2018 Summer Reading English III AP English

Valencia High School310 Bonita Vista Blvd.Los Lunas, NM 87031(505)565-87552018 Summer ReadingEnglish III AP EnglishInstructor: Jeannie Stokese-mail: cstokes@llschools.netDear Students and Parents/Guardians,AP classes are meant to accomplish several things. First, they are rigorous courses meant to challenge,stretch, and grow the student. Second, they are taught at the college level, not a pseudo-college level. That meansstudents who take these classes are expected to have the self-discipline to do much of the class work OUTSIDE ofclass and come prepared to participate, just as they would for a college class. Students who are unwilling to spend30-60 minutes each night preparing for class, will NOT be successful in an AP class, and should seek an alternative.Third, this class is a composition class, just like a first year college English class. This means that students willwrite – A LOT. The only way to become more skilled in writing, is to practice. Students who take this class shouldbe prepared to spend a significant period of time writing. Finally, this class is designed to prepare students to takethe AP Language and Composition Exam at the end of the academic year. EVERY student is expected to take theexam, which can cost up to 97. Students who take and pass the exam can receive anywhere from three to sixcollege English credits, depending on the college or university they attend. The cost of the AP exam is a small priceto pay for college credit. Start setting aside funds now for this expenditure.Summer reading is an expectation of all AP English students attending Valencia High School. Academicsuccess is largely determined by reading ability, and reading critically, like most skills, improves with practice. Thesummer reading assignments will help students prepare for the rigorous work they will engage in during theupcoming school year and is the foundation for that curriculum. AP courses are college level classes and thusinclude the reading of college level texts. There may be adult themes explored in assigned texts. Concerned parentsare urged to research and/or read the texts before their students and discuss any objections with the Mrs. Stokes.Alternative texts can be assigned.I recommend that students purchase the books, as this allows them to annotate as they read, an activereading practice that encourages deeper engagement with the text. However, purchasing the books is not arequirement. If the student chooses to borrow rather than to purchase a book, he or she should take detailed notes ina notebook for use in future discussion of the work. The borrowed book may also need to be brought to class forassignments.Due DatesThe summer reading assignments should not be put off until the last week of summer, as this does notpromote deep analyses of the texts. Students should be encouraged to plan time throughout the summer to completethis work, imposing deadlines for the completion of each text and the accompanying assignments. Students whoregister for AP English III before the start of the 2018-2019 school year will be expected to turn in all assignmentson the second day that the class meets in August. Students who register for the course within two weeks of thestart of class, must contact Mrs. Stokes whose email is provided at the top of this letter, to discuss whether anextension will be granted. This will be dependent on how late into the break the student registers. If students enrollin the class after school starts, the instructor will use her discretion to determine a fair amount of time in which theassignments will be expected. Students who do not complete their summer reading assignments on time may havethe opportunity to turn assignments in late, but will suffer a reduction in points. These assignments will make upapproximately 10% of students’ grades for the first grading period. Students will have additional assignmentsconnected to these readings as well during the first grading period, adding to the necessity of completing this workprior to the start of class in August.Happy Reading!

Mrs. Stokes11th Grade AP Language and Composition Assignments(assignments attached)1)Vocabulary Project.2)Read Tuesdays with Morrie by Mitch Albom and complete assignment.3)Choose one non-fiction book (not read in previous English classes) and complete assignment.Note: Summer reading is not to be treated as group work; this will be considered plagiarism.AP Language and CompositionSummer Reading 2018 Project 1: Vocabulary ProjectCopy this portion of the document from the VHS website and use the table below for yourVocabulary Project.Step #1: For each term listed in the table below, type the definition in the box immediately tothe right of the term. Be sure you are using a reputable source and that your definitions reflectliterature and/or language (rhetoric). This is due the second day of class.Step #2: Throughout the school year, you will find examples of how each term is used/applied ina published piece of writing. Select a quote which exemplifies this word and type it in the boxbelow the term.Step #3: Cite the source of your example, in the box immediately to the right of the example.Provide the author and title of the text so that I will know which text you are using—and thepage number.Example:Word: DidacticExample:Go to bed early, get up early -- this is wise.Some authorities say get up with the sun;some say get up with one thing, others withanother. But a lark is really the best thing toget up with.Definition:Instructive, designed to impart information,advice, or some doctrine of morality orphilosophySource:“Advice to Youth” by Mark Twain. pg 86.Deadlines:1. The printed chart with terms and definitions are due on the second day of school.2. October – 10 words with examples and sources

3. January – 20 words with examples and sources4. April – 20 words with examples and sources

Name:AP Vocabulary ProjectGrade #1:/50Grade #2:/201. Allegory2. Alliteration3. Assonance4. Allusion5. Analogy6. Anaphora7. Antecedent (HINT: to do with pronouns)8. Antithesis9. Claim10. Cliché11. Colloquialism12. Comparison/contrast13. Consonance14. Dialect15. Diction16. Emotional appeal (Pathos)17. Ethical appeal (Ethos)18. Hyperbole19. Imagery/sensory details20. Irony - situational21. Irony – dramaticGrade #3:/40Grade #4:/40

22. Irony - verbal23. Juxtaposition24. Logical appeal (Logos)25. Logical fallacy26. Loose Sentence27. Lyric (poetic)28. Metaphor29. Meter (poetic)30. Metonymy31. Mood32. Motif33. Onomatopoeia34. Oxymoron35. Paradox36. Parallelism37. Periodic Sentence38. Personification39. Repetition40. Rhetorical question41. Rhyme42. Satire43. Simile44. Symbol45. Synecdoche

46. Syntax47. Theme (HINT: not subject)48. Tone49. Transition50. Understatement/litotes

AP Language and CompositionSummer Reading Project #2: Tuesdays with MorrieObtain and read a copy of the book Tuesdays with Morrie by Mitch Albom. (Amazon.com has copies aslow as 5 with shipping. AbeBooks.com also has copies as low as 3.50.)Dialectical Journal: Respond to the following six prompts. Please type a thorough response for each one.Format your responses as you would a dialectical journal: Create two columns. On the left side, select aquotation or two from the novel (place quotation marks around it and put the page number(s) inparenthesis.) On the right side, use the quotation as a reference to respond to the prompt.IMPORTANT: Each response should follow this format!1. Examine the person of Mitch Albom. Address the intellectual/philosophical/spiritual aspects of Albom,not his physical appearance. What traits does he have that are getting in the way of - or contributing to his success? How does he change over the course of the book?2. Examine the person of Morrie Schwartz. Address the intellectual/philosophical/spiritual aspects ofMorrie, not just his physical appearance. What traits does he have that are getting in the way of - orcontributing to - his success? How does he change over the course of the book?3. Content Quote #1: During the course of the book, Morrie and Mitch talk about major life issues: theworld, feeling sorry for yourself, regrets, death, family, emotion, aging, money, love, marriage, culture,forgiveness, and the perfect day. From one of these discussions, select a quote that seems important, isparticularly elegant, or just strikes you as interesting. Comment in detail on your selection, notingspecific words or ideas in the quote that were impactful and why.4. Content Quote #2: Again, looking at the list of topics, select a different major life issue discussed andselect a quote that seems important, is particularly elegant, or just strikes you as interesting. Commentin detail on your selection, noting specific words or ideas in the quote that were impactful and why.5. Content Quote #3: Again, looking at the list of topics, select a third major life issue discussed andselect a quote that seems important, is particularly elegant, or just strikes you as interesting. Commentin detail on your selection, noting specific words or ideas in the quote that were impactful and why.6. Finally, comment on your reaction to the story itself. In what way(s) can you relate to Mitch and/orMorrie? How can you relate to some of the topics they discuss?Example of a dialectical journal:#4. Content Quote #2: Again, looking at the list of topics, select a different major life issue discussed andselect a quote that seems important, is particularly elegant, or just strikes you as interesting. Commentin detail on your selection, noting specific words or ideas in the quote that were impactful and why.“Suddenly it hit me what a pathetic lot wefishermen were. We sneaked, pursued,teased, deceived, tormented and oftenmurdered the objects of our obscure lust;we compounded our crimes by gloatingover them; and we committed them somindlessly and so often that as soon aswe’d done gloating we commencedgrumbling and griping and cursing theluck till the moment we managed tocommit them again” (109).I chose this quotation because it’s interesting and it is agood example of the kinds of things the narrator musesover throughout the book. While he is self- deprecating,he also has a humorous tone so I know he doesn’t reallysee himself as “pathetic” to the point that he’ll actuallystop fishing. He’s just admitting to the reality of whatfishermen like him do. I also like his list of verbs (allnegative connotations) in the first part of the secondsentence and the fact that the second sentence is reallylong. This made me think about things in my life that Ideal with in a similar way.Note: This example shows how a dialectical journal should be written; the content does NOT come fromthe assigned text.