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.

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/

Departamento de Español Décimo grado – Avanzado

GUÍA DE LECTURA – VERANO 2020

Lectura 10mo Avanzado – Historia del rey transparente de Rosa Montero

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. What do you think of Dick and Perry’s immediate reactions after murdering four people? 24. Nye says, “Nobody would kill four people for fifty bucks.” Do you think this is true today? Do you think it was true then? How does this statement contribute to the novel?

25. What did you think of Josie and Wendle Meier? Josie, in particular, was calm and caring. Could you have showed that to either Dick or Perry?

26. Why does Don Cullivan, an old Army buddy of Perry’s, come to visit?

27. Why did Perry change his statement to say he murdered everybody?

28. What is the difference between reading a true crime book and reading a violent fiction book?

29. Do you think Capote did this town good or a disservice by writing In Cold Blood?

30. Perry didn’t believe in the death penalty, he said, “I think it’s a helluva thing to take a life in this manner. I don’t believe in capital punishment, morally or legally.” How did this strike you?

31. Consider each man’s last words. How do they contribute to the ending of the novel?

32.Consider the tone of the book (tone reveals the author’s attitude toward his material) which is objective (or non-judgmental) but also sympathetic. If you were the writer, would you have used the same tone? If not, what tone would you have adopted, and why?

33. Do you think Capote believed in capital punishment? How are his ideals conveyed in the novel?

34. In Cold Blood is documentary but also literary. For example, in the beginning of the book, as Capote describes the Kansas farmland, he writes: “The land is flat, and the views are awesomely extensive; horses, herds of cattle, a white cluster of grain elevators rising as gracefully as Greek temples are visible long before a traveler reaches them.” Capote, in this brief passage, evokes the pastoral (which suggests the themes of rural life and paradise and fall) and he also evokes the high seriousness of the Greek tragedy (which suggests themes of the state, such as justice, and connects the crimes of individuals to the health or the state). Consider the relationship between the specific crime and the health of the state (meaning other citizens and our institutions). 35. Find other examples from the text in which Capote uses literary language alongside expository narrative, and discuss the effects.

II. Thematic Interpretation Consider the following questions after reading.

1. Insider/Outsider Stance of Central Characters: Examine the Clutter’s status as insiders against Perry and Dick’s status as misfits and outlaws. In their fantasies Perry and Dick both dream of becoming insiders by imagining themselves in stereotypical terms of American masculine identities. What are the specific attributes they imagine will give then not only insider status but celebrity status? Adolescents sometimes have dreams similar to Dick’s and Perry’s. Does the novel suggest why some people out-grow of these dreams and others do not? Does the novel suggest why some people act out while others, who might secretly have the same dreams, do not?

2. Solitary Contemplation: Locate passages that depict Perry Smith’s fantasy life. He seems almost unable to tell the difference between his inner life and reality. Dick Hickock seems to have less of an inner life, but what are his fantasies? A Dewy, the investigator, also has passages that depict his thoughts. Contrast his reflections to Perry’s and Dick’s.

3. The American Dream: Much of literature today suggests that the American Dream is being threatened by lawlessness. Some version of the American Dream seems to provoke Perry and Smith to commit their crime; and Herb Clutter, who is its embodiment, suddenly loses everything—his well-ordered life and those of his family are senselessly destroyed in one night. Do you think our literature’s fascination with the outlaw and society’s anxiety over becoming victims is an accurate reflection of our lives today? Does, or does not, thoughtful literature (opposed to thrillers) offer anything to help us understand better understand the times in which we live and better cope with our anxieties?

4. American History: Holcomb, Kansas appeared to Capote as the very embodiment of traditional American ideas—hard work and endurance, living close to the land, strong religious traditions, a sense of community; and the Clutters seemed an exemplary family, wherein, the father was a strong provider and authority figure who was raising his children to become successful, contributing adults. The crime, however, suggests that history ever has the potential of becoming a nightmare against which the individual has little control, and that the state can exercise control only after the fact. In addition to crime, what are some of the other themes in literature today that suggest that history can, of perhaps already has, become nightmare?