Clovis East High School Sophomore English Honors Summer Reading Requirements

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1 Clovis East High School Sophomore English Honors Summer Reading Requirements Rationale: In Honors English 10, students will gain higher-level, critical thinking skills throughout the school year and will be expected to make gains, as well, during the summer break. In remaining an active reader and writer, students will be well-prepared for advanced-level work in Honors English 10. English 10 Honors: Lord of the Flies William Golding Summer Assignment: 1. If at all possible, we encourage all students to obtain their own novels in order used to marking up texts and to acquire a feeling of ownership of the books. Please obtain a copy of the text listed above and read carefully and critically, making annotations within the margins as you read in other words, annotate the text with copious commentary. (Please see the annotation guide.) Or, you may check a copy out from the library and use post-it-notes to make annotations of the text. One of your first grades will be based on the amount of commentary in your book. In this course, you will always be encouraged to annotate texts. The novel, its annotations and dialectical journal entries, will dovetail into assignments within the first six-weeks of this course, as well as the grading period, through timed-writes/essays, whole-class discussions, and various presentations. Not completing the reading of the text, annotations and dialectical journal entries will seriously affect the first semester grade. 2. Type dialectical journal entries, using the Dialectical Journal and Tone/Attitude handouts. There will be a total of 36 dialectical journal entries and the expectations are outlined on the Dialectical Journal handout. Please sign and return the parent signature slip at the bottom of this page. Students must have this slip returned to Mrs. Swisegood in Room 608 or Mr. Roche in Room 610, before the last day of school. Students who do not turn this in will lose points from this assignment in August Thank you for your commitment to learning. Sincerely, Mrs. Swisegood and Mr. Roche I have read and understood the information listed in the letter above, and understand that I will need to purchase or check out the text and complete the required work. Parent Signature Student Summer Student Printed Name Student Signature Date

2 Sophomore Honors English Summer Assignment Annotation Guide I. Please use the following annotation guide for your summer assignment: 1. At the end of each chapter, construct three sentences that summarize the three main ideas that were addressed in that chapter. Place this summary at the beginning of each chapter on the top of the chapter page. 2. Annotate your book using the following guide. Remember, annotations are not just writing down symbols on a page - you must write down a sentence or two about the connection, question, comment, or vocabulary word for it to truly be an annotation.? C! V Use a question mark when you aren t sure about what you have read. Actually write out the specific question that you have about the concept, idea, or application of the idea so that we can discuss it in class. Use a letter C for a connection that you have found with Lord of the Flies and other novels you ve read. Be sure that you mark the page number and a brief comment about the connection so that we can discuss it in class. Use an exclamation point for an idea that you really understand or an idea with which you whole-heartedly agree jot a note or two so you can be an expert on this idea in class. Use a letter V for a new vocabulary word or term that you had to look up and/or want to start incorporating into your own vocabulary. Be sure that you jot down the explanation nearby so that you can begin to associate the meaning with the word itself. Use a star for a new idea one that you had never thought of before and would like to question/explore further. Write down a couple of sentences that begin to quest for new information. II. Summer Reading Project Dialectical (Double-Entry) Journal Example Divide your paper into two columns a small column on the left and a larger column on the right. As you read, select lines (quotations) from the text, focused on the categories explained on the assignment handout, and write them in the left-hand column (please include page numbers for quotations). In the right-hand column, respond to the quotation with your thoughts, opinions, questions, analysis, insights, and interpretation, etc. See the assignment handout for focused entries.

3 Lord of the Flies, by William Golding Dialectical Journal Assignment Directions: In your English notebooks, you will create a dialectical journal, a double-entry record, in which you take notes and add your own reflections while reading. It provides two types of entries, which are in dialogue with each other. This journal will help you organize your thoughts about major events and themes throughout the novel. This assignment should not be taken lightly; be sure that your quotes are not randomly selected and that your on the right are well thought-out and written. Please use the following categories for your dialectical journal assignment: 1. Golding s use of rich diction and/or style of writing ( badge of individuality, or the form/syntactical structure and content) and how it supports the tone of that section (use tone/attitude words handout,) 2. Use of imagery and/or figurative language (similes, metaphors, personification, etc.) and literary devices (alliteration, onomatopoeia, symbolism, motifs, etc.) and how it supports the theme/meaning, setting, and/or tone/mood and 3. Use of societal issues, which are relevant to the theme and relevant to today s day and age. *Please have 3 entries for each chapter (totaling 36 by the end of the book). Please have approximately 12 entries of the categories above. Example: Passage/Quote He gazed at the green and black mask before him, trying to remember what Jack looked like. Diction and Style/Imagery and/or Literary Device or Figurative Language/Societal Issue Imagery Response/Epiphanies/Explanation/ Personal feelings/thoughts Jack has become a new creature of the island in a very short amount of time. Some would say that it has now become a total battle between the forces of good and evil. Ralph is perplexed at the new face and aspects of Jack. Leadership has truly gone to Jack s head. As the saying goes, absolute power corrupts absolutely. Jack has not quite attained absolute power and the twins, Ralph, and Piggy stand before him in defiance. They are actually the only ones who are making any sense though.

4 Tone/Attitude Words 1. accusatory-charging of wrong doing 2. apathetic-indifferent due to lack of energy or concern 3. awe-solemn wonder 4. bitter-exhibiting strong animosity as a result of pain or grief 5. cynical-questions the basic sincerity and goodness of people 6. condescension; condescending-a feeling of superiority 7. callous-unfeeling, insensitive to feelings of others 8. contemplative-studying, thinking, reflecting on an issue 9. critical-finding fault 10. choleric-hot-tempered, easily angered 11. contemptuous-showing or feeling that something is worthless or lacks respect 12. caustic-intense use of sarcasm; stinging, biting 13. conventional-lacking spontaneity, originality, and individuality 14. disdainful-scornful 15. didactic-author attempts to educate or instruct the reader 16. derisive-ridiculing, mocking 17. earnest-intense, a sincere state of mind 18. erudite-learned, polished, scholarly 19. fanciful-using the imagination 20. forthright-directly frank without hesitation 21. gloomy-darkness, sadness, rejection 22. haughty-proud and vain to the point of arrogance 23. indignant-marked by anger aroused by injustice 24. intimate-very familiar 25. judgmental-authoritative and often having critical opinions 26. jovial-happy 27. lyrical-expressing a poet s inner feelings; emotional; full of images; song-like 28. matter-of-fact--accepting of conditions; not fanciful or emotional 29. mocking-treating with contempt or ridicule 30. morose-gloomy, sullen, surly, despondent 31. malicious-purposely hurtful 32. objective-an unbiased view-able to leave personal judgments aside 33. optimistic-hopeful, cheerful 34. obsequious-polite and obedient in order to gain something 35. patronizing-air of condescension 36. pessimistic-seeing the worst side of things; no hope 37. quizzical-odd, eccentric, amusing 38. ribald-offensive in speech or gesture 39. reverent-treating a subject with honor and respect 40. ridiculing-slightly contemptuous banter; making fun of 41. reflective-illustrating innermost thoughts and emotions 42. sarcastic-sneering, caustic 43. sardonic-scornfully and bitterly sarcastic 44. satiric-ridiculing to show weakness in order to make a point, teach 45. sincere-without deceit or pretense; genuine 46. solemn-deeply earnest, tending toward sad reflection 47. sanguineous -optimistic, cheerful 48. whimsical-odd, strange, fantastic; fun

5 Clovis East High School - Honors and Advanced Placement Scoring Rubric A Critical B Connected Detailed, elaborate Detailed Your commentary is thoughtful, well-developed, and insightful. You read between the lines of the text. You create a meaningful interpretation of the text in terms of a larger or universal significance (theme). You consider different possible interpretations. Your ideas are original and you carry on a dialogue with the writer; you question, agree, disagree, appreciate, or object. You create meaning by making text-to-text and textto-world connections. You have insightfully analyzed elements such as character development, author s style/tone (literary devices), and author s purpose. You have selected significant quotations and written an appropriate number of entries that reflect the length and complexity of the novel. Your commentary is thoughtful and well-developed. You read between the lines of the text. You create a meaningful interpretation of the text in terms of a larger or universal significance (theme). You consider some different possible interpretations. You explain why you disagree or agree with something in the text, and you explain and support your reaction. You have considered elements such as character development, author s style (literary devices), and author s purpose and explained their significance. You have selected important quotations and written an appropriate number of entries that reflect the length and complexity of the novel.

6 C Competent D Literal F Limited Somewhat detailed Simple, factual Inadequate Some of your commentary is thoughtful and welldeveloped. You consider the text in terms of a larger or universal significance (theme), but don t adequately support or explain your analysis. You agree or disagree with ideas in the text, but you don t thoroughly explain or support your opinion. You ask simple questions about the text. You may have considered elements such as character development, author s style (literary devices), and author s purpose, but you have not fully explained their significance. You have selected some important quotations and written an average number of entries, but the number of entries does not fully reflect the length and complexity of the novel. Your are factual and literal without considering different possibilities in meaning. Your are mostly summary instead of commentary about the quotation. You are sometimes confused by unclear or difficult sections of the text, and you do not successfully make meaning from it. Your make few connections to the text and lack sufficient detail, explanation, analysis, etc. You have selected several quotations from the novel, but they are not especially significant. You have written few entries, and your journal does not reflect the novel s length or complexity. You make few or no connections to the text, and your ideas lack development. You find the text confusing but do not make any attempt to figure it out. You have written few entries, and you have chosen quotations that are insignificant.