Name:
Senior English - Summer Reading Assignment // Senior Exhibition Summer Assignment The Lord of the Flies by William Golding
Liberty Charter High School
Mr. Tommy Mathis
tommy.mathis@lfcsinc.org
Senior Exhibition - ALL STUDENTS: All students are expected to complete the Senior Exhibition brainstorming & questions that are included in this packet. If you have any questions, please email Mr. Mathis. Due: the first day of school
For the 2022-2023 school year summer reading, students will be reading The Lord of the Flies by William Golding. It is your responsibility to either purchase or borrow the novel. It can be found at local libraries and bookstores if you prefer a physical copy, or you can follow the links below to a free PDF and Audiobook version of the text. Both can easily be found with a quick Google search
PDF - https://bit.ly/3sUP0Z9 // Audiobook - https://bit.ly/3coEcXT
This book was chosen for its wide appeal, opportunities for deep thinking and discussion, and continued references in modern day culture. We highly recommend that you spread your reading out throughout the summer, rather than cramming it all in at the last minute. My deep hope is that you will enjoy this! The work that I have you complete alongside the text is minimal - merely making sure you’re paying attention and thinking - because I want to give you an opportunity to enjoy it.
Students are expected to read the entire novel.
1. Complete the packet. Your grade will depend on the accuracy and thoroughness of the work handed in. The expectation is that the entirety of the packet is fully completed with thoughtful work. We will have a Socratic Seminar based on your answers within the first 2 weeks of school. This is due the first day of school
2. Students will complete a timed essay in class within the first 2 weeks of school.
The assignments for this novel will serve as the first grades in the gradebook. Late work will be given 1/2 credit. For this assignment, 'late" means turned in any time after the first day of school. If you are absent for any of the due dates, you will have one day to turn in the work in order to get full credit.
As a general policy, any time work will be turned in late due to absences, communication via email with the teacher is expected prior to the next in-person contact. If you have any questions, please feel free to contact Mr. Mathis at the email at the top of the page.
I encourage you to take notes/annotate the text to support your understanding! You are encouraged to look up unknown words and ideas as you read to better understand your novel. Don’t just stay confused!
For AP Literature & Composition Students only - please complete the assignment on the next page.
Just after the AP page, the seminar packet for Lord of the Flies appears, as well as work for Senior Ex. ALL STUDENTS ARE EXPECTED TO COMPLETE THE PACKET & SENIOR EX WORK
AP Literature and Composition
In addition to completing the work for Lord of the Flies, you will be expected to complete the following assignment:
For your summer project this year, you are going to get a big jump-start into literature through reading How to Read Literature Like a Professor, by Thomas C. Foster. For the text, please go to Mr. Mathis’ website and download a free PDF. Please see my site for more details. There is also a link here: https://bit.ly/36KAJ4Y
How to Read Literature Like a Professor
I hope that you’ll read all of this book. In order to be successful on the AP Literature and Composition exam, it will do you good to have as many ways to access meaning as possible. However, I don’t want to overload you with work, so I only require that you write ~paragraph journal entries alongside the introduction and 13 chapters. The chapters are short - only ~5 pages apiece - but demand deep thought. Keep all of the following assignments in a single journal/notebook/googledoc for easy access. Please see my website.
Introduction/Interlude - How do memory, symbol, and pattern affect the reading of literature? How much does it matter whether the author truly meant to include some sort of meaning in his/her text? Why? | Chapter 12 - Is That a Symbol?: Use the process described in this chapter and investigate a symbol in any work you’ve read or watched. |
Chapter 1 - Every Trip is a Quest (Except when it’s not): List the 5 aspects of the quest, then apply to something you’ve read/watched (anything at all). | Chapter 14 - Yes, She’s a Christ Figure, Too: Use the criteria Foster gives for Christ Figures and try to come up with one on your own from ilm/literature. What requirements do they satisfy? |
Chapter 4 - If it’s a Square, it’s a Sonnet: Select a sonnet and show which form it is. Discuss how its meaning is related to its form. | Chapter 19 - Geography Matters…: Think about how geography was used in anything you’ve read/watched. Why was it significant? |
Chapter 6 - When in Doubt, it’s from Shakespeare...: Discuss a work you are familiar with that alludes to or reflects Shakespeare. How does the author use that connection thematically? | Chapter 20 - ...So Does Season: Find a poem that mentions a specific season. How is the season used in a meaningful, traditional, or unusual way? Name the poem and the author. |
Chapter 7 - ...Or the Bible: Name a work you’ve read/watched that contains a biblical allusion. How does the allusion work in this case? | Chapter 25 - Don’t Read with YOUR Eyes: Choose a scene or episode from a piece of work written before the 20th century. Contrast how it would have been viewed by a reader from that time. |
Chapter 9 - It’s Greek to Me: Name a work you’ve read/watched that contains a reference to Greek Literature/Mythology. How does the allusion work? | Chapter 26 - Is He Serious? And Other Ironies: Select any piece that is ironic - song/ilm/video/ article etc., and explain the multivocal nature of it. |
Chapter 10 - It’s More Than Just Rain or Snow: Discuss the importance of weather in anything you’ve read/watched in terms of theme, not in terms of plot. | Chapter 27 - A Test Case: Read “The Garden Party” by Katherine Mansield (included in the text). Complete the exercise & follow the directions exactly. How did you do? |
Name: _________________________________ Mod: ____ Date: _____________________ (Mathis) Socratic Seminar (ALL SENIORS)
Lord of the Flies: What is the nature of Mankind?
____ / 20 Prep Questions | ____ / 10 Seminar Goals/ Notes |
____ / 30 Total Summative Points
Alternate Assignment:
If you miss the seminar, you will still need to show evidence of your reading of the text and your analysis of that reading. Answer the questions in the packet as well as create your own questions. Then write an expository body paragraph (3 chunk) that organizes your thoughts and reactions. In essence, this paragraph will be an exploration of the texts in the same way as socratic seminar would.
● refer to the text (in your concrete details)
● go beyond summarizing
● include your reactions, connections, and reflections
Socratic Seminar Prep
Text Analysis Questions
1. (12.1, 12.4, 12.5) Symbols: A symbol is anything in a text that stands for something more than itself - in The Great Gatsby, the green light symbolizes Gatsby’s longing for Daisy. Name TWO symbols that you have found in Lord of the Flies and explain their significance. What do they stand for? How do they relate to a theme of the novel? Use textual evidence and cite!
Symbol 1
Symbol 2
2. (12.1,12.4) Understanding Foreshadowing: Foreshadowing is the author’s use of hints early in a piece of literature that relate to an event or events that take place later on. Fully explain how each of the following are foreshadowed in Lord of the Flies.
Piggy’s death
Simon’s death
3. (12.1,12.2, 12.3) Analyze: What might it mean, symbolically, when the conch shell shatters? Explain.
4. (12.5) Evaluate: Why does the story end the way it does? Golding chooses to stop the final carnage and brutal murder of Ralph by Jack and his gang of savage boys. He is discovered by the British Naval officer, and the previous activities stop. Why not have Ralph be killed like Piggy was? Why let Jack and the rest survive?
5. (12.3, 12.5) Evaluate: In the story, Piggy often has ideas that seem to be the most logical and helpful for the group, and yet he is rarely listened to. In fact, he is often the subject of ridicule. Why do you think Golding made that choice? What statement is he making through his usage of Piggy as a character?
6. (12.2, 12.1) Theme: In 1-2 sentences describe a key theme of this novel. Then cite specific evidence from the text to back up this claim.
Theme (Topic + Insight): Evidence: |
5. Write your own meaningful questions: Write out three questions that require peers to infer in order to answer these questions. They should require textual support and be debatable. (No yes or no questions) These questions could interact with BIG IDEAS, could dissect a quote or scene from the text, make a connection to the real world or to other texts, could be general literary analysis of the text, or explore an avenue you found particularly interesting. These should not be easy to answer.
1.
2.
3.
Reading Literary Texts
12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. 12.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text 12.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. | 12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text. 12.5 Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. 12.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). 12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) |
Name: _____________________________________________ 2023-2024 Welcome to Senior Exhibition!
Assignment #1
This is due the VERY first day of school!!!
Please have it ready to turn in to your Senior Exhibition Teacher.
In order to come to school ready to start Senior Exhibition (Sr Ex), please complete the following. (Once you know who your Senior Ex teacher is, you will be sharing this with him or her.)
1. Step 1 - Research what a SMART goal is.
(One place to look - https://www.youtube.com/watch?v=OXA6gfzFA24&t=61s)
2. Define a SMART goal here. I’ve done “S” for you….
S - Specific - I must be specific about the goal I want to achieve. My goal must be detailed. I must answer the Who, What, When, Where, Which and Why for my goal.
M -
A -
R -
T -
3. In your own words, what are the two most important parts of a SMART goal? Why? Be Specific. (40 words minimum)
4. What are 20 things you are interested in learning to do? Each of these things must be something that can be turned into a SMART goal. (For example, you must be able to accurately MEASURE your gains in the area.) They can be anything from learning to play the piano to learning to write a grant. Please fill an interest into each box.
Examples:
Learn to Play Piano | Learn to Write Grants |
20 things I’m interested in learning how to do….
IMPORTANT NOTE: Empathy, grit, patience and other character traits are important, but not measurable. The goal is that you will learn these traits as you learn a skill of some sort. That being said, this list should not include things like I want to learn patience. This is where you learn the skill. Those traits will be reflected on as you learn a skill like photography or car maintenance.)
5. Highlight the 5 ideas you are most interested in
achieving this year during Senior Exhibition.
Remember, they must be able to be measured!
You must be able to use SMART goals to achieve
them.
6. Of those 5, which three do you think would be
most realistic to achieve / most attainable
during the school year? Please put a star next to
those. ***
7. Be ready to discuss these ideas with your Senior
Exhibition teacher.
8. Please make sure to turn this assignment in to your Senior Exhibition teacher on the first day of school. It will be your job to meet with him or her once a week throughout the year to complete Senior Exhibition. This will be for a grade. Senior Exhibition is a graduation requirement for LCHS.