UPPER School Summer Reading

PART 1: Over the summer, read three books of your choosing. EYour selections should fit a description in the boxes below. Any summer reading for other classes will qualify. Try to get a TIC-TAC-TOE!

PART 2: Write an annotated biography to turn in upon arriving at school.

The Annotated Bibliography has two parts--

Accurate MLA Entry for each book (ALPHABETIZE entries by author last name):

Last Name, First Name. Title of Book. City of Publication, Publisher, Publication Date.

Write one paragraph describing your experience reading the book:

Each citation is followed by a brief descriptive paragraph, which should include the student's evaluation of the text rather than a summary of it. Explain which of the characteristics on the Bingo card the book aligns with (even though there may be multiple, pick just one). Rate the book 1-5 (5 being best), say why you ranked it this way, and identify the difficulty of the text (easy, just right, hard).

Example entry:

Doerr, Anthony. Cloud Cuckoo Land. New York, Scribner, 2020.

Cloud Cuckoo Land is an ambitious epic novel spanning 1453 A.D. to the future (2100 or so). Although it follows five different main characters, the protagonist actually seems to be a book. It’s really about the unlikelihood of any old text surviving. Diogenes apparently wrote a comedy titled Cloud Cuckoo Land, which we know existed but it has since been destroyed. This is a story imagining how a book like that might have survived. Although we do not have the original text, the book makes me wonder what all went into the survival of Homer’s writings, Shakespeare’s writings, writings we find in the Bible and the Koran. In my bingo card, I categorize this book under “book that references a text written before 1800,” not only for the references to the long lost Cloud Cuckoo Land, but also because it quotes sections from The Odyssey at length. And it didn’t just reference it, but it made me curious about the Odyssey. I give this book a solid 5/5 because it manages to weave together plot lines in a surprising and satisfying way, and also because even though it looks long, it goes really fast. I give this the difficulty of “just right,” because even though I came across words I didn’t know and had to force myself to focus, I could also read it at the beach.

Turn in an alphabetized list of the books you read over the summer. This list should include a minimum of 3 books, be alphabetized by author, but not numbered. Notice that the annotation for the book is a reverse indent.

Here are some helpful lists to consult as you make your selections (you may use books not the list as well):

Pintz award winners and finalists
National Book Young Readers award winners and longlist/ shortlist
YALSA Non-Fiction award
80 YA Books set around the world

Dear (soon-to-be) 10th grade student, 

The week we return to class, we will be using our summer independent reads for one of our first in-class essays, so come back prepared with your annotation completed.

As the bingo card indicates, your books you select for the Annotated Bibliography must be written by American authors. The idea here is that you’ll be reading with an intentional variety while still giving you plenty of room to choose something that interests you.

PART 1: Read at least THREE books over the summer, completing all three before school starts. While we want you to select your own American texts that interest you, we ask that you use this bingo chart to help you instill a bit of variety in your choices. Note: We ask that you annotate books that aren’t part of our syllabus. Thus, you may not choose The Great Gatsby.

PART 2: Write an annotated biography to turn in upon arriving at school in August. The Annotated Bibliography has two parts:

Accurate MLA Entry for each book (ALPHABETIZE entries by author last name):

Last Name, First Name. Title of Book. City of Publication, Publisher, Publication Date.

Write one paragraph describing your experience reading the book:

Each citation is followed by a brief descriptive paragraph, which should include the student's evaluation of the text rather than a summary of it. Explain which of the characteristics on the Bingo card the book aligns with (even though there may be multiple, pick just one).

Rate the book 1-5 (5 being best), say why you ranked it this way, and identify the difficulty of the text (easy, just right, hard).

Example entry:

Doerr, Anthony. Cloud Cuckoo Land. New York, Scribner, 2020.

Cloud Cuckoo Land is an ambitious epic novel spanning 1453 A.D. to the future (2100 or so). Although it follows five different main characters, the protagonist actually seems to be a book. It’s really about the unlikelihood of any old text surviving. Diogenes apparently wrote a comedy titled Cloud Cuckoo Land, which we know existed but it has since been destroyed. This is a story imagining how a book like that might have survived. Although we do not have the original text, the book makes me wonder what all went into the survival of Homer’s writings, Shakespeare’s writings, writings we find in the Bible and the Koran. In my bingo card, I categorize this book under “book that references a text written before 1800,” not only for the references to the long lost Cloud Cuckoo Land, but also because it quotes sections from The Odyssey at length. And it didn’t just reference it, but it made me curious about the Odyssey. I give this book a solid 5/5 because it manages to weave together plot lines in a surprising and satisfying way, and also because even though it looks long, it goes really fast. I give this the difficulty of “just right,” because even though I came across words I didn’t know and had to force myself to focus, I could also read it at the beach.

Turn in an alphabetized list of the books you read over the summer. This list should include a minimum of 3 books and be alphabetized by author, but not numbered. Notice that the annotation for the book is a reverse indent.

Here are some helpful lists to consult as you make your selections (you may use books not the list as well):

Pintz award winners and finalists
National Book Young Readers award winners and longlist/ shortlist
YALSA Non-Fiction award
80 YA Books set around the world

All rising seniors must read these for College Counseling Seminar in the fall.

1.  Teen Vogue: The In Between—Fall College Counseling focuses on the transition from the college application process to making a decision about where to attend. We will reference this article early in the semester while editing the Common App.

2.  My Little Ikigai Journal - Fall College Counseling will continuously reference personal values throughout the first semester as it relates to connecting institutions to the goals of 12th-grade students. We will reference this journal to help solidify connections between missions and values. Access the My Little Ikigai Journal handout via MyWT or SCOIR!

Students entering Algebra 2 must complete the Algebra 1 Review Packet, which will be collected by your teacher during the second week of school and recorded as an assignment. 

• This packet will help you review critical Algebra 1 skills that we will build on in Algebra 2.
• No class time will be allotted for working on it.
• There is an additional document in the folder that provides resources if you forget any of these skills.
• You must show all of your work for each problem in order to earn credit. The packet will be graded.
• You must do your own work. Do not rely on someone else’s work or effort – this will only make your own work harder in the future.
• There will be an Algebra 1 skills diagnostic pretest at the beginning of the year to measure your proficiency. This test will not count as a grade, but it will help us to know if you have any knowledge gaps that you need to address - significant gaps will require extra work on your part - individually and with your teacher - so do the extra work this summer!

How to show your work in math:

1. Read this to understand why it matters to show my work. We don't make you do this because we like it: it is based in neuroscience and helps you to develop stronger communication and critical thinking skills.
2. Write out every step - if you find yourself automatically doing a computation mentally, figure out how you would write it down to make sense to the reader. This includes things that you might be able to easily do in your head.
3. Show each step on a separate line. Avoid the temptation to do multiple steps in one of your work. 
4. Write out all your work clearly in the printed packet or notebook paper.
5. If you make a mistake in your work, cross out that work clearly. Crossing out work is preferable to erasing, as it allows you to go back and learn from your mistake. Mistakes are our best teachers!

Students entering Precalculus have a required summer review packet. This packet will help you to review critical Algebra 1 and 2 skills that we will build on in Pre-calculus.

• The Pre-calculus course prepares students for calculus and college science courses. In order to accomplish this, the course is taught at a significantly faster pace than Algebra 2, and students often find it difficult to adjust.
• You will need to spend time practicing and reviewing the Algebra 1 and 2 topics in this packet.
• There Is a formula sheet at the end of the packet.
• It is collected and graded - due 2nd week of class. No class time will be allotted for working on it.
• You must show all of your work for each problem in order to earn credit. The packet will be graded.
• You must do your own work. Do not rely on someone else’s work or effort – this will only make your own work harder in the future. If you struggle with a question, attempt the problem, and circle it for discussion.
• If you are unsure how to solve any problem, check for online help, such as Khan Academy https://www.khanacademy.org/math/algebra2 or other video tutorial sites: http://www.mrmathblog.com/ or http://patrickjmt.com/ or http://www.mathispower4u.com/

How to show your work in math:

1. Read this to understand why it matters to show my work. We don't make you do this because we like it: it is based in neuroscience and helps you to develop stronger communication and critical thinking skills.
2. Write out every step - if you find yourself automatically doing a computation mentally, figure out how you would write it down to make sense to the reader. This includes things that you might be able to easily do in your head.
3. Show each step on a separate line. Avoid the temptation to do multiple steps in one of your work. 
4. Write out all your work clearly in the printed packet or notebook paper.
5. If you make a mistake in your work, cross out that work clearly. Crossing out work is preferable to erasing, as it allows you to go back and learn from your mistake. Mistakes are our best teachers!

Dear (soon to be) Spec Fic student,

Welcome! Well, almost. Over your summer, your task is to read and annotate a classic fantasy novel (one of the two main genres in speculative fiction that we’ll start with) in addition to at least one contemporary choice of your own:

1. The Hobbit by J.R.R. Tolkien 🧙 ♂️💍🐲
ISBN-10 : 0345339681
ISBN-13 : 978-0345339683

2. AT LEAST one contemporary fantasy text of your choosing 📚✨⚔️

3. 🚨In addition to reading these (at least) two texts, I am asking you to actively annotate them.

This can look like a few things: sticky notes, color-coded tabs, scribbles in the margins, highlights and underlines, a reading journal, et cetera. Go off with this challenge; develop a key, hunt for moments of meaning, listen to the audiobook while you footnote.
Surrender to creating “well loved” copies of these books–an artifact that will benefit us throughout our curriculum and, maybe years from now, you will look at with a strong sense of pride. I encourage you to get on my level!

The Hobbit is a seminal, canonized, and incredible romp of a read. In my personal opinion, it’s the ideal summer novel. The idea here is that you’ll be reading an iconic pillar of the super-genre while giving you room to choose something(s) choice-based as a connection. Thus, read The Hobbit first so you can jump into juxtaposing. Please reach out to me if you have any questions or want to chat about recommendations.

Lastly, I humbly request that you support… your… local… independent… bookstore. Oh, and double-check those ISBN numbers before you buy! I want us to, quite literally, be on the same page.

H.A.G.S.,
Mr. Krause

Over your summer, please read Bird by Bird by Anne Lamott.

Bird by Bird by Anne Lamott
Publisher : Vintage; 1st Paperback Edition (September 1, 1995)
Language : English
Paperback : 256 pages
ISBN-10 : 0385480016
ISBN-13 : 978-0385480017

Click here to request Bird by Bird for pickup at your local library

In literary studies, the canon refers to a set of texts whose value is widely agreed upon. While they might have been “bestsellers” in their day, what makes canonical texts important isn’t their market value – it’s their power to create enduring artistic norms. The literary canon is a set of “classic” or “model” artworks against which newer works are compared or assessed.* In fact, the word canon comes from the Greek kanon, meaning “measuring stick.”

“Literature and Power” will ask students to observe, analyze, confront, and deconstruct powerful artistic norms using a variety of theoretical paradigms. The best way to prepare for this challenge is to familiarize yourself with the literary canon!

This summer, please carefully read at least TWO of the following canonical works. Keep track of important character names, plot details, and passages as you read using annotation or a separate note-taking method of your choosing. Do yourself a favor and take great notes! You will be asked to complete a report on your chosen canon texts during our first week of class, and your “canon texts” will be a reference point for discussions, informal assessments, and projects throughout the school year.

Drama

Othello, William Shakespeare (1603)
The Tempest, William Shakespeare (1611)
A Doll’s House, Henrik Ibsen (1879)
A Streetcar Named Desire, Tennessee Williams (1947)
The Crucible, Arthur Miller (1953)

Novels

Persuasion, Jane Austen (1817)
Frankenstein, Mary Shelley (1818)
Jane Eyre, Charlotte Bronte (1847)
The Scarlet Letter, Nathaniel Hawthorne (1850)
Great Expectations, Charles Dickens (1861)
Adventures of Huckleberry Finn, Mark Twain (1884)
Dracula, Bram Stoker (1897)
Heart of Darkness, Joseph Conrad (1899)
Of Mice and Men, John Steinbeck (1937)
The Stranger, Albert Camus (1942)
The Catcher in the Rye, J.D. Salinger (1951)
East of Eden, John Steinbeck (1952)
To Kill a Mockingbird, Harper Lee (1960)

Poetry

Metamorphoses, Ovid (8 AD)
The Canterbury Tales, Geoffrey Chaucer (c. 1400)
Leaves of Grass, Walt Whitman (1855)
The Wasteland, T. S. Eliot (1922)

*Of course, the canon has major blindspots in terms of social diversity and representation: it has a history of exclusion on the basis of gender, race, nationality, sexuality, and physical ability, to name a few. Please know that we will address these blindspots, and their legacy, in extensive detail throughout the year.

Open to all students Grades 9-12; Encouraged–but truly optional– for students in East Asia: 
Politics of Memory (AT). Students are welcome to read any one or all three; if you don’t read a 
book, you can also attend that book talk to gain background before reading the next book.

Are you interested in reading fiction to learn more about global and Asian history, 19th century 
opium trade networks, and early globalization? We will meet in September and again each semester to discuss the Ibis Trilogy, a work of historical fiction by Amitav Ghosh.

Summer Read Discussion (September date/s TBA): Sea of Poppies (2008)
The Ibis Trilogy begins with Sea of Poppies in which a former slave ship, the Ibis, begins its 
journey across the Indian Ocean just before China’s Opium Wars. From Amazon: “In a time of colonial upheaval, fate has thrown together a diverse cast of Indians and Westerners on board…The vast sweep of this historical adventure spans the lush poppy fields of the Ganges, the rolling high seas, and the exotic backstreets of Canton.”
Preliminary Discussions Questions to Consider (participants will guide discussion)

Semester 1 Read Discussion (January date/s TBA): River of Smoke (2011)
From Amazon, “...in River of Smoke, the [Ibis] flounders in the Bay of Bengal, [are] caught in the 
midst of a deadly cyclone.

The storm also threatens the clipper ship Anahita, groaning with the largest consignment of opium ever to leave India for Canton. Meanwhile, the Redruth, a nursery ship, carries horticulturists determined to track down the priceless botanical treasures of China. All will converge in Canton's Fanqui-town, or Foreign Enclave, a powder keg awaiting a spark to ignite the Opium Wars.”

Semester 2 Read (May date/s TBA): Flood of Fire (2015)
From Amazon, “It is 1839 and tension has been rapidly mounting between China and British India following the crackdown on opium smuggling by Beijing. With no resolution in sight, the colonial government declares war.

One of the vessels requisitioned for the attack, the Hind, travels eastwards from Bengal to China, sailing into the midst of the First Opium War. Flood of Fire follows a varied cast of characters from India to China, through the outbreak of the First Opium War and China's devastating defeat, to Britain''s seizure of Hong Kong.”