Kerr High School
Pre AP English I
Summer Reading 2012-2013
All students have to read two selections over the summer. You will need both
books on the day of your Summer Reading Test!
Summer Reading Assignment
The assignment is due on the 2nd day of school, August 28. Summer Reading Assignment will
count as a minor grade. You will need to turn it in in the English Center with a blue slip. If you
need help, ask for assistance from Mrs. Siminic (the counter clerk) or Ms. Volkova. Your will find
the directions for the Summer Reading Assignment below.
Summer Reading Test
The test over summer reading will be on September 6, Thursday. The test counts as a major
grade. This test is mandatory for all Pre AP English I students. You have to take the test even
if you are not taking the course until the second semester. Listen to the announcements in the
days leading to the test. Failure to take the test will result in a zero. There will be no late testing
dates or re-takes.
Summer Reading Selections
Mandatory for all students: How to Read Literature Like a Professor by Thomas C. Foster.
You might want to purchase your own copy of this book since you will be using it throughout all
four years of high school.
Pick any one selection of your choice from the list below:
The Sum of Our Days, A Memoir by Isabel Allende
Fahrenheit 451 by Ray Bradbury
Ender’s Game by Orson Scott Card
Lord of the Flies by William Golding
The Complete Persopolis by Marjane Satrapi
Of Men and Mice by John Steinbeck
The Joy Luck Club by Amy Tan
Native Son by Richard Wright
Kerr HS
Pre-AP English I
Summer Reading 2012
How to Read Literature Like a Professor Selection:
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Create Cornell Notes for the following chapters: 2, 10, 11, 12, 13, 19, 20, 25.
Each set of Cornell Notes must have at least ten bulleted items in the record section,
appropriate topics in the recall section, and an effective summary 3-5 sentences long in the
reduce section.
Use the model for How to Read Literature Like a Professor Cornell Notes as a guide.
Individual Selection:
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As you read the book of your choice, pick five chapters (one from the beginning, three from
the middle, and one from the end) that have many quotes and details that reflect setting,
characters, conflicts, themes, and any other relevant aspects of the selection.
Each set of Cornell Notes must have at least fifteen bulleted items that include a variety of
details and quotes (as well as page numbers) in the record section, appropriate topics in the
recall section, and an effective summary, 3-7 sentences long, in the reduce section.
Use the directions above and the Narrative of the Secret Life of Frederick Douglass model as
a guide.
All Cornell Notes for both selections must be typed in Times New Roman 12 font with 1’ margins.
Kerr HS
Pre-AP English I
Summer Reading 2012
Model of Cornell Notes for How to Read Literature Like a Professor
Title: How to Read Literature Like a Professor by Thomas C. Foster
Genre: Reference Tool
Topic: Chapter 1: Every Trip is a Quest
Recall
Record
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Quest consists of a knight, a dangerous road, a Holy Grail, and at
least one dragon, one evil knight, and one princess (p.2)
Quest can be broken down into parts: quester, place to go, stated
reason to go, challenges, and a hidden reason to overcome
challenges (p.2)
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Quester: hero or protagonist (p.3)
Quester does not have to look heroic (p.3)
Task
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Some task (usually noble) must be achieved
Stated Reason
versus
Real Reason
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Stated reason is never the real reason to complete the task (p.3)
The real reason for the quest is always self-knowledge (p.3)
Once the real reason is acknowledged the stated reason often
fades away (p.5)
The task is just an excuse to go on the journey (p.5)
The challenges provide a breaking point for the protagonist where
they have to show their inner strength in order to survive (p.5)
Quest
Quester
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REDUCE When a protagonist goes on a journey, that journey is significant because it acts as a
quest. The protagonist may not realize it, but he or she is on the road to self-knowledge. The
challenges the protagonist faces will require that they summon their best self, and this will
transform the protagonist, hopefully for the better.
Kerr HS
Pre-AP English I
Summer Reading 2012
Model of Cornell Notes for Individual Selections
Title: Narrative of the Life of Frederick Douglass by Frederick Douglass
Genre: Nonfiction
Topic: Chapter 5 (Middle of Book)
Recall
Master 2
(Theme: oppression)
Record
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Master 2 was in Baltimore, Maryland (p.35)
Master 2’s wife taught Frederick his ABC’s (p.38)
Lived with Master 2 (Master Hugh) for seven years (p.40)
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At eleven years old, Frederick lost Master Hugh and was sold on the
auction block (p.45)
“We were all ranked together at the valuation. Men and women, old and
young, married and single, were ranked with horses, sheep, and swine.
There were horses and men, cattle and women, pigs and children, all
holding the same rank in the scale of being, and were all subjected to
the same narrow examination.” (p.45)
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Master 3
(Theme: oppression)
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Master 4
(Theme: oppression)
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Jail
(Themes: oppression and
alienation)
Jail for Running Away
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Master 3 (Master Thomas) gave his slaves little to no food (p.50)
Master Thomas felt that Frederick was too uppity because Frederick had
been used to kinder treatment by his former masters (p.53)
Master 3 sold Frederick to Master 4 (Master Covey) (p.53)
“I found in my new home hardship, hunger, whipping, and nakedness”
(p. 53).
Master 4 was even more cruel
Master Covey prided himself on “breaking” his slaves (p.55)
Covey whipped Frederick constantly (p.58)
Covey made a deal with Mr. Freeland to have Frederick work for
Freeland so Covey could have more money (p. 60)
Freeland gave the slaves more food and time to eat (p. 60)
The slaves went to Sabbath school, but it was broken up by their
masters (p. 61)
“Of all the mangled and emaciated creatures, these two (Henrietta and
Mary) were the most so” (p.62).
Frederick was put in Easton Jail for running away (p.65)
Frederick was left alone in prison (p.70)
REDUCE: Frederick’s setting reveals his oppressive circumstances. He is constantly at his masters’
mercy and treated like an animal. Many things his masters take for granted (like learning to read and
celebrating the Sabbath) are activities Frederick can only hope for. His circumstances are always uncertain.
His masters can beat, starve, or sell him at any time. Because of his enslavement, Frederick does not have a
real sense of home. In addition, when Frederick is put in jail, he doesn’t even have the camaraderie with
other slaves. So during that time, he experiences both oppression and alienation.
Kerr HS
Pre-AP English I
Summer Reading 2012