Summer Reading Assignment Rationale Jacqueline Vance 1.

Books: How to Read Literature Like a Professor, The Kite Runner, The Bible and Edith Hamiltons Mythology 2. Purpose of assignment: The purpose is for students to begin engaging with a text in multiple ways, allowing them to start thinking about how they arrive at the understanding they get from a text. This helps them work through the text and gives a framework for how to read and analyze text (to be used as the year goes on). Another purpose is for students to have a good understanding and background knowledge of the allusions that are prevalent in various types of literature. 3. Standards: The assignment develops the reading standards primarily, but eventually leads to development of writing standards as well. ELACC11-12RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. ELACC11-12RL2: Determine two or more themes or central ideas of text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. ELACC11-12RL3: Analyze the impact of the authors choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). Craft and Structure ELACC11-12RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) ELACC11-12RL5: Analyze how an authors choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. ELACC11-12RL6: Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). Reading (Informational) Key Ideas and Details ELACC11-12RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. ELACC11-12RI2: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. ELACC11-12RI3: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. Craft and Structure ELACC11-12RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). ELACC11-12RI5: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. ELACC11-12W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audiences knowledge of the topic. AP STANDARDS: STANDARD 1 Comprehension of Words, Sentences, and Components of Texts Objectives R1.1 Student comprehends the meaning of words and sentences. R1.2 Student comprehends elements of literary texts. R1.3 Student comprehends organizational patterns, textual features, graphical representations, and ideas in informational and literary texts. STANDARD 2 Using Prior Knowledge, Context, and Understanding of Language to Comprehend and Elaborate the Meaning of Texts Objectives R2.1 Student uses prior knowledge to comprehend and elaborate the meaning of texts. R2.2 Student uses context to comprehend and elaborate the meaning of texts. R2.3 Student uses knowledge of the evolution, diversity, and effects of language to comprehend and elaborate the meaning of texts. STANDARD 3 Authors Purpose, Audience, and Craft Objectives R3.1 Student rhetorically analyzes authors purpose, intended audience, and goals. R3.2 Student interprets, analyzes, and critiques authors use of literary and rhetorical devices, language, and style. STANDARD 4 Using Strategies to Comprehend Texts Objectives R4.1 Student uses strategies to prepare to read. R4.2 Student uses strategies to interpret the meaning of words, sentences, and ideas in texts. R4.3 Student uses strategies to go beyond the text. R4.4 Student uses strategies to organize, restructure, and synthesize text content. R4.5 Student monitors comprehension and reading strategies throughout the reading process.

AP Lit and Composition - Summer 2014-15 Readings/Activities Welcome to AP literature! I am thrilled that you have decided to challenge yourself by tackling literature and composition at the college level. We will be reading constantly and writing on a regular basis. The pace is rigorous (this is not a course for the weak at heart!), but in the end you will have honed your critical thinking and analytical skills and be ready to take on the college curriculum of your choice. In the meantime, you need to keep reading, so Ive prepared a summer selection to keep the atrophy at bay. Dont despair. Yes, the demands are high, but so are the rewards. So sharpen your pencil, grab your bookmark, and join the literary exploration. Assigned Readings: How to Read Literature Like a Professor (Foster) SOURCE WORK The Bible (selected works) SOURCE WORK Mythology (Edith Hamilton) SOURCE WORK The Kite Runner (Khaled Hosseinii) - NOVEL Source Works: These source works provide a strong background for you to build your analytical discussions on during the year. 1. How to Read Literature Like a Professor. This work will help give you the foundation to analyze literature in the way you will need to for this class. After you have read the novel, complete the Foster Assignments attached to this sheet. (Due August 18th) 2. The Bible (selected works): From the Old Testament: Genesis, Exodus, Job From the New Testament: The Gospel According to Matthew These books represent a minimum acquaintance with important Biblical stories, images, and associations. Reading beyond the above works will only enhance your understanding of biblical allusions. Should time/interest allow, additional suggested readings include: Ruth, Psalms, Proverbs, Ecclesiastes, The Song of Songs, Samuel I & II, and Kings I from the Old Testament and The Gospel According to John and Revelations from the New Testament.

The Bible is an excellent resourcelike a dictionary or a collection of Greek mythologythat all

students of literature should have, but if you do not own a copy and do not wish to purchase one, go to www.biblegateway.com where you will find free downloadable versions of The Bible, and you can print only the books you need for this assignment. Complete the chart on my website. (Due Sept. 2) 3. Edith Hamiltons Mythology Read the chapters on the major Greek deities, the House of Atreus, the Royal House of Thebes, and the Trojan War. Again, if you have the time or inclination, read all of Edith Hamilton. Complete the chart on my website. (Due Sept. 5)

Novel:

The Kite Runner (Khaled Hosseinii)

1. Annotate directly in the novel (if purchased), or on post it notes if borrowed, noting pithy quotations, important moments, and literary details. As you read, I would like you to annotate the text (see slowreads.com/Resources HowToMarkABook_Outline.htm: this is an internet source for you to print out on your own). First look for things that you like or that puzzle you, disturb you or resonate with you. Mark them. Ask questions in the margin; underline things that interest you; look up words you do not know and write the definitions in the margin. Read your novel with a highlighter in hand, and jot notes and questions in the margins. Use post-its if necessary but create a running response log where you share some of your emotional, critical responses to the book. Please dont forget to enjoy the book. (Due August 25th) 2. Complete the following study guide outline. You will need to complete one of these for the novel only. The purpose of this outline is to guide your reading and prompt you to consider how quality literature pieces work and function. The attached outline will help you in this process. You need not follow it exactly. Perhaps a different presentation or organization works better for you, but you must include the information that is listed in items 1-10. Each response should be a solid paragraph in length. Make sure you always explain the significance of the literary techniques (especially character, behavior, symbols, quotations, and literary elements.) AP Literature Study Guide Outline This outline must be completed for your novel, in addition to the other assignments. (Due August 25th) 1. Title, author, and date (era) written 2. Three main characters and 1-2 sentence description each 3. Two minor characters and 1-2 sentence description of each Note: #2 and #3 may be mixed and matched as your literary interpretation deems necessary (e.g., two main characters & three minor; four main & one minor; etc.) 4. Three main settings and 1-2 sentence description of each (settings should come from the pieces beginning, middle and end, and each settings significance must be explained.) 5. One paragraph plot outline (no textual support needed.) 6. Two important symbols and their references (to a character, idea, theme, etc.) 7. Two or three sentences on style and why theyre used (to show what?) 8. One or two sentences of the works dominant philosophy/theme. 9. Three short quotations typical of the work (include speaker and why the quotation is important to the scene/occasion; quotations must come from the pieces beginning, middle and end.) 10. Two literary elements and how they function in the piece (use elements discussed in English class in prior years.)

Use a format that works best for you in answering these questions. Your study guide outlines will serve as a quick refresher to the most important aspects of these texts for future reference!

Cliff Notes and other summary material are available for most major works, but are not a reliable source of information about the work. The tests in class, as well as the AP exam, are based on the primary texts and require in-depth reading of the original works, not a brief summary of review notes, for mastery. Your analysis of assigned readings will be most accurate with a complete reading of the text in other words, do the reading! Students in AP Literature and Composition need to be prepared to be challenged and sometimes even disturbed by what they read. The texts chosen are adult literature and are typical of those found in the college courses which the AP program approximates. I recommend purchasing the assigned summer texts, and you will find it helpful to make your annotations directly in the book. Should you borrow your novels, you may make your annotations on post it notes; annotations will be checked in the first few weeks. Furthermore you will need these works for class during the first few weeks of school so it would be nice to have your own copy. Within the first few weeks of school, students should be prepared to demonstrate their knowledge of theses texts by writing either an essay or answering short questions or quote based questions.

Foster How to Read Literature Like a Professor Assignment

Foster Assignment

These are the prompts you will use for your writing assignment on the Foster book. When asked for an example, you may use anything that is considered Literature (novels, short stories, poems, plays, films). The responses to these should be paragraphs, but not pages. Please keep your examples terse, but deep. For each group of questions/chapters, complete one prompt. These prompts are adapted from Donna Anglin.

Group 1:

Introduction: How do memory, symbol, and pattern affect the reading of literature? How does the recognition of patterns make it easier to read complicated literature? Discuss a time when your appreciation of a literary work was enhanced by understanding of symbol or pattern?

Group 2:

Chapter 1: Every Trip Is a Quest (Except When It's Not): List the five aspects of the QUEST and then apply them to something you have read (or viewed) in the form used on pages 3-5. Chapter 2 -- Nice to Eat with You: Acts of Communion: Choose a meal from a literary work and apply the ideas of Chapter 2 to this literary depiction. Chapter 3: --Nice to Eat You: Acts of Vampires: What are the essentials of the Vampire story? Apply this to a literary work you have read or viewed. Chapter 4: If It's Square, It's a Sonnet: Select three sonnets and show which form they are. Discuss how their content reflects the form. (Submit copies of the sonnets, marked to show your analysis). Chapter 5: Now, Where Have I Seen Her Before?: Define intertextuality. Discuss three examples that have helped you in reading specific works.

Group 3:

Chapter 6: When in Doubt, It's from Shakespeare...: Discuss a work that you are familiar with that alludes to or reflects Shakespeare. Show how the author uses this connection thematically. Read pages 44-46 carefully. In these pages, Foster shows how Fugard reflects Shakespeare through both plot and theme. In your discussion, focus on theme. Chapter 7: ...Or the Bible: Read "Araby" (available online). Discuss Biblical allusions that Foster does not mention. Look at the example of the "two great jars." Be creative and imaginative in these connections. Chapter 8: Hanseldee and Greteldum: Think of a work of literature that reflects a fairy tale. Discuss the parallels. Does it create irony or deepen appreciation? Chapter 9: It's Greek to Me: Write a free verse poem derived or inspired by characters or situations from Greek mythology. Be prepared to share your poem with the class.

Group 4:

Chapter 10: It's More Than Just Rain or Snow: Discuss the importance of weather in a specific literary work, not in terms of plot. Interlude: Does He Mean That

Chapter 11: ...More Than It's Gonna Hurt You: Concerning Violence: Present examples of the two kinds of violence found in literature. Show how the effects are different. Chapter 12: Is That a Symbol?: Use the process described on page 106 and investigate the symbolism of the fence in "Araby." (Mangan's sister stands behind it.)

Group 5:

Chapter 13: It's All Political: Assume that Foster is right and "it is all political." Use his criteria to show that one of the major works assigned to you as a freshman is political. Chapter 14: Yes, She's a Christ Figure, Too: Apply the criteria on page 119 to a major character in a significant literary work. Try to choose a character that will have many matches. This is a particularly apt tool for analyzing film -- for example, Star Wars, Cool Hand Luke, Excalibur, Malcolm X, Braveheart, Spartacus, Gladiator and Ben-Hur. Chapter 15: Flights of Fancy: Select a literary work in which flight signifies escape or freedom. Explain in detail. Chapter 16: It's All About Sex... Chapter 17: ...Except the Sex: OK ..the sex chapters. The key idea from this chapter is that "scenes in which sex is coded rather than explicit can work at multiple levels and sometimes be more intense that literal depictions" (141). In other words, sex is often suggested with much more art and effort than it is described, and, if the author is doing his job, it reflects and creates theme or character. Choose a novel or movie in which sex is suggested, but not described, and discuss how the relationship is suggested and how this implication affects the theme or develops characterization.

Group 6:

Chapter 18 -- If She Comes Up, It's Baptism: Think of a "baptism scene" from a significant literary work. How was the character different after the experience? Discuss. Chapter 19 -- Geography Matters...: Discuss at least four different aspects of a specific literary work that Foster would classify under "geography." Chapter 20: ...So Does Season: Find a poem that mentions a specific season. Then discuss how the poet uses the season in a meaningful, traditional, or unusual way. (Submit a copy of the poem with your analysis.)

Group 7:

Interlude -- One Story: Write your own definition for archetype. Then identify an archetypal story and apply it to a literary work with which you are familiar.

Group 8:

Chapter 21 -- Marked for Greatness: Figure out Harry Potter's scar. If you aren't familiar with Harry Potter, select another character with a physical imperfection and analyze its implications for characterization. Chapter 22 -- He's Blind for a Reason, You Know Chapter 23 -- It's Never Just Heart Disease... Chapter 24 -- ...And Rarely Just Illness: Recall two characters who died of a disease in a literary work. Consider how these deaths reflect the "principles governing the use of disease in literature" (215-217). Discuss the effectiveness of the death as related to plot, theme, or symbolism. Chapter 25 -- Don't Read with Your Eyes: After reading Chapter 25, choose a scene or episode from a novel, play or epic written before the twentieth century. Contrast how a reader from the twentyfirst century could view it with how it might be viewed by a contemporary reader. Focus on specific assumptions that the author makes, assumptions that would not make it in this century. Chapter 26 -- Is He Serious? And Other Ironies: Select an ironic literary work and explain the multivocal nature of the irony in the work.

Group 9:

Chapter 27 -- A Test Case: Read "The Garden Party" by Katherine Mansfield, the short story starting on page 245. Complete the exercise on pages 265-266, following the directions exactly. Then compare your writing with the three examples. How did you do? What does the essay that follows comparing Laura with Persephone add to your appreciation of Mansfield's story?

Group 10:

Envoi: Choose a motif not discussed in this book (as the horse reference on page 280) and note its appearance in three or four different works. What does this idea seem to signify?