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|  | | | Please scroll down to the appropriate class. Not all classes have summer assignments. Texts can be found in libraries or purchased at local book stores. Enjoy the summer!
1. English assignments
2. Chemistry assignments
3. Biology assignments
4. History assignments
5. Computer Science assignments
6. TOK assignment
7. Spanish assignments
1. English
English 12 IB - Due Friday, September 5, 2008
ALL JOURNALS MUST BE TYPED AND FORMATTED AS OUTLINED BELOW. PRINT ONE COPY TO TURN IN TO YOUR TEACHER BY THE ASSIGNED DUE DATE AND PRINT A SECOND COPY FOR YOURSELF. USE YOUR COPY DURING CLASS DISCUSSIONS TO GENERATE DISCUSSION, PROVIDE PRECISE EXAMPLES, AND TAKE ADDITIONAL NOTES.
Your Name
IB Close Reading Journal
Text: Mother to Mother
Date: Sept. 5, 2008
I. YOUR INSIGHTS ON THIS TEXT
A. Describe and label at least four of the items listed below in relation to this text. Be Specific! Consider a variety of observations and insights over time (look at different characters, themes, conflicts, etc.)
- Structure of Time & Events (Str)
- Narration / Speaker / Voice (NSV)
- Setting / Atmosphere (SA)
- Audience (A)
- Characterization (C)
- Conflict / Tension (CT)
- Patterns / Motifs (PM)
- Point of View (POV)
- Style / Diction / Syntax (SDS)
B. WHAT’S YOUR EVIDENCE?
- List abbreviated quotes and page numbers. If you use an abbreviated quote, the part you are analyzing or discussing MUST appear in the quoted portion.
- Other specific textual justification.
C. ANALYSIS OF SIGNIFICANCE / EFFECT
- So what? Why does this matter? ** This is key to the IB exams and commentary!
- What emotional or intellectual effect does this have on the audience?
- How does this insight connect to others you’ve made?
- What pattern(s) does this insight reveal? What meaning does the pattern(s) suggest?
- Does this support or develop a theme?
For each of the four items you have chosen to focus on, you must also include precise evidence from the text and an analysis of its significance or effect.
II. LITERARY TECHNIQUES
A. Describe (explain the author’s use of) at least three techniques. Be sure to discuss how the author uses this
technique throughout the entire text.
- Is the use consistent?
- Does it disappear? When? Why?
- Does it reappear? When? Why?
- When is the technique used most prevalently?
B. Relevant textual references. Be sure to quote significant passages
C. Analysis of Effect on Audience.
I = Intellectual (causes you to think)
E = Emotional (causes you to feel)
Sample Literary Techniques to Consider
¸ Figurative language (metaphor, simile, hyperbole, metonymy, personification, understatement, synestahesia, connotation / denotation)
¸ Voice, persona, satire, irony (dramatic, verbal, situational)
¸ Style, sentence pattern, tone, mood, atmosphere, ambiance
¸ Allusion (historical, literary, social-political, mythological, Biblical, etc.)
¸ Key imagery, deliberate contrast / comparison, analogy, symbolism, stereotype, archetype
¸ Point of view (1st person, 3rd person -- omniscient, limited, or objective) Does the author use multiple
points of view? How, why and to what effect?
¸ Foreshadowing, flashback, flash-forward, stream-of-consciousness
III. THEME / AUTHOR’S INTENT
When you are identifying a theme, be careful not to identify a subject. The theme is what the author
says about the subject. For instance, Hawthorne writes about the subject of a hidden sin. His theme,
which he states late in the novel, is “Be true! Be true! Be true! Show freely to the world, if not your
worst, yet some trait whereby the worst may be inferred.”
When you are identifying the author’s intent, ask yourself what the author is trying to accomplish with
this piece of literature. Is he / she trying to persuade, inform, entertain, etc.
IV. DISCUSSION QUESTIONS
Write at least 4 quality questions for class discussion. These should not be plot questions. Rather,
they should focus on theme, style, structure, literary techniques, etc.
(English 12IB Journal Format
The IB English A1 internal and external assessments test the student’s ability to speak and write critically about literature. Students are expected to demonstrate knowledge of plot, character, setting, point of view, language, and structure, and how these work together to create meaning (theme). Students will be expected to complete journals in the format outlined below. These journals may be a single journal for an entire work, or several journals for key sections of a work. Your teacher will explain how often he or she wants you to complete these journals. Familiarize yourself with the items you must focus on before you start reading the book. Then, as you read and come across a strong example of a theme or technique, you can mark your text. Journals must be turned in on the due date. All journals must be typed. Keep a hard copy for yourself. It can be used in class discussions and is a good place to take additional notes from discussions. Keep in mind that the works you study in September and October will be assessed via the oral commentary in February. Your journal and any additional notes from discussion will provide you with an excellent reference for review. Works studied in January through April (plus Mother to Mother from summer reading) will be assessed via Paper 2 ( an essay question) in early May. While this may seem like a great deal of work, we are asking you to focus on literary elements.)
English 11 IB
Pride and Prejudice Journal Assignment - Due September 5, 2008
Directions: Respond to both journal topics. Responses must use precise textual evidence/quotes to support your answers. Responses without quote support will not receive points. Use MLA formatting for your quotes. For example, “It is a truth universally acknowledged, that a single man in possession of a good fortune, must be in want of a wife” (Austen 1). All responses should be typed, and each response should be 1-2 pages in length. Please remember to double space and to use 12-point Times New Roman font. Include the following heading in the upper-right hand corner of your paper:
Your name
Date
Pride and Prejudice Journal #1
Journal Topics
1. Pride and prejudice are central concepts in the novel, but their definitions are not simple. Different kinds of pride appear throughout the novel. Based on your reading of the novel, how do you think Austen would define pride? What would be her definition of prejudice? Which character(s) represent each of these concepts? Use specific details from the novel to support your answer.
2. Examine the following married couples: Mr. and Mrs. Bennet; Mr and Mrs. Gardiner; Mr. and Mrs. Collins; Mr. and Mrs. Bingley; and Mr. and Mrs. Darcy. What seems to be Austen’s conclusions about marriage partners? Are men, as well as women, limited in choices of a marriage partners? What would be the ideal marriage?
English 10 IB Prep - due September 5, 2008
I Know Why the Caged Bird Sings – by Maya Angelou
Summer Reading Assignment for English 10 IB
Journal #1
1. Maya confronts the insidious effects of racism and segregation in America at a very young age. She internalizes the idea that blond hair is beautiful and that she is a fat black girl trapped in a nightmare. In fact, Maya does not quite believe that white people exist.
As she grows older, Maya is confronted with more overt, personal acts of racism. Name 3-4 of these incidents that profoundly shape the idea of racism in her life and that of her family’s.
**You MUST use direct textual evidence from the book to support your answer. Use proper MLA format when quoting directly from the novel (Angelou 7). Papers without textual evidence will receive 0 points.
**Double-space, use 12 point, Times New Roman font. Include the proper heading on the top left side of the paper:
Name:
Date:
Class:
Assignment: (I Know Why the Caged Bird Sings)
2. Chemistry
Chemistry 2 and 3 - due September 2, 2008
Make flash cards for the following and use them so you know them at the beginning of the year.
1. Describe the three types of bonds in terms of electrons
a. Ionic
b. Metallic
c. Covalent
2. Definition and strength of the three types of intermolecular forces
a. Hydrogen bonding
b. Dipole-dipole
c. Van der Waal (also called London or dispersion)
3. Naming organic compounds
a. The prefixes for the 1 to 8 carbons in a compound
b. The prefixes for the number of side chains in a compound (up to 4).
4. Identify the following functional groups by structure and give the suffix for the name.
a. Alkanes
b. Alkenes
c. Halocarbons
d. Alcohols
e. Ethers
f. Aldehydes
g. Ketones
h. Carboxylic acids
i. Esters
j. Amines
k. Amides
l. Amino acids
5. Organic Reactions from last year.
a. Combustion (complete and incomplete) of alkanes and alcohols
b. Addition of alkenes with
i. Hydrogenation
ii. Halogens
iii. Hydrogen halides
iv. Water
c. Substitution reactions
d. Oxidation of alcohols with the acidified dichromate ion for
i. Primary alcohols
ii. Secondary alcohols
iii. Tertiary alcohols
e. Condensation reaction
i. Esterfication
ii. peptides
Chemistry 1, or 10th grade IB prep - due September 3, 2008
Summer Work list IB prep Chemistry
For each of the following use online resources and create a word document or notes with the definitions. Bring it to class on the first day of school.
1. Measurements identify the type of measurement and the units for each type of measurement
a. Metric
i. Length
ii. Mass
iii. Volume
iv. Temperature
1. What is the freezing point of water?
2. What is the melting point of water?
3. What is meant by absolute zero?
v. time
vi. mole
2. Define and describe each types of matter and give an example.
a. mixture
b. heterogeneous mixture
c. homogeneous mixture
d. solution
e. molecule
f. compound
g. element
3. Describe each phases of matter and explain each in terms of atoms and molecules.
a. matter near absolute zero
b. solid
c. liquid
d. gas
e. plasma
4. For each of the following phase changes give the term(s) used.
a. gas to liquid
b. liquid to gas
c. liquid to solid
d. solid to liquid
e. solid to gas
f. gas to solid
5. draw a graph of a substance going from solid to gas as heat is added.
3. Biology
Biology 2 and 3
Read The Beak of the Finch by Jonathan Weiner.
Be prepared to discuss the ideas presented on the first day of class.
4. History
12th IB History - 20th Century Topics - due September 2, 2008
Read The Guns of August by Barbara W. Tuchman
Be prepared to discuss the ideas the first day - 25 points.
11th IB History of the Americas - due September 4, 2008
Read Ch. 1 and 8 of Indian Givers, by Jack Weatherford.
Be prepared to discuss the ideas in class. - 25 points.
10 IB prep - World History - due September 4, 2008
Students should visit:
http://www.mnsu.edu/emuseum/prehistory/
-Navigate through the following "exhibits"
-Big Game Hunters
-Egypt
-Greece
-India
-Mesopotamia
-For each of the above "exhibits" students should briefly summarize their findings and any new insights they discovered.
-The summaries should be no more than 2 pages total for all the "exhibits"
5. Computer Science
Computer Science IB Higher Level Summer Programming Project
- 20 points, due September 8, 2008
Using Java write a record keeping program for a bank. You will create 3 classes:
BankAccount – a record class for a customer. This class will have set and get methods for name, bank number, and savings. The class will have at least two constructors.
Ledger – contains an array of BankAccounts and will have the following methods
• print the array of BankAccounts
• add a new customer (creates a BankAccount object for that customer)
• print the bank's total balance (How much savings do all the customers have?)
• delete method (to delete a BankAccount)
• sort the array of BankAccounts by last name, savings, or bank number.
• search the array for a particular customer
- search by lastName (returns more than one name – if more than one Smith)
- search by lastName and firstName
• save to a file and read from a file – when programs opens the file will be read. When program closes the file will be written.
Interface – a GUI application to access the Ledger methods
o Should have a customer interface (like an ATM)
o Should have a bank manager inteface with appropriate
For questions – brad.moening@spps.org
6. TOK
Visit http://www.aldaily.com/
Choose two articles (over the course of the summer) to read, and write a reflection on, using the following format:
ToK Notebook Guidelines
Journaling and reflection are an important part of Theory of Knowledge. It is through the written word that we can begin to make meaning of our thoughts, feelings and perceptions. To encourage this you are required to keep a well-organized, complete, and thoughtful, notebook to document your experiences in this class. This notebook is to consist of two parts; journals and reading reflections. Journaling will be done in class on a weekly basis on a prompt provided by the teacher. Responses to readings are to be done at home upon the completion of the required texts for this course. Below is a more detailed summary of the expectations for each section.
Expectations for journaling:
Responses to journals should address all or most aspects of the question or prompt. Students are encourage to use examples from their life, and in particular, their studies, to support or explain their viewpoints. Students are also encouraged to make connections between the question or prompt and assigned readings and other units or topics covered.
Expectations for reflections:
Reflections on assigned reading should demonstrate an understanding, or at least an appreciation of the general topics covered in the reading. As in journaling, students are encouraged to make connections to their lives and studies, as well as to topics covered in class. Reflections should not simply be notes on the reading, although students are encouraged to take notes, highlight when possible or use any other type of study technique. The reflection should also be accompanied by two questions the student has either about the reading, or inspired by the reading, to be used to facilitate class discussion.
7. Spanish (levels 4-6)
Complete one of the following assignments - due the first day of school.
a. Create a portfolio of what you have learned over the past year, with plans to present to class
b. Create a presentation of an experience you have had with the language over the summer (a job, travel, artistic foray, etc.)
c. Create a presentation on a book (in Spanish) which you read over the summer.
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