All In-Coming 9 Th Graders Are Required to Read JRR Tolkien's the Hobbit
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CARROLLWOOD DAY SCHOOL PREP Summer 2009 Reading List & Instructions All Students entering Grades 9, 10, and 11 in August 2009 MANDATORY SUMMER READING CREDIT ASSIGNMENTS • All in-coming 9th graders are required to read J. R. R. Tolkien’s The Hobbit for Mr. Garavuso • All rising 10th graders are required to read J. R. R. Tolkien’s Fellowship of the Ring for Mr. Garavuso o NOTE: Neither of the two additional summer books for tenth graders from the attached reading list may be a continuation of the Lord of the Rings series (per Mr. G). • All rising 11th graders must read & own copies to bring to class in August of the following TWO BOOKS 1. Metaphors We Live By - by George Lakoff and Mark Johnson [ISBN 0-226-46801-1 • University of Chicago Press] 2. Labyrinths: Selected Stories & Other Other Writings by Jorge Luis Bores [New Directions Press (May 30, 2007) ISBN 10: 0811216993 OR 13: 978-0811216999/Paperback] Third book is free choice from the list with Criteria Responses General Comments You are requested to read a minimum of three (3) books over the summer months. Of course, you may read more than three books and all others of your choice that are not on this list. However, you must read the above book noted as “required” for your grade level plus two (2) additional books from the attached list. Please do not ask permission to substitute any book for one from this list. For each of the three books that you read for Summer Reading Credit, please respond in essay format to the nine (9) writing prompts listed on the next page (Bloggers may post responses in separate messages). Current rising tenth and eleventh grade students who previewed blogging with Dr. Hallett are invited to join the CDS Prep Summer Blog Community by blogging their book responses and entering into on-going conversations. If you choose not to blog (or blog sufficiently), you must write the three essay responses. In-coming 9th grade students, all students of any grade level who are new to CDS Prep, and any continuing students who choose not to join the Blogging Community or who do not blog sufficiently – All these students must submit their responses in document format, due on the first day of classes. Correct paper formatting includes: • Each document-response is to be typed, equally double-spaced throughout (NO extra spaces between paragraphs), with 1-inch margins, in Times New Roman Regular 12-point font (no large print or fancy fonts). • The student’s name and class level must appear double-space at top left of page one of each paper, with the title of the book and the author’s name as the third line of this of the primary information. Example: Liam Garavuso English 9 The Hobbit by J. R. R. Tolkien • Contents are to reflect close editing for correct Standard American grammar, punctuation, spelling, and vocabulary (no slang expressions, text messaging “lingo,” or email abbreviations) All summer reading-response work (blogging and/or papers) will count as one English TEST grade. Please keep in mind that these papers will also be used to assess your writing and analytical skills, so take these writing assignments seriously and submit your best work. A CARROLLWOOD DAY SCHOOL PREP Summer 2009 Reading List & Instructions All Students entering Grades 9, 10, and 11 in August 2009 Critical Criteria Begin your response (critique) paper with a quote of no more than thirty (30) words from the work, something that best illustrates one of the measures listed below. Let your discussion begin and flow from the chosen quote. While all of the points/elements below must be addressed in your critical response, they need not be addressed in chronological order. 1. Beginning: What method does the author use to draw you into the story? How soon are you hooked, and why? If not, what prevents you from getting into it? 2. Point of View (POV): What point of view is used in the story, and is it consistent? Why do you think the writer chose this point of view? What kind of relationship does it help to establish with the reader? 3. Characterization: What methods does the author use to convey a sense of character (physical description/appearance, psychological profile, action, speech/dialogue, thought)? When and how is this information about the characters delivered? Identify one or two specific moments in the story where you find yourself forming an opinion about the characters. 4. Structure: Is the story told in chronological order? If not, how is it structured? How is time structured within the story? Are some periods of time summarized while others are presented as “real time” scenes? Why do you think the writer structured the story this way? What are the effects? 5. Place/Setting: What and where is the setting of this story? How does the piece reflect its place in history, if it does at all? What role does “place” play in relation to the characters or the action? How well does the author describe the setting? 6. Language: How does the author feed you with language? Are the word choices challenging, often causing you rush to your dictionary, or, does he starve you with sparse offerings emaciated prose and shallow concepts, and if so, for what purpose? 7. Dialogue: What kind of ear does the author have for dialogue? Will the reader be able to distinguish between each character’s spoken words, or do all of the characters speak the same way, using the same language? Can you envision the dialogue being spoken in real conversation, or do the verbal encounters fail to engender a feeling of veracity? 8. Intent: To the extent that it can be discerned, discuss the author’s intent. What is the author trying to do in this piece? Enlighten the reader? Experiment with form? Tell a moral tale? 9. Ending: Endings can be the most difficult part of a story to write. How does the author pull it off? Does it work, or does it appear that there is something just not right about it? B CARROLLWOOD DAY SCHOOL PREP Summer 2009 Reading List & Instructions All Students entering Grades 9, 10, and 11 in August 2009 Accidental Tourist – Ann Tyler The Color Purple– Alice Walker Adventures of Huckleberry Finn – Mark Twain Crime and Punishment — Fyodor Dostoevsky Adventures of Tom Sawyer – Mark Twain Cry, the Beloved Country – Alan Paton The Age of Innocence – Edith Wharton Crystal Cave – Mary Stewart All the Pretty Horses — Cormac McCarthy The Curious Incident of the Dog in the Night-time – Mark Haddon All Quiet on the Western Front – Erich M. Remarque The Day of the Jackal – Frederick Forsyth The Andromeda Strain ! Michael Crichton Deception Point – Dan Brown Angela’s Ashes – Frank McCourt Death of a Salesman – Arthur Miller Animal Farm – George Orwell Digital Fortress – Dan Brown Anna Karenina — Leo Tolstoy Don Quixote — Cervantes Antelope Wife – Louise Erdrich Devil in a Blue Dress – Walter Mosley As I Lay Dying – William Faulkner Dracula ! Bram Stoker The Autobiography of an Ex-Colored Man – James Weldon Johnson Dune – Frank Herbert The Awakening — Kate Chopin East of Eden – John Steinbeck Babylon Revisited – F. Scott Fitzgerald Emma– Jane Austin The Bear — William Faulkner Ethan Frome – Edith Wharton Bee Season - Myla Goldberg Fahrenheit 451 ! Ray Bradbury The Bell Jar — Sylvia Path Fantastic Voyage ! Isaac Asimov Beloved – Toni Morrison Flowers for Algernon – Daniel Keyes Black Boy — Richard Wright For Whom the Bell Tolls — Ernest Hemingway Black Elk Speaks ! John Gneisenau Neihardt The Fountain Head – Ayn Rand Bless Me, Ultima – Rudolfo Anaya Frankenstein — Mary Shelley The Bluest Eye " Toni Morrison Fried Green Tomatoes " Fannie Flagg The Bonesetter’s Daughter ! Amy Tan Going After Cacciato — Tim O’Brien Brian’s Song ! William Blinn The Good Earth —- Pearl S. Buck Brave New World ! Aldous Huxley Go Tell It on the Mountain – James Baldwin Breakfast of Champions — Kurt Vonnegut The Grapes of Wrath — John Steinbeck Brideshead Revisited – Evelyn Waugh The Great Gatsby – F. Scott Fitzgerald Cane – Jean Toomer Grendel – by John Gardner (based on Beowulf) Cat’s Eye — Margaret Atwood Gulliver’s Travels — Jonathan Swift Ceremony — Leslie Marmon Silko The Handmaid's Tale – Margaret Atwood Cold Sassy Tree – Olive Ann Burns The House on Mango Street – Sandra Cisneros Corelli’s Mandolin – Louis DeBerniers The House of Seven Gables – Nathaniel Hawthorne 3 CARROLLWOOD DAY SCHOOL PREP Summer 2009 Reading List & Instructions All Students entering Grades 9, 10, and 11 in August 2009 How the Garcia Girls Lost Their Accents – Julia Alvarez Reservation Blues – Sherman Alexie How to Make an American Quilt – Whitney Ott Return of the Native – Thomas Hardy The Hunchback of Notre Dame ! Victor Hugo Robinson Crusoe ! Daniel Defoe Illustrated Man – Ray Bradbury Running in the Family –Michael Ondaatje Indian Killer – Sherman Alexie Saving Fish from Drowning – Amy Tan Into Thin Air " Jon Krakauer The Shipping News – Annie Proulx Invisible Man – Ralph Ellison Siddhartha — Hermann Hesse Islands in the Stream – Ernest Hemingway Silas Marner – George Eliot Jane Eyre — Charlotte Brontë Slaughterhouse Five – Kurt Vonnegut The Joy Luck Club – Amy Tan Snow Country – Yasunari Kawabata Kidnapped ! Robert Louis Stevenson The Stolen Child ! Keith Donohue A Lesson before Dying – Ernest J. Gaines The Stranger – Albert Camus Last of the Mohicans – James Fennimore Cooper Stone Angel — Margaret Laurence The Life of Pi – Yann Martel The Sun Also Rises – Ernest Hemingway Light in August — William Faulkner The Swiss Family Robinson – Johann D. Wyss Love Medicine – Louise Erdrich A Tale of Two Cities — Charles Dickens The Martian Chronicles – Ray Bradbury Their Dogs Came with Them – Helena Maria Viramontes The Mayor of Casterbridge — Thomas Hardy Their Eyes Were Watching God – Zora Neale Hurston Metamorphoses – Ovid The Time Machine – H.