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Pre AP/AP Summer Reading Assignments and Contract 10

th
Grade
The purpose of the MISD summer reading program is to provide a foundation of literary experience that will enable a student to
be successful in AP classes at the high school level and beyond. All Mesquite high schools require summer reading. A transfer All Mesquite high schools require summer reading. A transfer All Mesquite high schools require summer reading. A transfer All Mesquite high schools require summer reading. A transfer
to to to to another Mesquite school does not relieve the student of this responsibility. If transfer occurs, you are to do the assignment another Mesquite school does not relieve the student of this responsibility. If transfer occurs, you are to do the assignment another Mesquite school does not relieve the student of this responsibility. If transfer occurs, you are to do the assignment another Mesquite school does not relieve the student of this responsibility. If transfer occurs, you are to do the assignments, s, s, s,
which have been given to you at your present school or contact someone at the new school and get the assignment. which have been given to you at your present school or contact someone at the new school and get the assignment. which have been given to you at your present school or contact someone at the new school and get the assignment. which have been given to you at your present school or contact someone at the new school and get the assignment.

Mrs. Christinas email address is kchristina@mesquiteisd.org. Contact her if you have problems or questions.

Works to be covered in this course include the following:

Frankenstein Julius Caesar To Kill a Mockingbird
A Separate Peace Of Mice and Men The Metamorphosis
the legends of King Arthur various short stories self-selected biography

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ASSIGNMENT ONE: ASSIGNMENT ONE: ASSIGNMENT ONE: ASSIGNMENT ONE: A Separate Peace by John Knowles

Part one: Part one: Part one: Part one: As you read A Separate Peace, use a highlighter to highlight passages from the novel with recurring symbols. If you do not own
your copy, you can annotate using sticky-notes. A symbol symbol symbol symbol is a person, place, object, or activity that has a concrete meaning in itself, but
also stands for something outside itself; it takes on this meaning through the context of the literature. Highlight the following symbols: tree, . Highlight the following symbols: tree, . Highlight the following symbols: tree, . Highlight the following symbols: tree,
Devon River, marble staircase, pink shirt, the war, blitzball, Devon River, marble staircase, pink shirt, the war, blitzball, Devon River, marble staircase, pink shirt, the war, blitzball, Devon River, marble staircase, pink shirt, the war, blitzball, summer, winter, summer, winter, summer, winter, summer, winter, Phineas, and Leper. Phineas, and Leper. Phineas, and Leper. Phineas, and Leper. You may want to assign a different color
for each symbol. As you mark passages, consider what these symbols represent. Write your impressions in the margin of the book along with
your highlighting.

Part Two: Part Two: Part Two: Part Two: After you have read and marked your book, transfer 15 significant quotations (at least one from each category) to a reading
journal where you write an explanation of what each symbol represents. Set up your journal in the following manner:

Divide your paper into three columns. You may find it easier to use unlined paper and turn it sideways (of course they may be
typed).
Label the first column on the left QUOTATION, label the next column SYMBOL, and label the third column EXPLANATION.
Place your quotations related to the symbols in the left column. Write out the exact words of the text to which you are responding
and include the page number include the page number include the page number include the page number. DO NOT JUST WRITE OUT THE PAGE NUMBER! WRITE OUT THE EXACT WORDS!! The
quotations used should be spaced equally throughout the entire novel. (You cannot have all of them from the beginning of the
novel. You must use an equal number from the latter part of the book. Remember B-M-E, or rather, prove youve read this book.)
As you copy quotations, identify the symbol in the symbol column. Then write your explanation in the explanation column.
Explanations must be in complete sentences. Be specific!!

For example: For example: For example: For example:
Quotation Quotation Quotation Quotation Symbol Symbol Symbol Symbol Explanation Explanation Explanation Explanation
I jounced the limb (52). tree In this single moment, jumping from the
tree became something more than an
initiation into manhood, but rather, a
show of Gene's silent anger toward his
unknowing friend.

This journal will be the basis for an essay to be written during the first six weeks of school. That essay will be a major gr This journal will be the basis for an essay to be written during the first six weeks of school. That essay will be a major gr This journal will be the basis for an essay to be written during the first six weeks of school. That essay will be a major gr This journal will be the basis for an essay to be written during the first six weeks of school. That essay will be a major grade ade ade ade. .. . Turn in
your marked book and journal on the first day of school. Make a cover sheet:

Name Name Name Name
Date Date Date Date
Pre AP English 2 Pre AP English 2 Pre AP English 2 Pre AP English 2
A Separate Peace Journal A Separate Peace Journal A Separate Peace Journal A Separate Peace Journal

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ASSIGNMENT TWO ASSIGNMENT TWO ASSIGNMENT TWO ASSIGNMENT TWO: Speech Analysis

Part One Part One Part One Part One: Go to www.americanrhetoric.com. Find a famous speech that is 3-5 pages in length.

Part Two: Part Two: Part Two: Part Two: Read and analyze the speech following the steps listed below.

Note: all notations must be written in blue or black ink; do not use pencil. For any step that requires highlighting on the passage,
highlight your corresponding marginal comments in the same color. (The highlighters listed below are required supplies for the
class; failure to come to class prepared may result in a reduced grade.)


1. In the space at the top of the passage (or on the back), answer the following:
What is happening at this point in the text? (Provide the context)
Make sure to include the 5 Ws (who, what, where, when, why) [Level One Relationship = Literal]

2. Circle unfamiliar words and define in the margins using a dictionary and/or context clues. Remember the definition you write down must be useful.
Avoid copying directly from the dictionary if you are unclear about what it is saying.

3. In pink pink pink pink, highlight meaningful diction (words) in the passage. Comment in the margin on at least five of these highlighted words, considering:
What connotations (suggested meanings based on how the word is being used) do you glean from specific word choices?
What conflicts or connections (similarities) do you understand through specific word choice?
What significance (regarding character, event, etc.) do you understand through specific word choices?
[In general, marginal comments will take the form of a phrase such as: conveys _____. shows ____,suggests ____, or significant because ____]
Highlight comments in pink.

4. In yellow yellow yellow yellow, highlight the first four words of each sentence and meaningful punctuation choices (dashes, parentheses, ellipses, etc.). Comment in
the margin on one aspect of the syntax that seems meaningful to you. Keep in mind:
Are these long or short sentences?
Are they mostly statements or questions?
Are fragments (partial sentences) used?
Is there dialog?
How does any of the above affect the way this piece is understood?
Highlight comments in yellow.

5. In green green green green, highlight evidence of a least one strategy AND one rhetorical device. Label the strategy or device marginally and briefly comment
on its effect. Pay attention to figurative language under rhetorical strategies. Highlight comments in green.






Rhetorical Devices Expository Strategies
Alliteration
Assonance
Allusion
Analogy
Apostrophe
Antithesis
Extended metaphor
Imagery
Metaphor
Onomatopoeia
Oxymoron
Parallelism
Personification
Repetitions
Rhetorical question
Paradox
Simile
Point of view
Pacing
Sentence length or type
Thesis
Irony
Language
Definition
Cause/Effect
Compare/Contrast
Problem/Solution
Sequence (time order)
Descriptive
Enumerative/listing

6. In blue blue blue blue, draw brackets around two 5-10 line blocks (no more/no less) of text within the passage; for each, choose an appropriate tone word.
In the margin briefly justify each tone word you selected. Highlight your comments in blue.

7. In orange orange orange orange, highlight the one sentence that is the closest to expressing either the authors purpose or theme of the piece. In the margin, write
one complete sentence of what the purpose or theme is and highlight the comment in orange.

8. Determine where the passage logically breaks into sections/chunks based on content and tone. Place brackets around each section and
marginally comment (with red red red red pen) on the Level Two Relationship (abstract concept such as fear, excitement, violence, chaos, order, arrogance,
submission, confidence, confinement, freedom, benevolence, or any other abstract concept that emerges from the text)

9. Examine the entire passage and determine a more comprehensive method the author employed. Explain briefly what method unifies the
passage and how that is achieved. (Level Three Relationships: characterization, contrast, comparison, juxtaposition, analogy, parallelism,
repetition, shift . . .)











Extra Credit Op Extra Credit Op Extra Credit Op Extra Credit Opportunity: Shakespeare in the Park portunity: Shakespeare in the Park portunity: Shakespeare in the Park portunity: Shakespeare in the Park
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Tenth Grade Summer Reading Contract Tenth Grade Summer Reading Contract Tenth Grade Summer Reading Contract Tenth Grade Summer Reading Contract
Pre AP English North Mesquite High School Pre AP English North Mesquite High School Pre AP English North Mesquite High School Pre AP English North Mesquite High School



I ___________________________________(print your name in the blank)
have read the summer reading contract, and I understand my
responsibilities. I also understand that failure to do these assignments
will probably cause me to fail the first six weeks of the 2014-2015 school
year. I further understand that these assignments are due on the first
day of class of the 2014-2015 school year and that no late papers will be
accepted.


Student Signature_________________________________

Parent Signature__________________________________