ENGLISH DEPARTMENT OF
HATBORO-HORSHAM HIGH SCHOOL
SUMMER READING PROGRAM
for the school year 2016-2017
Dear Honors and AP Student and Parents,
Attached is the Summer Reading Packet which includes all of the information you will need in
completing your required summer reading. In it, you will find the assignment(s) for your
course and worksheets that will aid you in understanding and remembering your book.
Please take a few moments to read through the packet, decide which pages apply to you, and
determine if you have any questions. Should that be the case, see your English teacher from
this year for clarification.
Assessment for the 9th grade summer reading book will take place in the beginning of the first
semester. The assessment due date for all 12 Honors is August 26, 2016.
Assessment for all other grades of summer reading will take place in the beginning of the
semester in which you have English. If you have English in the second semester, it is
recommended that you read your assigned book during the summer and take notes, as well as
complete the worksheets included in this packet. Over winter break, you have the
opportunity to review your notes and skim the book to refresh your memory.
In addition to the summer reading assessment, your English teacher may have other
assignments that relate directly or indirectly to the book including a non-fiction reading that
connects to the theme, plot, or other component of the novel.
Also, it is recommended that you read another book or books of your choice. For suggestions,
see your English teacher, the school or public librarian, or your favorite teacher. Check out
Amazon.com for their recommended readings or Goodreads.com for a variety of information
on a wide selection of books.
The English department wishes you a fun-filled summer with time out to relax and discover a
new favorite book.
Kristina Ulmer
[email protected]
ENGLISH DEPARTMENT OF
HATBORO-HORSHAM HIGH SCHOOL
SUMMER READING PROGRAM
for the school year 2016-2017
PHILOSOPHY
The purpose of the Summer Reading Program is to extend the curriculum and allow
students an opportunity to explore a variety of literature. Our philosophy is that summer
reading should be both pleasurable and thought provoking, allowing the students to use
this reading as a springboard into the material covered in their particular level of English.
Research continues to demonstrate that nothing will improve a student’s overall
academic performance in school and in life better than reading. The simple act of
reading, regardless of the difficulty level, provides a means of enrichment that
society in general cannot afford to lose. While we feel that summer reading will
provide a meaningful extension of the learning process, our hope is that it will stimulate
continued appreciation for the joy of reading.
NEW ENROLLEES IN HONORS CLASSES
Students who enroll late will also be responsible for summer reading.
•
•
If the student is new to this district and enrolls at least two weeks prior to the start
of school, either semester, the student will be responsible for the completion of the
summer reading assessment designated for the grade level into which the student
has been enrolled. Therefore, the student’s assessment will be due at the same time
as the class.
If the student enrolls with less than two weeks remaining before the start of school,
or if the student enrolls after the official start of school, either semester, the student
will be responsible for completion of the summer reading assessment designated
for the grade level into which the student has been enrolled; however, it will be left
to the discretion of the teacher to determine the timeframe in which the student
will complete the assessment.
SUMMER READING BOOKS - OVERVIEW
HATBORO-HORSHAM HIGH SCHOOL
9TH GRADE
Honors 10TH GRADE
Honors TH
11 GRADE
Honors TH
12 GRADE
Honors -
Catcher in the Rye – J. D. Salinger
Grapes of Wrath – John Steinbeck
A Tale of Two Cities – Charles Dickens
Outliers – Malcolm Gladwell (Due 8/26/16)
AP LANGUAGE AND COMPOSITION
Choose FOUR of the following:
The Autistic Brain by Temple Grandin
The Boys in the Boat by Daniel James Brown
David and Goliath by Malcolm Gladwell
Dreams from My Father by Barack Obama
I Know Why the Caged Bird Sings by Maya Angelou
Steve Jobs by Walter Isaacson
Little Failure: A Memoir by Gary Shteyngart
Man’s Search for Meaning by Viktor E. Frankl
Nickel and Dimed by Barbara Ehrenreich
No Easy Day by Mark Owen
One Summer: America, 1927 by Bill Bryson
The Pixar Touch by David A. Price
Savage Inequalities by Jonathan Kozol
Sliding on the Snow Stone by Andy Szpuk
Street Gang: The Complete History of Sesame Street by Michael Davis
Teacher Man by Frank McCourt Unbroken
by Laura Hillenbrand
Continued on next page…
AP LITERATURE
Please choose ONE option from each of the groupings below. If you have already read a
selection for another class, you are welcome to re-read for this assignment or choose the other
option. Please note you must read a total of FOUR books.
1. World Literature selection: Choose Things Fall Apart by Chinua Achebe OR A
Thousand Splendid Suns by Khaled Hosseini
2. Drama selection: Choose Waiting for Godot by Samuel Beckett OR Arcadia by Tom
Stoppard
3. Fiction that makes a political statement: Choose Gulliver’s Travels by Jonathan
Swift OR Slaughterhouse Five by Kurt Vonnegut
4. Character study selection: Choose The Handmaid’s Tale by Margaret Atwood, A
Tale of Two Cities by Charles Dickens, OR Their Eyes Were Watching God by Zora
Neale Hurston
SUMMER READING ASSESSMENT (FICTION)
HATBORO-HORSHAM HIGH SCHOOL
This packet is included with your summer reading to provide you with the opportunity to record
some of your thoughts and answers associated with the book. You are NOT required to complete
the packet, nor will you receive credit for it, but it should prove helpful in remembering the book
and implementing a deeper understanding of the story, as well as helping you with the summer
reading assessment.
Name: _______________________________________Grade:________ Period:_____________
Title: ________________________________________ Author: _________________________
1.
Rate the book out of 5 stars & explain your rating in 3-4 sentences.
2.
Cite a memorable passage of at least three sentences / 20 words from the book. Identify
the location of the passage in your book and copy word for word from the text.
Page Number: _________ Short Passage:
In at least two sentences, explain why you feel the passage is worth remembering (consider
importance within the text or connection to your life):
3.
Describe your impression of the main character. First, identify and describe the main
character. Then explain and defend your opinion of him/her with at least two specific examples
from the text:
Main character/description:
Your opinion with support:
4.
Identify the most important event in the story and explain how it impacts the
characters/events. Consider how it changes the story or how it affects the main conflict or
characters.
Summarize event:
Explain effect:
5.
To highlight the significance of the book for you, respond to ONE of the questions below
in five or more sentences. Explain your response with specific evidence from the text. Cite all
direct quotes in proper MLA format.
• What did you learn about life as a result of reading this book?
• How has the book changed your thinking or feeling?
• How has the book challenged your opinions or views on life?
SUMMER READING ASSESSMENT (NONFICTION)
HATBORO-HORSHAM HIGH SCHOOL
This packet is included with your summer reading to provide you with the opportunity to record
some of your thoughts and answers associated with the book. You are NOT required to complete
the packet, nor will you receive credit for it, but it should prove helpful in remembering the book
and implementing a deeper understanding of the story, as well as helping you with the summer
reading assessment.
Name: _______________________________________Grade:________ Period:_____________
Title: ________________________________________ Author: _________________________
2. Rate the book out of 5 stars & explain your rating in 3-4
sentences.
2.
Cite a memorable passage of at least three sentences / 20 words from the book. Identify
the location of the passage in your book and copy word for word from the text. (These
words/sentences need not be next to one another, but instead should connect to the same general
idea. If you do skip words/sentences, please remember to use an ellipses to cite the text
correctly.)
Page Number: _________ Short Passage:
In at least two sentences, explain how you feel the passage could be connected to events or
relationships in your life (past or future):
3.
Describe your impression of the author. First, identify and describe the author. Then
explain and defend your opinion of him/her with at least two specific examples from the text:
Author character/description:
Your opinion with support:
4.
Choose one of the main concepts in the text and explain it in your own words.
Create/design an original experiment you could use to test the principles of the concept in your
own life. Summarize concept:
Explain your original experiment:
5.
To highlight the significance of the book for you, respond to ONE of the questions below
in five or more sentences. Explain your response with specific evidence from the text. Cite all
direct quotes in proper MLA format.
• What did you learn about life as a result of reading this book?
• How has the book changed your thinking or feeling?
• How has the book challenged your opinions or views on life?
Senior Honors REQUIRED Summer Assignment
Outliers (Malcolm Gladwell)
Submit to http://www.turnitin.com/ no later than Friday, August 26th a typed response of 3-4 pages
(double-spaced, Times New Roman 12-point font, 1” margins). Read below for paragraph-byparagraph requirements. You MAY use the first-person (“I”) in your responses where necessary, as
some of the questions ask for your personal reactions. Also, each paragraph—with the exception of
Paragraph 5—is required to include at least ONE direct quotation for support, including page
number citation.
Paragraph 1: What is your response to Gladwell's overall writing style (i.e. HOW he chose to present
the information he included, his word choice, his sentence structure, etc.)? What is impact in
organizing the book in “Part 1: Opportunity” and “Part 2: Legacy”?
Paragraph 2: What is the occasion (i.e., what circumstances might have prompted Gladwell to write
the book?) target audience (i.e., which groups of people would be most interested in the content and
style of the book.), and primary purpose (i.e., whether to inform, persuade, describe, narrate, entertain,
compare/contrast, or some combination of those?) of this book?
Paragraph 3: What is the main point the author makes about success and the impact of time and
place on it? How does he define a true “outlier”?
Paragraph 4: Throughout Outliers, Gladwell aims to make an assertion about how success is
achieved, but he never defines success outright. Based on specific examples from the book (which
you should include in your response), what seems to be Gladwell's definition of success?
Paragraph 5: How does your personal definition of success compare to Gladwell's? Rather than
quotations from the text, use specific examples from your own life experience and background
knowledge as support.
Turnitin.com Enrollment Information
Class ID: 12653739
Password: seniors
SUMMER READING
AP LANGUAGE AND COMPOSITION ASSIGNMENTS
HATBORO-HORSHAM HIGH SCHOOL
Mrs. Hilker: [email protected]
Please carefully read the instructions below. The ability to understand what is being asked of you is a basic
skill required for success in any AP course and on the exam itself.
Part I: Key Terms Glossary
On a separate sheet is a fairly comprehensive list of terminology you should be able to identify and, in many
cases, incorporate in writing for your AP Exam. Some terms are hopefully already a part of your working
vocabulary, but others will be much less familiar. The sooner you familiarize yourself with these terms, the
more informed your analysis will be. In lieu of definitions to the terms, write an example—either created
by you or found in a separate source (which you should cite—no lengthy URLs, please!)—of each
term or technique that clearly shows how it functions in writing. As example, I will use one of a
grammatical term with which you are all hopefully familiar:
Noun—The book required for our Advanced Placement course is enlightening and thought-provoking.
You certainly may include definitions as well, and I would especially advise this for the most unfamiliar
terminology, as this will become your personal glossary to use for the duration of the course.
During the first few days of classes, I will make sure your glossary of examples is complete, and you will be
given a quiz asking you to identify a selection from these terms as they are used in writing.
Part II: Thematic Readings
The AP Language and Composition course is unique in that it focuses primarily on non-fiction in its various
forms. During the course itself, we will be reading some longer works, but our primary focus will be on
shorter personal essays, narratives, periodicals, and other primary and secondary sources. In addition to a
working “cultural literacy” based in history, politics, current events, and popular culture, essential skills for
success on the AP Lang exam are analysis (considering HOW things are written as much as WHAT is written
about), argument (making a claim and supporting it effectively), and synthesis (drawing from various sources
to compose a cohesive argument). Your summer assignment requires you to read FOUR of the following
non-fiction titles and engage in each of these tasks:
The Autistic Brain by Temple Grandin
The Boys in the Boat by Daniel James Brown
David and Goliath by Malcolm Gladwell
Dreams from My Father by Barack Obama
I Know Why the Caged Bird Sings by Maya Angelou
Steve Jobs by Walter Isaacson
Little Failure: A Memoir by Gary Shteyngart Man’s
Search for Meaning by Viktor E. Frankl
Nickel and Dimed by Barbara Ehrenreich
No Easy Day by Mark Owen
One Summer: America, 1927 by Bill Bryson
The Pixar Touch by David A. Price
Savage Inequalities by Jonathan Kozol
Sliding on the Snow Stone by Andy Szpuk
Street Gang: The Complete History of Sesame Street by Michael Davis
Teacher Man by Frank McCourt
Unbroken by Laura Hillenbrand
Part IIA: Text Analysis Journal
In outline form (as below), identify the following components of each text along with direct quotations (with page
number citations) to support each. You will want to be looking for these as you read, as having to go back
through the text to find examples would be time-consuming. Each of your four outlines should be 2-4 pages,
typed, double-spaced, 12-point font. Be sure your heading identifies the book you have read.
A. What are the author’s primary PURPOSES in writing this text? (Key words to consider: inform,
narrate, describe, persuade, entertain, reflect)
B. Does the author put forth a CLAIM (an idea that must be proven) in this text? If so, what is that
claim? If not, why might he or she not have framed the text that way?
C. What is the CONTEXT in which the author wrote this text? (Consider cultural perspective,
date/time written, significant events that may have prompted its writing)
D. Who seems to be the intended AUDIENCE for this text? (Consider gender, age range, level of
education, background or interest in certain content areas, political views, and/or anything else of
note)
E. Looking at the rhetorical device category from your terms list, which does the author use
prominently in his/her text? Provide specific examples of at least FIVE different RHETORICAL
DEVICES.
F. How does the author appeal to following? Give specific examples!
a.
Logos—Logical Appeal (Use of statistics, hard facts or data, extensive deduction/induction)
b. Ethos—Ethical Appeal (Use of expert sources, identifying author’s own credentials or
expertise on the topic via life experiences, research, etc.)
c. Pathos—Emotional Appeal (Use of vivid imagery, personal story, humor, emotional
language or anything else that evokes an emotional response)
G. Your PERSONAL RESPONSE to the text. Did you find it effective or not? If it was interesting,
what made it so? If it was boring, what could the author have done differently? To whom might you
recommend this text in the future? What else would you like to comment on regarding the text?
Electronic versions of your outlines should be compiled IN A SINGLE DOCUMENT and
submitted to turnitin.com no later than 11:59 PM on August 22, 2015. Bring a hard copy on
the first day of class.
Part IIB: Argument Essay
“Adversity has the effect of eliciting talents which in prosperous circumstances would have
lain dormant”—Horace
Consider this quotation about adversity from the Roman poet Horace. Then write an essay of 3-5 pages
(typed, double-spaced, 12-pt. font) that defends, challenges, or qualifies Horace’s assertion about the role that
adversity (financial or political hardship, danger, misfortune, failure, disadvantage, etc.) plays in developing a
person’s character and/or contributing to his or her success. Support your argument with appropriate
evidence from each of your summer reading books. DO NOT SUMMARIZE your texts!! A summary will
result in a low score on both this assignment and similar assignments on the AP exam. Be sure to include
proper MLA in-text citations and a corresponding Works Cited page!
Bring a hard copy of this paper to class on September 7, 2016; it should be uploaded to turnitin.com
no later than 11:59 PM on that day.
Turnitin.com Class Registration Information
Class ID: 12628117
Password: Hilker (case sensitive!)
AP Language and
Composition Terms
Argument Terms
Deduction
Rhetorical Devices
Alliteration
Allusion
Ethos
Analogy
Fallacy
Anaphora
Induction
Antithesis
Logos
Aphorism
Pathos
Apostrophe
Rebuttal
Assonance
Syllogism
Asyndeton
Chiasmus
Logical Fallacies
Ad Hominem
Colloquialism
Appeal to Authority Appeal
Epiphora/Epistrophe
to Ignorance
Euphemism
Begging the Question
Hyperbole
False Dilemma
Imagery
Hasty Generalization
Jargon
Dialect
Litotes
General Writing and Rhetoric Terms
Antecedent
Metaphor
Clause (2 types)
Onomatopoeia
Connotation Denotation
Oxymoron
Diction
Paradox
Didactic
Parallel Structure
Encomium
Personification
Exposition
Rhetorical Question
Genre/Mode
Sarcasm
Invective
Satire
Narrative
Simile
Novel (We won’t be reading any!)
Symbol
Passive Voice (Avoid it!)
Metonymy
Synecdoche
Prose
Understatement
Rhetoric
Zeugma
Syntax
Thesis
Tone
SUMMER READING
AP LITERATURE ASSIGNMENTS HATBORO-HORSHAM
HIGH SCHOOL
Mrs. Hersker: [email protected]
Summer Titles
Please choose ONE option from each of the groupings below. If you have already read a selection for
another class, you are welcome to re-read for this assignment or choose the other option. Please note
you must read a total of FOUR books.
1. World Literature selection:
Choose Things Fall Apart by Chinua Achebe OR A Thousand Splendid Suns by Khaled Hosseini
2. Drama selection:
Choose Waiting for Godot by Samuel Beckett OR Arcadia by Tom Stoppard
3. Political Satire selection:
Choose Gulliver’s Travels by Jonathan Swift OR Slaughterhouse Five by Kurt Vonnegut
4. Character study selection:
Choose The Handmaid’s Tale by Margaret Atwood, A Tale of Two Cities by Charles Dickens, OR Their Eyes
Were Watching God by Zora Neale Hurston
Journal Assignment
For each reading selection, students will document their progress in the form of a typed journal. Each
reading selection must contain a minimum of 3 journal entries. Before each journal entry, please note
the pages in the work that you have read prior to writing your journal entry. The length of each journal
entry must be 2-3 pages, for a total of 6-9 pages for each reading selection. For the journal entries
themselves, feel free to discuss anything of note within the portion of the book you have read.
However, below are a few questions I would like you to address somewhere in each.
Entry #1: Who is the protagonist of the novel/play? What is s/he like, and what is your personal
response to him/her at this point? If a novel, what is the point of view from which it is narrated (1st, 3rd
limited, or 3rd omniscient)? How does this affect the reader’s response to the text at this point? Be sure
to provide textual support with appropriate citations. 2 to 3 pages total.
Entry #2: What are the conflicts that have arisen in the novel/play so far? What motifs or patterns seem
to be emerging? Be sure to provide textual support with appropriate citations. 2 to 3 pages total.
Entry #3: What is your response to both the overall writing style and ending of the novel/play? Most
importantly, what seems to be the meaning of the work as a whole? Be sure to provide textual support
with appropriate citations. 2 to 3 pages total.
ALL JOURNALS MUST BE SUBMITTED TO TURNITIN.COM. Please go to turnitin.com and enroll in the
class using the information below.
Class ID: 12630173
Password: Hersker (case sensitive!)
The date you submit each complete journal will be recorded by the website. Listed below are the
deadlines for your work. You may read your selections in any order, but make sure you upload your
submissions to the correct category:
•
•
•
•
First Summer Reading Novel: Three Journal Responses DUE: July 19, 2016
Second Summer Reading Novel: Three Journal Responses DUE: July 19, 2016
Third Summer Reading Novel: Three Journal Responses DUE: September 6, 2016
Fourth Summer Reading Novel: Three Journal Responses DUE: September 6, 2016
Please bring a hard copy of your complete reading journals to class with you on the first day of class.
A word of caution: These journals are meant to be conversational and informal. Do not feel so
pressured to have the “right answer” that you go to sparknotes or another source to make sure you are
correct. Grades will be given on the basis of whether or not you read the book and have given it careful
thought, even if your thoughts are not identical to mine. If your true purpose in taking this course is to
do well on the AP exam and then college, simply reading and honestly responding to the text will benefit
you the most. We all start somewhere, and this is your starting point!
During the first quarter, students complete a timed writing response and a presentation based on
these readings.
Additional titles
If you would like to get ahead over the summer, you can also read the following major titles. Reading
poetry and short fiction is also encouraged. Any advance reading you do will be helpful.
The Metamorphosis, Franz Kafka
The Awakening, Kate Chopin
Crime and Punishment, Fyodor Dostoevsky OR One Hundred Years of Solitude, Gabriel Garcia-Marquez
Death of a Salesman, Arthur Miller
A Doll House, Henrik Ibsen (Also called A Doll’s House)
Candide, Voltaire
King Lear or Othello, William Shakespeare
The Inferno, Dante Alighieri
Oedipus Rex (Also sometimes entitled Oedipus the King)
AP Literary Terms: You will be expected to know definitions for the terms on the attached list. You will
be tested on these within the first week of class. Most of them should already be familiar to you. I have
created a list on vocabulary.com for you to use as a study guide. However be aware that not all of these
words are defined on vocabulary.com (indicated with an asterisk *), words in bold are defined on the
website, but do not appear on the practice tests. You will need to review these words on your own.
http://www.vocabulary.com/lists/444098
Absurdism
(absurdity)
allegory
alliteration
allusion
anapest
anaphora
anecdote
antagonist
apostrophe
archetype aside
assonance
asyndeton
aubade* ballad
blank verse
cacophony
caesura
caricature
catharsis
character
characterization
chorus climax
colloquial
conceit comedy
comic relief*
conflict connotation
consonance
couplet dactyl
denotation
denouement
deus ex machina
dialect diction
dimeter* elegy
end rhyme*
end-stopped rhyme*
enjambment
en medias res*
epic epiphany
euphemism
euphony
exposition
falling action*
farce
feminine rhyme*
figurative language
foil
foot
foreshadowing
form free
verse genre
hamartia
hexameter
hyperbole
iamb imagery
internal rhyme
irony litotes
lyric
masculine rhyme*
melodrama
metaphor meter
metonymy
monometer*
mood moral motif
narrator octave
ode
onomatopoeia
oxymoron
paradox
parallelism parody
pastoral pathetic
fallacy
pentameter
personification
phonetic intensive*
plot point of view
protagonist
quatrain refrain
rhetoric
rhyme rhyme
scheme*
rhythm rising
action*
sarcasm satire
scansion
sentimentality
sestet setting
simile soliloquy
sonnet spondee
stanza
stream of consciousness
stress structure
symbol
syntax
tercet terza rima
tetrameter
theme
tone
tragedy trimeter
trochee
understatement
verse villanelle*
voice