The Running Man by Stephen King (writing as Richard Bachman). ▫ The Maze
Runner by James Dashner. ▫ Matched by Ally Condie. Summer Assignment: ...
Brunswick High School Summer Reading Program 2015
Requirements for 10th Grade Language Arts – Regular Purpose: The purpose of the Brunswick High School Summer Reading Program is to encourage students to pursue a lifelong love of reading. By choosing books that are both engaging and entertaining, students can reinforce their literacy skills. The goal of the program is to have students develop a sense of ownership in their reading and maintain literary focus. Theme: Summer reading choices explore the point of view, voice and perspective of the narrator. Please select O NE of the following book titles: To see summaries of the reading selections, please go to www.bn.com and search the title of the selection. ▪ The Name of the Star by Maureen Johnson ▪ Everyday by David Levithan ▪ Inferno by Dan Brown
▪ Rumble by Ellen Hopkins DISCLAIMER: This book deals with the aftermath of the main character's brother's suicide, which was a result of bullying from being gay. The book also discusses questions about religion and a higher power. Although these issues are not overtly offensive or concerning, it is important for parents to note that they are present in this verse novel, but the main character’s growth and development comes in his struggles to come to terms with these various issues.
Summer Assignment: Complete the Dialectical Journal Guided Reading worksheet and complete
annotations in your text. In the Dialectical Journal, students will need to find 7 quotes, and identify how those quote demonstrate the point of view, voice and perspective of the narrator and reflect on the meaning of the quote in context to the novel. In addition, you will be required to annotate your novel. Worksheet and annotation guidelines are attached. These assignments will be part of the work habits grade.
D ue D ate: The summer reading assignment is due on Tuesday, September 1, 2015. No late summer reading assignments will be accepted. Response Essay: Upon your return to school in August, students will be responsible for writing an essay based on their summer reading. Language Arts teachers will provide students with more information about
essay assignment and expectations during the first week of school. This writing assignment will be part
of the content mastery grade.
10 th Grade Language Arts: Required Summer Reading 2015 You must pick O NE of the dystopian novels offered in the 10th grade summer reading assignment. Each reading assignment will require annotations in the text, so we are asking you to purchase your own copy of the novel. Each reading assignment will also include a separate assignment and will be connected and expanded upon the beginning of the school year. Be prepared to use this text throughout the year, as they will be continuously connected to the curriculum and serve as a basis for our exploration of reading, writing, and research. It is our expectation that you will understand and be very familiar with the plot of these texts. Rather than plot summary, the focus of the summer reading is to analyze the literary text, structure, and impact.
How to Annotate a Text: Before Reading:
▪ Examine the front and back covers (books) ▪ Read the title and any subtitles ▪ Examine the illustrations ▪ Examine the print (bold, italics, etc.) ▪ Examine the way the text is set up (book, short story, diary, dialogue, article, etc.) ▪ As you examine and read these, write questions, and make predictions and/or connections near these parts of the text. D uring Reading mark in the text: ▪ Characters – descriptions, conflict, changes, thoughts ▪ Setting – imagery, description, relation to mood ▪ Unknown/unfamiliar vocabulary ▪ Important information/quotes ▪ Big ideas (themes) ▪ Symbols, trends, motifs ▪ Similes, metaphors, allusions Write in the margins: ▪ Summarize ▪ Make predictions ▪ Formulate opinions ▪ Make connections ▪ Ask questions ▪ Analyze the author’s craft ▪ Write reflections/reactions/comments ▪ Look for patterns/repetition
After Reading: ▪ Reread annotations—draw conclusions ▪ Reread introduction and conclusion—try to figure out something new ▪ Examine patterns/repetitions—determine possible meanings ▪ Determine what the title might mean
These annotations will be graded for a work habit grade. Annotations should be present throughout the entire novel and include handwritten notes, along with highlighted or underlined passages.
Post-it notes are also acceptable. You must show evidence of annotating the text. This should reflect purposeful thought and active reading, as well as engagement with the text. Read and annotate the ENTIRE text with detailed notes throughout. We will use the annotated text to assist with the writing of an essay once we return to school.
Your annotated text are due on Tuesday, September 1, 2015.
Novel Annotation Rubric Evidence of active reading A
B
C
D
F
0 points
Student has done an excellent job of showing evidence of active reading. Entire text is annotated throughout the novel. All chapters have important quotations underlined or highlighted, and there are notes made in the margins and/or a system of symbols are used to show evidence of interactive reading. Notes from class discussion and activities are included in the text as well.
Student has done a good job of showing evidence of active reading. The text is annotated throughout most of the novel. Most chapters have important quotations underlined or highlighted, and there are notes made in the margins and/or a system of symbols are used to show evidence of interactive reading. Notes from class discussion and activities are included in the text as well.
Student shows some evidence of active reading. The text is annotated, but some parts of the novel are sparse or not annotated. Only some chapters have important quotations underlined or highlighted, and there are NOT notes made in the margins and/or a system of symbols are used to show evidence of interactive reading. Notes from class discussion and activities are included in the text as well.
Student shows little evidence of active reading. The text is annotated sparsely. Only some chapters have important quotations underlined or highlighted, and there are NOT notes made in the margins. There is NOT evidence of a system of symbols are used to show evidence of interactive reading. There is an absence of notes given in class discussion and activities.
Student shows minimal evidence of active reading. Underlining or highlighting appear to be random and not meaningful. Notes are not included in the margins, nor are symbols used. There is an absence of notes given in class discussion and activities.
Student turned in his/her copy of the book, but there are no markings in the text. No notes, highlighting or underling has been used to show evidence of interactive reading.
Name: __________________________________ Date: __________ Period: ____
Identifying Quotes from the Novel Point of View, Voice and Perspective of the Narrator. D irections: While reading the novel of your choice, extract quotes/passages that illustrate or support the point of view, voice and perspective of the narrator. You may use more than one quote per characteristic.
You need a minimum of 7 quotes. Be sure to record the page numbers! Q uote(s) and Page Number
1) The Characteristic the Q uote Supports 2) HO W the Q uote Supports Your Thought
