Tag Archives: reading

Summer Reading Assignment

summer-reading

Students are always asking what they can do to prepare for success in AP Literature. Here, stolen word for word from the fabulous Kylene Beers, who is an expert in adolescent reading and has an amazing website here, is what you should be reading this summer.

  • All the books (and I mean all the books) you really want to read.
  • Any of the books that your friend wants you to read and once you start you actually like.
  • One (or more if you choose) of the books your mom/dad/grandparent/teacher/or any other person who looks a lot older than you promises you will love if once you start it you do indeed discover you do love it.
  • Something you think looks hard. You’ll discover if you really want to read it, it won’t actually be that hard.
  • An author or topic you haven’t read before. You might discover a new topic or author you really like!
  • Joke books. They will keep you laughing (and make your parents nuts). Be sure to tell the corniest jokes during dinner.
  • And then you simply must finish the summer with more of what you want to read.

If you’re looking for a more focused way to prepare for AP Literature, fetch yourself a copy of Thomas Foster’s fabulous book How to Read Literature Like a Professor. Choose a favorite novel—preferably a classic one, since they have the most “meat” to work with—and read it along with Foster’s guide. You’d be surprised how much is hiding in the straw alongside Wilbur in Charlotte’s Web, walking the streets of Maycomb with Scout Finch, fizzing with the champagne at one of Gatsby’s parties, or even pacing the battlements of Macbeth’s castle. Attentive, careful reading always reveals more than the plot and characters do at your first encounter. Foster’s book can help you spot those gems more readily.

Stuck on what to read? Check out the links to the right for the Rory Gilmore Reading Challenge or the 100 Books to Read in a Lifetime for suggestions. Have a great summer, and happy reading!

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Lit Circles: Blogging

blog-blogging

The online discussion is a place where you will respond to your selected work by recording your thoughts, feelings, reactions, and questions. Two key questions to ask yourself when you are preparing each blog post are:

  • What was going on inside my head?
  • What was I visualizing?

Your blog posts should arise from your thoughtful reading. Here are four possible ways to structure your post during each reading section.

COMMENT

Consider what the author is doing and offer criticism or questions concerning the author’s style:

  1. Tell what you like about a particular phrase/part: include the reference.
  2. Discuss the writer’s style of writing, explain what you like or don’t like about it. Explain how it is effective in conveying a meaning. Why would the author choose to use it? Make sure to include a brief example of it.
  3. Write down striking words, images, phrases, or details. Speculate about them. Why did the author choose them? What do they add to the story? Why did you notice them?
  4. Identify any gaps or ambiguities in the text.
  5. Try arguing with the writer. On what points, or about what issues do you agree or disagree with them on?
  6. Point out effective examples of figurative language (or other literary devices) and explain why they are effective.
  7. Discuss an emotional response you felt towards a character or event in the novel (shock, surprise, fear, happiness, relief, etc.). Why do you think it affected you the way it did?

ANALYZE

Look closely and critically about the characters, setting and events (plot):

  1. Give your opinion about how a character should have worked out a conflict.
  2. Tell what makes a particular character/setting appealing to you.
  3. Explain the importance of one of the secondary characters.
  4. Share how events of this novel have caused a change in your views.
  5. Discuss the qualities of a character you dislike and explain why.
  6. Analyze whether your knowledge of a character was gained mostly from what s/he does, what s/he says, or what is said about him/her by others.
  7. Discuss ways in which the character changed throughout your reading and what caused those changes.
  8. Examine the values/personality of a character you like and explain why.
  9. Examine the values/personality of a character you dislike and explain why.
  10. Discuss how the setting contributes to or affects the events/characters of the novel.

CONNECT

Explain the relationship between the text and self, text and other text, or text and world:

  1. Compare an event/belief in the story with a similar one in your own life.
  2. Compare a character’s emotional response with yours in a similar situation.
  3. Compare and/or contrast the society of this novel to the one you live in.
  4. Compare and/or contrast two characters/ideas/beliefs that appear in the same book, or in a different novel, movie, etc.
  5. Compare and/or contrast events/beliefs in the novel to events/beliefs in the real world.

QUESTION

Raise questions about the text:

  1. Question the author’s writing style, character’s actions, events that unfold, etc.

Ex. “Why would the author choose to omit details about Mason’s childhood when……”

  1. Offer a suggestion or prediction for your questions.
  2. What perplexes you about a particular passage?
  3. Try beginning with, “I wonder why…” or “I’m having trouble understanding how…”
  4. Think of your journal as a place where you can carry on a dialogue with the author or with text in which you actually speak with him or her. Ask questions and then have the writer or character respond.

Blog Responses/Replies

Since the online environment is a kind of conversation, you will also be expected to respond to others’ posts. To create a response:

  1. Read the original post carefully.
  2. Consider the type of response in the original post to help you tailor your response. You might extend on a COMMENT by adding additional information, deepen the ANALYSIS offered, CONNECT further or suggest a different relationship, or provide textual evidence as a potential answer for a QUESTION.
  3. Your response does not have to be as long as an original post, but it should be thoughtful and complete.

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2015 AP Summer Reading

summer-reading

Although there is no official summer reading assignment for AP Literature at Dr. Phillips, students who do well on the exam are, almost without exception, inveterate readers. Therefore, you are encouraged to read, read, read in the lazy days before you begin your senior year! Here are some tips and challenges to help you choose:

1. If analyzing literature seems intimidating, we recommend this fine resource: How to Read Literature Like a Professor by Thomas C. Foster, especially since many of you will be transitioning from AP Language and Composition to a literature class.

2. If you want to brush up on or discover some the frequent biblical allusions in British and American literature, read the books of Genesis, Matthew, and John in the Bible.

3. To refresh yourself on all that pesky mythology writers like so much, tackle this classic: Edith Hamilton’s Mythology. If you are a fan of the Percy Jackson and the Olympians series by Rick Riordan or Michael Scott’s The Secrets of the Immortal Nicholas Flamel series, those will also help refresh you about Greek, Roman, Norse, and Celtic mythology.

4. Obviously we can’t cover everything in one year, so consider picking up a classic you’ve heard of but haven’t had the opportunity to read in school. Below is a list of novels and plays of literary merit which will not be part of the curriculum at Dr. Phillips but frequently appear on the examination. Although all of these works are considered classics, you will find a wide variety of styles and a broad range of topics represented.

A Portrait of the Artist as a Young Man
A Raisin in the Sun
Catch-22
Crime and Punishment
Death of a Salesman
Heart of Darkness
Invisible Man
Jane Eyre
Madame Bovary
Obasan
The Turn of the Screw
Waiting for Godot

If none of these titles appeal to you, then the Books and Chocolate Classics Challenge has a number of categories that might do the trick. You can find their list of suggested books here.

5. You might also consider reading a recent work that has been nominated for or won a major literary prize such as the National Book Award or Pulitzer Prize, the Man Booker Prize (Great Britain), or the Governor General’s Award (Canada).

6. If you’re just looking for something different to read or need a guiding hand to keep you on track, why not try a book challenge? Here are links to a variety of different challenges. You may not complete one over the summer, but you can certainly broaden your knowledge and your enjoyment by trying one.

PopSugar’s Challenge – 50 books ranging from “read a book with a one word title” to “read a book your mom loves” to “choose a book based solely on its cover,” which gives you plenty of fun choices. Check out the challenge here.

Banned Books Challenge – Feeling daring? Read something that someone else doesn’t want you to! The Buckling Bookshelves blog has created a challenge with levels of participation from “Making Waves” to “Leader of the Revolution.” Sign up here.

Kindred’s Challenge – Another checklist-based challenge that includes everything from choosing a poetry collection to reading something electronically. Pick up the handy infographic for the challenge here. Specific suggested authors all happen to be male (hmm), but that’s offset nicely by the next challenge.

Women Challenge – Discover some amazing female authors through Peek a Book’s third Women Challenge here.

Diversity Challenge – Male or female, most writers studied in literature classes tend to be Caucasian. Discover more amazing books by writers of color through My Little Pocketbook’s Diversity Challenge. Check out some great authors here.

Book Riot’s Read Harder Challenge – Another random choice challenge by one of my favorite book sites online. Choices here range from author origin to genre style to type (how many book challenges do you know select a self-improvement book?). Keep up with other challenge members through Goodreads or the #ReadHarder hashtag. Check out the list here.

Books in Translation – AP offers the opportunity to read some books in translation, but that’s merely a smidgen of the great literature out there that wasn’t written in English. Hop over to the Introverted Reader’s challenge to select translated works here.

Around the World Challenge – This challenge focuses on the book’s content rather than who wrote it. Where do your book’s characters go? Plot their movements and consider some mini-challenges based on geography on a special Google map from It’s All About the Books here.

Chunkster Challenge – Serious books call for serious dedication–especially if they’re long ones. Try your hand at a 450+ page whopper. It may take you all summer for the one book, but it could be amazing! Your chunk o’reading can be in any genre, age group, or format (except graphic novels), so if you never got around to reading Harry Potter and the Order of the Phoenix because you saw the movie instead, now might be the time to see what the Hollywood folks left out. Sign up here.

Thanks to writer Emma Cueto of Bustle for her great roundup of reading challenges.

Have a great summer, and happy reading!

 

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Brave New World Study Questions 15-18

BNW3Chapter 15
1. Why does John decide to interfere with the soma distribution? Why does he say it is poison?
2. What does he think of the Deltas to whom he delivers his speech?
3. What roles do Bernard and Helmholtz play here? What does this tell us about their characters?
4. How does the soma riot end? What does it mean to be happy and good?

Chapter 16
1. How would you describe Bernard’s behavior in this chapter? Why does he act this way?
2. What does Mond say is the role of liberty? Happiness? Stability? Truth and Beauty?
3. How does Mond explain the caste system? What would happen with an entire society of Alphas?
4. Why does Helmholtz make the choice he makes?

Chapter 17
1. Why does Mond want to talk with John alone? What do they talk about?
2. How does John argue that the civilized man has been degraded? From what and to what?
3. What role does Mond say soma plays in this? What is an “opiate of the masses”?
4. In saying no to civilization, what does John say yes to? Would you make the same decision?

Chapter 18
1. Where does John go, and what does he plan to do there? Does this represent a healthy alternative from society?
2. How does the crowd respond? What happens that evening? What becomes of Lenina?
3. What is John’s decision? Why does he make it? Were there alternatives?

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Brave New World Study Questions 10-14

somaChapter 10
1. How and why was the DHC planning to make an example out of Bernard?
2. Why is unorthodoxy worse than murder?
3. How does Linda act in the hatchery? How does the DHC react? The spectators?

Chapter 11
1. Why does John become popular, but not Linda?
2. How does Bernard’s life change? How does he react? What does Helmholtz think?
3. What does John think of the caste system? Of the clones? The feelies? Why?

Chapter 12

1. What does it mean that Lenina likes looking at the moon now?
2. How does Bernard’s position change? How do John and Helmholtz respond to Bernard now?
3. Why is Helmholtz in trouble with the authorities? What has he done that is dangerous, and why is it dangerous? Why did he do it? What does he want?

Chapter 13
1. What is happening to Lenina? How does she feel for John? What does she do to get what she wants?
3. How does John feel for Lenina? What does he want to do to prove it?
3. How does John react to Lenina’s actions? Why does he respond this way? What did he want from her?

Chapter 14
1. Why is Linda dying?
2. Why are the Delta children at the hospital? What does John think of this?
3. Why isn’t death terrible for those in the civilized world? What does this mean for the individual?

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Brave New World Study Questions 6-9

navajo_reservationChapter 6
1. Why is being alone a bad thing?
2. What do Lenina and Bernard do on their first date? Why is the ocean important? The moon?
3. How does Helmholtz feel about Bernard after he hears the story of the meeting with the director?
4. What do we learn from the Warden? What are the reservations like?

Chapter 7
1. What is the city itself like? What are the people like? How does Lenina respond? Bernard?
2. How is John Savage different? What does he want? How does he respond to Lenina?
3. What is Linda’s story? What has her life been like here? How does Lenina react to her?

Chapter 8
1. What was John’s upbringing like? His relationship with Linda? His education?
2. What does it mean to discover “Time and Death and God?”
3. Why does Bernard want to take John to London?

Chapter 9
1. Why does Mustapha Mond agree to the plan?
2. What happens when John watches Lenina sleep? What does he think or feel?

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Brave New World Study Questions 1-5

test-tube-babyChapter 1
1. What is the meaning of the World State’s motto “COMMUNITY, IDENTITY, STABILITY?”
2. Why do particulars “make for virtue and happiness,” while generalities “are intellectually necessary evils?”
3. How do people know who they are in this society?

Chapter 2
1. What work does the conditioning do? Who gets conditioned? How does hypnopaedia work?
2. Why condition the Deltas to hate nature but love outdoor sports?
3. What are the various castes like, and why?

Chapter 3
1. How is our world depicted? How do we get from here to there?
2. Why are strong emotions dangerous? Family relationships? Romance? Religion? Art? Culture?
3. What is soma? What are its uses?

Chapter 4
1. What does Lenina do on her date?
 What does she think of the lower castes?
2. Why is Bernard the way he is? What does he really want?
3. Why is Helmholtz the way he is? What does he want? How is he different from Bernard?

Chapter 5
1. What do Lenina and Henry talk about on their way home?
2. Why are stars depressing?
3. What are the solidarity services like? What role do they play? How does Bernard fit?

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Brave New World Audio Links

brave-new-world-20_1406314iMany students find that listening to an audio book helps with reading. The links below will connect you to YouTube videos featuring futuristic artwork and a recorded full-text version of Brave New World, read by the British actor Michael York.

Part 1 – Chapter 1

Part 2 – Chapter 3, page 39

Part 3 – Chapter 5, Part 2, page 78

Part 4 – Chapter 7, page 115

Part 5 – Chapter 11

Part 6 – Chapter13, page 188

Part 7 – Chapter 16, page 225

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3rd Marking Period Reflection: Honors

self reflectionNow that we have completed the marking period, it is time to reflect on your performance as a student in English IV Honors. For this assignment, you will need to review the information in your class portfolio in addition to the writing assignments you have submitted to Edmodo. Your reflection should be thoughtfully written in complete sentences–no bullet points! Be sure to include all three areas in your review.

Consider your completed work, your success on out-of-class items, your participation in class, and your overall work habits (homework, planning, paying attention, etc.) as you complete your reflection.

+ PLUS – In what areas have you succeeded? What are you doing that is working well for you? What kinds of assignments or activities have been the most positive for you and why?

– MINUS – In what areas have you struggled? What did not turn out the way you planned? Do you have habits in or out of class that affect the quality of your work and participation in class?

Δ CHANGE – What do you plan to change or do differently so you can finish the year strong?

Submit your completed reflection to the blue box. You may return your folder to your class box.

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3rd Marking Period Reflection: AP

self reflectionNow that we have completed the marking period, it is time to reflect on your performance as a student in AP English Literature. For this assignment, you will need to review the information in your class portfolio in addition to the writing assignments you have submitted to Edmodo. Your reflection should be thoughtfully written, with an eye toward improving your performance on the coming AP exam.

First, SORT the contents of your portfolio.

SAVE:    Major Works Data Sheets

Timed Writings

MC Practice

Lit Circles Window Notes

KEEP/TOSS: Everything else!

REFLECT: Review your written responses for commonalities. What are the most common issues on your papers? What can you do to address and correct that issue? Compare some earlier papers with papers written more recently. Where do you see that you have grown/improved?

Submit your completed reflection to the blue box. You may return your folder to your class box.

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