2013 Summer Reading List The following books are for all students. Please find your grade for assigned reading. All books must complete the summer reading packet (downloadable as a separate “document” on the school website ) EXCEPT for The Seven Habits of Highly Effective Teens and AP classes (see attached assignments). 7 th Grade The Pigman by Paul Zindel The Seven Habits of Highly Effective Teens by Steven Covey 8 th Grade To Kill a Mockingbird or Where the Red Fern Grows 9 th Grade Speak by Laurie Anderson or Ready Player One by Cline Fahrenheit 451 by Bradbury 10 th Grade Choose one: Rebecca by du Maurier And Then There Were None by Christie Jane Eyre 11 th Grade—English Choose one: The Bell Jar by Sylvia Plath The Secret Life of Bees by Sue Monk Kidd Slaughterhouse Five by Kurt Vonnegut 11 th Grade-- AP English Language and Composition Please see attached for assignments 11 th Grade—AP US History Please see attached for assignments 12 th Grade—English Choose one: The Poisonwood Bible—Kingsolver Girl with Pearl Earring—Tracy Chevalier Extremely Loud and Incredibly Close—J. S. Foer 12 th Grade—AP English Read ALL: The Stranger by Camus The Great Gatsby by Fitzgerald The Poisonwood Bible by Kingsolver Poems o “My Last Duchess” by Browning o “Ode on a Grecian Urn” by Keats Please see attached for assignments 12 th Grade—U. S. Government Read the U. S. Constitution
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2013 Summer Reading List
The following books are for all students. Please find your grade for assigned reading. All books must complete
the summer reading packet (downloadable as a separate “document” on the school website ) EXCEPT for The
Seven Habits of Highly Effective Teens and AP classes (see attached assignments).
7th Grade
The Pigman by Paul Zindel
The Seven Habits of Highly Effective Teens by Steven Covey
8th Grade
To Kill a Mockingbird or Where the Red Fern Grows
9th Grade
Speak by Laurie Anderson or Ready Player One by Cline
Fahrenheit 451 by Bradbury
10th Grade
Choose one:
Rebecca by du Maurier
And Then There Were None by Christie
Jane Eyre
11th Grade—English
Choose one:
The Bell Jar by Sylvia Plath
The Secret Life of Bees by Sue Monk Kidd
Slaughterhouse Five by Kurt Vonnegut
11th Grade-- AP English Language and Composition
Please see attached for assignments
11th Grade—AP US History
Please see attached for assignments
12th Grade—English
Choose one:
The Poisonwood Bible—Kingsolver
Girl with Pearl Earring—Tracy Chevalier
Extremely Loud and Incredibly Close—J. S. Foer
12th Grade—AP English
Read ALL:
The Stranger by Camus
The Great Gatsby by Fitzgerald
The Poisonwood Bible by Kingsolver
Poems
o “My Last Duchess” by Browning
o “Ode on a Grecian Urn” by Keats
Please see attached for assignments
12th Grade—U. S. Government
Read the U. S. Constitution
11th Grade AP English Language and composition
Summer Reading Assignment
Welcome to the Advanced Placement English program at St. Patrick Catholic High School! I look forward to a
productive, challenging, and intellectually stimulating year together. During the summer you will read a
minimum of three novels: On Writing: A Memoir of the Craft by Stephen King, The Scarlet Letter by Nathaniel
Hawthorne, and a nonfiction novel of your choice. We will intertwine social issues into our study and discussion
of these novels in order to begin preparation for the national test in AP English Language and Composition. The
assignments included in this packet are designed to serve as the basis for our discussions and activities at the
beginning of the school year. A complete copy of this assignment will be placed on the SPCHS website for access
as well as on my classroom website at: http://amberschoendorf.weebly.com. Once on the homepage, click on
“AP English Language and Composition” to find your class site. The summer reading assignment is divided into
three parts:
Part I: Reading of The Scarlet Letter by Nathaniel Hawthorne (Assessments will occur during the first week of school) Part II: Reading of On Writing: A Memoir of the Craft by Stephen King Part III: Nonfiction Novel Book Review and Presentation
Each part is outline for you in this packet. Much of your summer assignments will be turned in through our class website at http://mrsbuckley-apenglish.weebly.com. Note: All work is expected to be completed on a computer. If one is not available to you, please know that our local libraries have computers and printers for public use.
All activities are also outlined again on this website, so it will become a vital part of your AP English Language journey this summer. Make yourself comfortable with the site because we will also use it heavily throughout the year. Note: Many college courses are now web-based, so becoming familiar with using a website to submit assignments and comments to forums will greatly enhance your ability to succeed in a college atmosphere. Please note: All written work is to be original. Do not work on these assignments together. Please be forewarned that phrases, sentences, and/or ideas copied from analytical sources (either paper or online) will result in no credit for the assignment. Academic dishonesty will not be tolerated in this course. Contact me via e-mail ([email protected]) should you have any questions regarding the summer reading assignment. Please be patient if I do not respond right away. I will not be able to check my e-mail everyday over the summer months. Also, if you include references or direct quotations from the summer reading texts, you must use MLA format in order to cite your sources. For more information about documenting sources, please visit the class website at http://mrsbuckley-apenglish.weebly.com or explore the information at the Purdue Online Writing Lab at http://owl.english.purdue.edu/owl/resource/747/01/.
STEP 1: As you read The Scarlet Letter, you will complete the discussion questions found on the class website at http://mrsbuckley-apenglish.weebly.com. These questions will be in forum format so that you will be able to see others’ responses and to respond to those answers. Also, due to the fact that this novel is college-level material, you will also be able to ask me any questions for clarification on this forum. I will also participate in this class discussion forum. You will have until July 31 to respond to ALL discussion questions on the forum.
STEP 2: Near the end of the 2013-2014 school year, you will be encouraged to take the national AP test in the hope of earning 3 college credits. In order to prepare you for this exam, you will take an AP-style multiple-choice test on The Scarlet Letter. I will use this as a diagnostic test to measure your prior knowledge and readiness for the advanced placement program. Please do not collaborate on the test. This is a measure of your academic integrity. I will award you completion points for attempting the questions. Your actual score on the multiple choice test will not affect your grade in the class. Therefore, you should not feel the urge to collaborate with others. Please be aware that the types of questions you will encounter on the AP exam are much more difficult than what you have experienced in previous English classes. Do not be alarmed if you feel overwhelmed by the difficulty of the questions – this is a normal reaction. Simply try your best.
PART II: Summer Reading Novel: On Writing: A Memoir of the Craft
Have you ever wondered: “Did the author mean to do that?” King’s book, which is subtitled A Memoir of the Craft, provides an excellent response to that question. As King states in the introduction to this book, “What follows is an attempt to put down, briefly and simply, how I came to the craft, what I know about it now, and how it’s done.” In this book, you will learn that writers do indeed make deliberate choices about diction, syntax, details, and other elements as they compose their work. (This analysis is a major component of the work we will do in AP Language.) The book is divided into four sections: C.V., Toolbox, On Writing, and On Living: A Postscript. Your assignments will, likewise, be divided into four sections. For each assignment below, please include MLA in-text and post-text documentation for the passages discussed. Submit your assignment via the class website by July 31, 2013.
Task # 1: C.V. This is a non-fiction text, but it often reads like a novel. To tell his story, King uses literary elements and techniques (i.e., imagery, dialogue, figurative language) which we often associate with fictional pieces. Identify three passages in which King uses such elements/techniques effectively. Explain the elements/techniques he uses and why they are effective.
Task # 2: Toolbox Create a writer’s toolbox for yourself. Identify 7 rules of writing that King discusses (include the page number), which you think are important or interesting. Then, add an additional 7 rules of writing which you have either practiced or been taught throughout your school career. Example: Don’t begin a sentence with “and.” In class, we will discuss the merit of these various “rules.”
Task # 3: On Writing How does King feel about writing? How do you know? Choose three key passages from this section in which King defines writing, either directly or figuratively. In your own words, restate King’s point about writing in the passage and why you think this point is interesting or important.
Task # 4: On Living: A Postcript This task does not pertain to just this section of the book. Rather, explain your opinion of King as both a writer and a person. Would you consider reading one of his books now, for example? (If you have read his books prior to this assignment, has your opinion of the author changed? If so, how?) What do you think King’s purpose was in writing this book? Support your answers to both prompts with evidence from the text.
PART III: Nonfiction Book Analysis and Presentation
The AP English Language and Composition course suggests a strong emphasis on nonfictional texts. Because most of the selections that you are required to read during the school year are fictional novels, we are asking you to read, review, and present a nonfiction work. Nonfiction includes the following genres: autobiography, biography, memoir, and all other accounts that are true. Assignment: Choose a full-length, nonfiction work by an American author. Read it, and then complete a book analysis and Photo Story presentation (instructions to follow). When you return from summer break, you will present your novel to the class in the form of a Photo Story. Below is a list of suggesting nonfiction novels by American authors. In order to confirm your book choice, you MUST go to http://mrsbuckley-apenglish.weebly.com and type your name and book choice into the “comments” section of the Summer Reading Forum. You may not choose a book that another student has already posted in the forum. In other words, if someone else has already posted the book, you must choose another! You may also find an American nonfiction novel of your choice, but you must email me at [email protected] in order for it to be approved. Please remember, this is a college-level program. Therefore, your book selection should be appropriate for a college-level course. Below is a list of suggested nonfiction novels:
(Please note: Some of these novels include mature language and adult content) Outliers by Malcolm Gladwell Into the Wild by Jon Krakauer The Overachievers by Alexandra Robbins Escape by Carolyn Jessup The Immortal Life of Henrietta Lacks by Rebecca Skloot The Glass Castle by Jeannette Walls Running with Scissors by Augusten Burroughs Beautiful Boy by David Sheff Kabul Beauty School by Deborah Rodriguez Prozac Nation by Elizabeth Wurtzel Seabiscuit by Laura Hillenbrand A Child Called “It” by Dave Pelzer A Million Little Pieces by James Frey* Electroboy by Andy Behrman Black Hawk Down by Mark Bowden Angela’s Ashes by Frank McCourt She Said Yes by Misty Bernall Teacher Man by Frank McCourt Catch Me If You Can by Frank Abagnale Tweak by Nic Sheff The Zookeeper’s Wife by Diane Ackerman The Innocent Man by John Grisham Reading Lolita in Tehran by Azar Nafisi In Cold Blood by Truman Capote How Starbucks Saved My Life by Michael Gates Gill
Three Cups of Tea by Greg Mortenson* The Perfect Storm by Sebastian Junger A Little Bit Wicked by Kristin Chenoweth Miss O’Dell by Chris O’Dell In a Heartbeat by Leigh Anne and Sean Tuohy Have a Little Faith by Mitch Albom The Sound of a Wild Snail Eating by Elisabeth Tova Bailey Your Father’s Voice by Lyz Glick Fighting Back by Deena Burnett Girl, Interrupted by Susanna Kaysen A Devil in the White City by Erik Larson The Last Lecture by Randy Pausch Lucky by Alice Sebold My Friend Leonard by James Frey Fast Food Nation by Eric Schlosser Nickel and Dimed by Barbara Ehrenreich Sutton by J.R. Moehringer* All the President's Men by Carl Bernstein, Bob Woodward The Last Boy: Mickey Mantle and the End of America's Childhood by Jane Leavy Lincoln: A Life of Purpose and Power by Richard Carwardine I Beat the Odds by Michael Oher I Never Had It Made by Jackie Robinson, Alfred Duckett
*The authors of these novels have released disclaimers that some of the information provided in the novel is not truthful and/or embellished.
Microsoft Photo Story Presentation Featuring your selected nonfiction novel
Step 1. Please visit the following website to download your free Photo Story 3 for Windows: http://www.microsoft.com/windowsxp/using/digitalphotography/PhotoStory/default.mspx Follow the online instructions for downloading the program. Although the program claims that it is only compatible with Windows XP, it will work with Windows 7 (I tried it myself). You may use iMovie if you are more comfortable with a Mac, but your video should include mainly photos. Step 2. You may wish to familiarize yourself with the program prior to completing the project. A step-by-step tutorial can be accessed online at: http://www.microsoft.com/windowsxp/using/digitalphotography/photostory/tips/firststory.mspx. Why not practice using the program to showcase your own pictures from a family vacation, prom, or other memorable event? Step 3. To meet minimum requirements, 20 pictures must be used to feature your nonfiction novel. Create a folder and save various pictures from the Internet or digital camera. Follow the directions in the tutorial to create your presentation. Your presentation should be approximately 5 minutes in length (no longer). Step 4. Text and/ or voice must be added to narrate your presentation. Be sure the text you include is clearly visible. If you have the capabilities to add voice narration, you will eliminate the need to speak directly to the class as part of your presentation. If you do not include voice narration, prepare note cards so you may effectively speak to the class while your Photo Story is being presented. Also, add music to your presentation by either selecting a song that has relevance to the novel or by creating your own musical accompaniment (see tutorial). Step 5. Save your presentation to a flash drive or CD for submission on the first day of class. You may e-mail the presentation to your instructor if you do not have access to either of these storage devices. If you choose to e-mail the presentation as an attachment, I will confirm receipt of your presentation. Print my response as verification that the file was successfully received.
PROJECT REQUIREMENTS Your Photo Story Presentation MUST:
Identify title and author
Establish setting (time and place)
Introduce major characters and provide brief description of each
Briefly narrate story (don’t give away the ending)
Provide author’s background information
Identify author’s purpose (reason for writing) and tone (author’s attitude)
Comment on author’s writing style (word choice, sentence structure, organization, use of figurative language, imagery, symbolism, etc.)
This assignment is worth 40 points. You must complete all of the requirements in order to earn full credit. Additionally, the overall quality and organization of the presentation will be assessed. Remember to bring the presentation with you on the first day of school.
AP English Language Nonfiction Book Analysis Answer the following questions pertaining to the nonfiction novel that you choose to read. Respond to each question in a short paragraph comprised of 5-8 sentences. The book analysis is worth 20 points (2 points per question). You will be assessed on the quality and thoughtfulness of your responses, in addition to the conventional rules of writing. Please type the questions above each response. Submit your answers to the class website by July 31, 2013. 1. What is the significance of the title, and what can we conclude from the title before opening the text? 2. What is your visceral reaction to the text and why did you react this way? 3. What is the most important event or passage in the text and why? 4. What parts distract from the work’s overall effectiveness and why? 5. What dominant themes permeate the text? 6. What patterns have you discovered in the text? 7. What confuses you or makes you wonder about the text? 8. What questions do you have after reading the text? 9. Would you read another book by this author? Why or why not? 10. What effect does the book have on your beliefs, thoughts, and/or theories? Explain. A deduction will be taken for writing that does not follow the standard conventions of written English. If you use examples from the novel, make sure to use MLA documentation.
11th
AP US History
Dear 2013-2014 APUSH Students,
Congratulations on accepting the invitation and challenge to take the 2013-2014 Saint Patrick Catholic
High School APUSH course. I hope that you are excited for a challenging year in which you will grow
to appreciate the rich culture, heritage, and history of our nation and improve your reading, writing,
study, and organizational skills as a student in our preparations for the APUSH exam in May of 2014.
As you will judge from the summer assignment, this course will be taught on a collegiate level;
however, recognizing that you are high school juniors, adequate support will be provided to you as you
develop your writing and reading skills. This class will be challenging, but it will help you to grow as a
student. As always, you must do your own work – cheating is never tolerated.
I invite you to keep a couple of things in mind as you prepare yourself for class this autumn:
Explore history – If you take a vacation, see if you can stop at a historical marker along the way. Or, do
a little research about the place you are visiting. Take the time to start thinking historically. History is all
around you, if you can see it.
Read – Try to read several books over the course of the summer. You will do a fair amount of reading in
this class this year and if you are not in the habit of turning pages (or swiping them, as the case may be)
it will be much more difficult for you to adjust. Read fiction, if that is your choice, but try picking up a
historical book as well. There are some really wonderful page-turners about American history.
Write – Keep a journal for the summer, or try writing a short story. The more you write, the easier it is to
write well. You will write quite a bit in this class. The more comfortable you are with writing, the more
successful you will be.
Become an informed Junior Citizen – Read the newspaper. Watch CSPAN. Try to keep updated on the
world’s events. Develop an opinion. Most of what we learn in this class will directly relate to what is
happening in the world today.
Explore your family history – Stuck for a conversation started at the Fourth of July BBQ? Ask your
parents about what it was like growing up. Or ask a grandparent or elderly friend about the Vietnam Era,
or World War II.
Finally, enjoy your summer – Preparing for this class should not consume all your free time. Go climb a
tree, take a swim, or go for a run. You will wish for that free time during the year.
Never stop exploring!
Mr. Orin Eleuterius
APUSH Teacher, 2013-2014
Required Assignment One: Letter of Intent
Rationale: It is essential that you and your family recognize the time commitment that will be expected
of you as an APUSH student this year.
Summer Task: Write a paragraph letter in your own handwriting explaining your intent to take the
APUSH class for the 2013-2014 school year and in which you promise to dedicate the time necessary to
read, reflect, write, and prepare for both this class and the exam in May of 2014. Please also identify that
the class will be challenging at times, and that you accept this challenge. Your parents should write a
similar note to be included with yours. Please mail this letter to the address below:
Mr. Orin Eleuterius, APUSH Teacher
C/o Saint Patrick Catholic High School
18300 Saint Patrick Road
Biloxi, MS 39532
Your letter must be postmarked on or before June 30, 2013.
Required Assignment Two: Geography Activity
Rationale: It is essential as an American citizen to have a firm grasp of the political and physical
geography of the United States. Moreover, the history of the United States will be more comprehensible
to students who can locate places within their minds. Such knowledge will assist students in responding
to questions or eliminating distractor responses because they will have a geographical frame of
reference.
Summer Task: Study the locations of the 50 states, various cities, and geographical features distributed
as a packet at our pre-summer meeting. The blank maps must be completed to be turned in on the first
day of school. You are free to use any one of a number of resources on the Internet to complete this
packet neatly. There are also a number of on-line resources where you can take practice tests on this
essential material.
On the first day of school, students should be prepared for an assessment in which students will have to
identify the location of several of the locations in the geographical packet. Students should be prepared
to be assessed on this material at any time during the academic year.
Required Assignment Three: Presidents of the United States of America
Rationale: As an American citizen, a student should know the political leaders who shaped the United
States with their ideas, policies, and decisions. Moreover, having a grasp of the chronology of the
American presidents will assist students in contextualizing the progress of American history and key
terms. This will better enable students to answer Multiple Choice Questions and incorporate relevant
information into essays.
Summer Task: Memorize the Presidents of the United States in chronological order. It is suggested to
memorize them in groups of three.
On the first day of school, students should be prepared for an assessment in which students will have to
list the presidents in chronological order. Students should be prepared to be assessed on this material at
any time during the academic year.
Required Assignment Four: Handwritten Outlines of Chapters 1-3 of
Pathways to the Present
Rationale: It is essential that college-bound students learn to interact with text in a positive and
productive manner. Learning to identify key information in a text is a skill that will serve any student of
the social studies for years to come. Over the course of this year, students will become expert at reading
many pages of text and organizing key information into an outline format of their choosing.
Moreover, the APUSH exam is incredibly thorough, and students are often tested on both popular and
obscure knowledge of American History. Since it is logistically impossible for me to teach you all of the
material that you will need to know to do well on the test, it is essential that you carefully read your
entire textbook over the course of the year in addition to the Preparing for the US History Exam book,
affectionately known as “the Flag Book” resource.
Your outlines must be handwritten in a pen with black or blue ink. I suggest the Harvard or Cornell style
of outlining. You are encouraged to find the style that best suits you. Outlines for each chapter should be
at least two pages (front and back = one page) in length, but not more than three.
Summer Task: Read and take notes in outline form on the first three chapters of Pathways to the Present
in accordance with the directives listed in the rationale section. Focus on key terms.
These outlines are due on the second day of school. You will also have a test over these three chapters
on this day. Excellent test-prep material may be found on-line via phschool.com and in the text itself.
Required Assignment Five: Summer Essay
Rationale: Writing well is arguably the most important skill that a student can acquire. Being able to
write clear, organized, and effective papers is essential for further success in high school, college, and
beyond. Moreover, this APUSH class will demand a large amount of writing from each student. The
course will focus on persuasive and expository writing, and students will need to answer three essay
questions on the APUSH exam in May (two “Free Response: and one “Document Based”).
Summer Task: Write one two-three page paper that answers one of the following questions, which is
based on your textbook reading. This response is due on the first day of school.
1. Describe the impact of Europeans on Native American cultures and the impact of native cultures
on Europeans. Then, explain why it was or was not a good thing that European cultures
prevailed.
2. Select any combination of two of the three colonial settlement areas (South, New England,
middle) and compare and contrast them. Focus on the motives of their founders, religious and
social orientation, economic pursuits, and political developments.
Your paper must be typed in Times New Roman 12 point, double-spaced, justified, with1-inch margins
and include a title page and a works cited page. You might check out www.aresearchguide.come for
assistance.
You must use – and cite – your textbook and two to three other sources in your paper. Sources could
include a book you choose to read about the topic, one (and only one) film that you watch about the
topic, magazine/journal article, etc. You must use MLA style footnotes to cite your sources, not
parenthetical citations. Please place the full citations on a separate page at the end of your paper. This