Summer Reading for Junior Courses

Lawrence North High School English Department
Summer Reading for Junior Courses—2015
LNHS requires summer reading for all English classes. Below is a brief description of the summer reading
expectations for grade 11 classes. More specific assignment details can be found on the school website. Please
be sure to complete the summer reading assignment for the English class you are scheduled to take in the fall.
Course Name
English 11
English 11 Honors
Interdisciplinary
Studies
AP/IB Language
and Composition
Expected Title(s)
Student will read two (2) books of
the student’s choosing. See website
for list of suggested titles.
Author
Student Choice
Assignment
Complete the
“One-Pager Reflection”
assignment for each book. See
assignment guidelines below or
the school website for details.
ISBN
Epilogue: A Memoir
Will Boast
978-0871403810

Lies My Teacher Told Me

James Loewen

In Cold Blood

Truman Capote
Complete the “English 11
Honors Summer Reading
Assignment”. See assignment
guidelines or the school website
for details.
Complete the “Interdisc. Studies
Summer Reading Assignment”.
See assignment guidelines or the
school website for details.
Complete the “AP/IB Language
& Composition Summer
Reading Assignment”. See
assignment guidelines or the
school website for details.
978-114118257-5
In Cold Blood
Truman Capote

0743296281

0375507906
~English 11 Summer Reading One-Pager Reflection~
Title of Book ___________________________________________Author ______________________________
Date I started reading _________________________ Date I finished reading __________________________
On a scale of 1-10 (10 being the highest), I give this book a rating of ______ because: _____________________
___________________________________________________________________________________________________________________________
_____________________________________________________________________________________________
1. Choose five (5) of the following sentence starters and write a brief reflection for each on your own sheet of paper. Your
reactions should be thoughtful and must relate to the text.
were ___________________, I would…
***Note: Each of your responses should
be thoughtful, well-developed, and at
least one to two paragraphs in length. In
addition, your responses should be
written in “final draft format”. This
means typed or neatly handwritten in
blue or black ink.
2. Explain the Author’s purpose:
3. Explain the Intended audience(s):
ACADEMIC HONESTY
By signing below, I am indicating that I read the book, and the information on this page is accurate.
Student Signature ______________________________________________________________ Date ________
~English 11 Honors Summer Reading Assignment~
You will be reading the book Epilogue: A Memoir by Will Boast and completing the following
three activities that will culminate in a project you will be completing in the first weeks of the
semester.
Epilogue: A Memoir chronicles the story of author Boast who, at the age of twenty-four, finds
himself without his parents. Boast consumed with grief after the death of his father is settling
his estate when he discovers a secret about his father’s past that will set his life on an
unexpected course.
 Activity 1: Marking and Annotating
 Activity 2: Research Checkpoints
 Activity 3: Personal Connection
The work you do with these activities will culminate in a research-based survival guide for
teenagers who have to go through difficult situations. This project will call for you to integrate
and analyze the research you compiled, the experiences of Boast, and your personal
experiences. This assignment will entail writing and finding multimedia sources (pictures,
videos, etc.) to bolster your analysis. At the end you will have a written survival guide and a
short presentation.
Activity 1: Marking and Annotating
ACTIVE READING: MARKING AND ANNOTATING
Objective: Actively read Epilogue: A Memoir and show evidence of your thinking by
highlighting passages looking specifically for rhetorical devices: any figurative language (simile,
metaphor, personification, hyperbole), repetition, imagery, sensory language, connotative/denotative
language, and particularly vivid/descriptive diction. Include notations that explain what you are
marking and why you chose to mark them as important.
**Note: All of your work for activity 1 will be completed in the pages of your copy of the book!
 Record your notes in the book’s margins, or on post-it notes (If you use post-it notes, be
sure to keep them on the appropriate pages in the book).
SUGGESTED SKILLS FOR ACTIVE READING
 SOAPSTone: As you read make your thinking visible by identifying SOAPSTone
elements: details/insights about the narrator (Speaker); why the text was written
(Occasion); who the text is for (Audience); what the author want to communicate to the
audience (Purpose); what the speaker’s main focus in each chapter is (Subject); and the
speaker’s attitude towards his subject (Tone).
 Theme: Consider a universal truth for each chapter and highlight passages that advance
or lead you to that truth. (A universal truth is a perception about life or human nature that
can apply to anyone in the world throughout time; also known as theme statements *a
central understanding or message about life that most will have a concept of).
 Rhetorical Appeals: Ethos, Logos, Pathos
o Ethos: Appeal to credibility. Ethos is the author's way of establishing trust with
his or her reader.
o Logos: Appeal to logic/reason. Logos is the clarity of the claim, the logic of its
reasons, and the effectiveness of its supporting evidence
o Pathos: Appeal to emotions. An appeal to pathos causes an audience not just to
respond emotionally but to identify with the writer's point of view--to feel what the
writer feels.
 Questions: Highlight areas that may be confusing or you want to know more about.
Record questions in the side notes that you have about author’s purpose/intentions, things
that are confusing; things that you want to know more about; motives, intentions of
people in the book
 Connect: Highlight areas that you can make a connection with. Make a personal
connection with the text.
Activity 2: Research Checkpoints
As you read Epilogue: A Memoir you will have four research checkpoints (after every five
chapters). Each checkpoint will have a specific question for you to research. You want to gather
relevant statistics, striking information, and related graphics. YOU MUST USE CREDIBLE
SOURCES; SOURCES MUST BE RELIABLE, ACCURATE, AND TRUSTWORTHY.
MAKE SURE TO DOCUMENT/CITE WHERE YOU RETRIEVE INFORMATION.
 Each checkpoint requires you to gather at least one double spaced page of research. You
should type the research you gather in a Google doc where you will keep adding
information as the project progresses.
 CHECKPOINT 1: To be completed after reading the prologue through chapter five.
o Research how many Americans under the age of twenty lose one or both of their
parents; what impact does this have on their life?
 CHECKPOINT 2: To be completed after reading chapter six through chapter ten.
o Research various family structures (blended, nuclear, extended, etc.) Does one
type of family structure predict/guarantee a better outcome for children raised in
that environment?
 CHECKPOINT 3: To be completed after reading chapter eleven through fifteen.
o Research the number of teenagers living with their biological parents. Are there
any emotional or psychological issues that result from children not living with
their biological parents?
 CHECKPOINT 4: To be completed after reading chapter sixteen through the final
prologue.
o Research at least three (3) people who have been successful despite adversity.
What made these people successful? What traits do successful people have? Are
these traits learned or innate within us?
ACTIVITY 3: PERSONAL EXPERIENCE
Think of three different times in your life when you went through a difficult situation.
1. ________________________________________________________________
2. ________________________________________________________________
3. ________________________________________________________________
Think carefully about these three events. Choose the one event that had the most significant
impact on your life. Fill in the following spaces to describe this event.
DESCRIBE THE EXPERIENCE:
WHY WAS THIS EXPERIENCE DIFFICULT FOR YOU?
WHAT CHOICES WERE YOU FORCED TO MAKE DUIRNG THIS EXPERIENCE?
LOOKING BACK ON THIS EXPERIENCE, WHAT WOULD YOU WANT TO CHANGE NOW?
RELATE YOUR EXPERIENCE TO THE AUTHOR’S (EMOTIONS, IDEAS, CHOICES):
~Interdisciplinary Studies Summer Reading Assignment~
Lawrence North High School
AP/IB Language and Composition & AP United States History
Summer Reading Assignment
01. Lies My Teacher Told Me: Read: Introduction, Chapter 1, Chapter 12, and any three chapters of your choice
02. In Cold Blood Read in its entirety and complete the assignment below
A Special Note to Parents: In choosing books, the National Council of English Teachers advises teachers to “consider
the contribution which each work may make to the education of the reader, its aesthetic value, its honesty, its
readability for a particular group of students, and its appeal to adolescents.” The criteria for choosing a book to be read
by an entire class are somewhat different from the criteria for choosing works to be read independently. As most books
of literary merit deal with the nature of humanity, each may contain what some believe to be controversial material;
however, the NCTE Course of Study encourages students to read widely from a variety of different cultures and
backgrounds. Hence, we encourage parents to assist in reading and working with the text and even to read
simultaneously to discuss issues or values that might raise concerns.
A Special Note to TRANSFER STUDENTS: We will accept a summer assignment that you prepared for another
school for extra credit, but you must provide this assignment as well. Since this novel is used during the first 2-3 weeks
of the school year for instruction, you will still need to read the novel assigned here and complete various in-class
assignments (including discussion, collaborative work, and an essay).
OBJECTIVE: We believe that we learn to read by reading—and that this close-reading assignment offers an
opportunity for students to cultivate their reading skills by engaging with literature on many levels: personal,
analytical, and critical. This will help prepare you for the analysis essay you will write within the first few
weeks of class. The analysis will ask you to write about a passage in terms of its importance to the novel,
impact on plot and character development, literary elements, style, figurative language, etc.
YOUR ASSIGNMENT: In Cold Blood by Truman Capote
The assignments are designed to help you learn and practice the close reading techniques and the critical
reading skills important not only to becoming successful AP students, but also to experiencing the intrinsic
rewards of reading interpretive fiction. Your ultimate goal is to comprehend much more than just what happens;
you must learn to develop commentaries that reveal how the author uses diction, style, structure, and literary
elements to convey meaning.
INSTRUCTIONS AND FORMAT: The following assignments will completed in a Microsoft Word
document or Google Doc double spaced in 12 point font. The assignment is due on the first day of class and
will be submitted to turnin.com. Your OWN personal responses MUST thorough and thoughtful analysis
reflecting YOUR close and critical reading of the book. NOTE: It can be set up as a chart, but it does not
have to be in a chart format.
In Cold Blood Assignments:
**Note: There are 3 parts
Part 1: Work Cited Entry
At the top of your paper, create an MLA WORK CITED ENTRY for the book.
Author’s last name, first name. Title of Book. City of Publication: Publisher, Year of Publication. Medium of Publication.
Example: Conrad, Joseph. Heart of Darkness. 1902. Mineloa, New York: Dover Publications, 1990. Print.
Part 2: Close Reading
20 passage identifications and responses. See the chart for the specific requirements.
Part 3: Theme
In a 1 page paper (12 pt, double spaced), explore Capote’s ideas about 1 of the following In Cold Blood: (a)
human nature and evil, (b) justice and punishment, (c) nature vs. nurture (naturalism), or (d) fate v. free will (e)
American Dream. Explain his position and how he argues that position through the plot, the setting, the
characters, and his writing style. You need to use specific evidence from the book to support your answer. Be
sure to use quotes and cite the page numbers correctly.
Part 2: Specific Directions
Entry #
&
Skill Focus
Textual Evidence
1. Setting and
Tone:
For each passage:
A. Record the passage OR Highlight the in
your book (unless otherwise noted)
B. RECORD PAGE #
Passage that describes Capote's attitude toward
the town of Holcomb.
2.Characterization
and Tone:
Passage that describes Capote's attitude the
Clutter Family (collectively or individually).
3.Characterization
and Tone:
Passage that describes Capote's attitude toward
Perry Smith.
4.Characterization
and Tone:
Passage that describes Capote's attitude toward
Dick Hickock.
5. Character
Development:
Find 3 passages that show the development of
Dick and Perry's relationship
THROUGHOUT the ENTIRE book
6. RHETORIC:
A. Parallelism
B. Repetition
7. SYNTAX:
Find 1 example of parallelism inside a sentence
Find 1 example of repetition
1. Choose any paragraph from book. It must be
a minimum of 5 sentences long.
2. Type this paragraph within your paper. Be
sure to use quotes around EACH sentence and
provide the page number using parenthetical
documentation.
NOTE: Each sentence MUST be numbered.
Each new sentence should start on a new line.
3. Complete the following for each sentence:
Response Prompts
Provide at least one specific adjective to describe Capote's
attitude toward the given subject; then, explain how the
selected passage supports that interpretation.
Provide at least one specific adjective to describe Capote's
attitude toward the given subject; then, explain how the
selected passage supports that interpretation.
Provide at least one specific adjective to describe Capote's
attitude toward the given subject; then, explain how the
selected passage supports that interpretation.
Provide at least one specific adjective to describe Capote's
attitude toward the given subject; then, explain how the
selected passage supports that interpretation.
Explain how these passages are evidence that demonstrate
the development of the relationship. Within this response,
you need to include CONSISE phrases from the passages
you choose. Be sure to quote the phrases and cite it using
parenthetical documentation. (See model for example.)
explain how it connects the 2 elements and what its effect is
on the meaning of the passage
explain its use and effect on meaning of the passage
Answer each of the following questions in complete
sentences regarding the paragraph as a whole.
A. What do you notice about the sentence beginnings?
B. What conclusion can you draw about the verbs used?
C. How does the author make use of literal and/or figurative
language?
D. What kinds of images does the author appeal to in this
paragraph?
E. How does the repetition or parallelism affect meaning?
8. IMAGERY: It
is important in the
novel for the
readers to see
characters,
motivation, events,
places, etc. as
“real.” Authors use
imagery (details
that appeal to the 5
senses) to draw the
reader into the
experience of the
novel.
9-20 KEY
PASSAGES:
You need to choose
12 passages from
throughout the
ENTIRE book.
Ideas for Passage
Choices:
-standouts out to you
-significant to
character
development, plot
development or
meaning
-an effective use of a
literary device;
- Reveals something
significant about a
character
-Reveals a pattern
(overlapping images,
repetitions of idea,
details, etc.)
-Reveals something
important or relevant
about the writer’s
style
-May hit with some
force
-May remind you of
something
-May make you think
or question
-May be an example
of pleasing or
disturbing writing
A. Highlight the first 4 words in yellow
B. Highlight all verbs in green
C. Bold all examples of figurative language,
imagery, repetition , parallelism
D. In BLUE font, indicate the number of words
in sentence at the end of each sentence.
E. After the number of words, in GREEN font,
indicate the type of sentence being used.
(simple, compound, complex, compoundcomplex)
Choose 5 images from throughout the book
AND indicate what sense(s) they appeal to.
You must type each image within your paper.
Be sure to use quotes around EACH sentence
and provide the page number using
parenthetical documentation.
NOTE: Each sentence MUST be lettered. Each
new image should start on a new line.
F. What observation can you make about sentence
length/variety?
How does this affect the meaning?
For each passage:
Record the passage OR Highlight the in your
book
RECORD PAGE #
(PAGE # MUST be included within your
entry)
Using complete sentences, thoroughly respond to 2 of the
following prompt. Note: Each response to a key passage
should be a well-developed paragraph. You are NOT
limited to responding to only 2 of the prompts.
Write 2-3 sentences that explain how each of these images
affect the reader during this section. Be sure to label each
response A-E.
Why is this a key passage?
What is the author trying to do at this point? How is this
passage typical of the author’s style?
What is unusual or striking about the passage?
What does this passage reveal about …
-development of a character (a significant
change or description)?
-a significant development in the plot?
-the meaning of the work as a whole?
Discuss: Discuss the words, ideas, and actions of the author
or character and explain the significance
Connect: Connect the passage with personal experiencesrelation to life, self, others or with other sections of the book
Analyze/Evaluate: Discuss your opinions, ideas, and/or
judgments about the passage (characters, events, themes,
etc.)
Interpret: determine and explain the meaning of the passage
Reflect: explain what the passage says about all people and
humanity
~AP/IB Language & Composition Summer Reading Assignment~
Lawrence North High School
AP/IB Language and Composition
Summer Reading Assignment
A Special Note to Parents: In choosing books, the National Council of English Teachers advises teachers to “consider
the contribution which each work may make to the education of the reader, its aesthetic value, its honesty, its
readability for a particular group of students, and its appeal to adolescents.” The criteria for choosing a book to be read
by an entire class are somewhat different from the criteria for choosing works to be read independently. As most books
of literary merit deal with the nature of humanity, each may contain what some believe to be controversial material;
however, the NCTE Course of Study encourages students to read widely from a variety of different cultures and
backgrounds. Hence, we encourage parents to assist in reading and working with the text and even to read
simultaneously to discuss issues or values that might raise concerns.
A Special Note to TRANSFER STUDENTS: We will accept a summer assignment that you prepared for another
school for extra credit, but you must provide this assignment as well. Since this novel is used during the first 2-3 weeks
of the school year for instruction, you will still need to read the novel assigned here and complete various in-class
assignments (including discussion, collaborative work, and an essay).
OBJECTIVE: We believe that we learn to read by reading—and that this close-reading assignment offers an
opportunity for students to cultivate their reading skills by engaging with literature on many levels: personal,
analytical, and critical. This will help prepare you for the analysis essay you will write within the first few
weeks of class. The analysis will ask you to write about a passage in terms of its importance to the novel,
impact on plot and character development, literary elements, style, figurative language, etc.
YOUR ASSIGNMENT: In Cold Blood by Truman Capote
The assignments are designed to help you learn and practice the close reading techniques and the critical
reading skills important not only to becoming successful AP students, but also to experiencing the intrinsic
rewards of reading interpretive fiction. Your ultimate goal is to comprehend much more than just what happens;
you must learn to develop commentaries that reveal how the author uses diction, style, structure, and literary
elements to convey meaning.
INSTRUCTIONS AND FORMAT: The following assignments will completed in a Microsoft Word
document or Google Doc double spaced in 12 point font. The assignment is due on the first day of class and
will be submitted to turnin.com. Your OWN personal responses MUST be a thorough and thoughtful
analysis reflecting YOUR close and critical reading of the book. NOTE: It can be set up as a chart, but it
does not have to be in a chart format.
In Cold Blood Assignments:
**Note: There are 3 parts
Part 1: Work Cited Entry
At the top of your paper, create an MLA WORK CITED ENTRY for the book.
Author’s last name, first name. Title of Book. City of Publication: Publisher, Year of Publication. Medium of Publication.
Example: Conrad, Joseph. Heart of Darkness. 1902. Mineloa, New York: Dover Publications, 1990. Print.
Part 2: Close Reading
20 passage identifications and responses. See the chart for the specific requirements.
Part 3: Theme
In a 1 page paper (12 pt, double spaced), explore Capote’s ideas about 1 of the following In Cold Blood: (a)
human nature and evil, (b) justice and punishment, (c) nature vs. nurture (naturalism), or (d) fate v. free will (e)
American Dream. Explain his position and how he argues that position through the plot, the setting, the
characters, and his writing style. You need to use specific evidence from the book to support your answer. Be
sure to use quotes and cite the page numbers correctly.
Part 2: Specific Directions
Entry #
&
Skill Focus
Textual Evidence
Response Prompts
For each passage:
A. Record the passage OR Highlight the in
your book
(unless otherwise noted)
B. RECORD PAGE #
Passage: “But Dick became convinced that Perry
was that rarity, a ‘natural killer’—absolutely sane,
but conscienceless, and capable of dealing, with or
without motive, the coldest-blooded deathblows. It
was Dick’s theory that such a gift could, under his
supervision, be profitably exploited. Having reached
this conclusion, he had proceeded to woo Perry,
flatter him—pretend, for example, that he believed all
the buried treasure stuff and share his beachcomber
yearnings and seaport longings, none of which
appealed to Dick, who wanted ‘a regular life,’ with a
business of his own, a house, a horse to ride, a new
car, and ‘plenty of blond chicken.’ It was important
that Perry not suspect this—not until Perry, with his
gift, had helped further Dick’s ambitions.” (55)
Journal Response: It is during this passage that Capote reveals
Dick’s true feelings for Perry. The reader discovers that Dick is
simply using Perry for his “gift” of being “conscienceless” and
being a “’natural killer’” that Dick believes will help “further” his
“ambitions.” Capote creates a sympathetic feeling towards Perry
as he shows that he is being “profitably exploited,” by Dick
trying—and succeeding—to “woo Perry, flatter him,” instead of
actually wanting to be his friend. Capote shows that Dick is willing
to do whatever he can to get Perry to perform “the coldest-blooded
deathblows,” by pretending to “share his beachcomber yearning
and seaport longings,” that Perry has had for most of his life. Dick,
though is already shown to be a cruel, almost heartless, person, is
thoroughly established in this passage; the one person he truly
looks after is himself, and his relationship with Perry isn’t much of
a relationship or friendship at all.
1. Setting and
Tone:
Passage that describes Capote's attitude toward
the town of Holcomb.
2.Characterization
and Tone:
Passage that describes Capote's attitude the
Clutter Family (collectively or individually).
3.Characterization
and Tone:
Passage that describes Capote's attitude toward
Perry Smith.
Provide at least one specific adjective to describe Capote's
attitude toward the given subject; then, explain how the
selected passage supports that interpretation.
Provide at least one specific adjective to describe Capote's
attitude toward the given subject; then, explain how the
selected passage supports that interpretation.
Provide at least one specific adjective to describe Capote's
attitude toward the given subject; then, explain how the
selected passage supports that interpretation.
Model
4.Characterization
and Tone:
Passage that describes Capote's attitude toward
Dick Hickock.
5. Character
Development:
Find 3 passages that show the development of
Dick and Perry's relationship
THROUGHOUT the ENTIRE book
6. RHETORIC:
A. Parallelism
B. Repetition
7. SYNTAX:
Find 1 example of parallelism inside a sentence
Find 1 example of repetition
8. IMAGERY: It
is important in the
novel for the
readers to see
characters,
motivation, events,
places, etc. as
“real.” Authors use
imagery (details
that appeal to the 5
senses) to draw the
reader into the
experience of the
novel.
9-20 KEY
PASSAGES:
You need to choose
12 passages from
throughout the
ENTIRE book.
1. Choose any paragraph from book. It must be
a minimum of 5 sentences long.
2. Type this paragraph within your paper. Be
sure cite each sentence correctly.
NOTE: Each sentence MUST be numbered.
Each new sentence should start on a new line.
3. Complete the following for each sentence:
A. Highlight the first 4 words in yellow
B. Highlight all verbs in green
C. Bold all examples of figurative language,
imagery ,repetition , parallelism
D. In BLUE font, indicate the number of words
in sentence at the end of each sentence.
E. After the number of words, in GREEN font,
indicate the type of sentence being used.
(simple, compound, complex, compoundcomplex)
Choose 5 images from throughout the book
AND indicate what sense(s) they appeal to.
Write 2-3 sentences that explain how each of these images
affect the reader during this section. Be sure to label each
response A-E.
You must type each image within your paper.
Be sure to use quotes around EACH sentence
and provide the page number using
parenthetical documentation.
NOTE: Each sentence MUST be lettered. Each
new image should start on a new line.
For each passage:
A. Record the passage
OR
Highlight the in your book
B. RECORD PAGE #
Ideas for Passage
Choices:
-standouts out to
you
-significant to
character
development, plot
development or
meaning
-an effective use of
a literary device;
- Reveals
Provide at least one specific adjective to describe Capote's
attitude toward the given subject; then, explain how the
selected passage supports that interpretation.
Explain how these passages are evidence that demonstrate
the development of the relationship. Within this response,
you need to include CONSISE phrases from the passages
you choose. Be sure to quote the phrases and cite it using
parenthetical documentation.
explain how it connects the 2 elements and what its effect is
on the meaning of the passage explain its use and effect on
meaning of the passage
Answer each of the following questions in complete
sentences regarding the paragraph as a whole.
A. What do you notice about the sentence beginnings?
B. What conclusion can you draw about the verbs used?
C. How does the author make use of literal and/or figurative
language?
D. What kinds of images does the author appeal to in this
paragraph?
E. How does the repetition or parallelism affect meaning?
F. What observation can you make about sentence
length/variety?
How does this affect the meaning?
Using complete sentences, thoroughly respond to 2 of the
following prompt. Note: Each response to a key passage
should be a well-developed paragraph. You are NOT
limited to responding to only 2 of the prompts.
Why is this a key passage?
What is the author trying to do at this point? How is this
passage typical of the author’s style?
What is unusual or striking about the passage?
What does this passage reveal about …
-development of a character (a significant
change or description)?
-a significant development in the plot?
-the meaning of the work as a whole?
Discuss: Discuss the words, ideas, and actions of the author
or character and explain the significance
Connect: Connect the passage with personal experiencesrelation to life, self, others or with other sections of the book
Analyze/Evaluate: Discuss your opinions, ideas, and/or
something
significant about a
character
-Reveals a pattern
(overlapping
images, repetitions
of idea, details,
etc.)
-Reveals something
important or
relevant about the
writer’s style
-May hit with some
force
-May remind you
of something
-May make you
think or question
-May be an
example of
pleasing or
disturbing writing
judgments about the passage (characters, events, themes,
etc.)
Interpret: determine and explain the meaning of the passage
Reflect: explain what the passage says about all people and
humanity