Pre-AP English 10 Summer 2017 Preparation Gail Dewitt Erin Johnson Welcome to Pre-AP English 10. We are excited about the 2017-2018 school year and look forward to meeting you and your parents. All of the work that is to be turned in on the first day of school should be in a paper folder (the colored kind with the brads and in the order of the assignment). The following is an overview of work that must be completed by each student. Summer Paperwork (Contract, General Information Form, and Photo - turn in on the first day of school.) In this packet you will find a Commitment Contract and a General Information Form. Both of these need to be filled out and included in the paper folder. Summer Assignment (Everyone is required to do this and turn it in on the first day of school.) Every student must complete The Jungle summer assignment. Preparation for the First Week of School: Start eliminating your writing mistakes. Review 9 th grade writing to determine areas of weakness. All novels that we read for this class will be provided, but it may benefit you to own your own copy of the novels so you can annotate. The novels/plays are: Adventures of Huckleberry Finn, The Jungle, All Quiet on the Western Front, The Great Gatsby, The Harvest Gypsies, The Crucible, and The Things They Carried. Additional novels will be reader s choice. Attend AP Boot Camp. Optional sessions will be offered before school starts to prepare students for Pre- AP skills and curriculum. Your ninth grade English teacher will inform you of the dates and sign up procedures for these sessions. Sessions will meet in the FHS lecture hall (Phase II). You can attend morning or afternoon. To sum up, here is a list of the things you need to do: 1. Complete all work and organize in paper folder with brads (contract, info sheet, photo, required work & optional work); turn in on the first day of school. 2. Make sure that all work is your own. (Do not collaborate on any portion of this assignment.) If you have questions, consult the websites of teachers (go through the FHS home page) or email at gail.dewitt@fayar.net, or erin.johnson@fayar.net. Due on the first day of school 1
March 1, 2017 Pre-AP English 10 Contract Gail Dewitt Erin Johnson Certain skills, attitudes, and behaviors are essential to good learning. Pre-AP English 10 is an elective class, and students are expected to exhibit a higher level of learning behaviors. The following are expected to be practiced by all students in the class. 1. Self control and maturity: discuss relevant topics in a mature way, accept feedback, be trustworthy and responsible, know the rules, come to class with all necessary materials. 2. Critical thinking: be accurate and seek accuracy; be clear and seek clarity; be open-minded; restrain impulsivity; take a position when the situation warrants it; be sensitive to others feelings and level of knowledge. 3. Creative thinking: engage intensely in tasks even when answers or solutions are not immediately apparent. 4. Leadership and cooperation: establish a relationship with teachers and peers, accept team roles as assigned, add to the order of the classroom, share responsibility for class leadership. 5. Positive attitude: try to find value and relevance when they are not immediately apparent, give top effort in unfamiliar tasks, give others the benefit of the doubt. 6. Strong work ethic: devote extensive time and energy to the completion of homework assignments, projects, daily work, tests, quizzes, readings, writings, occasional extra time commitments (such as lunch-hour sessions), commit to turning work in on time, attempt near perfect attendance to class. 7. Commitment to learning: be concerned about learning and a quest for knowledge rather than an A. Students are not expected to have mastery of these at the beginning of the school term; however, they are expected to practice them. Knowledge of these expectations should help students make the transition from junior high to the high school AP program. If students have problems with the above learning behaviors, a conference with parents, teachers, the student and an administrator will be necessary to ensure a comfortable and successful sophomore year. It may be that if a student is unable or unwilling to practice these behaviors a change of class would be appropriate. Parents and students should sign/initial the following: I certify that I have neither given nor received unauthorized assistance on this assignment. / student parent I understand that enrolling in Pre-AP English 10 does require extra time commitment and a willingness to challenge myself. I agree to work to the best of my ability and work with teachers and other students to hone or improve my learning skills. / / Parent s Signature Student s Signature Date Due on the first day of school 2
General Information Form Pre-AP English 10 I. Personal Information (Attach a photo of yourself to this form. Please put your name on the back.) Your Name: Your email: Parent(s) Name(s): Parent(s) Phone Numbers: Home Work Parent Address: Parent Email: School activities that you participate in: Outside activities that you participate in (include work): What do you do when you have free time? Do you read regularly? Yes No If so, what do you read? Magazines (which ones?): Books (favorite kinds?): Newspapers: Other: What is the best book you have read recently? Why? Additional information we should know: Something that makes you unique: II. Educational Information Where did you attend 9 th grade? English 9 teacher: Pre- AP? Yes No 2 nd Sem. Grade: III. Class Information Why do you want to take this class? What grade do you hope to make in English? What grade would you be satisfied with? IV. Attach a list of the books that you read in 8 th and 9 th grade. Indicate the class that required it or if it was read for pleasure. Due on the first day of school 3
Pre-AP English 10 The Jungle Summer Assignment Dewitt/Johnson/Evans Welcome to your first Pre-AP English 10 reading assignment. This assignment is due on the first day of school (August 14). NOTE: There will be an exam and a written assignment over the novel when you return to school in the fall. Divide your assignment into these seven sections and clearly label each section. Using complete sentences and well-developed paragraphs, record your answers to the questions in each section. Answers should be thorough and reflect your understanding of the novel as a whole. All work should be completed individually and should reflect your own opinions and analysis. Do not work with another student or use online/outside resources to complete this. Section I Pre-reading 1. What do you know about the time period of this novel (early 1900s)? Think about your impressions regarding issues such as housing issues, immigration, poverty, working conditions, labor issues, child labor, pollution, drugs/alcohol abuse, city/municipal infrastructure, organized crime, education, food safety, etc. 2. Write a prediction about the meaning of this statement from Upton Sinclair: I aimed at the public s heart, and, by accident, I hit it in the stomach. 3. One of the basic themes in all of American literature involves the search for the American dream. What is your personal definition of the American dream? What is your perception of how the American dream actually exists in America today? Explain your reasoning. Section II Characters 4. Pick one character (or more) minor character who has admirable traits and explain why. Conversely, notice a minor character who is difficult for you to understand. Give examples (direct quotations or paraphrased examples) to support, and explain your reasoning. 5. Examine Jurgis s decisions. What factors seem to determine how he makes these decisions? How much of Jurgis s life is governed by fate, and how much is based on his decisions? Give examples (direct quotations or paraphrased examples) to support, and explain your reasoning. 6. What are Jurgis positive and negative character traits? How do these traits impact your opinions of Jurgis? Give examples (direct quotations or paraphrased examples) to support, and explain your reasoning. 7. Is Jurgis a tragic hero? Consider Aristotle s definition. Use specific text details to support your answer. Section III Setting 8. Pick a location depicted in the book. Create a visual in which you represent the setting details; use concrete details and symbols. Write a clever caption for the location. Create on unlined paper that is 8 ½ x 11 in size; use color. Due on the first day of school 4
Section IV Conflict 9. Identify and explain the most significant external conflict in the novel. What details does Sinclair provide to establish this conflict? How does it connect to a theme of the novel? Is this conflict resolved? How would the novel differ without this conflict? 10. Identify and explain the most significant internal conflict (man vs. self) in the novel. What details does Sinclair provide to establish this conflict? How does it connect to a theme of the novel? Is this conflict resolved? How would the novel differ without this conflict? Section V Literary Devices/Argument 11. Examine Sinclair s use of argumentation in presenting his opinion (ethos, logos, pathos, diction, syntax, etc). List three examples of two different literary devices (six examples total) and explain their significance to the argument of the novel. Consider using writing resources such as Online Writing Lab at Purdue (https://owl.english.purdue.edu/owl/resource/588/04/). Section VI Muckraking 12. Sinclair is known for pioneering a type of journalism called muckraking which is defined as writing that exposes real or alleged corruption, scandal, or the like, especially in politics. Write a direct quotation or paraphrased example where Sinclair seems to be muckraking. Explain what he is exposing, and analyze whether or not this is actually effective. Section VII Post-reading 13. What is your reaction to the conclusion of the novel? Did it end appropriately or as expected? Explain. 14. Describe how Jurgis and his family are preyed upon in their varied experiences in Chicago and how this relates to the title. What theme does Sinclair seem to be communicating? 15. How does the book relate to current events in modern America? Consider issues such as housing issues, immigration, poverty, working conditions, labor issues, child labor, pollution, drugs/alcohol abuse, city/municipal infrastructure, organized crime, education, food safety, etc. NOTE: You should also be able to discuss significant quotations, symbols, and themes seen in the novel. Due on the first day of school 5
Section VIII - Literature, Poetry, and Rhetorical Terms You are not required to include this section in your summer assignment folder. However, if you are not familiar with any of the following 50 terms, you should write a definition in your own words and include this section in your summer assignment folder. Recommended: use meaningful sentence format; see Mrs. Johnson s website. LITERATURE LITERATURE POETRY RHETORIC 1 antagonist 16 protagonist 24 alliteration 36 aphorism 2 archetype 17 resolution (plot) 25 allusion 37 antithesis 3 characterization 18 rising action 26 apostrophe 38 bias 4 climax 19 setting 27 assonance 39 hyperbole 5 conflict 20 situational irony 28 conceit 40 metaphor 6 denouement 21 static character 29 connotation 41 paradox 7 dramatic irony 22 theme 30 consonance 42 parallelism 8 dramatic license 23 tone 31 denotation 43 propaganda 9 exposition 32 imagery 44 repetition 10 falling action 33 personification 45 restatement 11 flashback 34 point of view 46 sarcasm 12 foreshadowing 35 symbolism 47 simile 13 inciting incident 48 stereotype 14 mood 49 understatement 15 motif 50 verbal irony TO SUMMARIZE: A. Complete all required paperwork. B. Complete The Jungle assignment (Sections I-VII). C. Review 9 th grade skills and complete Section VIII literary terms if necessary. All work is due on the first day of school. Do not email work to teachers. Due on the first day of school 6