AP English – Literature and Composition - Summer Reading
Mr. Trainor
e-mail:
wiki page: http://mrtrainor-classroom.wikispaces.com/
Required Reading and Writing Assignments:
1) Mythology – Edith Hamilton - Provided
Understanding Mythological allusions is important in the analysis of many pieces of classical literature. Instead of teaching allusions as they arise, I would like for you to read the Hamilton’s Mythology.
You will be responsible for taking a Test (50 Points – Take Notes!!!!) and completing a Mythology Tabloid Project (100 Points - reference Appendix A) when you return to school. In addition to demonstrating your knowledge of the text, you will gain an understanding of how a particular style (both visual and written) is used to suit a particular purpose.
2) Biblical Allusions (reference chart) – Read online (http://www.kingjamesbibleonline.org/)
Understanding Biblical allusions is important in the analysis of many pieces of classical literature. Instead of teaching allusions as they arise, I would like for you to read the biblical passages listed below. (Note: the purpose and design of this assignment is in no way religious; it is designed to provide students with the background necessary to identify and interpret references to the Bible in literature).
You will have a test on these allusions upon your return to school in September. Take NOTES to use as a study tool!!!! (Test 1st week of school – 100 points)
ALLUSION / LOCATIONOLD TESTAMENT ALLUSIONS
Creation Story; Fall of Man / Genesis 1, 2, and 3Cain and Abel / Genesis 4: 1-16
The Flood / Genesis 6: 9-25
Golden Calf / Exodus 32
Jepthah’s Oath / Judges 11
Samson and Delilah / Judges 16:16
King Solomon’s Wisdom / I Kings 3
Patience of Job / Job 1, 2, 3; 40, 41, 42
Shadow of Death / Psalm 23
Seven Deadly Sins / Proverbs 6: 6-19
NEW TESTAMENT ALLUSIONS
The Beatitudes / Matthew 5:1-12Fall of a Sparrow / Matthew 10: 27-31
John The Baptist Head on a Platter / Matthew 14: 1-12
Rich man/camel / Matthew 19: 16-26
Judas/silver coins / Matthew 26: 14-16
Golgotha / Matthew 27: 29-34
Gethsemane/ Temptation of Christ / Mark 14: 32-42
Blind leading blind / Luke 6:39-42
Two Foundations / Luke 6:46-49
Parable of the soils / Luke 8:4-15
The Good Samaritan / Luke 11:29-38
Parable of the Lost Sheep / Luke 15:1-7
The Prodigal Son / Luke 15:11-22
Render Unto Caesar / Luke 20:19-26
Lazarus / John 11
Revelation / The Book of Revelation
(Chart and concept borrowed from East Greenwich High School AP Summer reading requirement)
3) Independent Novel – Students will be assigned to read one of the following novels:
a. To Kill a Mockingbird
b. Snow Falling on Cedars
Note: students will be assigned whichever of the two novels they have NOT read
Students must complete a Critical Reading Journal (50 Points) (reference Appendix B) and write a 3-4 page essay (100 Points) in response to one of the open ended AP prompts listed below:
2009. A symbol is an object, action, or event that represents something or that creates a range of associations beyond itself. In literary works a symbol can express an idea, clarify meaning, or enlarge literal meaning. Select a novel or play and, focusing on one symbol, write an essay analyzing how that symbol functions in the work and what it reveals about the characters or themes of the work as a whole. Do not merely summarize the plot.
2008. In a literary work, a minor character, often known as a foil, possesses traits that emphasize, by contrast or comparison, the distinctive characteristics and qualities of the main character. For example, the ideas or behavior of the minor character might be used to highlight the weaknesses or strengths of the main character. Choose a novel or play in which a minor character serves as a foil to a main character. Then write an essay in which you analyze how the relation between the minor character and the major character illuminates the meaning of the work.
2007. In many works of literature, past events can affect, positively or negatively, the present activities, attitudes, or values of a character. Choose a novel or play in which a character must contend with some aspect of the past, either personal or societal. Then write an essay in which you show how the character's relationship to the past contributes to the meaning of the work as a whole.
The Critical Reading Journal (50 Points) and the essay (100 Points) are due BEFORE the first day of school. The essay must be handed in on turnitin.com (enrollment password: Willie Stark course ID: 10071470). Late assignments lose 10% per day; after 3 days, no late work is accepted. Note: if students are confused by any aspect of these assignments they are expected to contact me well in advance of the due date via the school e-mail system (). Also, please be aware that Turnitin.com detects plagiarism.
To Kill a Mockingbird -
Narrative Structure: The narrator, Jean Louise (Scout) Finch, is telling a story that has taken place many years before (the narrator is an adult). She begins by telling the reader that she will explain how her brother came to break his arm. Before she begins this tale though, she recounts how her ancestors came to live in the rural Alabama town in which they reside. After this history she begins to tell the tale of how her brother breaks his arm - she is five when this story begins and, for the most part, she narrates the story from the perspective of a young child. From this point on the tale proceeds in a linear fashion (chronologically). She is eight at the conclusion of the story, when her brother breaks his arm.
Pre-Reading Research: Prior to reading it is strongly suggested that the students research, consider, and become familiar with the following topics:
Ø The concept of fear including:
· “So, first of all, let me assert my firm belief that the only thing we have to fear is fear itself -- nameless, unreasoning, unjustified terror which paralyzes needed efforts to convert retreat into advance.”(FDR, 1933)
· What did you fear as a young child? Consider both places and people.
· Why did these people, places, things, or ideas frighten you?
· How did you outgrow these fears?
· What do you fear now? Why?
· How do you try to overcome these fears?
· What fears do adults in your life have?
· How do they deal with their fears?
· What key fears do we have as a society?
· How do many people deal with, or react to, these fears?
· List ways that we can positively overcome these fears.
Ø Mockingbirds
Ø The Great Depression
Ø Jim Crow Laws
Ø Southern Towns (Reference Appendix C – Southern Town & Census Data – Monroe County Alabama 1930)
Snow Falling on Cedars – Points to consider prior to reading
Narrative Structure: Snow Falling on Cedarscombines three basic elements of a circular narrative — the use of the framing technique, the use of flashback, and the use of a limited point of view — to reveal events little by little.
The main story line is the trial of Kabuo Miyamoto. This event itself lasts only three days; however, important information, which is pertinent to the trial, occurred years, even decades, earlier. If a picture frame represented Kabuo's trial, the frame would be comprised of all the events in and out of the courtroom that take place in the present. This frame represents the basic narrative line, yet other stories are told within that main story. These stories, told within the context of the main story, fit within the main frame and serve as a small part of the larger picture. And some of these smaller stories of earlier events frame even smaller stories of even earlier events. Each story is distinct within itself while simultaneously being an integral part of a greater whole; every individual picture is a part of a bigger picture.
This framework technique provides the structure of the plot, and flashback is the technique Guterson uses to tell the stories. Characters reveal these "framed" stories through public testimony on the witness stand and/or private memories. Oftentimes, as in the case with Etta Heine, the reader is privy to a flashback memory that isn't shared with other characters.
The narrator also provides information. The narrator ofSnow Falling on Cedarsprovides a limited third-person point of view. This perspective sometimes allows readers into the mind of a character but sometimes does not. This technique is important because it helps to build suspense and intrigue. In addition, this technique allows the story line to flow seamlessly from past to present and back again. A flashback often simultaneously serves as testimony.
Stylistically, the narrative techniques work well becauseSnow Falling on Cedarsisn't solely a murder mystery; the book also explores the mystery of relationships and the way people interact with one another. The intricacies of a trial mirror the intricacies of a relationship. Because Guterson's narrative techniques weave two main story lines together, leading to a shared climax,Snow Falling on Cedarsis a compelling read. (credit to http://www.cliffsnotes.com/literature/s/snow-falling-on-cedars/critical-essays/narrative-techniques-gutersons-literarynbspform)
Pre-Reading Research: Prior to reading it is strongly suggested that the students research and become familiar with the following topics:
Ø Japanese immigration to the United States from 1900 – 1940 (pay particular attention to laws and policies directed at Japanese Americans)
Ø The bombing of Pearl Harbor
Ø The Executive Order for Japanese internment issued on the 19th of February 1942 by Franklin Roosevelt (Pay particular attention to the legality of that order – habeas corpus, the government’s responsibility to defend a nation, treason, equality before the law, search and seizure, presidential powers, citizens rights, balance of powers.)
Ø Japanese Internment Camps
Ø The treatment, in general, of German and Italian Americans during WWII and in the decade immediately following WWII by the United States government and society.
Appendix A
Edith Hamilton’s Mythology Tabloid Project
Purpose: Students will use their knowledge of Greek mythology to create a tabloid newspaper. By completing this project, they will gain an understanding of how a particular style (both visual and written) is used to suit a particular purpose. Students will also gain skills in using Adobe PhotoShop and either PageMaker or QuarkExpress or other design software.
Materials: Copies of recently published tabloids (The Star, The National Enquirer, etc.), books and Internet sites with illustrations of mythological characters, computers with Adobe PhotoShop and PageMaker or QuarkExpress software (students can use Microsoft Word if these other programs are not available), a document/photo scanner, copies of Hamilton’s book, a large envelope containing slips of paper, each slip with the name of mythological figure written on it.
Pre-Activities: Students will have read the book Mythology by Edith Hamilton and been assessed/evaluated for their reading.
Activities: Students will first complete the group activities shown on the next page. Then in small groups students will assign individual tasks for completing the tabloids. After gathering photos and writing articles, students will use design software to make a finished, full-colour, eight-page tabloid.
Inquiring Minds: Mythology Makes the Tabloids
Anyone who has spent time in his local supermarket has seen the latest tabloid headlines: "Rabbit-Faced Baby Born to Buck-Toothed Mom" or "Aliens Abduct Man and Return Him to Earth 100 Years Later."
The Greek myths you have been reading provide bizarre stories for such journalistic license: "Three-headed Dog Guards Portal to Underworld," "Flying Horse Helps Hero." Your class is going to become a newspaper staff to produce a paper in the style of a tabloid.
Examine the tabloids and complete the following activities as a group.
1. List some of the ways the front page works to sell the paper.
2. Choose one article with an attention-getting headline. Once the article is read, discuss and record the differences in what the headline promises and what the article actually says.
3. Discuss the style and format of the tabloids and how mythology lends itself to this kind of journalism. Brainstorm a list of possible headlines and write them down. You should have one headline for each student in your group.
4. Brainstorm and write down a list of characters from mythology who would lend themselves to a "juicy" interview. You should have one name for each student.
Complete the following activities as individuals:
1. Each student should choose one of the headlines you brainstormed as a group. Each student must write about the headline for five minutes. This prewriting becomes the source of articles with headlines like "Mysterious Rocks Destroy Ships at Sea" or "Baby Strangles Snake with Bare Hands."
2. Each student should choose one of the characters you listed as a group. Pretend that you are a famous reporter and have been given an exclusive interview with your character. What juicy information would your readers want to know? Write down three interview questions.