English 1 Honors Mrs. Carey 2015-2016
Welcome Future English 1 Honors student
Greetings and congratulations on your enrollment in the first step
of a four-year journey in Pre AP/AP English at Camarillo High School. You
will be enthralled, entertained, and educated in a curriculum designed to
challenge you intellectually. Your workload for this introductory class
will be consistent with a typical freshman Honors program. As initial preparation for the Freshman Honors English course, each
student is required to complete a summer reading assignment. You will
also complete the accompanying writing assignments to be turned in
the first day of school. It is expected that students will purchase their
own copy of the text and complete a careful reading of the novel. Some very informal thoughts to pass on about your summer
reading/writing: •
Do read all the assignment requirements BEFORE reading the
book. •
Do buy your own book to use and annotate. This way you can
make notes in the book as you read which will be valuable when
completing the written assignment and preparing for discussions
that will ensue in September. •
Do talk with each other about the novel during the summer. It
will help you process the material. •
Do allow time for rereading sections of personal significance
or comments you have made while reading. •
Avoid waiting too long to complete the reading and writing
assignments. •
Avoid rushing the reading. It would be very difficult to
complete all at once. Start reading early during the
summer and pace yourself. Allow for sufficient time to
reflect your very best thinking and work. •
Avoid asking for a deadline extension when you come to
class on the first day of school.
Assignments MUST be typed. Follow examples and accurately
cite quotes. •
Enjoy your summer, refresh your mental prowess, and return recharged
and ready to explore new ideas as you begin high school. We truly look
forward to working with you in the upcoming school year and will answer
email during the summer with any questions.
Mrs.
Carey
[email protected]
Novel/Writing Assignments:
Assignments will be graded separately and input as
PROJECT grades (20 % overall).
•
 
Take the Stairs, by Rory Vaden. Bookworm in Camarillo has
ordered the books and will have them on hand for your
purchase. Electronic versions may also be used (Kindle/Nook,
etc.). The book DOES need to be annotated. Students are
highly encouraged to purchase the text individually if possible;
however, you may type your annotations if unable to purchase your
own copy of the text.

Address/Phone: 93 E Daily Drive,
Camarillo (805) 482-1384 
$14.50 total with student discount •
Assignments: Note: 2-3 MUST be typed .
1. Annotate the novel. Each of you have been prepared
DIFFERENTLY on
how to annotate; this is expected. Read on to see page
with expectations for more clarification.
2. You will be responsible for completing the
“dialectical journal” on the novel. The instructions
for this activity are attached to this handout. Again,
this assignment is due the first day of class.
3. Post Mortem of YOU. This is also due on day one
of school.
Take the Stairs, by Rory Vaden
Readers of this novel will:
Become consciously aware of the ways procrastination,
distraction, and creative avoidance impact their own lives.
2.
Learn concrete strategies for changing the way they think about
self-discipline.
3.
Be challenged and inspired to make significant life changes.
4.
Shift their perspective and approach daily decisions with a more
empowered mindset.
1.
Reasons why this novel has been selected:
1.
2.
3.
Develop individual confidence, thinking and problem solving
student
OUHSD Freshman 21st Century Transition
State core standards and testing have changed
Through years of observation and teaching, entering high school
freshman students lack confidence in their own thought processes,
problem solving skills and trusting their abilities. Many have NOT
experienced unique and different approaches to resolve an academic
question. Students desire the "quick fix", "just tell me the answer" and the
process is unlearned. Professionals agree that our generation of
technological ease has forsaken young students from learning the
problem solving skills of thinking. The need to restore academic thinkers
to have confidence in their ability to think, reason, and resolve is
necessary in the changing times of their future.
The OUHSD has adopted Above & Beyond EEI Transition program
that all students will experience in their geography and health classes
during 9th grade. The outlined objectives are:
1. E: Equip students with 21st Century skills
2. E: Eliminate failing grades
3. I: Increase student engagement
Students are expected to utilize the knowledge and abilities they
bring to high school. They begin to add increased complex concepts and
refine the skills. Students are expected to use their base of information
and figure out solutions, think through the process to find a new way to
arrive at the answer and to synthesize what is known and come to
conclusions. Problem solving, assessment of information whether it be
case studies, anecdotes, primary documents, or drawn assumptions and
conclusions now replace previously used methods of guess and/or
selection. It becomes a challenge to learn new ways and methods of
thinking.
The state of California has adopted new core standards to list more
nonfiction reading, case studies and anecdotal learning inclusive in the
curriculum. In two years as a high school junior, your student will be
tested with the new SBAC which shifts from multiple choice options to
writing complex, critical thinking analysis. This enormous shift
necessitates shifting teaching and learning as well to prepare students
for the future expectations. Students may no longer guess on answers
and have the process of elimination utilized. They must think and
construct their answers and write. Writing as a tangible evidence of
their thinking process, communication of their ideas and a vehicle to allow
others to “hear” their thinking and conclusions is expected. This
beginning year of high school will introduce students to these skills and
thinking processes to begin (or continue) their academic confidence in
personal thought and written expression.
This assigned novel includes many anecdotes to show the real life
problems our society faces. Students will read this novel over the summer
and self-reflect how they can be more successful in their academic
life. They will face the issues of distraction, procrastination and idle use
of time to view themselves and others in what we actually do in life. Take
the Stairs is a delightfully encouraging message about a timely and
relevant subject delivered as a brilliantly simplistic handbook for doing
what is required to be more successful in any area of life.
Assignment #1
Annotation
Directions: You will annotate as you read this book. Annotation is a notetaking skill which allows the reader to interact with the text. I have
attached a sample annotation page from the text as an example on quantity.
This should NOT be overwhelming. Annotate to assist in the dialectical
journal and post-mortem quote/passage selection.
 Always highlight the text
 Always annotate the margin with a pen (why did you highlight these
key words/phrases?)
 Every page doesn’t NEED annotation- just the ones that are main
ideas/connect to YOU.
 In the below example, you will see main ideas summarized, figurative
language, connection to life and vocabulary words.
 Keep in mind- quality vs. quantity. Note that my example isn’t full of
annotation, just main ideas.
Assignment #2: Dialectical Journal
Summer Reading Dialectical Journals
As you read your assigned novel, complete a dialectical journal with at
least fourteen entries (7 strategies, and then a blend of the literary
terms and connecting to life) and type in the format provided in examples
below. Organize in ORDER below. Organize by TYPE not Chapter. Your
entries should not focus on just one section of the book. Take the Stairs
has exactly seven chapters, so I expect two dialectical journal entry per
chapter. Remember to have a blend of each journal type as you do the
assignment. You may do more than fourteen if you wish; however,
additional is unnecessary.
Grades are based on providing the information requested, following directions,
and being thoughtful of commentary/analysis provided in complete sentences.
Organize your quotations by type of quote selected (seven strategies, literary
terminology, etc.)
•
•
•



TYPE 1: Summarizing, Observing, and Questioning of the
Seven Strategies to Achieving True Success (depth of
analysis will affect your grade)
Seven Strategies: The Paradox Principle of Sacrifice, The Buy-In
Principle of Commitment, The Magnification Principle of Focus, The
Creation Principle of Integrity, The Harvest Principle of Schedule,
The Perspective Principle of Faith, The Pendulum Principle of
Action.
Remember you will have SEVEN of these!
Summarize assigned strategies in the left column.
Note summary, observations and ask questions in the right column.
Format below to create when typing-
Strategy to Achieving True Success
Example:
Strategy to Achieving True Success
The Paradox Principle of Sacrifice
“The short term easy leads to the long
term difficult while the short term
difficult leads to the long term easy.
Leverage long-term vision to endure
short-term sacrifices” (38).
•
•
Summary/Observations and Questions
Summary/Observations and Questions
The Paradox fundamentally
demonstrates why success, and
becoming a successful person, is more a
matter of choice than of circumstance.
Why does it seem so easy to see short
term desires or goals vs. the long
term? It takes experience to realize
that sacrifice isn’t really a sacrifice;
it’s just a short-term investment on a
rich future blessing.
TYPE II: Literary Analysis (depth of analysis will affect
your grade)
Identify evidence about the author’s writing style through his use
of figurative language and literary analysis. Quote from the text
and include page numbers. CAREFUL TO FOLLOW EXAMPLES ON HOW
TO USE PARENTHETICAL DOCUMENTATION.
 Once you’ve included the quote’s use of figurative language,
analyze the importance of the use of the device in explaining the
overall message of the book.
 Some examples of figurative language that can be found in this
text: metaphor, paradox, simile, imagery, etc.
 Follow the format below to create when typing-
Figurative Language
Literary Analysis
Example:
Figurative Language
“When I was a young boy, my brother
Randy and I played football all the
time. Well, we didn’t really have a
football, but we had a Garfield stuffed
toy that someone had donated to
us…Even though we were young kids,
the moment Garfield went over the
fence, our entire conversation shifted
from ‘Should I go over there?’ to ‘How
are we going to get over there?’” (60)
Literary Analysis
Vaden uses a device called anecdote, a
personal story, to teach an important
concept. He illustrates that this is a
pivotal point. It is the moment he
realized there is no other choice but to
figure out a way. This realization leads
to successful thinking. Anecdotes are
used to successful relate to the
reader through personal experiences.
TYPE III: Connecting to Life (depth of connection to your
life will affect your grade)

Select a quotation(s) that helps you see a connection between the
text and life.
Provide page numbers. CAREFUL TO FOLLOW EXAMPLES ON HOW TO
USE PARENTHETICAL DOCUMENTATION.

Write a response that explains the connection and its significance.
•
Quotation
Example:
Quotation
The Great Gatsby, Chapter 1
“Whenever you feel like criticizing
anyone,” he told me, “just remember
that all the people in this world
haven’t had the advantages that you’ve
had” (5).
Connection between the text and life
Connection between the text and life
The lesson that Nick learns from his
father is very wise. Often we lack
compassion for others and make judgments
about them without putting ourselves in
their shoes. I find myself making judgments
about people in the news or a magazine
without knowing their full situation.
Unfortunately, that behavior is more the
norm for most of us. We second guess
everyone-the judge, the jury, the coach, the
umpire-without being in the same situation.
Assignment #3: Post Mortem of YOU
Instructions: Usually this format is used to analyze a
protagonist; however, this time we are going to apply the traits
below to YOU. You have finished reading this motivational book
and learned some strategies to finding personal success in
different realms of your own life. Find quotations/passages to
illustrate the following “body parts” for a post-reading
“autopsy” of YOU! You will find key concepts from your reading
(most likely annotated/highlighted passages) that “spoke” to
you as you read and completed the previous assignments. You
can either agree/disagree or change/challenge your views.
Type in paragraph form each section of the post-mortem. You
must also include an explanation for each quotation/passage
chosen. Each body part should have a minimum of three
quotations/passages documented within the paragraph (see
dialectical journal assignment for parenthetical
documentation examples). This should be double spaced.
The questions below do NOT have to all be answered…they are
just a guiding point if you need assistance for ideas.
Body parts:
 Head- The intellectual side of YOU- What are your
dreams? Visions? Philosophies on life that you keep inside?
 Eyes- Seeing through YOUR eyes- What memorable
sights/stories/examples affected you in life? How did they
affect you?
 Ears- Hearing through YOUR ears- What do YOU notice and
remember others saying to you? How are you affected from
these thoughts?
 Mouth- The character’s communication- What philosophy
do YOU share with Vaden? What arguments/debates that
you’ve heard in life? What song would symbolize YOUR
philosophy in life (which you’ve vocalized before). What
images from the song chosen would symbolize YOUR
philosophy?
 Hands- The practical side of YOU- What physical conflicts
have YOU dealt with? How did you deal?
 Heart- The emotional side of YOU- What do YOU love?
Whom? How? Why?
Note: You will be finding passages which relate to the body
parts which Vaden expressed and then compare to your own
life. Take these similar concepts and respond for this
assignment. Label each paragraph with the body part before
you write.