Honors and AP

AP Bio textbooks can be picked up from Ms. Brako's Room.

• Read Chapters 1-5 and answer the corresponding questions from the Reading Guide packet provided.
• This assignment is due on the first day of class
• You will have a test on this material during the first week of school

If you have any questions, please email brakoe@madison.k12.ct.us

Summer Assignment

Read How to Read Literature Like a Professor (Foster), then read one book from each of the lists below.

Chose one of these:

• Tale of Two Cities (Dickens)
• Jane Eyre (C. Bronte)
• Wuthering Heights (E. Bronte)
• Crime and Punishment (Dostoevsky)
• Billy Budd (Melville)

AND one of these:

• Catch-22 (Heller)
• Brave New World (Huxley)
• Their Eyes Were Watching God (Hurston)
• Beloved (Morrison)
• Ceremony (Silko)

After you have read all three books, write two 500-to-750-word essays in which you apply any idea from the Foster text to the text you read. Bring a printed copy of each essay on the first day of school. Use MLA format, but aside from that, there is no rubric for this assignment.

If you have any questions, contact Mr. Siedlecki siedleckik@madison.k12.ct.us.

AP European History/ Western Civilization

Required Reading:

• Manchester, William: A World Lit Only by Fire: The Medieval Mind and the Renaissance – Portrait of an Age* (Available on Overdrive)

*Students will be responsible for obtaining their own copy of the book.

Travail de l’ÉTÉ : AP French -2019

Travail de l’ÉTÉ : Français 4H -2019

Students going into AP Latin 4 must read Vergil’s Aeneid in English, books 1, 2, 4, and 6 (Fagles Translation).

Students were provided a copy of Vergil’s Aeneid in their Latin 3 course during the 2017-2018 school year.

Instructions for summer work for Uconn/Ece Mandarin 4 Honors

Students should pick up the short novel Susan you mafan from room 247 before leaving for the summer.

• Read all of the novel Susan you mafan
• Complete the questions in the attachment. This work will be collected and graded the first day of class. Students should also be prepared to discuss the novel in class.

• There will also be a brief comprehension quiz of Susan you mafan during the first two days of the course.

AP Psychology 2018-2019 Summer Assignment

Welcome…You have signed up to take AP Psychology next year 2017-2018. As instructors of Psychology we hope to peak your interest and your academic curiosity as we work our way through a demanding course.

SUMMER READING ASSIGNMENT:

Gladwell, Malcolm: Blink* (Available on Overdrive)

*Students will be responsible for obtaining their own copy of the book.

A limited number of copies will be available in room 309 until June 25th.

Blink: The Power of Thinking without Thinking

By: Malcolm Gladwell

Part I: Read the text. Highlight and write notes as you go along in your book. Think about parts that you thought were intriguing or stood out or maybe you had never thought about.

Part II: Write three one page journal entries about different experiences over the summer that you had observed or you may have been in a situation that was similar to what Gladwell talks about in Blink. OR in which you thought about Blink and then assessed a situation differently.

Part III: What are your reactions to this book? Did you like it or not? What are some of the things you might criticize or believe should be researched more? (Length of this is not predetermined… feel free to write away.)

• This is not a formal book review but a personal assessment of how this book either did or did not make you think!
• The journal entries and book assessment/review are to be submitted as one document in four parts to Turnitin.com. Turnitin accepts only one download so consolidate your documents. You will be given Turnitin.com info on the first day of class.
• This assignment is worth a total of 40 points, 10 points each for the three journal entries and 10 for your assessment of the book.

RUBRIC for each entry

Exceeds expectations: The student understands not only the objective but also the implications of the assignment. The student makes strong arguments for their observation (s) and makes outstanding and creative links between the event and the book. 8-10 points

Meets expectations: The student understands the objective of the assignment. They create supporting detail that shows a link from the book to their observations with analysis that shows an understanding of the topic 6-8 points Meets some expectations The student requires additional explanations to show an understanding of the assignment. The observations lack some connections to the book and leave the reader with questions about the topics chosen. 4-6 points

Approaching expectations: The student misinterprets significant elements of the assignment and provides limited connection between the observations and the book. Shows limited motivation or understanding of the assignment. 1-3 points

Your teacher will post the Turnitin.com instructions on the first day of school.

No hard copy of this paper is required

Summer Checklist:

______ actively read Blink

______ 3 one page journal entries + response to book

______Send to turnitin.com by the end of the first week of school

INSTRUCCIONES PARA EL VERANO

PARA LOS ESTUDIANTES QUE VAN A TOMAR

ESPAÑOL 5AP

Este verano tienen que leer TODAS las lecturas del paquete (pueden obtener un paquete antes del fin del año por pasar por el aula 240 del Profesor Hibbard o en la oficina principal de DHHS durante el verano) y elegir las respuestas correctas para las preguntas de comprensión. El primer día de clases en septiembre, se tienen que dar las respuestas en una hoja separada de papel.

Con cualquier duda, contacten al Profesor Hibbard: hibbardj@madison.k12.ct.us

INSTRUCCIONES PARA EL VERANO

PARA LOS ESTUDIANTES QUE VAN A TOMAR

ESPAÑOL 6 HONORES

• Rivas, Manuel. La lengua de las mariposas (las copias del libro están disponibles en la oficina de World Language - 243. Please pick up your book before the summer.)
• Lean páginas IV-X
• Lean el cuento “La lengua de las mariposas” páginas 2 – 17.
• Respondan a preguntas 1-14 (Cuestionario) en la página 18 en español.
• Respondan a uno de los ensayos (A, B, o C) en la página 20. Escriban 10-12 frases en español.
• Todos estos deberes se entregarán para el primer día de clases. Este trabajo formará parte de la nota. Además, deben estar preparados para repasarlo en la clase.

Pueden comunicar con las profesoras Aguzzi, Gauley, y/o Mancini por correo electrónico si es necesario

• aguzzij@madison.k12.ct.us
• mancinik@madison.k12.ct.us
• gauleys@madison.k12.ct.us

Books can be picked up in the World Language office or in Room 238.

Welcome to APUSH.

We really hit the ground running in this course and we use your summer work extensively early on. Please complete it with care.

AP United States History Summer Reading Assignment

Mr. Pelletier and Mrs. Stott

Summer 2018

Part I: Textbook

Read Chapters 1 and 2 in Give Me Liberty.

You will be reading and learning about two broad historical themes through these chapters:

• On the North American continent controlled by American Indians, contact among the peoples of Europe, the Americas and West Africa created a new world.
• Europeans and American Indians maneuvered and fought for dominance, control and security in North America, and distinctive colonial and native societies emerged.

Part II: Primary and Secondary Sources

Read:

• The Myth of the Unmanaged Landscape by Tobias Costa, Paul Grant Cost (Link in Title)
• Changes in the Land by Bill Cronin
• Three readings from Chapter 1 of Voices of Freedom, our supplementary primary source reader:

1. The Pueblo Revolt
2. Father Jean de Brebauf on the Customs and Beliefs of the Hurons
3. A Micmac Indian Replies to the French

Part III: Gathering Evidence

Many students find that when completing the summer reading, they are overwhelmed by the amount of information and take “too many notes.” To assist in your summer work, we suggest the approach of using the argument statements listed below (each is a key concept that will be assessed in our course and on the AP Exam, and relates to the broad historical themes listed above).

For each statement, gather supporting evidence. In other words, what examples and evidence can you find in your reading of Chapters 1 and 2 and the additional resources provided to prove these statements are true? You will be using, presenting and being assessed on the information you gather in the first weeks of class.

1. Before the arrival of Europeans, native populations in North America developed a wide variety of social, political and economic structures based in part on interactions with the environment and each other.
2. European overseas expansion resulted in the Columbian Exchange, a series of interactions and adaptations among societies across the Atlantic.
3. Contacts among American Indians, Africans and Europeans challenged the worldviews of each group.
4. Differences in imperial goals, cultures and the North American environments that different empires confronted led Europeans to develop diverse patterns of colonization.
5. European colonization efforts in North America stimulated intercultural contact and intensified conflict between various groups of colonizers and native peoples.

Part IV: Practice Quizzes

Instructions: During the school year we will be having multiple choice and short answer quizzes on each chapter. These are designed to help you improve your close reading. It is easy to close read for short durations, a challenge of this class is to close read for 35 pages per chapter. To help you prepare for this challenge we are providing you with two sample practice quizzes. After you feel you have read sufficiently, complete these quizzes (in about 20 minutes each). Your performance on the quizzes should serve as a self-evaluation of the quality of your reading. Typically, the short answer portion of the quizzes comes from the focus questions listed at the start of each chapter.

Practice Quiz: Chapter 1

Practice Quiz: Chapter 2