English 31/6

Name

M

English

Friday, June 4th The reading assignments were distributed.

Friday, September 3, 2010 The assignments are due.

Cleveland Heights High School 2009 Summer Reading Assignments

Junior Students Enrolled in English 3 - Eleventh Grade (2010-2011 School Year)

I. Read “The Narrative of the Captivity and the Restoration of Mrs. Mary Rowlandson 1682.” An online copy of the narrative can be viewed and read. You are to print out a copy of the narrative. (

  1. Annotate the narrative as you read the narrative.
  2. Prepare to demonstrate your understanding of the Mrs. Mary Rowlandson’s narrative during the first two weeks of the 2010-2011 school year.

II. Select ONEof the listed books to read.

  1. Read the book that you have selected.
  2. Complete Reader’s Response Journals for the book that you have selected. The assignment will be collected on Friday, September 3, 2010.

Fiction / Non-fiction
Audrey, Wait! / Ain’t Nothing But a Man: My Quest to Find the Real John Henry
Becoming Billie Holiday / American Shaolin: Flying Kicks, Buddhist Monks, and the Legend of Iron Crotch: An Odyssey in the New China
Black Box / Born Standing Up: A Comic’s Life
The Brothers Torres / Dressed: A Century of Hollywood Costume Design
Caramelo / Eagle Blue: A Team, a Tribe, and a High School basketball Season in Artic Alaska
A Curse Dark as Gold / Far From Home: Latino Baseball Players in America
The Fortunes of Indigo Skye / Heart to Heart: New Poems Inspired by Twentieth-Century American Art
Graceling / John Lennon: All I Want Is the Truth
Keeping Corner / I Am Scout: The Biography of Harper Lee
Kendra / It’s Complicated: The American Teenager
Little Brother / Our Movie Heritage
Mexican WhiteBoy / Photography: An Illustrated History
Shift / The Race Beat: The Press, the Civil Rights Struggle, and the Awakening of a Nation
Waiting for Norm / She’s Got Next: A Story of Getting In, Staying Open, and Taking a Shot
What I Saw and How I Lie / Shooting Under Fire: The World of the War Photographer
What I Saw and How I Lie / War Is . . . Soldiers, Survivors, and Storytellers Talk about War
What It Is

II. Complete all of the assignments.

A. Read with purpose. Read for detail. Read for meaning. Read for clarity. Be able to describe the characters. Be able to relate the specific sequence of events that transpire in both works. Be ready to share your attitudes, opinions, and input surrounding issues that are discussed in the books.

B. Remember to annotate as you read Mrs. Mary Rowlandson’s narrative.

C. Complete Reader’s Response Journals for the book that you have read this summer. For the summer reading selection, you will select two of the following prompts. Each response should be at least one page long. This assignment will be collected Friday, September 3, 2010.

Choice One - Make connections to your own experience. Describe an event or a character from the book that reminds you of a situation from your personal life. Explain the similarities between the event or person from the novel and your personal example.

Choice Two - Identify the author’s tone, his or her attitude toward what he or she is saying. Copy the passage and explain how the words written indicate a specific attitude.

Choice Three - Make connections with other texts or concepts or events. Do you see any similarities between this material and other books that you have read? Does it bring to mind other issues or incidents or people or descriptions that are somehow related?

Choice Four - Identify at least two possible themes the book addresses. What issues does the book raise? Are there struggles the characters grapple with that can be viewed as universal?

Choice Five - Can you identify a specific message the author seems to convey through any of the characters or through the story itself? Can you make any links between the author himself and his choices he has made as a writer writing the book you read?

D. Prepare for the culminating activities.

1. Be prepared to use your reader response writings to become involved in a panel discussion, to conduct a small group meeting, and/or to present to the class.

  1. Be prepared for an individual or small group presentation that highlights the most insightful aspects of your reader response journals.
  2. Be prepared to discuss your understanding and your annotation of the Mary Rowlandson narrative.

III. Understand the importance of completing the summer reading assignments according to the instructions.

A. Evaluation

1. Summer reading scores will be averaged into the first marking period grade.

2. Teachers will be provided with the following rubric with which they may choose to evaluate the summer reading work:

3. Each facet of the written work may be assigned point valued based upon the following criteria:

a. Accuracy

(1) Does the writing adhere to the rules of Standard English?

(2) Is the writing free from repetitive grammatical or syntactical errors that impede comprehension?

(3) Is the work written using MLA guidelines if sources are cited?

(4) Does the work correctly address the questions raised in the prompt?

b. Completeness

(1) Does each response meet the minimum length requirement?

(2) Does each response fully answer questions raised in the prompt? Do they go beyond mechanical “yes” “no” answers? In other words, did the writer create commentary?

(3) Have all the prompts been attempted?

(4) Are the paragraphs fully developed? Do they each contain a specific topic sentence and adequate support?

(5) Do any concluding paragraphs exhibit an appropriate sense of closure?

c. Imagery

(1) Does the writing include sensory imagery?

(2) Has the writer used enough proper nouns, and proper adjectives to convey a clear image in the mind of the reader?

(3) Has the writer used specific quoted material taken directly from the novel to support his or her opinions about what he or she has read? Does the writing avoid using clichéd expressions and informal or ambiguous language that prevents the reader from forming a specific impression?

B. General Directions (Use the Modern Language Association format.)

  1. If you handwrite your assignments, skip lines. Use dark blue or black ink only. Use loose-leaf paper. If you word process your assignment, use 12-point type and Arial or Times New Roman font type only. Double space.
  2. Leave margins of one inch at the top, the bottom and on both sides of the text.
  3. Write or type your assignments on one side of the paper only.
  4. Write your last name one inch from the top and one inch from the right margin. The page number appears one space after your last name.
  5. Title each section of the assignment.
  6. Proofread and edit for grammar, spelling, capitalization and punctuation.
  7. Use staples to fasten the pages.

Helpful Websites

Name

M

English

Thursday, June 3, 2010 The reading assignments were distributed.

Friday, September 3, 2010 The assignments are due.

Cleveland Heights High School 2009 Summer Reading Assignments

Junior Students Enrolled in English 3 HONORS - Eleventh Grade (2010-2011 School Year)

I. Read “The Narrative of the Captivity and the Restoration of Mrs. Mary Rowlandson 1682.” An online copy of the narrative can be viewed and read. You are to print out a copy of the narrative. (

  1. Annotate the narrative as you read the narrative.
  2. Prepare to demonstrate your understanding of the Mrs. Mary Rowlandson’s narrative during the first week of school.

II. Select ONEof the listed books to read.

Fiction
As I Lay Dying / William Faulkner
Interpreter of the Maladies / Jhumpa Lahiri
My Sister’s Keeper / Jodi Picoult
Pillars of the Earth / Ken Follett
The Astonishing Life of Octavian Nothing, Traitor to the Nation: Vol. II The Kingdom of the Waves / M.T. Anderson
The Book Thief / Marcus Zusak
The Curious Incident of the Dog in the Night-Time / Mark Haddon
The Life of Pi / Yann Martell
The Story of Edgar Sawtelle / David Wroblewski
Water for Elephants / Sarah Gruen
Non-Fiction
Becoming Billie Holiday / Carole Boston Weatherford
Girls Like Us: Carole King, Joni Miller, Carly Simon- And the Journey of a Generation / Sheila Weller
Heart to Heart: New Poems Inspired by Twentieth-Century American Art / Jan Greenberg
I Am Scout: The Biography of Harper Lee / Charles J. Shields
John Lennon: All I Want Is the Truth / Elizabeth Partridge
Legacy of Ashes: The History of the CIA / Tim Weiner
New FoundLand: Lewis and Clark’s Voyage of Discovery / Allan Wolf
Shooting Under Fire: The World of the War Photographer / Peter Howe
The Race Beat: The Press, the Civil Rights struggle and the Awakening of a Nation / Gene Roberts and Hank Klibanoff
This Land Was Made for You and Me: The Life and Songs of Woody Guthrie / Elizabeth Partridge
Your Own, Sylvia: A Verse Portrait of Sylvia Plath / Stephanie Hemphill
  1. Read the book that you have selected.
  2. Write an essay of three to five paragraphs for the book that you have selected. Choose a prompt from the list of Advanced Placement English Literature and Composition prompts. The assignment will be collected on Friday, September 3, 2010.
  1. Choice One – In retrospect, the reader often discovers that the first chapter of a novel or the opening scene of a drama introduces some of the major themes of the work. Write an essay about the opening scene of a drama or the first chapter of a novel in which you explain how it functions in this way.
  2. Choice Two – The conflict created when the will of an individual opposes the will of the majority is the recurring theme of many novels, plays, and essays. Select the work of an essayist who is in opposition to his or her society; or select a fictional character who is in opposition to his or her society. Analyze the conflict and discuss the moral and ethical implications for both the individual and the society. Do not summarize the plot or action of the work you choose.
  3. Choice Three- A recurring theme in literature is the classic war between a passion and responsibility. For instance, a personal cause, a love, a desire for revenge, a determination to redress a wrong, or some other emotion or drive may conflict with moral duty. Choose a literary work in which a character confronts the demands of a private passion that conflicts with his or her responsibilities. Show clearly the nature of the conflict, its effects upon the character, and its significance to the work.
  4. Choice Four – A critic has said that one important measure of a superior work of literature is its ability to produce in the reader a healthy confusion of pleasure and disquietude. Explain the sources of the “pleasure and disquietude” experienced by the readers of the work.
  5. Choice Five – The British novelist Fay Weldon offers this observation about happy endings. “The writers, I do believe, who get the best and most lasting response from their readers are the writers who offer a happy ending through moral development. By a happy ending, I do not mean mere fortunate events – a marriage or a last minute rescue from death – but some kind of spiritual reassessment or moral reconciliation, even with the self, even at death.” Identify the “spiritual reassessment or moral reconciliation” evident in the ending and explain its significance in the work as a whole.
  6. Choice Six – Novels and plays often depict characters caught between colliding cultures – national, regional, ethnic, religious, institutional. Such collisions can call a character’s sense of identity into question. Describe how a character responds to such a cultural collision. Explain the relevance to the work as a whole.
  7. Choice Seven – In many works of literature, a physical journey – the literal movement from one place to another – plays a central role. Discuss how the journey adds to the meaning of the work as a whole. Avoid mere plot summary.
  8. Choice Eight. In many works of literature, past events can affect, positively or negatively, the present activities, attitudes or values of a character. Show how the character’s relationship to the past contributes to the meaning of the work as a whole.

C. Prepare for the culminating activities.

1. Be prepared to use your book selection to become involved in a panel discussion, to conduct a small group meeting, and/or to present to the class.

2. Be prepared for an individual or small group presentation that highlights the most insightful aspects of your essay.

3. Be prepared to discuss your understanding and your annotation of the Mary Rowlandson narrative. You are to be prepared during the first week of school.

III. Understand the importance of completing the summer reading assignments according to the instructions.

A. Evaluation

1. Summer reading scores will be averaged into the first marking period grade.

2. Teachers will be provided with the following rubric with which they may choose to evaluate the summer reading work.

3.The essay will be evaluated using the following rubric:

8-9 / 6-7 / 5 / 3-4 / 1-2 / 0
Overall
Impression / Demonstrates excellent control of the literature and outstanding writing competence; thorough and effective; incisive / Demonstrates good control of the literature and good writing competence; less thorough and incisive than the highest papers / Reveals simplistic thinking and/or immature writing; adequate skills / Incomplete thinking; fails to respond adequately to part or parts of the question; may paraphrase rather than analyze / Unacceptably brief; fails to respond to the question; little clarity / Lacking skill and competence
Understanding of the text / Excellent understanding of the text; exhibits perception and clarity ; original or unique approach; includes apt and specific references / Good understanding of the text; exhibits perception and clarity; includes specific references / Superficial understanding of the text; elements of literature vague, mechanical, overgeneralized / Misreadings and lack of persuasive evidence from the text; meager and unconvincing treatment of literary elements / Serious misreading and little supporting evidence from the text; erroneous treatment of literary elements / A response with no more than a reference to the literature; blank response, or one completely off the topic
Organization and Development / Meticulously organized and thoroughly developed; coherent and unified / Well organized and developed; coherent and unified / Reasonably organized and developed; mostly coherent and unified / Somewhat organized and developed; some incoherence and lack of unity / Little or no organization and development; incoherent and void of unity / No apparent organization or development; incoherent
Use of sentences / Effectively varied and engaging; virtually error free / Varied and interesting; a few errors / Adequately varied; some errors / Somewhat varied and marginally interesting; one or more major errors / Little or no variation; dull and uninteresting; some major errors / Numerous major errors
Word Choice / Interesting and effective; virtually error free / Generally interesting and effective; a few errors / Occasionally interesting and effective; several errors / Somewhat dull and ordinary; some errors in diction / Mostly dull and conventional; numerous errors / Numerous major errors; extremely immature
Grammar and Usage / Virtually error free / Occasional minor errors / Several minor errors / Some major errors / Severely flawed; frequent major errors / Extremely flawed

B. General Directions (Use the Modern Language Association format.)

  1. Word process your assignment, use 12-point type and Arial or Times New Roman font type only. Double space. Place on one side of the paper only.
  2. Leave margins of one inch at the top, the bottom and on both sides of the text.
  3. Type your last name one inch from the top and one inch from the right margin. The page number appears one space after your last name.
  4. Proofread and edit for grammar, spelling, capitalization and punctuation.
  5. Use staples to fasten the pages.

English 3 – Summer Reading Fiction Selections 2010-2011

 Benway, Robin.Audrey, Wait! Audrey's ex-boyfriend records a hit song about their breakup, and suddenly all eyes (and cameras) are on Audrey. Fans, Facebook, and tabloids - it's all too much for Audrey.

 Blundell, Judy.What I Saw and How I Lied. When Evie’s father returns from the war, she expects life to return to normal but a mysterious trip to Florida, secrets, deceptions, and a first forbidden love complicates things.

 Booth, Coe.Kendra. Kendra is thrilled her mom, Renee, has completed her Ph.D. program—now they can finally be a real family. But is Renee excited for their future together, too?

 Bradbury, Jennifer.Shift. Chris and Win take a bicycle trip across America after graduation, but only one returns and that person is pressured to reveal what happened.

 Bunce, Elizabeth. A Curse Dark as Gold. When young Charlotte Miller takes over the family's woolen mill after her father's death, she is faced with unexpected debts, catastrophes, and a hidden curse that threatens her family's future.

 Caletti, Deb.The Fortunes of Indigo Skye. At eighteen, Indigo wants no more out of life than to be a waitress and give people food, until a customer gives her $2,500,000. Can she stand the changes?

 Cashore, Kristin.Graceling. Katsa was born with the ability to kill men with her bare hands, but can she find moral courage to stand up to evil rulers and fight for what is right?

 Cisneros, Sandra.Caramelo. LaLa learns the stories of her awful grandmother and weaves them into a colorful family history. The “caramelo,” a striped shawl begun by her great-grandmother, symbolizes their traditions

 Conner, Leslie.Waiting for Normal. Left to live in an old trailer under the overhead train track with Mommers, Addie is the child that has to learn to take care of herself. She almost succeeds.