(516) 390 -
3255
THOMAS J. LEE CAROL EISENBERG, Ed.D.
Principal
Superintendent of Schools
MARY SKINNER
Director of English and
Library Services
June 2007
The following is a list of summer 2007 Honors mandatory
reading selections and assignments by course:
9HI The
Clan of the Cave Bear by Jean Auel
Read and complete Literature Review
Sheets.
10H To Kill A Mockingbird by Harper Lee
Read and complete Literature Review
Sheets.
11H and 11AP
Short
Stories by E.A. Poe
The
Adventures of Huckleberry Finn by Mark Twain
Students
read BOTH and complete writing assignment.
12HC Frankenstein
by Mary Shelley
The
Kite Runner by Khaled Hosseini
Students
read BOTH and complete writing assignment.
12AP All the Pretty Horses by Cormac McCarthy
Students
read BOTH and complete writing assignment.
Regents
level students may choose one of the mandatory selections if they so desire.
(516) 390 -
3255
THOMAS J. LEE CAROL EISENBERG,
Ed.D.
Principal
Superintendent of Schools
MARY SKINNER
Director of English and
Library Services
May
2007
Dear
Parents and
Attached is
a list of the Honors and AP Summer
Reading selections. These
readings and assignments are mandatory
(no choice involved) and will be collected on the first day of class. All students will be tested on Monday, September 10th.
All regents level students are encouraged to choose a
book/books of their own choice to read over the summer months. For those who would like to start off the
year with extra credit, you
are asked to complete one or more of
the Individual Summer Reading Projects. The assignments will be collected by your
English teacher on the first day of
class.
The Honors Booklist
and Honors assignments and Regents level assignments will be available for you
to download during the summer from the District Website – www.whufsd.com.
This year,
all mandatory selections and regular selections will be available for purchase
at our Book Fair on Thursday, May 24th
and May 25th in the high
school library. The books will be
discounted 20% with no tax (cash or checks made out the CASH ONLY). Students will
visit the Fair during English class and it will also be open during students’
lunch periods and after school on Thursday, 5/24.
In
addition, the lists and assignments will be faxed to West Hempstead Public
Library, Island Park Public Library, Barnes and Noble and Borders.
Parents are expected to support our program by making sure their child gets a
copy of the book, reads it, completes the assignment/s, and hands them in on
time.
“Tis the
good reader that makes the good book.”
Ralph
Waldo Emerson
Enjoy the
summer.
Sincerely,
Mary
Skinner
Director
of English & Library Services
LITERATURE REVIEW SHEET
Name:__________________________
Teacher:
________________________
TITLE AND
AUTHOR____________________________ Genre:
_____________________
|
Character Name |
Character Traits |
Evidence
from book |
Theme/s |
Evidence of theme/s
|
Conflicts in book
|
Evidence of Conflicts |
|
|
|
|
|
|
|
|
Page 2
TEACHER:
_______________________
TITLE
AND AUTHOR:
____________________________ PERIOD: _____________________
|
Literary
Elements found in story (setting,
theme) |
Examples of
elements significance of particular element |
Literary
Devices (irony, symbols, motifs, simile, metaphor, images, allusions, etc.) |
Examples of Devices
and their Significance |
|
|
|
|
|
Summer Reading / Writing Assignment for 11H and 11AP:
The Adventures of
Huckleberry Finn by Mark Twain
1.
Briefly characterize
Huck, Tom, Pap, and Jim.
2.
Explain briefly how the setting affects Huck Finn’s
behavior:
A). on land
B). on the river
3.
Identify and briefly discuss a theme from the novel.
4.
Discuss and provide examples of Huck and Jim’s evolving
relationship.
5.
Discuss how the novel ends the way it began.
Poe’s Short Stories
Read “The Fall of
the House of Usher,” “The Masque of Red Death,” “The Pit and the Pendulum,”
“The Black Cat,” and “The Cask of Amontillado.”
1.
Identify, list and define all unfamiliar vocabulary words
from each story.
2.
List the following for each story:
A.
Characters
B.
Setting
C.
Point of View
D.
Theme
E.
Foreshadowing/Symbolism/Irony
ADDITIONAL ASSIGNMENT FOR 11AP :
1.
After you have read Huck Finn and answered the
questions, return to the text to
examine Twain’s
style of writing. Since a writer’s style
is defined as the unique
way an author
presents his ideas through his use of diction (word choice), syntax
(grammatical
structure), imagery, organization, and content, find evidence of the
following and explain
how EACH contributes to Twain’s style:
A.
Dialogue
*B. Tone
(author’s attitude)
C. Imagery
D. Organization (author’s structure of the
novel)
E. Humor
2.
Do the same for “The Cask of Amontillado” using the
following:
A.
Narration
B.
Organization
C.
Imagery
*Example: Twain’s tone in Huck
Finn is satiric – ironic (type of writing based on ridicule that
criticize society).
Evidence: “Next Sunday we
all went to church . . . The men took
their guns along . . . . The Shepherdsons done the same. It was some pretty ornery preaching – all
about brotherly love . . . but everybody
said it was a good sermon . . . “
Twain’s Style :
In Huck’s voice as narrator, Twain is ridiculing the role or religion in
man’s life. By saying, “the men took
their guns” to church, listened to a sermon on “brotherly love: (which they
said was “good”), then promptly became involved in a shootout between the
families. How could a good sermon about
brotherly love result in violence and death?
Here, Twain shows that the influence of religion is merely a veneer by
juxtaposing love with violence, while his use of irony emphasizes religion’s
inability to influence people bent on destruction. Twain’s humor might be subtle, but his message
hits the reader with a hammer: Religion
is merely window dressing; it preaches instead of educating its followers.
English 12AP Mrs.
Scully
Summer Reading Assignment Summer
2007
The novels I am assigning this summer
are Cormac McCarthy’s All the Pretty Horses and Emily Bronte’s
Assignment:
1.
Read both works thoroughly.
Enjoy them. Read them at the
beginning of the summer and, then, read them both again at the end of
August. The second reading should be a
close reading. Since you know the story already, the second
reading gives you an
opportunity for analysis. Your goal is study closely the writer’s
craft.
Consider the following: To understand tone is to understand
meaning. If you
misunderstood the author’s tone, you have
misunderstood the author’s meaning.
Carefully look at diction, imagery,
syntax, figurative language, symbols and motifs
the author uses and develops in order to
set tone.
2.
For All the Pretty Horses find and identify 2
passages that you remind of Huck Finn.
Take notes on the selections you have
made. Focus on what elements in them
seem
somehow connected to Huck Finn and
explain why.
3.
Answer the following questions for Wuthering Heights
carefully. You are expected to
cite the novel to support your answers.
Questions:
1.
In the first two chapters, Lockwood tries to read the
residents of
trying to decipher their relationships and
personalities, etc. Focusing on two of
these
attempts, consider what Lockwood’s
perceptions suggest abut his abilities to read a
situation.
Given that he is the narrator, how does the opening set us up as readers
of the novel?
2.
What is the effect of filtering Heathcliff and Catherine’s
story through Lockwood’s and
Nelly Dean’s accounts?
3.
Analyze the scene which precedes the ghost’s arrival at the
casement window. Why does the ghost
appear to Lockwood and not to Heathcliff?
4.
How do each of the members of the family respond to
Heathcliff when he first enters into Earnshaw family? Describe his early relationship with Mr.
Earnshaw, Catherine and Hindley.
5.
Why are there so many eruptions of violence in the
novel? What do these repetitions of
violence suggest? Discuss two scenes in detail.
6.
Consider all the triangulated relationships in the
novel. What do they suggest about the
structure of desire?
7.
How does the isolation and location of
the novel’s northern
8.
What are the symbolic elements to the descriptions of the
houses and their landscapes?
WHAT TO EXPECT:
·
On the first day of school, there will be a short answer
test on both novels.
·
On the second day of class in September, you will be
required to write an essay, on
demand,
using All the Pretty Horses. This
essay will be taken from a former AP exam.
This
will give me an idea of your writing and will help us to evaluate your writing
goals as
well as your understanding of the novel.
Then, we will compare and contrast several
passages
from All the Pretty Horses to passages from Huck Finn.
·
After our work on the McCarthy novel, we will begin a unit
study on
Summer Reading Assignment English 12H / 12HC
Using either Frankenstein
or The Kite Runner, write an essay demonstrating how the protagonist
evolves during the course of the novel. Be
sure to include specific examples to demonstrate each character’s
metamorphosis.