SOUTHERN REGIONAL SCHOOL DISTRICT
OF OCEAN COUNTY
Eric V. Wilhelm
Principal
Joseph DiPietro
Assistant Principal
Richard Falletta
Assistant Principal
Joseph Medica
Assistant Principal
Malcolm Smith
Assistant Principal
Dear Future Student:
As part of the English II Honors program, your summer reading will include the following:
Anthem ~ Ayn Rand
The Book Thief ~ Markus Zusak
I Know Why the Caged Bird Sings ~ Maya Angelou
In addition to reading, you’ll need to complete the following assignments:

Curriculet (www.curriculet.com) questions for Anthem

Character identification for The Book Thief

Double-entry journal for I Know Why the Caged Bird Sings
Carefully complete each assignment. All work is due by Friday, September 5th, 2014. In addition, a test on all three
reading selections will take place on Friday, September 5th, 2014. In order to become part of the summer reading group
on Curriculet, use the following token or web address:
Curriculet token:
grose-p6-summer-reading-2014-d17a
Curriculet URL:
https://www.curriculet.com/enroll/grose-p6-summer-reading-2014-d17a
If you have any questions, please do not hesitate to see me or contact me prior to the end of this school year in room
4-6 or at [email protected]. Check our class website at http://teachers.srsd.net/dgrose/ prior to the start of school in
September for updates and/or any helpful information for the 2014-2015 school year. A copy of this handout can be
found on our class website under English II Honors/summer reading: http://teachers.srsd.net/dgrose/english-iihonors/summer-reading/ Enjoy your summer!
Regards & happy reading,
Mrs. D. Grose
Mrs. Grose
Name ___________________________________
Pd ___________
English II Honors/Mrs. Grose
The Book Thief – Markus Zusak
Part I: Fill in the character identification chart and be prepared to discuss your responses in class.
CHARACTER
1. Liesel Meminger
2. Hans Hubermann
3. Rosa Hubermann
4. Rudy Steiner
5. Michael Holtzapfel
6. Alex Steiner
7. Viktor Chemmel
8. Frau Diller
9. Erik Vandenburg
10. Tommy Muller
DESCRIPTOR (2-3 sentences)
COLOR,
SYMBOL, OR
IMAGE
CHARACTER
11. Frau Holtzapfel
12. Reinhold Zucker
13. Walter Kugler
14. Pfiffikus
15. Werner Meminger
16. Max Vandenburg
17. Ilsa Hermann
18. Arthur Berg
19. Franz Deutscher
20. Robert Holtzapfel
DESCRIPTOR (2-3 sentences)
COLOR,
SYMBOL,
OR IMAGE
Part II: Use this sheet to explain the meaning behind your choice of color, symbol, or image.
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Double-Entry Journal Requirements
 A double-entry journal contains two parts to each entry.
~ One part is a text from the novel.
~ The other part is your thinking about the text.
 Read the novel and write four (4) entries in your double-entry journal using the
template supplied.
 Each type of entry (connection, analytical, question) must be used once.
 The fourth entry will be your choice of one of the three types.
 The entries MUST span the contents of the book.
 Refer to the rubric before submitting final product.
REACTION PAGE
TEXT PAGE



Recopy quotes
accurately.
Write the page
number in
parentheses after
the quotation
marks and inside
the period.
There should be
no spelling or
grammatical
errors.



Each type of
response is defined
on the next page of
this handout.
You must use the
sentence starters
included in this
handout.
Good grammar,
usage, spelling, and
mechanics are part
of your grade.
DOUBLE-ENTRY JOURNAL RESPONSES
Sentence Starters
Connection
 Make a connection between the text and you: similar experience or memory
 Make a connection between the text and the world: similar experience from the past or present
 Make a connection between the text and another text: similar information, plot, character,
theme, writing technique, etc.
 Note: Connections must be meaningful and not “surface level,” i.e., The main character had a
dog; I have a dog.
 Sentence starters
o This passage reminds me of a time when . . .
o This passage reminds me of a place where . . .
o These words/phrases make me think of . . .
o I had a similar conflict/situation when . . .
o I would have handled the situation differently/same because . . .
o This character believes what I believed when . . .
o This passage reminds me of (event/person from past or present)
o This passage reminds me of ____ in another piece I have read (tell what it is you read) . . .
Analytical response
 ANALYZE means to break down into smaller parts and examine critically.
 Examine a part of the story: character, plot, mood, setting, theme, and point of view.
 Examine the writer’s style: word choice, sequencing of events, character development, literary
devices, sentence style, and point of view
 Sentence starters
o A problem this character has is ___. I know this problem is significant because . . .
o A message the author is trying to give through (character’s actions, setting, mood) is ___
o The author is doing a good/poor job of “showing not telling.” I think this because . . .
o I like/don’t like when the author . . .
o The character’s attitude about ___ is ___. I think this because…
o The author has created a ___ mood by . . .
o The author uses ___(literary device: foreshadowing, flashback, allusion) to . . .
o The author develops the character well/poorly by . . .
o My thinking has changed in this way . . .
o The most important part is . . .
o I infer . . .
Question
 Question text you do not understand or that confuses you.
 Question the author.
 Question things you have never thought about in order to gain a greater understanding of new
concepts. This is the I wonder question, e.g., I wonder how Harry Potter’s decision to leave Hogwarts
in his final year to search for Voldemort will affect his reliance on the friendship he has with Ron and
Hermoine.
 Question yourself and your own beliefs or understandings if the text prompts you to do so.
 Sentence starters
o I am confused and this is how I got unstuck . . .
o Why . . .
o How . . .
o I previously thought ____about ____. Now my thinking has changed because . . .
o I do not understand why the author . . . because . . .
DOUBLE ENTRY JOURNAL RUBRIC
Teacher Name: Mrs. Grose
Student Name: _________________________________________________________
CATEGORY
Text Information
Reader’s Responses
Number of Entries
Sentence Starters
Conventions
1
Quotation marks
and page numbers
are both missing.
Passage chosen
shows no/weak
evidence of
reader’s ability to
choose relevant &
significant text.
2
Quotation marks
and/or page
number many be
missing. Passage
chosen shows little
evidence of
reader’s ability to
choose relevant
and significant
text.
3
Excerpt is written
correctly with
quotation marks
and correct page
number. Choice of
text shows some
evidence that the
reader understands
how to select
relevant and
significant text.
Exhibits a level of There is a weak
Exhibits some
comprehension
attempt at making evidence of
that is mostly
connections to the examination,
literal with some text. Critical
reflection, and/or
personal
thinking may or
extended meaning.
connection but not may not be
Some elaboration
critical response.
evident. Reaction may be needed.
Writing may also be
needs further
off-topic or
elaboration.
illegible.
Two or fewer
Between three and Between five and
entries are
six entries are
seven entries are
included in double- included in double- included in doubleentry journal.
entry journal.
entry journal.
4
Excerpt is written
correctly with
quotation marks
and correct page
number. Choice of
text shows
evidence that the
reader understands
how to select
relevant and
significant text.
Exhibits an
excellent level of
comprehension
that extends
beyond the literal
to either connect
to, analyze, or
question some
aspect of the text.
No less than eight
entries; 4 direct
quotes on the left
side of journal; 4
corresponding
reader responses
on the right side of
journal.
Either 1 or <1
Only 2 sentence
Only 3 sentence
All reader responses
sentence starters
starters are used in starters are used in begin with a
are used in reader reader response
reader response
sentence starter
response portion of portion of journal portion of journal from the
journal
assignment
handout.
Numerous and
Frequent errors in Several errors in
Writing contains
serious errors in
grammar, usage,
grammar, usage,
few, if any errors
grammar, usage,
and/or mechanics and/or mechanics in grammar, usage,
and/or mechanics
and/or mechanics
Name ________________________________________ Pd ______________
English II Honors/Mrs. Grose
Double-Entry Journal ~ Summer Reading Assignment
Book: ___________________________________________________________ Author: ___________________________
Text
Connection:
Text
Analytical:
Text
Question:
Text
Type of response: ___________________________________