Regular GUÍA DE LECTURA – VERANO 2020 Objetivo

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Guías de lecturas de verano

9no. grado

Español –Regular GUÍA DE LECTURA – VERANO 2020

Objetivo: El objetivo de la lectura de verano es fomentar la lectura y el hábito de pensar durante el

receso académico de verano. De esta manera, el alumno podrá reforzar las destrezas de lectura que se trabajan durante el año académico. Es importante que el estudiante sea consciente de que la lectura es una actividad para la vida y está en él la capacidad de disfrutarla o no.

Aspectos que deben considerar:

1. Debe leer en un lugar adecuado en donde no haya distracciones, pero que tampoco promueva el sueño. Es importante tener los materiales necesarios a la mano (libro, resaltadores, bolígrafo, diccionarios). Recuerde que mientras más concentrado esté, más rápida y amena será la lectura.

2. El día del examen, el estudiante podrá consultar el libro, por tal motivo, es esencial que subraye, marque o haga anotaciones sobre la lectura. De esta manera la consulta será más rápida y eficaz. Escriba comentarios que le permitan entender y recordar los detalles. Haga uso de banderines (flags) y resaltadores (highlighters) al momento de leer.

3. Al leer, tome en consideración los siguientes puntos:

a. Luego de cada capítulo, escriba un breve resumen.

b. Identifique y escriba las palabras que no comprenda y busque su significado en el diccionario.

Es importante dominar TODO el contenido de la obra.

c. Subraye los personajes principales y secundarios. Destáquelos con colores diferentes. Al final, haga una lista con todos los personajes que aparecen en la obra.

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d. Establezca un orden en la narración de sucesos. Recuerde que no siempre es un orden lógico y coherente. Luego de leer, haga una lista de los eventos importantes o centrales del libro.

e Ponga atención al narrador/a de la obra, quién cuenta la historia.

f. Identifique el contexto histórico al que alude el texto estudiado (lugar y tiempo en el que se enmarca la obra, corresponde a la realidad).

g. Haga una lista de temas al finalizar cada capítulo.

Evaluación:

1. Las evaluaciones serán objetivas (selección múltiple, cierto y falso, orden de sucesos, pareo)

2. El día de la prueba el estudiante podrá traer su lectura a clase junto con su instrumento de escritura.

3. NO se permitirán apuntes en hojas sueltas.

Lectura 9no Regular- Finis Mundi de Laura Gallego

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Español-Avanzado GUÍA DE LECTURA – VERANO 2020 Lectura: Noveno Regular - Finis mundi de Laura Gallego Objetivo: El objetivo de la lectura de verano es mantener al estudiante leyendo durante el receso académico con obras interesantes. De esta manera el alumno podrá reforzar las destrezas de lectura que se trabajan durante el año académico. Es importante que el estudiante sea consciente de que la lectura es una actividad para la vida y está en él la capacidad para disfrutarlo o no. Aspectos que deben considerar: 1. Debe leer en un lugar adecuado en donde no haya distracciones, pero que tampoco promueva el sueño. Es importante tener los materiales necesarios a la mano (libro, marcadores, bolígrafo, diccionarios...) Recuerde que mientras más concentrado esté, más rápida y amena será la lectura. 2. El día del examen el estudiante podrá consultar el libro, por tal motivo, es esencial que subraye, marque o haga anotaciones sobre la lectura. Después, la consulta será más rápida y eficaz. Escriba comentarios que le permitan entender y recordar los detalles. 3. Al leer tome en consideración los siguientes puntos: a. Luego de cada capítulo escriba un breve resumen. b. Escriba las palabras que le ocasionan dificultad léxica y busque su significado. Es importante dominar todo el contenido de la obra. c. Subraye los personajes principales y secundarios. Destáquelos con colores diferentes. d. Determine la época y lugar en que ocurren los hechos. e. Establezca un orden en la narración de sucesos. No siempre es un orden lógico y coherente. f. Ponga atención al narrador/a de la obra, quién cuenta la anécdota. Evaluación 1. Los exámenes serán objetivos (selección múltiple, pareo, cierto o falso...) 2. El estudiante deberá traer su lectura y dos lápices (número 2) 3. No se permitirán apuntes en hojas sueltas. Todas las anotaciones deben estar escritas en el libro.

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Vocabulario:

Busca la definición de las siguientes palabras. Verifica el contexto para seleccionar la definición correcta.

1. Abadía – p. 7 2. atenazado (atenazar) - 7 3. códice - 8 4. juglar - 10 5. abedul (abedules) – p. 14 6. amanuense - 14 7. zurrón - 15 8. miniar - 15 9. legajo - 16 10. macuto – p. 19 11. mayadas - 38 12. yelmos - 42 13. pétrea - 43 14. tea - 42 15. abrevar – p. 77 16. aquelarre - 83 17. ermita - 103 18. rías - 105 19. cofradía - 116 20. arrebolar (arreboladas) – p. 136 21. escueza (escocer) - 143 22. mortero - 143 23. gélida - 158 24. paria - 173 25. laúd – p. 177 26. redoma - 208 27. exánime – 213 28. pardusco - 216 29. expoliar - 241 30. epílogo – p. 251

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Colegio San Ignacio de Loyola - Summer Reading Guide 2020-2021

English 9th REG

ANIMAL FARM by George Orwell

The summer reading exam date will be announced during the FIRST CYCLE of school.

Directions: To gain an overall understanding of Orwell’s novella, answer each of the questions or prompts. Try to

write answers immediately after reading, as some questions ask for predictions of what will come next. These

responses will serve as basis for activities and panel discussions during class.

Pre-Reading

1. Look up the word dystopia and write a definition in your notebook. Remember this definition as you read the novella.

2. Look up the word satire and write a definition in your notebook. Remember this definition as you read the novella.

3. Look up the word revolution and write a definition in your notebook. Before reading Animal Farm, it is important

that you think about revolutions, why they occur, and the positive and negative effects of these revolutions. Why do

revolutions occur? Are revolutions successful? Why or why not?

4. Look up the word bureaucracy and write a definition in notebook. Remember this definition as you read the novella.

5. Look up the word allegory and write a definition in your notebook. Remember this definition as you read the novella.

6. Look up the word propaganda and write a definition below. Remember this definition as you read the novella.

AS YOU READ, BE SURE TO IDENTIFY THE ELEMENTS OF THE PLOT. ANNOTATE AS YOU READ.

1. EXPOSITION:

Setting

What is the setting of the story (where and when does it take place)?

Describe the community and its inhabitants (details).

Characters

The major characters in Animal Farm are introduced in the first four chapters. As you read, think about the

purpose of each of Orwell’s characters. (Characteristics/action/purpose)

Who are the characters in the story? How would you describe them? Have a brief description of the characters.

Conflict

What is the central problem of the story?

2. RISING ACTION:

Make notes of important events and details that help move the story along.

What happens in the story that helps the character(s) solve the problem?

3. CLIMAX:

This is turning point of the story, which marks a change, for the better or the worse, in the protagonist's affairs.

What is the turning point of the story?

4. FALLING ACTION AND RESOLUTION:

The conflict between the protagonist and the antagonist unravels, with the protagonist winning or losing against

the antagonist. The falling action might contain a moment of final suspense, during which the final outcome of the

conflict is in doubt.

How is the conflict/problem solved?

5. THEME:

Make notes of possible themes that occur throughout the novel.

What are the possible messages the author is trying to convey through the novel?

CHECK YOUR UNDERSTANDING:

AS YOU READ, USE THE FOLLOWING QUESTIONS TO CHECK YOUR UNDERSTANDING.

CHAPTER I

1. What is significant about how the animals arrange themselves as they gather to hear Major? What might this

arrangement say about future meetings or events?

2. According to Major, what is the cause of all the animals’ problems?

3. What motto does Major give the animals?

4. What are the commandments Major gives the animals? Which ways could each be considered a vice/sin?

5. Examine the song “Beasts of England” as poetry. What imagery is present? What is the message? Why do the animals

like it so much that they memorize it on the spot? To what emotions and needs does it appeal?

CHAPTER II

1. After Major’s death what happens to the idea of rebelling against man?

2. Why don’t the pigs like the pet raven Moses’s stories about Sugarcandy Mountain?

3. What causes the animals to finally rebel against Mr. Jones and his four farmhands?

4. When the humans have been chased from the farm, what do the animals do?

5. What do the animals do about the farmhouse?

6. How does the behavior of the pigs foreshadow their eventual leadership positions?

CHAPTER III AND IV

Before reading the next chapters, answer: From what you know so far about the pigs and the other animals on the farm,

speculate on what the future will be like for the animals. As you continue reading, compare your predictions to what

actually happens in the novel.

1. What further examples of the difference between the pigs and the other animals occur in these two chapters?

2. What are Napoleon’s ideas about education?

3. How is Squealer able to convince the other animals to accept whatever Napoleon decides?

4. Describe the Battle of the Cowshed.

5. What was Snowball’s part in this battle?

6. Where is Napoleon during the battle?

7. What is the significance of the gun’s placement at the foot of the flagpole?

CHAPTER V

Suggestion: Make a list of all the changes that occur in this chapter. From this list you will find vivid evidence of the pigs’

increasing power.

1. Why does Mollie run away from the farm?

2. What changes have been made in the weekly meetings over the last year?

3. Explain the windmill controversy from Snowball’s point of view.

4. Explain the windmill controversy from Napoleon’s point of view.

5. What changes does Napoleon make after his dogs chase Snowball off the farm?

6. Why don’t the other animals protest Napoleon’s decisions?

7. Note how the animals now arrange themselves when they enter the barn to receive their orders as compared to the

description in Chapter I.

8. What is the importance of the dogs accompanying Squealer when he comes to talk to the animals?

CHAPTERS VI AND VII

Before reading the next chapters, imagine how Snowball might have run things if he had gotten rid of Napoleon. Would

things have been any different? Are there indications that Snowball’s ideas for running the farm would have proved more

beneficial to the animals? Or would things have turned out the same?

1. How much work are the animals now doing?

2. Why does Napoleon decide to engage in trade with neighboring farms?

3. How do the animals react?

4. How is the windmill destroyed? Why does Napoleon blame Snowball?

5. Why does Napoleon insist the windmill must be rebuilt immediately?

6. Why does Napoleon order that the hens’ eggs be sold?

7. How does Napoleon react when the hens’ rebel against his orders?

8. Why does Napoleon revive the threat of the farm being sabotaged by Snowball? (

9. Explain why the animals confessed to being traitors. Or is there any explanation?

10. Why does Napoleon order the animals to stop singing “Beasts of England?”

CHAPTERS VIII AND IX

1. What purpose is served by the production figures Squealer reads to the animals?

2. How is Napoleon becoming more and more like a typical dictator?

3. Describe the sale of the stack of lumber. How does Napoleon outwit himself?

4. What makes the battle against Frederick’s men different from the Battle of the Cowshed?

5. Why do the men blow up the windmill?

6. The animals celebrate a victory, but at what cost?

7. Describe the whisky incident. Why would Orwell make this scene somewhat humorous?

8. Why are the animals so easily fooled, even when they find Squealer with a ladder and white paint beside the barn at

night?

9. What is happening to Boxer?

10. What are living conditions like for all of the animals except the pigs and dogs?

11. Why does Napoleon allow Moses to return and to tell his stories about Sugarcandy Mountain? Brainstorm to what

you look forward. How will those things will make your lives better or more enjoyable?

12. What happens to Boxer? How do the animals accept it?

13. Of what kind of person does Benjamin remind you? Give some examples. What is your opinion of such people? What

makes people behave this way?

CHAPTER X

1. What changes have the years brought to the farm?

2. How does Orwell make fun of bureaucracy?

3. How do the animals no feel about their social order, their farm?

4. What drastic actions do the pigs use to shatter the animals’ complacency?

5. All seven commandments are erased. What is the new commandment and how has it been true from the beginning?

6. At the conference with neighboring farmers, what new changes does Napoleon point out?

7. What happens to the pigs’ appearance?

Colegio San Ignacio de Loyola World Literature I

9th Advanced Summer Reading Guide 2020-2021 To Kill a Mockingbird by Harper Lee

The summer reading exam date will be announced during the FIRST CYCLE of school.

To focus your reading and to help with your understanding of the novel, read the questions before

reading the chapter. You may answer each question thoroughly, giving specific support from the text

(this means quotes with page numbers) whenever possible. Remember that the guide is for your use

and will not be collected, but it will facilitate your understanding of the novel and prepare you for class

discussion. Parts of the guide may be used during class for reference.

Overarching Essential Question

To what extent are people defined by their actions?

Essential Questions:

What relationship exists between personal growth and asking questions? How is meaningful learning

achieved?

How do people develop compassion and understanding? How do we evaluate this quality in others?

How does society influence our identity and the choices we make?

What choices do people make in the face of injustice?

How can society’s wrongs be righted?

Reading Guide Questions:

Chapter One

Why does Scout (the narrator) emphasize that they are Southerners and tell about the Finch family

history?

Describe Maycomb, Scout’s hometown. Use specific details from the book.

Describe the Radley Place. Use specific details from the book. What predictions can you make based

on this description? How do people in the town feel about the house and its inhabitants? Be sure to

answer all parts of the question!

From whose point of view is the story told? What is unique about this point of view? How might this

point of view affect the story?

Chapters Two and Three

What does Jem explain to Scout at the beginning of this chapter? What does that show about his

character in this story?

What does Miss Caroline think of Scout’s reading and writing abilities? What does this reveal about

Miss Caroline? About Scout?

Why does Walter Cunningham lie about not having his lunch and refuse to borrow a quarter from Miss

Caroline?

What does Scout’s attempt at explaining the Cunninghams to Miss Caroline reveal about her

character? What does her explanation reveal about the community?

What does Atticus reveal about his character in his dealings with Mr. Cunningham, Walter’s father?

“By the time we had reached our front steps Walter had forgotten he was a Cunningham.” What do

you think Scout means by this?

What does Scout mean when she says about Walter, “…he’s just a Cunningham”?

What does Calpurnia’s reaction to Scout’s outburst at the dinner table reveal about her position in the

house? About Calpurnia as a person?

What does the cooties incident reveal about the Ewells? How is Burris Ewell different from the other

poor children like Walter Cunningham and Little Chuck Little?

What laws are the Ewell’s allowed to break? Why do the “common folk” of Maycomb allow them to

break these laws? From this incident (and what you’ve read of the book so far) what societal “classes”

exist in Maycomb?

What does the conversation between Atticus and Scout at the end of the chapter reveal about their

relationship?

“‘First of all,’ he said, ‘if you can learn a simple trick, Scout, you’ll get along a lot better with all kinds of

folks. You never really understand a person until you consider things from his point of view . . . until you

climb into his skin and walk around in it’.” What does Atticus mean by this? What does this statement

show about him as a person?

Chapters Four and Five

Re-read “Finders were keepers…but money was different.” Why are certain things allowed in their

“ethical” culture, but money is different?

What does Miss Maudie reveal about Atticus when she says, “Atticus Finch is the same in his house as

he is on the public streets” and why is this a compliment?

In what ways does Jem try to demonstrate that he is older and more knowledgeable than Scout?

How do we see that Jem is still more immature than he believes he is?

What does Scout learn about Arthur “Boo” Radley from Miss Maudie?

What does Atticus do when he finds Jem and Dill trying to give Boo Radley a note through the

shutters? Why does he act this way?

Chapters Six and Seven

Why does Jem’s comment about Scout “gettin’ more like a girl every day” make her go with him and

Dill to the Radley house?

What does Nathan Radley tell Atticus and the other neighbors about the gunshot they heard? What is

the significance of Radley’s assumptions about his intruder?

Why does Jem go back to get his pants in the middle of the night? What does he discover when he gets

there?

What “treasures” are left in the knot-hole of the tree? Who do you think is putting them there?

Nathan Radley says he cemented the hole in the tree because it was dying. Do you believe him? Why

or why not?

Chapter Eight

Lacking snow, what do Jem and Scout do to build a snowman? How is their snowman different than

normal snowmen? Why do you think Harper Lee included this incident? What happens to the snowman

after the fire?

How do individual people react to the fire? Think about Atticus, Scout, Jem, Miss Maudie, and the

others.

What characteristics do we see in Miss Maudie after the fire? What type of person is she?

What do we learn about Boo in this chapter?

Chapter Nine

Why does Scout get in a fight with Cecil?

Why is Atticus defending Tom Robinson? How does he feel about the case?

How does Aunt Alexandra feel about Scout and Jem’s upbringing? Is she right? Why or why not?

Describe Christmas at the Finch house.

Chapter Ten

How does Scout describe Atticus at the beginning of the chapter? How is he different from the other

parents in the town?

Why does Atticus say it is a “sin” to kill a mockingbird? How does Miss Maudie help explain this? What

do you think she means?

Who is Tim Johnson? What happens to him?

What does Calpurnia’s reaction to the mad dog incident reveal about her character?

What do we learn about Atticus from the mad dog incident? How does this change how Jem and Scout

view their father? Why didn’t Atticus tell his children about his skill?

What does Jem mean by calling Atticus a “gentleman” at the end of the chapter? How can we tell Jem

looks up to his father?

Chapter Eleven

Initially (before the comments about Atticus), why do Jem and Scout hate Mrs. Dubose?

What are Mrs. Dubose’s complaints about Atticus and how he tends to his family?

What causes Jem to destroy Mrs. Dubose’s garden? Do you think he was justified in doing this? Would

you have acted similarly in his shoes? Why or why not?

Why does Atticus say that Jem’s behavior was inexcusable?

Atticus says, “Before I can live with other folks I’ve got to live with myself. The one thing that doesn’t

abide by majority rule is a person’s conscience.” What does Atticus mean? What does this show about

his character?

Describe Jem’s punishment. Atticus says that he would have made Jem do the same even if he hadn’t

destroyed Mrs. Dubose’s garden. Why?

What do Jem and Scout discover about Mrs. Dubose at the end of the chapter?

What does Atticus call “real courage”? Do you agree with him?

Chapters Twelve and Thirteen

How has Scout and Jem’s relationship changed? Why has it changed?

Describe the preparation Jem and Scout endure to go to Calpurnia’s church. Why does she spend so

much time getting them ready?

Describe Calpurnia’s church. Consider the structure, the atmosphere, and the people.

How is Calpurnia different when she is at church? Why is she different in this setting?

Does Calpurnia do a good job caring for Jem and Scout? Why or why not?

Why does Aunt Alexandra come to stay with Atticus and the children?

Contrast Atticus and Aunt Alexandra.

Chapter Fourteen

How is the Tom Robinson trial continuing to creep into Scout and Jem’s daily life?

What is Aunt Alexandra’s opinion of Calpurnia? How does Atticus differ in opinion?

Why does Dill come to the Finch house?

What does Scout mean by saying, “Then he rose and broke the remaining code of our childhood”?

What else does Jem do to try to place himself on an “adult” level?

Contrast Scout’s home life with Dill’s home life.

Chapter Fifteen

Explain the incident in the front lawn. Are these men dangerous? Why or why not?

What worries Atticus when he is sitting in front of the jail?

Describe the feeling of the men in front of the courthouse. How is this crowd different than the crowd

that Atticus saw outside of the house?

How does Jem interact differently with Atticus when they are at the jail and are surrounded by the Old

Sarum gang? How does Scout remark that they are similar and different at this point?

Who does Scout recognize in the mob outside of the jail? Why does she start a conversation with him?

What is the effect of that conversation?

What do we find out about Mr. Underwood at the end of the chapter?

Chapter Sixteen

Why does Aunt Alexandra disapprove of Atticus talking about Mr. Underwood when Calpurnia is

present? How does Atticus respond to this?

How does Atticus explain the actions of people in groups?

How do Maycomb and its distant areas react to the beginning of the trial? Use specific details from the

book.

Describe the courtroom. Consider what it looks like and who sits where.

How does the town view mixed or biracial children?

What does Scout learn about Atticus from the Idlers’ Club? Why does this confuse her?

Describe the jury. Judging from what you already know about Maycomb, does Tom Robinson have

much of a chance? Give specific reasons to support your answer.

Chapter Seventeen

Summarize Heck Tate’s testimony.

Describe Bob Ewell’s behavior on the stand. What does this show about him as a person and how he

views this case?

Describe the Ewell family. Use specific details from this chapter.

Summarize Bob Ewell’s testimony.

Explain the significance of Bob Ewell signing with his left hand.

How do Scout and Jem respond differently to this new information about Bob Ewell? Which child most

likely has a more accurate assessment of what will happen in light of this new evidence? Why?

Chapters Eighteen and Nineteen

Summarize Mayella’s testimony.

Why does Mayella take offense to Atticus (both before and after he starts questioning her)?

Through the questions Atticus asks, what does the jury learn about Mayella’s home life? Use specific

details from the book.

Describe what the court sees when Tom Robinson stands up. What does Scout say she realizes?

What does Atticus suggest in his interrogation (while Mayella doesn’t answer)?

How does Tom’s testimony differ from Mayella’s testimony? Think about how often he says he helped

her, when the chiffarobe incident took place, and what happened when he went into the house.

What does Link Deas say when he stands up in the courtroom? Why do you think he says this (and

chooses this time to say this)?

Why was it a mistake for Tom to say he felt “sorry” for Mayella?

Why does Dill say he started crying in the courtroom?

Chapters Twenty to Twenty-One

What do Scout and Dill discover about Dolphus Raymond outside the courthouse? What else do they

learn from him?

Why do you think Atticus took off his coat during his closing statement?

Summarize Atticus’s closing statement. What does he say about the code Mayella broke, the

assumptions Mayella and Bob Ewell made in coming forward as witnesses, and what he believes about

equality in the eyes of the law?

Chapter Twenty-Two to Twenty-Three

Jem claims to know more than Scout for most of the trial. He believes she is too young to

“understand” what the evidence means, etc. In some respects, how does Scout know more than Jem?

“‘This is their home, sister,’ Atticus said. ‘We’ve made it this way for them, they might as well learn to

cope with it.’” What does Atticus mean and why does he say this?

What does Miss Maudie say to Jem to try to cheer him up a little? What is the “baby-step” to which

she refers?

What threat do Atticus and thus his children receive at the end of this section?

Explain how Atticus sees Bob Ewell’s motivation for revenge. Why does he say he would rather Bob

take out his frustration on him? What does this demonstrate about Atticus’s character?

How does Atticus explain the verdict of the trial? How does he have some hope that things are

changing?

In what ways is Jem maturing?

What is Jem’s view of “folks”?

Why would Boo Radley want to stay inside?

Chapter Twenty-Four

Why is the discussion in the missionary circle ironic? (Remember irony is a contrast between

expectation and reality.)

Why does Scout attend the missionary circle’s meetings?

Why does the missionary circle believe the Northerners are hypocrites? How does this confirm what

we already know about Maycomb’s population?

Why does Tom try to escape? What reaction does this prompt in the community?

How does Aunt Alexandra view Atticus in relation to the town? Why does Scout say she can be a lady

like her?

Chapter Twenty-Five

How is the mockingbird symbolic of Tom Robinson? Hint: Consider Mr. Underwood’s statement about

shooting songbirds. What other “mockingbirds” have we encountered in this book? Can you think of any

“mockingbirds” elsewhere—literature, film, current events, history, etc.?

Chapter Twenty-Six to Twenty-Seven

How is democracy defined? What examples are cited to show democracy and lack of democracy?

What does the discussion about democracy reveal about Miss Gates (in light of her conversation with

Stephanie Crawford) and the community?

What three incidents are related to Bob Ewell?

How do Aunt Alexandra and Atticus differ on their views of Bob’s actions?

How is Maycomb planning to celebrate Halloween? What are the preparations?

Chapters Twenty-Eight to Twenty-Nine

How does the setting create tension and an uneasy mood?

How does the discussion of “haints” contribute to the mood?

Summarize the events of the attack.

What is learned at the end of chapter 28?

Summarize Heck Tate and Atticus’s discussion.

Describe Boo Radley as we meet him at the end of the chapter. Why does it make sense that he is the

one to have saved the children?

Chapters Thirty to Thirty-One

Who does Atticus believe stabbed Bob Ewell? Why?

What does Heck Tate say happened to Bob Ewell? What does Tate really know and what does this

reveal about his character?

What consensus do Tate, Atticus, and Scout reach at the end of the chapter? Why? Explain Scout’s

mockingbird comment.

How has Scout changed by the time she is standing on Boo Radley’s porch?

In The Gray Ghost, Scout describes the events relating to Stoner’s Boy. How does this incident relate to

the novel? Explain Atticus’s last comment before Scout goes to sleep.