Utility Container

348 Pond Street Braintree MA 02184 781.380.0130

Utility Nav SVG Icons

Search Trigger

Branding

Braintree Public Schools Logo

Mobile Menu Trigger (container)

mobile menu

Summer Work


2018 Summer Reading Materials - Select Grade/Course Below

Grades K-5: How many bingos can you earn?

 

Summer Book Bingo Logo

Bingo board for students entering Grades K-3

Bingo board for students entering Grade 4

Bingo board for students entering Grade 5

As you help your child select books to read this summer, please consider this list a starting point. These titles are suggestions from teachers across town and the librarians at Thayer Library. None of these are required reads, and students are welcome to read from the grade levels above or below their own! We hope you find this list helpful as you look for new great reads and revisit some old favorites.

Suggested books for students entering Grades K-5:

 

For students entering Kindergarten or first grade…

  • A Bad Case of the Stripes by David Shannon
  • Biggest, Strongest, Fastest by Steve Jenkins
  • Chicka Chicka Boom Boom by Bill Martin, Jr.
  • Chrysanthemum by Kevin Hankes
  • The Curious George Series by H.A. Rey
  • Horton Hears a Who by Dr. Seuss
  • The Legend of Bluebonnet by Tomie DePaola
  • Make Way for Ducklings by Robert McClosky
  • The Mitten by Jan Brett
  • The Napping House by Audrey Wood
  • One is a Snail, Ten is a Crab by April Pulley Sayre
  • The Pigeon Books by Mo Willems
  • Snowballs by Lois Ehlert
  • Tops and Bottoms by Janet Stevens
  • The True Story of the Three Little Pigs by Jon Sciezka

Children who are beginning to read on their own will enjoy Level 1 and 2 books from publishers like Scholastic, Penguin, and Harper. Candlewick Press has a similar series called Brand New Readers.

For students entering second grade…

  • The Amelia Bedelia Series by Peggy Parish
  • The Biscuit Series by Alyssa Satin Capucilli
  • The Cam Jansen Series by David A. Adler
  • The Cat in the Hat by Dr. Seuss
  • The Fenway Foul-up by David Kelly
  • The Fox and His Friends Series by James Marshall
  • The Golly Sisters Series by Betsy Byars
  • The Elephant and Piggie Series by Mo Willems
  • Kick, Pass, and Run by Leonard Kessler
  • The Mr. Putter and the Tabby series by Cynthia Rylant
  • The Nate the Great Series by Marjorie Weinman Sharmat
  • The Secrets of Droon Series by Tony Abbott
  • The Tiny Series by Cari Meister
  • The You Read to Me, I’ll Read to You Series by Mary Ann Hoberman
  • What Do You Do with a Tail Like This? by Steve Jenkins

For students entering third grade…

  • Alvin Ho: Allergic to Girls, School, and Other Scary Things by Lenore Look
  • Bones by Steve Jenkins
  • The Clementine Series by Sara Pennypacker
  • The Ghosthunters Series by Cornelia Funke
  • The Horrible Harry Series by Suzy Kline
  • The Judy Moody Series by Megan McDonald
  • The Katie Kazoo, Switcheroo Series by Nancy Krulik
  • The Magic Tree House Series by Mary Pope Osborne
  • The Marvin Redpost Series by Louis Sachar
  • The Mercy Watson Series by Kate DiCamillo
  • The Nikki and Deja Series by Karen English and Laura Freeman
  • The Phineas L. MacGuire Series by Francis O’Roark Dowell
  • The Ramona Series by Beverly Cleary
  • Rats on the Roof by James Marshall
  • The Third Grade Detectives Series by George E. Stanley
  • Three Terrible Trins by Dick King-Smith
  • The Toys Go Out Books by Emily Jenkins

For students entering fourth grade…

  • Babe and Me by Dan Gutman
  • The BFG by Roald Dahl
  • Bunnicula by James Howe
  • The Chocolate Touch by Patrick Skene Catling
  • Daniel at the Siege of Boston by Laurie Calkhoven
  • The Dark Hills Divide by Patrick Carman
  • The Doll People by Ann Martin
  • The I Survived... Series by Lauren Tarshis
  • Igraine the Brave by Cornelia Funke
  • James and the Giant Peach by Roald Dahl
  • Jeremy Thatcher, Dragon Hatcher by Bruce Coville
  • The Joey Pigza Books by Jack Gantos
  • Joshua’s Song by Joan Harlow
  • The Million Dollar Shot by Dan Gutman
  • The School Story by Andrew Clements
  • The So You Want to Be Books by Judith St. George and David Small
  • The Stories Huey Tells by Ann Cameron
  • The You Wouldn’t Want to … Series by various authors

For students entering fifth grade…

  • The Series of Unfortunate Events Series by Lemony Snicket
  • Black Beauty by Anna Sewell
  • Bud, Not Buddy by Paul Christopher Curtis
  • The Guardians of Ga’hoole Series by Kathryn Lasky
  • The Dealing with Dragons Series by Patricia Wrede
  • Ella Enchanted by Gail Carson Levine
  • The Emmy Series by Lynne Jonnell
  • Eragon by Christopher Paolini
  • Fablehaven by Brandon Mull
  • The King of Mulberry Street by Donna Jo Napoli
  • The Lionboy Books by Zizou Corder
  • Magyk by Angie Sage
  • The Molly Moon Series by Georgia Byng
  • On the Wings of Heroes by Richard Peck
  • The Penderwicks Books by Jeanne Birdsall
  • Prince of Fenway Park by Julianna Baggot
  • The Redwall Series by Brian Jacques
  • The Rowan of Rin Series by Emily Rodda
  • Ruby Holler by Sharon Creech
  • The Secret Garden by Frances Burnett
  • The Spiderwick Chronicles Series by Tony DiTerlizzi
  • The Tale of Despereaux by Kate DiCamillo

Great books to read aloud at any age…

  • The 26 Fairmont Avenue Series by Tomie DePaola
  • Chasing Vermeer by Blue Balliet
  • The Chet Gecko Mystery Series by Bruce Hale
  • The Cobble Street Cousins Series by Cynthia Rylant
  • Danny, Champion of the World by Roald Dahl
  • The Harry Potter Series by J.K. Rowling
  • How to Train Your Dragon by Cressida Cowell
  • The Little House in the Big Woods Series by Laura Ingalls Wilder
  • The Charlie Bone Series by Jenny Nimmo
  • The Miraculous Journey of Edward Tulane by Kate DiCamillo
  • Mr. Chickee’s Funny Money by Christopher Paul Curtis
  • The Mysterious Benedict Society Series by Trenton Lee Stewart
  • New Kid on the Block by Jack Prelutsky
  • Paint the Wind by Pam Munoz Ryan
  • Stuart Little by E.B. White
  • Where the Sidewalk Ends by Shel Silverstein
  • Winnie-the-Pooh by A.A. Milne

If you prefer, click here to print a list of the suggested books for students entering grades K-5.

Questions? Please contact Rock Roberts, Director of English & Reading, K-12 at rroberts@braintreema.gov or 781-848-4000 x7856

Grade 6

Dear Parents and Guardians:

I hope you and your student are enjoying the conclusion to a productive year with the Braintree Public Schools. Throughout the year, students had many opportunities to read and listen to books read aloud during the school day. Your support for those same reading experiences at home will help your child continue to grow as a reader, writer, thinker, and learner.

As you plan for the summer, please consider the literacy experiences your child will have in these months away from the classroom. Faculty members at East and South Middle Schools have selected Gennifer Choldenko’s Al Capone Does My Shirts for all incoming sixth graders to read over the summer.

When school begins in the fall, all sixth grade English classes will participate in learning activities related to the novel. In addition to Al Capone Does My Shirts, your son or daughter should read at least one other book. Any title you select together is a great choice!

Al Capone Does My Shirts is readily available locally or via online booksellers, in paperback, hardcover or Kindle/Nook versions. In addition to local bookstores, the Thayer Public Library is a valuable (and free!) resource. If you need help in selecting more books, do not hesitate to ask the librarian!

For those of you planning travel this summer, consider going beyond the bookshelves and print pages to include audio books in your student’s experience. These are available at the library on CD or on iTunes (ready to go right onto an iPod!). While audio books are no replacement for reading, they are a wonderful supplement, especially when experienced with a copy of the actual book. Many books are also available for reading on a Kindle, Nook, iPad, other tablet, or smartphone.

As you explore Al Capone Does My Shirts and other books that interest your student, remember that summer reading is for pleasure! I hope you and your son or daughter find many enjoyable books and stories to be part of your summer. I look forward to working with you throughout your student’s middle school experience.

Sincerely,

Rock B. Roberts
Director of English & Reading, K-12
rroberts@braintreema.gov

All students entering grade 6 at East or South will read...

Al Capone Does My Shirts, A Tale From Alcatraz

Twelve-year-old Moose moves to Alcatraz in 1935 so his father can work as a prison guard and his younger, autistic sister, Natalie, can attend a special school in San Francisco. It is a time when the federal prison is home to notorious criminals like gang-ster Al Capone. Depressed about having to leave his friends and winning baseball team behind, Moose finds little to be happy about on Alcatraz. He never sees his dad, who is always working; and Natalie's condition-- her tantrums and constant needs--demand all his mother's attention. Things look up for Moose when he be-friends the irresistible Piper, the warden's daughter, who has a knack for getting Moose into embarrassing but harmless trouble. Helped by Piper, Moose eventually comes to terms with his new situation. With its unique setting and well-developed characters, this warm, engaging coming-of-age story has plenty of appeal, and Choldenko offers some fascinating historical background on Alcatraz Island in an afterword. Ed Sullivan
Copyright © American Library Association.

Students should also select a second book (with parent approval!) to read before the start of the year. The instructions for short written responses to each book are below.

Steps to a Complete Summer Reading Assignment for Students Entering Grade 6:

  • Get your copy of Al Capone Does My Shirts—from the library, a local bookseller, or an online store.
  • Read it and answer the questions below in your own handwriting on a separate sheet of paper.

1. Identify the qualities that make Moose a good brother. Support your answer by using examples from the text.

2. Piper is an emotional bully. Emotional bullying is when a person tries to get what they want by making others feel angry or afraid. Give three examples of times when Piper is an emotional bully.

3. Moose moves to a new place. Describe at least two positive effects and two negative effects of this change on Moose.

  • Select any other book (with parent approval).
  • Read it and complete the questions below in your own handwriting.

1. List at least five important events and give a brief explanation of why each is important to the book.

2. What is the central conflict or major problem that characters/people face in the book? How is it resolved?

3. Describe a choice one of the main characters or people made in the book. How did this choice change that character/person? How did it affect the story as a whole?

  • This assignment should be completed before your return to school and will be graded for effort and completeness.
  • Turn in your written work to your English teacher in the fall.
  • Participate in the summer reading class activity in your English class.
  • Your passing or failing mark for summer reading will show via the Aspen X2 Student/Parent Portal


Printable Version of Grade 6 Assignment Available Here.

Grade 7

Dear Parents and Guardians:

I hope you and your student are enjoying the conclusion to a productive year with the Braintree Public Schools. Throughout the year, students have many opportunities to read and listen to books read aloud during the school day. Your support for those same reading experiences at home will help your child continue to grow as a reader, writer, thinker, and learner.

As you plan for the summer, please consider the literacy experiences your child will have in these months away from the classroom. Faculty members at East and South Middle Schools have selected Holly Goldberg Sloan’s Counting by 7’s for all incoming seventh graders to read over the summer. When school begins in the fall, all seventh grade English classes will participate in learning activities related to the novel. In addition to Counting by 7’s , your son or daughter should read at least one other book. Any title you select together is a great choice!

Counting by 7’s is readily available locally or via online booksellers, in paperback, hardcover or Kindle/Nook versions. In addition to local bookstores, the Thayer Public Library is a valuable (and free!) resource. If you need help in selecting more books, do not hesitate to ask the librarian!

For those of you planning travel this summer, consider going beyond the bookshelves and print pages to include audio books in your student’s experience. While audio books are not a replacement for reading, they are a wonderful supplement, especially when experienced with a copy of the actual book. Audio books are available at the library on CD or on iTunes.

As you explore Counting by 7’s and other books that interest your student, remember that summer reading is for pleasure! I hope you and your son or daughter find many enjoyable books and stories to be part of your summer. I look forward to working with you throughout your student’s middle school experience.

Sincerely,
Rock Roberts
Director of English and Reading, K-12
rroberts@braintreema.gov

All students entering grade 7 at East or South will read...

Counting by 7s



Counting by 7’s

by Holly Goldberg Sloan



In the tradition of Out of My Mind, Wonder, and Mockingbird, this is an intensely moving middle grade novel about being an outsider, coping with loss, and discovering the true meaning of family.

Willow Chance is a twelve-year-old genius, obsessed with nature and diagnosing medical conditions, who finds it comforting to count by 7s. It has never been easy for her to connect with anyone other than her adoptive parents, but that hasn’t kept her from leading a quietly happy life . . . until now.

This extraordinarily odd, but extraordinarily endearing, girl manages to push through her trying situation. Her journey to find a fascinatingly diverse and fully believable surrogate family is a joy and a revelation to read. – adapted from The Book Smugglers

Students should also select a second book (with parent approval!) to read before the start of the year. The instructions for short written responses to each book are below.

Steps to a Complete Summer Reading Assignment for Students Entering Grade 7:

  • Get your copy of Counting by 7’s —from the library, a local bookseller, or an online store.
  • Read it and answer the Counting by 7’s questions (at right) in your own handwriting on a separate sheet of paper. (Sheets available to fill in at www.braintreeschools.org/summer)
  • Select any other book (with parent approval).
  • Read it and complete the Choice Book questions (attached) in your own handwriting. (Also available to print at www.braintreeschools.org/summer)
  • These assignments should be completed before your return to school and will be graded for effort and completeness.
  • Turn in your written work to your English teacher in the fall.
  • Participate in the summer reading class activity in your English class.
  • Your passing or failing mark for summer reading will show via the Aspen X2 Student/Parent Portal.

As you read Counting by 7’s by Holly Goldberg Sloan, complete the written note-taking questions below on a separate piece of paper. All questions should be answered using at least 3 complete sentences. Your work should be handwritten, not typed. This assignment should be completed before your return to school and will be graded for effort and completeness.

All students should complete the following questions:

1. Choose one word to describe Willow and explain why it describes her best. Choose one word each for Dell, Pattie, Jairo, Mai and Quang-ha. Explain why the word describes each character best.

2. Willow’s counselor, Dell Duke, puts his students, and people in general, into categories. Do you think it is realistic that people can be put into simple categories? Assign labels to at least 3 kids and 3 adults in your school or in your life (family, clubs, teams). Are these fair labels? Why or why not? Explain.

In addition to numbers 1 & 2 (the questions for all students), students entering the PROFICIENT CLUSTER should answer the following question:

3. Willow receives help from many people following the death of her parents. However, Willow, in return, positively impacts the lives of the people helping her in return. Consider Dell, Pattie, Jairo, Mai and Quang-ha. First, describe how each character changes in the text. Then, discuss the role Willow played in each character’s development.

In addition to numbers 1 & 2 (the questions for all students), students entering the ADVANCED CLUSTER should answer the following questions:

4. The quote on the cover says, “If you’re lost, you might need to swim against the tide.” Within the context of the story, what does this quote mean? Use specific examples from the text that support your answer and that explain why the author chose this quote to put on the cover.

5. This book, Counting by 7s, could be described as a book about family, or friendships, or loss. It could also be described as being about labels, or outsiders, or change, or even, miracles. What do you think the book is about? Consider this story from your point of view. In a well-developed paragraph, and using evidence from the text to support your idea, explain what you think this story is about.

Choice Book Questions for Students Entering Grade 7 or 8

In addition to your required reading book, you will also read a book of your choice. You may select either a work of fiction or a work of non-fiction, and your choice should be approved by your parent. As you read your book, complete the written note-taking questions below on a separate piece of paper. Your work should be handwritten, not typed. This assignment should be completed before your return to school and will be graded for effort and completeness.

If you are entering a Proficient Cluster class next year, please complete #1-5.

If you are entering an Advanced Cluster class next year, please complete #1-4 & #6-7.

All students should complete the following questions:

1. List at least five important events and give a brief explanation of why each is important to the book.

2. What is the central conflict or major problem that characters/people face in the book? How is it resolved?

3. Discuss one choice one of the main characters or people made in the book. How did this choice change that character/person? How did it affect the story as a whole?

4. Choose a character or person from the book, pick a quality that describes him/her, and write one brief paragraph that includes an example of an event from the book that illustrates this quality.

In addition to numbers 1 through 4 (the questions for all students), students entering the PROFICIENT CLUSTER should answer the following questions:

5. Write a brief paragraph describing something you learned from the book. In other words, how did the author make you think; what is one idea, theme, or issue that you considered? What is the moral of the story or what is the book trying to teach its readers?

In addition to numbers 1 through 4 (the questions for all students), students entering the ADVANCED CLUSTER should answer the following questions:

6. Write a well-developed paragraph describing three things you learned from the book. In other words, how did the au-thor make you think; what ideas, themes, and issues did you consider? What is the moral of the story or what lessons is the book trying to teach its readers?

7. Copy this chart and complete it to demonstrate connections you’ve made using your choice reading book.

Text-to-Self Connections: How does a moment, character, or part of this book relate to your own life?
1.
2.
3.

Text-to-Text Connections: How can you con-nect this book to another book you’ve read?
1.
2.
3.

Text-to-World Connections: How does this book connect to something that happened or is happening in the real world?
1.
2.
3.


Grade 8

Dear Parents and Guardians:

I hope you and your student are enjoying the conclusion to a productive year with the Braintree Public Schools. Throughout the year, students have many opportunities to read and listen to books read aloud during the school day. Your support for those same reading experiences at home will help your child continue to grow as a reader, writer, thinker, and learner.

As you plan for the summer, please consider the literacy experiences your child will have in these months away from the classroom. Faculty members at East and South Middle Schools have selected Naoki Higashida’s The Reason I Jump for all incoming eighth graders to read over the summer. When school begins in the fall, all eighth grade English classes will participate in learning activities related to the book. In addition to The Reason I Jump, your son or daughter should read at least one other book. Any title you select together is a great choice!

The Reason I Jump is readily available locally or via online booksellers in hardcover or Kindle/Nook formats. In addition to local bookstores, the Thayer Public Library is a valuable (and free!) resource. If you need help in selecting more books, do not hesitate to ask the librarian!

For those of you planning travel this summer, consider going beyond the bookshelves and print pages to include audio books in your student’s experience. While audio books are no replacement for reading, they are a wonderful supplement, especially when experienced with a copy of the actual book. These are available at the library on CD or on iTunes.

As you explore The Reason I Jump and other books that interest your student, remember that summer reading is for pleasure! I hope you and your son or daughter find many enjoyable books and stories to be part of your summer. I look forward to working with you throughout your student’s middle school experience.

Sincerely,
Rock Roberts
Director of English & Reading, K-12
rroberts@braintreema.gov

All students entering grade 8 at East or South will read...

The Reason I Jump


The Reason I Jump

by Naoki Higashida, trans. KA Yoshida &
D. Mitchell



You’ve never read a book like The Reason I Jump. Written by a very smart, very self-aware, and very charming thirteen-year-old boy with autism, it is a one-of-a-kind memoir that demonstrates how an autistic mind thinks, feels, perceives, and responds in ways few of us can imagine. Using an alphabet grid to painstakingly construct words, sentences, and thoughts that he is unable to speak out loud, Naoki answers even the most delicate questions that people want to know. Questions such as: “Why do people with autism talk so loudly and weirdly?” “Why do you line up your toy cars and blocks?” “Why don’t you make eye contact when you’re talking?” and “What’s the reason you jump?” (Naoki’s answer: “When I’m jumping, it’s as if my feelings are going upward to the sky.”) With disarming honesty and a generous heart, Naoki shares his unique point of view on not only autism but life itself. His insights—into the mystery of words, the wonders of laughter, and the elusiveness of memory—are so startling, so strange, and so powerful that you will never look at the world the same way again.
- edited and adapted from
www.amazon.com

Students should also select a second book (with parent approval!) to read before the start of the year. The instructions for short written responses to each book are below.

Steps to a Complete Summer Reading Assignment for Students Entering Grade 8:

  • Get your copy of The Reason I Jump—from the library, a local bookseller, or an online store.
  • Read it and answer the questions about The Reason I Jump (at right) in your own handwriting on a separate sheet of paper. (Sheets available to fill in at www.braintreeschools.org/summer.)
  • Select any other book (with parent approval).
  • Read it and complete the Choice Book questions (attached) in your own handwriting. (Also available to print at www.braintreeschools.org/summer.)
  • These assignments should be completed before your return to school and will be graded for effort and completeness.
  • Turn in your written work to your English teacher in the fall.
  • Participate in the summer reading class activity in your English class.
  • Your passing or failing mark for summer reading will show via the Aspen X2 Student/Parent Portal.

As you read THE REASON I JUMP by Naoki Higashida, complete the written note-taking questions below on a separate piece of paper. Your work should be handwritten, not typed. This assignment should be completed before your return to school and will be graded for effort and completeness.

This book is divided into Questions and Stories.

All students should complete the following questions about the Questions:

1. What does Higashida say is difficult about communicating with autism? Find three quotations from different Questions and explain how each shows a difficulty in communication for a person with autism.

2. According to Higashida, how are people with autism treated unfairly? Find three quotations from different Questions and explain how each shows someone with autism being treated unfairly.

3. What new information did you learn about autism through reading the book? Find at least three quotations from different Questions and explain the new knowledge you learned from each.

In addition to numbers 1, 2, & 3 (the questions for all students), students entering the PROFICIENT CLUSTER should answer the following question about the Stories.

4. Write a paragraph explaining how Higashida discusses his autism in the Stories. Develop your paragraph by finishing the partially completed graphic organizer on the next page. Make sure that all the boxes are filled in!

In addition to numbers 1, 2, & 3 (the questions for all students), students entering the ADVANCED CLUSTER should answer the following questions.

5. Several times throughout the book Higashida talks about feeling guilty for having autism. Find at least three quotations from different Questions and explain how they show the author’s feelings of guilt.

6. Using three or more quotations from the list on the next page, write a paragraph explaining how Higashida discusses his autism in the Stories.

Graphic Organizer for Students Entering the PROFICIENT CLUSTER

Graphic Organizer

See link below for a printable version.

Quotations for Students Entering the ADVANCED CLUSTER

A. “The Hare dashed away at terrific speed. The Tortoise slipped and flipped over onto his back, at which all the other animals ran up to the Tortoise to see if he was all right: ‘Poor you, are you okay? You’d better go home and rest.’ And so they all carried the Tortoise back to his house. The Hare reached the finish line. Nobody was waiting but himself” (95).

B. “All human beings have their hardships to bear, so never swerve away from the path you’re on” (193).

C. “So this here is Space I’m standing in. But what do I do now? How am I supposed to live when I don’t even have a body?” (250).

D. “Earthling: Don’t you feel weighed down? It feels as if I’ve got weights strapped to my arms and legs. Autisman: Ah, but on your planet, I always feel as if I’m swimming around in space, weightlessly. Earthling: Okay. Now I understand you. I really understand” (117).

E. “’But all paths are one connected path.’ The white dove looked taken aback by this unexpected answer. But after a time, she smiled. ‘How about that? So the path I’ve been searching for all this time is the path I am already on.’ In excellent spirits, the white dove flew off, up into the blue sky. Then the black crow, too, turned his head skyward, then flapped his wings vigorously, and away he flew. And the black crow looked no less perfect against the deep blue than the white dove” (215).

You may also select any other quotations from the Stories!

Choice Book Questions for Students Entering Grade 7 or 8

In addition to your required reading book, you will also read a book of your choice. You may select either a work of fiction or a work of non-fiction, and your choice should be approved by your parent. As you read your book, complete the written note-taking questions below on a separate piece of paper. Your work should be handwritten, not typed. This assignment should be completed before your return to school and will be graded for effort and completeness.

If you are entering a Proficient Cluster class next year, please complete #1-5.

If you are entering an Advanced Cluster class next year, please complete #1-4 & #6-7.

All students should complete the following questions:

1. List at least five important events and give a brief explanation of why each is important to the book.

2. What is the central conflict or major problem that characters/people face in the book? How is it resolved?

3. Discuss one choice one of the main characters or people made in the book. How did this choice change that character/person? How did it affect the story as a whole?

4. Choose a character or person from the book, pick a quality that describes him/her, and write one brief paragraph that includes an example of an event from the book that illustrates this quality.

In addition to numbers 1 through 4 (the questions for all students), students entering the PROFICIENT CLUSTER should answer the following questions:

5. Write a brief paragraph describing something you learned from the book. In other words, how did the author make you think; what is one idea, theme, or issue that you considered? What is the moral of the story or what is the book trying to teach its readers?

In addition to numbers 1 through 4 (the questions for all students), students entering the ADVANCED CLUSTER should answer the following questions:

6. Write a well-developed paragraph describing three things you learned from the book. In other words, how did the au-thor make you think; what ideas, themes, and issues did you consider? What is the moral of the story or what lessons is the book trying to teach its readers?

7. Copy this chart and complete it to demonstrate connections you’ve made using your choice reading book.

Text-to-Self Connections: How does a moment, character, or part of this book relate to your own life?
1.
2.
3.

Text-to-Text Connections: How can you con-nect this book to another book you’ve read?
1.
2.
3.

Text-to-World Connections: How does this book connect to something that happened or is happening in the real world?
1.
2.
3.


Grade 9

Dear Parents and Guardians:

Reading and writing in the 21st century classroom is an interdisciplinary effort. Students read and write in all disciplines, but they have particularly extended and frequent opportunities to do so in English, the sciences, and social studies.

Summer reading at the high school level encompasses these three disciplines. Over the course of each student’s high school experience, he or she will select from summer reading lists that encourage reading for enjoyment and education, while addressing some of the “big questions” that surface in these three subjects areas and in adult life.

The books selected for each grade represent a variety of interests and reading levels. Print copies are readily available locally or via online booksellers. In addition to local bookstores, the Thayer Public Library is a valuable (and free!) resource. If you need help in selecting books, do not hesitate to ask the librarian!

For those of you planning travel this summer, consider going beyond the bookshelves and print pages to include audio books in your student’s experience. While audio books are not a replacement for reading, they are a wonderful supplement, especially when experienced with a copy of the actual book. Audio books are available at the library on CD or on iTunes.

As you explore these opportunities and the “big question” for the summer, remember that summer reading is for pleasure! We hope you and your son or daughter find many enjoyable books and stories to be part of your summer. We look forward to working with you throughout your student’s high school career.

Sincerely,
Rock Roberts, Director of English & Reading, rroberts@braintreema.gov

Dr. Gorman Lee, Director of Social Studies, glee@braintreema.gov

Dr. Betsey Clifford, Director of Science, bclifford@braintreema.gov

The Big Question: To what degree can one person make a difference?

Inkheart

Inkheart
by Cornelia Funke

Between Shades of Gray


Between Shades of Gray§
by Ruta Sepetys

Ellen Foster


Ellen Foster§
by Kay Gibbons

My Name is Asher Lev

My Name is Asher Lev
by Chaim Potok

The Hitchhiker's Guide to the Galaxy

The Hitchhiker's Guide to the Galaxy
by Douglas Adams

Tuesdays with Morrie

Tuesdays with Morrie
by Mitch Albom

Red Kayak


Red Kayak
by Priscilla Cummings

Shatter Me


Shatter Me
by Tahereh Mafi

Romiette and Julio


Romiette and Julio
by Sharon Draper

Profiles in Courage


Profiles in Courage
by John F. Kennedy


Looking for great books? Interested in logging your reading hours for a prize?

Visit thayerpubliclibraryteens.blogspot.com and www.thayerpubliclibrary.org.

§ This book was written for adults or young adults and contains some mature language and/or content.

Steps to a Complete Summer Reading Assignment for Students Entering Grade 9:

  • Select one book from the ten choices.
  • Read it and complete the Note-Taking Chart for the Grade 9 Big Question.

Can one person change his community?
The world?
Another person?

Complete the chart below using the book you selected from the list for 9th graders.

Evidence that one person CAN make a big difference

1.
2.
3.

Evidence that one person CANNOT always make a big difference
1.
2.
3.

Weigh your evidence and answer the question: To what degree can one person make a difference?

  • Select any other book (with parent approval).
  • Read it and complete the Note-Taking Questions below.

1. Select, from your book, five words that are new to you. Copy the words and the sentences or phrases in which they appear. Define each word (using a dictionary, online resource, or your own knowledge of context and roots).

2. List at least five important points, events, or facts from the book, and give a one- or two-sentence explanation of why each is important to the book.

3. Copy (or print) this chart and complete it to demonstrate connections you’ve made using your choice reading book.

Text-to-Self Connections: How does a moment, character, or part of this book relate to your own life?
1.
2.
3.

Text-to-Text Connections: How can you connect this book to another book or article you’ve read?
1.
2.
3.

Text-to-World Connections: How does this book connect to something that happened or is happening in the real world?
1.
2.
3.

  • Turn in your written work to your English teacher in the fall.
  • Participate in the summer reading class activity in your English class.
  • Your passing or failing mark for summer reading will show via the Aspen X2 Student/Parent Portal.


Once you’ve seen the assignment, you can use these links to print larger versions of the questions and charts for your answers: Note-Taking Chart for the Grade 9 Big Question & Note-Taking Questions for a book of your choice for all high school students.


Printable Version of Grade 9 Summer Reading Materials Available Here.

InkheartInkheart
by Cornelia Funke

Characters from books literally leap off the page in this engrossing fantasy. Meggie, 12, has had her father to herself since her mother went away when she was young. Mo taught her to read when she was five, and the two share a mutual love of books. Things change after a visit from a scarred man who calls himself Dustfinger and who refers to Mo as Silvertongue. Meggie learns that her father has been keeping secrets. He can "read" characters out of books. When she was three, he read aloud from a book called Inkheart and released Dustfinger and other characters into the real world. At the same time, Meggie's mother disappeared into the story. This "story within a story" will delight not just fantasy fans, but all readers who like an exciting plot with larger-than-life characters.

My Name is Asher LevMy Name is Asher Lev
by Chaim Potok

In this stirring and often visionary novel, Chaim Potok traces Asher’s passage between two identities, the one consecrated to God, the other subject only to the imagination. Asher Lev grows up in a cloistered Hasidic community in postwar Brooklyn, a world suffused by ritual and revolving around a charismatic Rebbe. But in time his gift [artistic talent] threatens to estrange him from that world and the parents he adores. As it follows his struggle, My Name Is Asher Lev becomes a luminous portrait of the artist, by turns heartbreaking and exultant, a modern classic.

Ellen FosterEllen Foster §
by Kay Gibbons

Ellen Foster is an 11-year-old who has been dealt a rotten hand in life. Her early childhood is spent with a sickly mother and an alcoholic and abusive father. After her mother commits suicide (or is it murder?), Ellen goes to live alone with her father, doing the best she can to avoid being abused. When the courts finally take action, she is sent to live with her grandmother, a bitter and spiteful woman. Yet when her grandmother dies, Ellen manages to take charge of her own life. This beautifully written story, compelling in its innocence, is sweet, funny, and sad.

Tuesdays with MorrieTuesdays with Morrie
by Mitch Albom

This true story about the love between a spiritual mentor and his pupil has soared to the bestseller list for many reasons. For starters: it reminds us of the affection and gratitude that many of us still feel for the significant mentors of our past. It also plays out a fantasy many of us have entertained: what would it be like to look those people up again, tell them how much they meant to us, maybe even resume the mentorship?

Shatter MeShatter Me
by Tahereh Mafi

No one knows why Juliette's touch is fatal, but The Reestablishment has plans for her. Plans to use her as a weapon. But Juliette has plans of her own. After a lifetime without freedom, she's finally discovering a strength to fight back for the very first time—and to find a future with the one boy she thought she'd lost forever. In this electrifying debut, Tahereh Mafi presents a riveting dystopian world, a thrilling superhero story, and an unforgettable heroine.

Between Shades of Gray

Between Shades of Gray §
by Ruta Sepetys

Lina is just like any other fifteen-year-old Lithuanian girl in 1941. She paints, she draws, she gets crushes on boys. Until one night when Soviet officers barge into her home, tearing her family from the comfortable life they've known. Separated from her father, forced onto a crowded and dirty train car, Lina, her mother, and her young brother slowly make their way north, crossing the Arctic Circle, to a work camp in the coldest reaches of Siberia. Here they are forced, under Stalin's orders, to dig for beets and fight for their lives under the cruelest of conditions. Lina finds solace in her art, meticulously-and at great risk-documenting events by drawing, hoping these messages will make their way to her father's prison camp to let him know they are still alive…. Between Shades of Gray is a novel that will steal your breath and capture your heart.

The Hitchhiker’s Guide to the GalaxyThe Hitchhiker's Guide to the Galaxy
by Douglas Adams

Join Douglas Adams's hapless hero Arthur Dent as he travels the galaxy with his intrepid pal Ford Prefect, getting into horrible messes and generally wreaking hilarious havoc. Dent is grabbed from Earth moments before a cosmic construction team obliterates the planet to build a freeway. You'll never read funnier science fiction; Adams is a master of intelligent satire, barbed wit, and comedic dialogue. The Hitchhiker's Guide is rich in comedic detail and thought-provoking situations and stands up to multiple reads. Required reading for science fiction fans, this book (and its follow-ups) is also sure to please fans of Monty Python, Terry Pratchett's Discworld series, and British sitcoms.

Romiette and JulioRomiette and Julio
by Sharon Draper

A contemporary retelling of the Romeo and Juliet story. Sixteen-year-old Julio Montague's parents have moved their family to Cincinnati, OH, in order to get their son out of his gang-ridden high school in Corpus Christi, TX. Romiette Cappelle, also 16, is the daughter of successful African-American parents and the granddaughter of college professors. When these two young people, both from proud heritages, begin a romance, they must deal not only with their parents' prejudices but also with the threats of a local gang called The Family.

Red KayakRed Kayak
by Priscilla Cummings

In this satisfying crime and coming-of-age drama, Brady’s friends commit a mean-spirited prank -- but no one was supposed to die. What happens now? Revealing the terrible secret would implicate Brady's friends in the drowning, and it clouds his whole world with guilt and fear. Cummings’s works plot and characterizations skillfully, building suspense as the evidence unfolds and as Brady wrestles with his decision and tries to come to terms with his own responsibility.

Profiles in CourageProfiles in Courage
by John F. Kennedy

In 1954-55 a freshman U.S. Senator from Massachusetts wrote a book profiling eight of his historical Senatorial colleagues, such men as John Quincy Adams, Sam Houston, and Robert A. Taft. Instead of focusing on their storied careers, John F. Kennedy chose to illustrate their acts of integrity, when they stood alone against tremendous political and social pressure for what they felt was right.

Images and editorial reviews were copied, edited, or adapted from www.amazon.com.

§ This book was written for adults or young adults and contains some mature language and/or content.

Grade 10

Dear Parents and Guardians:

Reading and writing in the 21st century classroom is an interdisciplinary effort. Students read and write in all disciplines, but they have particularly extended and frequent opportunities to do so in English, the sciences, and social studies.

Summer reading at the high school level encompasses these three disciplines. Over the duration of each student’s high school experience, he or she will select from summer reading lists that encourage reading for enjoyment and education, while addressing some of the “big questions” that surface in these three subjects areas and in adult life.

The books selected for each grade represent a variety of interests and reading levels. Print copies are readily available locally or via online booksellers. In addition to local bookstores, the Thayer Public Library is a valuable (and free!) resource. If you need help in selecting books, do not hesitate to ask the librarian!

For those of you planning travel this summer, consider going beyond the bookshelves and print pages to include audio books in your student’s experience. While audio books are not a replacement for reading, they are a wonderful supplement, especially when experienced with a copy of the actual book. Audio books are available at the library on CD or on iTunes.

As you explore these opportunities and the “big question” for the summer, remember that summer reading is for pleasure! We hope you and your son or daughter find many enjoyable books and stories to be part of your summer. We look forward to working with you throughout your student’s high school career.

Sincerely,
Rock Roberts, Director of English & Reading, rroberts@braintreema.gov

Dr. Gorman Lee, Director of Social Studies, glee@braintreema.gov

Dr. Betsey Clifford, Director of Science, K-12 bclifford@braintreema.gov

The Big Question: What is our role in the natural world?

Flu


Flu
by Gina Kolata

The Stuff of Life


The Stuff of Life §
by Mark Schultz

A Pearl in the Storm


A Pearl in the Storm
by Tori Murden McClure

The Demon in the Freezer


The Demon in the Freezer §
By Richard Preston

Alex & Me


Alex & Me
by Irene Pepperberg

The Man Who Lives with Wolves


The Man Who Lives with Wolves
by Shaun Ellis with Penny Junor

100 Heartbeats


100 Heartbeats
by Jeff Corwin

The Sixth Extinction


The Sixth Extinction
by Elizabth Kolbert

Physics for Future Presidents
Physics for Future Presidents
by Richard A. Muller

Going Blue


Going Blue
by Cathryn Berger Kaye
& Philippe Cousteau


Looking for great books? Interested in logging your reading hours for a prize?

Visit thayerpubliclibraryteens.blogspot.com and www.thayerpubliclibrary.org.

§ This book was written for adults or young adults and contains some mature language and/or content.

Steps to a complete summer reading assignment for students entering grade 10*:

  • Select one book from the ten choices on the flyer (more details available at www.braintreeschools.org/summer).
  • Read it and complete the Note-Taking Chart (below) for the Grade 10 Big Question.

As humans, what is our role in the natural world? Do we hold a unique position, standing above and controlling the rest of the natural world, or are we enmeshed within nature’s complex web of interactions? Are we obligated to act as caretakers for the future, or are natural resources here for us to use as we want? As humans become aware of and immersed in the natural world, they often find it to be more complex than it might first appear.

As you read, focus on the characters’ interactions with the natural world. Copy the chart below (or print it from the link below) and complete it using the book you selected.

Moments in the book when a person or character interacted with or acted upon the natural world (changes to the world that the person/character made or moments when the person/character challenged nature)
1.
2.
3.

Nature’s responses to those actions or challenges
1.
2.
3.

Evaluate your evidence and answer the question: As humans, what is our role in the natural world?

  • Select any other book (with parent approval).
  • Read it and complete the Note-Taking Questions (below). The charts can be printed from the link below.

1. Select, from your book, five words that are new to you. Copy the words and the sentences or phrases in which they appear. Define each word (using a dictionary, online resource, or your own knowledge of context and roots).

2. List at least five important points, events, or facts from the book, and give a one- or two-sentence explanation of why each is important to the book.

3. Copy or print this chart and complete it to demonstrate connections you’ve made using your choice reading book.

Text-to-Self Connections: How does a moment, character, or part of this book relate to your own life?
1.
2.
3.

Text-to-Text Connections: How can you connect this book to another book or article you’ve read?
1.
2.
3.

Text-to-World Connections: How does this book connect to something that happened or is happening in the real world?
1.
2.
3.

  • Turn in your written work to your Science teacher in the fall.
  • Participate in the summer reading class activity in your Science class.
  • Your passing or failing mark for summer reading will show via the Aspen X2 Student/Parent Portal.
Flu: The Story of the Great Influenza Pandemic

Flu: The Story of the Great Influenza Pandemic of 1918 and the Search for the Virus that Caused It
by Gina Kolata

In Flu, Gina Kolata, an acclaimed reporter for The New York Times, unravels the mystery of a lethal virus with the high drama of a great adventure story. From Alaska to Norway, from the streets of Hong Kong to the corridors of the White House, Kolata tracks the race to recover the live pathogen and probes the fear that has impelled government policy. A gripping work of science writing, Flu addresses the prospects for a great epidemic’s recurrence and considers what can be done to prevent it.

The Stuff of Life

The Stuff of Life: A Graphic Guide to Genetics and DNA
by Mark Schultz, Zander Cannon & Kevin Cannon

Let’s face it: From adenines to zygotes, from cytokinesis to parthenogenesis, even the basics of genetics can sound utterly alien. So who better than an alien to explain it all? Enter Bloort 183, a scientist from an alien race threatened by disease. In the hands of the award-winning writer Mark Schultz, Bloort's explanations give even the most science-phobic reader a complete introduction to the history and science of genetics.

A Pearl in the Storm

A Pearl in the Storm: How I Found My Heart in the Middle of the Ocean
by Tori Murden McClure

Growing up a self-proclaimed misfit, Tori Murden McClure was haunted by guilt over being unable to protect her developmentally handicapped brother from the world's cruelty. She cared fiercely about humanity but was emotionally isolated and blamed herself for failing to save the world. Driven to overcome this self-perceived weakness, 35-year-old McClure departed from the coast of North Carolina in 1998, planning to row the 3,600 miles to France. Within days she lost all communication with shore but decided to forge ahead — not knowing that 1998 would turn out to be the worst hurricane season on record in the North Atlantic.

The Man Who Lives with Wolves

The Man Who Lives with Wolves
by Shaun Ellis with Penny Junor

What would compel a man to place himself in constant danger in order to become a member of a wolf pack? To eat with them, putting his head into a carcass alongside the wolves' gnashing teeth? To play, hunt, and spar with them, suffering bruises and bites? To learn their language so his howl is indistinguishable from theirs? To give up a normal life of relationships and family so that he can devote himself completely to the protection of these wild animals? In The Man Who Lives with Wolves, Shaun Ellis reveals how his life irrevocably changed the first time he set eyes on a wolf. In exhilarating prose, he takes us from his upbringing in the wilds of Norfolk, England, to his survival training with British Army Special Forces to the Nez Percé Indian lands in Idaho, where he first ran with a wolf pack for nearly two years.

100 Heartbeats

100 Heartbeats: The Race to Save Earth’s Most Endangered Species
by Jeff Corwin

Popular television host Jeff Corwin takes readers on a gripping journey around the world to meet the animals threatened by extinction. From the forests slipping away beneath the stealthy paws of the Florida panther, to the giant panda’s plight to climb ever higher in the mountains of China, Corwin takes you on a global tour to witness firsthand the critical state of our natural world. Along the way, he shares inspiring stories of battles being waged and won by the conservationists on the front lines of defense.

The Demon in the Freezer

The Demon in the Freezer §by Richard Preston

The first major bioterror event in the United States-the anthrax attacks in October 2001-was a clarion call for scientists who work with “hot” agents to find ways of protecting civilian populations against biological weapons. Richard Preston takes us into the heart of Usamriid, the United States Army Medical Research Institute of Infectious Diseases at Fort Detrick, Maryland, once the headquarters of the U.S. biological weapons program and now the epicenter of national biodefense. Peter Jahrling, the top scientist at Usamriid, is leading a team of scientists doing controversial experiments with live smallpox virus at CDC. Preston takes us into the lab where Jahrling is reawakening smallpox and explains, with cool and devastating precision, what may be at stake if his last bold experiment fails.

Alex & Me

Alex & Me: How a Scientist and a Parrot Discovered a Hidden World of Animal Intelligence – and Formed a Deep Bond in the Process
by Irene Pepperberg

Alex & Me is the remarkable true account of an amazing, irascible parrot and his best friend who stayed together through thick and thin for thirty years—the astonishing, moving, and unforgettable story of a landmark scientific achievement and a beautiful relationship.

Physics for Future Presidents

Physics for Future Presidents: The Science Behind the Headlines
by Richard A. Muller

What should the president do if a "dirty" radioactive bomb were exploded in an American city? Is it safe to build nuclear reactors to provide clean energy? And what do we truly know about global warming? In this presidential primer, MacArthur fellow and UC-Berkeley physicist Muller ranges from terrorism to space exploration to global warming, offering basic information and countering myths.

Going Blue

Going Blue: A Teen Guide to Saving Our Oceans, Lakes, Rivers & Wetlands
by Cathryn Berger Kaye & Philippe Cousteau

Co-written by Jacques Cousteau’s grandson, this broad-reaching call to action introduces basic concepts about global water protection and what teens can do to help. Each packed spread combines clearly explained scientific concepts with lists, diagrams, and eye-opening statistics, such as a chart that lists how much water is required to make everyday items, from a sheet of paper (2 gallons) to a cotton T-shirt (700 gallons). The color photos deliver a high impact; for example, with contrasting images of a coral reef, first bursting with vibrant color, then bleached by rising ocean temperatures into an underwater ghost world. With a balance of sobering facts and inspiring accounts of communities creating real change, this welcome title will attract a broad range of student researchers, casual readers, and committed activists.

The Sixth Extinction

The Sixth Extinction: An Unnatural History
by Elizabeth Kolbert

Kolbert introduces us to a dozen species, some already gone, others facing extinction, including the Panamian golden frog, staghorn coral, the great auk, and the Sumatran rhino. Through these stories, Kolbert provides a moving account of the disappearances occurring all around us and traces the evolution of extinction as a concept, from its first articulation by Georges Cuvier in revolutionary Paris up through the present day. The sixth extinction is likely to be mankind's most lasting legacy; as Kolbert observes, it compels us to rethink the fundamental question of what it means to be human.

Images and editorial reviews were copied, edited, or adapted from www.amazon.com.

§ This book was written for adults or young adults and contains some mature language and/or content.

Grade 11

Dear Parents and Guardians:

Reading and writing in the 21st century classroom is an interdisciplinary effort. Students read and write in all disciplines, but they have particularly extended and frequent opportunities to do so in English, the sciences, and the social studies.

Summer reading at the high school level encompasses these three disciplines. Over the duration of each student’s high school experience, he or she will select from summer reading lists that encourage reading for enjoyment and education, while addressing some of the “big questions” that surface in these three subjects areas and in adult life.

The books selected for each grade represent a variety of interests and reading levels. Print copies are readily available locally or via online booksellers. In addition to local bookstores, the Thayer Public Library is a valuable (and free) resource. If you need help in selecting books, do not hesitate to ask the librarian!

For those of you planning travel this summer, consider going beyond the bookshelves and print pages to include audio books in your student’s experience. While audio books are not a replacement for reading, they are a wonderful supplement, especially when experienced with a copy of the actual book. Audio books are available at the library on CD or on iTunes.

As you explore these opportunities and the “big question” for the summer, remember that summer reading is for pleasure! We hope you and your son or daughter find many enjoyable books and stories to be part of your summer. We look forward to working with you throughout your student’s high school career.

Sincerely,

Rock Roberts, Director of English & Reading, rroberts@braintreema.gov

Dr. Gorman Lee, Director of Social Studies, glee@braintreema.gov

Dr. Betsey Clifford, Director of Science, K-12 bclifford@braintreema.gov

The Big Question: How should our past experiences shape our common future?

The Things They Carried


The Things They Carried §
by Tim O’Brien

The Audacity of Hope


The Audacity of Hope
by Barack Obama

Killing Kennedy


Killing Kennedy
by Bill O’Reilly

Unbroken


Unbroken §
by Laura Hillenbrand

March


MARCH
by John Lewis

I Am Malala


I Am Malala
by Malala Yousafzai and
Christina Lamb

Murder in the High Himalayas


Murder in the High Himalayas §
by Jonathan Green

American Sniper


American Sniper §
by Chris Kyle


Lies My Teacher Told Me

Lies My Teacher Told Me
by James W. Lowen

Adventure Capitalist


Adventure Capitalist
by Jim Rogers


Looking for great books? Interested in logging your reading hours for a prize? Visit thayerpubliclibraryteens.blogspot.com and www.thayerpubliclibrary.org.

§ This book was written for adults or young adults and contains some mature language and/or content.

Steps to a Complete Summer Reading Assignment for Students Entering Grade 11*:

  • Select one book from the ten choices on the flyer (more details available at www.braintreeschools.org/summer).
  • Read it and complete the Note-Taking Chart (below) for the Grade 11 Big Question.

Diverse people, ideas, and experiences have shaped the American identity. How should these past experiences shape our common future?

Choose a book from the list for 11th graders. As you read, focus on moments and events that should affect our future decisions as people, as a community, and as a nation. Copy the chart below and complete it using the book you selected.

Events from the book: Choose moments or events that represent the time, place, or culture in the story.
1.
2.
3.

Implications for the future: How do the moments/events you chose affect future actions?
1.
2.
3.

Evaluate your examples and answer the question: How should these past experiences shape our common future?

* Students entering Grade 11 AP US History should complete the assigned summer work associated with that course instead of this school-wide assignment.

  • Select any other book (with parent approval).
  • Read it and complete the Note-Taking Questions (below). The charts can be printed from the link below.

1. Select, from your book, five words that are new to you. Copy the words and the sentences or phrases in which they appear. Define each word (using a dictionary, online resource, or your own knowledge of context and roots).

2. List at least five important points, events, or facts from the book, and give a one- or two-sentence explanation of why each is important to the book.

3. Copy or print this chart and complete it to demonstrate connections you’ve made using your choice reading book.

Text-to-Self Connections: How does a moment, character, or part of this book relate to your own life?
1.
2.
3.

Text-to-Text Connections: How can you connect this book to another book or article you’ve read?
1.
2.
3.

Text-to-World Connections: How does this book connect to something that happened or is happening in the real world?
1.
2.
3.

  • Turn in your written work to your Social Studies teacher in the fall.
  • Participate in the summer reading class activity in your Social Studies class.
  • Your passing or failing mark for summer reading will show via the Aspen X2 Student/Parent Portal.
The Things They Carried

The Things They Carried §
by Tim O’Brien

A classic work of American literature that has not stopped changing minds and lives since it burst onto the literary scene, The Things They Carried is a ground-breaking meditation on war, memory, imagination, and the redemptive power of storytelling. Every story in The Things They Carried speaks another truth that Tim O'Brien learned in Vietnam; it is this blurred line between truth and reality, fact and fiction, that makes his book unforgettable.

The Audacity of Hope

The Audacity of Hope: Thoughts on Reclaiming the American Dream
by Barak Obama

The Audacity of Hope is Barack Obama's call for a new kind of politics that builds upon those shared understandings that pull us together as Americans. Lucid in his vision of America's place in the world, refreshingly candid about his family life and his time in the Senate, Obama here sets out his political convictions and inspires us to trust in the dogged optimism that has long defined us and that is our best hope going forward.

Killing Kennedy

Killing Kennedy: The End of Camelot
by Bill O’Reilly
& Martin Dugard

A riveting historical narrative of the shocking events surrounding the assassination of John F. Kennedy. In the midst of a 1963 campaign trip to Texas, Kennedy is gunned down by an erratic young drifter named Lee Harvey Oswald. The former Marine Corps sharpshooter escapes the scene, only to be caught and shot dead while in police custody.

The events leading up to the most notorious crime of the twentieth century are almost as shocking as the assassination itself. Killing Kennedy chronicles both the heroism and deceit of Camelot, bringing history to life in ways that will profoundly move the reader.

I Am Malala

I Am Malala: The Girl Who Stood Up for Education and Was Shot by the Taliban
by Malala Yousafzai and Christina Lamb

When the Taliban took control of the Swat Valley in Pakistan, one girl spoke out. Malala Yousafzai refused to be silenced and fought for her right to an education. On Tuesday, October 9, 2012, when she was fifteen, she almost paid the ultimate price. She was shot in the head at point-blank range while riding the bus home from school, and few expected her to survive. Instead, Malala's miraculous recovery has taken her on an extraordinary journey from a remote valley in northern Pakistan to the halls of the United Nations in New York. At sixteen, she has become a global symbol of peaceful protest and the youngest nominee ever for the Nobel Peace Prize.

American Sniper

American Sniper §
by Chris Kyle, Scott McEwen & Jim DeFelice

Gripping, eye-opening, and powerful, American Sniper is the astonishing autobiography of SEAL Chief Chris Kyle, who is the record-holding sniper in U.S. military history. Kyle has more than 150 officially confirmed kills (the previous American record was 109), though his remarkable career total has not been made public by the Pentagon.

In this New York Times bestselling memoir, Kyle shares the true story of his extraordinary decade-long career, including his multiple combat tours in Iraq (Operation Iraqi Freedom) and elsewhere from 1999-2009.

Unbroken

Unbroken §
by Laura Hillenbrand

On a May afternoon in 1943, an Army Air Forces bomber crashed into the Pacific Ocean and disappeared, leaving only a spray of debris and a slick of oil, gasoline, and blood. Then, on the ocean surface, a face appeared. It was that of a young lieutenant, the plane’s bombardier, who was struggling to a life raft and pulling himself aboard. So began one of the most extraordinary odysseys of the Second World War. Laura Hillenbrand writes with the same rich and vivid narrative voice she displayed in Seabiscuit. Telling an unforgettable story of a man’s journey into extremity, Unbroken is a testament to the resilience of the human mind, body, and spirit.

March

MARCH
by John Lewis, Andrew Aydin & Nate Powell

March is a vivid first-hand account of John Lewis' lifelong struggle for civil and human rights, meditating in the modern age on the distance traveled since the days of Jim Crow and segregation. Rooted in Lewis' personal story, it also reflects on the highs and lows of the broader civil rights movement. Many years ago, John Lewis and other student activists drew inspiration from the 1958 comic book "Martin Luther King and the Montgomery Story." Now, his own comics bring those days to life for a new audience, testifying to a movement whose echoes will be heard for generations.

Lies My Teacher Told MeLies My Teacher Told Me
by James W. Lowen

This updated and revised edition of the American Book Award-winner and national bestseller revitalizes the truth of America’s history, explores how myths continue to be perpetrated, and includes a new chapter on 9/11 and the Iraq War. Thought provoking, nonpartisan, and often shocking, Loewen unveils the real America in this iconoclastic classic beloved by high school teachers, history buffs, and enlightened citizens across the country.

Murder in the High Himalaya

Murder in the High Himalaya§
by Jonathan Green

On September 30, 2006 gunfire echoed through the thin air near Advance Base Camp on Cho Oyu Mountain. Frequented by thousands of climbers each year, Cho Oyu lies nineteen miles east of Mt. Everest on the border between Tibet and Nepal. To the elite mountaineering community, it offers a straightforward summit—a warm-up climb to her formidable sister. To Tibetans, Cho Oyu promises a gateway to freedom through a secret glacial path: the Nangpa La. Murder in the High Himalaya is the unforgettable account of the brutal killing of Kelsang Namtso—a seventeen-year-old Tibetan nun fleeing to India—by Chinese border guards. Witnessed by dozens of Western climbers, Kelsang’s death sparked an international debate over China’s savage oppression of Tibet. Adventure reporter Jonathan Green has gained rare entrance into this shadow-land at the rooftop of the world. In his affecting portrait of modern Tibet, Green raises enduring questions about morality and the lengths we go to achieve freedom.

Adventure Capitalist

Adventure Capitalist
by Jim Rogers

Behind the wheel of a sunburst-yellow, custom-built convertible Mercedes, Rogers and his fiancée, Paige Parker, began their “Millennium Adventure” on January 1, 1999, from Iceland. They traveled through 116 countries, including many where most have rarely ventured, such as Saudi Arabia, Myanmar, Angola, Sudan, Congo, Colombia, and East Timor. They drove through war zones, deserts, jungles, epidemics, and blizzards. They had many narrow escapes. They camped with nomads and camels in the western Sahara. They ate silkworms, iguanas, snakes, termites, guinea pigs, porcupines, crocodiles, and grasshoppers. Best of all, they saw the real world from the ground up—the only vantage point from which it can be truly understood—economically, politically, and socially.

Images and editorial reviews were copied, edited, or adapted from www.amazon.com.

§ This book was written for adults or young adults and contains some mature language and/or content.

Grade 12

Dear Parents and Guardians:

Reading and writing in the 21st century classroom is an interdisciplinary effort. Students read and write in all disciplines, but they have particularly extended and frequent opportunities to do so in English, the sciences, and social studies.

Summer reading at the high school level encompasses these three disciplines. Over the duration of each student’s high school experience, he or she will select from summer reading lists that encourage reading for enjoyment and education, while addressing some of the “big questions” that surface in these three subjects areas and in adult life.

The books selected for each grade represent a variety of interests and reading levels. Print copies are readily available locally or via online booksellers. In addition to local bookstores, the Thayer Public Library is a valuable (and free) resource. If you need help in selecting books, do not hesitate to ask the librarian!

For those of you planning travel this summer, consider going beyond the bookshelves and print pages to include audio books in your student’s experience. While audio books are not a replacement for reading, they are a wonderful supplement, especially when experienced with a copy of the actual book. Audio books are available at the library on CD or on iTunes.

As you explore these opportunities and the “big question” for the summer, remember that summer reading is for pleasure! We hope you and your son or daughter find many enjoyable books and stories to be part of your summer. We look forward to working with you throughout your student’s high school career.

Sincerely,

Rock Roberts, Director of English & Reading, rroberts@braintreema.gov

Dr. Gorman Lee, Director of Social Studies, glee@braintreema.gov

Dr. Betsey Clifford, Director of Science, K-12 bclifford@braintreema.gov

The Big Question: How would you define an excellent education?

This Star Won't Go Out


This Star Won’t Go Out §
by Ester Earl

Feed


Feed §
by M.T. Anderson

Flash Boys


Flash Boys§
by Michael Lewis

The Alchemist


The Alchemist
by Paulo Coelho

Steal Like An Artist

Steal Like an Artist
by Austin Kleon

My Most Excellent Year


My Most Excellent Year§
by Steve Kluger

The Absolutely True Diary of a Part-Time Indian


The Absolutely True Diary of a Part-Time Indian§
by Sherman Alexie

The Catcher in the Rye


The Catcher in the Rye §
by J.D. Salinger

A Fighter's Heart


A Fighter’s Heart §
by Sam Sheridan

The Glass Castle


The Glass Castle §
by Jeannette Walls


Looking for great books? Interested in logging your reading hours for a prize?
Visit thayerpubliclibraryteens.blogspot.com and www.thayerpubliclibrary.org.

§ This book was written for adults or young adults and contains some mature language and/or content.

Steps to a Complete Summer Reading Assignment for Students Entering Grade 12*:

  • Select one book from the ten choices on the flyer (more details available at www.braintreeschools.org/summer).
  • Read it and complete the Note-Taking Chart (below) for the Grade 12 Big Question.

How would you define an excellent education? Is it defined by straight As on a report card? Is it determined by the interests of the student? Is it determined by the knowledge society expects an educated adult to have?

Choose a book from the 12th grade list. As you read, consider the questions above. Copy the chart below and complete it for the book you have selected.

(You can use a character more than once as you seek three examples from the book.)

Character/person from the book
1.
2.
3.

His/her educational moment
1.
2.
3.

Was it excellent? (Y/N)
1.
2.
3.

Why?
1.
2.
3.

Weigh your evidence and answer the question: How would you define an excellent education?

(You can use a character more than once as you seek three examples from the book.)

  • Select any other book (with parent approval).
  • Read it and complete the Note-Taking Questions (below). The charts can be printed at www.braintreeschools.org/summer.

1. Select, from your book, five words that are new to you. Copy the words and the sentences or phrases in which they appear. Define each word (using a dictionary, online resource, or your own knowledge of context and roots).

2. List at least five important points, events, or facts from the book, and give a one- or two-sentence explanation of why each is important to the book.

3. Copy or print this chart and complete it to demonstrate connections you’ve made using your choice reading book.

Text-to-Self Connections: How does a moment, character, or part of this book relate to your own life?
1.
2.
3.

Text-to-Text Connections: How can you connect this book to another book or article you’ve read?
1.
2.
3.

Text-to-World Connections: How does this book connect to something that happened or is happening in the real world?
1.
2.
3.

  • Turn in your written work to your English teacher in the fall.
  • Participate in the summer reading class activity in your English class.
  • Your passing or failing mark for summer reading will show via the Aspen X2 Student/Parent Portal.

* Students entering Grade 12 AP English (AP Language or AP Literature) should complete the assigned summer work associated with that course instead of the school-wide assignment.

Once you’ve seen the assignment, use these links to print larger versions of the questions and charts for your answers: Note-Taking Chart for the Grade 12 Big Question & Note-Taking Questions for a book of your choice for all high school students.


Feed

Feed §
by M.T. Anderson

For Titus and his friends, it started out like any ordinary trip to the moon - a chance to party during spring break and play with some stupid low-grav at the Ricochet Lounge. But that was before the crazy hacker caused all their feeds to malfunction, sending them to the hospital to lie around with nothing inside their heads for days. And it was before Titus met Violet, a beautiful, brainy teenage girl who has decided to fight the feed and its omnipresent ability to categorize human thoughts and desires. Following in the footsteps of George Orwell, Anthony Burgess, and Kurt Vonnegut Jr., M. T. Anderson has created a not-so-brave new world — and a smart, savage satire that has captivated readers with its view of an imagined future that veers unnervingly close to the here and now.

This Star Won't Go Out

This Star Won’t Go Out§
by Ester Earl

In full color and illustrated with art and photographs, this is a collection of the journals, fiction, letters, and sketches of the late Esther Grace Earl, who passed away in 2010 at the age of 16. Essays by family and friends help to tell Esther’s story along with an introduction by award-winning author John Green who dedicated his #1 bestselling novel The Fault in Our Stars to her.

Steal Like An Artist

Steal Like an Artist
by Austin Kleon

You don’t need to be a genius, you just need to be yourself. That’s the message from Austin Kleon, a young writer and artist who knows that creativity is everywhere, creativity is for everyone. A manifesto for the digital age, Steal Like an Artist is a guide whose positive message, graphic look and illustrations, exercises, and examples will put readers directly in touch with their artistic side.

My Most Excellent Year

My Most Excellent Year§
by Steve Kluger

Set outside of Boston, this coming-of-age novel introduces the reader to three unforgettable characters: working-class T.C., who has fallen in love with the wealthy daughter of a diplomat; Alejandra, a high-school girl attempting to live a normal life despite her father’s high-profile job; and T.C.’s brother Augie, who is slowly realizing that he, too, has fallen in love, but with a boy. With alternating narration from each character’s perspective, this electrifying novel weaves together the most excellent year of three students, incorporating the Boston Red Sox, the truest sense of family, and the belief in something as simple as Mary Poppins, along the way.

The Absolutely True Diary of a Part-Time Indian

The Absolutely True Diary of a Part-Time Indian§
by Sherman Alexie

Sherman Alexie tells the story of Junior, a budding cartoonist growing up on the Spokane Indian Reservation. Determined to take his future into his own hands, Junior leaves his troubled school on the rez to attend an all-white farm town high school where the only other Indian is the school mascot. Heartbreaking, funny, and beautifully written, The Absolutely True Diary of a Part-Time Indian, which is based on the author's own experiences, coupled with poignant drawings that reflect the character's art, chronicles the contemporary adolescence of one Native American boy as he attempts to break away from the life he thought he was destined to live.

The Alchemist

The Alchemist
by Paulo Coelho,
trans. Alan R. Clarke

The Alchemist is the magical story of Santiago, an Andalusian shepherd boy who yearns to travel in search of a worldly treasure as extravagant as any ever found. From his home in Spain he journeys to the markets of Tangiers and across the Egyptian desert to a fateful encounter with the alchemist. Every few decades a book is published that changes the lives of its readers forever. The Alchemist is such a book. With over a million and a half copies sold around the world, The Alchemist has already established itself as a modern classic, universally admired. Paulo Coelho's charming fable, now available in English for the first time, will enchant and inspire an even wider audience of readers for generations to come

The Glass Castle

The Glass Castle §
by Jeannette Walls

Jeannette Walls grew up with parents whose ideals and stubborn nonconformity were both their curse and their salvation. As the dysfunction of the family escalated, Jeannette and her brother and sisters had to fend for themselves, supporting one another as they weathered their parents' betrayals and, finally, found the resources and will to leave home. Hers is a story of triumph against all odds, but also a tender, moving tale of unconditional love in a family that despite its profound flaws gave her the fiery determination to carve out a successful life on her own terms.

The Catcher in the Rye

The Catcher in the Rye§
by J.D. Salinger

Holden narrates the story of a couple of days in his sixteen-year-old life, just after he's been expelled from prep school. His constant wry observations about what he encounters, from teachers to phonies (the two of course are not mutually exclusive) capture the essence of the eternal teenage experience of alienation.

A Fighter's Heart

A Fighter’s Heart: One Man’s Journey through the World of Fighting§
by Sam Sheridan

In 1999, after a series of wildly adventurous jobs around the world, Sam Sheridan found himself in Australia, loaded with cash and intent on not working until he’d spent it all. It occurred to him that, without distractions, he could finally indulge a long-dormant obsession: fighting. Within a year, he was in Bangkok training with the greatest fighter in muay Thai (Thai kickboxing) history and stepping through the ropes for a professional bout. That one fight wasn’t enough. Sheridan set out to test himself on an epic journey into how and why we fight, facing Olympic boxers, Brazilian jiu-jitsu stars, and Ultimate Fighting champions. Along the way, Sheridan delivers an insightful look at violence as a career and a spectator sport, a behind-the-pageantry glimpse of athletes at the top of their terrifying game. A Fighter’s Heart is a dizzying first-hand account of what it’s like to reach the peak of finely disciplined personal aggression, to hit—and be hit.

Flash Boys

Flash Boys§
by Michael Lewis

Flash Boys is about a small group of Wall Street guys who figure out that the U.S. stock market has been rigged for the benefit of insiders and that, post–financial crisis, the markets have become not more free but less, and more controlled by the big Wall Street banks. Working at different firms, they come to this realization separately; but after they discover one another, the flash boys band together and set out to reform the financial markets. This they do by creating an exchange in which high-frequency trading—source of the most intractable problems—will have no advantage whatsoever.

Images and editorial were reviews copied, edited, or adapted from www.amazon.com.

§ This book was written for adults or young adults and contains some mature language and/or content.

AP English Language & Composition

AP English Language & Composition

Summer Reading Assignment 2018-2019

Requirements:

  • You must complete all three assignments. Each part must be completed by the assigned deadline.
  • The texts you annotate will need to be in your possession the first few weeks of school. Required texts include:
    • McCourt, Frank. Angela's Ashes: a Memoir. New York :Scribner, 2003. Print.
    • Walls, Jeannette. The Glass Castle: A Memoir. New York : Scribner, 2005. Print.
  • Assignments should be printed unless otherwise indicated by the teacher that a turnitin.com submission is required at the beginning of the school year.

Overview of Assignments:

  • Assignment #1: Room for Debate Current Event Analysis (delves into construction and analysis of argumentation through the use of current events)
  • Assignment #2: Angela’s Ashes Analysis Essay (delves into the impact of the author’s rhetoric and style on the their text)
  • Assignment #3: The Glass Castle text annotations (delves into the identification and analysis of stylistic strategies that convey the author’s purpose)

Grading:

  • The summer reading work will comprise a significant portion of your first term grade.
  • Assignments will be graded using AP scoring rubrics, unless indicated otherwise.

Assignment 1: “Room for Debate” Current Event Analysis Rubric

Due Date: September 5, 2018                                              SCORE: ______  / 100

90 - 100: Analysis reveals compelling evidence that you have delved into the text and integrated authentic thoughts and connections. (This student has gone above and beyond the average annotations or simple markings of a text. A reader can see what you were thinking as you read.)

80-89: Analysis reveals sufficient evidence that you have engaged and interacted with the text. Authentic connections are present but may be strained. (This student has completed the average annotations or simple markings of a text. A reader can see that you read but not necessarily what you were thinking.)

70-79: Analysis reveals limited evidence that you have engaged or interacted with the text. Connections are either predictable or limited. (There is underlining and highlighting with very limited margin notes. The student made a limited attempt at the task of annotating and engaging with a text.)

60-69: Analysis reveals little, if any, record of engagement or interaction with the text. Connections are not present. (This student made a few underlines, highlighted a word here or there. There are no margin notes and little engagement with the text.)

60 and below: Summary may be elicited in place of analysis. Connections are not present. (This student did not underline or highlight text. Margin notes and visible engagement with the text is not present.)


Assignment 1: Room for Debate Current Event Analysis

Due Date: September 5, 2018                                              SCORE: ______  / 100

Required Resources:

Background on “Room for Debate”:

  • In “Room for Debate,” The New York Times invites knowledgeable outside contributors to discuss news events and other timely issues. These issues cover a range of topics from politics, entertainment, sports, social issues, to health issues.

Directions:

  • Your job is to add your own opinion to this discussion. Find a subject that interests you on the main page of “Room for Debate”. Next, read the introduction provided that frames the subject of discussion. Then, take a look at what the other debaters have to say about the issue. Typically, there are anywhere from 2-6 people who offer up their own one page response to this issue. After reading the debater’s opinions on both sides, it is time for you to provide your insight and analysis of the argument. You will need to examine 2 separate debates, each on different topics. Thus, you will be completing an analysis sheet for 2 debates.

Grading:

  • You will be graded on your choice of columns, your analysis and interaction with the text, and your thorough and accurate answers to the “Room for Debate” Graphic Organizer.
    *See rubric for expectations.

Assignment 1: “Room for Debate” Graphic Organizer

Debate, Title, Author:

What is the topic of the essay?

 

What do you already know about the topic of the essay?

What is the context of this essay? What was going on/ “exigency” that prompted the writer to write this column?

 

What is the author’s purpose in this essay? To inform, to persuade, to entertain, or other? Explain.

Describe the audience for this essay. How do you know?

 

Identify and then summarize (in your own words) the writer’s thesis or central claim.

Cite a passage that illustrates the author’s thesis or central claim and discuss it.

 

Describe the essay’s tone.



(Tone words to contemplate: rational or logical understated, exaggerated or hyperbolic urgent, intense lofty, arrogant sarcastic, ironic irate, exasperated, vitriolic, haranguing saddened, pitying, grieving calming, soothing, comforting, etc.)

What particular words/phrases that reveal the essay’s tone.

What categories of evidence does the writer use to support his or her claim? (Look at numbers, statistics, experiences, expert opinions, surveys or studies, anecdotal or other evidence.) Cite additional text that develops/supports/illustrates the writer’s purpose. Point out specific passages, lines, words, and phrases.

 

It’s your turn to take a position:  What do you think? Take a position and use evidence from the text, from other expert sources, from history or contemporary culture, from your own observations and/or experience to support it. Your evidence may include direct quotes, paraphrases or summaries of sources.

 

 


Assignment 2: Angela’s Ashes Analysis Essay Rubric

Due Date: September 5, 2018                                              SCORE: ______  / 100

9 (100%)      Essays earning a score of 9 meet the criteria for a score of 8 and, in addition, are especially sophisticated in their argument, thorough in their development or impressive in their control of language.

8 (93%)       Effective Essays earning a score of 8 effectively analyze how McCourt uses rhetorical strategies to his present message to the audience. They develop their analysis with evidence and explanations that are appropriate and convincing, referring to the passage explicitly or implicitly. The prose demonstrates a consistent ability to control a wide range of the elements of effective writing but is not necessarily flawless.

7 (86%)       Essays earning a score of 7 meet the criteria for a score of 6 but provide more complete explanation, more thorough development or a more mature prose style.

6 (80%)       Adequate Essays earning a score of 6 adequately analyze how McCourt uses rhetorical strategies to his present message to the audience. They develop their analysis with evidence and explanations that are appropriate and sufficient, referring to the passage explicitly or implicitly. The writing may contain lapses in diction or syntax, but generally the prose is clear.

5 (72%)       Essays earning a score of 5 analyze how McCourt uses rhetorical strategies to his present message to the audience. The evidence or explanations used may be uneven, inconsistent or limited. The writing may contain lapses in diction or syntax, but it usually conveys the student’s ideas.

4 (65%)       Inadequate Essays earning a score of 4 inadequately analyze how McCourt uses rhetorical strategies to his present message to the audience. These essays may misunderstand the passage, misrepresent the strategies McCourt uses or analyze these strategies inaccurately. The evidence or explanations used may be inappropriate, insufficient or less convincing. The prose generally conveys the student’s ideas but may be less consistent in controlling the elements of effective writing.

3 (58%)       Essays earning a score of 3 meet the criteria for a score of 4 but demonstrate less success in analyzing how McCourt uses rhetorical strategies to his present message to the audience. They are less perceptive in their understanding of the passage or McCourt’s strategies, or the explanation or examples may be particularly limited or simplistic. The essays may show less maturity in control of writing.

2 (51%)       Little Success Essays earning a score of 2 demonstrate little success in analyzing how McCourt uses rhetorical strategies to his present message to the audience. These essays may misunderstand the prompt, misread the passage, fail to analyze the strategies McCour uses, or substitute a simpler task by responding to the prompt tangentially with unrelated, inaccurate or inappropriate explanation. The prose often demonstrates consistent weaknesses in writing, such as grammatical problems, a lack of development or organization, or a lack of control.

(44%)        Essays earning a score of 1 meet the criteria for a score of 2 but are undeveloped, especially simplistic in their explanation or weak in their control of language.

0 (0%)         Indicates an on-topic response that receives no credit, such as one that merely repeats the prompt.


Assignment 2: Angela’s Ashes Analysis Essay

Due Date: September 5, 2018                                              SCORE: ______  / 100

Required Resources:

  • Angela’s Ashes
  • Rubric

Expectations:

  • Reading & prep for class discussion:
    • Read Angela’s Ashes by Frank McCourt
    • Mark text with questions and observations (sticky notes or annotations)
    • First few days of school (be prepared for in class discussion / Socratic Seminar)
    • Students should bring text to school
    • Analysis Essay will undergo workshopping in class and a final paper will be due by the second week of school
  • Analysis Essay (Due 9/5/18)

    • 3 page, double-spaced AP analysis
    • Prompt: Analyze strategies McCourt uses to characterize his life and experiences in Ireland.
      • Consider author’s purpose, intent, and message
      • Consider how stylistic choices made reinforce that message
    • Include quotes and analyze the significance of these stylistic choices
      • Dialogue
      • Verb tense
      • Syntax
      • Tone
      • Diction
      • Details
      • Imagery

Grading:

  • You will be graded on 9-point AP Analysis Rubric.
    *See rubric for expectations.

Assignment 3: The Glass Castle Text Annotations

Due Date: September 5, 2018                                 

Required Resources:

  • The Glass Castle

Expectations:

  • Reading, prep for class discussion, and annotating prep for in class timed write
    • Read The Glass Castle by Jeannette Wall
    • Mark text with questions and observations
    • Identify  and mark the text where you see effective use of stylistic strategies that convey the author’s purpose.
      *These annotations are to be done in preparation for an in class comparative analysis essay on the stylistic choices incorporated by Wall in The Glass Castle and McCourt in Angela’s Ashes.

Noteworthy stylistic strategies that convey the writer’s purpose:

  • Diction
  • Imagery
  • Syntax (word order)
  • Point of View
  • Tone
  • Metaphor
  • Repetition
  • Etc.

Grading:

You will be graded on 9-point AP Analysis Rubric when you compose the in class timed write. Books will be previewed for annotations as part of the essay score.

Printable Version of AP English Language and Composition Assignment Available Here

2018 Summer Science Materials - Select Course Below

AP Biology

AP Biology Summer Assignment 2018

Purpose: This summer you will delve into the world of biology like you never thought you would in those hot summer months! This summer assignment has been designed with four purposes:

  • to get you to think during those summer months to keep your mind sharp, because I will expect a lot out of it come September.

  • to have you think about why our knowledge of biology is important to society and to consider the ethical obligations that knowledge brings.

  • to have you earn strong grades to help you begin the first quarter with confidence.

  • to enable us to hit the ground running in September by  familiarizing yourself with big ideas in biology as well as scientific process and thinking.

Instructions: Below is a list of items to complete for your summer assignment. All work must be complete and submitted on google classroom. As always, collaboration is encouraged, but the final product must be your own work.

Due Dates:

  1. Join google classroom using the following class code - 8gq8gvw: done by June 14th
    This is a temporary classroom for our summer work.
  2. Signed syllabus (return the last page to Dr. Passeggio in room 208): due by June 18th.
  3. Letter of introduction: due by July 1st.
  4. Henrietta Lacks: due by August 6th.
  5. Survival of the Sickest: due by September 3rd.
  6. Take a picture of something out in the world that represents something important that you learned about biology this summer: due September 5th.

Google Classroom:  Please join our class on google classroom.  The class code is: 8gq8gvw. You must be signed into your school gmail account to use google classroom.  The details for the remainder of the assignments can be found on google classroom.

  • The syllabus can be found under the “about” tab
  • Items 3-6 can be found as assignments in the "stream"
The Immortal Life of Henrietta Lacks Book Cover
Survival of the Sickest Book Cover

Printable Version of AP Biology Assignment Available Here

AP Chemistry

AP Chemistry

Sign contract and return to Mr. Wood (room 371) by Friday June 15th!

Google Classroom Code: rch7qbz

  1. Reading: You are responsible for the content in chapters 1-4 of Chemistry the Central Science. You will be given a book to sign out for the year and a pdf of the first 4 chapters will be posted to the google classroom page
  2. Problem solving: Answer all assigned book problems in a bound COMPOSITION NOTEBOOK. You will solve all problem sets and homework for the year in this notebook. Failure to turn in a notebook on the first day of class with all the summer work completed will forfeit your seat in AP Chem. (This does not mean you need to master EVERYTHING in all 4 chapters, but you are expected to diligently work independently to understand the concepts. Remember, this is a college level course, so we move fast!)
  3. AP problems: The AP problems attached should also be included in your Composition notebook.
  4. Online Component: You will register for the online AP Chemistry prep course at https://www.flinnprep.com/ – this is designed to get you ready to take the AP Chemistry class, not the AP exam. Once you have set up an account you can join our class using the code mln0d. There are 15 units but you only need to complete the first 10. At the end of each unit is a quiz. You must retake the quizzes until you get an 80% or better.

Chapter 1 Objectives:

  • Classify matter and understand chemical vs. physical changes as well as separation techniques.
  • Master unit conversions involving metric units and temperature conversions from K to °C
  • Understand the uncertainty in measurements and appropriately use significant digits.
  • How to solve problems using dimensional analysis. Be able to set up, cancel units, and solve.

Problems in book: 3,5,6,8,13,15,23,24,28,35,37,43,47,50,58,63,67,71,74

Chapter 2 Objectives:

  • Have basic knowledge of the evolution of atomic theory
  • Understand and define Isotopes and atomic mass, and calculate an average atomic mass.
  • Know how to use the Periodic table, how it’s organized and how to predict ionic charges of monoatomic ions using the table
  • Writing chemical and structural formulas.
  • **NAMING** Note: this is crucial to being able to write chemical formulas!

Problems in book: 3,7,11,19,22,23,25,27,31,32,37,43,47,50,51,55,57,59,61,63,65,67,69,73,82,90

Chapter 3 Objectives

  • Be able to write and balance a chemical equation and understand WHY we balance.
  • Understand patterns of chemical reactivity
  • Use dimensional analysis to convert moles, mass, atoms/molecules, volume.
  • Perform empirical formula calculations and use empirical formulas to identify molecular formulas
  • Use dimensional analysis to solve basic stoichiometry (stoy-key-om-etry) problems as well as limiting and excess reactant problems.

Problems in book: 1,5,10,11,13,17,19,21,23,25,33,35,38,45,47,49,51,57,60,64,65,68,71,77,81, 91,93,97

Chapter 4 Objectives

  • Identify an electrolyte compare to a non-electrolytes
  • Predict products, write and balance a chemical equation for various types of reactions.
  • Memorize strong acids and bases
  • Use Molarity as a conversion factor and be able to perform concentration calculations.
  • Understand dilution problems using M1V1=M2V2
  • Understand methods of chemical analysis (titrations etc.)

Problems in book: 3,5,7,10,12,13,17,19,21,23,33,35,37,39,43,45,49,51,53,56,61,63,67,72,73, 77,81,85,87,94,106,109,113

Memorize all polyatomic ions (page 60 and 62), and strong acids/bases (page 125). There will be a quiz on the first day of school!

AP Problems:

1982 B

Water is added to 4.267 grams of UF6. The only products are 3.730 grams of a solid containing only uranium, oxygen and fluorine and 0.970 gram of a gas. The gas is 95.0% fluorine, and the remainder is hydrogen.

(a) From these data, determine the empirical formula of the gas.

(b) What fraction of the fluorine of the original compound is in the solid and what fraction in the gas after the reaction?

(c) What is the formula of the solid product?

(d) Write a balanced equation for the reaction between UF6 and H2O. Assume that the empirical formula of the gas is the true formula.

2001 B

Answer the following questions about acetylsalicylic acid, the active ingredient in aspirin.

(a) The amount of acetylsalicylic acid in a single aspirin tablet is 325 mg, yet the tablet has a mass of 2.00 g. Calculate the mass percent of acetylsalicylic acid in the tablet.

(b) The elements contained in acetylsalicylic acid are hydrogen, carbon, and oxygen. The combustion of 3.000 g of the pure compound yields 1.200 g of water and 3.72 L of dry carbon dioxide, measured at 750. mm Hg and 25°C. Calculate the mass, in g, of each element in the 3.000 g sample.

(c) A student dissolved 1.625 g of pure acetylsalicylic acid in distilled water and titrated the resulting solution to the equivalence point using 88.43 mL of 0.102 M NaOH(aq). Assuming that acetylsalicylic acid has only one ionizable hydrogen, calculate the molar mass of the acid.

**Sophomores (or those who are rusty with their chemistry) – I highly recommend that you watch Kahn academy videos on youtube for extra help, especially for the subjects that you struggle with in the Flinn Prep course. In addition, the first year Glencoe text is a great resource if you need some backup to the AP text. The AP text is a college textbook after all! You want to be familiar with the entire Glencoe book up to gas laws (Chapter 10).

You can borrow a Glencoe book for the summer or you can access the Glencoe text online. The passcode is F3BC7F5FC1. It has a tendency not to work in the chrome browser but should work fine in either firefox or internet explorer.

AP Chemistry Expectations and Requirements Contract

Printable Version of AP Chemistry Assignment Available Here

 

AP Physics 2

Summer assignment for AP Physics 2 (2018-2019)

Teacher: Svetlin Tassev

The summer assignment for AP Physics 2 is on: https://runningonphysics.org/edu

Note the S in httpS, and /edu at the end. Without them, the website will sometimes fail to load.

The website requires that students provide a valid name and email address when they sign up. Note that if you are trying to sign up for the course with your BHS email, the confirmation email from this website may be blocked by BHS. So, you may need to use an alternative email address. The enrollment key for the course is:  ap2_2018_8102_2pa 

The assignment will open on July 15 and is due August 31. Any account created before July 15 will most probably be destroyed, so wait until that date before signing up.

The problems on the summer assignment are taken from homework given to Honors Physics. The homework features only “plug-and-chug” (as opposed to conceptual) problems, which are meant mostly to make you practice/review basic algebra and physics before the start of the school year.

The homework can be re-attempted without penalties as many times as you wish before the deadline. However, new attempts on a problem may contain modified numerical values for the quantities involved.

Start by reviewing the relevant material. After that, if you cannot properly set up a problem on your own after trying for 10 minutes, feel free to collaborate on that particular problem or to contact me for help.

You should hand in written versions of your solutions to the problems on the first day of school. You will receive no credit without the written solutions. Your written work should show all steps you took in solving the problems. You should show your algebra with symbols only. Plug in numbers in the end.

This homework will count as one quiz grade during term 1.

Don't hesitate to contact me if you have any questions. My email is: svetlin.tassev@braintreeschools.org

Printable Version of AP Physics 2 Assignment Available Here

 

2018 Summer Social Studies Materials - Select Course Below

Grade 9, Advanced Honors

Incoming Grade 9 Advanced Honors

History of the Western World & U.S. Government

 Summer 2018 Assignment

Due Date: Wednesday, 9/5/2018 (1st day of school)

Objectives:

  1. Strengthen reading comprehension skills
  2. Actively think about the purpose of a document in context of the author and times
  3. Prepare to use a historical document as evidence to support an argument or position

Directions:

  • Using the directions below as a guide; read and annotate each document excerpt. 
  • Be prepared to hand in the annotated documents AND take a comprehension quiz on the first day of school.

How to Annotate (Make Notes) on a Document:

  1. Circle text/clues that help you determine the type of document (e.g. a speech or personal letter), the author and his/her role in society (e.g. Henry VIII, a king), and the year the document was written.
  2. Circle any words or phrases that do not make sense to you.
  3. Look up and write down the definitions, being careful to choose a definition from the dictionary that best fits the context (circumstances/situation).
  4. Write questions down when you are confused about what is being discussed in the document.
  5. Highlight or underline what you believe to be the most important passages and briefly translate them into your own words.
  6. Summarize the overall intended purpose of the document in a few sentences.

Annotations Page of 9A Packet


Document Analysis Worksheet Sample Format

What type of document is this?

The document entitled The Rights of Women is an excerpt from a book.

What year was the document published?

The publication date given on the document is 1929. This most likely is a republication of the original work because according to the introduction, the author of the excerpt lived from 1759-1797

Who is the author of the document?

The author is a woman by the name of Mary Wollstonecraft, one of the first advocates of women’s rights.

Create five unanswered/additional questions regarding the document (could be content related or about the document itself) to encourage further reflection.

  1. Where did Mary Wollstonecraft live? What country is she most likely living in?
  2. Who is Dr. Johnson that she refers to in the third paragraph? Was he a well known doctor?
  3. How was the publication of these ideas received by the general public at the time? Was Wollstonecraft supported or in her thoughts on the subject?
  4. Some of the language Wollstonecraft uses seems complex and intellectual. Was Wollstonecraft formally educated? If so, where?
  5. Were there any immediate improvements gained regarding women’s rights after the publication of Wollstonecraft’s book?

Summary of the overall intended purpose of the document in a few sentences:

The excerpt is focusing on the improvement in the treatment and perception of women at the time. Wollstonecraft is encouraging not just re-thinking the way in which women are treated but specifically in granting women the right to vote. The purpose of the On the Rights of Women is to make people aware of the ways in which women are treated and perceived is unequal to that of men. Wollstonecraft is attempting to encourage people to question these perceptions in hopes to gain support for gender equality, including granting women the right to vote. In Wollstonecraft’s opinion, society would be better off if this was the case.


 

Document 1 (9A Summer Packet)

Documents 2 & 3 (9A Summer Packet)

 

Documents 3 & 4 (9A Summer Packet)

AP US History

Introduction to the APUSH Summer Assignment

This is a three part summer assignment

Part I: Read and annotate the Princeton Review Packet and answer Reading Organization Questions

Part II: Watch the film, Africans in America:  The Terrible Transformation, take notes, and post to the Moodle discussion forum

Part III:  Take the Diagnostic AP Exam on the Moodle website.

General Instructions:

  1. All offline and online components of the summer assignment are due on the first day of school.
  2. You MUST type answers to the Princeton Review Reading Organization Questions.
  3. Copies of the summer assignment and the links for the online components are on the Moodle page.  Instructions for accessing the Moodle are on the reverse of this sheet.
  4. I recommend taking the AP Diagnostic AFTER you’ve completed the Reading Organization Packet

Assignment Values:

Part I: Princeton Review Packet and Reading Organization Questions – will be factored into your grade as WRITTEN WORK and written work represents 20% of your total term grade.  Because I anticipate we will have 3 written work grades for term 1, this one assignment will be worth 6.67% of your total term grade.

Part 2: Watching the film, Africans in America, taking notes, and posting to the Moodle Discussion forum – taking notes and posting will be worth four homework grades.   Homework grades represent 15% of the total term grade and we will have approximately 30 homework assignments term 1. Thus, this one assignment will be worth as much as 2% of your total term grade.

Part 3:  Diagnostic AP Exam on Moodle:- Your grade for this assessment WILL be factored in as a HOMEWORK GRADE.  Homework grades represent 15% of the total term grade and we will have approximately 30 homework assignments term 1.  Thus, this one assessment will be less than 1% of your overall term grade. However, it is in your best interest to take this seriously and try your very best.

Before you leave school this year, you need to enroll in the Advanced Placement United States History class on the Moodle. 

  1. Go to http://braintreesocialstudies.org/moodle/
     
  2. Log into Moodle using any previously created user name and password.  If you have never logged into Moodle than use the following:

    Log in: your Student ID #

    Password: your UPPERCASE student password with  *1a added to it (that’s asterisk, number 1, lowercase a)
     
  3. Scroll down until you find the “Advanced Placement United States History” under the “history” section.
     
  4. Click on it and when it asks you “Would you like to enroll in class now?” click yes.
     
  5. If you have problems logging in….email me at michael.pelletier@braintreeschools.org and we will try to work through them.

APUSH Academic Integrity Policy and ContractThis document is a contract between the student, parent, and teacher.  By signing each portion you acknowledge your understanding of the school’s policy on plagiarism, APUSH’s definition of collaboration, and the school’s consequences for plagiarism.  Each student will be giving TWO copies of this contract.  One will be signed by student and parent prior to getting the summer work.  The second will be kept by the student for his or her records.

Braintree High School’s Definition of Plagiarism:

Braintree High School PRIDES itself on students putting forth their own best efforts and their best work on a daily basis. With that in mind, we maintain this academic Integrity Policy to ensure that students are meeting these high standards:

Definitions of Plagiarism

 Plagiarism includes the following:

  • Copying verbatim words, expressions, or ideas directly from another source without giving proper credit
  •  Paraphrasing written ideas from a source and rewriting in one’s own words without attributing to the author
  • Adapting an idea from another source* without giving proper credit
  • Downloading material from a website or any other source without citing that source in full
  • Copying includes copying passages, sentences, or parts of sentence
  • Purchasing academic material from a website or any other source and submitting it as one’s own work
  • Not following the prescribed method of citation as set forth by the teacher for the assignment  

By signing you acknowledge your understanding of BHS’s definition of plagiarism:

Student Signature:_____________________________________________Date:____________

Parent Signature:______________________________________________Date:___________

 

Definitions of Student Collaboration in APUSH

Students in APUSH are welcomed and encouraged to work together on any and all aspects of the coursework.  Through collaboration and the sharing of ideas student learning is enhanced and more meaningful insights are made.  However, when students work together on an assignment where they are asked to submit work individually there is a CLEAR EXPECTATION THAT THE FINAL PRODUCT PRODUCED IS THE CREATION OF THEIR OWN INDIVIDUAL EFFORTS.  More simply put, students CAN COLLABORATE ON ANYTHING, but when it comes time complete the assignment the INDIVIDUAL MUST BE THE SOLE CREATOR.  Additionally, many assignments in APUSH allow for many possible “correct” answers.  Therefore, responses that are similar in structure or content are not always likely outcomes.

By signing you acknowledge you understand the difference between collaboration and plagiarism:

Student Signature:_____________________________________________Date:____________

Parent Signature:______________________________________________Date:___________

 

What happens when your work is questioned for plagiarism?

Braintree High School’s Disciplinary Procedure is clear:

Disciplinary Procedure

  •  When a teacher suspects that a violation of the Academic Integrity policy has occurred, he/she will meet with the student’s Housemaster to review the incident.
  • The student will meet with the Housemaster and the teacher to review the issue. If necessary, the appropriate consequences will be implemented.
  • Parents will be notified by the teacher, and any appeals will be directed to the appropriate Housemaster.

Tier 1: Red

A red violation results in an in-school suspension and a zero on the assignment. Examples include, but are not limited to, the following:

  • Any act that involves a willful or deceitful use of material that is not of the student’s own creation
  • Using online translator in a foreign language class
  • Copying or plagiarizing at least 20% of a test, paper, or assessment
  • Using unauthorized notes or electronic devices in testing environment
  • Obtaining an examination ahead of authorized issue
  • Copying, allowing copying, or collaborating where prohibited in any testing/assessment environment
  • Copying homework

Tier 2: Yellow

A yellow violation results in up to three detentions. The student’s work will earn a grade between 50% and 100% of the projected earned grade, at the teacher’s discretion. An accumulation of three yellow violations results in red consequences for the third and any future violations. Examples include, but are not limited to, the following:

  • Any act, intentional or not, that serves to create an unfair advantage for the offender while disadvantaging the other member of the class
  • Sharing individually-graded personal work with another student
  •  Unauthorized use of CliffsNotes, SparkNotes, or similar study resources or use of these resources when expressly prohibited
  • Improperly or inadequately citing up to 20% of a paper, even if an effort to cite is evident
  • Looking at another student’s work during a test

By signing you agree to accept the consequences if your work is found to be plagiarized:

Student Signature:_____________________________________________Date:____________

Parent Signature:______________________________________________Date:___________

 

Princeton Review - Reading Organization Questions

Instructions:

Use your reading of the Princeton Review to answer the questions as completely as possible.  Keep this in mind, some of these questions are huge and you could write many specific details.  While you are asked for specific details at times, I am most interested that your answer is conceptually accurate.  In other words, it isn’t necessary for you to “copy” the whole Princeton Review when answering—but it is necessary for you to prove in your answer that you’ve conceptually answered it accurately and provided appropriate, supportive evidence to justify your answers.   Also, keep in mind some of your responses will require longer and more detailed answers than others.

Please type your answers.  I know this may be inconvenient, but it will be important to prevent future plagiarism of this assignment.  If this requirement is problematic, please let me know ASAP.

Note:  The questions are organized by unit.  These units are the way the course will be organized throughout the year.  They do not necessarily correspond with specific sections in the Princeton Review or the class textbook, the American Pageant.

 

    Unit 1:  The “New World” -> Causes of the American Revolution (15,000 BCE -> AD 1776)

    Helpful Princeton Review Pages: 150-182

  1. Describe some characteristics of North American Indian societies prior to European contact.

  2. How did the Spanish, English, and French colonists each affect change for North American Indians?

  3. Between the founding of the first successful British colony (Jamestown, VA) in 1607 and the beginning of the French and Indian War in 1754, the British colonists created political, religious, economic and social patterns/ways of life.  Gather specific evidence that supports the idea that the British colonists in North America were developing their own ways of life.
    a.      Political Developments
    b.      Religious Developments
    c.      Economic Developments
    d.      Social Developments

  4. Why did the French and Indian War happen?  What were the significant outcomes of the war for the French, the Americans (British Colonists), the British government, and North American Indians?

  5. In the wake of the French and Indian War, how did the British Government seek to redefine its relationship with the colonies?  Why?  What specific actions did the British government take that reflected this “new” relationship?

  6. What specific actions did disgruntled colonists take to resist British control?

    Unit 2:  The American Revolution ->The Ratification of the Constitution (1775-1789)

    Helpful Princeton Review Pages: 182-189

  7. How did the colonists go from “disgruntled” (unhappy, displeased) to officially in rebellion? What important factors contributed to that evolution?

  8. How did main features of the Articles of Confederation reflect the Revolutionary Period that it was created during?

  9. How was the Constitution a more conservative reaction to the limitations of the Articles of Confederation?

    Unit 3:  The Young Republic -> The “Era of Good Feelings (1789-1823)

    Helpful Princeton Review Pages: 189-206

  10. Undoubtedly the Constitution of the United States gave the central “Federal” government more power, but not without strong disagreement about the limits to that power.  Describe the major arguments and issues on which “Federalists” (like Hamilton, Washington, and Adams) and Democratic-Republicans (like Jefferson) disagreed.  Use evidence from the Washington, Adams and Jefferson administrations.

  11. The new Federal government was also tested with domestic and international conflicts.  Describe how the; French Revolution, Whiskey Rebellion, Battle of Fallen timbers, Washington’s Farewell Address, the XYZ Affair, and the Monroe Doctrine each helped define American diplomatic and foreign policy initiatives.

  12. How did the constant rivalry between England and France affect the United States in the years prior to the War of 1812? What did America do to try to avoid conflict?  Why did the United States eventually fight this war against England? What were the significant outcomes of the conflict?

  13. Why was the era after the War of 1812 labeled the “Era of Good Feelings?”  Why is an appropriate label?  Why isn’t it an appropriate label?

    Unit 4:  “Jacksonian” Democracy (1824-1840)

    Helpful Princeton Review Pages : 206-211

  14. Between 1824-1840 there were a variety of domestic events that showed the American “public” either demanded more democratic control over their government and actually had more democratic control.  Pick two significant events that proved this and describe how they support the notion of a more democratic America

  15. During the Presidency of Andrew Jackson, he was accused of increasing the power of the President.  Pick TWO significant developments that support this idea and explain how they support it.

    Unit 5:  Culture and Economy in Young America (1790-1860)

    Helpful Princeton Review Pages: 211-224

  16. What was the “National Market Economy” and what MAJOR factors contributed to its development? Your answer should include; technological developments, historical factors, infrastructure (physical and communication networks) developments, and westward expansion.

  17. Describe the regional differences that the development of the National Market Economy created for the North, South, and West.  Your answer should include the major economic functions of each “hub” and how the people living in each hub/region were affected.

  18. In young America there was a spirit of optimism and sense that Americans could make “more perfect” individuals and a “more perfect” country.  Describe how/why a series of reform movements grew out of the “Second Great Awakening.”

  19. Excluding the Abolition Movement, describe TWO other prominent reform movement of the period.

  20. How did the Abolitionist Movement evolve during the period?

    Unit 6:  The Deep Rooted Causes of the Civil War (1840-1661)

    Helpful Princeton Review Pages: 230-237

  21. How did American expansion into the Southwest cause the question of which states would have slavery and which would not to come into sharper focus? Your answer must use the Mexican War

  22. How did the debate about slavery affect the Whig Party?

  23. There were FOUR MAJOR political compromises (or lack of compromise) with the issue of slavery’s expansion.  One was in 1820, the Missouri Compromise the next was in 1850, the Compromise of 1850, then there was the Kansas-Nebraska Act of 1854, and finally the Dred Scott Supreme Court decision of 1857.  Briefly describe each and explain the outcome of each of these compromises

  24. How did the debate about slavery eventually affect the Democratic Party?

  25. Why did the South secede?

    Unit 7:  The Civil War and Reconstruction (1861-1877)

    Helpful Princeton Review Pages: 237-247

  26. Describe how slavery was officially abolished in the United States.  Your answer must include the Emancipation Proclamation and the 13th Amendment.

  27. Describe the MAJOR differences between the Presidents’ vision (Lincoln and Johnson) and Congresses vision of Reconstruction.  Furthermore, describe how congressional Republicans themselves were divided on Reconstruction.

  28. Describe the MAJOR successes and failures of the Reconstruction period.  In post-Reconstruction America, what was the fate of black Americans (JUMP TO PAGES 259-260 FOR HELP HERE!!!)?

    Unit 8:  The Gilded Age, Industry, and Urbanization: (1865-1898)

    Helpful Princeton Pages: 254-

  29. What MAJOR factors contributed to the “Second Industrial Revolution” (Industrialization)? Though not mentioned specifically, briefly describe what you think the difference between this new industrial era and the last one (National Market Economy) was?  What new financial “organizations”/forms of consolidation were created during this era?

  30. How did the government respond to this era of industrialization?  Was it effective?

  31. How did this era of industrialization affect people? Describe ONE group affected negatively by industrialization.

  32. How did people themselves respond to this era of industrialization? Describe ONE response from ONE group.

    Unit 9:  The West and American Indians  (1865-1898) AND American Imperialism (1898-1918)

    Helpful Princeton Review Pages: 260-267

  33. How did Western expansion via railroads effect each of the following:
    a.      North American Indians (use the Dawes Act in your answer)
    b.      American Identity
    c.      Ranching and mining

  34. How and why did the Federal government intervene to regulate railroads?

  35. Who were the “Populists?”  How did they develop into a political party?  What big financial idea did they champion?  Why?  Was William Jennings Bryan a Populist?  Explain.

  36. How did each of the following play a role in America becoming an imperialist nation:
    a.      Tariff policy
    b.      Industrialism
    c.      Belief about sea/navy power
    d.      “Whiteman’s burden” (look up the term if you don’t know what it is)

  37. What were the main arguments for those who were for and against American becoming an imperialist nation?

    Unit 10:  Progressivism -> WWI (1870s-1918)

    Helpful Princeton Review Pages: 274-

  38. Who were the “Progressives” and in the BIGGEST, MOST GENERAL WAY, what did they want?

  39. Who were the “Progressives,” and now, in very specific ways, make a BULLET POINT list of at least FIVE specific progressive groups.  Briefly note the purpose of each group.

  40. Describe the differences between the three “progressive” Presidents: Teddy Roosevelt, William Howard Taft, and Woodrow Wilson.

  41. Why is it somewhat ironic that Woodrow Wilson led the US into World War 1?

  42. How did the Federal government take greater control over both the economy and individual Americans during World War I? Why?

  43. Explain how the Treaty of Versailles, with its “League of Nations” became a subject of division between Wilson and the Democrats and the Republicans led by Henry Cabot Lodge.

    Unit 11:  The 1920s, The Great Depression, and The “New Deal” (1918-1941)

    Helpful Princeton Review Pages: 281-290

  44. How did World War I affect the perception of Progressivism?  What were the financial policies of the Republican Presidents of the 1920s?

  45. The 1920s was an era of paradox.  There were two cultural movements operating simultaneously- one was “modernism;” the other was “fundamentalism.”   List and describe THREE developments that were considered “modern” and three developments that could be considered “fundamentalist” and even backlash against modernism.

  46. What were the BIG, MAIN reasons for the Great Depression (this is more than just the stock market crash!)?

  47. How was Hoover’s approach to the Great Depression different from Franklin Roosevelt’s?

  48. New Deal legislation is often organized by historians into two big categories.  There were laws that sought to provide immediate “RELIEF” and laws that sought to make more permanent “REFORM.”  Describe three laws that provided relief and three laws that make more permanent reforms.

  49. Historically (and at the time) what are the arguments for and against FDR’s New Deal?

    Unit 12:  World War II, The Cold War, and Civil Rights Movements (1941-1974)

    Helpful Princeton Review Pages: 290-320

  50. Describe popular American foreign policy beliefs during the 1920s and early 1930s.  Provide TWO specific examples that support American foreign policy beliefs.

  51. How did FDR prepare America for war (even if the public didn’t want to go)?  Provide two specific examples.

  52. How did World War II affect:
    a.      Women
    b.      Japanese immigrants and Japanese Americans
    c.      Black Americans

  53. How was America’s post World War II involvement in shaping foreign events DIFFERENT from America’s post World War I involvement?

  54. President Truman is often credited for beginning the Cold War.  Pick TWO specific events that shaped American Cold War policy.  Describe what each did.

  55. What were the two BIG moments when the Cold War turned hot?  BRIEFLY describe the outcome of each of these shooting war conflicts.

  56. Summarize the Cold War contributions of each of the following Presidents
    a.      Dwight Eisenhower
    b.      John Fitzgerald Kennedy
    c.      Lyndon Baines Johnson
    d.      Richard Nixon
             i.     “détente”

  57. Seeking to fulfill Reconstruction-era promises, African-American civil rights activists and political leaders achieved some legal and political success in ending segregation.  Describe the contributions of each of the following to the Civil Rights Movement:
    a.      Black Americans themselves
             i.     Specific leaders
             ii.     Grassroots groups formed
             iii.     Collective actions taken
    b.      The Supreme Court
             i.     Earl Warren
    c.      President Johnson
             i.     The Great Society
    d.      Congress

  58. How was the “Black Power” movement different from the Civil Rights Movement that preceded it?

  59. The late 60s and 1970s was a period of social unrest and tumult.  During this time, partially inspired by the Black Civil Rights Movement; many groups sought greater equality.  Briefly describe the nature/goals of each of the following civil rights groups:
    a.      Students/the New Left
    b.      Feminists
    c.      LGBT activists
    d.      Environmentalists

  60. Why was the year 1968 symbolic of America at the end of the 1960s?

    Unit 13: The Birth of Modern Conservatism, American Foreign Policy in the Post-Cold War World, and Recent Domestic Developments (1968-yesterday)

    Helpful Princeton Review Pages: 320-end

  61. What were the roots of the modern conservative movement (“counter-counter culture)? Describe two specific conservative backlashes against the liberalism that preceded this renewed conservatism.

  62. Though the election of Richard Nixon symbolized (in some ways) the rise of this conservatism (though he was more progressive than one might think), the Watergate scandal caused all Americans to lose faith in their elected officials.  Why?

  63. Briefly describe ONE Jimmy Carter foreign policy success and ONE failure.

  64. Ronald Reagan was the true symbol of conservativism in American—not just its rise, but it’s pervasiveness.  Describe Reagan’s main conservative economic policy AND main foreign policy (at the beginning of his Presidency).

  65. In the years since 1980, how has America changed demographically?  Your answer should discuss immigrant groups and issues facing urban America.

  66. What do you anticipate will be challenging about this class? What’s the biggest strength that you bring to this class?

  67. What’s the funniest thing that happened to you this summer?  Answer in 5 words.

 

Specific Instructions for Africans in America: The Terrible Transformation

And the Diagnostic AP Exam

Africans in America:  The Terrible Transformation:

Instructions:

  1. Find the link to the film under the “Summer Work” heading on the Moodle page.
     
  2. As you watch the film, take ANY notes you want and way you want.  Your notes will be collected on the first day of school and they will be useful in making forum posts.
     
  3. After watching the film and taking notes, click the “discussion forum”

Instructions for posting to a forum:

  1. Pick three topics/questions to respond to
     
  2. Build a conversation and say something original

    a. No one wants to read “yeah, what they said” 80 times

    b. Don't feel the need to address all of the questions asked. If you are one of the first to respond don’t go crazy. Just respond to one aspect of the question or express one or two ideas. If you post later, take on a different question or aspect of the question. In this way the “group” answers the question together, rather than 80 people writing the same really long answer. Just have a conversation. Feel free to comment more than once on one topic.
     
  3. Each post must include at least one reference of SPECIFIC FACTUAL EVIDENCE in support of your opinion/comment/observation/insight.

Possible specific factual evidence:

Indentured Servitude

Freedom Dues

Headright System

Powhatan Confederacy

Anthony Johnson

Royal African Company

Equiano

The Gold Coast

"Factories"

The Triangle Trade

The Middle Passage

Barbados Slave Code

The Plantation System

South Carolina

Rice Cultivation

Anglican Church

"Jemmy"

Stono Rebellion

The Negro Act

New York Rebellion

Diagnostic AP Exam:

This Diagnostic Exam is actually a previous multiple choice section of the AP Exam that was actually given to students years ago.  This will serve as a measure of what you know on “day one.”  Try your best, but know that your score will not be recorded-just your completion.  Also, though this was a real AP Exam, the multiple choice portions of the exam you’ll take in May will have some key differences.  However, for now, this will be a good barometer of what you know and don’t know.

Oh, yeah, the exam will be timed too!

I recommend you do this last, but it’s not required.

AP European History

2018 Summer Assignment for AP Euro StudentsFirst, please sign up for ‘Remind.’ Text   @2gecde to 81010 to join the AP Euro 2018-19 Remind class.

Second, please join the AP EURO 2018-19 class on Google Classroom using the code:   ix0aq1u.

Third, submit the essay assignment to turnitin.com

Class ID:  18220996

Key:  APEURO1819

Also, please feel free to email me any questions you may have: richard.flanagan@braintreeshcools.org

Students taking Advanced Placement European History must obtain the following book: A World Lit Only By Fire: The Medieval Mind and the Renaissance (1992) by William Manchester. [ISBN 0316545562]

  • This book was a best seller. I hope that you find it an interesting read as well as an informative one.
  • Answer ALL questions.

PART 1: Essay (25%)

Using only pages 3-28, write an essay that starts with the following thesis: “The Medieval Mind was ______, ______, and ______.” The intro paragraph needs only the thesis.
Support each adjective you choose with specific examples from the book.
Cite page numbers. (essay should be at least 1 page in length)

PART 2: Essay (25%)

Using only pages 31-68, write an essay that starts with the following thesis: “Life during the Medieval period was ______, ______, and ______.” The intro paragraph needs only the thesis.
Support each adjective you choose with specific examples from the book.
Cite page numbers. (essay should be at least 1 page in length)

PART 3: Quotes (50%)

For Sections Two, “The Shattering,” and Three, “One Man Alone,” explain the following quotations from the book in your own words and then summarize the evidence that Manchester supplies to support his generalizations. That evidence may precede or follow the quotation. The page numbers correspond to the paperback edition.

For each, type the quote and respond with (at least) half-page explanations.
Be sure to cite page numbers when you quote or paraphrase the book.

p. 112 “Humanism...led to the greatest threat the Church had ever faced.”

p. 143 “He [Luther] had broken the dam of medieval discipline.”

p. 176 “Thus Protestantism was divided at its birth.”

p. 206 “In the popular imagination, Henry VIII and Martin Luther have been yoked as leaders of the reformation...in fact they do not belong together.”

p. 228 “Its clarifying event was the shattering of the medieval world…”

p. 288 “In the long lists of history it is difficult to find another figure whose heroism matches Magellan’s.” Why does Manchester say so and do you agree?

AP European History Summer Assignment Cover Page

*All parts of the summer assignment must be typed.*

Clearly label each part of the assignment.

Each part should start on a new page.

Typing Requirements:

  • Double Spaced
  • Times New Roman
  • 12 Point Font
  • Black ink
  • 1 inch margins (default is usually 1.25” Change it)
  • Cover page (Simple. See example to the right)

     

Your term grades for the course are calculated as follows:

  • HW = 15%
  • Tests = 28%
  • Writing (DBQs, LEQs, etc.) = 42%
  • Participation = 15%

This assignment will count as the first grade in the first term’s Writing category and is the equivalent to three LEQs (150 POINTS).

The writing assignment is due the first day of class. 

Any late papers will be penalized at a rate of 10% per day.

*In addition to all of the above, please complete the Chapter 13 homework packet that corresponds to the text book.*

This Chapter 13 packet is considered your first homework assignment and will NOT be accepted late.

Printable Version of AP European History Assignment Available Here

 

AP Human Geography

AP Human Geography Summer Assignments

The following are the summer assignments for AP Human Geography. There are two reading assignments you will be responsible for over the summer.

Fast Food Nation: The Dark Side of the All-American Meal is a great book! The book revolves around America’s fast food culture and its impact on our lives. Who would have thought that McDonald’s could impact your education? The connection to our lives is greater than you probably realize. You are also going write a paper analyzing the book and its relationship to Human Geography.

You will also be responsible for reading textbook pages, answering questions, and defining vocabulary. It is recommended that you take notes on the first chapter of the text as you will be responsible for this information on your first quiz and test. If you have questions over the summer you can contact me via email (mallory.haupert@braintreeschools.org), which I will be checking periodically.

Before starting the summer assignment you MUST sign on to Google Classroom.

Step 1: Go to Google Classroom.

Step 2: Enroll in the AP Human Geography page using class code: a5eltdu

Step 3: Materials and textbook reading for the summer assignment will be posted there.

All summer assignments are due the first day of school.  If class is missed due to an assembly, papers must be passed in to me by 2:05.  No late papers will be accepted.  

Your summer assignments:

AP Human Geography Summer Assignment Paper

Your summer assignments:

  1. Summer reading assignment:  Eric Schlosser’s Fast Food Nation: The Dark Side of the All-American Meal, HarperCollins, 2002.
  2. Paper on Fast Food Nation.  The rubric for the paper is the last page of this packet. Submit the assignment on Google Classroom.  
  3. De Blij, H. J., and Alexander B. Murphy. Human Geography: Culture, Society, and Space. 10th ed. New York: John Wiley, 2012.  Read pp. 1-35 and define all “Key Terms” at the end of the chapter.  Definitions must be typed.

Answer the following questions in a typed response and submit your responses on Google Classroom.  The answers to these questions need to reflect geographic inquiry.  They should include appropriate vocabulary from the reading pages and thoughtful analysis of the world around you.

a.   Use Google Earth to find a place where you have never been, but feel as though you know about.  After selecting your location, research the area by clicking through the cards in the upper right.  Read through the cards to broaden your understanding of the place.  Explore the area using “street view” and any other options available to you on the web page.  How does studying this place on Google Earth change your mental map and/or your understanding of the place?

b.   Continue using Google Earth to explore an area that is completely unknown to you.  Start by selecting the “voyager” tab (it looks like a ship’s wheel) on the left hand side of the page.  Choose one of the seven categories (editor’s picks, travel, nature, culture, sports, history, education, or layers) and find a place of interest that you know nothing about.  Provide a summary of what you learned by exploring this new place.

c.   Once you learn about different types of diffusion, you might be tempted to figure out what kinds of diffusion are taking place in the world around you.  Please remember that any good, idea, or disease can diffuse in more than one way.  Choose a good, idea, or disease as an example and describe how it diffused from its hearth across the globe, referring to at least three different types of diffusion.

d.   Think about something that is of personal interest to you (music, literature, politics, science, sports, ect.), and consider how whatever you have chosen could be studied from a geographic perspective.  Write a geographic question that could be the foundation of a geographic study of the topic you have chosen. Think about space and location, landscape, and place.   Describe how some of the geographic concepts you learned about in chapter 1 could help analyze and study the item you chose.

AP Human Geography Summer Assignment Paper

Your summer assignment is to read Eric Schlosser’s Fast Food Nation: The Dark Side of the All-American Meal, HarperCollins, 2002.  Your papers should be no more than 4 pages, Maximum.  The point of this assignment is to see how well you can synthesize the information from the book.  Geographic analysis should be the focus of your paper.  Use important and relevant vocabulary learned from Chapter One of the textbook.   You need to make EVERY word count, no fluff.  Use the following rubric as an organizational guide:

Guidelines and Rubric

I. Analysis

_____/20 points: Author's objectives. What did the author intend for the reader in writing this book?

Approximately ½ page in length.

_____/20 points: Universal lessons. Provide examples from the book of lessons that would apply to any place or time. These lessons should deal, if possible, with the distinctive features of human existence and the experiences the majority of us share, for example, “everything in moderation.” If you do not feel there is any lesson to be learned from the book, explain why.

Approximately 1 ½ pages in length.

II.  Themes of Geography

_____/50 points: Please identify and define the five themes of geography (location, movement, place, human and environment interaction, and region). Then support each theme with specific examples from Fast Food Nation. If you are unsure of the definitions of these concepts, you will find them in your textbook or in a Google search related to the "five themes of geography."

Approximately 2 pages in length.

III.  Overall Paper

_____/10 points: Use of passages to support answer. Proper citation is required.

Spelling and grammar are expected to reflex AP caliber work. Points can be deducted for failing to proofread papers, poor writing, and lack of geographical analysis.

Total: ______/100 points

Printable Version of AP Human Geography Assignment Available Here

AP Psychology

Advanced Placement Psychology

Summer Assignment-2018

Mr. Freeman

Scope: The study of psychology has been dominated by research. Only by in-depth study can man truly understand the nature of human behavior. The following are seven (7) landmark studies in the history of psychology:

  1. Albert Bandura’s observational learning studies on aggression
  2. Stanley Milgram’s ‘shock’ studies on obedience
  3. Solomon Asch’s ‘line’ studies on conformity
  4. Philip Zimbardo’s ‘Stanford prison study’
  5. Harry Harlow’ monkey studies
  6. Mary Ainsworth’s ‘strange situation’ paradigm
  7. Diane Baumrind studies on parenting styles

Assignment: Independently, you will extensively research any one (1) of these studies. After completing your research, you will then complete a project-based assignment in order to visually present your findings for that study. Examples could be, but are not limited to:

  1. Poster
  2. Collage
  3. Actual Imagery from the studies themselves
  4. Original construction

Notes:

  • All projects will be accompanied by a 1-2 page typed summary/commentary/opinions of the study, with a title page!  Ideally, your commentary will extend beyond the facts of the study and provide practical application, or what the results say about human behavior in the real world
  • You will not be required to do an oral/class presentation of your work
  • Partnerships are not allowed for this assignment; you are to work alone
  • This assignment will constitute 5-10% of your 1st quarter grade
  • You have some freedom in how you choose to express yourselves, but all forms of expression need to be appropriate. If you have any questions in this matter, please email me.

Printable Version of AP Psychology Assignment Available Here

2018 Summer Math Materials - Select Grade Below

Grades K-6 Summer Math

For Students Entering Grades 1-6:

The Braintree Public Schools are participating in Greg Tang’s Summer Break Math Challenge for those students who wish to continue practicing and developing their math skills throughout the summer.  While the challenge is completely optional, every student would benefit from working on the activities noted on the challenge board.

To access the challenge boards, click on the appropriate link below for your student:

To access the games and activities noted on the boards, go to: http://gregtangmath.com/summer

AP Calculus AB

Welcome to AP Calculus AB

Summer Review Packet

You are currently enrolled in AP Calculus AB for the 2018-2019 school year with Mrs. Wood.  Please download the packet below.  The purpose of this AP summer assignment is to review some pre-requisite math topics so we can jump right into learning new material when school starts in the fall.  Throughout the entirety of our study of Calculus, it will be assumed that you have a thorough understanding of the topics contained in this packet.

Expectations:

  • You are expected to have ALL of the problems included in this packet finished and ready to hand in on the first day of class.  Please attempt every problem.  I don’t mind wrong answers but I will not accept question marks.
  •  No late submissions will be accepted.
  •  This assignment will be counted towards the homework portion of your grade for term 1.  Assignments will be checked for work shown and effort put forth.
  • You are welcome to collaborate with other students, but copying is not permitted.
  • Questions about this packet will be answered during the first week of school and there will be a test over the material the second week of school. 
  •  After a brief review of the topics in this packet, you will be tested on this material.

If you have any difficulty with this packet during the summer, you might want to check out the following websites:

OR you can email me at katherineo.wood@braintreeschools.org (just know that you may not get an immediate repsonse).

Prerequisites for Calculus success:

  • A good (if not thorough) understanding of precalculus concepts
  • Excellent Algebra skills
  • Working knowledge of the graphing calculator (you will need access to one on a daily basis)
  • MOTIVATION, coupled with self-discipline and perseverance
  • The ability to “dig your heels in” when the going gets tough
  •  TIME availability
  •  COMMITMENT

I look forward to an exciting and challenging year of Calculus!

AP Calculus BC

Summer Assignment for AP Calcuus BCYou are currently enrolled in AP Calculus BC for the 2018-2019 school year with Mrs. Squires. Please download the packet below.

This course covers a full year of college calculus; much will be expected of you.  Because of the demands of the AP curriculum, there is not much time for repetition and drill. You may feel at points throughout the year that more time is needed on certain concepts; you will have to find time to . work on your own, or schedule meetings for extra help after school.

I expect, as students enrolled in AP Calculus, that you have already have the basics of algebra mastered. Solving equations, working with algebraic expressions, and factoring, for example, should all be a part of your mathematical repertoire. The problems selected in this summer packet are to help refresh and sharpen your algebra skills. Once school starts, we will only spend a few days reviewing the topics covered in this summer assignment, and they may appear on any assessment throughout the year.

Assignment:

The following packet consists of two parts ....

  • Part 1 covers basic topics with an example and/or explanation that will help you to complete the problems that follow (Note: The numbers skip from #45 to #74).
  • Part 2 covers more challenging and advanced problems with no examples or explanations. If you are struggling, I encourage you to look for help on line, including any of the following websites:
    • http://www.algebrahelp.com
    • http://purplemath.com/ modules/ index/ htm
    • http://mathtv.com

Expectations:

  • It is expected that this work will be completed and ready to hand in on the first day of school. No late submissions will be accepted.
  • This assignment will be counted towards the homework portion of your grade for term 1. Selected questions within the packet will be checked for work shown and accuracy. Assessments throughout the year will also assess your mastery of these algebraic skills.
  • You are welcome to collaborate with other students, but the work in this packet should be of your own effort.

Have a great summer and I'm looking forward to working with you next year!

Mrs. Squires

Honors Calculus

Welcome to Honors Calculus

You are currently enrolled in Honors Calculus for the 2018-2019 school year. Please download the packet below.

The purpose of this summer assignment is to review some prerequisite math topics.

In order to be successful in this course, it is imperative that you have a strong foundation in Algebra and PreCalculus.  Please understand that the topics covered in this packet will not be explicitly taught in Honors Calculus.

You are expected to have ALL of the problems included in this packet finished and ready to hand in on the first day of class as a homework assignment. **To get full credit you must show your work on all problems** Feel free to attach a separate sheet of paper if there isn’t enough room in the packet to show your work. Questions about this packet will be answered throughout the first couple days of school.

Topics:

  • Exponent Rules
  • Finding Equation of Lines in Point-Slope Form
  • Factoring/Solving Equations
  • Solving for the intersection points of two lines/a line and a curve, etc.

If you are struggling with any of the questions in this packet feel free to use online resources, like Khan Academy. You can also send me an email, and I will get back to you as soon as possible.

Please refrain from working with your peers on this packet. The goal is for me to better understand the starting knowledge of the class, so that I can better tailor the curriculum.

**Please Note: The problems labeled ** are considered challenge problems. Do your best and the problems must be attempted, but do not be nervous if you do not get the correct answer.

I look forward to having a fantastic Honors Calculus class next year!

Enjoy your summer!

Ms. Jacob

AP Statistics

AP Stats Summer assignment!

Braintree High School

Mr. Cooper: rcooper@braintreema.gov

The goal of this summer assignment is to get you in a statistical frame of mind and familiar with necessary vocabulary and fundamental skills entering this course.  Part of the assignment this summer is within the design of this summer task; it’s your job to research and develop your own thoughts and opinions about the following vocabulary and develop your own skills through collaboration with peers, watching videos, and/or and by no means limited to reading references from the vast resource: the INTERNET!  We have to start THINKING and QUESTIONING and DISCUSSING and INTERPRETTING!  Notice it’s a math class and I didn’t say solving… hmm.

Concern 1) “Mr. Cooper, doesn’t this mean that everyone in a math class could have different answers and skills coming back from summer?” 

Response 1) YES!  Welcome to statistics!  Without exactly THESE DIFFERENCES we wouldn’t have a course! 

Concern 2) Do you suggest we use multiple sources and not just the first answer we find? 

Response 2) YES, and if you’re ready for the rigor I hope to bring to AP Statistics you’ll put in the time necessary to MASTER the concepts being developed this summer!

Calculator!  We are going to make these machines do more this year than you ever knew was possible!  I know the most about the TI-83 and 84 models.  If you have or purchase a different model make sure you keep the manual, it will totally work, but we might have to do some discovery.  Here’s a list of approved machines: https://apstudent.collegeboard.org/apcourse/ap-calculus-ab/calculator-policy

Over the course of the summer you need to start building a solid foundation of statistics and expanding curiosity!  This upcoming year it is mandatory for you to be engaged in the classroom, with your peers, questioning, discussing, collaborating, synthesizing information; without an active mind in our active classroom our educational experience will fall short.  No pressure, but this starts now!

Google Classroom: If you’re ready and sticking with it, then the assignment can be found on my website.  Head to your google classroom account using your @braintreeschools.org account

Access code: u9xnmhi

You should gain access to Mr. Cooper’s class and we’re in group: AP Statistics 2018-2019. 

The documents can be found under folders tab within the group in the Summer Assignment file or just right in the stream!  If you do not have an account please contact me and we’ll make sure you have an updated password: raymond.cooper@braintreeschools.org

  • All parts of the assignment must be completed and handed in OR submitted by September 7th. You are able to submit paragraphs and vocab online and bring the analysis questions with you to school.
     
  • Your term grades will be made up of 90% assessments and 10% combined: work, homework, AP practice. 
  • This summer assignment will make up 20% of your work grade for 1st term but more importantly lay the foundation for the rest of the year. 
  • No portion of the assignment will be accepted late, and failure to complete will be an extreme set back moving forward with the curriculum.
  • Most of this will be reviewed, but this is essentially chapter 1 and will be assessed within the first 3 weeks of school.
  • It’s your job to research and develop your own thoughts and opinions about the following vocabulary and develop your own skills through collaboration with peers, watching videos, and/or and by no means limited to reading references from the vast resource: the INTERNET!

The assignment is made up of 4 parts for a total of 35 points

  • Vocab: You should use the references available in the reference folder to discover understanding and mastery of the words from this list.  I’ll collect the conceptual design project tied to the vocab assignment. 3points
  • Chart: The chart table is a tool to help you understand many of the data displays we’ll utilize to kick off the year.
  • Paragraphs: directions are in attachment. 3 points each
  • Analysis:  These culminating problems have their own directions included in the problems and really get into the ideas we all should have a good grasp of coming back to school in September! 4 points each.

This is most of the 1st chapter!  There will be an AP style assessment within the first 3 weeks from our first day together 1 and this material will be necessary for your success.

Vocabulary!  These are some of the important words that we’ll be making reference to all year long and it’s very important to see how these words are similar, different, and relate to each other.  Define and describe the following terms.  Once you have an understanding create some sort of concept mapping/chart/web/diagram to help highlight the relationships between many of these ideas!

  • Data
  • Population
  • Sample
  • Parameter
  • Statistics
  • Census
  • Random Variables
  • Quantitative
  • Qualitative or Categorical
  • Discrete
  • Continuous
  • Distribution
  • Frequency
  • Cumulative frequency
  • Relative frequency
  • Cumulative Relative Frequency
  •  Patterns
  • Shape
  • Central Tendency
  • Spread
  • Unique Features
  • Outlier
  • Lurking variables
  • Confounding variables

Displays

Sketch

Data Type

Pros

Cons

When/Why
would you use it

Pie Chart

 

 

 

 

 

Bar Graph

 

 

 

 

 

Segmented Bar Graph

 

 

 

 

 

Stem and Leaf Plot

 

 

 

 

 

Dot Plot

 

 

 

 

 

Box-and Whisker Plot

 

 

 

 

 

Histogram

 

 

 

 

 

Ogive

 

 

 

 

 

Scatterplot

 

 

 

 

 


Paragraphs!  These answers need to have evidence and support to justify correctness.  You don’t have to cite sources, for each answer, BUT you should for the summer as a whole if you are going beyond the sources I’ve provided. 

I’ve set these up on the google classroom site as an “assignment” but you have all summer to submit or type up responses. 

If this doesn’t work out you can share the responses to school in one document: Raymond.cooper@braintreeschools.org

Thank you!

  1. What is statistics and how is it used?  Be thoughtful in your reflection, use examples, and consider how statistics is relevant to YOU.
  2. How are displaying distributions with graphs and describing distributions with numbers connected?
  3. Why do you believe Statistics should be a class taken by high school students?  What do you hope to gain from taking a class in Statistics?
    Initial references:
    --https://ted.com/talks/alan_smith_why_we_re_so_bad_at_statistics?utm_source=tedcomshare&utm_medium=email&utm_campaign=tedspread
    --http://www.ted.com/talks/arthur_benjamin_s_formula_for_changing_math_education
  4. Describe in detail your understanding of standard deviation.  What is it?  Why does it exist?  Is there a difference between deviation and standard deviation?  How is it used?
  5. Discuss the importance of having reliable data.  Questions that might help: What kind of information can be counted on or believable?  Can all statistics be trusted?  What might influence data even when data can be trusted?
  6. In 1973, the University of California-Berkeley was sued for sex discrimination. The numbers looked pretty incriminating: the graduate schools had just accepted 44% of male applicants but only 35% of female applicants. When researchers looked at the evidence, though, they uncovered something surprising:
        http://vudlab.com/simpsons/
        What happened at UC Berkeley

Analysis!  For each of the following, provide a complete solution to the problem described (“Complete” solutions include explanations/work/labels/interpretations; not just answers).  If you are unable to “solve/finish” a problem, you should write down thoughts and ideas describing how far you can work with the data set. 6 problems A – F!  These can be submitted as a google doc or on your own paper written work.

A. In a study designed to determine the average death age reported for the population of a major US city, a statistician randomly selected 31 obituaries from the city’s largest newspaper.  The sample consisted of 14 males and 17 females – their age of death is listed in the table below:

Female

75

77

82

75

74

89

87

44

91

94

60

68

57

84

79

75

74

Male

55

60

62

71

74

79

84

90

98

61

70

58

70

93

 

 

 

  1. Summarize both data sets numerically.
  2. Construct both parallel box-and-whisker plots and back to back stem and leaf plots.
  3. Using your displays, describe the general shape and distribution of the data, the center, the spread.
  4. A statistician needs to interpret data in order to convey thoughts.  Write a paragraph comparing and contrasting the data sets and provide insight into the similarities or differences for age of death for men and women in this particular city.

B. In a rural town in Oklahoma during the 1970’s, the following data was collected concerning the age at which the eldest child in family obtained his/her driver’s license.  The sample consists of 31 people, 16 males and 15 females.

Male

16

16

17

16

18

17

17

16

16

27

16

17

16

17

16

16

Female

17

18

19

20

18

19

20

18

18

17

16

18

19

17

18

 

 

  1. Calculate the following statistics for the male and female data separately
    • Mean
    • Median
    • First quartile
    • 3rd Quartile
    • Range
  2. Create a back to back stem-and-leaf plot.
  3. Use the 1.5IQR outlier rule (might have to look it up) to justify if any data points are outliers.
  4. If there’s outliers, remove them, and recalculate the statistics for the data.
  5. Describe how the “outlier” affected each statistic.
  6. Compare the two data sets.

C. Suppose a set of data consists of 33 whole number observations.  Its five number summary is (min, Q1, median, Q3, max) = (16, 20, 22, 30, 46).  Think box and whisker plot

  1. What is the range of the data?
  2. How many observations are strictly less than 22?
  3. Is it possible that there is no observation equal to 22, explain?
  4. How many observations are strictly less than 20?
  5. Is it possible that there is no observation equal to 20, explain?
  6. Construct a modified box plot (investigate how it’s different, and show any calculations needed).

D. According to a press release and data on car thefts in 2012, the 2009 Toyota Camry (a 3 year old car in that year) was the most stolen car in 2002.  Further, according to the data the 2000 Camry, 2001 Camry, and 2008 Camry were also all among the top ten most stolen cars in the respective years.  The press release claims that the most compelling reason for these cars being stolen is for parts but does not discuss any other variables.

  1. The press release claims that these cars are stolen mostly for their parts.  Can you think of any OTHER reasons that such a car would be a prime target for thieves (think about statistics – provide at least two statistical/mathematical reasons in your answer)?
  2. Based on the article, someone claims that because there is a high correlation between the age of the car and its theft (i.e., as the car gets older, it becomes more likely that it becomes a target for theft), it’s obvious that car thieves prefer older cars.  Does the high correlation mean that the age of the car causes the car to become a target?  Do car thieves really prefer older cars or is there something else occurring – what are the possible confounding variables?

E. Reference the excel sheet which presents data about individual states that relate to education.  Study of a data set with many variables begins by examining each variable by itself:

  1. Make a graphical display of the population of the states.  Briefly describe the shape, center, and spread of the distribution of the population.  Explain why the shape of the distribution is not surprising.  Are there any states that you consider outliers?
  2. Make a stemplot of the distribution of the percent of high school seniors who take the SAT in the various states.  Briefly describe the overall shape of the distribution.  Find the midpoint of the data and make this value on the stemplot.  Explain why describing the center is not very for a distribution with this shape.
  3. Make a graph to display the distribution of average teachers’ salaries for the states.  Is there a clear overall pattern?  Are there any outliers or other notable deviations from the pattern?
  4. The “Percent no HS” column gives the percent of adult population in each state who did not graduate high school.  We want to compare the percent’s of people without a high school education in the northeastern and the southern states.  Take the northeastern stated to be those in the MA – mid Atlantic and NE – New England regions.  The southern states are those in the SA – south Atlantic and ESC – East South Central regions.  Leave out the District of Columbia.  
  • Make numerical summaries and graphs to compare the two distributions. 
  • Write a paragraph about the comparisons between these two regions.

F. Simpson’s paradox describes data that suggests one conclusion what aggregated, and a different conclusion when presented in subcategories.  Who’s the better baseball player?  Two young promising baseball players in 1997 were Derek Jeter and David Justice.  There batting averages (number of hits divided by number of attempts, or “at bats” AB) were:

 

1995 records

 

1996 records

Player

hits

AB

Avg

 

hits

AB

Avg

Derek Jeter

12

48

.250

 

183

582

.314

David Justice

104

411

.253

 

45

140

.321

  1. Which player had better batting results over the two years?  Why?
  2. Calculate the player’s averages for both years combined!

Player

Total Hits

Total AB

Total Avg

Jeter

 

 

 

Justice

 

 

 

Who has the higher average over the two years? 

Explain this result compared to the first part.

 

3. Now let’s look at 1997 as well!

 

1995 records

 

1996 records

 

1997 records

Player

hits

AB

Avg

 

hits

AB

Avg

 

hits

AB

Avg

Derek Jeter

12

48

.250

 

183

582

.314

 

190

654

.291

David Justice

104

411

.253

 

45

140

.321

 

163

495

.329

 

   Now calculate the averages for the combined three years:

Player

Total Hits

Total AB

Total Avg

Jeter

385

1284

 

Justice

312

1046

 

Which player achieved the best results over the three year period?

 

 

4. Why do you think this might be called a “Paradox?”

Here are a few resources that I’ve started collecting… do not limit yourself to these!

Data on education in the United States:

State

Region

Population (1000)

Percent taking 2007

SAT Math 2007

SAT Critical Reading 2007

SAT Writing 2007

Percent no HS diploma

Teacher's pay ($1000)

AL

ESC

4849

9

556

563

554

31.2

47.9

AK

PAC

736

48

517

519

491

13.4

65.46

AZ

MTN

6731

32

525

519

491

19.3

49.9

AR

WSC

2966

5

566

578

565

31.7

46.6

CA

PAC

38802

49

516

499

498

21.8

69.3

CO

MTN

5355

24

565

560

549

14.6

49.8

CT

NE

3596

84

512

510

511

18.8

69.3

DE

SA

935

72

496

497

486

21.3

59.7

DC

SA

659

78

462

478

471

24.9

53.5

FL

SA

19893

65

496

497

479

23.1

46.6

GA

SA

10097

69

495

494

483

27.2

52.9

HI

PAC

1419

61

506

484

473

17.1

54.3

ID

MTN

1634

19

539

541

519

17.3

49.7

IL

ENC

12880

8

611

594

588

21.8

59.1

IN

ENC

6596

62

507

497

479

22.4

50.1

IA

WNC

3107

4

613

608

586

17.9

50.9

KS

WNC

2904

8

590

583

569

16.7

47.4

KY

ESC

4413

10

565

567

553

33.4

50.2

LA

WSC

4649

7

567

569

563

28.4

51.3

ME

NE

1330

100

465

466

457

19.2

48.4

MD

SA

5976

70

502

500

496

19.6

64.2

MA

NE

6745

89

522

513

511

18

72.3

MI

ENC

9909

9

579

568

553

21.3

61.5

MN

WNC

5457

9

603

596

577

15.6

56.2

MS

ESC

2994

4

549

568

560

33.7

41.8

MO

WNC

6063

6

594

594

587

24.1

47.5

MT

MTN

1023

28

543

538

522

17.5

48.8

NE

WNC

1881

6

585

579

562

16.8

49

NV

MTN

2839

41

506

500

480

19.3

56

NH

NE

1326

83

521

521

512

15.8

55.6

NJ

MA

8938

82

510

495

494

21.3

68.8

NM

MTN

2085

12

546

555

540

22.9

45.4

NY

MA

19746

89

505

491

482

23.6

75.2

NC

SA

9943

71

509

495

482

28.7

45.7

ND

WNC

739

4

596

584

562

22.1

47.3

OH

ENC

11594

27

542

536

522

21.9

56.3

OK

WSC

3878

6

571

578

559

23.4

44.3

OR

PAC

3970

54

526

522

502

16.4

57.6

PA

MA

12787

75

499

493

482

23.2

63

RI

NE

1055

68

498

496

492

26.1

63.4

SC

SA

4832

62

496

488

475

29.7

48.3

SD

WNC

853

3

602

589

567

22

39.1

TN

ESC

6549

13

569

574

568

31.3

47.5

TX

WSC

26956

52

507

492

482

25.9

48.8

UT

MTN

2942

6

556

558

544

13.3

49.4

VT

NE

626

67

518

516

508

17.8

52.5

VA

SA

8326

73

511

511

498

23.5

48.7

WA

PAC

7061

53

531

526

510

14.9

52.2

WV

SA

1850

22

528

520

512

33.1

45.4

WI

ENC

5757

6

598

587

575

19.4

53.8

WY

MTN

584

8

571

565

544

15.6

56.7

If you are encountering any accessibility issues with summer math assignments, please contact Courtney Miller, Director of Mathematics, at courntey.miller@braintreeschools.org
2018 Summer Foreign Language Materials - Select Course Below

AP Spanish

Tarea de verano

Español 5AP

Vas a completar todas las tareas en Google Classroom.  

Class code: twriaxv

  1. Primera parte
    Quiero que mires televisión en español durante el verano.  Entonces, en una semana, necesitas mirar la televisión un total de 30 minutos y escribir un resumen (por lo menos un párrafo) en español de lo que miraron.  Puede ser una película (hispana, no pueden mirar una película estadounidense), un programa, deportes, dibujos animados, una telenovela, etc.  Necesitas hacer esto tres veces.  (es decir – tres semanas diferentes).  Netflix tiene muchos programas en español para ver.  NO QUIERO EXTRAS (ya han visto Extras mil veces).
     
  2. Segunda parte
    Vas a buscar en el Internet tres artículos (mínimo de 12 oraciones cada uno) de noticias en español (de cualquier país) sobre el tema de desafíos mundiales y hacer un resumen en español según el bosquejo.  Puede ser de cualquier de los subtemas (la economía, medio ambiente, el pensamiento filosófico y la religión, la población y la demografía, el bienestar social, la conciencia social).  Necesitas incluir el subtema en el resumen.  No puedes tener más de un artículo de la misma semana y tienes que tener la fecha.   Necesitas ‘post’ su artículo y resumen en el google classroom.
     
  3. Tercera parte
    Este verano, vas a preparar una presentación de Google Slides para mostrarle a la clase en septiembre.  Esta presentación va a representar tu autobiografía con los siguientes tópicos.  También, necesitas escribir una página (escrita a máquina) en forma de ensayo con la información de tu autobiografía.
    1. Mi niñez / juventud
    2. Mis escuelas
    3. Mis memorias favoritas hasta ahora
    4. Mis actividades

**Solo necesitan tener algunas fotos en tus slides con los ‘headings’.  No hay un número específico de slides que necesitas, pero yo recomiendo:

  • 1 slide de tu niñez
  • 1 slide de la escuela primaria/middle school
  • 1 o 2 slides de tus memorias favoritas
  • 1 o 2 slides de tus actividades ahora

Fechas importantes:

  • El 20 de julio: artículo 1 y primera tarea de la tele
  • El 3 de agosto: artículo 2 y segunda tarea de la tele
  • El 17 de agosto: artículo 3 y tercera tarea de la tele
  • El 31 de agosto: la presentación de Google Slides y ensayo de autobiografía

Nota de examen de 5AP

  1. Primer artículo_____ (4 puntos)
  2. segundo artículo_____ (4 puntos)
  3. tercer artículo_____ (4 puntos)
  4. primera tarea de la tele_____ (4 puntos)
  5. segunda tarea de la tele_____ (4 puntos)
  6. tercera tarea de la tele_____ (4 puntos)
  7. autobiografía escrita_____ (10 puntos)
  8. presentación _____ (20 puntos)

Total:_____ (54 puntos)

Presentación:

Categoría

1

2

3

4

Gramática

Muchos errores de estructuras simples.  Los errores se repiten mucho.  

Varios errores de la gramática.  Hay problemas con los tiempos verbales y las conjugaciones.

Tiene errores, pero no son muy repetidos ni de estructuras básicas.

Tiene muy pocos errores.  Buen control de los tiempos verbales.

Pronunciación+ fluency

Hay muchos errores de pronunciación.

Tiene pronunciación bastante buena.

Tiene pronunciación buena.

Tiene pronunciación excelente.

Contenido

Falta información.  No hay muchas fotos.

Tiene toda la información, pero es muy básica.  Hay algunas fotos.

Tiene información buena con algunas detalles. Hay varias fotos

Tiene información muy completa con muchos detalles. Hay muchas fotos.

Vocabulario

Muchas palabras en inglés (spanglish)

Palabras incorrectas

Dos palabras en inglés.  Varios errores de vocab.

Todo en español.  Muy pocos errores de vocab.

Todo en español.  Todas las palabras son correctas y apropiadas

Gramática: x2

Pronunciación:

Contenido:

Vocabulario:  = _________/20

Printable Version of Summer AP Spanish Assignment Available Here

 

AP French

Français V – AP

Mme Murphy

Travail d’été

2018

 

Voilà le travail d’été de 2018.  Il faut rendre tout le travail à Google Classroom.  Si vous n’avez pas accès à l’Internet cet été vous pouvez rendre tout le travail au début de l’année scolaire ou connactez-moi pour un devoir alterné.

Reportages et articles des thèmes: La famille et la communauté et l’esthétique (Formules postées à la fin de ce document).

  1. A l’écoute: Regarder deux reportages de tf1.fr, tv5.org, etc. (où en écouter un à RTL.fr – c’est la radio française) qui ont un lien avec les deux thèmes que nous avons étudiés cette année scolaire (l’esthétique et la famille et la communauté). Remplissez les formules postées à Google Classroom (ou attachées à la fin de ce document) au sujet de chaque reportage.
     
  2. A lire: Trouvez deux articles actuels (lemonde.fr, le nouvel observateur, http://news.google.fr/, etc.)  qui se relient avec les deux thèmes que nous avons étudiés cette année scolaire (l’esthétique et la famille et la communauté). Remplissez les formules postées à Google Classroom (ou attachées à la fin de ce document) au sujet de chaque article.

    Un film :
     
  3. A regarder: Regarder un film français (il doit être un film français/francophone, pas un film américain que vous avez regardé en français).  Ensuite, écrivez un petit devoir de trois bons paragraphes au sujet du fim: un petit résumé du film, votre opinion, et finalement une comparaison culturelle entre un aspect du film et la culture américaine.  Par exemple, si vous aviez regardé le film Monsieur Lazhar, vous auriez pu faire une comparaison culturelle entre le système scolaire québécois et américain (mais bien sûr, choisissez un nouveau film à regarder).

    Votre vie :
     
  4. Votre autobiographie : Préparez une présentation de votre vie jusqu’à ce moment-là dans un document de Slides.
  • Quels sont les moments les plus importants de votre vie jusqu’à maintenant ?  Vous pouvez aussi parler un peu à la fin de vos espoirs pour votre dernière année au lycée et ce que vous voulez faire après.
  • Présentation : Faire un document Slides/PowerPoint que vous présenterez la première semaine d’école.  Il faut avoir des photos !
  • N’ayez pas plus d’une ou deux phrases/propositions d’explication sur chaque page.  Je veux que vous expliquiez pas lisiez ce que vous avez mis sur la page.  Le moins d’écriture sur la page, le mieux !
  • Soyez prêt(e) à présenter le deuxième/troisième jour d’école.

Soyez sûr(e) de taper tous les accents !!!!!

Dates limites :

  •  Voilà les dates limites suggérées :
    • Parties I et II : le 20 juillet
    • Partie III : le 17 août
    • Partie IV : le 5 septembre
  • Il faut rendre tout le travail d’été le 5 septembre (le premier jour d’école) au plus tard.

Pour résumer :

le 20 juillet

le 17 août

le 5 septembre

2 reportages/2 articles

Critique du film

La présentation





* Dates limites suggérées: These are just suggested due dates.  All work just needs to be submitted by the first day of school.
 

La note :

  • Le travail d’été vaudra un examen et sera noté à la base des barèmes indiqués au-dessous.
  • Deux reportages et deux articles : Barèmes postés au-dessous. 40 points (10 chacun).
  • Film : Notée sur le barème de rédaction AP (sera posté à GC).  30 points.
  • Présentation : Notée sur le barème de Présentations AP (sera posté à GC).  30 points.

Faites Attention Au Plagiat :

  • Ne copiez pas le travail de vos camarades de classe. 
  • N’employez pas un traducteur.
  • Utilisez vos propres mots pour faire les résumés des reportages et des articles.
  • Evidemment les problèmes de plagiat seront traités selon les règles de BHS.

Merci beaucoup !  J’espère que vous vous amuserez cet été ! (et pas seulement travailler…)

Je serai heureuse de vous voir en septembre ! Vous êtes terminaux maintenant, c’est incroyable !!!

-Mme Murphy

Les articles et reportages

Travail d’été

Reportage 1 : Thème : Famille et communauté :

Trouve un reportage (d’au moins 2 minutes) au sujet de la famille et la communauté:

  • D’où vient l’article? (site-web)
  • Qui sont les personnages principaux de l’article?
  • Dans QUATRE à SIX phrases, résumez l’article dans vos propres mots. 
  • Quels sont 3-4 mots de vocabulaire qu’il vous faut pour comprendre l’article (nouveaux mots ou mots de votre liste de vocabulaire)?
  • Comment est-ce que le contient de cet article se rapporte à (connects to) la famille et la communauté?

Barème:

 

0

.5

1

2

Résumé x 2

  • Not informative
  • Copied from article
  • Simply repeating article
  • Does not summarize important points
  • Good overall
  • Own words
  • Excellent overall
  • Relevant and insightful summary
  • Own words

Grammaire et vocabulaire

  • Many errors
  • Lack of control
  • Words in English
  • Frequent errors
  • Decent control
  • Simplistic/beginner vocabulary
  • Few errors
  • Good control
  • Good use of some advanced vocabulary
  • Very few errors
  • Very good control
  • Excellent use of advanced vocabulary

Expression

  • Incomprehensible
  • Partially fluent
  • Errors force interpretation by the reader
  • Good fluency
  • Mostly easy to understand though some errors
  • Excellent fluency
  • Ease of expression which makes easy to understand

Contenu

  • Report not relevant to theme
  • Connection not explained.
  • Not a current report.
  • Report in English.
  • Report only partially relevant to theme
  • Connection not well explained.
  • Report is relevant to theme
  • Connection elaborated upon. 
  • Report is fully relevant to theme
  • Connection clearly explained.

Reportage 2 : Thème : L’esthétique :

Trouve un reportage (d’au moins 2 minutes) au sujet de l’esthétique:

  • D’où vient l’article? (site-web)
  • Qui sont les personnages principaux de l’article?
  • Dans QUATRE à SIX phrases, résumez l’article dans vos propres mots. 
  • Quels sont 3-4 mots de vocabulaire qu’il vous faut pour comprendre l’article (nouveaux mots ou mots de votre liste de vocabulaire)?
  • Comment est-ce que le contient de cet article se rapporte à (connects to) l’esthétique?   

Barème:

 

0

.5

1

2

Résumé x 2

  • Not informative
  • Copied from article
  • Simply repeating article
  • Does not summarize important points
  • Good overall
  • Own words
  • Excellent overall
  • Relevant and insightful summary
  • Own words

Grammaire et vocabulaire

  • Many errors
  • Lack of control
  • Words in English
  • Frequent errors
  • Decent control
  • Simplistic/beginner vocabulary
  • Few errors
  • Good control
  • Good use of some advanced vocabulary
  • Very few errors
  • Very good control
  • Excellent use of advanced vocabulary

Expression

  • Incomprehensible
  • Partially fluent
  • Errors force interpretation by the reader
  • Good fluency
  • Mostly easy to understand though some errors
  •  
  • Excellent fluency
  • Ease of expression which makes easy to understand

Contenu

  • Report not relevant to theme
  • Connection not explained.
  • Not a current report.
  • Article in English.
  • Report only partially relevant to theme
  • Connection not well explained.
  • Report is relevant to theme
  • Connection elaborated upon. 
  • Report is fully relevant to theme
  • Connection clearly explained.

 

Article 1 : Thème : La famille et la communauté :

Trouve un article (d’au moins 3 paragraphes) au sujet de la famille et la communauté:

  • D’où vient l’article? (site-web)
  • Qui sont les personnages principaux de l’article?
  • Dans QUATRE à SIX phrases, résumez l’article dans vos propres mots. 
  • Quels sont 3-4 mots de vocabulaire qu’il vous faut pour comprendre l’article (nouveaux mots ou mots de votre liste de vocabulaire)?
  • Comment est-ce que le contient de cet article se rapporte à la famille et la communauté?

Barème:

 

0

.5

1

2

Résumé x 2

  • Not informative
  • Copied from article
  • Simply repeating article
  • Does not summarize important points
  • Good overall
  • Own words
  • Excellent overall
  • Relevant and insightful summary
  • Own words

Grammaire et vocabulaire

  • Many errors
  • Lack of control
  • Words in English
  • Frequent errors
  • Decent control
  • Simplistic/beginner vocabulary
  • Few errors
  • Good control
  • Good use of some advanced vocabulary
  • Very few errors
  • Very good control
  • Excellent use of advanced vocabulary

Expression

  • Incomprehensible
  • Partially fluent
  • Errors force interpretation by the reader
  • Good fluency
  • Mostly easy to understand though some errors
  • Excellent fluency
  • Ease of expression which makes easy to understand

Contenu

  • Article not relevant to theme
  • Connection not explained.
  • Not a current article.
  • Article in English.
  • Article only partially relevant to theme
  • Connection not well explained.
  • Article is relevant to theme
  • Connection elaborated upon. 
  • Article is fully relevant to theme
  • Connection clearly explained.

Article 2 : Thème : L’esthétique :

Trouve un article (d’au moins 3 paragraphes) au sujet de l’esthétique:

Tapez vos réponses et rendez-les-moi ici dans Google Classroom.  N’imprimez pas ; je ne veux pas une version papier.

  • D’où vient l’article? (site-web)
  • Qui sont les personnages principaux de l’article?
  • Dans QUATRE à SIX phrases, résumez l’article dans vos propres mots. 
  •  Quels sont 3-4 mots de vocabulaire qu’il vous faut pour comprendre l’article (nouveaux mots ou mots de votre liste de vocabulaire)?
  • Comment est-ce que le contient de cet article se rapporte à l’esthétique?

Barème:

 

0

.5

1

2

Résumé x 2

  • Not informative
  • Copied from article
  • Simply repeating article
  • Does not summarize important points
  • Good overall
  • Own words
  • Excellent overall
  • Relevant and insightful summary
  • Own words

Grammaire et vocabulaire

  • Many errors
  • Lack of control
  • Words in English
  • Frequent errors
  • Decent control
  • Simplistic/beginner vocabulary
  • Few errors
  • Good control
  • Good use of some advanced vocabulary
  • Very few errors
  • Very good control
  • Excellent use of advanced vocabulary

Expression

  • Incomprehensible
  • Partially fluent
  • Errors force interpretation by the reader
  • Good fluency
  • Mostly easy to understand though some errors
  • Excellent fluency
  • Ease of expression which makes easy to understand

Contenu

  • Article not relevant to theme
  • Connection not explained.
  • Not a current article.
  • Article in English.
  • Article only partially relevant to theme
  • Connection not well explained.
  • Article is relevant to theme
  • Connection elaborated upon. 
  • Article is fully relevant to theme
  • Connection clearly explained.
2018 Summer Art Materials - Select Course Below

AP Studio Art

A.P Studio Art

Summer Assignment: Narrative Journal

“A disaster waiting to happen…”

Use the summer and real life events as inspiration as you work on ideas for a future narrative piece based on the prompt “A disaster waiting to happen…”

A narrative in the visual arts is story telling.  A story can be told through point of view, color, composition, emphasis on a single moment, or even moments.  To tell a story visually is a way to put a viewer in a scene and make them feel about what is going on, or in this case what is about to happen.  What type of anticipation will you be able to create for the disaster waiting to happen!?

This summer I want you to have your sketchbook on you and sketch, write & log real life events this summer, big and small.  Where did you go? What did you do? What did you have for breakfast!?   As you do this think of the true or imaginary disasters that could be potential pieces come fall.  Just remember, one sketch/thought a day will leave you will a beautiful collection of ideas come September.   Enjoy the summer & keep journaling!

A.P Studio Art

Summer Assignment: Mark-making Still Life

 Create an interesting still life from objects at home, and put a single light source on it. The stronger the contrast of light the better!

Using this ball point pen, draw your still life as you see it utilizing a type of mark-making to add value to your piece.  Your challenge is to use the pen completely and bring it back on the due date completely empty.  

Make sure to fill the page, considering your background. Treat the background almost as important as the still life itself!

Your project (and pen!) are due Wednesday, September 5th

Size: 12’’x16’’