Name:
Summer Packet
Advanced English 7
Literature and Grammar
2015-2016
Hello, rising seventh grader! Thank you, in advance, for taking part in what is sure to be an incredible journey
for all of us. Ahead of you lies a year of learning that will challenge your ability to think creatively and
communicate, both in writing and speech, clearly. We, your future English teachers, are hoping to get an
idea for the skills you developed during sixth grade. What better way to do that than to toss you immediately
into the pool of learning by giving you a couple of challenges and seeing how well you swim! (There is no
literal pool of course; that was a metaphor which we hope you will remember from your past year of English
class.)
This summer English packet poses some general questions about prose (the language we use when talking
and in most books) and poetry (creative language that relies on specific rhythm and structure to develop
meaning) you are likely to experience during our time together. A period of time, incidentally, that we are
eager to share with you. Our expectation is that you complete this packet by the second day of school in
order to fully participate in our first week together. What’s that? Oh, well…yes. We actually will be spending
that first week “digging in deep” as the expression goes. If you trust us though, you’ll see that every minute
we invest in improving ourselves will be time well spent. Have a great summer filled with rest, relaxation, and,
when the time is right, learning. We hope to help you see that every moment spent learning is time well spent.
See you soon!
Entry #1: Rudyard Kipling’s “How the Leopard Got His Spots”
This first piece is a “why” tale, also known as a “pourquoi” tale, in which the author writes a fictional
explanation for a real life event or phenomenon. Our tale, “How the Leopard Got His Spots” is by Rudyard
Kipling. You likely, unwittingly, know Rudyard Kipling’s writing in the form of “The Jungle Book.” In his short
story, we will experience the piece as if overhearing the tale intended for a sole intended audience member
referred to as “Best Beloved.” Read the piece and answer the few questions that follow in a notebook or journal.
Remember to bring your notebook or journal into class the first day. You will continue using it
throughout the year.
Directions: Read the piece and answer the few questions that follow in a notebook or journal. Remember to bring
your notebook or journal into class the first day. You will continue using it throughout the year.
Located on: www.world-english.org/stories.htm Scroll through the list to “How the Leopard Got His Spots”
1. Describe the most interesting character to you and explain why. Specifically, what is it about the character
that captured and held your interest?
2. Describe Kipling’s writing style. How does he keep the plot moving? What kind of language and sentences
does he use? What tone and mood does he create?
3. Which idea, image, or event in the story means the most to you? Describe the idea, image, or event and
explain its significance to you.
4. Which section of the story do you consider to be the most important? Use supporting details to explain why.
5. How does Kipling make the text come alive in your head? What specific words, phrases, illustrations, or
graphics does he use to help you understand ideas?
Grammar (if you need assistance with the questions consult owl.english.purdue.edu or grammar bytes.com) In
preparation for lessons in author’s craft, respond as best you are able to the questions regarding the Kipling tale.
1.
Identify the three nouns, one verb, and five adjectives
… but the 'sclusively bare, hot shiny High Veldt, where there was sand and sandy-coloured rock …
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2.
How could you rewrite the below excerpt using commas (hint: you will need to remove three words)?
The Giraffe and the Zebra and the Eland and the Koodoo and the Hartebeest lived there…
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3.
Why do you suspect the author made the choice to not use commas here?
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4.
Is the below a simple, compound, complex, or compound-complex sentence? What are the clues?
This was very bad for the Giraffe and the Zebra and the rest of them, for he would lie down by a 'sclusively
yellowish-greyish-brownish stone or clump of grass …
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5.
Is the above a simple, compound, complex, or compound-complex sentence? What are the clues?
When the Giraffe or the Zebra or the Eland or the Koodoo or the Bush-Buck or the Bonte-Buck came by, he
would surprise them out of their jumpsome lives.
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6.
Label the simple subject of the bolded section and its simple predicate? What are the clues? Then label the
same for the part that is not bolded.
That puzzled the Leopard and the Ethiopian, but they set off to look for the aboriginal Flora
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7.
Identify the subordinating conjunctions, prepositions, and pronouns in the excerpt.
I am going to sit on your head till morning because there is something about you that I don't understand.
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8.
Identify the coordinating conjunctions in the excerpt. What are their purposes in the excerpt?
Leopard stared, and Ethiopian stared, but all they could see were stripy shadows and blotched shadows in
the forest but never a sign of Zebra and Giraffe.
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9.
What punctuation mark does Kipling use twice here? What is different about how he utilizes it?
I'm going to take Baviaan's advice.
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10.
Identify each words’ part of speech and its function in the excerpt.
They are quite contented as they are.
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Entry #2: “The Need of Being Versed in Country Things”
This second section of this packet contains a poetry selection from Robert Frost. When reading poetry, one important
part of the process is to not “over think” it. Try not to become overwhelmed with line breaks (which is when the text
ends and a new line begins). Instead, consider reading each line straight through until you come to an end
punctuation, such as a period, question, or exclamation mark
“The Need of Being Versed in Country Things”
by Robert Frost
The house had gone to bring again
To the midnight sky a sunset glow.
Now the chimney was all of the house that stood,
Like a pistil after the petals go.
The barn opposed across the way,
That would have joined the house in flame
Had it been the will of the wind, was left
To bear forsaken the place’s name.
No more it opened with all one end
For teams that came by the stony road
To drum on the floor with scurrying hoofs
And brush the mow with the summer load.
The birds that came to it through the air
At broken windows flew out and in,
Their murmur more like the sigh we sigh
From too much dwelling on what has been.
Yet for them the lilac renewed its leaf,
And the aged elm, though touched with fire;
And the dry pump flung up an awkward arm;
And the fence post carried a strand of wire.
For them there was really nothing sad.
But though they rejoiced in the nest they kept,
One had to be versed in country things
Not to believe the phoebes* wept.
* a bird of the flycatcher family that has grayish brown feathers, a yellowish white breast, and is noted for the flicking of its tail
Directions: Please interact with the poem and answer the few questions that follow in a notebook or journal.
Remember to bring your notebook or journal into class the first day. You will continue using it throughout the
year.
1. What is the simile in the first stanza and what is Frost’s purpose in creating it?
2. What does Frost personify in the second stanza?
3. What metaphor does Frost use in his third stanza? What is his purpose in creating it?
4. Explain Frost’s message in the fourth stanza.
5. How does the tone in the poem shift in the final two stanzas?
6. What happened to the house in the poem? Why did the barn not suffer a similar fate?
7. How does the rhyme scheme help the poem’s rhythm? What is the rhyme scheme?
8. Who is the “them” in the last stanza and what must “one” know in order to understand what the “them” do?
9. What is the most powerful image to you in this poem? Why?
Entry #3: Novel of Your Choice
As you may have guessed, we find reading to be incredibly important. Reading often not only improve the skills
associated with reading (i.e comprehension, interpretation, analysis) but also writing. Reading good writing breeds
good writing, so to speak. And so, in this final section of the packet, you are to select a book of your choice to read.
Then, answer the questions that follow in your notebook or journal. Remember to bring your notebook or journal
into class the first day. You will continue using it throughout the year.
1. What is the title and who is the author of the text you selected?
2. Describe the most interesting character to you and explain why. Why would or wouldn’t you want to spend
time with him/her?
3. Do you like this author’s style or is it the subject matter that interested you?
4. What ideas or impressions remain with you after you finish the book? Describe the ideas or impressions and
explain why it is significant to you.
5. Do you agree with the author’s way of concluding the story—why? Does the conclusion connect to the
beginning?
6. What, if anything, would you have changed in the book?
7. Speculate on why the author chose the narrator who tells the story. Why is it important to you as a reader to
hear what this character thinks?