Summer Reading Assignment 2011

The Allen High School English II Pre-AP/IB team looks forward to meeting each of you next year. To help prepare you for class, we ask that you complete a summer reading assignment. Reading extensively provides the key to becoming a great reader, and exposure to great writing naturally underscores your evolution into a great writer. You should not simply read during the school year when we require you to do so; life-long learners are life-long readers. Just as an athlete or musician practices his or her skills for peak performance, a student must likewise participate in cultivating his or her reading and writing proficiency to engage in thoughtful discussion and intelligent debate.

2011-2012 Required Reading List: We will read the following books during the 2011-2012 school year. You can find each of these at any local book store, and we encourage you to buy your books now as opposed to the beginning of the school year when stores struggle to meet the high demand. You must purchase clean (not annotated or highlighted) copies of the novels that match the ISBN numbers provided below in order to facilitate class discussions and daily assignments.

Lord of the Flies – William Golding ISBN # 9780399501487 (Summer Reading Assignment) Fahrenheit 451 – Ray Bradbury ISBN # 9780345342968 The Adventures of Huckleberry Finn – Mark Twain ISBN# 9780553210798 The Tragedy of Julius Caesar – William Shakespeare ISBN # 9780743482745 The Tempest – William Shakespeare ISBN# 9780743482837 Oxford Dictionary of Literary Terms – ISBN# 0199208271

ASSIGNMENT ONE: Read and annotate Lord of the Flies by William Golding. This particular novel addresses what happens when a group of young British boys find themselves stranded on an island and are left to fend for themselves. Lord of the Flies focuses on the inherent evil of man, psychological struggles, religion, human nature, and the author’s feelings about war (he was in the Navy during WWII).We recommend that you read the novel twice. Your first reading should focus on simply understanding the plot.

As you read the novel for the second time, annotate for themes and symbols while you develop an understanding of the deeper meanings within the text. Follow the instructions for annotation on pages 2-4 of this packet.

We will take a daily grade over this portion of your assignment at the beginning of the second week of school.

ASSIGNMENT TWO: Create a theme log based upon your reading of Lord of the Flies. A theme log demonstrates your understanding of how each of Golding’s themes develops (manifests) throughout the novel. As you encounter quotations which support each theme, mark them in your novel.

After reading the entire novel, choose three quotes that clearly support each of them and include them in your theme log.

Your theme log should include the themes listed on page 4 of this packet and follow the specific format as described on page 5. We will take a quiz grade over this portion of your assignment at the beginning of the second week of school.

*** Please note that we have created each of these assignments to specifically aid you in coursework and activities planned for the first week of school. You will utilize this information to create a detailed outline and write a literary analysis paragraph which will count as your first major grade of the semester.

Contact information: If you have any questions over the summer, we want you to feel free to contact a 10 th grade Pre-AP/IB teacher for assistance. Please email jennifer_lloyd@allenisd.org. Mrs. Lloyd may not be your English teacher next year, but she can help you with questions about the assignment.

We look forward to teaching the class of 2014!Enjoy your summer and happy reading!

Brittany Castillo Ramona Coleman Nadine Crank Esther Drish Jennifer Lloyd

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English II Pre AP/IB - Summer Reading Assignment #1Novel: Lord of the Flies by William Golding

You must read and annotate the novel Lord of the Flies by William Golding and utilize the following terms as you study: Allegory – a narrative or description having a second meaning beneath the surface one. A story, fiction or nonfiction, in

which characters, things, and events represent qualities or concepts. The interaction of these characters, things, or events is meant to reveal an abstraction or a truth.

Conflict – a clash of opposing forces; man vs. man; man vs. nature; man vs. himself; man vs. society Figurative Language – Foreshadowing: providing vague advance indications; representing beforehand

Imagery: employing vivid figurative language to create a strong unified sensory impression Irony: exploiting an expression or utterance marked by a deliberate contrast between apparent and intended meaning

Metaphor: comparing unlike things without using “like” or “as”; an implied comparison Personification: giving human qualities to something that is not human

Simile: a direct comparison of unlike things using “like,” or “as” Theme – a statement of the meaning or message of a piece of literature Symbolism – when a particular color, object, person, place, or thing represents a universal concept or idea.

We have provided you with a list of specific ideas to be aware of as you read the book and a “how to” guide on page 5 to assist you in your annotations. ***Be aware that students who annotate throughout the ENTIRE book will receive higher grades than students who only annotate the first portion of the novel.

1. Dionysus Allusion : Highlight these allusions and label them. You need to understand the myth of Dionysus to do so. 2. Biblical Allusions : Highlight and label allusions to the Garden of Eden and Beelzebub.3. New Characters : Place a box around each character’s name as he appears and highlight descriptions relating to him.4. Character Traits : Annotate the main characters in terms of the following character traits – 1.physical (how they look),

2. mental (what they think), 3. emotional (what they feel), 4. behavioral (how they behave, act, or react), 5. relational (how they relate to others), and 6. spiritual (what they believe in; core values).

5. Vocabulary in Context: Circle vocabulary words you do not know.6. Figurative Language : foreshadowing, imagery, irony, metaphor, personification, simile7. Civilization/State of Nature : Consider the behavior of man within civilized society and in the uncivilized natural world. 8. Themes : Highlight and label examples of the themes listed on page 4 of this packet. 9. Symbols : Highlight the passages which include the symbols and label what they represent.

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Themes: Breakdown of socialized behavior - One of the big questions is whether the boys, in their primitive actions, revert to

a somehow inferior state of life, or whether their natural and rightful states drive them. Primitive nature means hunting, the desire for food, the desire for power, bloodlust, violence, sadism, and a general inability to distinguish between man and beast.

Fear of the Unknown - The boys struggle with fear of the unknown. They fear what they cannot see, the parts of the island they haven’t explored, the mysterious beast, and of course, though they may not realize it at first, they fear the damage they may do to one another.

Loss of Identity - As the boys grow more violent, they begin painting their faces with clay, supposedly so the pigs won’t see them. As the boys grow more savage and less like their normal selves, this change manifests itself physically in their appearances.

Loss of Innocence - The boys find themselves stranded on the island at just the age (between six and twelve, roughly) to leave the idealism of youth and face the actuality of the real world. Because of their circumstance, the boys leave behind not only youth, but civilization, and the reality they face is not one of adults, but one of untamed human nature.

Need for social order - The ethical nature of any society depends ultimately on the morality of its individual members, and humans prove basically corrupt and inherently evil. It seems that rules and order are the only boundaries keeping people from their true, violent natures. Man needs the structure provided by civilization.

Power leads to violence - Power often serves as a source of violence. The desire for power breaks down the boundaries set by rules and order, causes strife and competition, and governs the actions of many of the boys on the island. Once achieved, power has the ability to either improve or corrupt its holder.

Religion - Lord of the Flies can be read, at least in part, as a religious allegory. The island can serve as the Garden of Eden before its corruption by mankind and his evil activities (as represented by the beast) (the “snake-thing”).

True vision leads to knowledge - Knowledge is more about awareness and wisdom than anything else. Some characters gain insight into certain important truths while others do not.

Symbols

Novel – an allegory for the Garden of Edenhead of the pig – evilconch –democratic power, law and orderbeastie – all that the boys fearfire – a universal symbol of warmth and comfort, salvation, hopePiggy’s glasses – clear sightedness, vision and truth being manipulated and twisted until it no longer represents the truth; good used for evil purposesthe meaning of the Lord of the Flies – Satanthe mountain – menace; hopesnake - like shapes in the sky – their first “sin” of irresponsibilitythe beast (human) – the capacity for evil that is present in all human beingsRalph – democratic power Jack – totalitarian powerPiggy – intelligent and rational thinkingSimon – goodness, a Christ figure, religion; reasonDarkness – the barbarism in the boysThe boys – representative of different ways of lifeThe jungle – the darkness of the human spiritThe sea – the destructiveness of manThe platform – reason

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Annotation Notes

Before Reading: Examine the front and back covers (books). Read the title and any subtitles. Examine the illustrations. Examine the print (bold, italics, etc.) Examine the way the text is set up (book, short story, dialogue, article, etc.)

During Reading:

Highlighting and Annotating Tips

Make brief notes at the top of the page to mark important plot events.

Circle or highlight words that are unfamiliar or unusual. Try to figure out what the words mean through the way they are used; supplement your guesses by discussing the words with a teacher or by consulting a dictionary.

When new characters are introduced, highlight phrases that describe them and mark their names at the top of the page on which they are introduced.

Highlight words, images, and details that seem to form a pattern throughout the text. (For example, if a large clock appears in the first chapter, and then you notice the author uses the words “timely” or “ticking” in the text, and then an incident occurs in which a character breaks a watch or is late for an appointment, you may have uncovered a pattern of imagery which will lead the close reader to discover a thematic idea.) Highlight these related strands and observe the rest of the text closely to see if the author uses other linked words, images, or details.

Highlight passages you think might be symbolic.

When you get an idea while reading the text, note it in a brief form in the margin. You may never think of this idea again unless you write it down. (For example: summarize; make predictions; formulate opinions; make connections to something else (or from a previous section, analyze the author’s use of literary device (How/Why used?); write reflections, reactions, or comments; look for patterns or repetitions.)

If you have a question about something in the book, write it on the page when it first occurred to you.

While listening to a lecture or participating in a discussion about the book, write down insights you hear or discover. Writing these notes directly in the text assures you that you will be able to reference the exact passage that triggered the ideas. Also, is less likely that you will lose track of the notes.

Don’t mark too much. If you mark everything, nothing will stand out.

Use [brackets], checks, stars, bullets, or *** asterisks to mark very important items or things you want to come back to later.

Connect related ideas with lines.

After Reading: Reread annotations – draw conclusions. Examine patterns/repetitions – determine possible meanings. Determine what the title might mean.

Summer Reading Assignment #2: Theme Log4 | P a g e

Important!

What ???

1. You are expected to keep a theme log over Lord of the Flies by William Golding. The final product must have three (3) well-written entries from various parts of the novel for each theme. (We prefer that you turn in a typed version, but neatly hand-written copies (in blue or black ink ONLY) will also be accepted.)

What is a theme log?o It is a log that records the development (manifestation) of themes (overarching ideas) within the text.o Your journal should reflect the whole novel – from exposition through resolution.

Your theme log should follow a specific format as described below.1. Write the title of the novel at the top of the page.2. Create a chart which has two columns (just like in the one below).3. Label the left side: “Theme”4. Label the right side: “Quotes & Commentary”

As you read the novel, write down the themes listed on page 4 of this packet (in the left-hand column, “Themes”).

In the right-hand column, “Quotes & Commentary,” include your chosen quotations and explain how they demonstrate the theme listed in the left side column. (You need three (3) quotations and subsequent commentary per theme!)

What do I record? This table provides instructions for your theme log. (You may NOT utilize the examples provided within your own theme log!)

Theme Quotes & Commentary (include page number)Write the themes listed on page 3 of this packet.

Fear of the Unknown

Loss of Innocence

Write a sentence, quote or passage that is significant, powerful, or thought provoking as it relates to the THEME (include the chapter & page number (ex: 1. 23)). Include 2-3 sentences of commentary explaining how each quotation demonstrates the theme.

Quote: “The ground beneath them was a bank covered with sparse grass, torn everywhere by the upheavals of fallen trees, scattered with decaying coconuts and palm saplings. Behind this was the darkness of the forest proper and the open space of the scar.” (1.52) Commentary: The island at first appearance evokes a mingling of fear and awe in the boys as images of darkness, decay, and destruction appear all around them.

Quote: [Simon saw] the picture of a human at once heroic and sick. (6.140) Commentary: Simon begins to realize that humans are capable of terrible behavior as well as heroic, noble behavior.

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