English I Pre-AP
Summer Reading Assignment
9th grade
2011-2012
Complete the following and prepare to turn in on the second day of school
(Tuesday, August 23rd). The assignment needs to be placed in a folder or
envelope with the student’s name clearly visible on the outside.
Objectives: The student will
1. Demonstrate reading comprehension skills by reading a novel and poetry
completing different activities like a comic strip or an interview which
reveals the extent of comprehension.
2. Analyze literary elements like setting, irony, and plot in order to understand
their purpose in each literary piece.
3. Demonstrate writing skills with a different purpose in mind – to entertain,
persuade, etc.
4. Apply close reading skills to a passage in order to analyze it thoroughly for
purpose, theme, etc.
5. Gain background knowledge about the units that will be covered in their
freshman year and be able to apply what was done over the summer in
discussion, activities, and homework throughout the year.
6. Be better prepared to tackle the newly adopted EOC – STARR test as an
assessment for freshman English.
I.
Novel – choose one of the following to read:
Monster
Walter Dean Myers
Speak
Laurie Halse Anderson
Charlie and the Chocolate Factory
Roald Dahl
West Side Story (the novel version)
Irving Shulman
Romiette and Julio
Sharon M. Draper
Activities: After reading one of the above books, choose one of the
activities to complete:
1. Comic strip with at least five scenes and description of scene chosen.
2. Interview a character or the author having five questions asked and
answered
3. Persuasive one-pager – persuade someone else to read or not to read
the book
4. DIDLS analysis – select a passage of 200 or more words and complete
a DIDLS analysis of it. Make certain that the passage is submitted with
the analysis.
II.
Poetry – Read the following two poems listed below. TP-CASTT each
poem; then compare/contrast them in a one-page format with a
paragraph on similarities and a paragraph on differences.
“Young” by Anne Sexton
“Hanging Fire” by Audre Lorde
English I Pre-AP
Summer Reading Assignment
9th grade
2011-2012
“Young” by Anne Sexton
“Hanging Fire” by Audre Lorde
A thousand doors ago
When I was a lonely kid
In a big house with four
Garages and it was summer
As long as I could remember,
I lay on the lawn at night,
Clover wrinkling over me,
The wise stars bedding over me,
My mother’s window a funnel
Of yellow heat running out,
My father’s window, half shut,
An eye where sleepers pass,
And the boards of the house
Were smooth and white as wax
And probably a million leaves
Sailed on their strange stalks
As the crickets ticked together
And I, in my brand new body,
Which was not a woman’s yet,
Told the stars my questions
And thought God could really see
The heat and the painted light,
Elbows, knees, dreams, goodnight.
I am fourteen
and my skin has betrayed me
the boy I cannot live without
still sucks his thumb
in secret
how come my knees are
always so ashy
what if I die
before the morning comes
and momma’s in the bedroom
with the door closed.
I have to learn how to dance
in time for the next party
my room is too small for me
suppose I die before graduation
they will sing sad melodies
but finally
tell the truth about me
There is nothing I want to do
and too much
that has to be done
And momma’s in the bedroom
with the door closed.
Nobody even stops to think
About my side of it
I should have been on Math team
My marks were better than his
Why do I have to be
The one
Wearing braces
I have nothing to wear tomorrow
Will I live long enough
To grow up
And momma’s in the bedroom
With the door closed.
English I Pre-AP
Summer Reading Assignment
9th grade
2011-2012
TP-CASTT
TITLE
What does the title say literally?
Are there any hints as to the subject matter of the poem?
PARAPHRASE
What does the poem actually say?
Look up words you do not know.
Summarize each stanza in a sentence, if possible.
CONNOTATION
What do some of the words imply?
Are there any particular images?
What type of figurative language is there?
Are there any particular allusions or symbols?
ATTITUDE
What is the speaker’s attitude or tone toward the subject?
Is there any irony?
Are there multiple attitudes?
SHIFTS
If there are multiple attitudes, where do they occur?
Analyze the form of the poem.
Are there stanzaic divisions?
Are there natural divisions?
Are there any indentions?
Are there any particular spaces between words or lines?
Look for changes indicated by such words as but, since, if,
however, etc
Look for punctuation marks such as colons, semi-colons,
dashes, etc.
Look for end-stopped lines or enjambements
TITLE
Look at the title again, but this time symbolically.
What is its significance now?
THEME
What is the main theme?
English I Pre-AP
Summer Reading Assignment
9th grade
2011-2012
DIDLS
DICTION
IMAGES
DETAILS
LANGUAGE
SENTENCE STRUCTURE
The connotation of the
word choice.
Ex: attractive-cute, a babe, a
Baldwin, nice-looking, built,
a doll, a stud
Vivid appeals to the senses.
Ex: Poe – “he had the eye of a
vulture-a pale blue eye, with a
film over it.”
Facts included or omitted.
Different speaker will include
different items.
Overall use of language –
Formal, clinical, jargon
How structure affects the
reader’s attitude?
English I Pre-AP
Summer Reading Assignment
9th grade
2011-2012
Accountability – The summer assignment will count as a major grade for
the first 6 weeks.
Option 1 (ideal)
Teachers will collect the summer reading assignments on the 2nd day of
school. Teachers will grade the assignments according to the rubric
provided, make written comments on the students’ work, and return it to
the students no later than the end of the 3rd week of school. All of these
students will have one week opportunity (due at the end of the 4th week
of school) to revise and edit their assignment and then turn it in again, if
they choose, for a better grade (even better than a 70 for a failing
grade).
Option 2
Late work. Normally, students are only allowed 1 day to turn in an
assignment late. In this case, students who are unprepared to turn in the
completed assignment on the 2nd day of school will be able to turn in the
assignment no later than the end of the 3rd week of school (3 additional
weeks to get it done). Teachers will grade the assignment according to
the rubric provided and assign a grade with no penalty. However, there
will not be an opportunity for revising and editing and a new improved
grade unless the grade is failing. In compliance with the grading policy for
a non AP or Dual Credit course, a failing grade will be given an equivalent
assignment over the same reading for a grade up to a 70. The reassessment will be due one week after the student receives the notice of
the failing grade. AP students will not have the opportunity to revise and
edit even a failing grade in accordance with the grading policy.
Students who do not turn in an assignment at all will receive a zero.
Students new to the district: Students who are new to the district will have 3
weeks to complete the summer assignment and will be given the same
opportunity for improvement as Option 1, as long as, they turn in the
assignment in 3 weeks. If it is turned in after 3 weeks, Option 2 applies to
the grading.
English I Pre-AP
Summer Reading Assignment
9th grade
2011-2012
Scoring Rubric for following assignments: Interview a character or the author, persuasive
one-pager, DIDLS analysis, poetry TP-CASTT, and compare/contrast one-pager
8-9
These well-conceived and well-organized essays answer all parts of the
writing prompt, using evidence from the work and showing how that
evidence is relevant to the meaning of the work. The writer demonstrates
clear understanding of the work and recognizes the complexities of the
literary work. These essays demonstrate stylistic maturity in using precise
references to the novel and in providing a clear and compelling analysis
of the overall meaning of the work. These essays need no be without error,
but they demonstrate the writer’s command of the language and their
ability to discuss and analyze the work with clarity and sophistication.
6-7
These essays also discuss clearly and coherently all parts of the writing
prompt, but do so less fully or effectively than essays in the top range.
These essays demonstrate the writer’s sound knowledge of the text, as
well as, an ability to order ideas and to write with clarity. In addition to
minor flaws in interpretation, these essays are less perceptive, less
thorough, and less specific. These essays demonstrate sufficient control
over the elements of composition to present the writer’s ideas clearly.
Some lapses in diction or syntax may appear.
5
These essays provide some convincing analysis to support the writing
prompt; however, the analysis is simplistic, imprecise, vague, or
characterized by shallow generalizations. Organization is attempted but
may demonstrate inconsistent control over the development of the
composition. They are not as well conceived, organized, or developed as
upper half papers. The writing, however, is adequate to convey the
writer’s ideas.
3-4
Attempts to answer the writing prompt are either inaccurate or lack the
support of specific evidence. These essays fail to explain or misinterpret
the overall meaning of the work. These essays may contain inadequate
concrete details, paraphrase, or plot summary rather than analysis or
interpretation. The writing conveys the writer’s ideas but reveals weak
control over diction, syntax, or organization. Essays scored 3 are marred
by significant misinterpretation, poor development, or serious omission.
1-2
These essays fail to respond adequately to the writing prompt or
misunderstand the work. Although the writer may have made some effort
to answer the question, the details and commentary presented have little
clarity or coherence. These essays are unacceptably brief, ill organized,
illogically argued, poorly written, or contain distracting errors in grammar
and mechanics. Essays that are especially empty of thought and/or
mechanically unsound should be scored 1.
9=98%
8=93%
7=88%
6=83%
5=78%
4=73%
3=68%
2=63%
1=58%
English I Pre-AP
Summer Reading Assignment
9th grade
2011-2012
Scoring Rubric for Comic Strip
Scoring Criteria
COMIC STRIP
Display of
Literary Elements
EXEMPLARY
90 - 100
PROFICIENT
80 - 90
A compelling section
of the selected story is
vividly demonstrated
through a clear
sequence of ideas.
An appropriate
section of the selected
story is demonstrated
through an organized
sequence of ideas.
The comic strip
contains visually
appealing frames that
skillfully uses images to
convey a specific
perspective.
The comic strip
contains frames that
adequately use
images to convey a
specific perspective.
Each frame is
completely and
precisely labeled with
information about the
depicted scene.
COMIC STRIP
Explanatory of
Collaboration
Evidence of
Collaboration
Each frame is
accurately labeled
with information about
the depicted scene.
EMERGING
70 - 80
The selected section
of the story may be
inappropriate or may
not demonstrate a
logical sequence of
ideas.
The frames of the
comic strip are
insufficient. Images
convey a limited
perspective.
Frames may be
labeled inconsistently
and/or inaccurately.
The written
explanation provides
a clear and detailed
explanation that uses
precise textual
evidence to insightfully
connect the comic
strip sequence to short
story elements and
reasoning of
importance.
The written
explanation
demonstrates a
logical understanding
of the connection
between the comic
strip sequence to short
story elements and
reasoning of
importance.
The written
explanation
demonstrates a limited
understanding of the
connection between
the comic strip to short
story elements and
reasoning of
importance.
The product
demonstrates
extensive evidence of
successful planning
and collaboration.
The product shows
evidence of
adequate planning
and collaboration.
Inadequate planning
and collaboration are
evident.
** If there’s a grade lower than a 70 on a summer reading assignment,
adjustments will be made as needed. **