Summer Assignments for All Grades

Summer Assignments for All Grades
Posted on 05/29/2019
Summer Assignments for All GradesHere's your one-stop shop for all summer assignments for all academies, all grades.

This page will be updated as new information becomes available.

If you would like printer-friendly copies of each assignment, visit the Google Drive Folder.



English Language Arts 9 - Fahrenheit 451 Choice Board









9th Grade Academy:

Required Reading: Fahrenheit 451 by Ray Bradbury and Poetry

Resources: Assignment link

Teachers: Dr. Nolan,  Mr. Homa, Mrs. Strub

Kent State University Performing Arts Academy

Kent State University Engineering Academy

Kent State University Design Academy


Gen. Ed. Suggested Readings:

Contact: Mrs. Sommers; Ms. Davis

Resources: Assignment Link

Honors Required Reading:

Choose 2 novels from the list- click on assignment link below

Contact: Mrs. Sommers

Resources: Assignment Link


Gen. Ed. Suggested Reading:

Contact: Mr. Burger; Mrs. Hanlon

Resources: Assignment Link

Honors Required Reading:

Of Mice and Men by Hemingway and A Separate Peace by Knowles

Contact: Mrs. Hanlon

Resources:Assignment Link


Gen. Ed. Suggested Reading:

Contact: Ms. Hackett

Assignment Link

Honors Required Reading:

See the resources for the list

Contact: Mr. Brooks

Assignment Link


Gen. Ed. Suggested Reading:

Contact: Ms. Davis

AP Language:

Resource:Assignment Link

Contact: Dr. White

IB 11:

Contact: Dr. White

Resource:Assignment Link


Gen. Ed. Suggested Reading:

Contact: Mr. Burger

AP Language:

Resource:Assignment Link

Contact: Dr. White

IB 11:

Contact: Dr. White

Resource:Assignment Link


Gen. Ed. Suggested Reading:

Contact: Mr. Brooks

Assignment Link

AP Language:

Resource:Assignment Link

Contact: Dr. White

IB 11:

Contact: Dr. White

Resource:Assignment Link


Gen. Ed. Suggested Reading:

Contact: Ms. Davis, Mrs. Sommers

Resources: Assignment Link Sommers Suggested Reading

AP Literature: 4 texts:

1. How to Read Literature Like a Professor, Foster

2. Bluest Eye, Morrison

3. Heart of Darkness, Conrad

4. Catcher in the Rye, Salinger

Contact: Mrs. Beaven

Resource:Assignment Link

IB 12:

Contact: Dr. White

Resource: Assignment Link


Gen. Ed. Suggested Reading:

Contact: Mr. Burger, Mrs. Hanlon

AP Literature: 4 texts:

1. How to Read Literature Like a Professor, Foster

2. Bluest Eye, Morrison

3. Heart of Darkness, Conrad

4. Catcher in the Rye, Salinger

Contact: Mrs. Beaven

Resource:Assignment Link

IB 12:

Contact: Dr. White

Resource: Assignment Link


Gen. Ed. Suggested Reading:

Contact: Ms. Hackett, Mr. Brooks

Assignment Link

AP Literature: 4 texts

1. How to Read Literature Like a Professor, Foster

2. Bluest Eye, Morrison

3. Heart of Darkness, Conrad

4. Catcher in the Rye, Salinger

Contact: Mrs. Beaven

Resource:Assignment Link

IB 12:

Contact: Dr. White

Resource: Assignment Link


Click here for the PDF of the choice board.


Social Studies Department Summer Assignments 2019-2020

Grade 9

Grade 10

  • AP Government - google classroom 56cfv1

Grade 11

  • AP Government - google classroom 56cfv1

  • IB History (Year 1) / Mrs. Regenos - no summer assignment

Grade 12

  • IB History (Year 2) / Mrs. Regenos - continued progress on the Internal Assessment (see GoogleClassroom for deadlines)



Dance I, II, III, IV

All students enrolled in Dance courses levels I-IV are expected to see two live dance concerts each year and to submit a written critique about those concerts within two weeks of attendance.  Concerts are limited to performance by professional dance/theater companies (the performers are paid to perform) and university dance/theater programs. One of your choices may be musical theater.  Studio recitals, children’s’ ballet theaters, or plays do not satisfy this requirement, nor does participation as a performer in a performance, since the goal of this assignment is to respond as a viewer.  

Throughout the year, performances taking place locally and in the region will be posted in the classroom for your notification.  Keep an eye on these notices, especially for discounted tickets. It should be noted that since universities often finish Spring Semester the first week of May, and professional companies end their fiscal year in June, it is not recommended that you wait until the last grading period, when performances will be scarce.

Once a student has attended a concert, he/she has two weeks from the date of the show to turn in a critique of that concert.  (If the concert is on a Saturday, it must be submitted 13 days later on a Friday in order to be on time.)  

Concerts seen in the summertime must be submitted on the first day of school to be considered on time to count for that school year.

The last regular school day before Memorial Day is the last day to submit concert critiques for that school year.  

The critique must follow these guidelines:

  1. Paper must be typed in MLA format, on unlined paper, with 1-inch margins, double-spacing, and no smaller than 10-point font in black ink.  Papers must be 2-3 pages in length.

  2. Paper must have title page including the student name, class period, concert title, date of concert, and date of submission of assignment.

  3. Attached by paperclip to the paper must be a concert ticket and program/playbill.

  4. Each dance in the concert must be:

    • described (which is fact);

    • interpreted (which is personal).

Follow the writing guidelines on the reverse side to help you fully describe,

interpret, and assess the dances you saw.

Critiques count as 10% of your grade in the final grading period of the year.  They will be assessed according to the FHS Rubric for Writing.

Kelly H. Berick over, please… Firestone High School, 2017

Writing About Dance

This is to be a formal paper.  Your paper should be organized with an opening paragraph describing the overall concert experience, body paragraphs as needed (one paragraph per dance), and a closing paragraph summarizing the critique.  This paper is to be your opinion; however, you should not use “I”, “I think…”, “I feel…”, or “me”, “my”, “mine” in any way.  All standard spelling, grammar, usage, and punctuation rules are to be followed.  If you can’t figure out how to say what you mean, state it simply first, then elaborate.  The paper must describe and interpret each dance you saw.

  1. To describe means to tell how it looks, feels, sounds.

The following questions will help you to fully describe the dance’s movements:

  • How does the dance use space? (pathways, levels, sizes, focus, shapes, direction)

  • How does it use the bodies of the performers?

  • How does it use time? (tempos, accelerations/retards, stillness, rhythm, accents)

  • How does it use energy? (weighted or light, tight or loose, bound or free, sharp or smooth)

  • What technical features did you find interesting? (lighting, costume, sound, staging, props)

  1. To interpret means to draw meaning, or a message, from the piece.  

The following questions will help you form an interpretation about the dance’s meaning:

  • What is this dance about?

  • Is there a storyline? How does the dance

  • Does this dance create a mood or feeling? communicate these

  • If the meaning or story is unclear, what would you guess? things?

  • What does this dance mean to you?

  1. Finally, you may form opinions.  You may state them, but you must explain reasons for them.

The following questions will target the reasons for your opinions:

  • What aspects of this concert did you like and specifically why?

  • What did you dislike and why?

  • What did you find to be good about the concert?  What makes it good?


  • Please don’t find it necessary to answer all of these questions…they won’t all apply to every dance you see, and just writing an answer to them does not make a critique, or a good paper.

  • Check your local newspaper for a critique (it could be dance, music, theatre, an art show, a TV show, a movie, a restaurant, or anything).  Use the writer’s organizational style and language as inspiration!

  • If you have any questions about your paper, your topic, or would like a proofreading by your teacher, ASK, in advance.  I am happy to edit a draft.


Welcome to Firestone High School Akron School for the Arts! We believe that art is an ongoing process and should be continued during the summer to keep your creativity flowing. This is also a time to really explore and generate new ideas. Do not wait until the last few weeks of the summer to start working on your ideas and concepts!

Due: First Day 8-29-2019


Buy a sketchbook that is at least 9 x 12 inches. Then find an artist that inspires you or you consider a hero of yours and complete a minimum of 2 pages journal entry in your sketchbook reflecting what you learned and why this artist is important to you (be specific, include images, examples of artists work) or sketch things that inspire you about that artist!

2D Fundamentals:

Create an observational work of art. What you draw is up to you.  It can be a still life you set up, a landscape, a cityscape, a building, floral arrangement, etc.  What you draw is your choice. The media you use is also your choice you could us pencil, pen, colored pencil, watercolor, pastel, etc.  Since this assignment is really open ended your work should show evidence of at least 2 hours of work.  Bring this in to your visual art class the first day of school August 29th 2019.  

3D Fundamentals:

Choose one object to which you have abundant access. Create a three dimensional work that utilizes repetition and rhythm by connecting/attaching/composing multiples of an object over and over. Your piece should be well constructed and be able to be transported easily. Remember that three-dimensional works can be viewed from all sides and presentation is important. Bring this in to your visual art class the first day of school August 29th 2019.


Art is an ongoing process, and should be continued during the summer to keep your creativity and ideas flowing. This is also a time to really explore and generate new ideas. It is also a time to learn more about the mediums you might plan on using during the school year. Remember that failure is the greatest teacher. It is ok to make mistakes. You should document those and learn from them. Each assignment you do during the summer is designed to help with your AP requirements as well. It is your responsibility to make sure you check for the information or contact your teacher if you have any questions. Do not wait until the last few weeks of the summer to start working on ideas and concepts.

Due: First Day 9-3-2019

  • 2 Pieces of Artwork created over the summer using the elective options presented below.

  • 2 Pieces of Artwork created using the self-directed template.

  • Buy a SKETCHBOOK - 9 x 12 inch or larger.

  • Research 2 Artists; complete a minimum of 2 pages journal entry (for each artist) in your sketchbook reflecting what you learned and why this artist is important to you (be specific, include images, examples of artists work or sketch things that inspire you about that artist).

Make sure to explore your interest areas because during the first week of school you will have to choose one of the following portfolios:  

2D Design: This could include, but are not limited to, collage, graphic design, drawing, digital imaging, photography, drawing and painting. Works have an emphasis on the formal aspects of design.

Drawing: Light and shade, line quality, rendering of form, composition, surface manipulation, and illusion of depth are drawing issues that can be addressed through a variety of means, which could include pencil, charcoal, ink, pastel, etc. Abstract, observational, and inventive works may demonstrate drawing competence.

3D Design: Students are asked to demonstrate proficiency in 3D design using a variety of art forms.  These could include, but are not limited to clay, glass, plaster, wire, collected materials, resin, foam core, balsa foam, and wood.

CHOOSE TWO FROM THE FOLLOWING LIST OF PROJECTS  [2D work must be between  9” x 12” - 18” x  24” - no larger 3D work can not exceed 48” in any direction]

Two Dimensional Elective Options:

2D Option A: Do a large self-portrait that expresses a specific mood/emotion—e.g. anger/rage, melancholy/loneliness, happiness/joy, etc. Manipulate light and color to enhance the psychological atmosphere.

2D Option B: Divide a page, canvas, or ground (your work surface) into three spaces.  Do three different views of one landscape or cityscape.  

2D Option C: Create a work that has multiple layers (more than 4) to it. Think about viewer interaction and or the vantage point when viewing your work and or the illusion of depth in your work.

2D Option D: Create a series (3 images minimum) where you limit your work to a very specific color scheme: cool, warm, analogous, complementary, earth tones, etc.  

2D Option E: Create a series of images (3 images minimum) based on reflections.

2D Option F: Create an animation (10-15 seconds minimum length).

2D Option G: Create a work of art and take a photograph. Disassemble, cut, or destroy the work and then reassemble it into a new piece.

Three-Dimensional Elective Options:

3D Option A: Choose one object to which you have abundant access. Create repetition and rhythm by connecting/attaching/composing multiples of an object over and over.

3D Option B: Create a face out of wire.  The wire object must go beyond a mere contour/outline of the “model,” but must be a study of volume, thickness, etc.  

3D Option C: Create an altered book.  An altered book is any book, old or new that has been recycled by creative means into a work of art. Use found objects, wire, electronics, wood, paper, cut the pages, disassemble and reassemble to book! Think of it as a sculptural piece.  Do not let the flat-book format inhibit you.  

3D Option D: Create an animal out of found or recycled materials.

3D Option E: Create a found object assemblage. This piece can be made out of things you (or someone else) find, collect, discard, look for cheap or creative solutions and don’t be afraid to up-cycle objects.

3D Option F: Create a sight specific: land art, earth art, kinetic, or installation (public or private) and document the entire process.

3D Option G: Create something extraordinary in an extremely small container/vessel.


If you participate in a major art event such as Art Bomb, Arts LIFT, Lock 3 Summer Art Experience, Art Festival, Summer Art Program, Private Lessons, or Volunteer at a Local Gallery or Community Art Center you are excused from ONE of your art elective options.



Sign here stating you agree to all expectations listed above.

Remember: All artwork is due when you return to Firestone September 3rd 2019.



______________________________ ___________

SIGNATURE                                DATE

AP Summer Project

Self-Directed Projects


Two of the summer projects are going to be designed entirely by you. Use this template to help you as you plan your project. Consider the following while designing your projects:

·      The student has an exploration of mediums that builds on the strengths they already exhibit.

·      The student demonstrates progress in an area that was identified as a weakness.

·      The student displays an ambitious effort to go beyond expectations.

·      The student has a higher level of craftsmanship and attention to details.

·      The student has developed the work to a exemplar level of completion.

·      The student has made an effort to move his or her work in an independent direction of voice and vision.

Project Description/Concept:


Subject Matter:


Project Goals:



You have signed up for a challenging and rewarding course for the 2019-20 school year (IB11 or AP Bio). In order to make sure that you are thinking about AP or IB Biology once school is out, I want you to do a little preparation work over the summer.

You are to read, Your Inner Fish by Neil Shubin and complete the assignment found in this packet. This is a good read, and we will refer back to the book, as the year progresses. Be sure to think about how you can relate the reading to biology topics we might study next year, as you enjoy the text. You will have to buy a copy of the book or borrow it from the local library, as we do not have them for you at Firestone. I did look and the Akron Public Library has copies and Amazon also has used copies for as little as $4. See the next few pages for the complete assignment.

Your summer enrichment will be due the 1st day of school. If you chose not to work on the assignment over the summer, you will be behind the rest of the class. I promise you, this will not ruin your summer and it will not be an overload of work (I am on summer break, too!).

If you have any questions, please email me. I will be checking my email frequently over summer break.

Thank you for being a dedicated science student!

Mr. Oldham

Part 1: Your Inner Fish

Evolution is one of the major themes in any general biology course. In Your Inner Fish, Neil Shubin writes about the evolutionary relationship between fish and tetrapods (You are a tetrapod.) by discussing development of major body systems. This is not a dry biology textbook. Everything is presented through exciting new scientific research and discoveries. In addition to seeing many connections to biology, you will find great applications to anatomy and physiology. Your Inner Fish

With this in mind, I am asking you to read Your Inner Fish over the summer. As you read the book, please keep a reading journal. For each chapter:

  1. Take notes as you read the text that might be helpful to “jog” your memory when we discuss the different chapters at different points during the school year. You should also think about what topics we might cover in class and information mentioned in the text.

  2. Answer the discussion questions below.

DISCUSSION QUESTIONS (76 points; 2 points each)

Chapter 1 - Finding Your Inner Fish

1. Explain why the author and his colleagues chose to focus on 375 million year old rocks in their search for fossils. Be sure to include the types of rocks and their location during their paleontology work in 2004.

2. Describe the fossil Tiktaalik. Why does this fossil confirm a major prediction of paleontology?

3. Explain why Neil Shubin thinks Tiktaalik says something about our own bodies? (in other words – why the “Inner Fish: title for the book?)

Chapter 2 - Getting a Grip

1. Describe the “pattern” to the skeleton of the human arm that was discovered by Sir Richard Owen in the mid-1800s. Relate this pattern to his idea of exceptional similarities.

2. How did Charles Darwin’s theory explain these similarities that were observed by Owen?

3. What did further examination of Tiktaalik’s fins reveal about the creature and its’ lifestyle?

Chapter 3 - Handy Genes

1. Many experiments were conducted during the 1950s and 1960s with chick embryos and they showed that two patches of tissue essentially controlled the development of the pattern of bones inside limbs. Describe at least one of these experiments and explain the significance of the findings.

2. Describe the hedgehog gene using several animal examples. Be sure to explain its’ function and its’ region of activity in the body.

Chapter 4 - Teeth Everywhere

1. Teeth make great fossils - why are they “as hard as rocks?” What are conodonts?

2. Shubin writes that “we would never have scales, feathers, and breasts if we didn’t have teeth in the first place.” (p. 79) Explain what he means by this statement.

Chapter 5 - Getting Ahead

1. Why are the trigeminal and facial cranial nerves both complicated and strange in the human body?

2. List the structures that are formed from the four embryonic arches (gill arches) during human development.

3. What are Hox genes and why are they so important?

4. Amphioxus is a small invertebrate yet is an important specimen for study – why? Be sure to include characteristics that you share with this critter!

Chapter 6 - The Best Laid (Body) Plans

1. Early embryonic experiments in the 1800s led to the discovery of three germ layers. List their names and the organs that form from each.

2. Describe the blastocyst stage in embryonic development.

3. What is meant by “ontogeny recapitulates phylogeny?”

4. What type of gene is Noggin and what is its function in bodies?

5. Sea anemones have radial symmetry while humans have bilateral symmetry but they still have “similar” body plans – explain…

Chapter 7 - Adventures in Bodybuilding

1. Refer to the timeline on p.121 in Your Inner Fish – what is most surprising to you about the timescale? Explain your choice.

2. What is the most common protein found in the human body? Name it and describe it.

3. Explain how cells “stick” to one another; give at least one example.

4. How do cells (generally) communicate with one another?

5. What are choanoflagellates and why have they been studied by biologists?

6. What are some of the reasons that “bodies” might have developed in the first place? Include any environmental conditions that might have favored their evolution.

Chapter 8 - Making Scents

1. Briefly explain how we perceive a smell.

2. Jawless fish have a very few number of odor genes while mammals have a much larger number. Why does this make sense and how is it possible?

Chapter 9 - Vision

1. Humans and Old World monkeys have similar vision – explain the similarity and reasons for it.

2. What do eyeless and Pax 6 genes do and where can they be found?

Chapter 10 - Ears

1. List the three parts of the ear; what part of the ear is unique to mammals?

2. An early anatomist proposed the hypothesis that parts of the ears of mammals are the same thing as parts of the jaws of reptiles. Explain any fossil evidence that supports this idea.

3. What is the function of the Pax 2 gene?

Chapter 11 - The Meaning of It All

1. What is Shubin’s biological “law of everything” and why is it so important?

2. What is the author trying to show with his “Bozo” example?

3. This chapter includes many examples of disease that show how humans are products of a lengthy and convoluted evolutionary history. Choose three (3) of the problems listed below and briefly explain how ancient ancestors’ traits still “haunt” us:

• Obesity

• Heart disease

• Hemorrhoids

• Sleep apnea

• Hiccups

• Hernias

• Mitochondrial diseases

Afterword (new findings re: Tiktaalik)

1. Tiktaalik was a fish that lacked an operculum – what does this tell us about the animal?

2. Tiktaalik had a true neck – what did this allow the animal to do (advantages?)

3. How was Tiktaalik able to survive in the cold Arctic environment?


ASA Sophomores Summer Assignments: class of 2022

In the sophomore year you will continue your exploration of media using traditional and digital media. In preparation for both of your studio classes you are expected to complete this photo scavenger hunt. While taking this series of digital photographs you will be exploring composition while collecting images to be used in the Digital Imaging and Digital Media classes as well as and as source imagery for Media Explorations.

You may use your phones, digital cameras or any other device you have available. If you do not have access to any digital device, you may borrow a camera on the first day of school. As you shoot pay attention to the arrangement of shapes within the frame of your viewfinder, use good lighting without a flash, and keep your compositions uncluttered. Move in close, hold the camera steady and consider varying the camera angle.

For this assignment you should find fifteen things on this list while considering these  compositional formats:

  • Rule of thirds

  • Rule of odds

  • strong diagonal

  • symmetrical

  • radial / non-concentric radial

  • Golden Spiral


something red

something pointy

something soft

something bubbly

the number 9

the smelliest thing you can find

the most delicious thing

the last in a line



parallel lines

perpendicular lines

tangled lines

a puzzle

a connection

some bags

some rocks

some music

some place

the wind

the anger

the power

4 flowers

7 pretzels

2 dogs

5 boxes

YOU MAY NOT take photos of:

your classmates



Each of the photos MUST be taken in a different location.

You have been invited to join the Google Classroom - Digital Imaging fall 2019.

Please respond using the class code: g5yihz

The first day of school for sophomores is Tuesday, September 3.

Files due Friday, September 6.


Moving into your Junior year you should be thinking about shifting the emphasis of your work from project driven exercises toward independent, series driven work. Developing a theme and exploring multiple solutions that relate in some manner becomes the goal.

As you work you should consciously be trying to develop at least one of these aspects:

•media exploration



•craftsmanship and technique

Also in Art History we will be looking at tons of work from all over the world from pre-history to post-modernism. It is important that this experience informs you as an artist as well as a viewer.

During your summer get a sketchbook and

1 Get a sketchbook and begin two lists:

one list of 10 interesting ideas or concepts you might wish to explore in the upcoming year

one list of 10 artists whose work interests you for any reason

(any sketchbook will do, I will have sketchbooks for you at the beginning of the year and these lists can be transposed into them.)

2 Go see art and write about it:

Go see something in real life and spend some time looking at it. The Akron Art Museum has rotating shows and their permanent collection (free on Thursdays) the Cleveland Museum is huge (free always) there are many galleries around, and there are arts events in some community nearly every weekend of the summer. Make an effort to find something you like that is not yours or your friend’s artwork. Something that is not in your home or viewed online.Any medium, subject, style or scale.

In your sketchbook describe the piece, include any identifying information you can find.

Describe the exhibition or the setting in which you view it. Draw a picture of the work, it is rude to take a photograph of someone else’s work. Explain what you find interesting about the piece, why do you like it?

3 Draw 5 places:

In your sketchbook complete five sketches that examine observed space. That could be your kitchen, a park, the mall, Cedar Point, the inside of a car, or the view through a window. Take time to look at actual spaces and draw what you see - foreground, middle ground and background. Look for structures like floors and walls, look for overlapping and perspective, look for shifts in scale.  

These are sketches not finished drawings. You are observing and recording information about the space. Don’t obsess over details or be concerned about fine rendering. Approximately 15 minutes each.

4 Draw 5 things:

In your sketchbook complete five studies of any object you can directly observe. That means real life, real time, not on your phone things you can look at closely. The subject could be small or large, alive or inanimate, simple or complex. It must be something you can look at the entire time you are drawing, so a restless toddler or a pet may not be a good choice.

These are studies not finished drawings. You are looking for the specific things that make this object unique. Emphasize proportions, textures, details, lights and shadows. Don’t worry about composing the page. The overall design is not an important element for these.

Approximately 30 minutes each.

5 Read a book:

Read any book. Maybe you have summer reading assignments to take care of for another class. Maybe you have a book you have always wanted to read, or read again.

In your sketchbook briefly write what you thought about the book, pick out one interesting idea the author had and describe it.

6 Make one piece of art:

Use any materials you have at hand, any style, subject, medium or scale. Consider your experiences of the summer, what have you seen, what have you learned, what have you been thinking about? Select a concept, plan the piece, revise as needed and follow through to a fully resolved piece. This could be an extension of one of your studies or sketches, it could relate to some of the ideas or artists from your lists, it could connect to the book you read or the art you see. It could be completely unconnected to the other things. Do it because you want to and be ready to explain it.

7 Sketch out whats next:

and then… develop sketches of how you could possibly follow that up with two related pieces.

The first day of school is Tuesday, September 3.

Finished artwork is due in class Thursday, September 5.

Sketchbooks are due Friday, September 6.

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