11th Grade
2018 SUMMER READING
AP English 11
AP English 11: Required Assignment
NOTE: All summer assignments are due the first day of class
Purchase and read the following books:
- They Say, I Say by Graff, Birkenstein & Durst
- The Overachievers by Robbins
· For They Say, I Say, please purchase the 3rd edition with readings. Buying the books used will help save you money and can be found on Amazon.com, Thriftbooks.com, and several other online book outlets.
Assignment 1:
Read chapters 1-10 of They Say, I Sayand complete the tasks below:
a. Read the introduction to They Say, I Say and complete exercise #2 by using the template that is found at the end.
b. Complete exercise 1 at the end of chapter 1 (“They Say”)
c. Complete exercise 1 at the end of chapter 3 (“As He Himself Puts It”). Note: You must use an example from The Overachieverswhen completing this exercise.
d. Complete exercise 1 at the end of chapter 5 (“And Yet”). Note: When you identify the “spots” of reference, copy down the phrases as they appear in the essay and cite correctly.
e. Complete exercise 1 at the end of chapter 6 (“Skeptics May Object”)
f. Complete exercise 2 at the end of chapter 10 (“But Don’t Get Me Wrong”)
g. After completing all of They Say, I Say go back to page 9 of the book and find the template that begins with “In recent discussions of…” and ends with “This issue is important because…” Complete this two paragraph template in response to the essay at the back of the book entitled, “The (Futile) Pursuit of the American Dream.”
Assignment 2:
Read chapters 1-8 of The Overachievers: Secret Lives of Driven Kids. Complete the attached double entry journal (DEJ) and analysis.
- Choose one passage from each chapter and copy it into the “Quote” column. Include the page number in this column with each quote. In the right hand column explain why you chose the quote and why you think it is important to the chapter/novel. YOUR RESPONSE MUST BE AT LEAST A 5-SENTENCE PARAGRAPH. Use the following questions to help you select and comment on the passages:
· What is the reason for the author making the particular argument?
· Is the author using this argument to support the overall argument?
· How does the author organize his/her ideas?
· Who is the author’s audience?
· Is the author relying on logic and facts, credibility, or emotion to make his point to that audience?
· Look for patterns in the text.
· Remember, you are not judging the argument, you are analyzing it. Put your own feelings/emotions aside and pay attention to the construction of the author’s language. Focus your analysis on what is the argument and how is it put together?
- After recording your chosen passages and writing your response to them, choose at least two words or phrases from each chapter that are unfamiliar to you. Do some research on the word and write a short definition in your own words based on what you find. Include the page number of the book where you found the term.
Regular English 11
English 11: Optional Summer Reading and Extra Credit Project
questions? e-mail: kneis@mcssk12.org
Due Date: First Day of Class
Step One: Choose any of the following novels and read it over the summer:
- I Know Why the Caged Bird Sings by Maya Angelou
- The Pact by Jodi Picoult
- The Color of Water by James McBride
- As I Lay Dying by William Faulkner
- Night by Elie Wiesel
- The Great Gatsby by F. Scott Fitzgerald
Step Two: Choose ONE of the following projects, complete it, and turn it in on the first day of class.
Step Three: Write a brief paragraph on a separate piece of paper, explaining what grade you think you deserve on this project and why.
Additional Notes:
This project is a test grade. However, should this grade eventually lower your overall average, it will be dropped.
For choices 2 and 3, you should write 2-3 pages (double spaced, size 12, Times New Roman font).
Even though certain projects may really appeal to you, remember to make sure the project you choose will work well with the novel you read.
A scoring guide is provided at the end of this assignment.
1. Children's Story
Turn the novel you read into a children's story by retelling the plot in a simple way with vocabulary appropriate for youngsters. Make sure your creation looks like a children's book, complete with a hard cover, an appealing book jacket with the title and author, and colorful illustrations above and below your writing. DO NOT use lined paper, and make sure all writing is either typed or written neatly with a black marker.
2. Write Your Own Scene
Write a scene that could have happened in the book you read, but didn't. Be sure to write in the same style as the author. On a separate page, include a brief explanation of what has occurred up until this point in the novel and give a general description of the characters. In a second paragraph, explain why you made the changes you did and how they would have affected the outcome.
3. Rewrite the Ending
If you did not care for the way your book ended, here is your opportunity to change it. Rewrite a new ending to the book you read. Be sure to write in the style of the author.
DO NOT explain how the ending should be changed. Write as if you were writing the story. On a separate page describe the original ending and the changes you made and then explain why you made these changes. Include a copy of the last three pages of the novel you read.
4. Model of the Setting
If the place where the story takes place is a significant part of the story, create a model of the setting. Create your model in either a large box, on a piece of cardboard or piece of wood. Be sure to make it as realistic as possible. Include many details in your model which demonstrate events that occur in the novel you read. You may also want to include characters from your novel on the model you create. Label each place. On a piece of paper, write at least a one page description of the setting and its significance to the rest of the story.
5. Graphic Novel
Create a graphic novel based on the novel you read. It should have an illustrated cover with the title and author, and be comic book size. Inside, retell the story using dialogue and descriptions of the setting and characters. Put your writing in bubbles. Create colorful illustrations that help tell the story.
Projects adapted from: http://www.spencerportschools.org/files/576/Book%20Report%20Projects.doc
Scoring Guide
A Project
The project reflects student's insight and creativity, as well as reflects application of critical thinking. Information is clearly focused and in an organized and thoughtful manner. The student has followed all directions and fulfilled, and perhaps gone beyond, all requirements. The project is impeccably neat, with easy-to-read fonts, writing, and/or graphics. Writing (where applicable) has no or very few grammatical/mechanical mistakes.
B Project
The project reflects student's insight and creativity, as well as reflects application of some critical thinking, though less work and thought than an A project. Information is generally focused and in an organized and thoughtful manner. The student has followed most directions and fulfilled most requirements. The project is neat, with easy-to-read fonts, writing, and/or graphics. Writing (where applicable) has some grammatical/mechanical mistakes.
C Project
The project does not adequately reflect student's insight and/or creativity, or adequately reflects application of critical thinking. The project may seem haphazard and/or disorganized. Information is not well focused or in an organized and thoughtful manner. The student has followed some/most directions and fulfilled some/most requirements. The project lacks neatness. Writing (where applicable) has many grammatical/mechanical mistakes.
NC= No Credit
The project does not adequately reflect student's insight or creativity, nor does it reflect application of critical thinking. The project is haphazard and/or disorganized. Information is not well focused or in an organized and thoughtful manner. The student has followed some directions and fulfilled some requirements. The project lacks neatness. Writing (where applicable) has many distracting grammatical/mechanical mistakes.