AP English Literature and Composition - DOC

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					North Lawndale College Prep Charter High School
1615 South Christiana, Chicago, Illinois 60623

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English Department 06 May 2009 Dear 2009-20010 AP English Literature Student, In order for us to hit the ground running in August—and we will be running!—it is imperative that each and every one of you complete the following Summer Reading and Writing Assignment to the best of your ability. Let’s start the year off on the right foot—by displaying what talents and skills you already possess in English. This exercise will become your first graded assignment of the 2009-2010 school year.  Read and take notes on I Know Why the Caged Bird Sings by Maya Angelou. o For every chapter, you must pick at least one passage that stood out to you. Type or copy it down in your notebook (make sure you write the page number as well), and then explain why it stood out to you. You can make a personal connection with that passage, or you can talk about why the author decided to put that passage in the book. There are 36 chapters in Angelou’s book, so you should have at least 36 passages accompanied with your response. Write a typed, 3-4 page essay in response to the following AP style prompt: o Novels and plays often depict characters caught between colliding cultures – national, regional, ethnic, religious, institutional. Such collisions can call a character’s sense of identity into question. Select a character from I Know Why the Caged Bird Sings who experiences such a cultural collision. Then write a well-organized essay in which you describe the character’s response and explain its relevance to the work as a whole. Choose TWO out of the following four creative options: o Write your own poem of similar length that uses the same title but expresses your own understanding of why the caged bird sings. Then, on a separate page, describe the process of how you constructed this poem, focusing especially on how you developed your own theme. Explain your use of figurative language, word choices, rhyme, and rhythm. o Choose an important scene in the book and create an artistic response to it—a drawing, a collage, a computer-generated piece, etc. Attach a paragraph explaining the art and how it is connected to the book. o Choose a memorable section of the book and prepare a one-minute presentation in which you dramatically read the section in front of the class. Attach a paragraph that explains why you chose this scene and its significance to the work as a whole. Be ready to share both on Day 1. o Create a soundtrack that musically represents Maya’s physical journey or her development of self-awareness. Include at least ten, school-appropriate songs and write a paragraph that explains how each song connects to Maya’s story.

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In addition, be sure to find some time to rest, relax and recharge your mental batteries this summer, so you will be ready to take on the challenges of AP—and your junior year! Lastly—and this should go without saying—don’t leave this assignment until the last minute. High quality work is rarely done at the last minute, with one eye on the minute hand. Give yourself ample time to think, read, re-read, draft, revise, revise again, and make the final product you turn in to me a true indication of what your potential is. With best wishes for your summer, Mr. Tim Bouman, Ms. Veriner Hubbard-James, Ms. Misuzu Miyashita, and Ms. Lauren Gruber You 2009-2010 AP English Literature Teachers If you have questions as you are reading, I invite you to e-mail me: tbouman@nlcphs.org, vjames@nlcphs.org, mmiyashita@nlcphs.org, lgruber@nlcphs.org

I know why the caged bird sings by Maya Angelou
A free bird leaps on the back Of the wind and floats downstream Till the current ends and dips his wing In the orange suns rays And dares to claim the sky. But a BIRD that stalks down his narrow cage Can seldom see through his bars of rage His wings are clipped and his feet are tied So he opens his throat to sing. The caged bird sings with a fearful trill Of things unknown but longed for still And his tune is heard on the distant hill for The caged bird sings of freedom. The free bird thinks of another breeze And the trade winds soft through The sighing trees And the fat worms waiting on a dawn-bright Lawn and he names the sky his own. But a caged BIRD stands on the grave of dreams His shadow shouts on a nightmare scream His wings are clipped and his feet are tied So he opens his throat to sing. The caged bird sings with A fearful trill of things unknown But longed for still and his Tune is heard on the distant hill For the caged bird sings of freedom.

Sample Notes for I Know Why the Caged Bird Sings Remember, there are 36 chapters in Angelou’s book, so you should have at least 36 passages accompanied by your response. Name: Ms. Miyashita Date: 5/13/09 Title: IKWTCBS Section: Chapter One Passage: ―Wouldn’t they be surprised when one day I woke out of my black ugly dream, and my real hair, which was long and blond, would take the place of the kinky mass that Momma wouldn’t let me straighten? My light-blue eyes were going to hypnotize them, after all the things they said about ―my daddy must have been a Chinaman‖ (I thought they meant made out of china, like a cup) because my eyes were so small and squinty‖ (2). Response: I sense a lot of self-hatred in Maya’s words here. She doesn’t think she’s pretty because her picture of ideal beauty is a white girl. I can relate to Maya’s low self-esteem because it took me many years to feel comfortable in my own skin. Because I grew up with only white people, I, too, believed that whiteness was part of the definition of beauty, and sometimes I even thought I was white. Just like Maya points to her hair and her eyes as sources of disappointment, I also used to identify parts of my body that made me feel unattractive. Viewing oneself as just a collection of disappointing body parts is no way to build self-confidence; nonetheless, the fact that Maya can view herself to be a white girl reveals her powerful imagination.

Name: Ms. Miyashita Date: 5/13/09 Title: IKWTCBS Section: Chapter Two Passage: ―In cotton-picking time the late afternoons revealed the harshness of Black Southern life, which in the early morning had been softened by nature’s blessing of grogginess, forgetfulness and the soft lamplight‖ (9). Response: Angelou uses personification here as she talks about nature softening the ―harshness of Black Southern life.‖ Previous to this passage she describes various laborers and their routine lives of sweat, strain, and poverty, but her use of personification in this last sentence of chapter two indicates hopefulness. Despite how hard their lives are, the people around Maya wake up with a new chance, partly because sleep can dull their memory of the previous day. I see this happening all around me. Sometimes I will be grading papers late at night, and my head will start bobbing because I am falling asleep at my desk. Nevertheless, a few hours of rest might be all I need to start renewed and ready to attack another day. Accordingly, students sometimes leave NLCP tired, frustrated, or overwhelmed with work. But the next morning, they’re back, oftentimes with refreshed faces and energy, open to overcoming their obstacles yet again. I wonder if this idea of having another chance to endure a tough situation will repeat itself in this book….

Rubrics for 3-4 page essay in response to the AP style prompt: Cultural Collisions
General Directions: This scoring guide will be useful for most student essays. The score that you assign should reflect your judgement of the quality of the essay as a whole—its content, its style, its mechanics. Reward the writers for what they do well.

2008-2009 North Lawndale College Prep High School Junior Team Summer Reading Creative Options Rubric Student Name:_____________________________________ Course:_____________________________________ Date:________________________________ Period:__________
Optimize Standards (A grade) Exceed Standards (B grade)
Essays at this level include  The poem is creative, and effectively develops a theme connected to its title  The accompanying explanation is clear and thoughtful; the explanation effectively discusses use of figurative language, word choice, rhyme, and rhythm  The accompanying explanation displays effective control of grammar, punctuation, and spelling 

Meet Standards (C grade)
Essays at this level include  The poem is somewhat creative, and somewhat develops a theme connected to its title  The accompanying explanation is somewhat clear and thoughtful; the explanation somewhat discusses use of figurative language, word choice, rhyme, and rhythm  The accompanying explanation displays some control of grammar, punctuation, and spelling  The performance is somewhat creative and includes some use of props, costumes, facial expressions, body language, and voice to convey emotion The performance lasts less than one minute The accompanying explanation is somewhat clear and thoughtful; the explanation somewhat discusses why the scene was chosen and the scene’s significance to the work as a whole The accompanying explanation displays some control of grammar, punctuation, and spelling The artistic response is somewhat creative, neat, colorful, and pleasing to the eye The accompanying explanation is somewhat clear and thoughtful; the explanation somewhat discusses how the art is connected to a passage in the novel The accompanying explanation displays some control of grammar, punctuation, and spelling The soundtrack is somewhat creative and has fewer than ten songs that somewhat connect to Maya’s physical journey or her development of selfawareness The accompanying explanation is somewhat clear and thoughtful and somewhat explains how each song connects to Maya’s story The accompanying explanation displays some control of grammar, punctuation, and spelling

Do Not Meet Standards (F Grade)
Essays at this level include  This poem is not creative, and does not develop a theme connected to its title  The accompanying explanation is not clear and thoughtful; or, there is no accompanying explanation provided  The accompanying explanation displays little or no control of grammar, punctuation, and spelling  The performance is not creative and has little or no use of props, costumes, facial expressions, body language, and voice to convey emotion The performance lasts less than one minute The accompanying explanation is not clear and thoughtful; or, there is no explanation provided

Your Points

Poem

Essays at this level include  The poem is exceptionally creative, and clearly develops a theme connected to its title  The accompanying explanation is exceptionally clear and thoughtful; the explanation discusses use of figurative language, word choice, rhyme, and rhythm  The accompanying explanation displays an exceptional control of grammar, punctuation, and spelling  The performance is exceptionally creative and incorporates props, costumes, facial expressions, body language, and voice to convey emotion The performance lasts at least one minute The accompanying explanation is exceptionally clear and thoughtful; the explanation discusses why the scene was chosen and the scene’s significance to the work as a whole The accompanying explanation displays an exceptional control of grammar, punctuation, and spelling The artistic response is exceptionally creative, neat, colorful, and pleasing to the eye The accompanying explanation is exceptionally clear and thoughtful; the explanation discusses how the art is connected to a passage in the novel The accompanying explanation displays an exceptional control of grammar, punctuation, and spelling

Reading Performance

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The performance is creative and includes an effective use of props, costumes, facial expressions, body language, and voice to convey emotion The performance lasts at least one minute The accompanying explanation is clear and thoughtful; the explanation discusses why the scene was chosen and the scene’s significance to the work as a whole The accompanying explanation displays an effective control of grammar, punctuation, and spelling The artistic response is creative, neat, colorful, and pleasing to the eye The accompanying explanation is clear and thoughtful; the explanation discusses how the art is connected to a passage in the novel The accompanying explanation displays an effective control of grammar, punctuation, and spelling

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The accompanying explanation displays little or no control of grammar, punctuation, and spelling The artistic response is not creative, neat, colorful, and pleasing to the eye The accompanying explanation is not clear and thoughtful; or, there is no explanation provided

Artistic Response

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The accompanying explanation little or no control of grammar, punctuation, and spelling

Soundtrack

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The soundtrack is exceptionally creative and includes at least ten songs that clearly connect to Maya’s physical journey or her development of selfawareness The accompanying explanation is exceptionally clear and thoughtful and explains how each song connects to Maya’s story The accompanying explanation displays an exceptional control of grammar, punctuation, and spellin

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The soundtrack is creative and includes at least ten songs that clearly connect to Maya’s physical journey or her development of self-awareness The accompanying explanation is clear and thoughtful and explains how each song connects to Maya’s story The accompanying explanation displays an effective control of grammar, punctuation, and spelling

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The soundtrack is not creative and has fewer than ten songs that do not connect to Maya’s physical journey or her development of self-awareness The accompanying explanation is not clear and thoughtful; or, there is no accompanying explanation The accompanying explanation displays little or no control of grammar, punctuation, and spelling

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