHECKPOINT 4: To be completed after reading chapter sixteen through the final

prologue.

o Research at least three (3) people who have been successful despite adversity.

What made these people successful? What traits do successful people have? Are

these traits learned or innate within us?

ACTIVITY 3: PERSONAL EXPERIENCE

Think of three different times in your life when you went through a difficult situation.

1. ________________________________________________________________

2. ________________________________________________________________

3. ________________________________________________________________

Think carefully about these three events. Choose the one event that had the most significant

impact on your life. Fill in the following spaces to describe this event.

DESCRIBE THE EXPERIENCE:

WHY WAS THIS EXPERIENCE DIFFICULT FOR YOU?

WHAT CHOICES WERE YOU FORCED TO MAKE DUIRNG THIS EXPERIENCE?

LOOKING BACK ON THIS EXPERIENCE, WHAT WOULD YOU WANT TO CHANGE NOW?

RELATE YOUR EXPERIENCE TO THE AUTHOR’S (EMOTIONS, IDEAS, CHOICES):

~Interdisciplinary Studies Summer Reading Assignment~

Lawrence North High School

AP/IB Language and Composition & AP United States History

Summer Reading Assignment

01. Lies My Teacher Told Me: Read: Introduction, Chapter 1, Chapter 12, and any three chapters of your choice

02. In Cold Blood Read in its entirety and complete the assignment below

OBJECTIVE: We believe that we learn to read by reading—and that this close-reading assignment offers an

opportunity for students to cultivate their reading skills by engaging with literature on many levels: personal,

analytical, and critical. This will help prepare you for the analysis essay you will write within the first few

weeks of class. The analysis will ask you to write about a passage in terms of its importance to the novel,

impact on plot and character development, literary elements, style, figurative language, etc.

YOUR ASSIGNMENT: In Cold Blood by Truman Capote

The assignments are designed to help you learn and practice the close reading techniques and the critical

reading skills important not only to becoming successful AP students, but also to experiencing the intrinsic

rewards of reading interpretive fiction. Your ultimate goal is to comprehend much more than just what happens;

you must learn to develop commentaries that reveal how the author uses diction, style, structure, and literary

elements to convey meaning.

INSTRUCTIONS AND FORMAT: The following assignments will completed in a Microsoft Word

document or Google Doc double spaced in 12 point font. The assignment is due on the first day of class and

will be submitted to turnin.com. Your OWN personal responses MUST thorough and thoughtful analysis

reflecting YOUR close and critical reading of the book. NOTE: It can be set up as a chart, but it does not

have to be in a chart format.

A Special Note to Parents: In choosing books, the National Council of English Teachers advises teachers to “consider

the contribution which each work may make to the education of the reader, its aesthetic value, its honesty, its

readability for a particular group of students, and its appeal to adolescents.” The criteria for choosing a book to be read

by an entire class are somewhat different from the criteria for choosing works to be read independently. As most books

of literary merit deal with the nature of humanity, each may contain what some believe to be controversial material;

however, the NCTE Course of Study encourages students to read widely from a variety of different cultures and

backgrounds. Hence, we encourage parents to assist in reading and working with the text and even to read

simultaneously to discuss issues or values that might raise concerns.

A Special Note to TRANSFER STUDENTS: We will accept a summer assignment that you prepared for another

school for extra credit, but you must provide this assignment as well. Since this novel is used during the first 2-3 weeks

of the school year for instruction, you will still need to read the novel assigned here and complete various in-class

assignments (including discussion, collaborative work, and an essay).

In Cold Blood Assignments:

**Note: There are 3 parts

Part 1: Work Cited Entry

At the top of your paper, create an MLA WORK CITED ENTRY for the book.

Author’s last name, first name. Title of Book. City of Publication: Publisher, Year of Publication. Medium of Publication.

Example: Conrad, Joseph. Heart of Darkness. 1902. Mineloa, New York: Dover Publications, 1990. Print.

Part 2: Close Reading

20 passage identifications and responses. See the chart for the specific requirements.

Part 3: Theme

In a 1 page paper (12 pt, double spaced), explore Capote’s ideas about 1 of the following In Cold Blood: (a)

human nature and evil, (b) justice and punishment, (c) nature vs. nurture (naturalism), or (d) fate v. free will (e)

American Dream. Explain his position and how he argues that position through the plot, the setting, the

characters, and his writing style. You need to use specific evidence from the book to support your answer. Be

sure to use quotes and cite the page numbers correctly.

Part 2: Specific Directions

Entry #

&

Skill Focus

Textual Evidence For each passage:

A. Record the passage OR Highlight the in

your book (unless otherwise noted)

B. RECORD PAGE #

Response Prompts

1. Setting and

Tone:

Passage that describes Capote's attitude toward

the town of Holcomb.

Provide at least one specific adjective to describe Capote's

attitude toward the given subject; then, explain how the

selected passage supports that interpretation.

2.Characterization

and Tone:

Passage that describes Capote's attitude the

Clutter Family (collectively or individually).




3.Characterization

and Tone:


Perry Smith.




4.Characterization

and Tone:


Dick Hickock.




5. Character

Development:

Find 3 passages that show the development of

Dick and Perry's relationship

THROUGHOUT the ENTIRE book

Explain how these passages are evidence that demonstrate

the development of the relationship. Within this response,

you need to include CONSISE phrases from the passages

you choose. Be sure to quote the phrases and cite it using

parenthetical documentation. (See model for example.)

6. RHETORIC:

A. Parallelism

B. Repetition

Find 1 example of parallelism inside a sentence

Find 1 example of repetition

explain how it connects the 2 elements and what its effect is

on the meaning of the passage

explain its use and effect on meaning of the passage

7. SYNTAX: 1. Choose any paragraph from book. It must be

a minimum of 5 sentences long.

2. Type this paragraph within your paper. Be

sure to use quotes around EACH sentence and

provide the page number using parenthetical

documentation.

NOTE: Each sentence MUST be numbered.

Each new sentence should start on a new line.

3. Complete the following for each sentence:

Answer each of the following questions in complete

sentences regarding the paragraph as a whole.

A. What do you notice about the sentence beginnings?

B. What conclusion can you draw about the verbs used?

C. How does the author make use of literal and/or figurative

language?

D. What kinds of images does the author appeal to in this

paragraph?

E. How does the repetition or parallelism affect meaning?

A. Highlight the first 4 words in yellow

B. Highlight all verbs in green

C. Bold all examples of figurative language,

imagery, repetition , parallelism

D. In BLUE font, indicate the number of words

in sentence at the end of each sentence.

E. After the number of words, in GREEN font,

indicate the type of sentence being used.

(simple, compound, complex, compound-

complex)

F. What observation can you make about sentence

length/variety?

How does this affect the meaning?

8. IMAGERY: It

is important in the

novel for the

readers to see

characters,

motivation, events,

places, etc. as

“real.” Authors use

imagery (details

that appeal to the 5

senses) to draw the

reader into the

experience of the

novel.

Choose 5 images from throughout the book

AND indicate what sense(s) they appeal to.

You must type each image within your paper.

Be sure to use quotes around EACH sentence

and provide the page number using

parenthetical documentation.

NOTE: Each sentence MUST be lettered. Each

new image should start on a new line.

Write 2-3 sentences that explain how each of these images

affect the reader during this section. Be sure to label each

response A-E.

9-20 KEY

PASSAGES:

You need to choose

12 passages from

throughout the

ENTIRE book.

Ideas for Passage

Choices:

-standouts out to you

-significant to

character

development, plot

development or

meaning

-an effective use of a

literary device;

- Reveals something

significant about a

character

-Reveals a pattern

(overlapping images,

repetitions of idea,

details, etc.)

-Reveals something

important or relevant

about the writer’s

style

-May hit with some

force

-May remind you of

something

-May make you think

or question

-May be an example

of pleasing or

disturbing writing

For each passage:

Record the passage OR Highlight the in your

book

RECORD PAGE #

(PAGE # MUST be included within your

entry)

Using complete sentences, thoroughly respond to 2 of the

following prompt. Note: Each response to a key passage

should be a well-developed paragraph. You are NOT

limited to responding to only 2 of the prompts.

Why is this a key passage?

What is the author trying to do at this point? How is this

passage typical of the author’s style?

What is unusual or striking about the passage?

What does this passage reveal about …

-development of a character (a significant

change or description)?

-a significant development in the plot?

-the meaning of the work as a whole?

Discuss: Discuss the words, ideas, and actions of the author

or character and explain the significance

Connect: Connect the passage with personal experiences-

relation to life, self, others or with other sections of the book

Analyze/Evaluate: Discuss your opinions, ideas, and/or

judgments about the passage (characters, events, themes,

etc.)

Interpret: determine and explain the meaning of the passage

Reflect: explain what the passage says about all people and

humanity

~AP/IB Language & Composition Summer Reading Assignment~

Lawrence North High School

AP/IB Language and Composition

Summer Reading Assignment

OBJECTIVE: We believe that we learn to read by reading—and that this close-reading assignment offers an

opportunity for students to cultivate their reading skills by engaging with literature on many levels: personal,

analytical, and critical. This will help prepare you for the analysis essay you will write within the first few

weeks of class. The analysis will ask you to write about a passage in terms of its importance to the novel,

impact on plot and character development, literary elements, style, figurative language, etc.

YOUR ASSIGNMENT: In Cold Blood by Truman Capote

The assignments are designed to help you learn and practice the close reading techniques and the critical

reading skills important not only to becoming successful AP students, but also to experiencing the intrinsic

rewards of reading interpretive fiction. Your ultimate goal is to comprehend much more than just what happens;

you must learn to develop commentaries that reveal how the author uses diction, style, structure, and literary

elements to convey meaning.

INSTRUCTIONS AND FORMAT: The following assignments will completed in a Microsoft Word

document or Google Doc double spaced in 12 point font. The assignment is due on the first day of class and

will be submitted to turnin.com. Your OWN personal responses MUST be a thorough and thoughtful

analysis reflecting YOUR close and critical reading of the book. NOTE: It can be set up as a chart, but it

does not have to be in a chart format.

A Special Note to Parents: In choosing books, the National Council of English Teachers advises teachers to “consider

the contribution which each work may make to the education of the reader, its aesthetic value, its honesty, its

readability for a particular group of students, and its appeal to adolescents.” The criteria for choosing a book to be read

by an entire class are somewhat different from the criteria for choosing works to be read independently. As most books

of literary merit deal with the nature of humanity, each may contain what some believe to be controversial material;

however, the NCTE Course of Study encourages students to read widely from a variety of different cultures and

backgrounds. Hence, we encourage parents to assist in reading and working with the text and even to read

simultaneously to discuss issues or values that might raise concerns.

A Special Note to TRANSFER STUDENTS: We will accept a summer assignment that you prepared for another

school for extra credit, but you must provide this assignment as well. Since this novel is used during the first 2-3 weeks

of the school year for instruction, you will still need to read the novel assigned here and complete various in-class

assignments (including discussion, collaborative work, and an essay).

In Cold Blood Assignments:

**Note: There are 3 parts

Part 1: Work Cited Entry

At the top of your paper, create an MLA WORK CITED ENTRY for the book.

Author’s last name, first name. Title of Book. City of Publication: Publisher, Year of Publication. Medium of Publication.

Example: Conrad, Joseph. Heart of Darkness. 1902. Mineloa, New York: Dover Publications, 1990. Print.

Part 2: Close Reading

20 passage identifications and responses. See the chart for the specific requirements.

Part 3: Theme

In a 1 page paper (12 pt, double spaced), explore Capote’s ideas about 1 of the following In Cold Blood: (a)

human nature and evil, (b) justice and punishment, (c) nature vs. nurture (naturalism), or (d) fate v. free will (e)

American Dream. Explain his position and how he argues that position through the plot, the setting, the

characters, and his writing style. You need to use specific evidence from the book to support your answer. Be

sure to use quotes and cite the page numbers correctly.

Part 2: Specific Directions

Entry #

&

Skill Focus

Textual Evidence For each passage:

A. Record the passage OR Highlight the in

your book

(unless otherwise noted)

B. RECORD PAGE #

Response Prompts

Model

Passage: “But Dick became convinced that Perry

was that rarity, a ‘natural killer’—absolutely sane,

but conscienceless, and capable of dealing, with or

without motive, the coldest-blooded deathblows. It

was Dick’s theory that such a gift could, under his

supervision, be profitably exploited. Having reached

this conclusion, he had proceeded to woo Perry,

flatter him—pretend, for example, that he believed all

the buried treasure stuff and share his beachcomber

yearnings and seaport longings, none of which

appealed to Dick, who wanted ‘a regular life,’ with a

business of his own, a house, a horse to ride, a new

car, and ‘plenty of blond chicken.’ It was important

that Perry not suspect this—not until Perry, with his

gift, had helped further Dick’s ambitions.” (55)

Journal Response: It is during this passage that Capote reveals

Dick’s true feelings for Perry. The reader discovers that Dick is

simply using Perry for his “gift” of being “conscienceless” and

being a “’natural killer’” that Dick believes will help “further” his

“ambitions.” Capote creates a sympathetic feeling towards Perry

as he shows that he is being “profitably exploited,” by Dick

trying—and succeeding—to “woo Perry, flatter him,” instead of

actually wanting to be his friend. Capote shows that Dick is willing

to do whatever he can to get Perry to perform “the coldest-blooded

deathblows,” by pretending to “share his beachcomber yearning

and seaport longings,” that Perry has had for most of his life. Dick,

though is already shown to be a cruel, almost heartless, person, is

thoroughly established in this passage; the one person he truly

looks after is himself, and his relationship with Perry isn’t much of

a relationship or friendship at all.

1. Setting and

Tone:


the town of Holcomb.




2.Characterization

and Tone:

Passage that describes Capote's attitude the

Clutter Family (collectively or individually).




3.Characterization

and Tone:


Perry Smith.




4.Characterization

and Tone:


Dick Hickock.




5. Character

Development:

Find 3 passages that show the development of

Dick and Perry's relationship

THROUGHOUT the ENTIRE book

Explain how these passages are evidence that demonstrate

the development of the relationship. Within this response,

you need to include CONSISE phrases from the passages

you choose. Be sure to quote the phrases and cite it using


6. RHETORIC:

A. Parallelism

B. Repetition

Find 1 example of parallelism inside a sentence

Find 1 example of repetition

explain how it connects the 2 elements and what its effect is

on the meaning of the passage explain its use and effect on

meaning of the passage

7. SYNTAX: 1. Choose any paragraph from book. It must be

a minimum of 5 sentences long.

2. Type this paragraph within your paper. Be

sure cite each sentence correctly.

NOTE: Each sentence MUST be numbered.

Each new sentence should start on a new line.

3. Complete the following for each sentence:

A. Highlight the first 4 words in yellow

B. Highlight all verbs in green

C. Bold all examples of figurative language,

imagery ,repetition , parallelism

D. In BLUE font, indicate the number of words

in sentence at the end of each sentence.

E. After the number of words, in GREEN font,

indicate the type of sentence being used.

(simple, compound, complex, compound-

complex)

Answer each of the following questions in complete

sentences regarding the paragraph as a whole.

A. What do you notice about the sentence beginnings?

B. What conclusion can you draw about the verbs used?

C. How does the author make use of literal and/or figurative

language?

D. What kinds of images does the author appeal to in this

paragraph?

E. How does the repetition or parallelism affect meaning?

F. What observation can you make about sentence

length/variety?

How does this affect the meaning?

8. IMAGERY: It

is important in the

novel for the

readers to see

characters,

motivation, events,

places, etc. as

“real.” Authors use

imagery (details

that appeal to the 5

senses) to draw the

reader into the

experience of the

novel.

Choose 5 images from throughout the book

AND indicate what sense(s) they appeal to.

You must type each image within your paper.

Be sure to use quotes around EACH sentence

and provide the page number using


NOTE: Each sentence MUST be lettered. Each

new image should start on a new line.

Write 2-3 sentences that explain how each of these images

affect the reader during this section. Be sure to label each

response A-E.

9-20 KEY

PASSAGES:

You need to choose

12 passages from

throughout the

ENTIRE book.

Ideas for Passage

Choices:

-standouts out to

you

-significant to

character

development, plot

development or

meaning

-an effective use of

a literary device;

- Reveals

For each passage:

A. Record the passage

OR

Highlight the in your book

B. RECORD PAGE #

Using complete sentences, thoroughly respond to 2 of the

following prompt. Note: Each response to a key passage

should be a well-developed paragraph. You are NOT

limited to responding to only 2 of the prompts.

Why is this a key passage?

What is the author trying to do at this point? How is this

passage typical of the author’s style?

What is unusual or striking about the passage?

What does this passage reveal about …

-development of a character (a significant

change or description)?

-a significant development in the plot?

-the meaning of the work as a whole?

Discuss: Discuss the words, ideas, and actions of the author

or character and explain the significance

Connect: Connect the passage with personal experiences-

relation to life, self, others or with other sections of the book

Analyze/Evaluate: Discuss your opinions, ideas, and/or

something

significant about a

character

-Reveals a pattern

(overlapping

images, repetitions

of idea, details,

etc.)

-Reveals something

important or

relevant about the

writer’s style

-May hit with some

force

-May remind you

of something

-May make you

think or question

-May be an

example of

pleasing or

disturbing writing

judgments about the passage (characters, events, themes,

etc.)

Interpret: determine and explain the meaning of the passage

Reflect: explain what the passage says about all people and

humanity

Documents

Summer Reading for Junior Courses - Lawrence North High Schoollawrencenorth.ltschools.org/MediaLibraries/... · Summer Reading for Junior Courses ... At the end you will have a written