New Hyde Park Letterhead s1

SEWANHAKA CENTRAL HIGH SCHOOL DISTRICT

A National District of Excellence

ELMONT FLORAL PARK FRANKLIN SQUARE NEW HYDE PARK

NEW HYDE PARK MEMORIAL HIGH SCHOOL

500 LEONARD BOULEVARD, NEW HYDE PARK, NY 11040

Ralph P. Ferrie, Ed.D. Richard J. Faccio Ed.D.

Superintendent of Schools Principal 516/488-9500

FAX: 516/488-9506

Email:

To English 9 Advanced Students and Parents,

I would like to take this opportunity to congratulate the students on the completion of another successful academic year. As the English 9 Advanced teacher at New Hyde Park Memorial High School, I am looking forward to teaching this course again next year. I have many exciting and challenging activities planned for you.

As you know, being an advanced student is an honor, but it can also be quite challenging. The English 9 Advanced course is designed and taught as a pre-AP course. As a result, the demands on students in this course can be quite rigorous and the expectations are high, but not beyond their grasp. This class will involve analytical reading and close evaluation of complex works of literature. Students are expected to develop their writing and critical thinking skills, find their own “voice,” participate in classroom discussions, and complete all required assignments on time. Students will be expected to complete reading assignments as scheduled, so they can be active participants in the classroom and share their reactions with the class. In order to adequately prepare for this course, students will be expected to read three summer reading books: The Alchemist, by Paulo Coelho, Freedom Writers Diary, by Erin Gruwell and a third book of their choice; Fahrenheit 451 by Ray Bradbury, The Last Lecture by Randy Pausch, or Season of Life by Jeffrey Marx. Students will be assessed on these works through a written exam given during the first weeks of school. The test will ask students to analyze these works of literature using various literary elements and techniques.

Additionally, students are encouraged to complete an optional assignment over the summer, which will be counted as extra-credit. This assignment will serve as an ideal assessment to begin the school year.

We hope you enjoy a restful and relaxing summer vacation. We are earnestly anticipating your arrival in September.

Sincerely,

Ms. Katz

Name: ______

English 9A Optional Extra Credit Summer Reading Project

This summer you will read three pieces of contemporary literature, The Alchemist, by Paulo Coelho, the Freedom Writers Diaries, by Erin Gruwell, and a third book of your choice, which involve characters from distinct backgrounds, who significantly progress and change as a result of the guidance they received and their own sheer determination. For your summer reading project, you will create your very own personal diary, addressing several of the pertinent themes you will encounter. You will be responsible to complete ten (10) diary entries to coincide with selected chapters from the book. Each diary entry should be between 1-2 typed pages, using the pivotal questions provided below as a guide. You should also create a colorful cover for your diary, one that truly conveys your personality and character. This extra credit assignment must be handed in to your English 9A teacher on the first day of class in order to receive the added points. No late diaries will be accepted! Have a great summer!

Diary 1: First Day of School

This student passes judgment on Ms. Gruwell and the other students in the class without waiting to get to know them first. Why do people label one another? How would you have been labeled if you’d been sitting in that classroom?

Diary 8: Rushing a Sorority

The Freedom Writer in this diary joined a sorority because she “wanted to fit in just like every other high school freshman.” How important is it for you to fit in? Have you ever done something as part of a crowd that you later felt bad about when you were alone? Why do you think fitting in is so important?

Diary 9: Tagging

This writer states, “What goals do I aim for? I don’t aim, because I don’t have any goals; instead I deal with what comes.” Think about yourself and your view of the future. How far do your plans extend? One day? One year? Five years? Ten? What are they, and how do you plan to achieve those goals?

Diary 11: Dyslexia

The writer in this entry reveals animosity toward school and anxiety of reading aloud: “Everyone would laugh at me and call me stupid.” He describes how he struggled in school and compensated by developing his abilities in baseball. What is a major challenge that you or someone you know has faced in life? What did or could you do to cope or overcome that challenge?

Diary 21: Overcoming Adversity Panel

The writer of this diary entry recalls a panel discussion that showcased individuals who overcame obstacles in their lives and became successful. Think of the obstacles in your life and your own set of strengths. What strengths do you possess that will help you reach your goals?

Diary 26: Shyness

The student in this entry is desperate to avoid being noticed. Think of a time when you or someone you know wanted to blend in like this student. Describe the situation, the feelings, and the “moment.” Relive the scene and explain why you wanted to disappear.

Diary 36: Anne Frank’s Diary

The writer of this entry asks, “Why should I read books about people that don’t look like me? People that I don’t even know and that I’m not going to understand because they don’t understand me!” Why is it important to read books by, listen to, and learn from people who are different from us? What might be some dangers of ignoring those people?

Diary 37 and 41: Teen Diarists/Meeting with a Holocaust Survivor

The writer of these entries compares his/her life to Anne Frank and Zlata Filipovic and states: “My cage is my own house.” Think of a time in your life when you felt trapped by your surroundings or something about yourself you could not change, without a choice. How did you cope with that situation?

Diary 80: Strict Father

In this entry, the author describes the pain of feeling “left out.” Think to a time when you felt disconnected from a group or friendship. Describe the experience in detail. Looking back, what could you have done to feel more empowered? What can you do in the future to ensure others do not feel abandoned or alone?

Diary 94: David Cash

In this entry, a Freedom Writer argues that people should “rock the boat” when they witness an injustice. Have you ever observed an unjust action or behavior? What did you do? If you could go back in time and revisit that moment, would you handle it differently?

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