AP LITERATURE SUMMER READING ASSIGNMENT When you return to school on the first day, you should have these three items in your hands: 1) How to Read Literature Assignment (100 points) 2) Macbeth Quotations (50 points) 3) UC Personal Statement Draft with Visual Brainstorm (100 points, 50 points for each piece) TOTAL: 250 points Assignment #1 (100 points) : How to Read Literature Like a Professor:An Entertaining Guide to Reading Between the Lines by Thomas C. Foster

This book is a gold mine for developing literary analytical skills like the kind you should apply in class discussions and in your writing throughout your year in AP Literature. We recommend you buy a copy so you can mark it up and treasure it always, but we have just discovered that it’s also free online at this URL: http://www.sparkascreen.com/files/APFiles/HowToReadLiteratureLikeAProfessor.pdf

Since many of you have been in AP Language, a class that emphasizes nonfiction reading and analysis, you may have lost your literary edge! In order to sharpen your skills and reintroduce you to the wonders of fiction, poetry and drama, you will be reading the above book over the summer, along with I Am Malala, Catcher in the Rye, Macbeth. You may, as extra credit and to further add to your arsenal of literary knowledge, also read The Glass Menagerie. These works, along with a year in AP Literature, will transform you from a naive, sometimes confused reader into an insightful literary genius! The short writing assignments for each chapter (explained below) will let you practice your literary analysis and they will allow you to help your teachers get to know you and your literary tastes. Often, we will ask for an example from literature; you may be asked to apply an understanding of one of the summer reading books, or you may use a short story, novel, play or film (yes, film is a literary genre). While we realize that this may take some thinking (how dare we ask you to do such a thing during summer?), we know that you are up to the task. Please make sure your responses are in paragraph form, are word processed and are articulate. Even though this is analytical writing, you may use "I" if you deem it important to do so. As you compose each written response, re-phrase the prompt as part of your answer. In other words, we should be able to tell which question you are answering without referring back to the prompts. Not only will we be looking for your insights (critical thinking on paper), but we will be assessing your writing ability. Proofread what you type and use grammar and spell check carefully. Pay special attention to pronouns, making your antecedents clear. Write Foster first, not "he." Remember to capitalize and punctuate titles properly for each genre.

You must complete the assignment for each of the ten starred (*) chapters, one thoughtful paragraph per chapter. Try not to repeat using a work of literature beyond summer reading choices more than twice at the most. This assignment will be worth over 100 points with the added possibility of extra credit for completing additional chapters (up to 25 points for 5 additional chapters).

*Introduction: How'd He Do That? How do memory, symbol, and pattern affect the reading of literature? How does the recognition of patterns make it easier to read complicated literature? Discuss a time when your appreciation of a literary work was enhanced by understanding symbol or pattern. *Chapter 1 -- Every Trip Is a Quest (Except When It's Not) List the five aspects of the QUEST and then apply them to one of the summer reading books in the form used on pages 4-5. Catcher in the Rye works nicely as an example here.

*Chapter 2 -- Nice to Eat with You: Acts of Communion Choose a meal from a literary work and apply the ideas of Chapter 2 to this literary depiction.

Chapter 3: --Nice to Eat You: Acts of Vampires What are the essentials of the Vampire story? Apply this to a literary work you have read or viewed.

Chapter 4 -- If It's Square, It's a Sonnet Find 1 Italian and 1 English sonnet, and show which form they are. Discuss how their content reflects the form. (Submit copies of the sonnets, marked to show your analysis).

Chapter 5 --Now, Where Have I Seen Her Before? Define intertextuality. Discuss an example that has helped you in reading a specific work; explain.

Chapter 6 -- When in Doubt, It's from Shakespeare... Read pages 44-46 carefully. In these pages, Foster shows how Fugard reflects Shakespeare through both plot and theme. In your discussion, focus on theme.

Chapter 7 -- ...Or the Bible Read the short story "Araby" (You can find it on the internet). Discuss Biblical allusions that Foster does not mention. Look at the example of the "two great jars." Be creative and imaginative in these connections.

*Chapter 8 -- Hanseldee and Greteldum Think of a work of literature that reflects a fairy tale. Discuss the parallels. Does it create irony or deepen appreciation? Explain.

Chapter 9 -- It's Greek to Me Write a free verse poem derived or inspired by characters or situations from Greek mythology. You might see if you can do this with Arnold. Be prepared to share your poem with the class.

*Chapter 10 -- It's More Than Just Rain or Snow Discuss the importance of weather in a specific literary work, not in terms of plot. (Catcher or Macbeth)

Chapter 11 --...More Than It's Gonna Hurt You: Concerning Violence Present examples of the two kinds of violence found in literature. Show how the effects are different. Use Catcher for one, and Macbeth for the other.

*Chapter 12 -- Is That a Symbol? Use the process described on page 106 to investigate the symbolism of the red hunting cap in The Catcher in the Rye, or of Jim’s high school nickname for Laura in The Glass Menagerie. *Chapter 13 -- It's All Political Assume that Foster is right and "it is all political." Use his criteria to show that one of the works assigned to you for summer reading is political (Macbeth? The Glass Menagerie?).

*Chapter 14 -- Yes, She's a Christ Figure, Too Apply the criteria on page 119 to a character from a book or a film you have seen.

Chapter 15 -- Flights of Fancy Select a literary work in which flight signifies escape or freedom. Explain in detail. A film might be fun to use as an example here.

Chapter 16 -- It's All About Sex... Chapter 17 -- ...Except the Sex OK ..the sex chapters. The key idea from these chapters is that "scenes in which sex is coded rather than explicit can work at multiple levels and sometimes be more intense that literal depictions" (141). In other words, sex is often suggested with much more art and effort than it is described, and, if the author is doing his job, it reflects and creates theme or character. Choose a novel or movie in which sex is suggested, but not described, discuss how the relationship is suggested and how this implication affects the theme or develops characterization (Catcher works here, too).

*Chapter 18 -- If She Comes Up, It's Baptism Think of a "baptism scene" from a significant literary work. How was the character different after the experience? Discuss.

Chapter 19 -- Geography Matters… Discuss at least four different aspects of one of our summer books that Foster would classify under "geography."

Chapter 20 -- ...So Does Season Find a poem that mentions a specific season. Then discuss how the poet uses the season in a meaningful, traditional, or unusual way. (Submit a copy of the poem with your analysis.)

Interlude -- One Story Write your own definition for archetype. Then identify an archetypal story and apply it to a literary work with which you are familiar. *Chapter 21 -- Marked for Greatness Figure out Harry Potter's scar. If you aren't familiar with Harry Potter, select another character with a physical imperfection and analyze its implications for characterization. Malala’s gunshot in I Am Malala or Laura’s physical and mental disabilities in The Glass Menagerie might work nicely here.

Chapter 22 -- He's Blind for a Reason, You Know Chapter 23 -- It's Never Just Heart Disease... Chapter 24 -- ...And Rarely Just Illness Consider how alcoholism, disease, or death in a novel reflects the "principles governing the use of disease in literature" (215-217). Discuss the effectiveness of the disease or death as related to plot, theme, or symbolism.

Chapter 25 -- Don't Read with Your Eyes After reading Chapter 25, choose a scene or episode from Catcher or Macbeth. Contrast how it could be viewed by a reader from the 21st Century with how it might be viewed by a reader contemporary to its publication. Focus on specific assumptions that the author makes, assumptions that would not make it in this century.

Chapter 26 -- Is He Serious? And Other Ironies Select an ironic literary work and explain the multivocal nature of the irony in the work.

Chapter 27 -- A Test Case Read “The Garden Party” by Katherine Mansfield, the short story starting on page 245. Complete the exercise on pages 265-266, following the directions exactly. Then compare your writing with the three examples. How did you do? What does the essay that follows comparing Laura with Persephone add to your appreciation of Mansfield's story?

Envoi Choose a motif not discussed in this book (as the horse reference on page 280) and note its appearance in several different works (one must be a summer reading book). What does this idea seem to signify?

Assignment #2 (50 points): As you read Macbeth, please complete the attached quotation identification assignment. Follow directions EXACTLY; turn this in separately from HTRL work (above) and be prepared to submit to turnitin as soon as classes begin in the fall. We will have a test on Macbeth the first week of school. Something you will learn early is NOT to rely on shortcuts like Spark’s Notes or internet summaries. Ask any former AP Lit. student. Assignment #3 (100 points): After reading Malala Yousafzi’s I Am Malala, complete the attached Personal Statement assignment. Follow directions exactly; turn this in separately from HTRL work (above) and be prepared to submit to turnitin as soon as classes begin in the fall. While we realize that the above assignments are a lot of work, we've designed them to be fun and to enable you to explore your summer work at the same time. You may choose to read Foster first and then complete the assignments, or you may read the summer books, and then tackle the above work. However you decide to approach your summer work, do not put it off! There will be tests and projects completed for each major work within the first few weeks of school and all of the above should be turned in on the first day of school.

We are really looking forward to a productive and fun (we love this stuff!) year! Please commit to the above work, or reconsider taking this class before we leave for summer break! Macbeth Memorable Quotations For each of the following passages, identify act, scene and line (like this: I,ii,38-42), identify the speaker, the person spoken to or about, and the significance of the passage (this should indicate not only your understanding of the passage but of its implication. (eg.: foreshadowing, reveals character, ironic, sets tone, metaphor, symbol, etc.) Copy/paste or type out each quote on your answer sheet, followed by the requested information. (Highlight the literary device if applicable) #1 is done for you as a sample… 1) "Fair is foul and foul is fair Hover through the fog and filthy air." (I,I, 11-12) This was spoken by the “weird sisters” or witches early in the play to set the tone of mystery, confusion and suspense. The lines are paradoxical; something which is fair or positive cannot (on the surface), be also foul or dirty. However, this play will show that this can be true, especially once we get to know Macbeth and see his own ulterior motives. Alliteration of the “F” sound is also apparent, making the lines more memorable and cacophonous.

2) "...For brave Macbeth - well he deserves that name - disdaining Fortune.../And fixed his head upon our battlements."

3) "No more that Thane of Cawdor shall deceive Our bosom interest; Go pronounce his present death, And with his former title greet Macbeth."

4) "All hail Macbeth! Hail to thee, Thane of Glamis... Thane of Cawdor...king hereafter."

5) "Thou shalt get kings, though thou be none."

6) "Glamis, and Thane of Cawdor;/The greatest behind"

7) "If chance will have me king, why, chance may crown me Without my stir."

8) "There's no art/To find the mind's construction in the face: He was a gentleman on whom I built absolute trust."

9) "The Prince of Cumberland! That is a step On which I must fall down, or else o'erleap For in my way it lies....when it is done, to see.

10) "...Yet I do fear thy nature;/It is too full o' th' milk of human kindness/To catch the nearest way. Thou wouldn't be great,/ Art not without ambition, but without the illness should attend it.

11) "Come you spirits...unsex me here/and fill me, from the crown to the toe, top full of direst cruelty!"

12) "If it were done when 'tis done, then 'twere well It were done quickly.”

13) "I dare do all that may become a man; Who dares do more is none."

14) "I have given suck, and know/How tender 'tis to love the babe that milks me:/ I would, while it was smiling in my face,/ Have plucked...had I so sworn as you Have done to this."

15) “False face must hide what the false heart doth know.”

16) "Sleep no more: Macbeth does murder sleep."

17) "The night has been unruly...Some say the earth was feverous and did shake."

18) "This murderous shaft that's shot Hath not yet lighted, and our safest way Is to avoid the aim."

19) "There the grown serpent lies; the worm that's fled Hath nature that in time will venom breed, No teeth for the present."

20) "Double, double, toil and trouble Fire burn and cauldron bubble… By the pricking of my thumbs, Something wicked this way comes."

21) “Be bloody, bold, and resolute; laugh to scorn The power of man, for none of woman born Shall harm Macbeth.”

22) “Be lion-mettled, proud; and take no care Who chafes, who frets, or where conspirers are: Macbeth shall never vanquish'd be until Great Birnam wood to high Dunsinane hill Shall come against him.”

23) "Out, damned spot! Out, I say! One; two; why, then tis time to do't..."

24) "Tomorrow, and tomorrow, and tomorrow Creeps in this petty pace from day to day, To the last syllable of recorded time; And all our yesterdays have lighted fools The way to dusty death. Out, out, brief candle! Life's but a walking shadow, a poor player That struts and frets his hour upon the stage And then is heard no more. It is a tale Told by an idiot, full of sound and fury, Signifying nothing."

25) "As I did stand my watch upon the hill, I looked toward Birnam, and anon, methought, The wood began to move."

26) "Despair thy charm, And let the angel whom thou still has served Tell thee, Macduff was from his mother's womb Untimely ripped." Malala as a Springboard into Personal Statements The UC freshman applicant prompt reads as follows:

Describe the world you come from — for example, your family, community or school — and tell us how your world has shaped your dreams and aspirations.

The prompt for all applicants reads as follows: Tell us about a personal quality, talent, accomplishment, contribution or experience that is important to you. What about this quality or accomplishment makes you proud and how does it relate to the person you are?

”They only shot a body but they cannot shoot my dreams.” - Malala Yousafzai, CNN interview, 2013

In 2009 Malala Yousafzai began writing about her life and experiences in the Swat Valley as the Taliban gained control. The mandates and changes that the Taliban made to her way of life, including at times banning girls from attending school, inspired Malala to become an advocate for the freedom to pursue education for all. Many of you have had obstacles or experiences that inspired your quest for a good education, and that journey might be a great angle from which to address one of the UC prompts above.

Directions: 1) Brainstorm ideas about your quest for a good education by creating a visual representation of your own journey. The beginning would be your birth, the end (*of this part of your journey) will be you entering a university of your choice. This could be as simple as a detailed flow map, or as elaborate as a poster sized Game of Life- let your creativity take you where it leads. 2) Use your visual brainstorm to draw on details to address the prompt above. This should be about 500 words (in combination with the second prompt, UC only allows 1000 words total and asks that each prompt be addressed in at least 250 words). 3) If you do not plan to apply to UC schools, find a comparable prompt about the influence of your environment from private school applications, print it, and attach it to a draft. Sign up for Google Classroom and Remind! These are valuable ways to communicate with your teachers and classmates, keep updated, and find copies of assignments. If you sign up by JUNE 12, you will start the class with 10 extra credit points for each.

Google Classroom

Class Name: AP English Literature Summer Class List

Class Code: rd3ien8

Remind

APEngLitSummer Class

Text to: 81010

Message : @apenglits

Additional Extra Credit

1. Read and create notes for and The Glass Menagerie. Be prepared to take a multiple-choice test on the work outside of class time the first week of school. Any questions you get correct will be the amount of extra credit you earn! This will allow you to not only earn extra credit points to start the year, but also add the title to your literary arsenal.

2. Complete the school-wide assignment for I Am Malala and be prepared to turn it in to turnitin.com the first day of class.