AP English Language and Composition
Assigning Teacher: Ms. Marsh (firstname.lastname@example.org)
Objective: Students will be introduced to Argumentation and the importance of considering the Audience when building a strong written or verbal argument. Students will familiarize themselves with the vocabulary necessary to understand the course material. The summer assignment will be used during the first week of the 2019-2020 school year. The Due date for graded submission will be after the first week of school.
- How to Argue with a Cat by Jay Heinrichs
You may check out a copy from Ms. Marsh (rm 3108 before the end of the school year) or the front office, purchase a copy of your own, or borrow a copy from the public library. If you check out a copy from Ms. Marsh, you are responsible for the book if anything happens to it (that includes: losing the book, ripping the book, moving to another school and not returning the book, etc.) Book numbers are limited and are first come, first served.
- Note Cards for Vocabulary
Part I: Vocabulary Cards
Purpose: To familiarize the student with the terminology in the course and some of the information in the summer reading. It is difficult to understand a text if you cannot understand the language that is being used in the text. You will be assigned your first Vocabulary assignment using these terms after the first week of school.
Directions: Create flashcards for each of the Rhetorical analysis terms for lists 1-3. Each card must contain the following information: The list number, term, definition from a researched source, and your own paraphrased definition. Your paraphrased definition can be an image or drawing if you wish. (The Rhetorical Terms are listed below)
Point of view
Ad Hominem Argument
Appeal to Ethos
Appeal to Logos
Appeal to Pathos
Begging the Question
Cause and Effect Relationship
Objective and Subjective Writing
Ad Populem Argument
Part II: How to Argue with a Cat
Purpose: Students will be introduced to Argumentation and the importance of considering the Audience when building a strong written or verbal argument. Students will familiarize themselves with the vocabulary necessary to understand the course material.
Directions: Read the novel by Jay Heinrichs and take notes on each of the ten concepts/ chapters mentioned in the text. Make sure to follow the diagram below for your note organization:
Concept/ Chapter Title
Notes: *Your notes should be a mix of the following:
- Summary Statement(s)
- “Direct Quotations” (p.#)
- Paraphrased statements
(You should have more than three notes for each concept!)
Part III: 1st Attempt at Writing and Supporting Your Argument
You will now attempt to write your own proposal/argument on how you think a student would show mastery of the concepts mentioned in the text, How to Argue with a Cat. How would you prove that you have learned the material: a presentation, a debate, a commercial contest, a podcast, or another method that comes to mind? Would this be individual or group work? What would the evaluation process look like? Make sure to fully explain your reasoning behind any of the choices you make in your proposal. We will be editing and revising this throughout the first unit of the course as we build upon argumentative strategies and practice using the concepts of the text.
The format for the proposal should fit into a typical essay format:
- No more than two pages.
- Should be Typed, Times New Roman Font, size 12
- More than one paragraph. Show off your writing skills!
- Have an example of the evaluation rubric for your proposal.
All parts of the Summer Homework will be used in class the first week of school! Even though they will not be given a grade that first week, it is best to be prepared as these assignments will be graded in the first unit.
- How to Argue with a Cat by Jay Heinrichs
AP US History
Assigning Teacher: Mr. Costa (email@example.com)
Greetings future AP US History students. To give you the best possible start to the new academic year, your summer assignment is to read Chapter 1 from our text book. This will cover Pre Columbian societies in the "New World." Use the Guided Reading Questions for greater comprehension.
There will be a quiz on the reading sometime during the first few days of class. Don't worry, just do the assignment.
Assigning Teacher: Ms. Dirilgen (firstname.lastname@example.org)
- Visit a museum or gallery over the summer. Take photos of specific artworks that you like, 2 or 3 minimum.
- Please come to school with a sketchbook with good quality paper. One that says it is for mixed media is best.
IB CAS (IB Diploma Candidates)
Assigning Teacher: Ms. Dirilgen (email@example.com)
You have lots of opportunities for Creativity, Activity, and Service over the summer. You can fill out the CAS reflection forms once we get back to school. Have a great time being Creative, Active and giving back to your community.
Assigning Teacher: Ms. Safonov-Terry (firstname.lastname@example.org)
- Print out the IB Chemistry Summer Assignment packet
- Complete the 10 worksheets for the first day of class. (All of the concepts should be a review.)
IB English Year 1
Assigning Teacher: Ms. Valcheff (email@example.com)
Welcome to IB English! The following is a list of major literary texts that we will be reading throughout the course of the year. I highly recommend purchasing your own copy so that you can annotate during your readings. We will also be incorporating a collection of non-literary selections throughout the year that will pair with the major literary texts.
- The Sorrow of War (Vietnam) – Bao Ninh
- Macbeth (Great Britain) – Shakespeare
- The Sound and the Fury (America) – William Faulkner
Summer Reading Assignment: The Sorrow of War – Bao Ninh
Juniors enrolled in IB language and literature 2019–20 school year are required to read The Sorrow of War by Bao Ninh. There are no chapters in this book rather scene breaks as the main character takes the reader through various chapters in his own life. Please be aware of this as you begin the book, or you will get lost very easily.
There are a few things you will need to complete so read the assignment descriptions carefully and look over each assignment thoroughly. Be sure you understand what is being asked of you and what expectations I have for the assignments. If you have any questions, please do not hesitate to e-mail me with your inquiries. I will do my best to make sure you have a firm grasp of the expectations.
- Task 1 – September 10th, 2019
- Task 2 – September 25th, 2019
- Task 3 – October 4th, 2019
Each task is due from all students on the posted dates by midnight of that day. Due dates may be subject to change.
Task 1 – Vietnam War (1955 – 1975) – Holistic Research
Research each of the following to develop a holistic understanding of the background information for reading and analyzing The Sorrow of War. Document your sources in MLA format on a Bibliography page (Note: Wikipedia is NOT an appropriate source.)
- 27th Youth Brigade
- Jungle of Screaming Souls
- Vietnam Culture – relationships
- Vietnam War – South Vietnam, North Vietnam, America’s involvement, etc.
- Missing in Action Remains – Gathering Team
Task 2 – Seminar Discussion Questions
After reading The Sorrow of War, complete the seminar discussion questions (below) to prepare yourself for the class analysis of the reading.
Task 3 - Analysis
Lastly, you will also be required to analyze three different scenes in the book. The analysis of the three scenes can be done at any part over the course of the book. Each analysis should be a minimum of one page and/or maximum of two pages. Your analysis should be in MLA Format – header, Times New Roman - 12-point font, double-spaced. I do not want to micro-manage this assignment, so I am not looking for anything specific in your explications. I am giving you free reign so I can see what YOU think of when analyzing the scenes that you choose.
Seminar Discussion Questions for Task 2
Answer the following questions. We will discuss these questions throughout the beginning of the school year.
- What are some similarities and differences between the Vietnamese soldiers that you are reading about and American soldiers?
- On page 22, what do you think Can meant when he said, “In all my time as a soldier I’ve yet to see anything honorable.”
- Kien mentions the title of the book, The Sorrow of War, in his thoughts on page 25. What does the title mean in comparison to how Kien used it in the sentence?
- When Kien is talking with the driver on pages 40 – 43, Kien and the driver start discussing about the struggles of war. After analyzing their discussion, I want you all to answer the following question.
In reference to the driver’s discussion, do you think it is better to give into the enemy to avoid war or fight for what you believe in?
- On pages 50 – 51 Kien writes about his heavenly duty and how he had to go through so much struggle early on in order to mature before the war. Can you identify any personal struggles that have helped you to mature as a person/student?
- Do you agree with Kien’s stepfather “that a human being’s duty on this earth is to live, not to kill” (58)?
- On page 60, Kien is informing the reader about his experiences in writing this book, what is the purpose behind that?
- On page 71, Kien writes that “nothing lasts forever…even love and sorrow” are something that dwindles away and means little in the grand scheme of things. If love and sorrow mean little in the “grand scheme of things” then what does matter? What things mean a lot and fit into the “grand scheme of things” category?
- On page 75, Kien mentions the people that really love war in Vietnam. How does this compare to the United States?
- Kien gets upset that Phuong had been sleeping with another man. However, Kien slept with another woman just on the previous page. How does this standard compare to men and woman today? Is this standard different between cultures too?
- On page 85, Phuong says that she wishes Kien remembered her as “pure and beautiful.” What do you think she means by this?
- On page 94, Kien writes “The sorrow of war inside a soldier’s heart was in a strange way similar to the sorrow of love.” Do you agree with this statement, why or why not?
- Why do you think Kien’s father painted only in tones of yellow towards the end of his life?
- On page 130, Kien writes that his father “imagined death calling him.” Do you think people can really “sense” their death, why or why not?
- When Phuong is desperately calling out Kien’s name at the end, why does Kien let her go? Phuong had just been brutally raped, yet Kien wonders if he could ever forgive Phuong, why? Is this due to a difference in culture, time period?
IB English Year 2
Assigning Teacher: Mr. Walls (firstname.lastname@example.org)
Summer Reading Assignment
- Task 1 – September 16th, 2019
- Task 2 – September 4th, 2019
- Task 3 – September 10th, 2019
Complete revisions on the Written Assignment and be prepared to submit a pre-final draft via Google
Classroom. You should upload both the Reflective Statement and the Essay.
Read the novel THE GREAT GATSBY by: F. Scott Fitzgerald and complete the active reading questions (listed below) as preparation for class discussion. The questions will be uploaded via Google Classroom and will be used for seminar discussion and silent seminar work during the unit..
Complete 6 Journal Entries discussing your thoughts on the following themes and how you feel the novel relates to the themes. Use examples from your reading to support your claims. These journal entries will help prepare you for the class seminars, as well as, create background information for a project that will be completed at the end of the unit.
- The American Dream
- Reality vs. Illusion/Fantasy
- The Corruption of the American Dream
Active Questions for Task 2
- In what ways does Gatsby represent the “American Dream?” Does the novel praise or condemn Gatsby's dream? Has the “American Dream” changed since Gatsby's time?
- Think about the two worlds, the Midwest and the East, as Fitzgerald describes them. What do they represent for Nick and for Gatsby?
- Compare and contrast Gatsby's social class with that of Tom and Daisy Buchanan. How does geography contribute to the definition of social class in The Great Gatsby?
- What is Nick Carraway's role in the novel? Consider Nick's father's advice in chapter one: "Whenever you feel like criticizing anyone, just remember that all the people in this world haven't had the advantages that you've had." Does telling the story from Nick's point of view make it more believable? Can Nick be trusted as a narrator of the story? Why or why not?
- What part of his past is Gatsby trying to recapture? Is he successful? Is there a person, feeling, or event in your past that you'd want to revisit?
- What is the meaning of the title? In what way, if any, is Gatsby great?
- Why did Nick become involved with Jordan, and why did he break off the relationship? What does that tell the reader about Nick’s character? Do you find Nick to be a paradoxical character? If so, why?
- In the story, Tom and Daisy are a part of the established upper class, while Gatsby is part of the class known as the “nouveau riche” (newly rich). What makes these two classes different and how are they similar?
- Discuss what the following symbols represent in the novel:
- the valley of ashes
- the eyes of Dr. T.J. Eckleberg
- the green light at the end of Daisy’s dock
- the mantle clock
- Daisy’s voice “full of money”
- Compare and contrast the characters of Tom and Gatsby. In what ways are they similar? How are they
different? How do you feel about each character as the story unfolds?