Summer Reading Assignment
Sophomores

Text:     A Thousand Splendid Suns – Khaled Hosseini
    (Texts will be distributed to students through the school)

Assignment:  
Part 1 (DUE to GENTRY on or before August 8, 2012 – English 2 Grade): While reading the novel, you should keep a reading log.  The log should contain 10 entries that are written at various points during your reading of the novel.  Each entry should have the following components:
Vocabulary – listing of any new or unfamiliar vocabulary with the definition, page number, and sentence in which the word appears. (Italicized/Arabic words should definitely be included)
Summary – a 5-7 sentence paraphrasing of what has happened in the plot so far (entry 1) or since your last entry. Entry 10 should include the conclusion and outcome of the novel.
Reflection – a 5-7-sentence reflection on the plot or the characters or the issues/reactions that occur in this section.  This section may include a question about your reading as well.

Part 2:  Essay writing during your first full week of seminar classes
 (August 13-17, 2012 – English 2 Grade)
Be prepared to respond to ONE of the following:

Miriam, a main character in the novel A Thousand Splendid Suns, experiences extreme physical, mental, and sexual abuse from virtually every authority figure in her life. Using specific references and information from Hosseini’s book, explain the abuse she faces and its effects on her throughout the novel.
While the first three parts of the novel are written in the past tense, the final part is written in present tense. What do you think was the author’s intent in making this shift? How does it change the effect of this final section? Why do you think there are four sections? Use specific information from the novel to support your points.
The phrase “a thousand splendid suns,” from the poem by Saib-e-Tabrizi, is quoted twice in the novel – once as Laila’s family prepares to leave Kabul, and again when she decides to return there from Pakistan. It is also echoed in one of the final lines: “Miriam is in Laila’s own heart, where she shines with the bursting radiance of a thousand suns.” Discuss the thematic significance of this phrase by using specific information from the novel.
Choose one of the characters in the novel.  Explain how this character is a dynamic character.  What is a dynamic character? What events and reactions to events cause this character to be dynamic?  Use examples from the novel so demonstrate the character from beginning to end and the changes that occur
Many characters in the novel have troubled pasts. Discuss how these characters' past experiences affect their decisions and interactions.
Discuss the way that poetic justice is executed throughout the book (characters getting what they deserve). Also discuss which characters did not get what they deserved.
Discuss the various reasons why characters decided to stay in or return to Afghanistan, despite difficult political times.
Discuss how the positions held by women and the rights that they are afforded change in Afghanistan as the political environment changes.
Describe the focus on legitimacy and illegitimacy in the novel. Include the stories of individual characters and the political climate in Afghanistan.



Summer Reading Assignment
Juniors

Text:     The Great Gatsby – F. Scott Fitzgerald
    (Texts will be distributed to students through the school)

Assignment:  
Part 1 (DUE to GENTRY on or before August 15, 2012 – Seminar Grade): While reading the novel, you should keep a reading log.  The log should contain 10 entries that are written at various points during your reading of the novel.  Each entry should have the following components:
Vocabulary – listing of any new or unfamiliar vocabulary with the definition, page number, and sentence in which the word appears.
Summary – a 5-7 sentence paraphrasing of what has happened in the plot so far (entry 1) or since your last entry. Entry 10 should include the conclusion and outcome of the novel
Reflection – a 5-7-sentence reflection on the plot or the characters, or the issues/reactions that occur in this section.  This section may include a question about your reading as well.
Part 2:  Essay writing during your first full week of seminar classes
 (August 20-24, 2012 – Seminar Grade - Graded by Gentry)
Be prepared to respond to ONE of the following:
Although Nick Carraway has his reservations about Gatsby, it is clear he thinks of him fondly; after all, he titles the book The Great Gatsby. He leads a questionable existence and comes to a tragic end, yet Nick (and by extension, the readers) feels empathetic toward him. Does Gatsby deserve to be called "Great"? In what ways is he great? In what ways is he not? In the end, which wins out: greatness or mediocrity? Use specific examples form the novel to support your points.
Although Gatsby professed to love Daisy, there is a sense that he was not in love with her as much as he was in love with the idea of her. Where can you find evidence of Gatsby's devotion to an ideal rather than an actual person? Relate this to the idea that throughout the story, Gatsby has difficulty accepting that the past is over and done with. Where do you find evidence of his trying to recapture the past? What does this say about him? Support your points with evidence from the novel.
What are symbols? Why are they used by in writing by authors? What are some of The Great Gatsby’s most important symbols? What does the novel have to say about the role of symbols in life? Use evidence from the novel to support your points.
How does Gatsby represent the American dream? What does the novel have to say about the condition of the American dream in the 1920s? In what ways do the themes of dreams, wealth, and time relate to each other in the novel’s exploration of the idea of America? Moreover, is pursuing the American dream necessarily a good thing, as evidenced by The Great Gatsby? Support your points with evidence from the novel.



Summer Reading Assignment
Freshmen

Text:     Fahrenheit 451 – Ray Bradbury
(Texts will be distributed to students through the school)

Assignment:  
Part 1 (DUE to GENTRY on or before August 8, 2012 – English 1 Grade): While reading the novel, you should keep a reading log.  The log should contain 10 entries that are written at various points during your reading of the novel.  Each entry should have the following components:
  A. Vocabulary – listing of any new or unfamiliar vocabulary with the definition, page number, and sentence in which the word appears. (Italicized/Arabic words should definitely be included)
  B. Summary – a 5-7 sentence paraphrasing of what has happened in the plot so far (entry 1) or since your last entry. Entry 10 should include the conclusion and outcome of the novel.
  C. Reflection – a 5-7-sentence reflection on the plot or the characters or the issues/reactions that occur in this section.  This section may include a question about your reading as well.

Part 2:  Essay writing during your English I class – Day 2 (Thursday, August 9)

  • Be prepared to respond to ONE of the following:
  • How does Faber define the value of books? Does his definition of “quality” apply to media other than printed books? Do you think his definitions are accurate or not? Explain.
  • Discuss Montag’s relationship with Mildred. Is this a typical marital relationship in their culture? Discuss the role of family in the characters’ lives, particularly in relation to the TV parlor “families” and their nature and function.
  • Describe Clarisse’s effect on Montag and her function in the novel. How and why does she change him? Why does she vanish from the novel?
  • Discuss the idea of conformity versus individuality as presented in Fahrenheit 451.
  • Choose one important character in the novel and write a character analysis that includes appearance, actions, ideas, manner, reactions of others to the character, and feelings of the character throughout the novel. Do the character's feelings or ideals change? Why is this character important to the novel? How well does this character fit into a utopian and dystopian society?
  • Compare and contrast the characters of Mildred and Clarisse. How is one a threat to the stability of the ideas presented in Fahrenheit 451 and the other an ideal example of a Fahrenheit 451 character? How have each of these characters been influenced?
  • What roles do Clarisse, the Unidentified Old Woman, Faber, and Beatty play in reeducating Guy Montag? How does each character influence Montag's change? How do these characters question his beliefs? How does he answer their questions?
  • Explain how the titles to the three parts of the book are significant to the general action that occurs within each part.
  •  What messages or themes is Ray Bradbury trying to impart on his audience? What things in society is he commenting on? Could this type of society really exist? Why or why not?

  • Discuss the dual image of fire in the novel.

Attachment:

 Freshman_SRA.doc