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Coral Reef Senior High
Summer Reading 2019
Assignment for Grade:
9th page 2
10th page 3
10th IB pages 3-5
11th page 6
11th AP Language pages 6-8
11th IB AP Literature page 9
12th page 10
12th AP Literature pages 10-11
12th IB pages 10, 12-13
11th AP U.S. History pages 14-18
10th/12th AP Gov & Politics pages 19-20
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SUMMER READING ASSIGNMENTS 2019
Please read carefully so that you complete the assignment for your appropriate grade level and
correct placement. If you are uncertain as to which course you are enrolled in, please contact
student services.
9th Grade Please note that for books not listing a specific assignment, you will have classwork, vocabulary,
projects, and/or exams to complete upon your return.
Do not begin your school year with poor grades because you chose not to read. Some assignments
will span over a nine-week period. Teachers will check assignments as early as day two, unless
otherwise specified. It is recommended that you annotate as you read.
GRADE/CLASS
NOVEL(S)
AUTHOR
9th Regular
Fahrenheit 451
Ray Bradbury
Regular and Honors: No assignment due until you return to school in August. It is recommended that you annotate as you read.
9th Honors and Gifted Honors
(including IB)
Secret Life of Bees
Sue Monk Kidd
Regular and Honors: No assignment due until you return to school in August. It is recommended that you annotate as you read.
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SUMMER READING ASSIGNMENTS 2019
Please read carefully so that you complete the assignment for your appropriate grade level and correct
placement. If you are uncertain as to which course you are enrolled in, please contact student services.
10th Grade
Please note that for books not listing a specific assignment, you will have classwork, vocabulary, projects,
and/or exams to complete upon your return.
Do not begin your school year with poor grades because you chose not to read. Some assignments will span
over a nine-week period. Teachers will check assignments as early as day two, unless otherwise specified.
Grade/Class Novel or Book Author
10th Grade Regular, Honors,
and Gifted Honors
Salt to the Sea
Ruta Sepetys
Regular, Honors, and Gifted: No assignment due until you return to school in Aug.
It is recommended that you annotate as you read.
10th Grade Pre-IB AP Language
(You are currently an IB student.)
Thank You for Arguing,
Third Edition
Jay Heinrichs
*With thanks to Paul Laurence Dunbar High School
AP Language Summer Assignment for ALL students taking AP Language and Composition, regardless of grade level:
Annotating Summer Reading Book
Read and annotate the book assigned for summer reading before school starts. This assignment
will be due the second day our English class meets. When students return to school in the fall, we
will begin an in-depth discussion and analysis of the required reading, aided by insights from the
recommended text.
However, to prepare students for the text based tasks they will perform during the first weeks of
school, students are required to annotate (take notes in) the text while they read this summer.
If a student is unable to purchase a copy of the text and is, instead, using a library copy he or she
may complete the following requirements with removable post it notes.
Requirements:
➢ Be sure to spread your annotations out evenly across the book.
➢ Divide the pages in your book by 50 (the minimum expected number of annotations); the
result is how many pages between annotations (example: 200 page book/50 annotations =
one annotation every 4 pages).
➢ Make sure you use ALL of the following types of annotations. Don’t overuse the same type of
annotation.
➢ Annotations MUST encompass the book-as-a- whole (except for the appendix).
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Types of Annotations:
1. Write comments in the margin, especially to ask questions, make connections to your own
life, explain the effects of syntax, tone, diction, point of view, figurative language and other
techniques on the text.
2. Star passages that are very important: events, decisions, or cause and effect
relationships.
3. Underline sentences that made you think or appealed to you.
4. Circle/highlight words that are unfamiliar.
5. Bracket areas that you were confused about or did not fully understand.
6. At the end of each chapter or section write a bulleted list of key ideas.
Rubric:
Novice (D) Apprentice (C) Proficient (B) Distinguished (A)
Quality of
Annotations
Quality of
Annotations are
random and show
little understanding
of the novel.
Annotations are
mostly at the
surface level. The
commentary shows
some deeper
thought but not
throughout the text.
Annotations
demonstrate some
analysis and
interpretation –
thinking somewhat
beyond the surface
level of the text.
Attempts at making
connections.
Annotations
demonstrate
analysis and
interpretation –
thinking beyond the
surface level of the
text. Thoughtful
connections made
to other texts, or
other events
throughout the
novel.
Thoroughness
of Annotations
Less than 30
annotations. Some
parts of the book
annotated.
At least 30
annotations. Some
parts of the book
annotated.
At least 40
annotations At least
50 annotations.
More than half of
the book
annotated.
At least 50
annotations. The
book is annotated
completely, from
start to finish.
Variety of
Annotations
Annotations only ask
brief questions or
only have one-word
comments.
Annotations contain
a mixture of brief
questions,
comments, and
observations.
Annotations contain
a mixture of
reasonable
questions,
observations,
comments and
reflections.
Annotations contain
a thorough mixture
of significant
questions,
observations,
comments, and
reflections.
*AP Language continued on next page.
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SUMMER READING ASSIGNMENTS 2019
Please read carefully so that you complete the assignment for your appropriate grade level and
correct placement. If you are uncertain as to which course you are enrolled in, please contact
student services.
11th Grade
Please note that for books not listing a specific assignment, you will have classwork, vocabulary,
projects, and/or exams to complete upon your return.
Do not begin your school year with poor grades because you chose not to read. Some assignments
will span over a nine-week period. Teachers will check assignments as early as day two, unless
otherwise specified.
Grade/Class Novel or Book Author
11th Grade Regular and Honors
Before We Were Yours
Lisa Wingate
Reg. and Honors: No assignment due until you return to school in Aug.
It is recommended that you annotate as you read.
11th Grade A.P. Language
Thank You for Arguing,
Third Edition
Jay Heinrichs
Assignment and examples on pages 6-8.
11th Grade IB A.P. Literature
and Composition
Zorba the Greek
Nikos Kazantzakis
Assignment requirements on page 9. *With thanks to Paul Laurence Dunbar High School
AP Language Summer Assignment for ALL students taking AP Language and Composition, regardless of
grade level:
Annotating Summer Reading Book
Read and annotate the book assigned for summer reading before school starts. This assignment
will be due the second day our English class meets. When students return to school in the fall, we
will begin an in-depth discussion and analysis of the required reading, aided by insights from the
recommended text.
However, to prepare students for the text based tasks they will perform during the first weeks of
school, students are required to annotate (take notes in) the text while they read this summer.
If a student is unable to purchase a copy of the text and is, instead, using a library copy he or she
may complete the following requirements with removable post it notes.
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Requirements:
➢ Be sure to spread your annotations out evenly across the book.
➢ Divide the pages in your book by 50 (the minimum expected number of annotations); the
result is how many pages between annotations (example: 200 page book/50 annotations =
one annotation every 4 pages).
➢ Make sure you use ALL of the following types of annotations. Don’t overuse the same type of
annotation.
➢ Annotations MUST encompass the book-as-a- whole (except for the appendix).
Types of Annotations:
1. Write comments in the margin, especially to ask questions, make connections to your own
life, explain the effects of syntax, tone, diction, point of view, figurative language and other
techniques on the text.
2. Star passages that are very important: events, decisions, or cause and effect
relationships.
3. Underline sentences that made you think or appealed to you.
4. Circle/highlight words that are unfamiliar.
5. Bracket areas that you were confused about or did not fully understand.
6. At the end of each chapter or section write a bulleted list of key ideas.
Rubric:
Novice (D) Apprentice (C) Proficient (B) Distinguished (A)
Quality of
Annotations
Quality of
Annotations are
random and show
little understanding
of the novel.
Annotations are
mostly at the surface
level. The
commentary shows
some deeper
thought but not
throughout the text.
Annotations
demonstrate some
analysis and
interpretation –
thinking somewhat
beyond the surface
level of the text.
Attempts at making
connections.
Annotations
demonstrate analysis
and interpretation –
thinking beyond the
surface level of the
text. Thoughtful
connections made to
other texts, or other
events throughout the
novel.
Thoroughness
of
Annotations
Less than 30
annotations. Some
parts of the book
annotated.
At least 30
annotations. Some
parts of the book
annotated.
At least 40
annotations At least
50 annotations.
More than half of
the book
annotated.
At least 50
annotations. The book
is annotated
completely, from start
to finish.
Variety of
Annotations
Annotations only
ask brief questions
or only have one-
word comments.
Annotations contain
a mixture of brief
questions,
comments, and
observations.
Annotations
contain a mixture
of reasonable
questions,
observations,
comments and
reflections.
Annotations contain a
thorough mixture of
significant questions,
observations,
comments, and
reflections.
*AP Language continued on next page.
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Grade 11 IB/AP English Literature
Zorba the Greek by Nikos Kazantzakis
Annotate your paperback, marking:
• Characterization of the main characters (Zorba and the narrator)
• Figurative language
• Setting-era (holidays and historical events)
• Setting- location
Be prepared to explain your system of annotation (marking of the text) and to create a chart of
your findings.
The following 2 assignments are due on our second class together and should be typed.
Assignment 1:
Write a total of five journal entries (include at least one from the beginning, middle, and end of the
book). Each entry should include the following:
• a quote from the book, utilizing the author’s exact words, which inspired your comments.
• the page number on which the quotation appears
• a five-seven sentence summary reaction explaining why you selected this quote.
Assignment 2: Choose ONE to complete
• Compare and/or contrast one of the major characters to another character from another book
you have read
• Write a prequel and/or sequel to the book
• Write a response of three to five paragraphs in which you state and then support why this book
should (or should not) be read by students in your class.
• Imagine that you have been given the task of conducting a tour of the town in which the book
you read is set. Draw a map and write four descriptions of the homes of your characters or places
where important events took place.
• Create an advice column (formerly Dear Abby) and give at least 3 characters in the story
advice on how to handle their problems or resolve a conflict.
*Regardless of what you choose, Assignment 2 should be about 2-pages typed, double-spaced
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SUMMER READING ASSIGNMENTS 2019
Please read carefully so that you complete the assignment for your appropriate grade level and
correct placement. If you are uncertain as to which course you are enrolled in, please contact
student services.
12th Grade
Please note that for books not listing a specific assignment, you will have classwork, vocabulary,
projects, and/or exams to complete upon your return.
Do not begin your school year with poor grades because you chose not to read. Some assignments
will span over a nine-week period. Teachers will check assignments as early as day two, unless
otherwise specified.
12th Regular
Of Mice and Men
John Steinbeck
Reg. and Honors: No assignment due until you return to school in Aug. It is recommended that you annotate as you read.
12th Honors
Kindred
Octavia Butler
Reg. and Honors: No assignment due until you return to school in Aug. It is recommended that you annotate as you read.
AP Literature and Composition
Everything I Never Told
You
Macbeth
Celeste Ng
William Shakespeare
Assignments on page 11.
12th IB English
Jane Eyre
Charlotte Bronte
Assignment on pages 12-13.
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Welcome to AP Literature and Composition Read, highlight, and annotate your HARD COPY of the novel, Everything I Never Told You.
You will be ASSESSED on the book on week one. Your success will depend on your EARLY reading
and RE-READING and on your highlighting, identifying and later discussing the novel orally and in
writing. Evidence of annotations should encompass the work as a whole-do not just highlight on
certain chapters or single sections of the novel.
Highlight and Label using the following criteria:
YELLOW: Literary Devices such as metaphor, simile, allusion, hyperbole, imagery
GREEN: Cultural barriers – Highlight passages containing clashes or conflicts due to the differences
between the main characters and their society.
BLUE: Secrets – Highlight narration or dialogue in which secrets are discussed or discovered.
PINK: Cruelty – Highlight instances of cruelty within the family as well as cruelty or intolerance
between the family members and other characters.
ORANGE: Family dynamics – Highlight passages which reveal the strengths and the weaknesses of
the relationships among family members.
Do the following when annotating:
A. Circle, underline, or use a post-it for critical moments; explain their significance.
B. Circle confusing words. Define (context or dictionary) on notebook paper.
C. Note passages that generate a strong positive or negative response.
Write questions as you annotate for class discussion, essays, or stylistic analysis.
You must also read or reread, Shakespeare’s Macbeth.
We will begin the school year working with this tragedy. You will be allowed a PDF or e-text version
of the play, as it is a review for many. This will also be assessed week one.
Although you will not turn in a written assignment for summer reading, thorough knowledge (NOT
Spark Notes knowledge) of the book and play is crucial to passing the first nine-weeks. We WILL
NOT re-read in class.
These works typify the type and length of works we will read during and OUTSIDE of class
throughout the year; be sure you are up for a fun and challenging curriculum!
*Finally, note that you will need a 1.5-inch hardcover binder (with a clear view front) and five store
bought dividers on day one. Take advantage of summer sales and be prepared.
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JANE EYRE STUDY GUIDE
IB English HL – Literature 2019-2020
I advise doing this work AS you’re reading the book – or at least, highlighting and marking the things you’ll be putting into your charts. Otherwise you will be making
double work for yourself. Purchase a composition or a single subject spiral to use as your IB Study Guide for the year. Label the first section Jane
Eyre.
You will make 5 charts. You may print out formats for these charts and paste them into your notebook, but all of the
work must be handwritten.
Chart 1: Character Chart You will chart information for Jane, Rochester, and three characters of your choosing. Put at least one concept in each
box. Complete sentences are not necessary. Quotes are encouraged.
Name Appearance Thoughts/Feelings What they Say What others say about them
Jane
Rochester
Chart 2: Chapter Map Write a ONE SENTENCE summary of what happens in each chapter as you read. (Perhaps write this in your book as you
go, and then copy it into chart later. This will help you be able to find things later on. This will be your favorite part of
this chart when you need to study.)
Chapter Summary
1.
2.
Chart 3: Style and Voice Find 40 sentences that you find beautiful, unique, or interesting. (Perhaps highlight or underline while reading, to make
this easier.) NUMBER THEM.
Sentence Chapter Why you liked it Devices (if any) used
1.
2.
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Chart 4: Vocabulary Find at least 3 words per chapter in the book that are new to you. (This will end up being at least 114 words.) (Perhaps
highlight or underline while reading, to make this easier.) NUMBER THEM.
Word Chapter Definition that fits the usage you found.
1.
2.
Chart 5: Allusions Find at least 10 allusions to history, literature, art, or The Bible. (Try to vary which kinds they are.) Look up the
reference. NUMBER THEM.
Allusion Chapter Reference Significance
1.
2.
If you have any questions regarding the Senior IB assignment, please email me at [email protected]
Ms. Woolley
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SUMMER READING ASSIGNMENTS 2019
11th Grade
Advanced Placement United States History
• Purchase AMSCO’s United States History: Preparing for the Advanced
Placement Examination. The 2018 edition is preferred. You may purchase this
directly from the publisher, or from other places (like Amazon). You are
expected to bring this book with you to class every day.
• Read Chapter 1 “A New World of Many Cultures, 1491-1607”
• Complete the attached KEY CONCEPTS using the following guidelines:
o Print the key concepts and fill in the needed detail using black of blue
ink pen.
o Bullet points answers are acceptable.
o Use the first key concept as an example for the rest of the assignment
• Answer the Short Answer Questions 1, 2, 3, and 4 on pages 19-20 using the following guidelines:
o All answers must be handwritten, using black or blue ink pen.
o Answer with full complete sentences
o Each answer should NOT exceed 1 side of page of lined paper. Label each section of the answer
(A, B, C) on the page. Example SAQ #1A, 1B, 1C should fit on 1 page, and parts are labeled.
• All work will be collected the second class meeting.
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APUSH Key Concept 1.1:
Key Concept 1.1: As native populations migrated and settled across the vast expanse of North America over time,
they developed distinct and increasingly complex societies by adapting to and transforming their diverse
environments.
1. Different native societies adapted to and transformed their environments through innovations in agriculture,
resource use, and social structure.
A. The spread of maize
cultivation from present-day
Mexico northward into the
present-day American
Southwest and beyond
supported economic
development, settlement,
advanced irrigation, and social
diversification among societies.
* Three Sisters – corn, beans, and squash
* Corn provided starches, beans proteins, and squash vitamins
* Allows for food surplus, which increases population and frees up people to be
more than farmers – allows for artisans, soldiers, priests, kings, etc.
* Without Three Sisters, little chance for anything above hunter-gatherer level
* Supported Aztec and Mayan pyramid building, Mississippi Valley mound
builders (Cahokia), Pueblo cultures and kivas of Chaco Canyon
* Pueblo used mesa top cisterns and ditches to hold water, and delay evaporation
from desert heat; irrigation canals then delivered water to fields
B. Societies responded to the
aridity of the Great Basin and
the grasslands of the western
Great Plains by developing
largely mobile lifestyles.
C. In the Northeast, the
Mississippi River Valley, and
along the Atlantic seaboard
some societies developed
mixed agricultural and hunter-
gatherer economies that
favored the development of
permanent villages.
D. Societies in the Northwest
and present-day California
supported themselves by
hunting and gathering, and in
some a reas developed settled
communities support by the
vast resources of the ocean.
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APUSH Key Concept 1.2:
Key Concept 1.2: Contact among Europeans, Native Americans, and Africans resulted in the Columbian Exchange
and significant social, cultural, and political changes on both sides of the Atlantic Ocean.
I. European expansion into the Western Hemisphere generated intense social, religious, political, and economic
competition and changes within European societies.
A. European nations’ efforts to
explore and conquer the New
World stemmed from a search
for new sources of wealth,
economic, and military
competition, and a desire to
spread Christianity.
B. The Columbian Exchange
brought new crops to Europe
from the Americas, stimulating
European population growth,
and new sources of mineral
wealth, which facilitated the
European shift from feudalism
to capitalism.
C. Improvements in maritime
technology and more organized
methods for conducting
international trade, such as
joint-stock companies, helped
drive changes to economies in
Europe and the Americas.
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APUSH Key Concept 1.2:
Key Concept 1.2: Contact among Europeans, Native Americans, and Africans resulted in the Columbian
Exchange and significant social, cultural, and political changes on both sides of the Atlantic Ocean.
II. The Columbian Exchange and development of the Spanish Empire in the Western Hemisphere resulted in
extensive demographic, economic, and social changes.
A. Spanish exploration and
conquest of the Americas were
accompanied and furthered by
widespread deadly epidemics
that devastated native
populations and by the
introduction of crops and
animals not found in the
Americas.
B. In the encomienda system,
Spanish colonial economies
marshaled native American
labor to support plantation-
based agriculture and extract
precious metals and other
resources.
C. European traders partnered
with some West African groups
who practiced slavery to
forcibly extract precious metals
and other resources.
D.The Spanish developed a
caste system that incorporated,
and carefully defined the status
of, the diverse population of
Europeans, Africans, and
Native Americans in their
empire.
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APUSH Key Concept 1.2:
Key Concept 1.2: Contact among Europeans, Native Americans, and Africans resulted in the Columbian
Exchange and significant social, cultural and political changes on both sides of the Atlantic Ocean.
III. In their interactions, Europeans and Native Americans asserted divergent worldviews regarding issues such as
religion, gender roles, family, land use, and power.
A. Mutual misunderstandings
between Europeans and Native
Americans often defined the
early years of interaction and
trade as each group sought to
make sense of the other. Over
time, Europeans and Native
Americans adopted some
useful aspects of each other’s
culture.
B. As European
encroachments on Native
Americans’ lands and demands
on their labor increased, native
peoples sought to defend and
maintain their political
sovereignty, economic
prosperity, religious beliefs,
and concepts of gender
relations through diplomatic
negotiations and military
resistance.
C. Extended contact with
Native Americans and Africans
fostered a debate among
European religious and
political leaders about how
non-Europeans should be
treated, as well as evolving
religious, cultural, and for
racial justifications for the
subjugations of Africans and
Native Americans.
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SUMMER READING ASSIGNMENTS 2019
10th/12th Grade
Welcome to AP Government and Politics It is essential that you obtain your own copy of the AMSCO AP United States Government & Politics (2nd Edition) by David Wolfford. It will be an invaluable resource for this class. The College Board has selected nine foundational documents, eight of which are from the time of the nation’s founding and the ninth, Dr. Martin Luther King Jr.’s “Letter from a Birmingham Jail,” is from 1963. These are “must-know” documents. A feature box within the chapters introduces each one, focusing on the key concepts, and the full document can be found in the Foundational Document Sourcebook at the end of this book, with questions to get you thinking about the documents and providing opportunities to develop and apply political science disciplinary skills and practices. You will have classwork, vocabulary, projects, and/or exams to complete upon your return. Some assignments will span over a nine-week period. Teachers will check assignments as early as day two, unless otherwise specified. Complete the following readings and assignments from the AMSCO textbook.
Read Introduction pages xx-xliv
Read Unit 1: Foundations of American Democracy
page 1
Read Chapter 1 Pages 2-35
Read the feature box on page 8. Complete all of the “Apply” as instructed.
Foundational Documents: Declaration of Independence
Page 8
Document Analysis: 1. Read the entire document 2. Demonstrate your understanding by
thoroughly responding to the sets of questions. Please write both question and answer.
Pages 619-621 • Questions 1-5, p.621 • Question 6, p. 622
Read the feature box on page 10. Complete all of the “Apply” as instructed.
Foundational Documents: The Articles of Confederation
Page 10
Document Analysis: 1. Read the entire document 2. Demonstrate your understanding by
thoroughly responding to the sets of questions. Please write both question and answer.
Pages 622-628 • Questions 1-2, p. 623 • Questions 1-2, p. 624 • Questions 1-2, p. 625 • Questions 1-3, p. 628
Read the feature box on pages 18-21. Complete
Foundational Documents: The Constitution of the United States
Page 18-21
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all of the “Apply” as instructed.
• Complete the comparative essay as instructed on page 21. Essay should be at least 300 words.
Document Analysis: 1. Read the entire document 2. Demonstrate your understanding by
thoroughly responding to the sets of questions. Please write both question and answer.
Pages 628-644 • Questions 1-3, p. 632 • Questions 1-2, p. 634 • Questions 1-2, p. 635 • Questions 1-2, p. 636 1st
column • Questions 1-2, p. 636 2nd
column • Questions 1-2, p. 637 • Questions 1-2, p. 638 • Questions 1-2, p. 640
Read the feature box on page 23. Complete all of the “Apply” as instructed.
Foundational Documents: Federalist No. 10
Page 23
Document Analysis: 1. Read the entire document 2. Demonstrate your understanding by
thoroughly responding to the sets of questions. Please write both question and answer.
Pages 644-648 • Questions 1-3, p. 649
Read the feature box on page 24-25. Complete all of the “Apply” as instructed.
Foundational Documents: Brutus No. 1 Page 24-25
Document Analysis: 1. Read the entire document 2. Demonstrate your understanding by
thoroughly responding to the sets of questions. Please write both question and answer.
Pages 649-656 • Questions 1-5, p. 656