Summer Reading List and Directions
2014
MIDDLE COLLEGE HIGH SCHOOL
You are required to read the two novels below the grade you will be entering in the fall. You must
compile a dialectical journal on ONE of the books you read and detailed character maps for the other
book that you read. You may choose which novel you wish to assign the two tasks. This needs to be
done as you are reading. Dialectical journals are similar to T-notes and serve as a dialogue between you
and the literature. These journals will be the first two test grades you receive in your English classes
once school begins. You may include anything that stands out to you and anything that you find
important. Do not, however, rewrite the book. If you are having trouble with what to include, beside
each novel selection are suggestions. You may write about any of the topics or anything else you deem
significant. Each chapter should have at least 10 entries or more. If you choose The Importance of Being
Ernest then your chapters are actual called Acts. Following the novels you will find detailed instructions
on how to complete the journals.
9th grade
1984- symbolism, themes of totalitarianism, urban decay, mind control, technology, character
development of Winston, Julia or O’Brian, plot development (think exposition, rising action, climax,
falling action, resolution)
A Raisin in the Sun- symbolism, themes of fighting for dreams or against racial hatred, family, character
development of Walter, Mama, Benethea or Asagai, plot development
10th
Of Mice and Men- symbols, themes of male brotherhood and fraternity, the impossible American
Dream, human nature and its faults, corruption caused by women, charter development of Lennie,
George, Candy, Curley’s wife, Crooks, plot development (think exposition, rising action, climax, falling
action, resolution)
To Kill a Mockingbird – symbols like the mockingbird, Boo Radley, The Coexistence of Good and Evil,
Importance of Moral Education, Social Inequality, Small town life, the characters of Boo, Scout, Jem,
Atticus, Bob Ewell, Dill Harris, Calpurnia, Aunt Alexandra. Mayella, Tom Robinson, Link, and plot
development.
11th
Woman Warrior – role of women in Chinese society, silence and voice, growing up Chinese in America,
themes of Ghosts and warriors, symbols of birds, bound feet, circles, character development of Maxine,
Brave Orchard, the father etcs
The Things They Carried- symbols, burdens both physical and emotional, shame, charter development of
Tim O’Brien, Jimmy Cross, Mitchell Sanders, Kiowa, plot development
Comp 1010/1020 or 12th grade
The Kite Runner- symbols, themes of shame, money and happiness, fathers and sons, regret, character
development of Hassan, Amir, Baba, plot development (think exposition, rising action, climax, falling
action, resolution)
The Importance of Being Ernest - symbols, themes of marriage, not being earnest, morality, tall tales,
character development of Jack, Algernon, Gwendolyn, Cecily, plot development (think exposition, rising
action, climax, falling action, resolution)
A dialectical journal is another name for a double-entry journal or a reader-response
journal. A dialectical journal is a journal that records a dialogue, or conversation, between
the ideas in the text (the words that you are reading) and the ideas of the reader (the person
who is doing the reading). This is what you must do in your journal—keep a dialogue with
yourself. In your journal, have a conversation with the text and with yourself. Write down
your thoughts, questions, insights, and ideas while you read. A dialectical journal can
include all sorts of things: class notes, notes on discussions, notes on papers, reactions to
readings. The important part is that you, the reader, are reading something and then
responding to it with your feelings and ideas! This journal is to be done in your own
handwriting and CAN NOT BE TYPED!
DIALECTICAL JOURNALS
The term “Dialectic” means “the art or practice of arriving at the truth by using conversation involving
question and answer.” Think of your dialectical journal as a series of conversations with the texts we
read during this course. The process is meant to help you develop a better understanding of the texts
we read. Use your journal to incorporate your personal responses to the texts, your ideas about the
themes we cover and our class discussions. You will find that it is a useful way to process what you’re
reading, prepare yourself for group discussion, and gather textual evidence for your Literary Analysis
assignments.
PROCEDURE:
o
o
o
As you read, choose passages that stand out to you and record them in the left-hand column of
a T-chart (ALWAYS include page numbers).
In the right column, write your response to the text (ideas/insights, questions, reflections, and
comments on each passage)
If you choose, you can label your responses using the following codes:
o (Q) Question – ask about something in the passage that is unclear
o (C) Connect – make a connection to your life, the world, or another text
o (P) Predict – anticipate what will occur based on what’s in the passage
o (CL) Clarify – answer earlier questions or confirm/disaffirm a prediction
o (R) Reflect – think deeply about what the passage means in a broad sense – not just to
the characters in the story. What conclusions can you draw about the world, about
human nature, or just the way things work?
o (E) Evaluate - make a judgment about the character(s), their actions, or what the author
is trying to say
Sample Dialectical Journal entry: THE THINGS THEY CARRIED by Tim O’Brien
Passages from the text: on this
side write down quotes from
the story.
“-they carried like freight
trains; they carried it on their
backs and shoulders-and for
all the ambiguities of
Vietnam, all the mysteries
and unknowns, there was at
least the single abiding
certainty that they would
never be at a loss for things
to carry”.
Pg#s
Pg 2
Comments & Questions: on this side write down your
response to the images, quotes and other points you listed.
Ask questions, raise insights and react to what you have
written.
(R) O’brien chooses to end the first section of the novel
with this sentence. He provides excellent visual details
of what each solider in Vietnam would carry for day-today fighting. He makes you feel the physical weight of
what soldiers have to carry for simple survival. When
you combine the emotional weight of loved ones at
home, the fear of death, and the responsibility for the
men you fight with, with this physical weight, you start
to understand what soldiers in Vietnam dealt with every
day. This quote sums up the confusion that the men felt
about the reasons they were fighting the war, and how
they clung to the only certainty - things they had to carry
- in a confusing world where normal rules were
suspended.
CHOOSING PASSAGES FROM THE TEXT:
Look for quotes that seem significant, powerful, thought provoking or puzzling. For example, you might
record:
o
o
o
o
o
o
o
Effective &/or creative use of stylistic or literary devices
Passages that remind you of your own life or something you’ve seen before
Structural shifts or turns in the plot
A passage that makes you realize something you hadn’t seen before
Examples of patterns: recurring images, ideas, colors, symbols or motifs.
Passages with confusing language or unfamiliar vocabulary
Events you find surprising or confusing
Passages that illustrate a particular character or setting
The best way to set up the journal is draw the chart on your notebook pages. You must have
either two small notebooks, one for each book or one big notebook divided into two sections.
You also need to make sure you read all the directions above to ensure you complete the journal
correctly.
CHARTER MAPS:
Think about major and minor characters. Develop a map that shows what you think the character
looked like, acted like (personality), did, said, made him/her interesting.
1. What is this character's role in the story?
2. Why is he/she important to the story?
3. If this character was a real person, what did you know about him/her before you read the
story? Did the author make the story character match the real historical character? How/ how
not?
4. What did you like best about this person? least?
5. Did this person change over the course of the story? How?
6. How would this person be different is he/she was living today?
7. Each trait you assign the character needs three quote from the book and the page numbers to
support how you know this about each character.
These journals and character maps need to be turned in on the FIRST FRIDAY after we
return to school. That is August 8th. No late journals will be accepted. Make sure you start
reading now as this process will be a lengthy one. You can expect to see this form of
journaling in the year to come, so do your best.