Name___________ Period__________ Date___________ AP Independent Reading Summary 1 ___________________________________________________________________ The book that I selected for my Quarter 1 AP independent reading assignment was ______________ by ____________. So far, it is the story of a character named ____ ____________________ who wants to _______________________. For example, in the text so far he (or she) has ___________________________________________ __________________________________________________________________. So far I agree (or disagree) with the character’s actions or motivations because ______ __________________________________________________________________. I predict by the end of the story he (or she) will ______________________ because __________________________________________________________________.

Name___________ Period__________ Date___________ AP Independent Reading Summary 2 ________________________________________________________ So far, in the book ____________________ by ____________, the main character _____________________ can be characterized as a ____________-type person. This can be seen through the following actions: _______________,___________________________, and _______________________________________.The setting (or environment) of this character also “characterizes” him (or her) in the following ways:____________________________________________. Therefore, _________________ can be characterized indirectly as ______________.

Extra Credit Opportunity: Grammar 1.Go to Townsend Press.net 2.Log in = a.Your first name b.Password = freedom 3.Complete the following assignments: (English Essentials) a. Subjects & Verbs, b.Sentence Types, c.Fragments

Pre-Advanced Placement English 10: World Literature Instructor: Dr. Van Slooten

Warm Up: Argument / Counter Argument 1.Set up your notebook paper for the activity. 2.Write the prompt. 3.Write the parts of the argument (claim, support / examples, conclusion). 4.Write a reasonable counterargument using the rhetorical appeals as support (appeal to logic, emotion, or speaker credibility). 5.Convince others that your argument / conclusion is reasonable and the opposing argument is not (Socratic discussion).

Name___________ Period__________ Date___________ Warm Up: Identifying and Argument & Making a Counterargument ____________________________________________________________________________________ ISSUE: Is There a God? Many people, particularly atheists or strict “scientists”, believe that many aspects of life often attributed to a “divine creator” can be logically explained by scientific principles. For example, the “miracle of life” can either occur naturally through the act of procreation, or artificially through artificial insemination or cloning. Even the creation of the universe can be explained according to the “Big Bang” theory which states that time and space came into existence from a singularity that may have been the product of “white hole” (the reverse of a black hole). Therefore, it is reasonable to conclude that there is no “God”, only natural processes and phenomena which science will one day explain. Argument 1.Central Claim: ___________________________________________________________________ 2.Reasons / Support / Examples (Ethos appeal, pathos appeal, or logos appeal?) a._______________________________________________________________________________________ b._______________________________________________________________________________________ c._______________________________________________________________________________________ 3.Conclusion Reached:_________________________________________________________________ ________________________________________________________________________________ Reasonable Counterargument 1.Counterclaim:_______________________________________________________________________ 2.Counterevidence / examples (use a mixture of ethos, logos, and pathos appeals):_____________________ 3.Alternate conclusion reached:___________________________________________________________

LESSON LESSON: Identifying an Argument 1.Standard 11.6 b: Produce arguments in writing, developing a thesis that demonstrates knowledgeable judgments, addresses counterclaims, and provides effective conclusions. 2.Example: What is Wiesel’s argument in Night? a.Claim: The world remained silent while millions of Jews were being killed. b.Support / Examples: Neighbors watched while his family was deported. c.Conclusion: Therefore, no one in the world did anything to prevent this. 3.Question: Is this a fair conclusion? Do you agree? Support, challenge, or qualify Wiesel’s claim by making a counterclaim and providing counter-evidence.

Name___________ Period__________ Date___________ Night Personal Narrative Notes ___________________________________________________________________ Directions: Read Night and take notes about events that occur in the narrative. Event Author’s purpose for including this event in the narrative ___________________________________________________________________

LESSON LESSON: Timed Essay Writing 1.Standard 10.6: Students will be able to write in a variety of forms with an emphasis on persuasion. 2.Example: Go over AP timed writing handout. a.Intro: Set up your claim and evidence. Prepare us to be convinced. b.Body: Convince us with your evidence and detailed examples. c.Conclusion: State therefore, your claim is reasonable based on the evidence that you presented. 3.Assessment: Timed Essay 1

Name___________ Period__________ Date___________ Timed Essay Writing Practice ________________________________________________________ Prompt: Did the world remain silent while Jews were being murdered during the holocaust? State your understanding of Wiesel’s claim, evidence, and assumptions, then support, challenge, or qualify his argument in a well-structured essay. Structure Guide 1.Introduction Paragraph a.Hook (question, startling statement, quote, definition) b.Context (explain the hook and connect it to your answer / thesis statement) c.Thesis statement / answer to prompt 2.Body Paragraph a.Topic sentence (your assertion & explanation of the thesis) b.Examples c.Commentary / connection back to thesis. 3.Conclusion Paragraph a.Restate thesis (Therefore, as these examples have shown, ….) b.Reminder about the larger issue (being defined by our actions in general) c.Closing hook

Pre-Advanced Placement English 10: World Literature Instructor: Dr. Van Slooten

Name___________ Period__________ Date___________ ACTIVITY: Holocaust Video Notes ___________________________________________________________________ PART 1: (5) Facts About the Holocaust 1. The first fact about the holocaust from the video was it________________. 2. The second fact about the holocaust from the video was it ______________. 3. The third fact about the holocaust from the video was it ________________. 4. The fourth fact about the holocaust from the video was it _______________. 5. The fifth fact about the holocaust from the video was it ________________. PART 2: (5) Connections / Predictions about Night 1.One possible connection to Night could be ____________________________. 2.Another possible connection to Night could be _________________________. 3.Another possible connection to Night could be _________________________. 4.Another possible connection to Night could be _________________________. 5.Another possible connection to Night could be __________________________.

LESSON LESSON: Personal Narrative Essay Writing 1.Standard: (10.6a) Students will generate, gather, plan, and organize ideas for writing to address a specific audience and purpose. 2.Example: Writing about a personal experience during a historical event. a.Night is Elie Wiesel’s personal story about his experiences during the holocaust. b.Specific audience: People who did not directly experience the holocaust. c.Purpose: To persuade an audience that the holocaust did occur and that the perpetrators should be punished. 3.Assignment: Write your own personal narrative about your family’s experiences during 9/11 or another historical event. Your purpose is to persuade future students that 9/11 did occur and was a significant event in American and world history.

LESSON LESSON: Sentence Variety 1.Standard: (10.7) Students will edit their writing for grammar, spelling, and punctuation. 2.Example: Sentence variety a.Simple sentence (She went to the store for eggs and milk.), and b.Compound sentence (She went to the store, and he went fishing.) While he went fishing c.Complex sentence (While he went fishing, she went to the store.) while he went fishing, but d.Compound-Complex sentence (She went to the store while he went fishing, but they both eventually went to the movies.) 3.Assignment: complete grammar homework designed to increase your ability to write more complex sentences and add variety to your writing.

Name___________ Period__________ Date___________ AP Independent Reading Activity 3: Essay Writing Practice ________________________________________________________ Prompt: It is often said that we are defined by our actions. Is this a true statement for the main character of your book so far? Give examples to support your early conclusion about this character. Structure Guide 1.Introduction Paragraph a.Hook (question, startling statement, quote, definition) b.Context (explain the hook and connect it to your answer / thesis statement) c.Thesis statement / answer to prompt 2.Body Paragraph a.Topic sentence (your assertion & explanation of the thesis) b.Examples c.Commentary / connection back to thesis. 3.Conclusion Paragraph a.Restate thesis (Therefore, as these examples have shown, ….) b.Reminder about the larger issue (being defined by our actions in general) c.Closing hook