Palmview High School
Palmview High School 2017 Required Summer Reading
11th Grade AP English Language and Composition Dual Enrollment English
The summer reading project for the Palmview High School English AP/DE program will consist of two sections and their respective assignments: •
Allusions:
Biblical, Classical, and Mythological Information for this section may be researched from reliable sources (books, articles, scripture, etc.). All information must be cited appropriately (MLA format).
•
Drama:
William Shakespeare’s Othello Students must purchase their own copy of the play to be able to complete the assignment and project.
Copies are available in-store at Barnes and Noble or may be purchased online at: No Fear Shakespeare Version: Folger Version:
Barnes and Noble or Amazon Barnes and Noble or Amazon
1
Palmview High School Required 2017 Summer Reading Project th 11 grade AP Language and Composition / 11th Grade Dual Enrollment I. ALLUSIONS Biblical & Classical Allusions Overview: Allusions based on the Bible and mythology add depth of meaning to poems, essays, and stories. When you miss the allusion, you sometimes miss the point and almost always miss the joke. Understanding allusions lets you into a kind of “secret club” where the subtleties and literary undercurrents enrich both your comprehension and enjoyment. Truly! The reading assignments of Biblical passages are for literature purposes only, not for religious instruction. PART I – The Bible Assignment: Read the following Old and New Testament selections. For each of the numbered selections below, construct a reading log. The log should contain a brief summary of the reading and a second paragraph of commentary on themes or archetypes that resonate in later literature or simply a personal response. Old Testament New Testament 1. Genesis 1:1 – 3:24 The Creation and Fall 6. Matthew 5: 1-48 The Sermon on the Mount 2. -4: 1-15 The First Murder 7. Luke 15: 1-32 Parables of Jesus 3. -6:5 – 9:17 The Flood 8. Matthew 26: 14-75 The Betrayal of Jesus 4. -11: 1-9 The Origin of Language 9. Matthew 27: 1-66 The Trials of Jesus 5. -37:2 – 46:7 The Story of Joseph 10. Matthew 28: 1-20 The Resurrection PART II—Classical and Greek Mythology Allusions 1. Pandora’s Box 2. Echo and Narcissus 3. The Labors of Hercules 4. Pyramus and Thisbe 5. Aphrodite and Adonis 6. Atlanta the Athlete of Greece 7. Clytemnestra’s Revenge on Agamemnon
8. The Creation of the World and Mankind 9. King Midas and the Golden Touch 10. Apollo and the Python 11. The Nine Muses 12. Athena and Poseidon Vie for Athens 13. Pygmalion and Galatea 14. Hippolyta and the Girdle
Assignment: Research each story listed above. For each allusion, create a reading log that will allow you to quickly refresh your memory. Make sure you are using reliable sources. Document those sources. The log should contain the following information: WHO is involved? (Give yourself enough context that you can place them later on. Often a name is not adequate.) WHAT is the basic plot? Does the story EXPLAIN some aspect of the human condition, EXALT/DISPARAGE some behavior or trait, or ANSWER a common human question/concern? What’s the point? Other information you deem noteworthy, including perhaps where you have seen it referenced already. (Obviously this component will not always be included in your entries) Palmview High School English Department
2
Example for a reading log entry: Biblical – The Flood Who: God, Noah & Family Plot: The world had gotten full of evil and God decided to flood it and kill everyone off. He told Noah to build an ark and sent two of each animal to him. When the 40 day/40 night rain started, God told Noah and his family to take all the animals into the ark, seal it and wait. He did. Eventually the water receded and Noah sent a dove out 3x to see if land was back. The 1st time, nothing happened except the dove returned; second time the dove brought back an olive branch, and the 3rd time it didn’t return so they knew it was OK to open the ark. God sent a rainbow as a promise that he would never again destroy the earth by flood. Noah and his family repopulated the planet eventually. Point: Story exalts obedience and disparages evil – shows that even God has a limit to his generosity and forgiveness. Answers some geological oddities like seashells in mountains. Other: symbol of a dove with olive branch for peace comes from here, as does the rainbow as a symbol of unity and calm after a storm and the idea that the 3rd time is the charm. Make sure to clearly label each entry and organize the information for ease of access. You may use bullet form, paragraph form, or chart form. The format should be one that works for you. You must type these (Times New Roman, 12pt. font), as they will be digitally dropped to me with plagiarism checks in place. The log is due the first week of class. Please make sure to mark these entries clearly. II. DRAMA In addition to the allusions research, all students enrolled in AP English Language & Composition or Dual Enrollment English must purchase and read Othello by William Shakespeare. Students must annotate their reading and complete the assignment and project for the reading. Assignment: As you read Othello please annotate your text for the following three elements: 1) Development of AT LEAST THREE of the following motifs and themes: (Please mark each in a different color for easy tracking and grading of your annotations) o Sight vs. blindness o The importance of reputation o Loyalty to oneself vs. loyalty to others o Exoticism o The relationship between war and love o Race o Duplicity (being two-faced) o Gender o Manipulation o Passion vs. Reason o Jealousy and its effects o Another motif or theme of your own 2) Significant shifts you notice (in plot, character development, tone, etc.) 3) Your own marginal questions and observations which promote deeper thinking.
Palmview High School English Department
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Project: Othello Fever Chart It is your responsibility to create a poster tracking one of the characters from the novel. The basic idea of a fever chart is to track a chosen character’s psychological state through the course of the novel, using your own created scale (of at least 5 points) as the “Y-axis” (ex. conformity-individuality; sanity-insanity) and direct (and properly cited) quotes from the text as the “X-axis.” A careful look at the fever chart allows one to draw conclusions about the character. For example, if you were to “track” Romeo’s (from Shakespeare’s Romeo and Juliet) affections, you would locate quotes that show when he was merely infatuated and others that could represent his movements towards true love. For example, the quote “The all-seeing sun / Ne’er saw her match since first the world begun” (1.2.91- 2) would be ranked at 1 infatuation. When Romeo says this, he is talking about Rosaline. As he does not know much about this girl and is simply offering a hyperbole about her instead of an actual reason to love her, it is clear that he is only infatuated. Likewise, when he explains “For nothing can be ill if she be well” (5.1.16), it would be ranked at 5 true love because it demonstrates that his happiness comes from Juliet’s welfare. Your goal is to determine the changes in character and what happens to the character as these changes occur. You will choose at least 8-10 quotes for your topic and will rate them on your scale. You must include the proper citations for each line. They can be lines from the character, what others have said about the character, or from the stage directions.
Finally, once you have charted your chosen character’s changes, it is time for you to make your final decision. To what conclusion did you come about your character and the changes that occur? Overall, on which end of your scale does your character belong? Utilizing the format for a basic paragraph, as well as specific and cited quotes from your fever chart, please write a one-paragraph conclusion for your fever chart. Included in this packet is the grading rubric, as well as samples. Please note: Students will be given an in-class assessment during the first week of school that consists of discussion questions over themes, characters, motifs, motives, dramatic elements, arguments, etc.
Palmview High School English Department
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Palmview High School English Department
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Palmview High School English Department
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PLEASE RETURN THIS FORM NO LATER THAN MAY 26, 2017. Advanced Placement English Language & Composition / Dual Enrollment English Summer Reading Project 2017 Student’s name (printed)
_____________________________________
Student’s signature
_____________________________________
Parent’s / guardian’s name (printed)
_____________________________________
Parent’s / guardian’s signature
_____________________________________
10th Grade English Teacher
_____________________________________
Our signatures indicate the following: We have received the 11th Grade AP English Language and Composition / Dual Enrollment summer reading list and assignment. We understand that this is to be the student’s work only and that no outside collaboration is permitted. ALL outside sources (journal entries ONLY) will be thoroughly documented. We further understand that to collaborate or failure to document sources will be considered plagiarism.
Palmview High School English Department
7
11th Grade AP English Language and Composition Dual Enrollment English
The summer reading project for the Palmview High School English AP/DE program will consist of two sections and their respective assignments: •
Allusions:
Biblical, Classical, and Mythological Information for this section may be researched from reliable sources (books, articles, scripture, etc.). All information must be cited appropriately (MLA format).
•
Drama:
William Shakespeare’s Othello Students must purchase their own copy of the play to be able to complete the assignment and project.
Copies are available in-store at Barnes and Noble or may be purchased online at: No Fear Shakespeare Version: Folger Version:
Barnes and Noble or Amazon Barnes and Noble or Amazon
1
Palmview High School Required 2017 Summer Reading Project th 11 grade AP Language and Composition / 11th Grade Dual Enrollment I. ALLUSIONS Biblical & Classical Allusions Overview: Allusions based on the Bible and mythology add depth of meaning to poems, essays, and stories. When you miss the allusion, you sometimes miss the point and almost always miss the joke. Understanding allusions lets you into a kind of “secret club” where the subtleties and literary undercurrents enrich both your comprehension and enjoyment. Truly! The reading assignments of Biblical passages are for literature purposes only, not for religious instruction. PART I – The Bible Assignment: Read the following Old and New Testament selections. For each of the numbered selections below, construct a reading log. The log should contain a brief summary of the reading and a second paragraph of commentary on themes or archetypes that resonate in later literature or simply a personal response. Old Testament New Testament 1. Genesis 1:1 – 3:24 The Creation and Fall 6. Matthew 5: 1-48 The Sermon on the Mount 2. -4: 1-15 The First Murder 7. Luke 15: 1-32 Parables of Jesus 3. -6:5 – 9:17 The Flood 8. Matthew 26: 14-75 The Betrayal of Jesus 4. -11: 1-9 The Origin of Language 9. Matthew 27: 1-66 The Trials of Jesus 5. -37:2 – 46:7 The Story of Joseph 10. Matthew 28: 1-20 The Resurrection PART II—Classical and Greek Mythology Allusions 1. Pandora’s Box 2. Echo and Narcissus 3. The Labors of Hercules 4. Pyramus and Thisbe 5. Aphrodite and Adonis 6. Atlanta the Athlete of Greece 7. Clytemnestra’s Revenge on Agamemnon
8. The Creation of the World and Mankind 9. King Midas and the Golden Touch 10. Apollo and the Python 11. The Nine Muses 12. Athena and Poseidon Vie for Athens 13. Pygmalion and Galatea 14. Hippolyta and the Girdle
Assignment: Research each story listed above. For each allusion, create a reading log that will allow you to quickly refresh your memory. Make sure you are using reliable sources. Document those sources. The log should contain the following information: WHO is involved? (Give yourself enough context that you can place them later on. Often a name is not adequate.) WHAT is the basic plot? Does the story EXPLAIN some aspect of the human condition, EXALT/DISPARAGE some behavior or trait, or ANSWER a common human question/concern? What’s the point? Other information you deem noteworthy, including perhaps where you have seen it referenced already. (Obviously this component will not always be included in your entries) Palmview High School English Department
2
Example for a reading log entry: Biblical – The Flood Who: God, Noah & Family Plot: The world had gotten full of evil and God decided to flood it and kill everyone off. He told Noah to build an ark and sent two of each animal to him. When the 40 day/40 night rain started, God told Noah and his family to take all the animals into the ark, seal it and wait. He did. Eventually the water receded and Noah sent a dove out 3x to see if land was back. The 1st time, nothing happened except the dove returned; second time the dove brought back an olive branch, and the 3rd time it didn’t return so they knew it was OK to open the ark. God sent a rainbow as a promise that he would never again destroy the earth by flood. Noah and his family repopulated the planet eventually. Point: Story exalts obedience and disparages evil – shows that even God has a limit to his generosity and forgiveness. Answers some geological oddities like seashells in mountains. Other: symbol of a dove with olive branch for peace comes from here, as does the rainbow as a symbol of unity and calm after a storm and the idea that the 3rd time is the charm. Make sure to clearly label each entry and organize the information for ease of access. You may use bullet form, paragraph form, or chart form. The format should be one that works for you. You must type these (Times New Roman, 12pt. font), as they will be digitally dropped to me with plagiarism checks in place. The log is due the first week of class. Please make sure to mark these entries clearly. II. DRAMA In addition to the allusions research, all students enrolled in AP English Language & Composition or Dual Enrollment English must purchase and read Othello by William Shakespeare. Students must annotate their reading and complete the assignment and project for the reading. Assignment: As you read Othello please annotate your text for the following three elements: 1) Development of AT LEAST THREE of the following motifs and themes: (Please mark each in a different color for easy tracking and grading of your annotations) o Sight vs. blindness o The importance of reputation o Loyalty to oneself vs. loyalty to others o Exoticism o The relationship between war and love o Race o Duplicity (being two-faced) o Gender o Manipulation o Passion vs. Reason o Jealousy and its effects o Another motif or theme of your own 2) Significant shifts you notice (in plot, character development, tone, etc.) 3) Your own marginal questions and observations which promote deeper thinking.
Palmview High School English Department
3
Project: Othello Fever Chart It is your responsibility to create a poster tracking one of the characters from the novel. The basic idea of a fever chart is to track a chosen character’s psychological state through the course of the novel, using your own created scale (of at least 5 points) as the “Y-axis” (ex. conformity-individuality; sanity-insanity) and direct (and properly cited) quotes from the text as the “X-axis.” A careful look at the fever chart allows one to draw conclusions about the character. For example, if you were to “track” Romeo’s (from Shakespeare’s Romeo and Juliet) affections, you would locate quotes that show when he was merely infatuated and others that could represent his movements towards true love. For example, the quote “The all-seeing sun / Ne’er saw her match since first the world begun” (1.2.91- 2) would be ranked at 1 infatuation. When Romeo says this, he is talking about Rosaline. As he does not know much about this girl and is simply offering a hyperbole about her instead of an actual reason to love her, it is clear that he is only infatuated. Likewise, when he explains “For nothing can be ill if she be well” (5.1.16), it would be ranked at 5 true love because it demonstrates that his happiness comes from Juliet’s welfare. Your goal is to determine the changes in character and what happens to the character as these changes occur. You will choose at least 8-10 quotes for your topic and will rate them on your scale. You must include the proper citations for each line. They can be lines from the character, what others have said about the character, or from the stage directions.
Finally, once you have charted your chosen character’s changes, it is time for you to make your final decision. To what conclusion did you come about your character and the changes that occur? Overall, on which end of your scale does your character belong? Utilizing the format for a basic paragraph, as well as specific and cited quotes from your fever chart, please write a one-paragraph conclusion for your fever chart. Included in this packet is the grading rubric, as well as samples. Please note: Students will be given an in-class assessment during the first week of school that consists of discussion questions over themes, characters, motifs, motives, dramatic elements, arguments, etc.
Palmview High School English Department
4
Palmview High School English Department
5
Palmview High School English Department
6
PLEASE RETURN THIS FORM NO LATER THAN MAY 26, 2017. Advanced Placement English Language & Composition / Dual Enrollment English Summer Reading Project 2017 Student’s name (printed)
_____________________________________
Student’s signature
_____________________________________
Parent’s / guardian’s name (printed)
_____________________________________
Parent’s / guardian’s signature
_____________________________________
10th Grade English Teacher
_____________________________________
Our signatures indicate the following: We have received the 11th Grade AP English Language and Composition / Dual Enrollment summer reading list and assignment. We understand that this is to be the student’s work only and that no outside collaboration is permitted. ALL outside sources (journal entries ONLY) will be thoroughly documented. We further understand that to collaborate or failure to document sources will be considered plagiarism.
Palmview High School English Department
7
