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					North Lawndale College Prep Charter High School                                                                   (773) 542.1490
1615 South Christiana, Chicago, Illinois 60623                                                                 Fax (773) 542.1492

                                                       English Depart ment
20 May 2010

Dear 2010-2011 AP English Literature Student,

In order for us to hit the ground running in August—and we will be running!—it is imperat ive that each and every one of you
complete the fo llo wing Su mmer 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. Th is exercise will beco me your first graded
assignment of the 2010-2011 school year. Every part of this assignment is due the first day of school. NO LATE WORK
WILL B E ACCEPTED.

         Read and think crit ically about I Know Why the Caged Bird Sings by Maya Angelou.
              o This book has 36 chapters. Select one passage fro m the book’s beginning (chapters 1-12), middle (13-24),
                   and end (25-36) that stands out to you. Type or copy each of the three selected passages in your notebook
                   (make sure you record the page number as well). Then, for each passage, answer the follo wing questions in
                   complete sentences:
                         How does this passage connect to your own life?
                         What literary devices do you notice in this passage? Include the name of the literary device as well
                             as the text that exemp lifies the device.
                         How is this passage significant to the mean ing of the work as a whole? Be thoughtful and
                             thorough.
         Write a typed, 2-3 page essay in response to the following AP style prompt :
              o Novels and plays often depict characters caught between colliding cultures – national, reg ional, ethnic,
                   religious, institutional. Such collisions can call a character’s sense of identity into question. Select a
                   character fro m I Know Why the Caged Bird Sings who experiences such a cultural collision. Then write a
                   well-o rganized essay in which you describe the character’s response and explain its relevance to the work as
                   a whole.
         Choose TWO out of the fo llo wing 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 figurat ive language, word
                   choices, rhyme, and rhyth m.
              o Choose an important scene in the book and create an artistic response to it —a drawing, a co llage, a
                   computer-generated piece, etc. Attach a paragraph explaining the art and how it is connected to the book.
              o Choose a memorab le section of the book and prepare a one-minute presentation in which you dramat ically
                   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 develop ment of self -awareness.
                   Include at least ten, school-appropriate songs and write a paragraph that exp lains how each song connects to
                   Maya’s story.
         Bring a copy of I Know Why the Caged Bird Sings to school next year. (You can go to the library, a bookstore,
          amazon.co m, o r borrow fro m a friend.) We will be working with the novel at the beginning of the year.

Don’t leave this assignment until the last minute. High quality wo rk is rarely done at the last minute, with one eye on the
minute hand. Give yourself ample time to think, read, re -read, d raft, revise, rev ise 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,

Ms. Veriner Hubbard-James, Ms. Misuzu M iyashita, and Ms. Lauren Gruber, and Ms. Sara Eisenbaum
Your 2010-2011 AP English Literature Teachers

If you have questions as you are reading, I invite you to e-mail us: vjames@nlcphs.org, mmiyashita@nlcphs.org,
lgruber@nlcphs.org, seisenbaum@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 B IRD 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 CRJ for I Know Why the Caged Bird Sings
Remember, you must pick one passage from the text’s beginning, middle, and end.

Name: Ms. Gruber
Date: 5/20/10
Title: IKWTCBS
Beginning, middle, or end
Chapter 1, page 2

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 the y 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: It’s a universal experience to have a moment when you are unhappy in your own body,
uncomfortable in your own skin. I’ve certainly felt this way at different points in my life, especially when
I was a teenager. Though, Maya’s desire to somehow wake up different (i.e. ―white‖) is painful to read
about; the racist society she lives in is responsible for creating the ―black ugly dream‖ she describes.

In this passage, I see lots of imagery. In particular, Angelou plays around with colors: ―black ugly
dream,‖ ―blond,‖ and ―light-blue eyes.‖

This passage illustrates Angelou’s idea of herself and reveals her low self-esteem. She feels this way as a
child, but I suspect that her self-esteem will fluctuate as the book goes on. In these lines, the pervasive
racism of the Jim Crow-Era South comes to life, and racism is something that Angelou will have to
combat throughout IKWTCBS.



You should have 3 entries like the one above in your CRJ.
         Rubrics for 2-3 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 judgment of the quality of the essay as a whole—its content, its style, its mechanics.
Reward the writers for what they do well. The score for an exceptionally well- written essay may be
raised by one point above the otherwise appropriate score. In no case may a poorly written essay be
scored higher than a three (3).

9-8    These persuasive essays focus well on a character’s response to some form of cultural collision—
       national, regional, ethnic, religious, or institutional. They clearly describe the cultural collision,
       explain fully what the character’s response to it is, and demonstrate its relevance to the work as a
       whole. Although not without flaws, these essays are richly detailed and stylistically reso urceful.
       Those scored a nine (9) are exceptionally insightful, knowledgeable, or elegantly written.

7-6    These competent essays also focus clearly on a single character’s response to some form of
       cultural collision in the novel. These essays offer insights into both the nature of the cultural
       collision and the character’s response to it. They are, however, less detailed, less fully persuasive,
       and/or less authoritative than 9-8 essays. These essays are free from significant or sustained
       misinterpretation, but lack the control and sophistication of those in the 9-8 range.

5      These essays tend to be simplistic in analysis even though they respond to the assigned task and
       offer a plausible account of the character’s response to cultural collision. They may fail to show
       how the character’s response is relevant to the work as a whole, may depend too heavily on plot
       summary, may offer weak arguments, or may be characterized by the incomplete development of
       an argument.

4-3    These lower-half essays demonstrate an incomplete or inadequate understanding of the prompt.
       They may fail to focus on the character’s response, fail to deal with issues of cultural collision,
       rely mainly on plot summary, and/or lack control over the conventions of college-level
       composition. Essays that are particularly poorly written will be scored a three (3).

2-1    These essays compound the weaknesses of the papers in the 4-3 range. Often they are
       unacceptably brief. They may be poorly written on several counts and may contain distracting
       errors in grammar and mechanics. The writer’s remarks are presented with little clarity,
       organization, or supporting evidence. Especially inept, vacuous, and/or unsound essays must be
       scored a one (1).

0      These essays give a response with no more than a reference to the task.

---    These essays are either left blank or are completely off-topic.
                                                                    2010-2011 North Lawndale College Prep High School
                                                                   Junior Team Summer Reading Creati ve Options Rubric
Student Name:_____________________________________ Course:_____________________________________ Date:________________________________ Period:__________

                         Optimize S tandards                               Exceed S tandards                                 Meet S tandards                               Do Not Meet S tandards                   Your
                             (A grade)                                         (B grade)                                       (C grade)                                         (F Grade)                          Points
                        Essays at this level include                   Essays at this level include                      Essays at this level include                    Essays at this le vel include
    Poem         The poem is exceptionally creative, and       The poem is creative, and effectively            The poem is somewhat creative, and             This poem is not creative, and does not
                  clearly develops a theme connected to its      develops a theme connected to its title           somewhat develops a theme connected             develop a theme connected to its title
                  title                                         The accompanying explanation is clear             to its title
                 The accompanying explanation is                and thoughtful; the explanation                  The accompanying explanation is                The accompanying explanation is not clear
                  exceptionally clear and thoughtful; the        effectively discusses use of figurative           somewhat clear and thoughtful; the              and thoughtful; or, there is no
                  explanation discusses use of figurative        language, word choice, rhyme, and                 explanation somewhat discusses use of           accompanying explanation provided
                  language, word choice, rhyme, and              rhythm                                            figurative language, word choice,
                  rhythm                                        T he accompanying explanation displays            rhyme, and rhythm
                 The accompanying explanation displays          effective control of grammar, punctuation,       The accompanying explanat ion displays         The accompanying explanation displays
                  an exceptional control of grammar,             and spelling                                      some control of grammar, punctuation,           little or no control of grammar, punctuation,
                  punctuation, and spelling                                                                        and spelling                                    and spelling

   Reading        The performance is exceptionally               The performance is creative and includes         The performance is somewhat creative           The performance is not creative and has
 Performance       creative and incorporates props,                an effective use of props, costumes, facial       and includes some use of props,                 little or no use of props, costumes, facial
                   costumes, facial expressions, body              expressions, body language, and voice to          costumes, facial expressions, body              expressions, body language, and voice to
                   language, and voice to convey emotion           convey emotion                                    language, and voice to convey emotion           convey emotion
                  The performance lasts at least one             The performance lasts at least one minute        The performance lasts less than one            The performance lasts less than one minute
                   minute                                                                                            minute
                  The accompanying explanation is                The accompanying explanation is clear            The accompanying explanation is                The accompanying explanation is not clear
                   exceptionally clear and thoughtful; the         and thoughtful; the explanation discusses         somewhat clear and thoughtful; the              and thoughtful; or, there is no explanation
                   explanation discusses why the scene was         why the scene was chosen and the                  explanation somewhat discusses why              provided
                   chosen and the scene’s significance to          scene’s significance to the work as a             the scene was chosen and the scene’s
                   the work as a whole                             whole                                             significance to the work as a whole
                  The accompanying explanation displays          The accompanying explanation displays            The accompanying explanation displays          The accompanying explanation displays
                   an exceptional control of grammar,              an effective control of grammar,                  some control of grammar, punctuation,           little or no control of grammar,
                   punctuation, and spelling                       punctuation, and spelling                         and spelling                                    punctuation, and spelling

Artistic          The artistic response is exceptionally         The artistic response is creative, neat,         The artistic response is somewhat              The artistic response is not creative, neat,
Response           creative, neat, colorful, and pleasing to       colorful, and pleasing to the eye                 creative, neat, colorful, and pleasing to       colorful, and pleasing to the eye
                   the eye                                                                                           the eye                                        The accompanying explanation is not clear
                  The accompanying explanation is                The accompanying explanation is clear            The accompanying explanation is                 and thoughtful; or, there is no explanation
                   exceptionally clear and thoughtful; the         and thoughtful; the explanation discusses         somewhat clear and thoughtful; the              provided
                   explanation discusses how the art is            how the art is connected to a passage in          explanation somewhat discusses how
                   connected to a passage in the novel             the novel                                         the art is connected to a passage in the
                  The accompanying explanation displays          The accompanying explanation displays             novel                                          The accompanying explanation little or no
                   an exceptional control of grammar,              an effective control of grammar,                 The accompanying explanation displays           control of grammar, punctuation, and
                   punctuation, and spelling                       punctuation, and spelling                         some control of grammar, punctuation,           spelling
                                                                                                                     and spelling

  Soundtrack      The soundtrack is exceptionally creative       The soundtrack is creative and includes at       The soundtrack is somewhat creative            The soundtrack is not creative and has
                   and includes at least ten songs that            least ten songs that clearly connect to           and has fewer than ten songs that               fewer than ten songs that do not connect to
                   clearly connect to Maya’s physical              Maya’s physical journey or her                    somewhat connect to Maya’s physical             Maya’s physical journey or her
                   journey or her development of self-             development of self-awareness                     journey or her development of self-             development of self-awareness
                   awareness                                      The accompanying explanation is clear             awareness                                      The accompanying explanation is not clear
                  The accompanying explanation is                 and thoughtful and explains how each             The accompanying explanation is                 and thoughtful; or, there is no
                   exceptionally clear and thoughtful and          song connects to Maya’s story                     somewhat clear and thoughtful and               accompanying explanation
                   explains how each song connects to                                                                somewhat explains how each song
                   Maya’s story                                   The accompanying explanation displays             connects to Maya’s story                       The accompanying explanation displays
                  The accompanying explanation displays           an effective control of grammar,                 The accompanying explanation displays           little or no control of grammar,
                   an exceptional control of grammar,              punctuation, and spelling                         some control of grammar, punctuation,           punctuation, and spelling
                   punctuation, and spellin                                                                          and spelling

				
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