Cambridge Academy Summer Assignments One of the greatest abilities we possess as humans is the ability to read. Reading opens our minds to many different worlds- worlds we otherwise might not have the opportunity to explore. One of the objectives of the Cambridge Academy is to help enrich and further develop students reading skills. Summer Reading Lists change every year based upon the requirements of the course syllabi as presented to us by the University of Cambridge. Please be aware that novels, plays, and poetry collections used in Pre-AICE and AICE courses at Ronald W. Reagan/Doral Senior High School are determined by the University of Cambridge. Every student enrolled in an AICE program throughout the world will be required to read the same set texts. Every text selected by the University of Cambridge has literary merit, but on some occasions a parent or student may object to a given literary work. Making accommodations is next to impossible since AICE students are tested on only the specific literary works that are designed as set texts for a particular syllabus. Please understand that by agreeing to take a Pre-AICE or AICE course, your child has demonstrated academic potential and intellectual maturity and should be able to handle the challenging texts set by this program. *Please Note: Students will be tested on the material in the novels during the first week of the school year and the grades will be averaged into students first nine weeks grade. Therefore, please realize that the Summer Reading Assignments are not optional.
9 th Grade Pre-AICE English Language Assignment deadline: Due on the second day of class. You must complete both assignments. Late work will not be accepted! Be prepared to take exams on both texts upon your return to school. Assignment One Book 1: They Poured Fire on Us From the Sky: The True Story of the Three Lost Boys from Sudan, by Benson Deng, Alephonsion Deng, and Benjamin Ajak. After reading this narrative account of three Sudanese boys fleeing their homeland and hoping to reach America, you will be creating a board game based on the following criteria: Using a poster board, create a game board measuring 20 x 14. When folded in half, the game board should measure 10 x 14. No other sizes will be accepted. Your game board should be neat, colorful, and visually appealing. All text on the game board must be typed. You must include all game pieces necessary for play (i.e. dice, pieces, question/conflict cards, rules and instructions, etc.). The game must work well and should be fun to play. The goal of this assignment is to create the game based on the events that unfold in the book. Your game board may be based on other popular games such as Monopoly, Trivial Pursuit, etc. Keep in mind that in order to play the game, one must have read and understand the book. For example, simply instructing players to move ahead or back by rolling the die requires no knowledge of the text, therefore it is unacceptable. The three boys leave Juol (starting point for the game) and hope to reach America (the object of the game). Game pieces should represent each of the protagonists of the book (Benson, Alephonsion, and Benjamin). Question/conflict cards should be relevant to the text and must address the book s setting, characters, conflicts, use of point view, themes, and quotes. The game board should reflect the perils, individuals, conflicts, and events the boys encounter on their way to America. Grading Standard: (100 marks maximum) Rules/Instructions are typed and are clear and concise, facilitating play of the game. (5 marks) 50 question/conflict cards are included. Information on each card is typed and is clear, concise, and correct. Questions reflect a deeper understanding of the text. (25 marks) The game board is neat, organized, visually appealing, and information is typed and colorful. (10 marks) Game pieces necessary for play are included. (5 marks) The game integrates the events which unfold in the book. Game play revolves around the characters, setting, conflicts, themes, quotes, and use of point of view. (50 marks) All text involved reflects proper grammar, mechanics, and spelling. (5 marks)
Assignment 2: Book 2: Anthem by Ayn Rand At first glance, most of the characters in Anthem appear to be near-automatons, blindly conforming to the rest of society. Upon closer study, however, we see that all of the characters in Anthem - Equality, International, Liberty, the Council members, everyone make choices and decisions which affect their lives and their futures, for better or for worse. In short, they all possess the choice to think or not, and that choice determines everything else. In a well organized essay, discuss the choices three characters from the novel make and the impact their choices have on their lives. Argue whether you think that these choices affect the characters in a positive or negative way. Are the consequences these characters must face for having made these choices justifiable? Argue whether or not these choices are made consciously. Provide evidence from the text to support your answer. Cite any quotes by including the page number in parenthesis at the end of the quote. Your essay will be scored using the mark schemes below. You will be able to earn up to 13 marks for content and structure. A maximum of 12 marks may be earned for quality of writing. A total of 25 marks may be earned. Table A: CONTENT AND STRUCTURE (13 marks) 11-13 There is a consistent quality of well developed, logical stages in an overall, at times complex, argument. Each stage is linked to and follows the preceding one, and sentences within paragraphs are soundly sequenced. 9-10 Each stage of the argument is defined and developed, although the quality of the explanation may not be consistent. The stages follow in a generally cohesive progression. Paragraphs are mostly well sequenced, although some may finish less strongly than they begin. 7-8 There is a series of relevant points and a clear attempt is made to develop some of them. These points are relevant, straightforward and logical/coherent. Repetition is avoided, but the order of the stages in the overall argument can be changed without adverse effect. The sequence of the sentences within paragraphs is satisfactory, although opportunities to link ideas may not be taken. 5-6 Mainly relevant points are made and they are developed partially with some brief effectiveness. The overall argument shows signs of structure but may be sounder at the beginning than at the end. There may be some repetition. It is normally possible to follow sequences of ideas, but there may be intrusive ideas or misleading sentences 3-4 A few relevant points are made and although they are expanded into paragraphs, development is very simple and not always logical. Overall structure lacks a sense of sequencing. Paragraphs used only for obvious divisions. It is sometimes possible to follow sequencing of sentences within paragraphs. 1-2 A few points are discernible but any attempt to develop them is very limited. Overall argument only progresses here and there and the sequence of sentences is poor. 0 Rarely relevant, little material, and presented in a disorderly structure. Not sufficient to earn marks.
Table B: QUALITY OF WRITING (12 marks) 11-12 Fluent; variety of well made sentences, including sophisticated complex sentences where appropriate, used to achieve particular effects. Wide, consistently effective range of vocabulary with appropriately used ambitious words. Some use of grammatical devices; assured use of punctuation; spelling accurate. 9-10 Mostly fluent; sentences correctly constructed, including a variety of complex sentences. Vocabulary often effective, sometimes complex, mostly varied. Grammatically correct; punctuation mostly correct between and within sentences; very occasional spelling mistakes. 7-8 Occasional fluency; sentences of some variety and complexity, correctly constructed. Appropriate and accurate vocabulary with occasional examples of choice made to communicate precise meaning or to give interest. Simple grammatical terms correct; sentence separation mostly correct and other forms of punctuation perhaps inconsistently used sometimes; some spelling mistakes but no error of any sort impedes communication. 5-6 Sentences tend to be simple and patterns repetitive. Where more complicated structures are attempted there is lack of clarity and inaccuracy. Vocabulary communicates general meaning accurately. Some errors of punctuation including sentence separation; several spelling and grammatical errors, rarely serious. 3-4 There may be some straightforward grammatically complex sentences, but others are simple and repetitively joined by and, but and so, with other conjunctions used ineffectively if at all. Vocabulary communicates simple details/facts accurately. Many errors of punctuation, grammar and spelling, but the overall meaning is never in doubt. 1-2 Sentences are simple and sometimes faulty and/or rambling sentences obscure meaning. Vocabulary is limited and may be inaccurate. Errors of punctuation, grammar and spelling may be serious enough to impede meaning. 0 Meaning of the writing is often lost because of poor control of language; errors of punctuation, grammar and spelling too intrusive to award marks. Academic dishonesty will not be tolerated! All work must be your own. Any paper which is plagiarized will receive an F. You must cite when quoting or paraphrasing from the novel.
10th Grade Pre-AICE Literature Assignment deadline: Due on the second day of class. You must complete both assignments. Late work will not be accepted! Be prepared to take exams on both texts upon your return to school. Book 1: Read Pride and Prejudice by Jane Austen and write an essay supporting or refuting whether the following quote still applies to women of today: The loss of virtue is irretrievable-that one false step involves her endless ruin-that her reputation is no less brittle that it is beautiful-and that she cannot be too much guarded in her behavior towards the undeserving of the other sex. Your essay will be graded on the following descriptors: Student will sustain a perceptive, convincing response demonstrate clear analytical understanding. show some originality of thought. make much well-selected reference to the text. respond sensitively and in detail to the way language works. Book 2: Read Things Fall Apart by Chinua Achebe and locate images of Igbo masks on the Internet. Then create an ewugwo mask that represents one of your You may wish to incorporate cultural elements of your ancestry in the design of the mask. Include a 5 x 7 index card explaining/identifying the elements representative in the mask of your ancestors and their significance. Mask Rubric CATEGORY 4 3 2 1 Creativity Totally original design Effort Knowledge about Topic Attractiveness Much effort went into the planning and design of the mask. effectively demonstrates creator took great pride in work. Most of the mask elements are unique. Some effort went into the planning and design of the mask. somewhat demonstrates creator took some pride in work. Some aspects of the mask are unique. Little effort went into the design of the mask. vaguely demonstrates creator took minimal pride in work. is a copy of a mask seen in source material. No effort went into the design of the mask. does not demonstrate creator took no pride in work.
11 th Grade AICE English Language Ms. Ibarra #1 Read The Crucible by Arthur Miller and create a Newsletter using Microsoft Publisher. You will need to have a feature article, a letter to the editor, an obituary, and two advertisements. The newsletter should be spread out over 3-4 pages and must be printed out in color ink. Grade Scale: Feature Article - 30 marks Editorial 20 marks Obituary 10 marks Advertisements 5 marks each Spelling and Grammar 10 marks Overall Appearance (guidelines and creativity) 20 marks Total: 100 marks #2 Read The Catcher in the Rye by J.D. Salinger An essay test will be administered the first day of class. Bring the novel with you. You will need citations from the novel for support.
12th Grade AICE Literature Assignment deadline: Due on the second day of class. You must complete both assignments. Late work will not be accepted! 1) Read Anthills of the Savannah by Chinua Achebe (the novel is one of those which will be tested on the AICE Literature Exam). You will keep a two-column dialectical journal that will be due on the second day of class (no exceptions). In the journal you will track details, diction, imagery, quotes and actions from the novel that the themes and major topics of the novel: corrupt dictatorial rule, oppression, freedom of speech, emergence of an elite class and the significance of being a been-to. You must have at least 50 entries for the novel. In the left hand column you will write the quote or a summary of the action and the appropriate chapter and page number from the novel. In the right column you will reflect on the entry and its significance to one of the themes or topics and to the overall meaning of the novel. 2) College Application Essays: Almost every college requires applicants to submit personal essays as part of their application process. Some colleges limit the essay to 250 words and others allow 500 or more words. To prepare you for this process and to help me get to know you even better, you must submit one 250-word essay and one 500-word essay on the topics below on the second day of class. The essays must be word-processed and double spaced. Do not exceed the word length. *Google personal statement for medical school to view samples. An extended anecdote works well. 250 Words Why have you selected this college? OR Describe your educational goals and motivation to attend college. 500 Words Tell us of an experience that has changed your perspective on any subject matter. OR How has your family history, culture or environment influenced who you are?