2015 2016 Summer Reading Assignment Pre

Summer Reading (Pre-IB 9)
Dear Pre-IB English Nine Students,
Welcome to Pre-IB English Nine! As part of your commitment to engaging with advanced coursework, you will need to take
some time this summer to read Milton Murayama’s novella, All I Asking for is my Body, as well as the excerpted reading
from Writing About Literature titled, “How to Generate Topics About Fiction,” (available on the CTHS website) and
complete the accompanying assignment.
Background Information for Milton Murayama’s All I Asking for is my Body
An often comic, yet poignant work about the coming-of-age of young Kiyoshi, living in the Japanese plantation camps of
Hawai’i during the 1930s and ’40s. While he is expected to be a filial son and help pay off a $6,000 family debt, Kiyoshi
cannot help admire his older, outspoken, less dutiful brother. The title comes from first son Toshio’s constant complaint:
“All I asking for is my body” – all I ask is that I am finally freed from my impossible filial duties to live my own life. In addition
to the book’s important historical context (Hawaiian plantation life, Pearl Harbor, etc.), it also focuses on the importance of
language among second-generation Asian immigrants living in Hawai’i.
Assignment
Beyond reading All I Asking for is my Body, you will have an additional assignment: a dialectical journal.
Double Entry or Dialectical Journal
The double-entry journal combines note taking with comments. It provides two columns in dialogue with one another. Its
purpose is to encourage careful reading and response and to help you keep track of important points in the text as you
read. Please use the following to set up your journal.
1.
2.
3.
4.
Divide a page in your notebook in half lengthwise. If you prefer, you may type it.
On the left, label the column “Quotes from the Text.”
On the right, label the column “Reactions, Thoughts, Analysis.”
As you read, select quotes which signal important points in the text, and record them in the left column. Put the page
of the quote in the margin. You do not need to put the entire quote in your journal. You will need enough to jog your
memory and make it clear what section of the novel to which you are referring.
5. As you copy the quotation, note in the right column your reaction—does a character seem mean, wicked, pitiful?—has
the story taken an unexpected turn?—have you found an important part of the author’s message?—is the author
making an allusion (reference) to something important?—has the character revealed an important part of himself?
Note the literary devices from your reading “How to Generate Topics about Fiction,” and discuss their meaning, effect,
or importance.
6. You must discuss at least three separate literary devices (e.g. characterization, irony, point of view, figurative language,
etc.).
Example from Animal Farm
Page
Quotes from the Text
Reactions, Thoughts, Analysis
35
“The pigs did not actually work, but directed and
supervised others. With their superior
knowledge it was natural that they should
assume the leadership…”
It appears the pigs are starting to take advantage of the
other animals (like Mr. Jones). How can the others not
recognize the pigs’ attitude? They said that everyone should
work, but they aren’t working. So everyone is NOT equal
after all. Is it possible that “dumb animals govern
themselves.”?
62
“He [Napoleon] had seemed to oppose the
windmill, simply as a maneuver to get rid of
Snowball, who was a dangerous character…The
animals were not certain what the word meant,
but…the three dogs who happened to be with
him growled so threateningly, that they accepted
his explanation.”
Sounds like Napoleon revised the truth, a dangerous but
effective political practice. Are the dogs beginning to be a
force of power? Like the secret police? When is it OK to use
force against your own people in a democracy? On the
other hand, is it possible that some people need to be
controlled because they hurt society?
You are required to complete a minimum of ten entries. State your thoughts, feelings, reactions, and questions about
situations, characters, ideas, actions settings, or details. Avoid simple paraphrasing or summarizing the text and instead
focuses on analyzing your quotes, speculating about their significance, and discussing your reactions. Remember to show
your thinking about the author’s work, rather than merely restating it.
Your assignment is due on the first day of class. You should also be prepared for a reading quiz over the material. If you
have any questions about this assignment, please don’t hesitate to contact us via email. We look forward to meeting you
in August!
Sincerely,
Mrs. Hendricks
Pre-IB English Nine
chendricks3@cherrycreekschools.org
Mrs. Rusnak
Pre-IB English Nine
brusnak@cherrycreekschools.org