Lafayette High School
Lexington, Kentucky
Summer Reading Assignments
2012-2013

English 09 – Freshman English

English 10 – Sophomore English

English 11 – Junior English

English 12 – Senior English

Advanced Placement English Language and Composition

Advance Placement English Literature and Dual Credit (101/102) English
You may access these files online at:
http://www.lafayette.fcps.net/
Freshman Summer Reading Book Project
Assignment
During your summer break, choose a novel from the approved booklist, read it, and create a poster that displays
elements of the book for the entire school to see. Follow the steps below to complete this project for in-class credit! Be
sure to check the school website for possible examples.
Steps to Completion
1. Pick a book from the Approved Booklist. Pay
attention to and research the elements below
while reading.
a. Main Characters
b. Interesting Aspects of the Book
c. Author Information
d. Helpful and Credible Reviews of the Book
Requirements Checklist
A summary of each main character
Description of favorite scene with
properly cited quotes
“Read this if you like…” section
Critical review
Visuals and images – be creative!
Your name written on the back
2. Construct a standard-sized poster board that
includes all of the following sections:
a. A summary of each main character
b. A description of your favorite scene from
the book with properly cited quotes
c. A “Read This If You Like…” section that
highlights themes, topics, or anything
interesting and exciting
d. A critical review of the book that evaluates
the use of literary devices and techniques.
A reader should know if you like the book or
not and WHY
e. At least 3 visuals or images incorporated in
the construction of the poster in an
appealing manner
Freshman Book List
Julia Alvarez, How the García Girls Lost their Accents
Fifteen tales vividly chronicle a Dominican family's exile in the
Bronx, focusing on the four Garcia daughters' rebellion against
their immigrant elders.
Sue Monk Kidd, Secret Life of Bees
Searching for the truth about her mother’s life and death, a
grieving Lily finds the answers, love, and acceptance where she
least expects it.
Maya Angelou, I Know Why the Caged Bird Sings
In this first of five volumes of autobiography, poet Maya Angelou
recounts a youth filled with disappointment, frustration, tragedy,
and finally hard-won independence.
Toni Morrison, The Bluest Eye
Pecola Breedlove, a young black girl, prays every day for beauty.
Mocked by other children for the dark skin, curly hair, and brown
eyes that set her apart, she yearns for normalcy, for the blond
hair and blue eyes that she believes will allow her to finally fit in.
Avi, Nothing but the Truth
A ninth-grader's suspension for singing "The Star-Spangled
Banner" during homeroom becomes a national news story
Sampson Davis, George Jenkins, and Rameck Hunt, The Pact:
Three Young Men Make a Promise and Fulfill a Dream
The three doctors grew up in the streets of Newark, facing city life’s
temptations, pitfalls, even jail. But one day these three young men
made a pact. They promised each other they would all become
doctors, and stick it out together through the long, difficult journey
to attaining that dream.
Matt De La Pena, Mexican Whiteboy
Sixteen-year-old Danny searches for his identity amidst the
confusion of being half-Mexican and half-white while spending a
summer with his cousin and new friends on the baseball fields
and back alleys of San Diego County, California
Charles Dickens, Great Expectations
A young man's burning desire to fulfill his "great expectations" of
fame and fortune is presented in Charles Dickens's classic tale of
love, madness, forgiveness, and redemption.
Sharon Draper, Copper Sun
Two fifteen-year-old girls--one a slave and the other an
indentured servant--escape their Carolina plantation and try to
make their way to Fort Moses, Florida, a Spanish colony that
gives sanctuary to slaves.
Lorraine Hansberry, A Raisin in the Sun
When it was first produced in 1959, A Raisin in the Sun was
awarded the New York Drama Critics Circle Award for that
season and hailed as a watershed in American drama. A
pioneering work by an African-American playwright, the play was
a radically new representation of black life.
Kazuo Ishiguro, Never Let Me Go
Only special students are chosen to attend Hailsham, an
exclusive boarding school tucked away in the English
countryside. The chilling truth of their special nature slowly
unfolds as we follow the stories of three former students.
Lloyd Jones, Mister Pip
Matilda’s Pacific Island village has been torn apart by civil war.
Against this harsh backdrop, Mr. Watts, a lonely British
expatriate, maintains calm by reading Dicken’s Great
Expectations aloud to the village children, transforming their
lives
Greg Mortenson, Three Cups of Tea: One Man’s Mission to
Promote Peace One School at a Time
Lost and near death following an unsuccessful attempt to climb
K2, Mortenson is sheltered and nursed in a remote mountain
village. Out of gratitude, he vows to return to build schools
throughout Pakistan and Afghanistan.
Walter Dean Myers, The Glory Field
Follows a family's two hundred forty-one year history, from the
capture of an African boy in the 1750s through the lives of his
descendants, as their dreams and circumstances lead them away
from and back to the small plot of land in South Carolina that they
call the Glory Field.
Mary Pearson, The Adoration of Jenna Fox
In the not-too-distant future, when biotechnological advances have
made synthetic bodies and brains possible but illegal, a seventeenyear-old girl, recovering from a serious accident and suffering from
memory lapses, learns a startling secret about her existence.
Richard Peck, The Teacher’s Funeral
In rural Indiana in 1904, fifteen-year-old Russell’s dream of
quitting school and joining a wheat threshing crew is disrupted
when his older sister takes over teaching at his one room
schoolhouse after mean, old Myrt Arbuckle "hauls off and dies."
Ginny Rorby, Hurt Go Happy
Thirteen-year-old Joey Willis, deaf since the age of six, is used to
being left out of conversations because her mother never allowed
her to learn sign language. Everything changes when Joey meets Dr.
Charles Mansell and his baby chimpanzee, Sukari, but as Joey's
world blooms with possibilities.
John Steinbeck, The Pearl
In this short book illuminated by a deep understanding and love
of humanity, John Steinbeck retells an old Mexican folk tale: the
story of the great pearl, how it was found, and how it was lost.
J.R.R. Tolkien, Lord of the Rings Trilogy
This trilogy includes The Fellowship of the Ring, The Two Towers
and The Return of the King. It is the story of how the dark power
of Sauron is destroyed.
Marcus Zusak, The Book Thief
Living in Nazi Germany, young Liesel and her family choose to lie
and steal to protect a Jewish refugee hiding in their basement.
Narrated by Death, this is not your typical World War II story.
*Books were chosen because of their inclusion on a college preparation list, the Quality Core curriculum, the Kentucky Core Academic Standards, and teacher
recommended. They reflect a variety of genres, time periods, and themes. If you are concerned with the content of any of these books, please preview the book before
your child reads it.
Sophomore Summer Reading Book Project
Assignment
During your summer break, choose a novel from the approved booklist, read it, and create a poster that displays
elements of the book for the entire school to see. Follow the steps below to complete this project for in-class credit! Be
sure to check the school website for possible examples.
Steps to Completion
1. Pick a book from the Approved Booklist. Pay
attention to and research the elements below
while reading.
a. Main Characters
b. Interesting Aspects of the Book
c. Author Information
d. Helpful and Credible Reviews of the Book
Requirements Checklist
A summary of each main character
Description of favorite scene with
properly cited quotes
“Read this if you like…” section
Critical review
Visuals and images – be creative!
Your name written on the back
2. Construct a standard-sized poster board that
includes all of the following sections:
a. A summary of each main character
b. A description of your favorite scene from
the book with properly cited quotes
c. A “Read This If You Like…” section that
highlights themes, topics, or anything
interesting and exciting
d. A critical review of the book that evaluates
the use of literary devices and techniques.
A reader should know if you like the book or
not and WHY
e. At least 3 visuals or images incorporated in
the construction of the poster in an
appealing manner
Book Selections
Sophomore Reading List
• Emma by Jane Austen
o A novel about the perils of misconstrued romance.
• Franny and Zooey by J.D. Salinger
o Franny and Zooey are the two youngest members of
the Glass family.
• Fences by August Wilson
o The play is a swirling portrait of Troy Maxson's life.
• Our Town by Thornton Wilder
o An average town's citizens in the early 20th century as
depicted through their everyday lives.
• Brighton Beach Memoirs by Neil Simon
o Eugene Morris Jerome, a Polish-Jewish
American teenager searches for identity as he deals
with puberty and family.
• Graceling by Kristin Cashore
o Katsa has been able to kill a man with her bare hands
since she was eight—she’s a Graceling.
• Life as We Knew It by Susan Beth Pfeffer
o
•
neighbor’s dog.
•
Wicked: The Life and Times of the Wicked Witch of the
West by Maguire, Gregory
o
think of Oz the same way again.
•
The Radioactive Boy Scout: The True Story of a Boy and
His Backyard Nuclear Reactor by Silverstein, Ken.
o
obsession prompted government agents to descend on
his suburban backyard.
•
Inheritance by Christopher Paolini
o
•
The Saga of the Sioux by Dee Brown
o
mother dies.
about what happened to the Sioux from 1860 to the
A play about a group of Royal Marines and convicts.
Massacre of Wounded Knee in 1891.
•
The Natural by Bernard Malamud
o
Roy Hobbs -- a talented athlete whose promising
career is derailed by a youthful indiscretion.
A fresh, urban twist on the classic tale of star-crossed
•
On the Beach by Nevil Shute
o
After a nuclear World War III has destroyed most of
the globe, the few remaining survivors in southern
Vivid, first-person accounts of what it was like to be a
Australia await the radioactive cloud that is heading
slave in the South.
their way and bringing certain death to everyone in its
path.
Friday Night Lights: A Town, a Team and a Dream by
Bissinger
The story of a high school football team in Texas and
their struggle to win the championship in 1988.
•
A Meticulously researched account that allows the
great chiefs and warriors to speak for themselves
A narrative out of Voices from Slavery: 100 Authentic Slave
o
Now the fate of an entire civilization rests on
Eragon’s, the shadeslayer’s, shoulders.
Narratives by Norman R. Yetman
•
Learn the true story of how David Hahn’s teenage
An older brother takes care of the family after the
lovers.
o
The Wizard of Oz retold from the point of view of
Elphaba, the Wicked Witch of the West. You’ll never
Perfect Chemistry by Simone Elkeles
o
•
own family while investigating the murder of a
Our Country’s Good by Timberlake Wertenbaker
o
Christopher, a mathematically-gifted but socially
challenged autistic teen, uncovers secrets about his
Miracle’s Boys by Jacqueline Woodson
o
•
o
The story of a man who gives away his newborn
baby, who has Down syndrome, to one of the nurses.
•
Haddon
The Memory Keeper’s Daughter by Kim Edwards
o
The Curious Incident of the Dog in the Night-Time by
Miranda tries to live life as normally as possible after
the world ends.
•
•
•
Bee Season by Myla Goldberg
o
Eliza Naumann, a seemingly unremarkable nine-yearold, expects never to fit into her gifted family
Poetry 180: A Turning Back to Poetry by Collins (Editor)
o
An anthology of poems selected for high school
students.
*Books were chosen because of their inclusion on a college preparation list, the Quality Core curriculum, the Kentucky Core Academic Standards, and teacher
recommended. They reflect a variety of genres, time periods, and themes. If you are concerned with the content of any of these books, please preview the book
before your child reads it.
LAFAYETTE HIGH SCHOOL
LEXINGTON, KY
General and Advanced Junior English Summer Reading Assignment
*This is NOT the AP Language summer reading assignment.




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General
Choose ONE to read.
The Joy Luck Club by Amy Tan
Purple Heart by Patricia McCormick
The Red Badge of Courage by Stephen Crane
The Glass Castle by Jeannette Walls
Into Thin Air by John Krakauer





Advanced
Choose ONE to read.
The Bell Jar by Sylvia Plath
Beloved by Toni Morrison
Slaughterhouse Five by Kurt Vonnegut
Life of Pi by Yann Martel
My Jim by Nancy Rawles
EXPECTATIONS
1. Label the journal with the title and author of the book, and date each entry.
2. Write, on average, one page per entry, although the length may vary.
3. Complete 5 Written Responses.
IDEAS FOR RESPONSES

Choose one QUOTE and offer a reflection as to how it relates/or does not relate to the whole of the
novel.

Describe any types of THEMES or central ideas that you have found in the novel.

Describe any of the main CHARACTERS. Descriptions can include a physical description, a character’s
thoughts, speech or actions. Reflect on the specific choices the author made.

Describe SETTING. Reflect on the specific choices the author made. Focus on how the setting impacts
the overall story.

Describe any situation in the novel where you felt there was more than “what was found on the
SURFACE.” Focus on the specific language you found. Discuss any possible meanings.

Reflect upon the author’s usage of specific LANGUAGE in the novel. Are there any words that are
repeated more than others? Explain their significance.
LAFAYETTE HIGH SCHOOL
LEXINGTON, KY
General and Advanced Senior English Summer Reading Assignment
*This is NOT the AP Literature or Dual Credit summer reading assignment.
I.
•
•
II.
Assignment Overview
Your assignment is to complete research on a topic of your choice by following the step-by-step guide found
below. It is recommended that you spend a generous amount of time thinking about your topic because research
completed during the summer will be used throughout the first unit of Senior English, so interest and investment
in topic is ideal.
Example topics may include:
 University of Kentucky basketball recruits for the 2012-2013 season
 how technology is utilized in the making of animated films
 issues faced by student athletes
 a particular profession you are interested in pursuing
Step-by-Step Guide to Completing Research/Assignment
1. Step One: Collect 7 articles in varying length and from various sources on your selected topic.
2. Step Two: Read each article.
3. Step Three: Read each article again and as you read annotate the article. A minimum of 5 notes are required
per article. Highlighting does not count as a ‘note’, but is a great tool to assist comprehension and annotation.
How To Annotate:
 Highlight information you think is important.
 Take notes in margins or on post-it notes. Notes can include:
a. Questions
i. Ask questions about facts, sources, and information you don’t understand
b. Content-to-Self/World Connections
i. Note connections that article has to your life, something else you have read, another issue in
your world, etc.
c. Evaluations and Judgments
i. Log where and why you disagree or agree with certain claims the author is making, facts they
are providing, etc.
ii. Note when information is off topic, irrelevant, or provides an interesting perspective
4. Step Four: Write a summary for each article. Each summary must be a minimum of 7 sentences.
How To Summarize:
 A summary should put the main idea of the article into your own words, including only the main
points. Think of a summary like a trailer for a movie. You are highlighting the main points, but not
giving away every little detail.
CONTINUED ON BACK
Page 1 of 2
III.
•
•
IV.
•
•
•
Requirements
You must bring a printed copy of each article to school on the first day.
You must keep documentation of each of your articles. This includes logging article web links or the name of the
magazine/newspaper and publishing date.
Suggested Article Sources
Opposing Viewpoints: http://infotrac.galegroup.com/itweb/lexi91833?db=OVIC
o At School Password: lexi_log
o At Home Password: lexi_logrpa
http://scholar.google.com/
Most printed magazines/newspapers have online editions (ex. www.nytimes.com and www.kentucky.com).
Page 2 of 2
LAFAYETTE HIGH SCHOOL
LEXINGTON, KY
Advanced Placement English Language and Composition Summer Reading 2012-2013
AP Language students,
You are on the precipice of a great adventure! The content and contexts of this course are thoroughly
engaging and varied.
The following list of assignments and texts to be purchased are a minimal requirement. Feel free to
explore the text in ways you enjoy, such as journaling or researching the author. You may reach us over the
summer at [email protected] or [email protected] with any
questions that might arise.
Have a great summer!
Texts/Resources to purchase:
• Everything is Illuminated—Jonathan Safran Foer is the author of the bestseller Everything Is
Illuminated, named Book of the Year by the Los Angeles Times and the winner of numerous awards,
including the Guardian First Book Prize, the National Jewish Book Award, and the New York Public
Library Young Lions Prize.
• A Prayer for Owen Meany—John Irving is a National Book Award winner.
*Purchase of each book is recommended to encourage active reading of the text, via annotations, brief
chapter synopsis, and active vocabulary acquisition.
•
Three ring binder (you may choose type, size and color)
Assignments:
-
Read Everything is Illuminated and A Prayer for Owen Meany. Be prepared for an
assessment on the first day of school.
Complete the attached handout with literary terms. This list will be used throughout the year.
You may use extra paper, if needed.
Literary Term
ab ovo
ad hominem argument
allegory
alliteration
allusion
ambiguity
anachronism
analogy
anecdote
antecedent
aphorism
apostrophe
asyndeton
atmosphere
balance
circular plot
Definition
Example
Potential Effects
clause
colloquialism
colophon
conceit
concrete detail
connotation
consonance
denotation
descriptive detail
diction
didactic
dramatic irony
enthymeme
epigram
episodic plot
epistle
ethos
euphemism
euphony
extended metaphor
generic conventions
homily
hubris
hyperbole
imagery
induction
inference
invective
inversion
litotes
logical fallacy
logos
loose sentence
malapropism
metaphor
metonymy
mondegreen
non-sequitur
onomatopoeia
organic plot
oxymoron
parallelism
parody
pathetic fallacy
pathos
pedantic
periphrasis
philippic
polysyndeton
prose
red herring
rhetorical device
semantic
simile
situational irony
straw man
syllogism
symbol
synecdoche
syntax
theme
thesis
tone
unity
verbal irony
verisimilitude
wit
zeugma
LAFAYETTE HIGH SCHOOL
LEXINGTON, KY
Dual Credit and AP Literature Senior Summer Reading Assignment 2012-213
Locate the specific English course you are assigned for next year. Follow the directions that explain which books you
are required to read over the summer, and then follow the writing instructions for your assigned class, outlined at
the bottom and back of this page.
Senior Dual Credit English (101/102)
Read ONE CHOICE below.
Choose ONE to Read
 Pygmalion by George Bernard Shaw
 The Road by Cormac McCarthy
Advanced Placement Literature
Read ALL THREE selections below.



The Inferno by Dante Aligheri (John Ciardi
translation)
The Road by Cormac McCarthy
Oedipus Rex by Sophocles
Reading Assignments
Dual Credit English
IN-CLASS ASSIGNMENT: During the first week of classes next year, you will be required to complete a writing task in
class over the book you chose for summer reading. Below is the task:
After you have read your Senior English summer reading selection(s), please complete the Writing
Task directly following the directions provided. You SHOULD use information and evidence from the
reading selection to complete the writing task. You may not work or conference with anyone.

Locate the writing task for you specific Senior English Level (e.g. General, Advanced, AP, Dual
Credit).

If you are required to read more than one selection, complete the writing task for only ONE of
the reading selections. You will be required to complete other tasks for the other required
readings when you return to school.



Think about what you want to write.
Use your Writer’s Reference Sheet to guide you in planning, revising, and editing your response.
Review the scoring criteria provided in this packet. These criteria will be used to score your
work.
Continued On Back
Dual Credit English Continued
Pygmalion Writing Task
Literacy Acquisition is one of the many themes of George Bernard Shaw’s Pygmalion. Discuss the importance
of this theme in the play and its impact on the characters of Higgins and Eliza. What implications does this
theme still have for us today? (2-3 pages)
The Road Writing Task
The purposes and functions of language in The Road reflect the context in which the characters must exist.
Select one scene from the novel and discuss its importance to the theme of language in the novel.
Advanced Placement English Literature and Composition
BEFORE CLASS: Keep a Reader’s Journal in which you record your reflections and observations on the works you
read. Do not merely summarize plot. The idea is to record your thoughts. The formatting of your journal is up to
you. You must complete this assignment before you return to school next year.
Writer’s Reference Sheet
Follow the steps below to help you successfully
write your response.
Focusing
Read the task to identify your purpose and
audience and the form of writing you should
use.
Think about information you may have
(personal experiences, current issues, and your
knowledge about this topic) that will help you
fulfill the purpose in your response to the task
and meet the needs of the audience.
Prewriting
After reading the task and focusing your thinking,
begin to plan what you will write.
• Select and narrow your topic.
• Focus on your purpose by identifying a
central/controlling idea.
• Identify your audience’s needs.
• Generate and organize your ideas and
support. (You may use graphic
organizers).
Drafting
Write a first draft of your response to the task on
paper provided by your teacher.
Revising
Be sure to review your writing for the following:
• Focus and attention to purpose and
audience
• Development of ideas, details, and
support
• Clear organization, with transitions as
necessary
• Variety of sentence structures
Editing
Review your writing and correct any errors in
sentence structure, word choice, punctuation,
capitalization, and spelling.
Publishing
The final draft of your response must be written in
your Student Response Booklet.
As you revise, ask yourself these important
questions.
When I organized my writing, did I
• include an attention-getting lead (such as a
quote, a question, or a statement)?
• develop the body (with supporting details,
transitions, and paragraphs)?
• conclude effectively (by referring back to the
lead, asking the audience to take action,
leaving the audience something to think about,
etc.)?
If it is a letter, have I
• used the correct letter form (business or
friendly)?
• supported my purpose with details?
• answered my audience’s anticipated
questions?
If it is an editorial, have I
• given my opinion?
• supported my opinion with reasons?
• given examples, statistics, stories, etc., to
support each reason?
If it is an article, have I
• focused on an interesting angle of the topic?
• supported my purpose with relevant idea
development?
• used text features effectively (sections with
headings, bulleted lists, etc.)?
If it is a speech, have I
• met the needs of my audience?
• supported my purpose with details that will
engage the audience?
Remember to print or write neatly.
Kentucky Writing Scoring Rubric
0
1
2
3
4
CONTENT
Purpose and Audience; Idea Development and Support
The writing:
 Lacks purpose
 Lacks awareness of
audience
 Lacks idea
development; may
provide random
details
0
The writing:
 Attempts to establish a
general purpose; lacks focus
 Indicates limited awareness
of audience’s needs
 Demonstrates limited idea
development with few details
and/or weak support; may
attempt to apply some
characteristics of the genre
The writing:
 Attempts to establish and maintain a
narrowed purpose; some lapses in
focus
 Indicates some awareness of
audience’s needs; makes some
attempt to communicate with an
audience; may demonstrate some
voice and/or tone
 Demonstrates some idea
development with details/support;
support may be unelaborated,
irrelevant and/or repetitious; may
apply some characteristics of the
genre
The writing:
 Establishes and maintains an
authentic focused purpose
throughout
 Indicates an awareness of
audience’s needs; communicates
adequately with audience; conveys
voice and/or appropriate tone
 Demonstrates depth of idea
development with specific,
sufficient details/support; applies
characteristics of the genre
The writing:
 Establishes and maintains an
authentic and insightful focused
purpose throughout
 Indicates a strong awareness of
audience’s needs;
communicates effectively with
audience; sustains distinctive
voice and/or appropriate tone
 Demonstrates reflective,
analytical and/or insightful idea
development; provides specific,
thorough support; skillfully
applies characteristics of the
genre
1
2
3
4
STRUCTURE
Organization: unity and coherence; Sentences: structure and length
The writing:
 Demonstrates
random organization
 Lacks transitional
elements
 Demonstrates
incorrect sentence
structure throughout
The writing:
 Demonstrates ineffective or
weak organization
 Demonstrates limited and/or
ineffective transitional
elements
 Demonstrates some
ineffective or incorrect
sentence structure
0
1
The writing:
 Demonstrates logical organization
with lapses in coherence
 Demonstrates some effective
transitional elements
 Demonstrates simple sentences; may
attempt more complex sentences but
lacks control of sentence structure
The writing:
 Demonstrates logical, coherent
organization
 Demonstrates logical, effective
transitional elements throughout
 Demonstrates control and variety
in sentence structure
The writing:
 Demonstrates careful and/or
subtle organization that
enhances the purpose
 Demonstrates varied and subtle
transitional elements
throughout
 Demonstrates control, variety
and complexity in sentence
structure to enhance meaning
4
2
3
CONVENTIONS
Language: grammar and usage, word choice; Correctness: spelling, punctuation, capitalization, abbreviation and documentation
The writing:
 Demonstrates lack of control
in grammar and usage
 Demonstrates incorrect or
ineffective word choice
 Demonstrates lack of control
in correctness
The writing:
 Demonstrates some control of
grammar and usage with some errors
that do not interfere with
communication
 Demonstrates simplistic and/or
imprecise word choice
 Demonstrates some control of
correctness with some errors that do
not interfere with communication
The writing:
 Demonstrates control of grammar
and usage relative to length and
complexity
 Demonstrates acceptable word
choice appropriate for audience
and purpose
 Demonstrates control of
correctness relative to length and
complexity
The writing:
 Demonstrates control of
grammar and usage to enhance
meaning
 Demonstrates accurate, rich
and/or precise word choice
appropriate for audience and
purpose
 Demonstrates control of
correctness to enhance
communication