Summer Reading
English 1
Summer 2017
Each student entering English 1 will be required to read ONE book over the
summer.
Choose ONE of the following titles:
1. We Were Liars, by E. Lockhart
2. The Fault in Our Stars, by John Green
3. Looking For Alaska, by John Green
4. The Help, by Kathryn Stockett
Your assignment is to actively read one of these short novels and enjoy it.
There will not be a specific assignment collected on August 18 for this
book, but you will be held accountable for the reading through extensive
work during the first several weeks of school.
Have fun!
Advanced English 1 Summer Reading
A Journey Across America Assignment
2017
Non-Fiction Text Choices: (Pick One)
Peter Jenkins’ A Walk Across America, John Steinbeck’s Travels with Charley, or Jon Krakauer’s Into the Wild
Directions: Select one of the above travel-themed texts to read, interpret, and enjoy this summer. Upon your
return to school, you will be participating in a class discussion pertaining to our summer reading selections. To
help you prepare for this discussion, you must come to class with typed responses to ALL of the following
questions. Most of the questions welcome multiple interpretations and will enhance our discussion on the day of
the seminar. As you can see, there’s a central question and a set of numbered questions. Answer questions 1-13
first. Before you can answer the big question, you need to answer the smaller questions that lead up to it. In
other words, your responses to the numbered questions will help you craft your response to the central question.
Be sure to provide detailed examples and include at least one quotation from the text to support each response.
When providing a direct quotation, be sure to use MLA format (author/page number) as modeled in the
following examples: (Jenkins 33) or (Steinbeck 25). Review the following website to help you format your
paper using MLA format: https://owl.english.purdue.edu/owl/resource/747/01/
Central Question: After completing his journey, what lessons does your author learn in general, but more
importantly, about America and himself?
1. Think about the different types of journeys people go on. What type(s) of journey(s) does your author go through?
2. What motivates his decision to travel the country?
3. How does your author describe his relationship with his travel companion? Why do you think he selected a four-legged
companion over a two-legged one? How does this companion act as a major character in the story? If you read Into the
Wild, explore the author’s choice to travel by himself. How does his isolation act as a major force in the story?
4. Describe the author’s “pre-journey life experience”. How did the author’s upbringing and life experience affect his
journey?
5. Consider the year your author’s journey begins. What issues of the time concerned him and how did he respond to the
issues?
6. What misconceptions, untruths, and/or stereotypes did your author have about people who were different than him
AND places that were different than the one he grew up in? Where do you think these personal biases came from? How
did his experiences meeting new people and immersing himself in different places challenge those misconceptions,
untruths, and/or stereotypes?
7. What were other people’s impressions of your author? Address some of their misconceptions and stereotypes.
8. What types of conflicts does your author face on his journey (man vs. man, man vs. self, man vs. nature, man vs.
society)? Provide examples.
9. What people and places fascinate and inspire your author? How do they change his perspective on life? Think about the
relationships he builds.
10. What parts of the book did you like best and why? What parts did you like least and why? What do you think your
author did really well as a writer? What could he have improved upon?
11. What does this book mean in terms of thinking about our country? What relevance does it play in relation to our
national well-being? Are the ideas contained with this book still relevant today? Explain.
12. What does this book mean about the human condition? What universal truths does it contain? What can I learn about
humanity from reading this text? If you’re not familiar with the italicized terms, look them up.
13. What questions did this text leave you with? What would you like to learn more about?
* Optional Enrichment (recommended, but not required)
These three books will play an instrumental role in your first quarter project themed around the idea of exploration. If you are looking
for an opportunity to further extend your knowledge and to better prepare you for your project, then we recommend that you read a few
of the selections listed above. This will help enhance your understanding of travel-themed literature, as well as help you to analyze the
way that different authors tackle a similar subject matter. There is no additional assignment to accompany this suggested reading. We
look forward to hearing your thoughts on these selections at the start of the new school year. Enjoy your summer!
EnglishII
SummerReading
AllstudentsenteringEnglishIIinthefallof2017willchooseONEofthefollowingtextstoreadoverthe
summer:
•
CatalystbyLaurieHalseAnderson
•
Fever1793byLaurieHalseAnderson
•
TheAbsolutelyTrueDiaryofaPart-TimeIndianbyShermanAlexie
**ThefollowingassignmentsrelatetooneormoreoftheCommonCoreStateStandardsforReadingLiterature
intheareasofKeyIdeasandDetailsandCraftandStructure.**http://www.corestandards.org/ELA-Literacy/RL/9-10/
Assignments
CompleteONEofthefollowingassignmentsforwhichevertextyouchoosetoread.
Option1:CreateaDouble-EntryJournalbookletfortheentiretext.Recordedpassages/quotesand
connectionsshouldbepresentedforeachchapter/sectionofthetext.
(Seebelowforassignmentoutline)
Option2:CreateaLiteraryReductionofthetext.Thiscanbepresentedinwrittenformorthroughavisual
medium(poster,PowerPointpresentation,etc.)Seebelowforguidelines.
SEE BELOW FOR MORE INFORMATION
Double-Entry Journal Response: Recreatethisdouble-entryjournalonyour
ownandusethatfortheassignment
Title:____________________________________________________________________________________ChapterAssignment:
_____________
Directions:Ontheleftsideofthepaper,youwillrecordasignificantquoteorpassagefromthe
assignedchapter(s)(alongwithitspagenumber).Ontherightside,youwillrecordyourresponseto
thispassage(5-7sentences).Yourresponseshouldnotsimplysummarizethepassage;itshouldexplain
thepassage’ssignificanceandatleastatleastoneofthefollowingconnections:
àText-to-self:Aconnectionbetweenthetextandyourownlifeexperiences.
àText-to-text:Aconnectionbetweenthepassageandanothertextyouhavereadpreviously.
àText-to-world:Aconnectionbetweenthetextandsomethingoccurringinourworldtoday(or
somethingthathasoccurredinourrecentpast).
Completeyourentryinthespacebelow:
SignificantQuoteorPassage
Response
Literary Reduction
We all know what it means to “reduce” something. If your parents ground you, but then you have
really good behavior, they may reduce your punishment. In literary terms, if you make a “reduction”
of a work, you are condensing it to those elements that are the most important, the most meaningful
and the relevant to the text.
Creating a reduction of literature provides you with the opportunity to think both analytically and
comprehensively (parts and whole). Here are some guidelines:
1. Use one side of a piece of unlined paper or poster board.
2. Include the following information:
Ø Title of work with picture
Ø Author- give author’s name
Ø Characters- List the characters and identify who each is in the novel- choose a
person (famous or not) to play each character- pictures and some creative
representation of the character(s)
Ø Outline of significant events in plot (similar to a plot outline)
Ø Setting- when and where (time, place, date)
Ø Quotations (3)- list three major quotations, identify the speaker and explain the
meaning.
Ø Symbols (3)- pictures of the symbols and explain what they symbolize.
Ø Themes (3)- pictures of the themes and a brief explanation of how each theme is
developed in the text.
Ø Point of view- who tells the story and is it told in 1st person, 2nd, 3rd point of view?
Limited or omniscient? (narrator or no narrator)
3. Place your name and date on back of your Literary Reduction.
4. Be Creative!!!
1. All criteria/requirements listed above
2. Content
3. Creativity
4. Neatness
Summer Reading
English 2 Advanced
Summer 2017
Each student entering Advanced English 2 will be required to read 2 books
over the summer.
Assignment #1:
How to Read Literature Like a Professor: A Lively and Entertaining Guide to Reading Between the Lines by
Thomas C. Foster. ISBN-13: 9780060009427 (First Edition)
Your assignment for this book is to actively read it cover-to-cover. Actively reading a book means taking
notes, annotating and analyzing it throughout in order to make connections and develop a deeper
understanding of the text.
It is very important that you have your own copy of this book because your assignment is to write in it! You
will be able to find inexpensive copies online – yes, used is perfectly acceptable!
We will work with this book throughout the 2017-18 school year, but your annotations will be due on the
first day of class, August 21, 2017. No late work is accepted!
Assignment #2:
CHOOSE one of the following titles:
1. IamLegendbyRichardMatthesonISBN-13:978-0765357151BesurethatyoudoNOTpurchasethegraphic
novelversion.
2. TheAwakeningbyKateChopin
Your assignment is to actively read one of these short novels and enjoy it. There will not be a specific
assignment collected on August 21, 2017 for this book, but you will be held accountable for the reading through
extensive work during the first several weeks of school.
E NGLISH 3 2017
L AKEWOOD H IGH S CHOOL
14100 FRANKLIN BOULEVARD LAKEWOOD, OH 44107
VOICE: (216) 529-4028 FAX: (216) 529-4459
WEB: www.lakewoodcityschools.org
Mr. Keith Ahearn, Principal
Dear Parents and English III Students,
We are eager to meet you in our English III classes next year. In preparation for next school year, we are asking
that students read one of the four texts listed below. Students should return to school in August prepared to
discuss and engage in activities based on their reading.
Delirium, by Lauren Oliver (fiction)
ISBN – 10: 0061726834
ISBN – 13: 978-0061726835
A young girl, Lena Haloway, falls in love in a society where love is seen as a disease.
Feed, by M. T. Anderson (fiction)
ISBN – 10: 0763662623
ISBN – 13: 978-0763662622
Identity crises, consumerism, and star-crossed teenage love takes place in a futuristic society where people
connect to the Internet via feeds implanted in their brains.
Maus: Vol. 1: My Father Bleeds History by Art Spiegelman (graphic novel/nonfiction)
ISBN-10: 0394747232
ISBN-13: 978-0394747231
A story of a Jewish survivor of Hitler’s Europe and his son, a cartoonist who tries to come to terms with his
father’s story and history itself.
The 6 Most Important Decisions You’ll Ever Make: A Guide for Teens by Sean Covey (nonfiction)
ISBN-10: 0743265041
ISBN-13: 978-0743265041
The challenges teens face today are tougher than at any time in history: academic stress, parent
communication, media bombardment, dating drama, abuse, bullying, addictions, depression, and peer
pressure, just to name a few. And, like it or not, the choices teens make while navigating these challenges can
make or break their futures.
AP 11 Language and Composition 2017
Due:Monday,August21,2017
***Handwritten(nottyped):1.Definition(s)foreach2.Exampleofeach(amodelsentenceofthestrategybeingusedthatyou
foundonawebsite/book)3.Craftyourownsentenceusingeachstrategycorrectly
Tips:Youneedtodomorethanmerelygothroughthemotionsofthisassignment;youneedtocometosome“understanding”of
howthesestrategiesworkandwhatsetsthemapartfromoneanother.Youmayarrangeyourstrategiesinanywaythatwillmake
senseforyou(theydonotneedtostayalphabetical)ie:perhapsyoufindthatmanyofthestrategiesinvolverepetitionofsomesort,
soyoucreateasectioninyourworkingportfolioof“RepetitionStrategies”—Youwillneedtousethiscollectionseveraltimesa
week,allyear;therefore,itneedstobeaccessibletoYOU.
Suggestions:ItmightbehelpfultoincludetheGreek/Latinderivationsofeachwordasatoolforunderstandingmeaning;youmay
wanttolookatmorethan1sourcefordefinition/examples—lookuntilyouUNDERSTANDthedevice;doyourselfafavorand
complete2adayJ
Exampleprovidedin#2(asyoushouldallknowwhatalliterationisbynowJ)
Exam:TuesdayAugust23,2016**1question.Opennote./100.Beready.NoexcusesJYouwillhavetoprovideanaccurate
definitionofthestrategy(ofmychoosing)andcraftasentence(onatopicofmychoice)thatusesthestrategycorrectly.(Imayor
maynotcollectyourportfolios).
1.
2.
3.
4.
5.
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7.
8.
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11.
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24.
Accumulatio
Alliteration-Latin“latiria”=”lettersofalphabet”1.
Repetitionofconsonantsoundsinwordsthatoccur
closelytogether2.“Aseagerlythebarr’d-upbird
willbeat/Hisbreastandbeakagainsthiswiry
dome/Tillthebloodtingehisplumage,sothe
heat/Ofhisimpededsoulwouldthroughhisbosom
eat.”–LordByron,from“ChildeHarold’sPilgrimage”
3.Rhetoricalstrategieswillwreakhavoconyour
gradeifyouarenotprepared.(ther’s,thew’s,the
k/csound)
Allusion
Amplification
Anacoluthon
Anadiplosis
Analogy
Anaphora
Anastrophe
Anecdote
Antanaclasis
Antanagoge
Antimetabole
Antiphrasis
Antistrophe
Antithesis
Aphorismus
Apophasis
Aporia
Aposiopesis
Asyndeton
Auxesis
Bdelygmia
Bomphiologia
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
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57.
Brachylogia
Cacophonia
Catachresis
Chiasmus
Colloquialism
Conceit
Diacope
Distinction
Enthymeme
Enumeratio
Epanalepsis
Epanodos
Epistrophe
Epizeuxis
Euphemismus
Gradation
Hendiadys
Hypallage
Hyperbation
Hyperbole
Hypophora
Hysteronproteron
Inclusio
Isocolon
Juxtaposition
Litotes
Meiosis
Metanoia
Metaplasmus
Metonymy
Oxymoron
Paradiastole
Paradox
58.
59.
60.
61.
62.
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64.
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79.
Parallelism
Periphrasis
Personification
Ploce
Polyptoton
Polysyndeton
Praeteritio
Prosthesis
Repetitio
Rhetoric
Rhetoricalquestion
Satire
Scesisonomaton
Sententialadverb
Syllogismus
Symploce
Synaloepha
Synecdoche
Tmesis
Tricolon
Verborumbombus
Zeugma
***logicalfallacies:
1. Strawmanargument
2. Slipperyslope
3. Redherring
4. Circularreasoning
5. Adhominem
6. Adhoc
Appeals:
1.
2.
3.
Ethos
Pathos
Logos
AP 12 L ITERATURE 2017
L AKEWOOD H IGH S CHOOL
14100 FRANKLIN BOULEVARD LAKEWOOD, OH 44107
VOICE: (216) 529-4028 FAX: (216) 529-4459
WEB: www.lakewoodcityschools.org
Mr. Keith Ahearn, Principal
4 May 2017
Dear Parents and Senior A.P. Students,
We are eager to meet you in our senior A.P. classes next year. In preparation for next school year, we are
asking that students complete three novels for their summer reading. Students are expected to read and
annotate the texts and will be expected to bring the books to class with them in the fall. The students must
complete 10 double-sided journals for Joseph Conrad’s Heart of Darkness and Eowyn Ivey’s Snow Child. These
journals will be due when the students return to school in August and the students can expect a test on the
novels during the first week of school.
Heart of Darkness by Joseph Conrad + 10 double-sided journals
Snow Child by Eowyn Ivey + 10 double-sided journals
Atonement by Ian McEwan
In addition to the summer reading texts, students will be required to obtain several other texts that will be read
during the year. These include
Frankenstein by Mary Shelley (1831 Edition)
Equus by Peter Shaffer
Hamlet by William Shakespeare
The Stranger by Albert Camus
Please be advised that, as a college-level course, some of these books and others you will encounter during the year may
contain mature material. Please avoid electronic versions of these books, since you will have to annotate the texts.
Double-Sided Journal Instructions
Divide your paper into two columns. On the left side, students are to provide a quote from the text. This quote
can include dialogue or description of a scene. Be sure to cite the page #. On the right, the student should
respond to that particular quote. These responses may comment on the author’s use of language, diction,
syntax, metaphor or any other rhetorical devices students have learned up to this point. Students may also
comment on thematic connections that they notice in the text. Students can also use these responses to ask
questions or make predictions that will guide their reading. (See example)
“For an instant I dared to shake off my chains,
and look around me with a free and lofty spirit;
but the iron had eaten into my flesh, and I sank
again, trembling and hopeless, into my
miserable self” (141).
It is obvious that the chains Victor refers to here are
not literal but figurative. The metaphor of the
chains has become a motif at this part of the novel,
and represent the difficult internal conflict that
plagues Victor. Even in polite society, he constantly
feels trapped and confined by both his obligations
and his fears. I cannot help but wonder if he will be
Sincerely
Senior English Teachers
able to free himself from these figurative chains by
the end of the novel.
Summer Reading Assignment
Diversity in Literature
(Junior/Senior English Elective)2017
*LHS book room has copies to sell or borrow
•
Book Selection: Outliers by Malcolm Gladwell ISBN-13: 978-0316017930
*The LHS Bookroom has copies of this text available. You may check out a copy over the
summer with a valid school ID to save on cost, but it must be returned at the start of the school
year to be removed from your school fees. You may also be able to find a digital copy (PDF
format) of the book online by using Google or another search engine.
•
Assignment Directions:
1. Before You Read: Before you begin reading Outliers, take a few minutes to answer the
“Pre-Reading Questions” on the attached document.
2. While You Read: As you read Outliers, provide a brief objective summary (a paragraph)
of each chapter and then provide another paragraph that expresses your thoughts on
what you have just read. An example has been provided below to show you what this
should look like.
3.
After You Read: When you have finished reading Outliers, take a few minutes to
answer the “Post-Reading Questions.”
4. Type up your responses for #s 1-3 above and have them ready to turn in on the first day
of school. For this assignment, late work will not be accepted.
Pre-Reading Questions:
1. How do you define “the American Dream”?
2. Do you believe that the American Dream is open to everyone? Explain.
Post-Reading Questions:
1. How do you believe Malcolm Gladwell would define “The American Dream”?
2. Do you feel as though Gladwell believes the American Dream is open to everyone?
Explain.
Example:
Ch. 1: The Matthew Effect
• Summary: This chapter examines the effects that birth month can have on the overall
success of an individual. To help prove his argument, Gladwell primarily uses the
policies of athletics (namely hockey and baseball) to show that the “best” athletes of a
given sport are often those born closest to the cutoff date for eligibility. The reason being,
Gladwell argues, is that they have an advantage over their peers born later in the year due
to the natural physical and mental maturation that typically accompanies age. His
argument asserts that although we may at first believe our best athletes are those with the
most talent, in truth, many of those “superstars” are talented because of the additional
opportunities they’ve been afforded from their resulting maturity (i.e. access to better
coaches, extra practice, and encouragement from decision makers that they are in fact
better than their peers).
•
My Response: I found this chapter to be very interesting in the way that it examines
something that I’ve never really factored into success – birth date. The statistical data and
examples that Gladwell provides when it comes to examining athletic success seem to
make quite a bit of sense. In fact, I find it hard to argue with them. I am disappointed,
however, with the lack of evidence presented to demonstrate how similar policies and
procedures affect the educational system and students’ academic performance. Despite
this lack of data, however, I definitely find myself able to see that such a correlation can,
and, in some cases, does exist. I currently teach high school English/Language Arts to
primarily 9th graders, and over the course of this year I have noticed varying levels of
academic success among my students. Upon closer examination, however, I cannot say
that this success seems directly correlated to birth date. One of my brightest students, for
example, just turned fourteen when many of her peers turned fifteen this school year.
Technically, she has been exposed to nearly less than a year’s worth of academic content
and yet outshines many of her peers academically. At the same time, however, she is very
mature for her age, and that got me to thinking about how statistically girls mature before
boys do. Ultimately, I’m on the fence with this chapter. Although I cannot argue against
Gladwell’s argument when it comes to measuring athletic success by birth date, I find
myself a little apprehensive in agreeing wholeheartedly with his implications that birth
date has such a profound effect on academic success. I’m looking forward to future
chapters.
Assistive Technology Services
Dear Parents and Students:
The Lakewood City School District is pleased to provide the following information
to students as a resource for locating alternative modes of text. The following
chart contains all the summer reading assignments for grades 9-12, as well as the
location and available formats (Etext, books on CD, books on tape, large print,
etc.). Students are responsible for obtaining personal library cards, signing out
materials and ensuring timely return of materials. This list also includes resources
which could make access to text and written communication easier from some
learners.
Enjoy a safe and relaxing summer,
VernaAnn M. Kotansky, MA CCC/SLP
Assistive Technology Specialist
Software to Increase Access to Text:
Adobe Accessibility:
Apple Accessibility:
Google Chrome Accessibility:
http://www.adobe.com/accessibility/index.html
http://www.apple.com/accessibility/
http://www.google.com/accessibility/products/
VernaAnn M. Kotansky, MA CCC/SLP
Assistive Technology Specialist
Email: [email protected]
Phone: 227-5587
Assistive Technology Services
Key for”Type”: E-Aud=Electric Aduio Book; PL-Abk (Playaway – audiobook), CD (compact disc), Ebk, (Electronic Book),
cass (cassette) &, LG prt (Large Print).
Class
Title
Author
The Fault in Our Stars
John Green
Looking For Alaska
John Green
English 1
We Were Liars
E. Lockhart
Location
Lakewood Public Library
E-Aud, (via Ohio EBook Proj)
Cleveland Public Library
Cuyahoga Co. Library
PL-Abk, CD, Ebk, Lg Prt
CD, E-Aud , Ebk
Lakewood Public Library
CD, Audbk, Ebk (Ohio EBook Proj)
Cleveland Public Library
CD, E-Aud, PL-Abk,
Cuyahoga Co. Library
Ebk, E-Aud, PL-Abk, LG prt,CD
Lakewood Public Library
Ebk & Audbk (Ohio EBook Proj)
Cleveland Public Library
Cuyahoga Co. Library
Cleveland Public Library
Audbk, CD
Ebk, E-Aud, CD
CD, Audbk, Ebk (Ohio EBook Proj), Lg
Prt
CD, E-Aud, Lg Prt,
Cuyahoga Co. Library
CD, E-Aud, Lg Prt,
Cleveland Public Library
Lg. print
Lakewood Public Library
The Help
Walk Across America
Kathryn Stockett
Peter Jenkins
Cleveland Public Library
E-Audio book, (via Ohio EBook
Project), CD
Ebook, Lg Prt, CD
Cuyahoga Co. Library
E-Audio , eBook,
Lakewood Public Library
Cuyahoga Co. Library
Ebk & Audbk (via Ohio EBook Proj)
Ebk, CD, LG prt, PL-Abk, MP3 &
Audbk
Ebk, CD, LG prt, PL-Abk, & Audbk
Lakewood Public Library
E-Audio book, (via Ohio EBook Project)
Cleveland Public Library
Ebook,
Cuyahoga Co. Library
Lakewood Public Library
Cleveland Public Library
Cuyahoga Co. Library
CD, E-Audio , eBook,
CD
CD, Ebook, E-Audio
E-Audio
Cleveland Public Library
Ebook, LG. Print, CD, Preloaded
Audio book,
Cuyahoga Co. Library
CD, E-Audio, eBook, LG print
Lakewood Public Library
Travels with Charley
John Steinbeck
Advanced
English 1
Into the Wild
Catalyst
English 2
Fever
The Absolutely True Diary of a
Part-Time Indian
Jon Krakauer
Laurie Halse
Anderson
Laurie Halse
Anderson
Type
Cleveland Public Library
Sherman Alexie
VernaAnn M. Kotansky, MA CCC/SLP
Assistive Technology Specialist
Email: [email protected]
Phone: 227-5587
Assistive Technology Services
Key for”Type”: E-Aud=Electric Aduio Book; PL-Abk (Playaway – audiobook), CD (compact disc), Ebk, (Electronic Book),
cass (cassette) &, LG prt (Large Print).
Advance
English 2
How to Read Literature Like a
Professor: A Lively and
Entertaining Guide to Reading
Between the Lines
Thomas C. Foster
I am Legend
Richard Mattheson
The Awakening
Kate Chopin
Delirium
Feed
Lakewood Public Library
Ebk & Audbk (via Ohio EBook Proj)
Cuyahoga Co. Library
Ebk
Lakewood Public Library
Ebk & Audbk (via Ohio EBook Proj)
Cleveland Public Library
Cuyahoga Co. Library
Audbk, mp3, PL-Abk
Ebk, CD, & Audbk
Lakewood Public Library
Ebk & Audbk (via Ohio EBook Proj)
Cleveland Public Library
CD, PL-Abk, LG prt,
Cuyahoga Co. Library
Ebk &EAudbk
Lakewood Public Library
Audbk (via Ohio EBook Proj)
Cleveland Public Library
E-Aud, PL-Abk, CD, Ebk, LG prt
Cuyahoga Co. Library
Ebk, E-Aud
Lakewood Public Library
Audbk (via Ohio EBook Proj)
M. T. Anderson
Cleveland Public Library
Cuyahoga Co. Library
Ebk, CD, Audbk,
Ebk, CD, E-Aud,
Art Spiegelman
(graphic novel)
Lakewood Public Library
Lauren Oliver
English 3
Maus: Vol. 1: My Father
Bleeds History
The 6 Most Important
Decisions You’ll Ever Make: A
Guide for Teens
Atonement
12 AP
Language &
Composition
Diversity in
Literature
Sean Covey
Ian McEwan
The Snow Child
Eowyn Ivey
Heart of Darkness
Joseph Conrad
Outliers
Malcolm Gladwell
Cleveland Public Library
Cuyahoga Co. Library
Lakewood Public Library
Cleveland Public Library
Cuyahoga Co. Library
CD, Playaway
Lakewood Public Library
Audbk (via Ohio EBook Proj)
Cleveland Public Library
CD, E-Aud, Ebk, PL- Audbk, LG Prt
Cuyahoga Co. Library
Cleveland Public Library
Cuyahoga Co. Library
CD, Ebook, E-Aud bk,
CD, E-Aud, Ebk,
CD, Ebk, E-Aud, Lg Prt
Lakewood Public Library
Audbk (via Ohio EBook Proj)
Cleveland Public Library
Cuyahoga Co. Library
CD, E-Aud, Ebk, LG Prt
CD, Ebk, E-Aud
Lakewood Public Library
MP3, Lg. Prt , Audbk (Ohio EBook
Proj)
Cleveland Public Library
CD, E-Aud, Ebk, Lg. Prt
Cuyahoga Co. Library
CD, E-Aud, Ebk, Lg. Prt
VernaAnn M. Kotansky, MA CCC/SLP
Assistive Technology Specialist
Email: [email protected]
Phone: 227-5587