Pre AP English II Summer Reading 2015
In order to prepare for Pre AP English II, you will need to continue practicing your critical reading and writing
skills throughout the summer. This assignment is not designed to torture you, but to help keep your brain working
over the summer. You will have required assignments to complete BEFORE class begins in August. Hopefully you
will also do some reading and writing of your choice in addition to summer reading. If you have an e-reader or
a device with an e-reader app, there are many available classic novels for free or little cost to you. You will be
required to read the following 2 novels over the summer.
The Help by Katherine Stockett
The Pearl by John Steinbeck
Part 1- Major Grade: Annotations
Read and annotate each novel. See the instructions below to use as a guide. You will need to have at least 2
annotations per chapter (textual evidence and your commentary for each annotation to be complete), but
there is no limit to how many times you annotate on each page, as long as it is significant and neatly written.
Either way, you will be expected to have knowledge beyond simple summarization of the plot of the novels in
order to complete the summer reading assignment.
Bring both annotated novels to school on the first day back after summer. Due Monday, August 24, 2015
HOW TO ANNOTATE A TEXT
Annotations are personal. They are your interaction with a text. Develop a system that works for you using
combinations or variations of the strategies below. So, what do I do? This:
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Make brief comments in the margins. Use any white space available – inside cover, random blank pages,
between or within lines of the text. Do not be afraid to mark within the test itself. In fact, you must.
Circle or put boxes, triangles, or clouds around words or phrases.
Use abbreviations or symbols – brackets, stars, exclamation points, question marks, numbers, etc. Connect
words, phrases, ideas, circles, boxes, etc. with lines or arrows.
Underline – CAUTION : Use this method sparingly. Underline only a few words. Always combine with another
method such as comment. Never underline an entire passage. Doing so takes too much time and loses
effectiveness. If you wish to mark an entire paragraph or passage, draw a line down the margin or use
brackets.
Highlight – use CAUTION – don’t highlight everything!
OR
Create your own code.
Use post-it notes ONLY if you have exhausted all available space (unlikely) or if you are using a library book.
**The most common complaint about annotating is that it slows down your reading. Yes, it does. That’s the
point. If annotating as you read annoys you, read a chapter, then go back and annotate. Reading a text a
second time is preferable anyway.**
SPECIFICALLY, what should I look for and say? Again, the possibilities are limitless. Keep in mind the reasons we
annotate. Your annotations must include comments. I want to see evidence of thinking.
 Have a conversation with the text. Talk back to it.
 Express agreement or disagreement.
 Ask questions (essential to active reading).
 Summarize key events. Make predictions.
 Comment on the actions or development of a
character. Does the character change? Why?
How? The result?
 Connect ideas to each other or to other texts.
 Comment on lines / quotations you think are
especially significant, powerful, or meaningful.
 Note if you experience an epiphany.
 Note anything you would like to discuss or do not
understand.
Suggested stylistic devices to highlight and comment on:
If you are not familiar with these literary devices, please define them and find examples before annotating.
 effects of word choice (diction) or sentence structure
 point of view / effect
 repetition of words, phrases, actions, events, patterns
 narrative pace / time / order of sequence of events
 irony
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contrasts / contradictions / juxtapositions / shifts
 allusions
 any other figure of speech or literary device
 reliability of narrator
 motifs or cluster ideas
 tone / mood
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imagery
 themes
 setting / historical period
 symbols
Suggested sentences stems for commentary:
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Why did…
• The character is like…
• This part about _____ makes me wonder…
• This is similar to…
• How are these similar…
• The differences are…
• How are these different…
• This character makes me think of…
• What would happen if…
• This setting reminds me of…
• This section about ________ means…
• This is good because…
• The way the author says ______ makes me think…
• This is hard because…
• The word ____ in this paragraph means _____
• This is confusing because…
• What does the author mean by _____
• Now I understand…
• The words _____ in this paragraph help me
understand the meaning of the word ______
• This character did _____ because…
• After reading this paragraph, I can now predict
that…
• After reading this paragraph, I can now understand
why…
• The author included this graphic element in order
to…
• This character is connected to…
• The conflict in this scene…
• The author develops this character by…
• The author uses repetition in order to…
• The author’s use of description…
• The author organizes this text by…
There are many benefits to annotating a text. It helps you to interact with the text and read closely for details
and hidden meaning. It helps you recognize strategies of the author. It serves as prewriting for any essay or
assignment regarding the novel. The benefit of your annotating this summer is that you will keep track of any of
those literary devices, elements of plot, or other strategies of the author that guide you to understand an
implied theme of the novel. You are searching for the ways that they author builds the story and weaves
together details that support an idea that he or she wanted to portray to you. Remember-excellent novels are
vehicles for several underlying themes or messages-don’t feel like you have to identify the obvious choice. Just
be sure that you can support any claim you make about the theme with textual evidence.
Part 2-Major Grade: Double Bubble Poster
1. After you have finished reading your novel, go back and view what you have commented on. Is there
a pattern? Hopefully so! Here are some guiding questions to help you search for a pattern:
Do I notice a lot of the same literary device every time a certain character talks or does something? Do
I notice this literary device during shifts, conflicts, certain points of view?
Is there any other repetition of dialogue, or a pattern of behavior that has the same type of results?
Does the author keep trying to present the message in different ways?
Does a certain conflict keep arising?
Is progress being made throughout the novel?
Does the setting have anything to do with the message of the novel?
Do different characters seem to have different character traits which send a message to the reader?
Are there any reoccurring objects that could be symbolic of the message?
2. Put into words the pattern that you noticed to identify a message you think the author is trying to
portray. This will be your statement of theme. You will need one for each novel. Each statement of
theme will be typed out, printed, and pasted (or hand written PERFECTLY) into 2 large, central “bubbles”
on your poster.
3. Choose 5 of your best annotations of each novel (for a total of 10) which contribute to your statement
of theme. You will type out, print and paste (or hand write PERFECTLY) the passage, page number, and
your commentary over the passage, AKA your 10 chose annotations. These will be represented in your
smaller, satellite “bubbles” surrounding your central theme “bubbles”.
4. Finally, you will write, in three additional “bubbles”, three similarities that the two novels shared in relation
to their themes. These three “bubbles” will simply be your own words, written in complete sentences.
Create a double-bubble chart on a full-size poster board (regular or foam board is fine). Below is a skeleton, a
layout for your poster.
YOUR “bubbles” need to be symbols, elements, or pictures
(anything other than a plain circle or other simple shape).
Choose an overall design which mirrors or connects to the
themes that you have explained for each novel.
For example, if I had annotated Ten Little Indians and To Kill a
Mockingbird, I might choose a mystery theme for the décor
and layout of my double bubble chart. My bubbles would be
magnifying glasses, my border might incorporate questions I
asked myself while reading each novel, and the background
could be an illustration of the setting of each novel. I would
also get creative with my materials and add texture to my
poster with objects, stickers, etc. Originality is highly rewarded.
Your poster is due Tuesday, August 25, 2015.
**If you are having trouble deciding on a theme for either novel, you may email me ([email protected]) your
original ideas and thoughts and I will be more than happy to help you sort them out.
Minor Grade-part 3: Note Cards
On 2 different index cards, pose at least 2 questions over each novel that you think, if answered, would display
an attempted message by the author. Write the title of the novel above the red line, and write out your two
questions on the lower lines.
Use the Costa’s Levels of Thinking and Questioning guide attached. Your questions need to be level 2 or level 3.
Bring these notecards to class by Wednesday, August 26, 2015.
PLAGIARISM WILL NOT BE TOLLERATED.
Plagiarism: The school’s plagiarism policy will be applied to any plagiarism for the summer
assignment. You will not receive credit for plagiarism because you did not do the work.
Furthermore, you may not make up the assignment. You may not use SparkNotes,
MonkeyNotes, or any other materials to replace reading the actual book. This also means
you may not use information from these websites for your paper (i.e. direct quotes or
paraphrasing). You may not use materials from another student. Do not work collaboratively
on this assignment (Collaboration has its place. However, we are working to prepare you for
the AP Exam where no collaboration is allowed). If you are having difficulty comprehending
the readings, writing the assignments, or completing the assignments, please contact Mrs.
Rachel Judd at [email protected]. This is the best way to avoid panicking and resorting to
cheating.
Rubrics
Annotations
Score
Description of Work Shown
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Excellent
90-100
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Character list and brief descriptions are in the front cover.
Possible themes are labeled throughout.
Significant commentary accompanies highlighted/marked passages/words in the
text.
Significant questions are posed throughout.
Commentary demonstrates analysis and interpretation-thinking beyond the surface
level of the text. Thoughtful connections are made to other texts, life experiences or
other events throughout the text.
Each chapter has several annotations.
Markings are consistent, neat, and legible.
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Commentary demonstrates some analysis and interpretation-thinking somewhat
beyond the surface level of the texts. Attempts at making connections are present.
Some significant questions are posed throughout.
Markings are not as neat and consistent as possible.
Each chapter has at least 2 annotations.
Adequate
70-79
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Commentary remains mostly at the surface level.
Depth of thought is inconsistent.
Each chapter has at least 1 annotation.
Inadequate
10-69
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Text has been briefly, possibly quickly annotated.
Commentary is shallow and there are little or no attempts to make connections.
Not all chapters are annotated.
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Proficient
80-89
Poster
____/ 10
One (1) full-sized poster is filled with content. There is no blank space present. All
markings are intentional. A background and border are neatly portrayed. No
one else has the same background or border as you.
____/ 10
All text is either a.) typed in an appropriate, coordinating fonts or b.) handwritten INCREDIBLY NEATLY, not crooked, slanted, jumbled, scribbled out, or
adjusted from mistakes.
____/ 5
Titles of BOTH novels and names of BOTH authors are neatly present on the
FRONT. Also, YOUR NAME is neatly written on the BACK.
____/ 20
The majority of your poster is covered in a double-bubble formation, portrayed
symbolically. You spent time and effort making sure there are no scribbles, or
mistakes present. The symbolism effectively and accurately coordinates with
themes of the two novels. It is ORIGINAL, no other poster used the symbols that
you used for your “bubbles” or background.
____/ 20
Two (2) themes are stated within two (2) complete sentences, located in the
large center “bubbles”. Your themes are plausible, thoughtful, and are
supported by 5 annotations each. Additionally, your themes are unique and no
one else has the same exact thoughts as you.
____/ 20
Ten (10) passages with annotation commentary have been typed out and
pasted into 10 “bubbles” surrounding the larger, central, theme bubbles. These
smaller “bubbles” coordinate thematically with the larger bubbles, background,
and border. No one else has the same group of passages or commentary as
you.
_____/ 15
Three (3) “bubbles” connect the two separate bubble charts from each novel.
They contain typed and pasted explanations of similarities between the two
novels, based on any criteria. Nobody else listed the same similarities as you did.
_____/ 100