AP/Pre-AP Summer Reading

Students in the Pre-AP class are expected to read novels as a regular part of assigned homework. In addition, online discussions will be used before in-class discussions, and students are expected to contribute to the discussions by the dates given. Typical reading loads are about 70 pages or less per week.

Here is a list of the Novels that will be read and is subject to change:

Little Women, by Louisa May Alcott (Summer Reading)

The novel for this course have been chosen for their literary merit and their potential to spark meaningful discussions on various themes and subjects, which will align with the units and readings in class. Our focus will be on developing critical thinking skills through the analysis of characters, plot structures, symbolism, and other literary elements.

The chosen novel covers a range of subjects and themes, from societal critiques to explorations of human nature. These themes are selected with the intention of stimulating thoughtful discourse and providing students with an opportunity to engage with complex ideas. Please be aware that some novels may address sensitive or challenging topics, and discussions will be approached with academic rigor and sensitivity.

You MUST read the following novel, over the course of the summer. This is to be turned in the first Friday of the School Year, August 9^th, 2024.

Little Women by Louisa May Alcott

For the reading you MUST journal. The format will be a Double-Entry Journal Format. This will provide information for the instructor regarding how you interact with text, think, organize and work. Although there are no right or wrong answers, you are asked to explore the text and challenge yourself to contemplate the deeper meaning of the stories. AI technology should not be used for this, nor should ideas be drawn from the internet. We are only interested in how you are able to react to the novel.

Double-Entry Journal Format • The paper should be divided in half vertically. • One side is a quote from the text. It should be at least three lines and no more than one short paragraph, fully written out and cited with the page number. The quotes should be chosen because you believe that they represent a key point about a theme or a character in the novel, especially the above-mentioned theme of the conflict between the individual and society.

The other side should contain you noticing ‘stuff’. Articulate the following:

• Any observations regarding character/character development, conflict, theme, rhetorical devices/word choice, setting, allusions, and form/structure.
• Any unfamiliar language.
• Any analysis regarding tone, and what it indicates about the author’s attitude toward the subject or the character
• Any interpretation or analysis of significant imagery, symbolism, or metaphors being used by the author To Note: • The entries should span the entire novel (there needs to be clear evidence that you’ve read the whole novel). A minimum of 2 ENTRIES PER CHAPTER/SCENE! • Do not simply restate the meaning of the quote in your own words—this is your opportunity to interact with the language and the ideas of the author at a critical level.

How will you be evaluated?

Although there are no right or wrong answers as this is a journal, you will be graded on the depth of thought you put throughout the journal. The double-entry journals will be evaluated according to the following criteria:

• Quantity—Variety: There is a wide variety of the kinds of notes and questions, ranging from specific literary device analysis to broad themes. I will look, too, for your personal reaction and thoughts.
• Quantity—Quality: The quantity and quality of questions and notes demonstrate a strenuous effort to contemplate, and to respond to the complete text. It should be informative and helpful to you, not burdensome and not the bane of your summer.
• Language: Questions and notes demonstrate an in depth understanding of, and curiosity about the language used in the text. You should note words and definitions for unfamiliar words. Use a dictionary.
• Searching for Patterns and Themes: Questions and notes demonstrate an excellent awareness of patterns and themes developing in the text.

SAMPLE DIALECTAL JOURNAL

Plagiarism, such as copying another student’s journal or Sparks Notes, etc. will result in a failing grade with no chance to recoup the points lost.

Box 1: Source Material Page (Provide a direct quotation or paraphrase # and a parenthetical citation)

Box 2: Page Number (can also be included after Source Material in Parentheses)

Box 3: Respond, Analyze, and Evaluate (Why do you find this passage interesting or important?)

Sample Dialectal Journal

Sourse material	page number	respond, analyze, evaluate
(What are you analyzing?) “The snow was like a carpet, very gentle, very warm”	(83)	Simile. I can picture the men standing in the concentration camp, watching the snow blanket the ground. It is silent there. The snow-covered ground is smooth and soft. Wiesel describes the snow as being "gentle" and "warm." This comparison is not what one would expect. Standing barefoot in the snow would be very painful. The cold would cut deep into one's feet. So why does he say it is warm? Maybe his feet are frozen, numb to the pain. Perhaps the snow provides insulation from night's bitter cold. This comparison creates a sense of peace, a moment without terror or fear. It is as if he is home again, safe and warm.
“Death wrapped itself around me till I was stifled. It stuck to me. I felt that I could touch it. The idea of dying, of no longer being, began to fascinate me. Not to exist any longer.”	(84)	Personification/Internal Conflict. This is a sad moment for Wiesel. He fought to survive, but cannot fight any longer. I can't imagine being fourteen and wanting to die. I can't imagine being fourteen and losing my family, my dignity, my soul. What a tragedy. In this passage, Wiesel personifies death to show the control it has over those who are suffering in the camps. In this case, Death silences Wiesel, overpowering his will and subduing his hope of survival. Wiesel is conflicted. He wants to survive. He wants to take care of his father. But he doesn't know how much more he can take. This is important because we that Wiesel has reached a breaking point. Death has come for him so many times, but has failed. This time, however, Wiesel is too tired to run, too tired to fight. He has had enough. Death is offering a gift-an escape from this hellish existence.

Basic Responses...

• Raise questions about the beliefs and values implied in the text
• Give your personal reactions to the passage
• Discuss the words, ideas, or actions of the author or character(s)
• Tell what it reminds you of from your own experiences
• Write about what it makes you think or feel
• Agree or disagree with a character or the author

Higher Level Responses include the basic elements AND...

• Analyze the text for use of literary devices (tone, structure, style, imagery)
• Make connections between different characters or events in the text or to a different text
• Discuss the words, ideas, or actions of the author or character(s)
• Consider an event or description from the perspective of a different character
• Analyze a passage and its relationship to the story as a whole

Sophomore Pre-AP Summer Reading Plan for 2024 School Year (Daniel Armour - English II) 

Assigned Novel: “Night” by Elie Wiesel

Assignment: “Night” Short Essay

Instructions: Write a three-paragraph essay using the format provided below. This assignment should be written by hand on notebook paper. If it is not completed at the start of the semester, Pre-AP students will have two weeks to write this short essay from the start of the school year.

The first opening paragraph:

Write an opening sentence or two about how silence is a frequent theme in the novel.

Write at least a few sentences to describe Elie Wiesel's experiences in the novel and how he survived.

At the end of the paragraph, write a thesis (main argument) about how you think silence is most used as a theme in the novel. Does silence represent death, indifference, despair, apathy, hatred, anger, peace, or something else?

The body paragraph:

Use one or two sentences to restate your main thesis about how silence is most used as a theme in the novel and generally explain how.

Write a couple of sentences about specific parts of the book that use silence as a theme in the way that you mean. After mentioning parts of the novel using silence as a theme, give a specific citation in the APA format.

Try to use this format: "Direct quote from the novel." (Wiesel, 2006, pg. ##).

Write a sentence about how your examples support your main argument or thesis.

The closing paragraph:

Write a sentence or two about the overall impact of the novel.

Write a sentence or two about how silence helps it make that impact and Elie’s feelings about silence in the novel.

At the end of the paragraph, write a one or two sentence conclusionary statement - this should be like your thesis but also mention your examples of silence you wrote about in the body paragraph.

Guidelines:

For this assignment, each paragraph will be worth 30 points, requires at least five sentences, and has a unique key component. The learning objective is to make a central argument, give evidence of that argument, and restate your argument in the context of your examples.

These key components are each worth 10 points. Each paragraph has one:

•  The opening paragraph requires a thesis statement about how silence is used as a theme in the book. For this assignment, the statement should come at the end of the first paragraph.
• The body paragraph requires a citation with APA format. Write about examples from the book to smoothly set up your citation.
• The closing paragraph requires a conclusion. This is a combination of your examples and thesis.

Paragraphs will lose five points for each sentence they are short of five. Paragraphs that are missing the key component will lose 10 points. Responses will be graded for grammar, with .25 points being loss for each grammar mistake after the first three. Please proofread.

For full credit, follow the format provided, have five sentences in each paragraph, and have each of the three key components.

Students will need to memorize the Bill of Rights and be able to intelligently speak about the purpose of each one. There will be a quiz the first week of school.

Students will need to read The Old Man and the Sea by Ernest Hemingway. They must be able to talk about them of Man vs. Nature symbolism within the novel that supports this theme. There will also be a quiz the first week of school about the novel.

Read Old Man and the Sea

Purchase Old Man and the Sea

For AP Seminar and AP Research, we would like students to purchase the book online The Craft of Research. (We know the 5th edition is on pre-order, but they should receive the book by the start of the school year).