RISING 9TH – 12TH GRADERS
CP SUMMER READING
Palmetto Christian Academy 2017 Summer Reading Assignments
IMPORTANT INFORMATION FOR ALL STUDENTS (PLEASE READ CAREFULLY):
RATIONALE BEHIND SUMMER READING AND DAILY ENTRY JOURNALS (DEJs):
The works selected by the English faculty of Palmetto Christian Academy for summer reading
assignments have been purposely chosen for their literary merit and timelessness. These great
books, like all great literature, have stood the test of time because their themes attempt to answer
life’s philosophical questions about the genesis of man, the goal of life, and the inevitability of
death. In his essay the “Passion and a Platform or Two,” American dramatist Thornton Wilder
expresses this idea when he states, “This is the way things are. I have always known it without being
fully aware that I knew it.” The PCA English Department strives to select works that likewise speak
to the larger human experience. Consequently, these works touch the soul of the reader and
provide the student with the opportunity to hold the philosophy of each work before the mirror of
truth, God’s Word. With Scripture as a touchstone, students are trained to validate or reject the
worldviews of the authors they read. In addition to developing critical thinking skills, works of
literary merit help students expand their vocabulary, improve their reading comprehension, and
develop their analytical reading and writing skills.
CAVEAT ON SUPPLEMENTAL RESOURCES:
Students are not allowed to consult secondary sources related to the summer reading they are
asked to complete. No literary criticisms, articles, summaries, online sources (for example, Spark
Notes and Schmoop), or other outside material may be used unless given direct, written consent
from the teacher ahead of time. In addition, students are instructed not to consult secondary
sources when preparing for the summer reading test that will be given first quarter. Students should
use their book, DEJs, and reading notes to prepare for the test.
Page 1 of 7
DIRECTIONS FOR DAILY ENTRY JOURNALS (DEJs):
The format below will be used for all DEJ assignments which you complete for summer reading.
Your grade for summer reading will depend on your adherence to this guideline and the quality of
your writing and observations.
 DEJs should be written in marble composition books. No other notebook is acceptable.
 Each entry of your journal should be labeled with the book title, author, and chapter number
of title.
 Each page of your DEJ pages should be divided into two columns (as shown below).
Summary:
Observations:
Use this side of the page to
discuss the facts. Tell what
happened/what was
discussed. Include
important details and plot
points. Use quotations and
examples to support your
observations.
React to what you are reading. Feel free to use “I”
and discuss your opinion. This is also a good place
to make connections with other readings or classes
that you may have taken. Try to do more than judge
the quality of the writing or the plausibility of the
story. Be critical while thinking about WHY and HOW
the piece invites your reaction.
This is not the place to give
your opinions or thoughts,
so even if you disagree with
something or if you have
questions about it, refrain
from giving these reactions
in this section.
Select one key quotation from the chapter and cite
the page number in parenthesis at the end of the
quotation. Also, write a sentence which connects the
quotation to the rest of the chapter. For example,
Why is this quotation important? List unfamiliar
and/or key words here and use the dictionary to find
a definition. This is where these definitions should
be written.
Summary is the key here.
Analysis is the key here.
PLEASE SEE MODEL OF A GOOD SUMMER READING DEJ ENTRY ON THE FOLLOWING
PAGE.
Page 2 of 7
MODEL OF A GOOD SUMMER READING DEJ ENTRY:
Summary:
Observations:
The Faerie Queene
Edmund Spenser
Canto I
I loved reading about how RedCrosse was able to defeat
Error in the den. RedCrosse entering into this dark place
in the forest reminded me of what Mrs. Blackstone
always said in World Literature: “Nothing good comes
out of the forest.” I certainly wouldn’t want to come
across a monster like that anywhere!
RedCrosse Knight and Una begin
their journey together. As they travel
to Una’s parents’ kingdom, they
encounter the monster Error along
the way. While Una cautions
RedCrosse not to go looking into
danger’s den, the knight ignores her
warning and delves into the depths
of the den. Error almost overtakes
the knight, but then Una encourages
RedCrosse, saying, “Now! now! Sir
knight, show what ye be, / Add faith
unto your force, and be not faint.
Strangle her, else she sure will
strangle thee!” (1.19.2-5). With Una
cheering him on, RedCrosse killed
the monster! After escaping Error,
the pair meets an old man on the
side of the road who leads them to
his house for rest. This old hermit
appears religious and prays using his
rosary beads. However, it turns out
that he is actually an evil magician
who wants to harm RedCrosse and
Una. He uses his dark magic to
conjure up spirits that he uses to try
to turn RedCrosse and Una against
one another. At the end of the canto,
we’re not sure whether Archimago
has succeeded in having RedCrosse
fail at this part of his quest or not.
I thought it was interesting how Spenser used this
monster to represent sin and how the editor noted that
“one error always breeds more error” (26). This truth is
supported in Scripture when David sins with Bathsheba
and then continues to sin when trying to cover up what
he has done. The example here is the big monster Error
having hundreds of tiny “baby errors” that come out after
she is killed.
A significant quotation I read was, “The noblest mind the
best contentment has” (1.35.4). Spenser writes this
almost as an aside in the midst of discussing
Archimago’s home, which was bare and very simple. I
think this means that people with noble minds are
content with just small amounts of belongings. What’s
strange, though, is that Archimago seems to just be
pretending to be content with little and is using this
sparse home to fool RedCrosse and Archimago into
them thinking that he is religious and noble when in
actuality he is dangerous. By the end of this canto, it’s
clear that he is a hypocrite and that he is up to no good.
One of the footnotes even told us that his name means
black magic and that he represents Hypocrisy (32).
Definitions of unfamiliar words:
Weeds: clothing
fray: frighten
Hecate: goddess of the underworld
succor: help
palfrey: horse
Page 3 of 7
RISING CP NINTH GRADERS:
Required Reading:
 Mythology by Edith Hamilton
Note on Mythology:
During high school, every student will be reading many classical works of literature. Several
of these works will allude to Greek mythology; therefore, a strong knowledge of the Greeks
and their myths is a necessity. You as the student will begin this adventure by reading Edith
Hamilton’s Mythology.
Additional Instructions:
 Students will read the book listed above.
 Mythology by Edith Hamilton will be tested the first week of school.
 Students will complete the project for Mythology (directions below) and will also
complete a Double Entry Journal for the work.
 The project for Mythology is due the FIRST DAY OF CLASS.
 There are 23 myths, and each myth should have its own, separate entry.
Project for Mythology
The student will write an original four chapter work with an artistically illustrated cover.
Information for the project will come primarily from Edith Hamilton’s Mythology, but other
sources from the library or internet may be consulted. All sources used must be
documented on a Works Cited page at the end of the project. Students will be required to
use Modern Language Association (MLA) documentation format for the Works Cited page.
Cover (20 points)
The student should use his creativity and enjoy designing the cover for this project. This is
an opportunity to let imagination, artistry, and personality shine! Keepin mind the cover
should reflect the content of the chapters. Remember that neatness counts.
Chapter One: Pantheon (20 points)
The Greek Pantheon was comprised of 12 gods. The ancient Greeks saw their gods as being
very human. They often possessed the worst characteristics of humanity: pettiness, anger,
rage, and jealousy. However, two basic differences distinguished the gods from mankind.
Gods and goddesses did not age and were immortal. They also were more powerful than
humans. This group included: Zeus, Hera, Poseidon, Demeter, Ares, Apollo, Hermes,
Aphrodite, Athena, Hephaestus, Dionysus and Artemis. The student should select six of his
closest friends or relatives and create his own pantheon. Each student will write a one page
description of each member of his pantheon as if that individual were a Greek god. The
description should include what the individual is god of, the god’s symbol, the god’s
Page 4 of 7
spouse, the god’s children and other relatives, the god’s special powers, the god’s
personality characteristics, and the god’s negative and positive qualities. As the student
creates his six gods, he should use his imagination and have fun, but he should be careful
to observe grammar rules and all rules of good writing.
Chapter Two: Allusions to Myths in Modern Culture (20 points)
Locate, categorize, and illustrate three references to Greek mythology found in modern
culture. Each allusion should include a two sentence explanation of the reference, the
Greek mythological figure referenced, an illustration, and a category.
Example:
Cultural Allusion: The United States’ space mission to the Moon, Apollo, is an allusion to
Apollo, the Greek god of light. Apollo was also the god of prophecy, a form of intellectual
enlightenment. One unusual thing about Apollo is that his Roman name is also Apollo.
Apollo 11 was the space vehicle which carried Neil Armstrong to the Moon.
Category: Space/NASA
Illustration:
Chapter Three: It Is All About Me (20 points)
The student should write a personal essay (first person may be used for this section only)
describing the mythological god or character which is most like him. The writer needs to
explain the similarities between himself and the mythological god or character. This
assignment needs to be 1-2 pages in length. Remember grammar and correctness count.
Chapter Four: Rewrite a Myth (20 points)
Select a myth from Edith Hamilton’s Mythology that seems to have a Biblical theme.
Compare that myth’s theme with a story, character, or an example from the Bible. This
assignment must be 1-2 pages in length. No first person may be used with this assignment.
Once again, do not forget the rules of good grammar and writing.
Conclusatory Reminders:
Finally, the student must reference Mythology for this project, and he may consult library
and internet sources. Remember all sources must be cited using correct MLA
documentation for the Works Cited page. This assignment must be typed using 12 point
Times New Roman font. This original work should be placed in a folder or carefully bound. I
am excited to see the materials each student selects to create the book jacket for his
original cover design.
Page 5 of 7
RISING CP TENTH GRADERS:
Required:
 To Kill a Mockingbird by Harper Lee
Instructions:
 Read the required novel and complete a DEJ.
 DEJ is due on the first day of class.
 The novel will also be tested the first week of school.
RISING CP ELEVENTH GRADERS:
Required:
 Beowulf translated by Seamus Heaney;
ISBN 0393330109 / 978-0393330106 *
*Because we will be discussing Beowulf in depth in class during August, please
have students purchase this exact edition. (Both ISBNs are for the same edition)
Instructions:
 Read the required novel, and complete a DEJ.
 DEJ is due on the first day of class.
 The novel will also be tested during the first week of school.
Special Instructions for Beowulf :
 Please use the following pages as sections for DEJs:
 section one: p. vii - xxiv
 section two: p. 3-31
 section three: p. 31-47
 section four: p. 47-87
 section five: p. 87-129
 section six: p. 129-147
 section seven: p. 147-173
 section eight: p. 173-209
Page 6 of 7
RISING CP TWELFTH GRADERS:
Required:
 Wuthering Heights by Emily Bronte
Instructions:
 Read the required novel and complete a DEJ.
 DEJ is due on the first day of class.
 The novel will also be tested the first week of school.
Page 7 of 7