2013 Summer Reading for Language Arts: Bloomington High School South
Please note: students should have books available to them for classroom use when school starts.
9HD – All read the same book 10HD – Read ONE Hotel on the Corner of Bitter and Sweet by Jamie Ford The Book Thief by Markus Zusak Life of Pi by Yann Martel The Namesake Jhumpa Lahiri (contains adult content)
12 AP Literature and Composition—Read ONE ACP W131 –Read ONE Anna Karenina by Leo Tolstoy The Botany of Desire by Michael Pollan The Quiet American by Graham Greene The Wave by Susan Casey The Kite Runner by Khaled Hosseini (contains adult content) Faster: The Acceleration of Just About Everything by James Gleick
11HD and AP English Language and Composition Students enrolling in AP Language and Composition are expected to read TWO books from authors on the list below; one must be nonfiction. It is okay to read one book by two different authors or to read two books by the same author. Students enrolling in 11 HD are expected to choose ONE text by an author on the list. Any book chosen must be at least 200 pages long.
Students need to write by hand eight to ten pages of notes PER BOOK. Notes should reference specific passages of the text (copied out, include page numbers) and include a written response which demonstrates that the student has visualized, connected, questioned, clarified, evaluated or reflected upon the chosen portion of the text. Notes should reflect the beginning, middle, and end of the text. (See the chart on back of this document for more information.)
Students will take an assessment on their summer reading. Teachers may assign personal writing, an oral presentation, an analytical paper, or some other way in which students will be held accountable for the reading and note-taking they completed over the summer.
Edward Abbey Ernest Hemingway Michael Pollan Diane Ackerman Christopher Hitchens Francine Prose Hannah Arendt Edward Hoagland Rick Reilly Isaac Asimov bell hooks Mordecai Richler Margaret Atwood Zora Neale Hurston Richard Rodriguez Wendell Berry John Irving Carl Sagan Sven Birkerts Pauline Kael Scott Russell Sanders Bill Bryson Tracy Kidder Simon Schama William F. Buckley Jamaica Kincaid David Sedaris Rachel Carson Martin Luther King, Jr. Leslie Marmom Silko Richard Dawkins Barbara Kingsolver Susan Sontag Jared Diamond Maxine Hong Kingston Shelby Steele Joan Didion Naomi Klein John Steinbeck Annie Dillard Lewis Lapham Paul Theroux W.E.B. DuBois Ursula K. LeGuin Lewis Thomas Loren Eiseley Barry Lopez John Updike William Faulkner Norman Mailer Gore Vidal M. F. K. Fisher Frank McCourt Kurt Vonnegut Shelby Foote Bill McKibben Alice Walker Thomas Friedman John McPhee Jonathan Weiner Paul Fussell N. Scott Momaday E.B. White Henry Louis Gates, Jr. Toni Morrison Terry Tempest Williams Atul Gawande Joyce Carol Oates E.O. Wilson Stephen Jay Gould George Orwell David Halberstam Steven Pinker
Chart for Junior HD and AP
Visualize Visualize characters, events, and setting to help you understand what’s happening. Use any illustrations to help you imagine faraway places. Pay attention to the images that form in your mind as you read.
Connect Connect personally with what you read. Think of similarities between the descriptions in the selection and what you have personally experienced, heard about, and read about. In spite of the obvious differences, you may find you have things in common with people from other times and cultures.
Question While you read, question what happens. Searching for reasons behind events and characters’ feelings can help you feel closer to texts from another time and place.
Clarify Stop occasionally to review your understanding of what you read. You can do this by summarizing what you have read, identifying the main idea, and making inferences—drawing conclusions from the information you are given. As necessary, reread passages and background information. Also watch for answers to questions you had earlier.
Evaluate/Reflect Form opinions about what you read, both while you’re reading and after you’ve finished. Develop your own ideas about characters, events, time periods, and cultures. What was the author trying to say? (chart from McDougal-Little World Literature 7)