Summer Reading for Summer 2015 Saint John Paul the Great Catholic High School

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Erick Cannon
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1 During the summer, you may find that you have time for reading. The following books are recommended for the grade levels listed. Each of the books has an interesting story, is told by a gifted author, and teaches what is true, good and beautiful. Additionally, these are books that will be helpful to read in preparing for SAT and AP tests. When preparing college essays, you may be asked to explain your life s philosophy in terms of a renowned piece of literature. Honors students are assigned to read the book marked with (H) and one of the other two. They will do a project for each book, a different type of project for each book. Choose from the projects that follow and turn in for an assignment grade on the first day of class. AP students are assigned to read all of the books. Junior AP students will choose their projects from the rubrics that follow. Senior AP students will complete the AP sheet as a regular assignment, available from AP teacher. Students in advanced levels are invited to read at least one book for the grade level. This is a true invitation, which means that you may or may not do it. There is not an official test on these books for students in advanced levels. You may choose to do a project, such as the ones listed in this sheet or participate in a discussion in the fall. If you complete a project, its grade can be used in place of a literature test grade in the first quarter. If you complete two projects, one can replace a test grade and the other can replace a literature project grade. English 9 (Genre) The Jungle Book Rudyard Kipling The Three Musketeers Alexandre Dumas (H) The Long Walk by Slavomir Rawicz English 11 (Comp & World) Cry, the Beloved Country Alan Paton Trojan Women Euripides, may be found online at Project Gutenburg (AP) Things Fall Apart Chinua Achebe English 10 (American) Mr. Blue Myles Connolly The Story of My Life Helen Keller (H) Jane Eyre-Charlotte Bronte English 12 (British) AP students do A sheets Edmund Campion Evelyn Waugh The Fellowship of the Ring J. R. R. Tolkien (AP) Tess of the D urbervilles Thomas Hardy If you have questions, please contact the English department chair, Dr. Janine McIlheran, at [email protected].

Additionally, these are books that will be helpful to read in preparing for SAT and AP tests.

2 CHOOSE FROM THE FOLLOWING ASSIGNMENTS. PLEASE CHOOSE A DIFFERENT ASSIGNMENT FOR EACH BOOK. TURN IN THIS GRADING SHEET WITH YOUR ASSIGNMENT. Bring project to school on first day of class. A. PICTORAL COLLAGE Must be handwritten, in ink, and using your own drawings, not computer images or magazine cutouts. /10 shape of collage in a symbol that best summarizes the story (DO NOT use a rectangle or square shape!) For each section please make two drawings and select three quotes from the text to illustrate the following: Setting of story (labeled).. Drawing 1 with caption or label-- matches one of the quotes (may draw in pencil) Drawing 2 with caption or label-- matches another of the quotes Quote1 includes MLA (Author page number). No, there is another [Jedi warrior] (Lucas 273). Must handwrite quotes, in INK. Quote2 includes MLA (Author page number). Leah, I m nice men (Lucas 217). Quote3 includes MLA (Author page number). Will someone get this big walking carpet out of my way? (Lucas 95). /10 Best character (labeled). /10 Most powerful scene (labeled). /10. How the characters or the reader are changed (labeled). /10.

) For each section please make two drawings and select three quotes from the text to illustrate the following: Setting of story (labeled).

3 Option B. Create a character who could enter the book What he does, looks like, personality, age, background if needed described, not drawn (use words to draw him) Do not create a character who could only be in the story if he had used a time machine! It has to be a person who lived in that same time of the setting of the book. Let it be a human, unless it s about talking animals. b) Show FOUR places in the story where this character could be a part of the story if he existed. cannot change the ultimate outcome of the story, cannot change any action of the story, but let it be a part of the story that didn t get told but could have been, as if the author had a page limit and had to cut some chapters. list the chapter and a specific detail of the plot at the point of entrance. describe his addition to the plot at that point o Example: Start with a quote or detail from the book: I will always remember Mishka. I will never forget him (Rawicz Ch 1, 22). Then continue with your own character: Mishka turned away from me and took up the telephone receiver. His face kept the same expression but his hands clenched with emotion anger? Hello, Mishka, it s Pavlov. I found your mother s killer he was a Pole, and a spy. My imaginary character is an American spy trying to get inside information from the NKVD, and he is already pretending to help Mishka, so that he will be able to frame him later. Unfortunately, Mishka becomes even more hostile to our hero, Slavomir. Option B Create and insert a character Traits, specific details, information 10 First addition to the story Second addition to the story Third addition to the story Fourth addition to the story

in the story if he had used a time machine! It has to be a person who lived in that same time of the setting of the book. Let it be a human, unless it s about talking animals.

4 Pope John Paul the Great Catholic High School Option C. Map the plot as in the book My Father s Dragon and Lord of the Rings Do not use poster board you supply quote or the specific detail of the event and the chapter and page number. Each quote ends with an MLA citation, see example (Author page number).<--period is after the author and page and closing parenthesis. Example: Will someone get this big walking carpet out of my way? (Lucas 95). MLA citation of the book: Author s last name, (comma) Author s first name. (period) Title of the Book. (italics and period) City and State of publication: (semi-colon) Publisher, (comma) year of publication. (period) Print/digital copy. (Indicate the form of the book, period). 4 Title of map, key, scale, etc. 8 map to scale 10 ten places 10 description (five to ten words) of what happened at the place 10 quote from the book for the event that happened in the place then label with (Author page numbe r).<--period is after the author and page and closing parenthesis. 8 all original hand drawn OPTION D. DRAMATIC PRESENTATION Puppets, Video, or Felt board. Graded on a scale: 1=lowest; 5= highest; 0 = not addressed. Score equals the points rated times two. Please prepare a script/reading/screen play that does the following: / minute presentation of the best selections of the book. /5 voices/ costumes to depict characters as they are in the book (Please no modern Monty Python rewrites.) /5 dramatic impact of scenes /5 written transitions between scenes to help the show make sense /5 audience is brought into the world of the story through the presentation

Each quote ends with an MLA citation, see example (Author page number).<--period is after the author and page and closing parenthesis. Example: Will someone get this big walking carpet out of my way?

5 Pope John Paul the Great Catholic High School Option E. RECAST IN POETRY Retell the story in an original poem of 50 lines. In the margin, please orient the reader to the part of the story being described. Write in ink or type, any legible font. Of the 50 lines, 30 must be devoted to the following aspects of the book, while 20 lines may summarize the story or explore some aspect of your choice. The summary, best character, most powerful scene, conclusion, and power to change reader may be in any order. Your lines of poetry should be inspired by a direct quote from the book. That quote can be in the right side of the page, across from the lines of original poetry that you write. There should be a total of eight quotes, as in the rubric below. Can leave spaces between sections of the poem. Each quote ends with an MLA citation, see example (Author page number).<--period is after the author and page and closing parenthesis. Example: Will someone get this big walking carpet out of my way? (Lucas 95). /4 Frame the pages with a border with designs inspired by the story, such as vines _ f o r JungleBook f o ot p ri n t s f o r TheLongWalk, e tc. C o lor o r bl a c k a n d w hi te. /14 10 of the lines should focus on the best character(s), with two quotes from book in margins. End quote with MLA citation (Last name of author page number). /14 10 of the lines should focus on the most powerful scene, with two quotes from book in margins. Quote includes MLA (Author #). /9 5 of the lines should focus on the conclusion of the book, with two quotes from /9 5 of the lines should focus on the book s power to change the reader, with two quotes from book in margins. Quote includes MLA (Author #). Points deducted: Spelling and grammar mistakes / -1 per

Of the 50 lines, 30 must be devoted to the following aspects of the book, while 20 lines may summarize the story or explore some aspect of your choice.

Language Arts Core, First Grade, Standard 8 Writing-Students write daily to communicate effectively for a variety of purposes and audiences.

Genre Unit Reading and Writing Fables by Amy Kinney Language Arts Core, First Grade, Standard 7 Comprehension-Students understand, interpret, and analyze narrative and informational grade level text. Objective