Olympic Heights Summer Reading 2019 - Olympic Heights High
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Olympic Heights Summer Reading
2019
9R: Heroes, Gods and Monsters by Bernard Evslin
9 AICE GP:
Choose ONE of the following:
A Long Way Gone by Ishmael Beah
Hidden Girl by Shyima Hall
Three Little Words by Ashley Rhodes-Courter
The Ghosts of War by Ryan Smithson
10R:
Read The Librarian of Auschwitz by Antonio Iturbe
10 AICE GP:
Read BOTH novels
Night by Elie Wiesel
Of Mice and Men by John Steinbeck
You will take a test on these books and complete a writing assignment upon your arrival
in August.
10 AICE Lang
Read BOTH novels
Night by Elie Wiesel
Of Mice and Men by John Steinbeck
*See attached writing assignment
11R
Read The Namesake by Jhumpa Lahiri11 AICE Lang
Read: The Glass Castle by Jeannette Walls or Into the Wild by Jon Krakauer
*Attached writing assignment
11 AP Lang: Evicted: Poverty and Profit in the American City by Matthew Desmond
*See attached assignments
12 R: War Horse, Michael Morpurgo
11/12 AICE GP:
To Kill a Mockingbird by Harper Lee
You will take a test on the book and and complete a writing assignment upon your
arrival in August.
12 AICE Literature
Small Island by Andrea Levy (novel)
All My Sons by Arthur Miller (play)
*See attached assignments
12 AP Lit
Pride and Prejudice, by Jane Austen
Atonement by Ian McEwan
* See attached assignments
AICE English Language 10th Grade Summer Reading Assignment
Part I: Read Of Mice and Men by John Steinbeck and Night by Elie Wiesel. You will take a multiple
choice test on these books in August.
Part II: Imaginative Writing - This is due the first day of class.The Assignment
Your job is to write a 600 (minimum) to 900 (maximum) word “memoir” about a specific, personal
scene from your life that left an impression on you in a creative way. Follow the characteristics of the
memoir genre from above. A printed copy is due the first day of class. Since you’ll want to make
a good impression, bring your assignment to school.
In Night by Elie Wiesel, the elements of personal narrative are represented as well as some features
of another sort of “biography”-the memoir.
A memoir is a piece of autobiographical writing, usually shorter in nature than a comprehensive
autobiography. Memoirs often capture highlights or meaningful moments in one's past and often
include a contemplation of the meaning of that event at the time of the writing of the memoir. The
memoir may be more emotional and concerned with capturing particular scenes, or a series of events,
rather than documenting every facet of a person's life.
Characteristics of the Memoir Format
● Focus on a brief period of time or series of related events
● Narrative structure, including many of the usual elements of storytelling such as setting,
plot development, imagery, conflict, characterization, foreshadowing and flashback,
irony, and symbolism
● The writer's contemplation of the meaning of these events in retrospect
● A fictional quality even though the story is true
● Higher emotional level
● More personal reconstruction of the events and their impact
● Therapeutic experience for the memoirist, especially when the memoir is of the crisis or
survival type
● Describes the events and then shows, either directly or indirectly, why they are
significant -- or in short, why you continue to remember them
● Is focused in time; doesn't cover a great span of years (that would be an autobiography)
● Centers on a problem or focuses on a conflict and its resolution and on the understanding
of why and how the resolution is significant in your life
(credit to Walsingham Academy for the “Memoir Characteristics” information)
Wondering where to begin?
1. Brainstorm and think about specific moments in your life that you remember fairly well.
2. Decide if the moments left an impression on you and that you learned something from the
experience. (Go deeper than merely “I learned to lock my car doors when I travel to the city,”
for example.) We’re talking “big picture,” life lesson here people. ☺
3. Choose one moment
4. “Sketch” a rough draft by filling in the blank plot pyramid provided. (You know, the one with
exposition, rising action, climax, falling action, resolution?)
5. Think about other people involved in the scene and how you would describe them and their
personalities. Keep in mind that this is a brief paper, so you don’t have a lot of space to really
build full characters.AP LANGUAGE AND COMPOSITION SUMMER
Summer Google Classroom Code to download summer assignment: otgsr1
Summer Remind Code: @332c3b Text to: 81010
Questions can be directed through Remind or to Deborah.Posner@Palmbeachschools.org
An Overview: AP Language is a course developed around the premise that “everything is an
argument.” The implications for this are huge. It applies to speech, writing, art, advertisement,
photography, music, and on and on and on, and the idea that everything we say, do, create, has an implied
purpose or meaning. The foundation upon which argument rests is tied to the principles of rhetoric.
Rhetoric, the keystone of this course, is whatever “means” we use to create and effectively convey our
argument. Writers employ rhetoric to help achieve their purpose. Once we understand that, we can
employ the skills of rhetoric ourselves and work wonders!
Your summer assignment has been constructed with these concepts in mind and to help you come into
class with a better understanding of where we are going.
Part I—a binder: We expect you have it in class on day one, organized and ready to roll.
Part II—the reading and writing: You will analyze how an author uses language to achieve his purpose.
WORDS OF CAUTION FOR SUMMER READING:
a. All assignments checked/collected on day one of school.
b. DIRECTIONS MATTER.
c. Your summer reading is your first assessment. It is no fun trying to come back from a zero at the
beginning of the quarter. Nor is it a good first impression. So, just do it .
d. The assignment is not graded on completion; rather, it is graded on quality. The assignments help
us assess your work ethic and your writing ability from day one. Remember, first impressions
matter!
e. Speaking of first impressions, shared work or copied work is considered plagiarized work and
will result in a zero for all. There is a zero tolerance for cheating. So, just don’t do it.
f. All work will be submitted to TURNITIN.COM as soon as you return. An account will be created
the first day of school.
g. As far as the reading/writing, the work MUST SPAN THE BREADTH OF THE NOVEL. It
should NOT be extracted solely from the 1st half. Otherwise it is assumed you didn’t read it all.
h. Choose your quotes deliberately; be sure they directly make your point.
i. If you use the ellipsis, be sure you have included the text that appeals to ethos/pathos and logos.
Don’t omit
necessary information.
j. Do NOT choose quotes from online sources.
IN REGARD TO SUMMER READING ASSIGNMENTS:
a. ebooks are NOT allowed. If you have any issues purchasing copies of the required texts, see Ms.
Posner in room 2206.
b. Please put quotation marks around quoted excerpts. Don’t forget, when quoting something that
already has quotes, use single quotes within double quotes. Consult quoting rules if necessary
(Google it!)
c. Conventions matter: spelling, capitalization, proper punctuation of titles, punctuation, etc.
d. The writing should reflect insight. Show me what you know .
e. PROOFREAD YOUR WORK! Don’t be sloppy.Your commitment is essential to your success. Buckle your seatbelts and hold on tight!
Any questions you have over the summer can be directed to
Deborah.Posner@Palmbeachschools.org
Part I – Put together a TWO INCH BINDER that you will bring the first day of school. This
sheet will be the first page in the binder. Organization Matters!!!
Label the following sections: 1) Handouts and Notes 2) Vocabulary/terms 3) Syntax/Grammar.
4) AP Multiple Choice 5) Synthesis Essays 6) Rhetorical Analysis Essays 7) Argument Essays
Part II Reading and Writing (TYPED!):
Review page one overview and cautions again before beginning.
**Honor Code: Academic integrity is held in the highest esteem. Plagiarism or cheating of
any kind will not be tolerated: a bought paper on the internet; information copied from a
website; sharing homework (including summer assignments); these, among variations on the
same, are all forbidden. The minimum penalty is a zero with no opportunity for make-up while
expulsion from the AP course remains up to the discretion of the instructor depending on the
nature of the transgression. IF you ever find yourself tempted to make a bad choice, DON’T. The
consequences of such behavior simply can’t be worth it.
Text: Evicted: Poverty and Profit in the American City by Matthew Desmond. Either buy a used
copy from Bookwise in Boca, The Friends of the Library at the downtown Boca library, or online,
or buy the book. No Ebooks allowed for this class. **Read the writing assignment prior to
reading so that you read with purpose, and annotate your text accordingly.
Desmond’s Purpose: to depict the housing crisis that afflicts so many Americans and the way that
landlords exploit/prey on people. It is a portrait of extreme poverty and exploitation.
ASSIGNMENT: download on Google Classroom or the School’s website.
What you will be doing: Analyzing rhetoric with the author’s purpose in mind. – the foundation of
this course – is based in one’s understanding of how language is used to develop the three appeals: ethos,
pathos, and logos. Based on the definitions provided, you are to complete the chart below.
1. Ethos: is the appeal based on the author’s own credibility, ethics, or trustworthiness.
When you read and you come upon something that makes you think, wow, I see why this
author is writing about this; or, this writer is noble, or honest, or fair; or, I like this
person, he/she really cares about this, etc. In essence, it is the specific “things”-- details,
research, facts, etc. an author includes to make you, the reader, feel that he/she is a
credible source worth listening to, that he/she is of good character. With this in mind, you
are to choose 5 pieces of specific text that you think accomplishes this task and explain
how and why it does so.In this left box: write the chapter, page and In this right box: you are to write a min. of 3
quoted excerpt (min. 3 sentences) that you feel sentences that answer the question, why precisely
appeals to ethos. You must find 5 examples. does this excerpt make this author credible, ethical,
trustworthy? *Is it a specific detail, personal story,
comment, etc.? And, why or how? Elaborate.
1.
2.
3.
4.
5.
2. Pathos: a writer appeals to pathos to help achieve their larger purpose when he/she considers
the reader’s needs, values and attitudes. He uses specific language, often it is diction (word
choice), figurative language and imagery, or details, that evoke an emotional response in the
reader. It might make the reader feel enraged, sad, guilty, patriotic, benevolent, altruistic, etc.
With this in mind, you are to choose 5 pieces of specific text that you think accomplishes this
task and explain why and how it does so. IMPORTANT: your choice and explanation should
ultimately relate to Desmond’s larger purpose.
In this left box: write the chapter, page and In this right box: you are to write a min. of 3
quoted excerpt (min. 3 sentences) that you feel sentences that answer why or how precisely
appeals to pathos. You must find 5 examples this excerpt appeals to pathos. Identify what specifi-
that span the range of the book. cally triggers the emotion: is it words, images, figur-
ative language, details? Explain what
Stevenson wants the reader to feel and how/what
language accomplishes that.
1.
2.3.
4.
5.
3.Logos: Appealing to logos is the means by which an author appeals to the audience’s logic,
common sense or intellect to help achieve their larger purpose . This is accomplished by
including statistics and facts, analogies, logical if/then statements, the citing of authorities or
experts, etc. With this in mind, you are to choose 5 pieces of specific text that you think appeals
to logos and explain why and how it does so. IMPORTANT: your choice and explanation
should ultimately relate to Desmond’s larger purpose.
In this left box: write the chapter, page and In this right box: you are to write a min. of 3
quoted excerpt (min. 3 sentences) that you feel sentences that answer why or how precisely
appeals to pathos. You must find 5 examples this excerpt appeals to logos or the readers sense of
Identify what that reason. Does he use facts, statistics, research,
span the range of the book. experts, analogies, etc.? Explain what he includes
and how the choice is logically effective.
1.
2.
3.
4.
5.AICE Literature 12th Grade Summer Reading Assignment: Ms. Bachar
stephanie.bachar@palmbeachschools.org
Read the following texts and complete the dialectical journals for each one.
· Small Island by Andrea Levy (a novel) - Yes, there’s a movie.
No, it’s not the same as the book.
· All My Sons by Arthur Miller (a play) - FUN FACT! The band twenty-one pilots came up
with its name when studying the play.
Read the directions for both journals as they are not the same.
If you have any questions, you may contact me via Remind through text/phone by messaging
@19aicelit to 81010 OR through email by sending a message to 19aicelit@mail.remind.com
Important: If you make any attempts to copy this work from assignments turned in last year, or
copy answers from the internet, you will earn a zero for the assignment. Websites like Shmoop,
LitCharts, Gradesaver, Sparknotes… will not help you when we are completing assignments
based on the text in class. EVERY assignment we complete, including in-class writings, tests,
quizzes, and group/individual assignments, requires knowledge of these texts. The exam at the
end of the year requires knowledge of these texts. While you may not feel confident in your
analytical skills at this point, these skills will develop over the course of the year and this
assignment will be an excellent way to show you how much you have learned. Please do
yourself a huge favor and carefully read the novel and the play and complete the assignments
honestly. Your best effort is better than cheating. Plagiarized work will ALWAYS earn a ZERO.
This assignment is not a team effort so make sure you complete all parts of the assignment on
your own.
Small Island Dialectical Journal
Directions:
1. As you read, locate and highlight the following quotes in the novel. Also, CIRCLE (or highlight)
each time you come across colors (pay attention to names) and descriptions of clothing.
2. Write the chapter and page number in the first column.
3. Label each of the quotes as one of the following themes:
a) identity/appearance d) loyalty/duty
b) dreams/hope e) race/gender/class prejudice
c) nostalgia/time f) family/independence
Note: More than one theme may connect to each quote.
4. Write the character connected to the quote and explain the importance of the quote - do not
simply repeat what the quote says! A couple have been done for you.
** BOTH dialectical journals must be typed and submitted to turnitin.com on the first day back to
school. I will provide all turnitin.com directions at that time.Ch/Pg. # Quote Theme Identification ∙ Character ∙
Importance/Interpretation
Explore the Significance of the Quote
Ch. 1/p.9 “But there I was! Standing at the Character: Hortense.
door of a house in London and Theme(s): Dreams/hope
ringing the bell. Pushing my Analysis: Hortense dreams of escaping Jamaica to
finger to hear the ding-a-ling, live in England. The ringing of the bell symbolizing
ding-a-ling.” her freedom. Freedom from Celica and the island.
Foreshadowing.
Ch. 1/p.10 “I stepped back down two steps Character: Hortense.
avoiding a small lump of dog’s Theme(s): Identity/appearance
business that rested in some litter Analysis: Despite being surrounded by filth,
and leaves. I straightened my coat, Hortense attempts to maintain composure. She is
pulling it closed when I had aware of her appearance and how others may
unfortunately lost a button. I perceive her. While she longs to appear as a proper
adjusted my hat in case it had woman, she is missing a coat button and shrinking
sagged in the damp air and left me under the dampness of the air. Hortense does not
looking comical.” realize that the people will notice the color of her
skin more than they will notice the clothes she is
wearing. Hortense attempts to adjust to fit her
setting but she does not fit.
Analyze the Prologue pages 1-6. Character:
What does Queenie Theme(s):
see/experience? What might this Analysis:
suggest about the direction of the
novel?
(Your answer is an assumption
based on six pages. Your answer
might change as you read on and
that is ok)“As my feet had set down on the Character:
soil of England an Englishwoman Theme(s):
approached me. She was Analysis:
breathless. Panting and flushed.
She swung me round with a force
that sent one of my coat buttons
speeding into the crowd with the
velocity of a bullet. ‘Are you
Sugar?’ she asked me. I was still
trying to follow my poor button
with the hope of retrieving it later
as that coat had cost me a great
deal of money.”
“He left me alone just to stare on Character:
this.” Theme(s):
Analysis:
“She drift to the window, look Character:
quizzical upon the scene, rub her Theme(s):
gloved hand on the pane of glass, Analysis:
examine it before saying once
more, ‘This the way the English
live?’”
“’Me caan believe what me ear is Character:
hearing. You a man. She just Theme(s):
come off the boat – you mus’ Analysis:
show who boss. And straight way
so no bad habit start. A wife must
do as her husband say. You ask a
judge. You ask a policeman. They
will tell you. Everyt’ing in that
trunk belong to you. What is hers
is yours and if she no like it a little
licking will make her obey.’”“When I turn back the rising Character: steam from the kettle has Hortense Theme(s): fading away. A lady in the mist, Analysis: she just sitting there swallowed up in vapour. I trip over the damn trunk again.” “Squeezing my nails into my hand Character: until blood pricked on my skin. I Theme(s): did not want to cry. I did not want Analysis: to paw at the table and beg them let me go with him. I had been told, when there is too much pain, tears nah come.” “‘Come, Hortense,’ this growl Character: from within him said. ‘Stand on Theme(s): my shoulders and see the Analysis: woodpecker’s nest.’ He was firm and solid under me. ‘Can you see?’” “Mr Philip at his table was no Character: longer a mountain only a man, Theme(s): stunted and fat and incapable of Analysis: instilling fear. Was it the ringing in my ear that made my head throb so? Or the exhilaration of Michael staring on his father’s face, saying, ‘I would like for us to discuss this, Papa.’ And Mr Philip – silent – taking up his Holy Bible and leading Miss Ma from the room.” “No living person should ever see Character: the underside of a tree. The roots – Theme(s): that gnarled, tangled mess of Analysis: prongs that plummet unruly into the earth in search of sustenance.”
“No matter how hard I dug my Character: fingernails into my hand this time Theme(s): I could not stop myself from Analysis: weeping.” “Opening his hand he revealed, Character: resting in his palm, an ink-black Theme(s): scorpion, its tail erect and curled. I Analysis: wanted to warn him of the danger of its murderous sting, but no words would come. I moved to strike the insect from his palm but my arm was being pulled away. Someone had my wrist clasped in their hand as tight as vine round a tree.” “There were sixty pupils in the Character: first class I had to teach. Sixty Theme(s): children fidgeting like vermin Analysis: behind rows of wooden desks. Sixty nappy-headed, runny-nosed, foul-smelling ragamuffins. Sixty black faces. Some staring on me, gaping as idiots do.” “Her skin was so dark. But mine Character: was not of that hue – it was the Theme(s): colour of warm honey. No one Analysis: would think to enchain someone such as I. All the world knows what that rousing anthem declares: ‘Britons never, never, never shall be slaves.’” “The moment I saw him the Character: pawpaw I carried slipped from my Theme(s): grasp, its orange-pink flesh Analysis: smashing open against my foot, splattering my leg with the pebble- black seeds.”
“It was kindly that I concluded the Character: tale by telling Gilbert that the Theme(s): reason Celia’s mother could not Analysis: accompany them to England was because she was unfortunately quite mad. I looked between them in the silence that followed the tale.” “It took Gilbert only two hours to Character: decide to ask me if I would marry Theme(s): him. And he shook my hand when Analysis: I said yes, like a business deal had been struck between us… In the breath it took to exhale that one little word, England became my destiny.” “He had just one small bag. One Character: small bag for someone travelling Theme(s): so far to start a new life in Analysis: England. ‘Is this all you have?’” “Two whacks I got. For I am a Character: black man whose father was born Theme(s): a Jew.” Analysis: “I soon realised we were lucky the Character: American military authorities did Theme(s): not let us off the camp in Virginia. Analysis: We West Indians, thinking ourselves as good as any man, would have wandered unaware, greeting white people who would have swung us from the nearest tree for merely passing the time of day with them.”
“Let me ask you to imagine this. Character: Living far from you is a beloved Theme(s): relation whom you have never Analysis: met…Yet she looks down at you through lordly eyes and says, ’Who the bloody hell are you?’” (this is a long quote) “See, look, watch it come back. Character: Driver. Yes, sir. I was off to be Theme(s): trained to do something I had been Analysis: doing since the age of ten. Perhaps Elwood was right when he warned me: ‘Be careful, Gilbert, remember the English are liars.’” “‘Pleased to know you, Airman Character: Gilbert Joseph. May I ask which Theme(s): name people who call you a friend Analysis: usually use?’ I said Gilbert but he said, ‘Then, Joseph, I hope you won’t mind if I call you by that name.’” “I tried explaining: ‘The British Character: own the island of Jamaica, it is in Theme(s): the Caribbean Sea and we, the Analysis: people of Jamaica, are all British because we are her subjects.’” “‘Now you mention it, hang on a Character: minute. I’ll just go and write to Theme(s): him. He’s in India. Should get a Analysis: reply within the year. D’you mind waiting?’ She stood aside for me to pass. ‘Come in, then, Airman Gilbert Joseph, before I change my mind.’”
“‘We’ll sit next to him – he can sit Character: between us,’ Queenie offered. I Theme(s): wanted so to be pleased that this Analysis: sweet Englishwoman was speaking up for me. But, come, Queenie’s good intentions were entirely missing the point.” “Arthur Bligh had become another Character: casualty of war – but come, tell Theme(s): me, someone … which war?” Analysis: “While Daddy, frail and old, Character: rocking on the veranda, sipping a Theme(s): sorrel drink laced so potent it Analysis: could kill a bull, dozed drunkenly, unaware he was about to be abandoned.” “As if dislodging an imaginary Character: rider the mule’s back legs thrashed Theme(s): uncontrolled at the air. The first Analysis: hive crumbled like a biscuit under the falling hoofs. And a fuzzy balled dust of black bees rose from the debris.” “When my mirror could only Character: return to me a look of disgust, a Theme(s): dainty girl like Celia Langley, Analysis: who would gasp excited at my traveller’s tales, puffed me proud as a prince. I had no thought of courtship, my only need was her adoration. Entrance her, dazzle her. Come, let me tell her those truths, those lies, those half-baked dreams.”
“ I opened my trunk. The bright Character: Caribbean colours of the blanket Theme(s): the old woman had given me in Analysis: Ochi leaped from the case. The yellow with the red, the blue with the green commenced dancing in this dreary room. I took the far- from-home blanket and spread it on the bed.” “I knew from the first day that I Character: ever walked into Bolsbrook Theme(s): Elementary School that I was a cut Analysis: above the miners’ children.” “We’d been stepping out for about Character: four months – every Thursday Theme(s): early evening, Saturday night and Analysis: a walk on Sunday if it was nice – when I began to hate the back of his neck. It was bony and scrawny, looked more like the back of a heel with his ears sticking out like a knobbly ankle…. He did it first when he met Auntie Dorothy. I had to ask her, ‘Is it normal?’ “‘A young, pretty, healthy woman Character: like you cannot have a problem. Theme(s): My advice to you is to go home Analysis: and try harder.’” “I took that poor bombed-out Character: family to a rest centre. We Theme(s): collected the other two kids and Analysis: the baby from the Underground. And when I came back to our house later, I walked in to tell a thunderstruck Bernard that I didn’t care what he said, I didn’t care
what he thought – I had got myself a job. So there!” “I felt so old standing there in my Character: ugly headscarf and my apron, a Theme(s): half-peeled potato in my hand, Analysis: with these three young men, my age, shuffling about in front of me trying to stifle their giggles like I was their scolding mum.” “It wasn’t me. Mrs Queenie Bligh, Character: she wasn’t even there… It wasn’t Theme(s): me… It wasn’t me…” Analysis: “The hand was wearing a gold Character: ring, clothed in a blue woollen Theme(s): sleeve, but lying there attached to Analysis: no one. My foot was being cradled by a severed arm that merely ended in a bloodsoaked fraying.” “At the end of praising the Lord Character: together he tell me he cannot Theme(s): employ me because his partner Analysis: does not like coloured people. I nearly knock him into an early meeting with the Almighty when he called on God to bless me as I left.”
“Come, let us face it, I had Character: forgotten all about Hortense by the Theme(s): time I arrive home from work that Analysis: evening. All I am dreaming of as I climbed the stairs was to lie down on the bed and sleep.” “‘Not everything,’ I tell her, ‘not Character: everything the English do is Theme(s): good.’” Analysis: “‘You can teach a dog to attack Character: anything to the death. Any dumb Theme(s): animal will keep coming at you Analysis: with no thought for themselves. That’s not intelligence, that’s obedience. But that doesn’t win wars. Our superior wit will win through,’ I said.” “He was as bloodless as a corpse. Character: I could feel the urine warming my Theme(s): pants before seeping into the Analysis: ground. Powerless to stop it. I was a coward, I knew, but I didn’t want to die. Shot flinching on the ground, quivering like a girl. Could Queenie be proud of that?” “‘Wait a minute. Were they Hindu Character: or Muslim?’ one joker asked. Theme(s): Breathing relief, quite a few yelled Analysis: back, ‘Who the bloody hell cares?’” “Their father died fighting for his Character: country on active service in India. Theme(s): What better words could there be Analysis: for a son to cherish? They could be proud of their dad.”
Analyze Bernard’s father-pgs. Character:
330-32 Theme(s):
Analysis:
“What would Queenie think of her Character:
husband now?... This war hadn’t Theme(s):
made me a hero. It had brought Analysis:
me to my knees.”
“My dressing-table mirror soon Character:
caught me. Hundreds and Theme(s):
hundreds of terrified Queenies. Analysis:
Scared stiff every one of them.
Shrieking silently, what the
bloody hell happens now?”
Analyze the dream on pgs. 362-63 Character:
Theme(s):
Analysis:
“My legs were too weak under Character:
me. I sat for a little to redeem my Theme(s):
composure. At last finding Analysis:
strength to pull myself up, I told
this woman, ‘I will come back
again when I am qualified to teach
in this country.’”
"She was crying. Steady as a Character:
rainpipe, the crystal water ran Theme(s):
from her eye. She start contorting Analysis:
again to hide her face from me.”“Hortense’s hat had slipped Character: forlorn on her head, just a little, Theme(s): but enough to show this haughty Analysis: Jamaican woman looking comical. I straightened it for her. She composed herself, dabbing her eye with the tip of her white-fingered glove. I got out my hand- kerchief so she might wipe her face. However, this item was not as clean as it might have been.” “With care she unravelled this Character: cloth. I turned my eye so it might Theme(s): just peek. But there was no cut, no Analysis: blood, no gash. Like bread dough rising in a tin, as she unwound, her stomach steadily swelled in front of me.” “‘You have name for him?’ Character: Gilbert asked. Theme(s): ‘Michael,’ I said. Analysis: Hortense flinched. She looked up at me so quickly she startled the baby.” “Never in the field Character: of human conflict has Theme(s): so much been owed by Analysis: so many to so few” -Winston Churchill
All My Sons Dialectical Journal
Directions
Part 1: Read the play and find (highlight or underline) quotes which show evidence of the following
themes:
a) identity/appearance d) d) loyalty/duty
b) hope/dreams e) e) blame/guilt
c) nostalgia/time/change f) f) family/independence
1. Write the act number in the first column.
2. Write the quote in the second column - if there are any stage directions in the quotes, highlight
them. NOTE: You need at least FOUR quotes for each theme.
3. Analyze the quote in terms of the theme in the third column- explain what the quote means or
might suggest when thinking about the theme - do not simply repeat what the quote says!
Part 2: Describe and analyze the characters. Use descriptions from the script along with example of
how their character developed over the course of the play. Do not use online sources - use quotes and
evidence from the script.
***BOTH dialectical journals must be typed and submitted to turnitin.com on the first day back to
school. I will provide all turnitin.com directions at that time.
Part 1:
Act # Quote Analysis- Explore the Significance of the
Quote
EXAMPLE: EXAMPLE: EXAMPLE:
Keller: Oh, Kate asked you to make a Theme(s): hope/dreams
1 horoscope? Analysis: Kate is having a horoscope made
Frank: Yeah, what she wants to find out is to see if there is a possibility - in any realm -
whether November twenty‐fifth was a
that Larry is still alive. The play takes place
favorable day for Larry.
Keller: What is that, favorable day? a few years after WWII in the late 1940s and
Frank: Well, a favorable day for a person is it can be assumed that Larry was killed (or
a fortunate day, according to the stars. In listed as MIA) during the war. November
other words it would be practically 25th is in autumn near Thanksgiving day
impossible for him to have died on his symbolizing the transition into winter,
favorable day.
gratitude, family, reflection, and it might
Keller: Well, was that his favorable day?
November twenty‐fifth? be the last chance to hold onto the memory
Frank: That's what I'm working on to find of Larry or hope that he is still alive - winter
out. It takes time! See, the point is, if symbolizes death and we may soon learn
November twenty‐fifth was his favorable that he is truly dead.
day, then it's completely possible he's alive Frank is still hopeful that Larry is alive,
somewhere, because, I mean, it's going so far as to believe that Nov. 25 might
possible.{he notices Jim now. Jim is lookingat him as though at an idiot. To Jim, with an be a favorable day for Larry and an unlikely
uncertain laugh:} I didn't even see you day for him to die. This belief is outside of
Frank’s character and Jim, a Dr. and more
logical, looks at him “as though at an idiot”
suggesting trust in a horoscope is idiotic and
Frank is stupid and simple minded for
buying into it. Kate is desperate for someone
to believe Larry is still alive and her
husband feels obligated to follow along.
Theme(s): identity/appearance
Analysis:
Theme(s): identity/appearance
Analysis:
Theme(s): identity/appearance
Analysis:
Theme(s): identity/appearance
Analysis:
Theme(s): hope/dreams
Analysis:
Theme(s): hope/dreams
Analysis:
Theme(s): hope/dreams
Analysis:
Theme(s): hope/dreams
Analysis:
Theme(s): nostalgia/time/change
Analysis:
Theme(s): nostalgia/time/change
Analysis:
Theme(s): nostalgia/time/change
Analysis:Theme(s): nostalgia/time/change Analysis: Theme(s): loyalty/duty Analysis: Theme(s): loyalty/duty Analysis: Theme(s): loyalty/duty Analysis: Theme(s): loyalty/duty Analysis: Theme(s): blame/guilt Analysis: Theme(s): blame/guilt Analysis: Theme(s): blame/guilt Analysis: Theme(s): blame/guilt Analysis: Theme(s): family/independence Analysis: Theme(s): family/independence Analysis: Theme(s): family/independence Analysis: Theme(s): family/independence Analysis:
Part 2:
Character Names Role Description of Character and
Evidence of Character Development
Joe Keller Guiding questions: What Guiding questions:
is their place in the play
(parent, sibling, love Describe the character’s physical appearance and
interest…) and who are personality.
they connected to?
Describe the character's development over the
Role: course of the play - what were they like in the
beginning and what are they like in the end?
What causes this change or lack of change?
*Remember to use evidence from the play to
support your answers.
Description of Character:
Evidence of Character Development:
Kate Keller Role: Description of Character:
Evidence of Character Development:
Chris Keller Role: Description of Character:
Evidence of Character Development:
Ann Deever Role: Description of Character:
Evidence of Character Development:
George Deever Role: Description of Character:
Evidence of Character Development:
Dr. Jim Bayliss (Jim) Role: Description of Character:
Evidence of Character Development:Sue Bayliss Role: Description of Character:
Evidence of Character Development:
Frank Lubey Role: Description of Character:
Evidence of Character Development:
Lydia Lubey Role: Description of Character:
Evidence of Character Development:
Bert Role: Description of Character:
Evidence of Character Development:
AICE English Language 11th Grade Summer Reading AssignmentPart I: Read The Glass Castle by Jeannette Walls or Into the Wild by Jon Krakauer. You will take a
multiple choice test on your book of choice in August.
Part II: Imaginative Writing - This is due the first day of class.
The Assignment
Your job is to write a 600 (minimum) to 900 (maximum) word “memoir” about a specific, personal
scene from your life that left an impression on you in a creative way. Follow the characteristics of the
memoir genre as described below. A typed, printed copy is due the first day of class. You will
also be uploading the paper to Turnitin.com the first week we return. We will discuss how to do this
then.
Especially in The Glass Castle, the elements of personal narrative are represented as well as some
features of another sort of “biography”-the memoir.
A memoir is a piece of autobiographical writing, usually shorter in nature than a comprehensive
autobiography. Memoirs often capture highlights or meaningful moments in one's past and often
include a contemplation of the meaning of that event at the time of the writing of the memoir. The
memoir may be more emotional and concerned with capturing particular scenes, or a series of events,
rather than documenting every facet of a person's life.
Characteristics of the Memoir Format
● Focus on a brief period of time or series of related events
● Narrative structure, including many of the usual elements of storytelling such as setting,
plot development, imagery, conflict, characterization, foreshadowing, flashback, irony,
and symbolism
● The writer's contemplation of the meaning of these events in retrospect
● A fictional quality even though the story is true
● Higher emotional level
● More personal reconstruction of the events and their impact
● Therapeutic experience for the memoirist, especially when the memoir is of the crisis or
survival type
● Describes the events and then shows, either directly or indirectly, why they are
significant -- or in short, why you continue to remember them
● Is focused in time; doesn't cover a great span of years (that would be an autobiography)
● Centers on a problem or focuses on a conflict and its resolution and on the understanding
of why and how the resolution is significant in your life
(credit to Walsingham Academy for the “Memoir Characteristics” information)
Wondering where to begin?
1. Brainstorm and think about specific moments in your life that you remember fairly well.
2. Decide if the moments left an impression on you and that you learned something from the
experience. (Go deeper than merely “I learned to lock my car doors when I travel to the city,”
for example.) We’re talking “big picture,” life lesson here people. ☺
3. Choose one moment
4. “Sketch” a rough draft by filling in the blank plot pyramid provided. (You know, the one with
exposition, rising action, climax, falling action, resolution?)
5. Think about other people involved in the scene and how you would describe them and their
personalities. Keep in mind that this is a brief paper, so you don’t have a lot of space to really
build full characters.
AP Literature Summer Reading AssignmentsSummer Readings and Summer Assignments are due during the second week of
school 2019-2020. I will provide you with the exact date on the first day of classes. You
will be responsible for reading two novels in their entirety: Pride and Prejudice, by Jane
Austen and Atonement by Ian McEwan. You will be tested on both books at the
beginning of the school year, and both will form an important part of our curriculum; in
other words, you really should read both because they will be resources for your
successful completion of the AP Test, and knowing these works will assist you with
class work, summer reading tests, in class essays, and a final literature test at the
end of the year. Your failure to read these novels will haunt you for a long time.
Assignment #1 Uncovering Satire and Character
As you read Pride and Prejudice, consider how Jane Austen gently mocks the society of
her time as she explores the nature of relationships, both social and personal. Make
note of at least ten times throughout the novel when the narrator seems to make fun
of a character, a situation, or the English Regency society setting of the novel. You
should then type each of those ten quotations into the left hand side of the table
below along with an internal citation (Austen 17). Quotations should come from
throughout the novel and should not be clustered in any one particular section or
chapter. (In other words, collect mocking quotations from the beginning, the middle,
and the end of the work.) Finally, for each quotation you’ve chosen, you should provide
at least two sentences worth of commentary in which you explain what or whom
you believe is being mocked and what the author’s motivation for that mockery
might be. You should type your commentary into the right side of the table below next
to the relevant quotation.
DO NOT use the words or ideas of anyone else to create your commentary.
Obviously, you will quote the words of Jane Austen for your examples, but your
commentary should be completely original. Once the school year begins, you will
upload a copy of your assignment to turnitin.com, a website that identifies plagiarism,
and you WILL NOT RECEIVE ANY CREDIT for commentary that receives a plagiarism
score of more than 5%.
You must type this assignment; a Word document of the chart and these instructions
will be placed on Edline with the English Department summer reading assignments.
You may also email me at gina.woods@palmbeachschools.org to obtain an electronic
copy of this document.
Quotation from P&P CommentaryAssignment #2 Using “Foils” in Pride and Prejudice For the second part of your summer assignment, take note of Jane Austen’s deft use of characters who serve her satiric purpose as you read Pride and Prejudice. One technique she uses to clarify and elaborate this satire is to create a “foil” for her more important characters. With this technique, the author builds characters whose primary purpose is to create a contrast with another character by laying emphasis or drawing attention to the latter’s traits and characteristics through the former’s obviously contradictory ones. As you read the novel, note particular conversations or incidents which reveal a character’s attitude towards marriage/relationships. For each character, find two quotes that best elucidate that attitude. You must include an internal citation for each quotation in MLA style. For example, (Austen 99). Based on those two quotes, write one sentence which explains what each character’s “attitude” is. For example, “Elizabeth Bennet disdains any marital relationship founded on a woman’s necessity to marry for social respectability” or “Given his obsequious and totally ‘toady’ demeanor, Mr. Collins illustrates his dependence on the social order of the day, ignoring his own personal feelings to acquiesce to society’s stratified expectations.” Important Character Foil
Elizabeth Bennet Charlotte Lucas
Ex 1: Ex 1:
Ex 2: Ex 2:
Attitude: Attitude:
Mr. Bennet Mr. Collins
Ex 1: Ex 1:
Ex 2: Ex 2:
Attitude: Attitude:
Mrs. Bennet Lady Catherine
Ex 1: Ex 1:
Ex 2: Ex 2:
Attitude: Attitude:
Fitzwilliam Darcy Charles Bingley
Ex 1: Ex 1:
Ex 2: Ex 2:
Attitude: Attitude:
Jane Bennet Lydia Bennet
Ex 1: Ex 1:
Ex 2: Ex 2:
Attitude Attitude:
Assignment #3 Marking and Annotating Atonement
As you read Atonement, mark and annotate passages and/or scenes related to the
following topics: deception, redemption, and home. You should locate at least 5passages related to each, although finding more could prove beneficial. Using sticky notes or tabs to assist you in easily locating these passages may also be a good idea. *denotes writing assignment to accompany reading
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