lane tech ap lit summer homework

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Be prepared for the 2024 – 2025 academic year by doing summer course work early! In these documents, you will find access to the course work, as well as the respective faculty member teaching the class. If there are any questions, please email the faculty members in charge of their class.

AP Students

LHS AP Agreement Form 2024-2025

Please use the link below to access the English department's Summer Reading List for 2024. 

English Department Summer Reading List 2024

AP Language Summer Reading Assignment 2024

URI WRT104 Summer Reading Assignment 2024 - TBA

AP English Literature Summer Reading Assignment 2024

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SAT/ACT dates

Apply To College via Common Application

College Financial Aid Information

All Math Courses can find their summer work here  

AP Physics 1 – Access via Mr. Garriott’s Google Classroom, code: x4lnngl 

AP Biology – Access via Mr. Souness’ Google Classroom, code: TBA

Social Studies

AP US Government and Politics click here for summer work PDF and Access via Mr. Almeida's Google Classroom, code: 6ero7xi

AP World History: click here for summer work PDF and Access via Mrs. Lane’s Google Classroom, code: p7lr4sv  

AP US History ( click here for work ) – Access via Mr. Allen's Google Classroom, code: 3cn34x3  

AP Human Geography - Access via Mrs. Carr's Google Classroom code: TBA

AP Psychology Summer Assignment 2023: TBA

Unified Arts

AP Studio Art Summer Work 2023

All State Audition pieces

Students are encouraged to use the digital practice files provided, or to work with their private instructors to prepare for November 2022 audition date. Requirements are found below:

• Band – Junior All State (9th Graders only)
• Band – Senior All State (10th, 11th, 12th grade only)
• Chorus – Junior All State (9th graders only)
• Chorus – Senior All State (10th, 11th, 12th grade only)

VHS Learning

All AP VHS homework can be found here or Login to the VHS portal via email sent from your class

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The Lane Tech Champion

The negative impact summer homework has on students

By Saskia McDonogh Mooney September 30, 2021

More stories from Saskia McDonogh Mooney

All year long, students look forward to each day off they have — it’s their reward for working during the week. No break, however, is more greatly anticipated than the summer. During this time, students recharge in whatever way they deem effective, even if it doesn’t necessarily align with standard practice. Ultimately though, each person feels fresh by the time school rolls around. This way they are fully prepared to soak up new information and learn.

And yet, that is not necessarily the case at Lane Tech. This is because of the summer homework that looms in the back of people’s minds.

While it may be argued that it allows for some teachers to hit the ground running with their lessons, as students already have material prepared, it may also be argued that it drains them before the year even starts.

“I don’t know if I’m going to be very motivated during the school year,”

 said freshman Nadia Brasseur, Div. 573, when discussing the effects doing summer homework have had on her.

The summer homework is her first introduction to the school. It creates a negative connotation associated with school for her: stress. 

This is in stark contrast to her sister Cecilia Brasseur, a junior at Northside, where they do not assign summer work.

“It makes me feel less stressed before the school year, especially starting a new school year after COVID,” she said.

Many other selective enrollment high schools, including Northside and Walter Payton, have removed summer homework from their curriculum, and as Cecilia implies, their students thank them for it.

Denise Pope, senior lecturer at the Stanford University School of Education, argues in an interview to Greatschools.org, that while she believes three months is too long a period to go without stimulation for students, she does not believe summer homework works either.

“There’s not a buy-in from the [kids],” Pope writes. “In order for any learning to be retained, there has to be engagement on the part of the students.” 

This argument is mirrored in Nadia’s apprehension before the school year even started — her ability to be engaged is already waning. 

“It’s going to be stressful,” she said.

Nadia may be prepared for class with the right materials, but not the right mindset. It is not her fault; the blame lies in the existence of summer assignments.

However, there is the Mackenzie report to contend with.

In the article “ The School Kids Are Not Alright ” by the New York Times Editorial Board, the author references the Mackenzie report, which is a comprehensive look at education during the pandemic. They relay that all students, particularly students of color, are behind the recommended levels of learning during a normal school year.

Information like this does make the arguments for teachers that students need work over the summer to prepare them for the school year.

Yet, it discourages students from engagement, participation, and excitement from the start, all of which are essential in creating a classroom environment that is viable for learning and growth.

As well as that, this school year is not normal. The COVID pandemic is still a threat to the well being of our entire school, and presents a dark cloud looking over the bustling halls and full classrooms that are a foreign experience after the past year and a half. 

The constant adjustments students are making in the school environment are enough stress without the added burden of summer work. 

Last school year, despite feeling like a haze, I felt safe. Now this may seem impossible because there was a pandemic, which did not make anyone feel existentially safe whatsoever. But being in my room that I curated for my comfort, doing school work at my own pace, making myself good meals during school, and being able to pet my dog, I felt comfortable. I was able to detach myself from the world falling apart outside and just exist in my little bubble.

But this year, on the first day of school, I was completely uprooted. While I did go back in person last year, there were barely any people and it was the end of the school year which made it much more laid back. However, on August 30, 2021, I spent the whole day in shock. I got home and all I could do was lie down and eventually shower in an attempt to ground myself. I had been completely overloaded by the number of people, how apparent it was that social distancing was impossible, and my classes being treated exactly the same as they were freshman year. As if the spread of COVID was not an ever present threat, made to feel even more present by the human traffic jams at stairwells H and O.

The summer homework said to students that teachers would be acting as if this was a normal school year. This approach does not take into consideration that many students are unprepared from last year to learn this year, like they would have had to before the pandemic hit. 

This discourages engagement because it makes the students, myself included, feel like our true needs are not seen. That teachers and administrators do not understand the emotional turmoil that happened for every single person I know during the pandemic, and that healing from that experience, which we are technically still living through, is a process that will take a very long time. 

So, when discussing with friends, everyone was a little surprised, baffled even, that they were in fact assigning summer homework.  

I know, and I am sure that my peers know as well, that teachers and administrators also have been through so much recently as well. It was a communal experience, yet that sense of community is not being felt now. Personally, I believe that the past should not be swept under the rug. That as much as possible, teachers and administrators should discuss with students how they are feeling about this school year, and share their own feelings, in order for everyone to be better prepared for success. 

Because if neither side understands the other, a disconnect has formed that makes it so much more difficult to listen and engage, and through that, teach.

If students had been eased into this school year, meaning no summer homework and addressing that this year is not like that of years past, there would be no disconnect.

With that in mind as well, this year should not be treated akin to those before the pandemic, for the benefit of the students. Yet, this year’s summer homework contradicted that before the year even started.

So, if teachers and administrators want fresh minds and motivation from students, not infringing on their one period of extended free time, there should be no homework over summer break. 

Thank you!! We met our goal for the 2023-24 school year! Your contributions covered our annual website hosting costs, which are no longer covered by our district/school. Student journalists at Lane Tech use this archive to research past coverage of various topics and link to past stories to offer readers additional context for current stories. Thank you for supporting the award-winning reporting and writing of journalism students at Lane Tech College Prep!

Background information on why the school district no longer allows our school to cover web hosting costs: https://lanetechchampion.org/12583/uncategorized/special-coverage-impact-of-soppa-on-cps-students-teachers/ https://lanetechchampion.org/11702/opinion/staff-editorial-cpss-soppa-policy-is-choking-students-learning-and-the-champion/

Saskia is a senior, this is her third year with the Champion. She loves writing and editing, and is planning to pursue a career in English. She spends...

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Much Ado About Teaching

Summer reading in ap lit..

A few years ago I revamped my summer reading assignment.

It marked an important departure for me. It was a significant step in my growth as a teacher. I’ll explain why, but first I want to share what I have done in years past.

THE OLD SUMMER READING ASSIGNMENT

My summer assignment has gone through different iterations over the years, but the gist of it has always been that the students had to read two books — How to Read Literature Like a Professor: A Lively and Entertaining Guide to Reading Between the Lines and 1984 — and develop an outline for each. There are many versions of this assignment online. Its probably where I first developed the idea. I must have Googled “ How to Read Literature Like a Professor summer assignment.” A bunch of results came up, and seeing that a lot of other teachers paired Thomas C. Foster’s work with another novel probably validated its worth in my mind.

I liked that both books were accessible and my students could find help online if they needed it.

I liked that I was introducing my students to good literature without ruining their summer with dense texts and mountains of work.

I liked that when students returned from school I could assess them by asking them to apply a chapter from How to Read Literature Like a Professor to 1984 .

I liked that I was doing something to prevent the summer slide.

THE PROBLEM WITH THE OLD ASSIGNMENT

There was nothing pedagogically wrong with my old summer reading assignment. But there were certain things about it that had bothered me over the years:

• Students can easily find summaries of How to Read Literature Like a Professor online ( like this link) .
• Many of my students are not readers of classic literature on their own. In spite of its cheeky humor and tone, they did not have the awareness of texts mentioned in How to Read Literature to fully appreciate the references.
• Students felt that How to Read Literature Like a Professor simplified the process of reading, reducing everything to either a symbol or an allusion.
• The assignment was not thoroughly thought through. It was too simplistic. Basically I was asking students to read and outline. I felt like I was simply following what others were doing without making this assignment a true reflection of my teaching and my goals.
• There wasn’t much feedback I could provide on an outline and consequently little room for growth.

THE GOALS OF SUMMER ASSIGNMENTS

I believe that when students are faced with low-rigor tasks, they create low achievement even when students do well on these tasks. In addition, such tasks contribute to the boredom students so often complain about when they spend too many hours on work that is routine and bland, often centered on discrete skills.

Outlining a text is a low-rigor task. It requires little skill beside extrapolation and summarization.

I want my summer assignments to have what I believe are the three principles of an effective assignment:

1. Effective assignments provide clear expectations about what should be completed, how it should be completed, and why the assignment is important.

I needed to rethink the final part of that criteria. While the original assignment provided clear expectations and walked students through the steps to be completed, it never explained why the assignment was important. When there is no value attached to an assignment, the work can feel like busy work.

Assignment-making requires teachers to clarify what learning is demonstrated and how it can be demonstrated. I needed to answer questions about purpose and relevance: “Why are my students doing this? What greater good will result from this work? As well as, are there significant concepts connected to the curriculum?”

2. Effective assignments are formative, providing feedback that allows teachers to adjust their instruction and scaffold learning.

I also needed to understand how my teaching can be informed by what the students completed. This is where the outlines of the prior assignment failed to be valuable. I was learning nothing about my students nor anything about their thinking.

With the new summer assignment adjustments would I make based on the work that students produced? What was I learning about their reading skills or their writing skills?

Good assignments, whether in the summer or during the school year, should inform instruction, giving teachers a chance to assess skills and modify instruction accordingly.

3. Effective assignments set high expectations and provide pathways to achieve those expectations.

I want the new assignment to communicate high expectations for critical thinking and levels of analysis. I want my students to be challenged no matter what skill sets or content background they bring into the course.

WHAT MY STUDENTS ARE DOING INSTEAD

• I want my students to have a summer experience that is not punitive but is preparatory. I don’t want to punish them with mountains of work or use a summer assignment as a gatekeeper for the class. I want to set a foundation for the enjoyment that comes from reading, thinking, and writing creatively and analytically.
• I want my students to see that great ideas can be expressed in a variety of formats. Therefore, they will read blog articles, watch YouTube videos, and read poems as well as a novel.
• I want them to learn from readers, writers, and thinkers that I admire. I’m not just handing them books and asking them to read them, I want them to observe how others analyze and how others approach the act of writing.  These pieces have the levels of analysis that will promote high expectations for my students.
• I want them to choose the novel they read, not have one assigned to them.
• I want them to have a space of their own creation (their StudyTee Notes) where they will respond to each text that they encounter in thoughtful and diverse ways.

THE SUMMER READING TEXTS

• StudyTee’s Note-Taking Method
• The NerdWriter Analyzes Edward Hopper’s “Nighthawks”
• Leo Babauta’s Why I Read (+ a Dozen Book Recommendations)
• Any novel on this list or this one
• Poetry Foundation’s Poem of the Day

Download the Summer Reading Assignments for Susan Barber and Brian Sztabnik

Concluding thoughts.

I know that I am asking my students to complete somewhat unorthodox summer assignments. They are not being handed a textbook or a stack of novels and asked to complete a series of study guide questions or outlines. There comes a point in a teacher’s career when he or she stops doing things just because everyone else is doing them and strikes out on his or her own path.

And this has been that moment for me.

Instead, I am giving them models of critical thinkers. I am exposing them to a variety of texts across a span of genres. I am giving them the power to choose the novel and poems that they want to read. And it will have clear expectations, an understanding of why each component of the assignment is important, a chance for me to gain formative feedback, and high expectations for success.

Brian Sztabnik is just a man trying to do good in and out of the classroom. He was a 2018 finalist for NY Teacher of the Year, a former College Board advisor for AP Lit, and an award-winning basketball coach.

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An expansion of the skills taught in English I, English II pushes young writers to polish their writing skills and examine texts more throughly. Students in this course also work toward enhancing skills that are commonly assessed on the PSAT and SAT exams.

English II Honors classes further develop students' higher order thinking skills. The rigor of assignments and/or texts may be more challenging and require more time. This class is thematically structured similarly to English II.

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English II Honors classes further develop students' higher order thinking skills. The rigor of assignments and/or texts may be more challenging and require more time. The humanities-focused Omega program emphasizes cross-curricular connections, especially between history and English.

Prerequisite: Students must have maintained an A or B in Omega English I and Omega History.

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Prerequisite: Current freshmen may apply. Must attend two summer debate camps, weekly after school practices, and attend seven weekend debate tournaments throughout the season as part of the Lane Tech Debate team.

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n this class, students will complete independent and group-oriented research and practice debating in the theoretical and philosophical aspects of debate and its relationship to rhetoric, writing, and reading on the current national topic in preparation for both local and national tournaments. This class emphasizes advanced affirmative and negative strategies, counter-plans, and critiques, advanced refutation skills, argument inter-relationships and clash, advanced flowing, introduction to debate research, advanced use of evidence, key themes, and advanced speaking skills.

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Honors Argument and Debate iii

In this class, students will construct independent and group-oriented research and practice debating in the theoretical and philosophical aspects of debate and its relationship to rhetoric, writing, and reading on the current national topic in preparation for both local and national tournaments. This class emphasizes advanced debate theory, advanced affirmative and negative case research and construction, advanced deploying of generics, advanced topicality debating, advanced text analysis, advanced cross-examination skills, and advanced storytelling.

Prerequisite: Honors Argument and Debate I & Honors Argument and Debate II. Must attend two summer debate camps, weekly after school practices, and 8-20 weekend debate tournaments throughout the season as part of the Lane Tech Debate Team.

Honors Latin American Literature

Latin American Literature is the hopes and dreams, the struggles and pain, the love and passion, the history and tradition of people who are different in their countries of origin and customs, but similar in their stories; it is the literature of descendants of indigenous, African, and European blood. We will read writing that represents Latinos throughout the United States, Latin America, and the Caribbean. To enhance our understanding of the literature, this class creates learning experiences from field trips through traditionally Latino communities; we experience various cultures through fiestas, songs, and dance; and we create photographs, masks, and sculptures in imitation of the artwork we observe. By analyzing and discussing issues important to Latinos throughout Latin America and the United States, we will compare and contrast our own experiences to those of the people of whom we read; we will also determine where Latino literature fits in the American canon, and where Latino aspirations fit in the "American dream."

Prerequisite: None

Honors Black Revolutionary Literature, Culture, and Art

Black Revolutionary Literature, Culture, and Art highlights the Black American experience from the Middle Passage (Equiano/the slave narrative) to contemporary America (Tupac/rap lyrics). The novels, song lyrics, poems, plays, films, and short stories covered in this class reflect the courageous spirit of the many Black revolutionaries who attempted to change the world through their art. During the school year, students will examine, critique and analyze these revolutionary artists and their works, paying close attention to those pieces that emphasized historical trials and triumphs. In addition, we celebrate modern dance by taking a field trip each spring to the Auditorium Theatre to see the world renowned Alvin Ailey Dance Group. This course provides students with an opportunity to study the beautiful, soulful, sometimes downtrodden, but always triumphant, great works of Black American artists.

Honors Literary ACTIVISM

Honors Literary Activism aims to shine a light of reality on various social justice issues and truths of our culture in their myriad forms, investigating essays, poetry, plays, criticism, theory, digital sources, and emerging publications of all kinds through themed units including: Taking Action and Speaking Out (Unit 1), Home, Family, and the Human Condition (Unit 2), Culture, Achievement, and Success (Unit 3), Gender, Sexuality, and Self-Image (Unit 4), Race, Class, and Ethnicity (Unit 5), and Health, Disability, and Mental Wellness (Unit 6). Throughout this course students will explore the work of some of the greatest thought leaders, trailblazers, and game changers of our time, investigating, evaluating, and building off of the informed opinions of these trusted sources, leaders, and go-to authorities within their various fields of expertise, pushing into our cultures’ most vulnerable corners, seeking to reveal the truths and challenges facing a new generation, and teaching students how to produce their best work possible in order to foster hope for the future.

Honors Journalism I

Honors Journalism 1 focuses on the fundamental skills of reporting, writing, editing, photography, and design. Students will also learn about the first amendment, relevant court decisions, legal and ethical issues pertaining to journalism, and multimedia applications. Working together with editors, students in Journalism I will propose their own story ideas, schedule and conduct a variety of interviews, cover school-based events, explore and research issues that matter to high school students, and write engaging stories for publication in The Warrior , Lane's student newspaper. In recent years the Warrior has been recognized as an outstanding publication by the Scholastic Press Association of Chicago and The McCormick Foundation.

Honors Journalism II

Honors Journalism II focuses on building leadership capacity and extending students' reporting, writing, editing, and design skills. Students who intend to take Journalism II apply for editor positions toward the end of their first year in the program. As editors, Journalism II students will pursue their own advanced reporting and writing assignments for The Warrior , Lane's student newspaper. Editors also mentor Journalism I students as they propose story ideas, practice and conduct interviews, cover school-based events, explore and research issues, and write and edit stories for publication. Periodically, editors design and deliver mini-lessons on a variety of topics, such as the first amendment, relevant court decisions, legal and ethical issues pertaining to journalism, and multimedia applications. Honors Journalism II provides students with a unique opportunity to develop leadership and writing skills: Editors apply knowledge gained in Journalism I to make editorial decisions, to set realistic deadlines, to edit each others' stories, to collaborate to develop staff editorials, and to wrestle with ethical dilemmas that arise during the reporting and writing process. In addition to publishing the print edition of The Warrior -- one of the oldest student publications in the country -- editors regularly publish stories to LaneWarrior.com and use a variety of social media to promote and deliver informative, engaging stories to a diverse and extensive school community.

Prerequisite: An A or B in Honors Journalism I

Honors Journalism III

Honors Journalism III is an extension of Honors Journalism II. Students who take the third year course intend to become top editors -- Editor-in-Chief or Managing Editor. Like Journalism II, this course focuses on building leadership capacity and extending students' reporting, writing, editing, and design skills. Top editors continue to pursue their own advanced reporting and writing assignments, mentor Journalism I students as they learn about reporting, and deliver mini lessons. They also lead the team of student editors, regularly make announcements and deliver impromptu micro lessons as needed in class, and clock some additional planning and deadline hours outside of class. Top editors apply knowledge gained in Journalism I and II to guide fellow editors as they make editorial decisions, set realistic deadlines, edit each others' stories, collaborate to develop staff editorials, and wrestle with ethical dilemmas.

Prerequisite: An A or B in Honors Journalism II

Honors Creative Writing I

Your words deserve to be heard (and read). In this class, we explore different styles and techniques for creative expression. Students try their hand at writing short memoirs, short stories, plays, and poetry. Over the course of the year, students are encouraged to stretch beyond their comfort zones and to establish a community of writers. Students also learn more about how to find their voice, how to find inspiration from their experiences, and how to get back in touch with their creativity.

Honors Advanced Creative Writing Workshop & Publishing

This course is a workshop-based class for students who enjoy imaginative writing. The class teaches accomplished student writers advanced writing techniques and provides them an opportunity to publish their work. Students showcase their work through class projects, local and national contests, and open mics. The class also creates 2501 , Lane's literary magazine, as well as REVEL , an electronic magazine. If you write for fun, this class is the one for you.

Prerequisite: A writing portfolio or Creative Writing I

HOnors Philosophy

This course traces the development of the Western philosophical tradition from its beginnings in classical Greece through the Renaissance, Enlightenment, and Modern periods. Students read complex texts of philosophical works. Among the philosophers covered are Plato, Descartes, Rousseau, Kant, Hegel, Marx, Freud, Nietzsche, and Foucault.

Honors Women in Literature

Honors Women in Literature explores the voices of women writers by considering issues of women's roles, oppression, liberation, relationships, conflicts, and contributions from a variety of historical and cultural perspectives. Students will discuss the changing roles and representations of women in literature from Biblical texts to contemporary writing.

Honors Sports Communications I

Sports Communications is a course designed to utilize our own Lane Tech students to market, cover, and promote our athletic department by focusing on the skills required in the fields of sports marketing, sports journalism, sports broadcasting, and sports information directors. Students will not only be learning about these different fields, but they will have hands on application as they will be responsible for applying what they learn about the four different fields to the athletic department at Lane Tech and covering the different sports teams here. Some examples of the work required of the students will be sports articles, press releases, social media reports, conducting interviews, holding press conferences, capturing game footage, etc. The secondary goal of the course is to expose our students to the possible careers that exist within the realm of sports marketing, sports journalism, sports broadcasting, and sports information directors. This will be accomplished by studying these four fields by way of different texts and examples and working to become efficient technical writers. We will have different speakers come in to discuss these careers as well.

Honors Sports Communications II

An extension of Sport Communication I, this class develops students leadership. students interested in course will utilize the knowledge they gained in Sports Communication I in order to make editorial decisions about press releases, event coverage, and communication.

Prerequisite: Sports Communications I

Honors South Asian Literature

This course invites students to participate in the richness and variety of South Asian literature, and culture. The objective for this course is to introduce South Asian literature in English. By examining significant topics such as, post-colonial/imperial trauma, gender relations and inequality, sexuality, cross-cultural interaction, violence, and human rights. Writing either from the South Asian subcontinent (Afghanistan, Pakistan, India, Bangladesh, Nepal, Bhutan, and Sri Lanka) itself or from abroad, many of the writers featured in this course have had a remarkable impact in the literary realm. This course gives students the opportunity to relate the issues and ideas they encounter in South Asian literature and history to the life of present-day South Asia.

Honors Writing Instructors

Writing Center Instructors is that rare high school course that truly puts the power of learning into the hands of the student. Do you often find yourself helping your classmates or siblings with brainstorming, writing thesis statements, or revising? This class will allow you to hone that talent and disperse it throughout Lane's student body. During the first semester, students prepare research papers and study theories of egalitarian learning to discover what it means to be a good peer tutor of writing. During the second semester, students put that theory to work by launching Lane's Writing Center, a student-run, student-centered space that will provide peer tutoring to Lane students. This course is particularly relevant for those who are interested in leadership, writing, or education.

Prerequisite: B or higher in their previous English class. Teacher recommendations are preferred.

Honors Writing Instructors II

Honors Writing Center Instructors II is that rare high school course that truly puts the power of learning into the hands of the student. Students spend class time working in the Lane Tech Writing Center, a student-run, student-centered space that provides peer tutoring in writing to Lane students. As Writing Center II students, they have the added responsibilities of training novice tutors and submitting their research from Honors Writing Instructors I to conferences and academic journals for publication. Students have the option of working extra shifts in the writing center in exchange for service learning hours. This course is particularly relevant for those who are interested in leadership, writing, or education. Pre-Requisite: Honors Writing Instructors I.

Prerequisite: An A or B in Honors Writing Instructors I

Honors Yearbook I

Yearbook is a year-long course for students interested in developing, designing, and creating Lane Tech's Arrowhead Yearbook and LTAC's Artifacts Yearbook. The classroom portion of this course emphasizes the mechanics of good writing, as well as strategies for effective oral and written communication. Students will learn how to design layouts using online programs and applications on Apple platforms. Students will learn about digital photography, page design, and interviewing skills. A successful yearbook student will be highly motivated to produce a quality publication. Additional work outside of the classroom is required; assignments may include activities such as staffing group photo sessions, photographing sporting, musical, and club events, or interviewing students.

Honors Yearbook II

Yearbook II is a year-long course for students interested in developing, designing, and creating Lane Tech's Arrowhead Yearbook and LTAC's Artifacts Yearbook. The classroom portion of this course emphasizes the mechanics of good writing, as well as strategies for effective oral and written communication. Students will learn how to design layouts using online programs and applications on Apple platforms. Students will learn about digital photography, page design, and interviewing skills. A successful yearbook student will be highly motivated to produce a quality publication. Additional work outside of the classroom is required; assignments may include activities such as staffing group photo sessions, photographing sporting, musical, and club events, or interviewing students and teachers. Upon completing this course, a yearbook student should be knowledgeable in all aspects of desktop publishing. Yearbook editors are ultimately responsible for their assigned sections of the yearbook. They manage staff, delegate tasks among their staff members, design layouts, and edit staff submissions.

Prerequisite: Yearbook I

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Join us for summer enrichment courses lanetech.org/summer-enrichment !

Lane will be offering summer enrichment classes and workshops on a variety of workshops for grades 6-12. Check out our course catalog to learn more and sign up!

Summer 2020 Assignments

Posted on August 6, 2020

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World Language

German 1 going to German 2 German 2 going to German 3 German 3 going to AP

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May 28, 2024

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A Gentleman in Moscow

Amor towles, ask litcharts ai: the answer to your questions.

Welcome to the Bible Reading Challenge!

Imagine a great table, loaded with the best food, perfectly prepared. This is how we view the Word of God, and it is our joy and privilege to encourage Christians to find their seats and share the bounty of it with us. The reading plan is simply the menu, the challenge is to become Christians who live and breathe the Word of God.

In spite of the abundant availability of Scripture to us, many Christians struggle to develop a habit of reading – simply  reading  the Word. We have overcomplicated and under appreciated it. By making it only a matter of private reflection and introspection, we have forgotten the element of hospitality, and Christians have fallen out of the practices of inviting others to read with us.

We have two major goals.

• We want to see you succeed! We are all about helping you overcome those obstacles that have kept you from the Word. This is a down to earth, practical and realistic plan without any guilt.
• We want to encourage you to invite people to join you in reading and talking about the Word. This is not our secret food, but a world wide feast! 

Bible Reading Challenge Distinctives

• If you fall behind, jump back in!  If you missed breakfast and lunch, you don’t have to eat them before you can eat dinner. Eat with us now! Always start with today’s reading. The plan includes catch-up days because we understand real life!
• Theologically diverse, literally on the same page.  Because our focus is so Word-centric, we can trust our differences to the Holy Spirit. We are free to simply encourage one another without worry. We are not teaching Scripture to one another, but rather sharing a love of Scripture with each other.
• Don’t let your perfect ideal be the enemy of a good habit.  You can’t possibly get everything out of it – but don’t worry. You will be back! Because our goal is lifelong reading of the Word, you will have many more opportunities to understand that passage more.
• Our pace is fast, but not nearly as fast as you might think.  Time yourself reading (just normal reading!) 2 Timothy. This is a four chapter book, and about the daily reading length for the summer. In all likelihood it will take you much less time than you expected! If you still don’t think you have the time, check your screen time!
• Nothing is for sale in the Bible Reading Challenge.  This is a grassroots ministry of people who love the Word. You won’t need to buy anything, subscribe to anything, or charge your friends to join you!
• Our goal is habit formation, not a one-off perfect performance.  We want to help you overcome those obstacles that have been keeping you from the Word.

The Bible Reading Challenge is a ministry of Christ Church, Moscow, ID.

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Registration Opens June 10!

Join the Latah County Library District June 10 – August 15 for a fun Summer Reading Program for all ages! Register at your local branch to participate in our reading challenge and join us for fun events! Our Summer Reading Events this year will be a combination of in-person performers (at your local libraries and throughout your community), in-person programs, passive activities & to-go activities.

2022 Summer Reading!

2021 Summer Reading has ended, check back in Spring of 2022 for details of our next Summer Reading Program. In the meantime, check out other programs on our Event Page.

Past Summer Reading Programs

Have a look at fliers and videos from previous summer reading programs at the Latah County Library District!

Summer Reading for all ages—Join the fun with your local library this summer!

Our Summer Reading Program helps keep kids from falling victim to the dreaded “summer slide,” when children can lose important academic gains they made during the school year. Children enjoy skill-building activities, engaging performers and rewarding reading challenges to help them bridge the gap between months out of school while celebrating the love of lifelong learning.

But hey, Summer Reading is for adults, too! Catch up on reading while enjoying summer activities and relaxation. Summer Reading is a terrific way for families to interact around a love of reading. And adults who read provide a good model for their children.

Summer Reading FAQs

• How do I register for Summer Reading? Visit your local branch of the Latah County Library District beginning June 10th and pick up a registration kit. Set your own goal for the summer. After reaching a challenge sign-post and completing a challenge come back in to the library to claim a milestone prize and enter to win grand prizes. You can find more information on how to participate at your local branch.

Track your reading for at least 10 days. After that, start working on your Bingo Card!

• What do I get for completing a Challenge? Check in at your local branch. You will fill out a grand prize entry ticket from the bottom of your summer reading challenge card and also receive a small incentive prize for finishing each challenge! The first day anyone will be eligible for the first challenge prize is June 20, 10 days after the start of summer reading.
• How do I track my reading? Pick up a registration kit at your local branch of the LCLD which will include a summer reading challenge map. After setting a goal for yourself fill in a footprint each time you complete that goal. The library will not be collecting your tracking sheet or reading log but you will need to bring it with you to turn in your prize entry tickets at the bottom of your challenge map.
• Do I need to register for Summer Reading to participate in Summer Reading Events? Nope! All summer reading events are open to the public! Check on social media or with your local branch for details on events, including the targeted age-group, location, and whether or not registration is required.
• Do I need to participate in Summer Reading Events to complete Summer Reading? No. All you need to do is set a challenging goal for yourself and track it on your challenge map until you fill in all the footprints. You will also complete 3 special challenges. As you complete each challenge, fill out a prize entry form at your local branch for a chance to win fun prizes.

Yes!  As you complete each challenge, fill out the Prize Entry form at your local Branch for a chance to win fun prizes

110 S. Jefferson St. Moscow, Idaho 83843

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