Coral Reef Senior High Summer Reading 2019crhs.dadeschools.net/departments/lang_arts/e_docs...Zorba...

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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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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).

4

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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student services.

11th Grade

Please note that for books not listing a specific assignment, you will have classwork, vocabulary,




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.

7

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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student services.

12th Grade

Please note that for books not listing a specific assignment, you will have classwork, vocabulary,




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

mailto:[email protected]

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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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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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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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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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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


Foundational Documents: The Articles of Confederation

Page 10



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.



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


Foundational Documents: Federalist No. 10

Page 23



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



Pages 649-656 • Questions 1-5, p. 656

Coral Reef Senior High Summer Reading 2019crhs.dadeschools.net/departments/lang_arts/e_docs...Zorba...

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