EAST MEADOW SCHOOL DISTRICT

CURRICULUM AREA PROJECT

W.T. CLARKE HIGH SCHOOL

GRADES 9-12SUMMER READING PROGRAM

2010 - 2011

Louis R. DeAngeloSuperintendent of Schools

Tim VoelsPrincipal, Clarke High School

Robin NatmanDirector of Literacy and Funded Programs

CAP ParticipantsRichard Heller, CAP Coordinator

Frank DentroneJoe HarclerodeVanessa RizzaAngie Zivas

Robert Van AukenKris O’Hagan

Michele Krause

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TABLE OF CONTENTSAbstract page 2Letter to Parents page 3English Titles page 4Social Studies Titles page 6Anthem by Ayn Rand page 6The Curious Incident of the Dog and the Night-Time by Mark Haddon page 9The Body of Christopher Creed By Carol Plum-Ucci page 10New Moon by Stephenie Meyer page 11Daddy’s Little Girl by Mary Higgins Clark page 13Poison by Chris Wooding page 14In Cold Blood by Truman Capote page 15The Secret Life of Bees by Sue Monk Kidd page 17East of Eden by John Steinbeck page 20The Memory Keeper’s Daughter by Kim Edwards page 21The Hitchhiker’s Guide to the Galaxy by Douglas Adams page 22Life of Pi by Yann Martel page 23English 11: A.P. Language and Composition: page 25

“Loafing” Assignment” page 25AP English Literature: page 29

The Kite Runner by Khaled Hosseini page 30Blindness by Jose Saramago page 32

Syracuse University Project Advance: page 34Feed page 36

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ABSTRACTThe Summer Reading program at W.T. Clarke High School, grades 9-12, asks students to choose works of literature from the included list, read and hopefully enjoy these titles, and then engage in a series of diversified assessment activities for extra credit in September. Students will be asked to write regents-like critical lens essays, engage in critical discussion in literary circles, create and perform skits, engage power point presentations, pursue and apply appropriate research to the ideas at hand, and write a variety of analytical essays.All of the assessments include reference to the four New York State Standards:

Standard 1 “Students will read, write, listen, and speak for information and understanding”

Standard 2 “Students will read, write, listen, and speak for literary response and expression”

Standard 3 “Students will read, write, listen, and speak for critical analysis and evaluation”

Standard 4 “Students will read, write, listen, and speak for social interaction”

AP and Honors students will be required to read titles for summer reading. All R and RS students will read titles on a voluntary basis for extra credit.

RATIONALEResearch has demonstrated that students who do not read over the summer fall behind by as much as a quarter year in their reading level. Simple calculations reveal that a child who does not read in the summer from the fifth grade through the eighth grade could lose up to two full years of reading capability and be significantly behind by the time the student reaches high school. In an effort to preclude that eventuality, the English department at Clarke High School had decided to revise the traditional approach to the summer reading program. After experimenting with many different types of assessments for mandated reading, we concluded that the success rate was rather insignificant as most students opted not to read and spent more time trying to beat the system through on-line notes and summaries, the work of past students, or simply copying the work of peers. The ‘gottcha’ approach is one that we did not wish to repeat in the new summer reading program. We attempt here to offer books that we think are interesting and will capture the imagination of our students. We offer these books to all R level students to be read on a voluntary basis and we will reward them with a choice of a variety of extra credit assessments when they return in September. It is the aim of the Summer Reading Program to get students reading over the summer in an effort to promote literacy, enhance vocabulary, stimulate creativity, hone analytical and critical skills and to develop a love of literature. In the past we (the Clarke English Staff) have felt that students resisted the reading program, citing that it feels like “homework over the summer,” and that “the books aren’t interesting, why can’t we choose our own?” The current revisions are designed to make reading over the summer seem less like a chore and more like a choice. We began by first making summer reading optional. Secondly, we reworked the reading list to include popular contemporary titles. It is our hope that students will find our titles compelling and choose to read them! After all – isn’t that what developing a love of literature is about?All AP and Honors students will still be required to read selected texts and will be asked to demonstrate an understanding of those texts in September.

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Letter to Parents Explaining the Summer Reading Program

May 2010

Dear Parents,Students’ success in high school and in college depends on their ability to read

thoughtfully and critically. During the school year, English teachers monitor student reading through small group and large class discussions, through quizzes, exams, text-related power point presentations, essays, and creative parodies. We believe that reading is the gateway to the ultimate goal of independent critical thinking. During the summer we ask you to encourage your children to read and to impress upon them the importance of reading. Just as athletes need to stay in shape and in training during the off season if they are to excel at their sport, students need to stay ‘intellectually’ in shape over the summer if their transition back to school in September is to be smooth and if they are to perform to their potential during the school year. In fact, research has shown that students who do not read over the summer fall ¼ grade behind in their reading level. Listed along with this letter are some titles that we in the English and Social Studies departments believe that students may enjoy over the summer. Our goal here is not to trap students with assessments but to encourage students to read by exposing them to literature that they will truly enjoy without anxiety about Fall testing. So while none of the titles is specifically required for the Regents level classes, we strongly recommend that students read one or more of the titles selected for their grade level. Not only will summer reading give students an advantage when they return to school, but we hope that it will cultivate the habit of a lifetime of independent reading.

All students who choose to read one or more titles in their grade level will have the opportunity to earn extra credit in September by completing a teacher directed assignment that will be diverse in nature: discussion group, study guide questions, critical lens essay, power point presentation, DVD parody, oral presentation or research.

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East Meadow School DistrictClarke High School

Summer Reading Selections 2010

Grades 9-12

ENGLISH – MANDATORY READING

GRADE 9 H Ms. Rizza (505)TITLE AUTHORThings Fall Apart Chinua Achebe

GRADE 10 H Mr. Dentrone (501)TITLE AUTHORThe Ear, the Eye and the Arm Nancy Farmer

GRADE 11 H Ms. Krause (513)TITLE AUTHORCeremony Leslie Marmon Silko

GRADE 12 H Ms. O’Hagan (506)TITLE AUTHOR1984 George Orwell

Students enrolled in the following English and Social Studies classes should see the teachers listed below before leaving for the summer to pick up books, materials, and assignments.

GRADE 11 AP LANGUAGE TITLE AUTHORWalden Ms. Zivas (511) Henry David Thoreau World Without Us Ms. Krause (513) Alan Weisman

GRADE 12 AP LITERATURE Mr. Heller (508)TITLE AUTHORPersepolis Marjane SatrapiSong for Night Christopher Abani

GRADE 12 SYRACUSE UNIVERSITY PROJECT ADVANCE Mr. Heller (508)TITLE AUTHORFeed M. T. Anderson

SOCIAL STUDIES AP & SCALE – MANDATORYGRADE 11 AP UNITED STATES HISTORY Ms. Kwee (223)Textbook packets

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GRADE 11 SCALE UNITED STATES HISTORY Ms. Casanova (222)Textbook packets

East Meadow School DistrictClarke High School

Summer Reading Selections 2010

Grades 9-12

ENGLISH – VOLUNTARY READING

The following titles are voluntary and can be read for extra credit. Teachers in English and Social Studies will provide a variety of assignments in September.

ENTERING GRADE 9 RTITLE AUTHORAnthem Ayn RandThe Body of Christopher Creed Carol Plum-UcciThe Curious Incident of the Dog in the Night-Time Mark Haddon

ENTERING GRADE 10 RTITLE AUTHORNew Moon Stephenie MeyerPoison Chris WoodingDaddy’s Little Girl Mary Higgins Clark

ENTERING GRADE 11 RTITLE AUTHORThe Secret Life of Bees Sue Monk KiddIn Cold Blood Truman CapoteEast of Eden John Steinbeck

ENTERING GRADE 12 RTITLE AUTHORLife of Pi Yann MartelThe Hitchhiker’s Guide to the Galaxy Douglas AdamsThe Memory Keeper’s Daughter Kim Edwards

SOCIAL STUDIES – VOLUNTARY READINGENTERING GRADE 9 R and HTITLE AUTHORThe Bride Price Buchi EmechetaMemoirs of a Geisha Arthur Golden

ENTERING GRADE 10 R, H and APTITLE AUTHORBookseller of Kabul Asne SeierstadHiroshima John HerseyNectar in a Sieve Kamala Markandaya

US HISTORY R, H and APTITLE AUTHOR

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Freedom Road Howard FastEchoes from the Infantry Frank Nappi

Anthemby Ayn Rand

Table of Contents

Overview:............................................................................................................................7

Assessments: Anthem by Any Rand.................................................................................7Assessment #1-Writing Assignment(s).....................................................................................7

Assessment #1a-Essay.......................................................................................................7 Assessment #1b-Creative Work.........................................................................................7 Assessment #1c-Faux Newspaper.....................................................................................8

Assessment #2-Diorama.............................................................................................................8Assessment #3-Presentation.......................................................................................................8Assessment #4-Dramatic Skit......................................................................................................8

Overview:

Assessments: Anthem by Any RandAyn Rand’s classic novel Anthem was selected for the summer reading list for its ease of readability, compelling story, and contemporary themes. It is a story that highlights the value of critical thinking and the importance of education and knowledge. It cautions readers against the pitfalls of blindly following others and mob mentality, and poignantly points out the virtues of being true to oneself.

Assessment #1-Writing Assignment(s)

Assessment #1a-Critical Lens EssayApply the following quote to the novel Anthem by Ayn Rand. In your essay, provide a

valid interpretation of the quote, whether you agree or disagree with the statement as you have interpreted it, and offer support your opinion using specific references to the novel. This essay should be approx. 500 words.

Critical Lens:

Assessment #1b-Creative WorkWrite a short story in which Equality 7-2521 returns to his community with the knowledge of his

discoveries. How would he be received? How would he view the community?

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For some, the act of writing becomes the ultimate act of freedom in which the author creates for himself or herself a living compartment or ‘house’ that the outside world cannot violate.

Assessment #1c-Faux Newspaper Your assignment is to generate the cover page of a newspaper doing a story on Equality

7-2521(see the templates). Given the strict censorship of the Council what would they publish? How might the wording of the paper be considering they use “we” for the singular? For the computer savvy you may choose to create your project on a computer program like Microsoft Publisher. You may also consider doing it to scale on a larger poster-board.

Assessment #2-DioramaStudent is to generate a diorama based on an important scene from the novel. The goal of

this assessment is to produce a creative visualization of a scene demonstrating: 1) that you read the novel, 2) you understood the plot (by choosing an important scene), 3) an authoritative outlook on the important details of that scene by way of creative assembly.

Assessment #3-PresentationChoose an aspect of the novel that you feel was most important to the story. You might

choose a character, a theme, a setting, a conflict (or absence of one), or anything else you feel is critical to the novel and produce a 5-10 minute presentation about that aspect. You should include at least a poster/collage and/or a handout (note if you need copies of the handout, you should give me the originals prior to presenting so I may run them off for you).

Assessment #4-Dramatic SkitChoose a scene from the novel that you felt was crucial to the story and using a video

camera (a live performance is also suitable) act out that scene. You may need to recruit some friends for this option if you choose to do a scene with multiple characters. All performance are expected to be sincere recreation and taken seriously. The skits should be between 5-10 minutes long.

Assessment #5-Alternative Medium With the increasing popularity of graphic novels the comic medium has become a

legitimate literary medium. For this assessment you are to choose a chapter (a short scene is acceptable too) and transpose it into the graphic medium. This option is recommended to those who consider themselves artistically savvy but does not exclude those students adventurous enough to try it. Attention should be paid to both the literature as well as your visual interpretation. Mr. Van Auken is available for consultation.

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The Curious Incident of the Dog and the Night-Time by Mark Haddon

Choose one of the following options:

1. Write an epilogue in Christopher Boone’s voice. Where is he five years after the book ends? What has happened to his family? *Don’t forget that a key element of this epilogue is using Christopher’s voice—in other words study the way Haddon uses language and dialogue to describe what is going on in Christopher’s head.

2. Make a video/DVD interview of Christopher, Siobhan, Christopher’s mother or father in which you explain the events of the book. Minimum of ten questions, and there can be no yes or no questions.

3. Research autism and classify Christopher’s symptoms, using specific examples to support your claims.

4. Create a new book cover for the book. Make sure you incorporate all the aspects of a real book cover, which includes a new design for the cover, a summary of the book on the inside flap, a summary of the author’s life on the back flap, and quotes about the book on the back cover. (example provided in room 505)

5. Make a piece of original artwork which represents Christopher’s world—this could also be a diorama. You must explain this piece of artwork in one page, type written. (example provided in room 505)

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The Body of Christopher CreedCarol Plum-Ucci

The Body of Christopher Creed relates the story of the mysterious disappearance of a high school outcast. Christopher Creed is the boy no one likes, the boy the popular kids bully and tease, the boy that never seems to fit in with any of the high school cliques. When Christopher Creed disappears, he captures the attention of the entire town, and he upsets the lives of those who tormented him. Creed’s disappearance has a profound effect on Torey Adams, Steepleton High School’s popular football star. Torey makes a mission out of trying to discover what happened to his classmate, and in the process discovers important truths about the impact his actions have on the lives of others.

Answer one of the following in well-developed paragraphs.

1. Compare the parenting styles of Mrs. Adams and Mrs. Creed. Explain the characteristics that define both. In what way do you think Mrs. Adams’ parenting style affected Torey’s development? In what way did Mrs. Creed’s parenting style affect Chris’ development?

2. How is Creed’s disappearance related to that of Digger Haines? Explain both and compare the two.

3. When speaking of the kids at Steepleton, Torey refers to them as techies, jocks, science nerds, and boons. The book shows such stereotyping affects a person’s sense of self and how it unfairly enlists them toward predictable behaviors. Chris Creed, Bo Richardson, and Ali McDermott are characters that represent this. Explain the actions that are examples of behavior characteristics relevant to their stereotypes. Explain your answer by referring to all three.

4. Describe how Bo Richardson is treated at the police station. Research the current juvenile justice system and explain how minors today are held accountable for delinquent behavior.

5. This novel focuses largely on Torey’s search for the truth about what happened to Christopher Creed. This search becomes a metaphor (a direct comparison) to explain Torey’s true search. Explain how Torey changes through the experience when he discovers important truths about the impact his actions have on the lives of others.

6. Explain perception (appearance) versus reality. How often do people make assumptions based on perception rather than fact? Is that a type of discrimination? Is perception more exciting than reality? Do you think people make snap judgments out of laziness or out of a search for drama? Give an example from the novel to express how appearance can be contrary to reality.

7. Plum-Ucci often writes about the strained relationship between teens and authority figures. Many of her stories expose the hypocrisy of parents, teachers, or the police. Do you think it is important for teens to question authority? Give an example from the novel where a young character questions authority. What is the outcome?

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8. Elements of the supernatural are used to create suspense in the novel. Explain how Plum-Ucci uses the supernatural in The Body of Christopher Creed.

9. Give specific examples of the bullying Christopher Creed experiences. Then research cyber bullying and explain its definition. What is the difference? Include an example from current news about cyber bullies and their victims.

New Moonby Stephenie Meyer

Assessments: New Moon by Stephenie Meyers

New Moon by Stephenie Meyers was selected as an option for the revised Summer Reading Program because of its successful draw for younger people. New Moon is the second book of the best-selling Twilight series. In addition to being a best seller, New Moon was selected to Teen People Magazine’s “Hot Pick” list for teen reads. Furthermore, it was decided that incorporating a novel that was part of a larger series would promote “reading beyond the summer”. If kids enjoy reading one part of a series perhaps they will endeavor to read the rest of it.

Assessment #1-Writing Assignment(s)

Assessment #1a-EssayThe titles of Stephenie Meyer’s Twilight series all revolve around images of the Sun. A

“new moon” is a lunar phase in which the moon is not visible. Why do you think the title of her second novel is New Moon? Type a 500 word essay in which you offer examples (2-3) to support your position.

Assessment #1b-Creative WorkA significant dimension of New Moon is when Edward abandons Bella. During his

absence in the novel Meyers inserts four blank pages, labeled only with the names of the months he has vanished. Some people feel these empty pages are a gimmick, a convention of pop-fiction. Others feel it captures the emptiness of Bella with unique intensity. Your assignment is to write a short story from either Bella’s or Edward’s perspective during these months. Attempt to mimic Meyer’s style and stay true to the characters’ behaviors.

Assessment #1c-Faux NewspaperStephenie Meyer’s adds a unique twist to the vampire mystique. Her vampires are

capable of special powers and the ability to withstand sunlight. Meyer’s, however, is not the first to use vampires as characters in her story – she is the latest author in a long line of authors to add to the lore and mythology of the vampire. Your assignment is to generate the cover page of a newspaper doing a story on literary vampire legends (see the templates). For the computer savvy you may choose to create your project on a computer program like Microsoft Publisher. You may also consider doing it to scale on a larger poster-board. Some research is required for this assignment, so please include a works cited page for anything not considered “common

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knowledge” (an example of common knowledge would be that Dracula is a vampire and that Bram Stoker and Anne Rice are vampire authors, etc).

Assessment #2-DioramaGenerate a diorama based on an important scene from the novel. The goal of this

assessment is to produce a creative visualization of a scene demonstrating: 1) that you read the novel, 2) you understood the plot (by means of choosing an important scene), 3) an authoritative outlook on the important details of that scene by way of creative assembly.

Assessment #3-PresentationChoose an aspect of the novel that you feel was most important to the story. You might

choose a character, a theme, a setting, a conflict (or absence of one), or anything else you feel is critical to the novel and produce a 5-10 minute presentation about that aspect. You should include at least a poster/collage and/or a handout (note if you need copies of the handout, you should give me the originals prior to presenting so I may run them off for you).

Assessment #4-Alternative MediumWith the increasing popularity of graphic novels the comic medium has become a

legitimate literary medium. For this assessment you are to choose a chapter (a short scene is acceptable too) and transpose it into the graphic medium. This option is recommended to those who consider themselves artistically savvy but does not exclude those students adventurous enough to try it. Attention should be paid to both the literature as well as your visual interpretation. Mr. Van Auken is available for consultation

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Daddy’s Little Girl by Mary Higgins Clark

Directions: Below are three questions that pertain to the novel Daddy’s Little Girl. You may choose any of the three questions and answer it by doing any of the following: a standard essay (minimum 2 pages), a fictitious newspaper article, a diary with a series of five journal entries describing the five most important events that occurred in the novel, or a power point presentation (you must write a one page typed explanation of the power point). Good luck.

1. There are several conflicts that Ellie, the protagonist, must go through as she attempts to find the real killer of her sister, Andrea. Describe in detail the confrontations that Ellie must face as she revisits the evidence of her sister’s trial after some twenty-three years have passed. Three characters that should be considered are: Rob Westerfield, Paulie Stroebel, and Andrea’s dad (Mr. Cavanaugh).

2. There are several themes in this novel. Choose three themes that are prevalent, and for each one trace its significance from the beginning to the end of the novel. Give at least two specific examples that demonstrate each theme. Here are a few themes you may want to write about – persistence, deceitfulness, evilness. You may use any or some of these themes or you may choose some of your own.

3. This story is told through the eyes of Ellie Cavanaugh. Your job is to re-tell this story through the eyes of a different character. Be sure to include the basic storyline as would be seen through your character’s point of view. A few characters that you may want to consider are: Andrea Cavanaugh, Mr. Cavanaugh, Rob Westerfield, or Paulie Stroebel.

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Poisonby Chris Wooding

Directions: Below are three questions that pertain to the novel Poison. You may choose any of the three questions and answer it by doing any of the following: a standard essay (minimum 2 pages), a fictitious newspaper article, a diary with a series of five journal entries describing the five most important events that occurred in the novel, or a power point presentation (you must write a one page typed explanation of the power point).

1. There are several conflicts that Poison must endure as she attempts to save her sister, Azalea. Describe her conflict with Lamprey, Maeb (the bone witch), and the scarecrow. What do you learn about Poison as she confronts each of these characters? What three words best describe Poison?

2. There are many themes in this novel. Choose three themes that are prevalent, and for each one trace its significance from the beginning to the end of the novel. Give at least two specific examples that demonstrate each theme. Here are a few themes: courage, trickery, and friendship. You may use any of these themes or you may pick three of your own.

3. Re-tell the story of Poison through the eyes of another character. The story of this novel is told through the first person narration of the protagonist, Poison. Your job is to tell the story through the eyes of another one of the characters. A few suggestions are: Fleet, Aelthar, Azalea, Peppercorn, or Bram. Be sure to include the basic storyline as it would be seen through your character’s point of view.

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In Cold BloodTruman Capote

In Cold Blood details, in four parts, the Clutter family's character, activities, and community status during the last days before their murder, the planning and execution of the murders, the investigation of the Kansas Bureau of Investigation (KBI) agents, and the capture, trial, and execution of the murderers. While the book portrays the Clutters sympathetically, it also focuses the reader's sympathy on Perry Smith, who, abused and abandoned as a child and scorned as an adult, commits all four murders. In framing the question of nature versus nurture, Capote's written account of the Clutter killings asks whether a man alone can be held responsible for his action when his environment has neglected him.

Answer one of the following in well-developed paragraphs.

1. The most vivid image in this novel is Smith’s giant yellow parrot that, at regular intervals, swoops down, slaughters Smith’s enemies and takes him away to paradise. Capote uses this image on pages 92-93. What is the significance of this image? What does it symbolize?

2. After the Clutter murders, the town’s people look at each other with new suspicion. Friends of many years distrust each other. People lock and bolt their doors for the first time in their lives. What does murder or any crime do to the bystanders, to those not directly involved? What does this suggest about human nature?

3. The M’Naghten Rule plays an important part in the conviction of Hickock and Smith. Define the rule. What is the legal definition of insanity? Is it realistic? Is it moral? How is the crime evaluated through its implications?

4. In Cold Blood starts with details about the Clutter family’s last day alive. Did any of the details particularly stick out to you? Did Capote make you feel attached to the family by sharing these details? Include relevant examples.

5. Capote includes long texts written by Smith's sister, his father, the court-appointed psychiatrist, and his friend Willie Jay, which detail Smith's childhood, motorcycle accident, prejudices, and mental state. The image of Smith derived from these accounts is one of an intelligent, talented, sensitive being warped by neglect, abuse, humiliation, and unresolved emotional trauma. Capote seems to paint Perry in a more sympathetic light than Dick. He seems sensitive and even kind at points; however, by the end you find out that Perry committed all four murders. Define the nature vs. nurture theme as presented in literature. What is Capote expressing through the nature vs. nurture theme as represented through Smith Perry? Information on Perry’s childhood can be found on pages 125-130.

6. Explain the psychological analyses of both Dick and Perry. Hickock’s can be found between pages 294-295 and Smith’s between pages 296-298. Did you think Dick and Perry were sane? List the characteristics of ‘sane vs. insane’ on pages 298-302 and use character examples to support your answer.

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7. Explain ‘antisocial disorder’ and ‘paranoid schizophrenia.’ You may have to research the criteria. To which category do you think Dick and/or Perry belong? Do they belong to the above? Can they be labeled psychologically abnormal?

8. Write up a short analysis of Robert W. Service’s poem “The Men that Don’t Fit In” found on page 98 and compare to Smith’s character. Only an excerpt is included in the text and below but you may locate the entire poem online for a complete understanding.

“The Men that Don’t Fit In”Robert Service

There’s a race of men that don’t fit in,A race that can’t stay still;

So they break the hearts of kith and kin,And they roam the world at will.

They range the field and they rove the flood,And they climb the mountain’s crest;Theirs is the curse of the gypsy blood,

And they don’t know how to rest.

If they just went straight they might go far;They are strong and brave and true;

But they’re always tired of the things that are,And they want the strange and new.

They say: “Could I find my proper groove,What a deep mark I would make!”

So they chop and change, and each fresh moveIs only a fresh mistake.

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The Secret Life of Bees by Sue Monk Kidd

Directions: You are to address one of these critical thinking questions in as much detail as

possible. You are being asked to address the story and the nuances of the book you read this

summer in order to prove that A) you read the book, and B) you understood what the book was

trying to convey. Use specific details and events from the novel to convey your thoughts. This

can be done one of two ways: you may either write an essay proving your points using relevant

information from the novel or you may make a presentation to the class where you can present

your thoughts and findings either in a speech or a PowerPoint presentation.

1) Is our protagonist, Lily, a racist? Can one be a little bit racist? Is she? What behavior or

beliefs does she exhibit that could lead the reader to believe this even if you personally do not?

What happens to Lily over the course of the novel that disproves her initial thoughts on those of

African-American descent? How do her initial beliefs relate to society today? Where can you

see evidence of racism in the novel? Where can you see evidence of racism in our society today?

Compare and contrast the racism that Lily views firsthand with the racism of today’s America.

Explain using details from the novel, as well as modern society.

2) Similar to the character Huck Finn in Mark Twain’s The Adventures of Huck Finn, young

Lily finds parental guidance in a surrogate figure, a black woman named Rosaleen. Explain

Lily’s relationship with Rosaleen and how this shaped her life as a woman. What does Lily learn

about the power of female role models? What does the novel say about women and the need to

support one another in times of crisis? Could this novel be viewed as a feminist work of

literature? In other words, is this a work meant to empower women? Are things different today

in America than they were when this novel takes place? Explain your answers using details from

the novel as well as current events.

3) Storytelling is often meant to be an escape, a journey, to a place we ourselves may never visit.

How does this idea relate to Lily? What does she look to escape? To what classic American

work of literature does Lily compare herself to on the way to Tiburon? Describe the journey that

Bees is meant to take you on? Is storytelling viewed the same way today? What do people do

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today in order to escape their own reality? Do people still escape in the same way that Lily did?

Explain.

4) August tells Lily, “There is nothing perfect, there is only life.” Explain what you believe this

statement to mean and how it relates to the novel. Be sure to use specific details in regard to

August, Rosaleen, and Lily and how their lives are not perfect, but they do reap great rewards.

Discuss their highs points and their low moments. How do these personal highs and lows shape

who they have become as humans? Explain your thoughts using details from the novel.

5) “Everybody being colorless would be better than trying to have white get along with black.”

This statement from Lily points to the difficulties she faces and observes throughout the novel in

regard to race relations. Explain what leads her to make such a bold statement. What does she

mean by this? Do you agree with this statement? Do you believe a statement like this is still true

today? Please give details from the novel that proves Lily’s point, as well as how this statement

could relate to modern American society.

6) Honey making, bees, and bee keeping are all central to the novel. Explain how each of these

ideas is important to the story. What is the significance of the book’s title? What is “the secret

life of bees”? How does August relate the world she lives in to the world of bees? Give details

from the novel to prove your points.

7) Lily says early in the novel about her mother: it was like she was “pieces of insulation

molded against my skin, helping me absorb all of his meanness.” Who is she talking about in

regard to the “meanness?” How will Lily employ this protective shield throughout the novel?

Explain three events from her life where she could have used her mother’s protection. Give

specific details from the novel. What happened to Lily’s mother? How does this event relate to

the rest of the novel?

8) Lily mentions that she once wrote a paper entitled “My Philosophy of Life.” What do you

imagine is Lily’s philosophy of life? How does this philosophy change from the beginning of

the novel to the end? Explain your points by relating at least three specific events from the

novel.

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9) The following poem is mentioned by Lily in the novel as she feels it is significant to her life

and travels. Compare and contrast the poem with the novel noting the similarities and

differences between the two pieces.

Stopping By Woods on a Snowy EveningWhose woods these are I think I know.His house is in the village though;He will not see me stopping hereto watch his woods fill up with snow.

My little horse must think it queerTo stop without a farmhouse nearBetween the woods and frozen lakeThe darkest evening of the year.

He gives his harness bells a shakeTo ask if there is some mistake.The only other sound's the sweepOf easy wind and downy flake.

The woods are lovely, dark and deep.But I have promises to keep,And miles to go before I sleep,And miles to go before I sleep.

--Robert Frost

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East of Eden by John Steinbeck

Choose one of the following options:

1. Answer the following questions in a detailed essay, incorporating at least two quotes to support yourself: What are the ideals of Americans and how does this book personify these ideals? This book is labeled and American classic—why? What about this book is quintessentially American?

2. Imagine that Cathy and Adam meet when they are both much older. Write the dialogue that would occur between them.

3. Compare East of Eden to the story of Genesis in The Bible. How do they align? How do they differ? Make a list of each character and his or her comparable biblical character.

4. In a typewritten essay explain how the Salina’s Valley and Steinbeck’s own life might have played a big role in the creation of the novel.

5. In a typewritten essay explain the complex moral complexities of this novel—in what ways do different sets of brothers act appropriately or inappropriately toward each other? What might be the motivations behind these actions?

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The Memory Keeper’s Daughter by Kim Edwards

Directions: Below are three questions that pertain to the novel The Memory Keeper’s Daughter. You may choose any of the three questions and answer it by doing any of the following: a standard essay (minimum of 2 pages), a fictitious newspaper article, a diary with a series of five journal entries describing the five most important events that occurred in the novel, or a power point presentation (you must write a one page typed explanation of the presentation). Good luck.

1. There are several conflicts that exist in this novel. Describe in detail the conflicts, especially the inner-conflict that Dr. David Henry must go through as he lives with the lie of telling his wife that their daughter died at birth. Be sure to discuss the conflict that David goes through from the beginning of the novel to the end of it. Also, indicate the resolution of David’s inner-conflict.

2. There are several themes in this novel. Choose three themes that are prevalent, and for each one trace its significance from the beginning to the end of the novel. Give at least two specific examples that demonstrate each theme. Here are a few themes you may want to write about – living with a secret, life in pictures, and love for a child. You may use any or some of these or you may choose some of your own.

3. This story is told in the third person. Your job is to re-tell the story through the eyes of a different character. Be sure to include the basic storyline as would be seen through your character’s point of view. A few characters that you may want to consider are: Phoebe, Caroline Gill, or Norah Henry. You may choose another character if you like.

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The Hitchhiker’s Guide to the Galaxyby Douglas Adams

Each of the following options presents a question/series of questions about a particular idea from the novel. You may approach these questions in the manner of your choice. Your choices include a standard essay (minimum two pages), a PowerPoint presentation*, a chart (particularly useful for comparing and contrasting, among other things)*, an original dialogue, a fictitious newspaper article, a cartoon or series of images.*

*Any mostly visual representation must be accompanied by a half-page typed explanation of the visual.

1. Adams uses many of the conventions, or customary features, of science fiction. He doesn’t just use them, however; he playfully transforms them by either exaggerating their characteristics or treating them in ironic or unexpected ways. Find and include details with examples of Adams’s freewheeling use of sci-fi conventions irony, such as:

• the humanlike robot • the shipboard computer • alien planets and peoples • advanced technology

2. What do you think of Arthur Dent? Is he an Everyman figure with which you can identify, or is he just another amusing character? Use details with examples from the novel to support your opinion.

3. What is The Hitchhiker’s Guide to the Galaxy in the novel? What modern applications does it resemble? What are the positives and negatives to both the Guide and its modern counterparts? You may choose one modern equivalent, or several on which to focus.

4. Adams seems to be making wry observations about leaders and the limitations of leadership in his novel. Examine his characterization of leaders, and describe how his work of fiction may be seen as social commentary on current political systems. For this question, pay particular attention to footnotes in the novel, as they are especially revealing.

5. Why is Marvin the Robot almost completely useless? What does this character reveal about humanity or the human condition? Locate specific moments from the book to support your response.

6. What comment does Adams seem to be making about technological advances and their period of relevance? This book was originally published in 1982. What marks of its time do you notice? How is the novel out of date? Describe the trend of changes in technology since 1982 as you understand them, and form an opinion about whether or not Adams’ perspective is relevant or dated.

7. When Arthur Dent realizes that Earth has been destroyed, he feels particular sadness about Humphrey Bogart movies and McDonald’s hamburgers. What does this imply about his character? If you were saved from a bomb that destroyed the Earth, what would you miss the most? What would be the greatest loss to the Universe?

8. Chapter 7 reveals the worst poetry in the Universe. What is Adams saying about the general public response to poetry? What is a critic’s role in this response, and how does Adams seem to feel about critics? What are the strengths and weakness of poetry as an

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art form? What makes poetry “good, “bad,” or in the case of Paula Nancy Millstone Jennings, the “worst”? You may write your own poem in Vogon style to complement your response.

9. “Trillian had come to suspect that the main reason [Zaphod] had had such a wild and successful life was that he never really understood the significance of anything he did” (90). This novel makes many assumptions about the human quest for knowledge. Quotes like the above seem to invoke the old idiom, “Ignorance is bliss.” Is it important to research, invent, question, etc. to advance the species or one’s individual growth? How much is the right amount of ignorance to possess?

10. At first, the characters in the novel struggle to answer the question of the meaning of life. After receiving the answer, “42” from the computer named Deep Thought, the characters must grapple with the question. Instead of creating a question that could yield the answer “42,” come up with a question you feel is THE essential philosophical dilemma. Analyze your question, and break it down into its reasonable parts, or follow-up questions. Is it important that these questions be answered in our lifetimes? How should we go about finding the answers, especially if there is no such thing as Deep Thought? Is the question the same for everybody?

Life of Piby Yann Martel

Each of the following options presents a question/series of questions about a particular idea from the novel. You may approach these questions in the manner of your choice. Your choices include a standard essay (minimum two pages), a PowerPoint presentation*, a chart (particularly useful for comparing and contrasting, among other things)*, an original dialogue, a fictitious newspaper article, a cartoon or series of images.*

*Any mostly visual representation must be accompanied by a half-page typed explanation of the visual.

1. As a young boy, Pi learns many lessons about religion from Father Martin- the Catholic priest, Satish Kumar- the Muslim mystic, and the Hindu pandit. It seems to be his experiences at the Pondicherry Zoo, however, that ultimately aid in Pi’s survival at sea. Choose at least three bits of wisdom learned at the zoo or from his father about animals, and directly show how he applies them on the boat. You must specifically reference the text to indicate how/when he gains wisdom, and then how/when he uses his knowledge.

2. Pi ends up telling two stories to the investigators at the end of the novel. Identify the similarities in the stories. Then decide which story you believe to be most effective and describe why.

3. Pi’s second story reveals a parallel between himself and Richard Parker that is latent, yet evident, throughout the novel. The split consciousness of one character in literature is often referred to as a “doppelganger,” or literary double. The doppelganger can be used to represent a character grappling with his subconscious self, the hero longing to emerge, or even the evil nature the character has worked so hard to suppress. Describe the relationship of both characters on the boat, paying particular attention to their final scene together as Richard Parker runs off into the forest, never to be seen again. How do these characters complement each other in their quest for survival? In the second story, why

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does Pi imagine his double to be a Bengal tiger? How does taking this form allow Pi to act? What virtues does the tiger possess that Pi, the young boy, might not?

4. One of the most magical and surreal episodes in the book takes place on the algae island, lush with vegetation and inhabited by meerkats. Pi arrives on this island just after the tanker ship fails to see and rescue him, and after he has a long conversation with the cannibalistic French blind man, ending in the death of the French man at the jaws of Richard Parker. In a metaphorical sense, what does the island represent? How does its surprising hidden nature enhance this metaphor? Why does Pi decide to leave the island so quickly, and what does this say about his character? Describe the overall significance of Pi’s brief stay on the algae island.

5. Choose a symbol/thematic idea from the following list, and trace its significance from the beginning to the end of the novel. The color orange, Pi’s name, the ocean, religion, love, storytelling, repetition.

6. Author Yann Martel uses figurative language throughout his novel to express ideas that appeal to the reader’s senses. For example, upon seeing the algae island and its forest, in disbelief Pi says, “I blinked deliberately, expecting my eyelids to act like lumberjacks. But the trees would not fall.” Locate three more lines that use this kind of language (which employs simile, metaphor, imagery, etc.), describe what is being compared and what the greater significance of the comparison might be. How is the language effective? Ultimately, draw a brief case for why figurative language is used to enhance writing.

7. The author emphatically states at the beginning of the novel that this is a story “that will make you believe in God.” Do you agree with this claim? Using specific examples from the text, explain your answer.

8. Besides the loss of his family and possessions, what else did Pi lose when the ship sank? What did he gain? How does the sinking of the ship catalyze Pi’s journey of identity? Describe all of this, and analyze Pi’s individual transformation.

9. Pi describes in detail that animals in the zoo are often misunderstood to be unfortunate captives, instead of well-cared-for beings facing similar obstacles to their wild counterparts. Do you agree with Pi’s contention that animals in a zoo are no worse off than animals in the wild? Why or why not? Explain your answer thoroughly.

10. What are the three religions of which Pi considers himself to be a convert? Describe each in terms of Pi’s education. Although it is clear that none of the adults in the novel think that anyone can believe in all three religions, do you think it is possible for Pi to practice all three convictions faithfully? What do you think Yann Martel’s underlying point is for proposing such an idea?

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English 11: A.P. Language and Composition “Loafing” Assignment”

While I do realize that you may not consider assigned summer reading to be something that enables one to “loaf”, I am hoping that the choices I have made for such an assignment will actually help enhance your summer relaxation by providing you food for thought that will feed soothing and relaxing musings on your part. Please read Henry David Thoreau’s WALDEN during the course of the summer break. It is composed of his musings on nature inspired by living alone near Walden Pond. In the same spirit I am asking you to take part in his experience both by reading his thoughts and by spending some time on your own in nature to foster your thoughts about similar subject matter. This will require you to sit or stroll quietly, turn off cell phones and iPods, refrain from chatting with friends as you do this and ideally do this solo if possible. You are to go to four different natural spots during the summer and spend a minimum of one hour in each, then write about the experience. Please do not use the same location twice for this assignment. There are many, many natural parks and preserves, beaches, botanical gardens, etc. that you may visit, so choose four and visit them over the course of the summer. Space out the visits too so that you are visiting these places as you are reading the material I have selected for you. Perhaps the reading material will help open your eyes to things you might not have noticed before. As you read, think about what is being presented to you by the authors. As you sit or stroll in nature, think about what is being presented by Mother Nature. You are asked to stay a while with nature, to “loaf” if you will.

Loafing is something that is frowned upon in our busy society that seeks to cram as much into a 24 hour period as possible and yet, if one is constantly blitzing through one’s existence and running oneself ragged, one ends up exhausted, perhaps uncaring, and almost certainly dispassionate eventually. It is a sad state of affairs when we are made to feel guilty if we are not gainfully occupied by some task that will further us along the never-ending path to our grave; when we reach our later years and are finally allowed to sit back and relax without having the blade of expectations hovering like a guillotine over our exposed necks, it is then that we are plagued by the thoughts of “What if…” and “I wish I had…” and “If only…”. Alas, it is too late. Too late to explore the wonders of the world around us simply by participating in it. Too late to observe and see penetratingly while being penetrated by the unspoken world of nature. Too late to tune our sensibilities to a frequency that operates outside of the intellect and is therefore able to reach directly and powerfully to the heart with the directness of a sure flying arrow. All those years of fending off the accusation of wasting time and doing nothing – for only that which can be measured by practical results seems to be deemed a worthwhile pursuit in our time –can leave us hollowed skeletons impoverished of experience. If one never pauses to consider the wide world around him, eventually that world narrows until all that is left will be a sliver of the world and one that can barely provide any illuminating happiness, rather like the first silver "C" of a newborn moon cannot light the way for nighttime travelers. This assignment, then, asks you to pause, to consider the world at large, and to feel your place in its largeness. It asks you to consider the choice of where you loaf carefully so as to place yourself in the most fruitful setting to experience as much of the natural world as possible. It asks you to consider your own state of mind, prior to the visit to nature as well as during its visit. It asks you to reflect on your experience of loafing once it is over and to convey that experience as artfully as you can, using whatever writing form you deem most appropriate - or a combination of writing forms if necessary. You will be expected to include your expectations about the loafing experience, the experience itself, and your reflective after-experience thoughts. Please choose where you loaf with consideration as to what you will be able to derive from your choice of location. Your written expression of this experience should be in four detailed installments, each one written

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after a particular visit to one of the natural spots you have chosen to spend time by yourself simply steeping in nature. And closing the four-installment response should be a fifth part, an epilogue that takes an overall look at the experiences you have had in nature and compares/contrasts yours with what Thoreau expresses in WALDEN. Please type it in a 12-point font and double space it. Please also give it a title.

In addition to reading Thoreau’s WALDEN, I have selected several poems, songs, essays, and excerpts from longer works on nature that I would like you to read. For each of these shorter works I would like you to write a response. You may respond in any form that you wish: journal, letter, poem, prose. The idea here is that you speak from your thoughts and emotions in response to what the author is presenting to you. If nothing comes, perhaps put it down and read it again later; if nothing comes that time, then maybe you could respond with questions. Perhaps you have questions for the author that you would like to pose. A series of questions as part of your response is also a legitimate way to interact with the text. Your response to each will vary with the length of what you read and your connection to it, but I shall trust that you are being honest in both your responses and the effort you put into expressing your responses.

I hope you find this assignment easy and enjoyable. It is not my intention to mire you in a series of difficult texts over the lovely summer months, but to open a door to experiences and observations you may not have considered prior to reading these works.

Have a lovely summer break!Ms. Krause

English 11 / A.P. Composition  

Having spent the summer loafing and musing, producing thoughtful, reflections on your experiences in nature and the works you were given to read, you are now able to produce a more polished and refined distillation of your ideas to share with others. For this follow-up assignment you have the task of considering the body of work as a whole and responding to it, not merely reacting. As this summer task used writing as a launch pad to sensory experience and as your sensory experiences in nature provided you with a portal through which you may relate to and interact with the various texts, the follow-up assignment ought to involve both your intellectual reflection in words as well as sensory oriented media to help communicate to and evoke in your audience an experience similar to your own. THAT IS YOUR GOAL!

The five senses of sight, hearing, taste, touch, and smell all need consideration as you review your experiences and thoughts, deciding which will be the most useful tools to convey what you wish. And do keep in mind that you need not employ these senses literally, but may, as the poets do with words, use them figuratively. Consider, for example, the sense of taste. You may not have sat in nature tasting what was around you. I daresay that likely would have been very risky behavior. Oh, you may have plucked a fat, ripe raspberry to the delight of your taste buds, but probably you wisely refrained from licking trees or tasting insects. Nonetheless, you may still use the sense of taste to connect with the experience of fresh clean air that may have reminded you of peppermint. Or perhaps the sweet scent of flowers reminded you of honey or some delicious confection. Maybe in watching a robin eat a worm you were reminded of some soggy and vile vegetable you have been forced to eat on occasions. Or consider the sense of hearing. You may indeed have heard the buzzing of insects or birdsong – but why remain at the literal level of sound? Countless composers have sought to interpret nature’s music in their own compositions and even beyond such artistic interpretation and mimicry, certain musical compositions might just be the right choice to help communicate the mood that your loafing inspired. Each of the senses can be employed both literally and figuratively in the quest to

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share as fully as possible the essence of your summer experience. Consider these five pathways available to us to experience the world and choose a minimum of three (3) to figure prominently in your presentation to the class.

In drawing on the ideas that fomented in your mind as a result of your reading and nature experiences, you are to select out five (5) key ideas quoted from the collected works and incorporate them into the reflections you will share with the class. You may choose any format you deem fruitful, but be certain to keep clearly focused on your goal: What specifically do you want your audience to take away from your presentation?

Lastly, identify for the class an organization that embodies values that reflect what you derived from your summer experiences. There are COUNTLESS groups out there, oodles whose names you have not yet even heard, I am sure! Research this organization of your choice so as to provide an introduction of it with its beliefs and mission(s) to the class, enumerating what it seeks to accomplish and why you think it worthy and reflective of your own beliefs/experiences.

Consider the variety of media you can use to help you communicate the essence of your experiences, what you learned about yourself and nature, what you learned about ideas, and what ideas were inspired in you. In a presentation of ten (10) minutes you can use music, recorded sounds, photography, artwork, poetry, prose, oratory, song, textures, scents, food, dance, movie clips – to name a few possibilities. You need to use your imagination to produce a LINGUISTIC AND SENSORY RESPONSE TO YOUR MULTI-LAYERED EXPERIENCE to achieve a type of communication that will move you as close as possible to sharing your experience and thoughts about your experience with others. In deciding what the experience means to you, you will be able to identify others who feel similarly and that will help you discover an organization or organizations that share your sense of nature and your values.

Spend time considering what transpired within you, intellectually and emotionally, as you read and loafed this summer and then you can focus your attention on sculpting this presentation to share that intellectual and emotional experience with the rest of us. You will be expected to hand in the writing about your choice of organization and your reasons for choosing it, making it clear how it relates to or was prompted by the experiences you had. Include three (3) research sources; in other words, don’t just simply trust what the organization says about itself – confirm it before you ally yourself with it. This overview of the group and your reasons should be two (2) pages typed in a 12-point font and double spaced with one-inch margins all around. The presentation is graded live; you are not handing in any additional writing except the summer reading task which you have already completed in the summer months.  

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Required Reading for the Summer Prior to Entering English 11 A.P. Language & Composition :

WALDEN: Henry David Thoreau"February: Thinking of Flowers": Jane Kenyon"Let Evening Come" : Jane Kenyon"Twilight: After Haying" : Jane Kenyon"The Heaven of Animals" : James Dickeyexcerpt from THE POWER OF MYTH: Joseph Campbell with Bill Moyersselection from THE PROPHET : Kahlil Gibran"Birds" : D.H. Lawrence"The Eagle And The Hawk" : John Denver"Rocky Mountain High" : John Denver"Little Citizen, Little Survivor" : Hayden Carruthexcerpt from LAST CHILD IN THE WOODS : Richard Louvexcerpts from LETTERS FROM EDEN : Julie Zickefoose"Some thoughts and reflections on the use of illustration in Biodiversity Education Campaigns" : Stephen D. Nash"Consider The Lobster" : David Foster Wallace

AP English Literature Summer Reading - 2010

In an attempt to have you remain in a literary frame of mind, I have prepared some summer reading for your entertainment. Read, but most of all, enjoy the literature. I am hoping that this small literary exercise will be just a precursor to insightful discussion, perceptive writing, and an accumulation of wisdom over the course of the school year. Your sense of intellectual independence will become paramount as a goal for the coming year.

After many conversations with students over the course of many years, I have the understanding that students are not really opposed to the concept of reading itself but to the notion of creating an accompanying essay. It appears to be the writing which takes much of the fun out of the project. In light of this thinking, the summer assignment will be nothing more than the reading of the following two works:

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The Kite Runner by Khaled HosseiniBlindness by Jose Saramago

When we return in September, we will discuss these books and do some in-class writing and class presentations. It might be a good idea to use a post-it as you read something important or, even better, to start a dialogic journal. This will help you remember many of the characters and plot elements or ideas that you could easily forget after two months. Please take the instruction handout for the dialogic journal when you pick up your books. We will be doing a lot of journal writing during the year, so it might be a good idea to get a head start of the concept.

Any questions? E-mail me any time at Jude1896@aol.com Enjoy your summer!Mr. Heller

AP Literature 12The Kite Runner

by Khaled Hosseini

Discussion Questions:1. The novel begins with Amir’s memory of peering down an alley, looking for Hassan,

who is kite running for him. As Amir peers into the alley, he witnesses tragedy. The novel ends with Amir kite running for Hassan’s son Sohrab, as he begins a new life with Amir in America. Why do you think the author chooses to frame the novel with these scenes? Refer to the following passage: “Afghans like to say: Life goes on, unmindful of beginning, end . . . crisis or catharsis, moving forward like a slow, dusty caravan of kochis [nomads].” How is this significant to the framing of the novel?

2. The strong underlying force of this novel is the relationship between Amir and Hassan. Discuss their friendship. Why is Amir afraid to be Hassan’s true friend? Why does Amir constantly test Hassan’s loyalty? Why does he resent Hassan? After the kite running tournament, why does Amir no longer want to be Hassan’s friend?

3. Early in Amir and Hassan’s friendship, they often visit a pomegranate tree where they spend hours reading and playing. “One summer day, I used one of Ali’s kitchen knives to carve our names on it: ‘Amir and Hassan, the sultans of Kabul.’ Those words made it formal: The tree was ours.” In a letter to Amir later in the story, Hassan mentions that “the tree hasn’t borne fruit in years.” Discuss the significance of this tree.

4. We begin to understand early in the novel that Amir is constantly vying for Baba’s attention and often feels like an outsider in his father’s life, as seen in the following passage: “He’d close the door, leave me to wonder why it was always grown-ups time with him. I’d sit by the door, knees drawn to my chest. Sometimes I sat there for an hour,

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sometimes two, listening to their laughter, their chatter.” Discuss Amir’s relationship with Baba.

5. After Amir wins the kite running tournament, his relationship with Baba undergoes a significant change. However, while they form a bond of friendship, Amir is still unhappy. What causes this unhappiness and how has Baba contributed to Amir’s state of mind? Eventually, the relationship between the two returns to the way it was before the tournament, and Amir laments, “We’d actually deceived ourselves into thinking that a toy made of tissue paper, glue and bamboo could somehow close the chasm between us.” Discuss the significance of this passage.

6. As Amir remembers an Afghan celebration in which a sheep must be sacrificed, he talks about seeing the sheep’s eyes moments before its death. “I don’t know why I watch this yearly ritual in our backyard; my nightmares persist long after the bloodstains on the grass have faded. But I always watch. I watch because of that look of acceptance in the animal’s eyes. Absurdly, I imagine the animal understands. I images the animal sees that its imminent demise is for a higher purpose.” Why do you think Amir recalls this memory when he witnesses Hassan’s tragedy in the alleyway? Amir recollects the memory again toward the end of the novel when he sees Sohrab in the home of the Taliban. Discuss the image in the context of the novel.

7. America acts as a place for Amir to bury his memories and a place for Baba to mourn his. In America, there were “Homes that made Baba’s house in Wazir Akbar Khan look like a servant’s hut.” What is ironic about this statement? What is the function of irony in this novel?

8. What is the significance of the irony in the first story that Amir writes? After hearing Amir’s story, Hassan asks, “Why did the man kill his wife? In fact why did he ever have to feel sad to shed tears? Couldn’t he have just smelled an onion?” How is his reaction to the story a metaphor for Amir’s life? How does this story epitomize the difference in character between Hassan and Amir?

9. Why is Baba disappointed by Amir’s decision to become a writer? During their argument about his career path, Amir thinks to himself: “I would stand my ground, I decided. I didn’t want to sacrifice for Baba anymore. The last time I gad done that, I had damned myself.” What has Amir sacrificed for Baba? How has Amir “damned himself”?

10. Compare and contrast the relationships of Soraya and Amir and their fathers. How have their upbringings contributed to these relationships?

11. Discuss how the ever-changing politics of Afghanistan affect each of the characters of the novel.

12. On Amir’s trip back to Afghanistan, he stays at the home of his driver, Farid. Upon leaving he remarks:”Earlier that morning, when I was certain no one was looking, I did something I had done twenty-six years earlier: I planted a fistful of crumpled money under a mattress.” Why is this moment so important in Amir’s journey?

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13. Throughout the story, Baba worries because Amir never stands up for himself. When does this change?

14. Amir’s confrontation with Assef in Wazir Akbar Khan marks and important turning point in the novel. Why does the author have Amir, Assef, ad Sohrab all come together in this way? What is this significance of the scar that Amir develops as a result of the confrontation? Why is it important in Amir’s journey toward forgiveness and acceptance?

15. While in the hospital in Peshawar, Amir has a dream in which he sees his father wrestling a bear: “They roll over a patch of green grass, man and beast . . . They fall to the ground with a loud thud and Baba is sitting on the bear’s chest, his fingers digging in its snout. He looks up at me and I see. He’s me. I am wrestling the bear.” Why is this dream so important at this point in the story? What does this dream finally help Amir realize?

16. Amir and Hassan have a favorite story. Does the story have the same meaning for both men? Why does Hassan name his son after one of the characters in the story?

17. Baba and Amir know that they are very different people. Often it disappoints both of them that Amir is not the son that Baba has hoped for. When Amir finds out that Baba has lied to him about Hassan, he realizes that “as it turned out, Baba and I were more alike than id ever known.” How does this make Amir feel about his father? How is this both a negative and positive realization?

18. When Amir and Baba move to the States their relationship changes, and Amir begins to view his father as a more complex man. Discuss the changes in their relationship. Do you see the changes in Baba as tragic or positive?

19. Discuss the difference between Baba and Ali and between Amir and Hassan. Are Baba’s and Amir’s betrayals and similarities in their relationships of their servants (if you consider Baba’s act a betrayal) similar or different? Do you think that such betrayals are inevitable in the master/servant relationship, or do you feel that they are due to flaws in Baba’s and Amir’s characters, or are they the outcome of circumstances and characters?

AP ENGLISH

DISCUSSION NOTES FOR BLINDNESS BY JOSE SARAMAGO

In groups of not more than three or four, choose one of the following questions, write your response in your notebook, and be prepared to give a presentation to the class on your responses. You will have two class days to respond before the presentations.

1. WHAT ABOUT THE TITLE, ‘BLINDNESS’? EVEN THE QUOTATION BEFORE THE TITLE PAGE ASKS THAT YOU BEHAVE ACCORDINGLY:“ IF YOU CAN SEE, LOOK/ IF YOU CAN LOOK, OBSERVE” WHAT IS THE INCREMENTAL INCREASE IN ONE’S ABILITY TO SEE? WHAT DOES THE TITLE ITSELF SAY ABOUT THE MOTIF OF SEEING VERSUS NOT SEING?

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2. How do you explain the absence of any names ion this novel? Why are descriptors used instead? One of the characteristics of allegory is not characters are not individually named. The focus is aimed at the point of the story rather than character development. Try to locate other works of literature or film which function allegorically.

3. “The moral conscience that so many people…(p17)Is this idea really true? Does the world operate by a moral imperative or is this simply a luxury which civilized communities can afford? “Generosity and altruism…two best traits of human nature” (16)

4. Describe the narrative technique of this novel. Is this ‘jumble’ appealing or disconcerting to you as a reader? What are the advantages and disadvantages? (address the issues of point of view, dialogue, and punctuation). Is it good for a reader to be disoriented?

5. Describe what would happen if everyone at Clarke suddenly went blind and were enclosed (secured) in a maximum security fashion. Be specific in your description of the scenario.

6. Does the moral code exist because people are able to see? What would be lost in our world without sight? Imagine one of those National geographic specials on say the fish of the dark deep (lantern fish); would we be like this without sight? i.e. merely concerned with nourishment and reproduction? Is this an enviable state?

7. As you see it, what was the worst experience suffered by the people in this novel? Is the brutal violence in this novel an effective technique? Are there other films or works of literature which use violence in the same way?

8. Discuss your reaction to the end of this novel. Were you disappointed in any way because of the inexplicable events? What should the characters now ‘see’? Are the main characters any different now after their experience? Why do you think one character was allowed to see throughout this novel?

9. How effective is government at managing the crisis at hand? What about is our culture? Do you feel confident in light of the threat of an epidemic? Explain with specific examples. 10. Further inquiry/Extra credit

Albert Camus’ The Plague Danny Boyle’s 28 Days Later Cormac McCarthy’s The Road Clive Barker’s The Plague Ingmar Bergman’s The Seventh Seal Wolfgang Petersen’s Outbreak Stephen King The Stand

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Syracuse University Project AdvanceSummer Reading 2010

WRT 105 (Fall semester) is a college writing course for which you will receive 3 credits. As an introduction to the critical thinking skills which we will hone over the course of the Fall semester, I invite you to read the following two works. I am hopeful that they stimulate your thinking and prompt you to generate some original ideas.One of the textbooks which we will use this year is Ways of Reading. In this text you will find the following:

1. Susan Bordo “Hunger as Ideology” (p.138) After reading this essay, look to page 173 and answer question #2.

Please read this question carefully and answer it as completely as possible,I did not put a word length on the assignment because I do not want to cap your thinking or to make you feel that there is a ‘minimum’ number of words (ideas) to negotiate. If you have been reading closely, then simply say what needs to be said concerning the question. It would also be a good idea to create a dialogic journal of the material in the essay. This type of journal allows you to ‘talk’ with the content of the essay. This can be done by extracting quotes from the essay, writing them down, and then on the other side of the page, creating a series of comments, articulations, explanations, or elaborations. In other words, you are in dialogue with the text itself. Since I am providing you with a copy of the essay instead of the text itself, you could highlight, underline, and annotate throughout the essay. This activity will be good practice as you negotiate the difficult intellectual material of college courses. If you choose to annotate the handout instead of creating a dialogic journal, you should give evidence of having an ‘ intellectual conversation’ with the material. It should be clear through your comments whether you agree or disagree with the material and also your comments should provide some window into your thinking about the material itself.

2. Feed M.T. AndersonYou may consider using a post-it to remind you of ideas and details since this is a school

book and you can not write in it. There will be no writing assignment at this time on this novel but I will expect you to write in September as well as participate in a group presentation on this work. This might be a good place to start a dialogic journal.

I would like to start the year with a reading of your essay on Susan Bordo during the first few days of class and then to move on to some group activities related to Feed. Please be ready to read and share. If there are any questions about this assignment, please do not hesitate to e-mail me about your concerns. Jude1896@aol.com

Have a wonderful summer,Mr. Heller

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Syracuse University Project AdvanceWRT 105Feed

Comment on each of the quotes and see if you can point out specific examples in our culture where there is applicability. Be prepared to take part in a round table group discussion as you read your dialogic journal aloud.

PART ONE “MOON”

WORLD OF SEX AND ENTERTAINMENT“UNIT”English to English WordbookProtests- “Eurotrash”

PART 2 “EDEN”“FEEDNOT” “I MISSED THE FEED” (47)Corporation Profile (48)

PART 3 “UTOPIA”

SUBURBS STACKED ON TOP OF EACH OTHER (77)UPCARSClouds ™ School ™ Synthetic Breeze“Last days of the American forests” (94)“Songs are their own jingles” (101)“Really bad in South America” (111)“News had been asked to be a little more positive” (111)“We’re raising a nation of idiots” (113)“conceptionarium” (116)“Air Factory” (125)Throw dishes/table away (129)“Filet mignon farm” (142)“Turn on and off the sun and the stars” (147) “Automated intelligence Nina” (154)“Have you looked at the sea? Everything’s DEAD…dying” (180) “Lesions are brag” (183)“Link…genetic clone of Abe Lincoln” (186)“New kinds of fungus” (191)“Slugs so big” (191)“You’re raised for food” “you’re being eaten” (202)

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PART 4 “SLUMBERLAND”

“I want to do things to show you’re alive” (216)“The rain’s over” (226)“Your 100 years, that’s all you have” (226)“Things I want to do” (229)“Teacher was a hologram” (234)“Two villages on the Gulf of Mexico, 150 people…DEAD…covered in this black stuff” (241)…industrial disaster“global alliance is blaming the United States” (241)“Feed tech…reviewed your purchasing history” (247)“Who are we if we don’t have a past?” (253)“I deleted everything” (254)“Almost nothing lives here anymore” (273)“Our skin is falling off” (273)“Nike speech tattoo” (277)“bees came out of the walls” (278)“unexplained underground explosion in New Jersey” (284)“the eloi” (291)“extensive bombing in South America” (296)“ancient saying in Japan” (296) bridge of dreams in The Tempest

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