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Guías De Lecturas De Verano 10Mo. Grado Guías de lecturas de verano 10mo. grado Departamento de Español Décimo grado –Regular GUÍA DE LECTURA – VERANO 2020 Objetivo: El objetivo de la lectura de verano es fomentar la lectura y el hábito de pensar durante el receso académico de verano. De esta manera, el alumno podrá reforzar las destrezas de lectura que se trabajan durante el año académico. Es importante que el estudiante sea consciente de que la lectura es una actividad para la vida y está en él la capacidad de disfrutarla o no. Aspectos que deben considerar: 1. Debe leer en un lugar adecuado en donde no haya distracciones, pero que tampoco promueva el sueño. Es importante tener los materiales necesarios a la mano (libro, resaltadores, bolígrafo, diccionarios). Recuerde que mientras más concentrado esté, más rápida y amena será la lectura. 2. El día del examen, el estudiante podrá consultar el libro, por tal motivo, es esencial que subraye, marque o haga anotaciones sobre la lectura. De esta manera, la consulta será más rápida y eficaz. Escriba comentarios que le permitan entender y recordar los detalles. Haga uso de banderines (flags) y resaltadores (highlighters) al momento de leer. 3. Al leer, tome en consideración los siguientes puntos: a. Luego de cada capítulo, escriba un breve resumen. b. Escriba las palabras que no entienda o desconozca y busque su significado en el diccionario. Es importante dominar todo el contenido de la obra. c. Subraye los personajes principales y secundarios. Destáquelos con colores diferentes. d. Establezca un orden en la narración de sucesos. No siempre es un orden lógico y coherente. e. Ponga atención al narrador/a de la obra, quién o quiénes cuentan la historia. f. Identifique el contexto histórico al que alude el texto estudiado (lugar y tiempo en el que se enmarca la obra, corresponde a la realidad). g. Haga una lista de temas al finalizar cada capítulo. 1 Evaluación: 1. Las evaluaciones serán objetivas (pareo, cierto y falso, selección múltiple, orden de sucesos, entre otros.) 2. El día de la prueba el estudiante podrá traer su lectura a clase junto con su instrumento de escritura. 3. No se permitirán apuntes en hojas sueltas. Lectura 10mo Regular – Noches lúgubres de José Cadalso http://www.cervantesvirtual.com/obra-visor/noches-lugubres--0/html/ 2 Departamento de Español Décimo grado – Avanzado GUÍA DE LECTURA – VERANO 2020 Objetivo: El objetivo de la lectura de verano es fomentar la lectura y el hábito de pensar durante el receso académico de verano. De esta manera, el alumno podrá reforzar las destrezas de lectura que se trabajan durante el año académico. Es importante que el estudiante sea consciente de que la lectura es una actividad para la vida y está en él la capacidad de disfrutarla o no. Aspectos que deben considerar: 1. Debe leer en un lugar adecuado en donde no haya distracciones, pero que tampoco promueva el sueño. Es importante tener los materiales necesarios a la mano (libro, resaltadores, bolígrafo, diccionarios). Recuerde que mientras más concentrado esté, más rápida y amena será la lectura. 2. El día del examen, el estudiante podrá consultar el libro, por tal motivo, es esencial que subraye, marque o haga anotaciones sobre la lectura. De esta manera, la consulta será más rápida y eficaz. Escriba comentarios que le permitan entender y recordar los detalles. Haga uso de banderines (flags) y resaltadores (highlighters) al momento de leer. 3. Al leer, tome en consideración los siguientes puntos: a. Luego de cada capítulo, escriba un breve resumen. b. Escriba las palabras que no entienda o desconozca y busque su significado en el diccionario. Es importante dominar todo el contenido de la obra. c. Subraye los personajes principales y secundarios. Destáquelos con colores diferentes. d. Establezca un orden en la narración de sucesos. No siempre es un orden lógico y coherente. e. Ponga atención al narrador/a de la obra, quién o quiénes cuentan la historia. f. Identifique el contexto histórico al que alude el texto estudiado (lugar y tiempo en el que se enmarca la obra, corresponde a la realidad). g. Haga una lista de temas al finalizar cada capítulo. Evaluación: 1. Las evaluaciones serán tanto objetivas como de redacción. 2. El día de la prueba el estudiante podrá traer su lectura a clase junto con su instrumento de escritura. 3. No se permitirán apuntes en hojas sueltas. Lectura 10mo Avanzado – Historia del rey transparente de Rosa Montero 3 Summer Reading Test Guide 2020-2021 Answer the following questions in order to prepare for a Reading Comprehension Test based on the novel The Lines We Cross by Randa Abdel- Fattah. ---------------------------------------------------------------------------------------------------------------------------------------- General Storyline: The Lines We Cross by Randa Abdel-Fattah ‘Michael likes to hang out with his friends and play with the latest graphic design software. His parents drag him to rallies held by their anti-immigrant group, which rails against the tide of refugees flooding the country. And it all makes sense to Michael. Until Mina, a beautiful girl from the other side of the protest lines, shows up at his school, and turns out to be funny, smart -- and a Muslim refugee from Afghanistan. Suddenly, his parents' politics seem much more complicated.’ [Amazon.co, Kindle] ===================================================================================== The Reading Comprehension Test will cover the following concepts: characters, quotes, and details about sequence of events (plot). 1) A main character is any character who has a main purpose or role in the plot. Create a list containing the following information: Who are the main characters? How would you describe them based on the novel? Find quotes for each character that best shows their personality and include them on the list. 2) A minor character is any character that is static and usually has a stereotypical or exaggerated personality trait. Create a list containing the following information: Who are the minor characters? How would you describe them based on the novel? Find quotes for each character that best shows their personality and include them on the list. 3) What is the setting of the story? 4) What is the main conflict in the story? 5) What events in the story lead to the climax? 6) What events lead to the resolution (solution to problem)? 7) How is the conflict resolved by the end of the novel? 8) What topics are constantly mentioned or talked about throughout the novel? Colegio San Ignacio de Loyola AP Language and Composition Summer Reading Guide 2020-2021 IN COLD BLOOD by Truman Capote To focus your reading and to help with your understanding of the novel, read the questions before reading the novel. You may answer each question thoroughly, giving specific support from the text (this means quotes with page numbers) whenever possible. Remember that the guide is for your use and will not be collected, but it will facilitate your understanding of the novel and prepare you for class discussion. The guide may be used during class for reference. I. Plot, Characterization, and Literary Devices Consider the following questions upon reading. 1. Look up the French epigraph at the beginning of the book. What does it translate to? What do you think Capote meant, using this as the opening of his novel? 2. Think about the importance of the setting. How might Capote’s own life experiences contribute to the setting of the nonfiction novel? How does the setting influence the purpose of this novel? 3. What is your impression of Mr. Clutter and his family when you meet them? Are they likeable characters? Does the narration allow you to understand the characters? 4. What is your first impression of Perry and Dick? 5. How does Capote’s regionalist dialogue contribute to the story? 6. How does Capote build suspense in In Cold Blood? 7. Capote recounts the story in a certain order, beginning with the day of the murder, and proceeding to the discovery of the bodies, the investigation of the crime and capture of the criminals, and the trial and execution. At what point does Capote depict the murder scene? How does he work Perry’s and Dick’s backgrounds into the narrative? Think of alternative plot structures that Capote could have used, and analyze why you think Capote structures the events as he does? 8. What do you think of Capote’s use of direct quotes? 9. What does the term “nonfiction novel” mean? 10. Do you think Capote gave a fair amount of time to all characters involved? Why? 11. Who seemed like the worse criminal, Dick or Perry? Do you think that had anything to do with Capote’s writing style? 12. Perry admits to thinking that they are “wrong,” but Dick continually calls himself a “normal.” What does this reflect about each of the men? 13. Which character(s), if any, do you pity in this story? Why? 14. Does it change your opinion of Perry to know that he was a veteran, or to know that he was sexually abused? 15. How did the police get their big break in the case? 16. Do you think Floyd Wells felt guilty about telling Dick about the Clutter family? 17. What are your thoughts of Dick’s family’s reaction to hearing that he was a murderer? 18. When Dick and Perry are caught, who breaks to the cops first? Why? 19. Was there a specific moment that affected you with either criminal? 20. Was there a passage of this book that was particularly difficult to read? 21. Do you believe that the farmhand Stoecklein did not hear the four gunshots next door? 22. What do you think of the insurance man’s reaction to hearing of Mr. Clutter’s death? 23.
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