SUMMER READING. 9 TH GRADE Your Choice of: FL Teen Reads novel And Film from list. 10 TH GRADE Keeping Corner Or Wasteland#1.

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1 SUMMER READING WHEN Summer 2016 WHERE A car, a plane, your bed! WHY To keep up your skills and get you ready for the next course HOW See attached documents for specific instructions WHO melisa.toothman@sdhc.k12.fl.us with questions 9 TH GRADE Your Choice of: FL Teen Reads novel And Film from list 10 TH GRADE Keeping Corner Or Wasteland#1 11 TH GRADE Of Mice and Men 12 TH GRADE The Best American Non- Required Reading 2015 (selections) AP LANG The Best American Essays of the Century (selections) AP LIT A Thousand Splendid Suns And How to Read Literature like a Professor

2 9 TH GRADE HONORS AND HONORS GIFTED In 9 th grade, students will explore the coming-of-age theme through literature and film. Coming of age is a person s journey from childhood or adolescence to adulthood. Over the summer, students will explore text and film to identify the message about coming-of-age which is present in both. 1. Students will choose one novel and one film to study. 2. Students will use a composition notebook to write the significant quotes in each the novel and film. The quotes chosen must connect to the coming of age theme. Students will write the quotes and explain how the quotes express coming of age. 3. Please separate the quotes for the novel and the film. STEP BY STEP: 1. Retrieve a composition notebook (wide rule or college rule) 2. Put title of book/movie, underline title 3. Record first quotation 4. Explain how this quotation relates to the coming-of-age theme 5. Continue with the remainder of your quotes and explanations REQUIRED: quotes for the novel quotes for film Novel choices: *Novels are from the Florida Teen Reads selections. For the list of titles, please visit Film Choices: The Sandlot (PG), The War (PG-13), School Ties (PG-13), Wild America (PG), Juno (PG-13), The Help (PG-13), My Girl (PG), All I Want To Do (PG-13), Clueless (PG-13) & Mean Girls (PG-13)

3 10 TH GRADE HONORS AND HONORS GIFTED In 10 TH grade, students study how culture shapes an individual s perception of the world. Over the summer, students will have a choice between two books to read and use to complete a journaling assignment. Keeping Corner by Kashmira Sheth Wasteland #1 by Susan Kim First, choose one of the books (or both if you re feeling up for a challenge). Then, students will read the book and keep track of elements of culture in the book. Explain how each example of a cultural element might influence or impact the main characters. NOTE: **If the student is in a gifted class, additional assignments will be added when school is in session along with an assessment. Directions: In a composition book: 1. While reading, look for elements of culture: food, clothing, language, traditions, religions, politics, economy, family structures, gender roles, etc. 2. While reading, write down evidence of where you see those elements (12 quotes from the novel, spread evenly throughout) 3. Write a short explanation of each piece of evidence (commentary) 4. Please write neatly! Example: from To Kill a Mockingbird Evidence #1: Explanation: A day was twenty-four hours long but seemed longer. There was no hurry, for there was nowhere to go, nothing to buy and no money to buy it with, noting to see outside the boundaries of Maycomb County. These sentences demonstrate the elements of leisure time and economics for Maycomb. The town has a depressed economy and few opportunities for interesting activities. This might lead the town members to participate in gossip, and it probably means the children go out looking for things to do/trouble to get into.

4 11 TH GRADE HONORS Over the summer, students will read John Steinbeck s novel, Of Mice and Men. Throughout the novel, students will select 10 quotes to analyze and relate to one of the following themes: Freedom and Confinement Women and Femininity Prejudice Relationship American Dream Step by Step directions: 1 - Select a quote while reading Of Mice and Men that either interests you, provokes you, makes you think, or somehow allows you to relate or make correlations and connections. 2 Write this quote down, along with the page number in which it appears in your novel. 3 Identify and write down the theme in which you feel it best belongs. (This is your own opinion ) 4 Write at least four sentences analyzing and making connections with how this quote fits the theme, and what you think its larger implications are within the novel. 5 Repeat this process 9 more times. You do not have to select quotes specific to the given themes; instead, choose quotes that interest you. Do your best to try and select diverse quotes so as to not repeat yourself. You may type or handwrite this assignment, but please be consistent and neat with any format chosen.

5 12 TH GRADE HONORS/COLLEGE PREP Summer Reading: 2016 Senior English The Best American Non-required Reading 2015 Eng. 4 Honors: 1) Who wants to shoot an elephant? Wells Tower 2) What the Ocean Eats Kawai Strong Washburn 3) Letter to my grandnephew Christopher Myers 4) You are in the dark, in the car Claudia Rankine 5) The Contestant Daniel Alarcon 6) An Inventory Joan Wickersham 7) An Oral History of Neftali Ceullo Corinne Goria 8) Your Choice choose any story in the collection and write a short reflection. College Prep: 1) Who wants to shoot an elephant? Wells Tower 2) What the Ocean Eats Kawai Strong Washburn 3) Letter to my grandnephew Christopher Myers 4) You are in the dark, in the car Claudia Rankine 5) Andre the Giant Box Brown 6) An Oral History of Neftali Ceullo Corinne Goria 7) Your Choice choose any story in the collection and write a short reflection. Assignments: Typed. 1) Who wants to shoot an Elephant (both) create a Twitter page for the author/journalist account of the story. Write at least 2 posts per chapter totaling a minimum of 14 posts. Use hashtags to express feelings of the author and shocking points in the story. 2) What the Ocean Eats (both) Write a 2-3 paragraph reflection in response to Washburn s story. How does the title apply to the story? What is the significance of the description at the end of the story? 3) Letter to my Grandnephew (both) Write a two-page, double spaced, memoir of your summer in Christopher Myers style and structure of his letter. Documenting both the simple observations, occurrences, as well as deeper thoughts about life, people, and the events around you. 4) You are in the dark, in the car. (both) Break down the 5 short stanzas of this story, annotate and explain each section focus on the cultural impact taking place. 5) The Contestant* (honors only) Write a 2-3 paragraph response to the story focusing on the influence the media holds over individuals and over certain cultures. 5) Andre the Giant* (C. Prep only) Write a 2-3 paragraph response to the graphic novel excerpt about the influence the media has over public perception and certain individuals lives. 6) An Inventory* (honors only) write a 2-3 paragraph reflection to the story focusing on the gender roles implied through Wickersham s inventory. 6/7) An Oral History of Neftali Cuello (both)- Write a 2-3 paragraph response to the socio-economic impact of the narrator s life, the struggle she faced, and significance of her coming of age story. 7/8) Your personal selection reflection (minimum 2-3 paragraphs)

6 AP LANGUAGE The Best American Essays of the Century, ed. Joyce Carol Oates Read the following six essays and analyze the rhetorical situation for each using the SOAPSTone chart below as a guide. Your answers must be welldeveloped; a single phrase will not be sufficient. Include textual evidence to support your observations. You may create the charts by hand on a full sheet of paper or use copies of the blank SOAPSTone provided. Corn-pone Opinions, Mark Twain (1901) Bop, Langston Hughes (1949) A Sweet Devouring, Eudora Welty (1957) The Search for Marvin Gardens, John McPhee (1972) Women and Honor: Some Notes on Lying, Adrienne Rich (1977) They All Just Went Away, Joyce Carol Oates (1995) Speaker What do we know about the speaker? What qualities make the speaker believable? Point of view or perspective, not always the author What is the text saying? Observations What is it about? Textual Evidence Occasion What is the social/historical/personal context of this piece? What encouraged the writing to happen? Audience The group of readers to whom this piece is directed? Who would care about this message? Purpose What does the speaker want the audience to think or do as a result of reading this? What is the author s claim? Subject What is the topic of this text? Tone What is the attitude of the author towards the subject? Is it different from the attitude of the speaker?

7 AP LANGUAGE HANDOUT What is the text saying? What is it about? Speaker What do we know about the speaker? What qualities make the speaker believable? Point of view or perspective, not always the author Occasion What is the social/historical/personal context of this piece? What encouraged the writing to happen? Audience The group of readers to whom this piece is directed? Who would care about this message? Purpose What does the speaker want the audience to think or do as a result of reading this? What is the author s claim? Subject What is the topic of this text? Observation Textual Evidence Tone What is the attitude of the author towards the subject? Is it different from the attitude of the speaker?

8 AP LITERATURE Read and Digest How to Read LIterature Like a Professor by T.C. Foster A Thousand Splendid Suns by Kahled Hosseini **Be ready to write about and discuss both books.