Garfield High School
Incoming Freshmen HONORS Summer Reading
Learning is a never-ending process. As such, it is expected that all students seek to enhance and further
their education continuously. The learning should not start and stop with what is assigned or required.
All incoming freshmen are required to read Harper Lee’s To Kill a Mockingbird. Students must then
choose from one of the novels below. This packet of questions will then be completed. These must be
completely filled out and brought to school on the first day. The information will be the basis upon which
students will write their first formal essay. The completed packet itself will also be the first grade of the
marking period.
Markus Zusak- The Book Thief (WWII/Holocaust/Communism)
John Greene- The Fault in Our Stars (Cancer/Survival)
Carrie Ryan- The Forest of Hands and Teeth (Post-apocalyptic)
Ishmael Beah- A Long Way Gone (memoir/Sierra Leone)
Paolo Bacigalupi- Ship Breaker (Post-apocalyptic)
Define the following terms:
Theme
Setting
Protagonist
Antagonist
Conflict
Exposition
Rising Action
Climax
Falling Action
Resolution
For each of the novels read, students must answer the following in complete sentences and with as
much detail as possible.
Novel 1: To Kill a Mockingbird by Harper Lee
Identify and describe the protagonist.
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Identify and describe the antagonist.
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Identify the five elements of plot in this story.
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Identify a major conflict. Is it internal or external?
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How is the conflict resolved?
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What traits of the main character can you relate to? Give specifics.
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If you had to change one aspect of the book, what part would it be and why?
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What was your favorite part of the book and why?
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Would you recommend this book to a friend? Why or why not?
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Write down five memorable citations from the novel. Be sure to also document the page number.
Quote #1:
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Explain in your own words.
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Quote #2:
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Explain in your own words.
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Quote #3:
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Explain in your own words.
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Quote #4:
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Explain in your own words.
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Quote #5:
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Explain in your own words.
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What do you think are the main themes of the novel?
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Novel 2: _______________________________________________________ by
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Identify and describe the protagonist.
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Identify and describe the antagonist.
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Identify the five elements of plot in this story.
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Identify a major conflict. Is it internal or external?
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How is the conflict resolved?
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What traits of the main character can you relate to? Give specifics.
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If you had to change one aspect of the book, what part would it be and why?
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What was your favorite part of the book and why?
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Would you recommend this book to a friend? Why or why not?
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Write down five memorable citations from the novel. Be sure to also document the page number.
Quote #1:
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Explain in your own words.
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Quote #2:
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Explain in your own words.
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Quote #3:
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Explain in your own words.
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Quote #4:
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Explain in your own words.
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Quote #5:
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Explain in your own words.
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What do you think are the main themes of the novel?
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PART II
In addition to the above assignment, you must read Harper Lee’s To Kill a Mockingbird to complete this
assignment. Upon completion of a close reading of the text, choose one of the following essays to write
a five paragraph essay, and one of the following project assignments. Essays should be written in the 3rd
person, present tense, and should include at least one direct quote from the text using MLA format (see
reference sheet). You must have an introduction with a thesis statement being the last sentence of you
introduction, three body paragraphs and a conclusion. Please double space your essay and use Times
New Roman font. Copying work that is not yours without citation will not be tolerated and can lead to
serious disciplinary and academic consequences.
This assignment will be due on THE FIRST DAY OF SCHOOL.
1. Scout and Jem mature considerably throughout the course of the novel. As you read, explore
the significant events that contribute to Scout and Jem’s character development. Write an essay
analyzing the developmental changes Scout and Jem go through, and the causes of these
changes.
2. Jem and Scout’s feelings about Boo Radley evolve considerably throughout the course of the
novel. As you read, take note of the interactions that bring about these changes. Write an
essay analyzing the relationship between Boo Radley and the children. How does this
relationship change/progress? Throughout the book? What are the causes of the developments
in this relationship?
To Kill a Mockingbird Project
Choose ONE of the following:
1. Music: Make a tape or a CD of at least 5 songs that represent the themes/characters/events in the
story. Make a cover for the CD or cassette. Also, make liner notes that explain the relationship between
the songs and To Kill a Mockingbird. In short, make sure there is at least one paragraph written for each
song. Each paragraph should make connections between the song and the book. It should be evident
from these paragraphs that you have read and that you have fully understood the themes and how they
are connected to the lyrics of the songs you have chosen.
2. Collage: On a sheet of poster board, make a collage that represents a theme, character, or an event
in the story. The collage should have attached a typed paper explaining the theme, character, or event
that you have visually presented in your collage.
3. Poetry 1: Write at least three short poems or one long poem in the form of your choosing about the
story, a theme from the story, or one or more of the characters. The poem can be told from a narrator
of your own creation, or it can be told from the perspective of one of the characters. Write a short
paper explaining how your poems are connected to the story. Also, you will be required to read at least
one of the poems to the class.
4. Poetry 2: find a poem that shares a theme with To Kill a Mockingbird. Memorize the poem. Perform
the poem in front of the class with some emotion and enthusiasm. Then present an explanation of how
the poem is connected to the book. Your explanation needs to be typed and turned in on the day you
present.
5. Quotations: Analyze one or more of the following quotations and explain its significance in the story
and its relationship to the themes in the novel. Use a well developed, multiple-paragraph response to
explain the scene and analyze the quote.
I think there's just one kind of folks. Folks. ~Harper Lee, To Kill a Mockingbird, Chapter 23, spoken by
the character Scout 227
It was times like these when I thought my father, who hated guns and had never been to any wars, was
the bravest man who ever lived. ~Harper Lee, To Kill a Mockingbird, Chapter 11
I wanted you to see what real courage is, instead of getting the idea that courage is a man with a gun in
his hand. It's when you know you're licked before you begin but you begin anyway and you see it
through no matter what. You rarely win, but sometimes you do. ~Harper Lee, To Kill a Mockingbird,
Chapter 11, spoken by the character Atticus
Your father’s right. Mockingbirds don’t do one thing but make music for us to enjoy. They don’t eat up
people’s gardens, don’t nest in corncribs, they don’t do one thing but sing their hearts out for us. That’s
why it’s a sin to kill a mockingbird. ~Harper Lee, To Kill a Mockingbird, Chapter 10, spoken by Miss
Maudie
Secretly, Miss Finch, I’m not much of a drinker, but you see they could never, never understand that I
live like I do because that’s the way I want to live. ~Harper Lee, To Kill a Mockingbird, Chapter 20,
spoken by Mr. Dolphus Raymond 201
Mrs. Reinertsen
Summer Reading Essay Format
To Kill A Mockingbird
PRINT:
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Times New Roman
12pt
MARGINS
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1 inch margins all around
The page number is ½ inch from the top
Indent the first word of a paragraph ½ inch or five spaces
SPACING:
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Entire paper double spaced (this includes heading, quotations, and the list of works cited)
HEADING AND TITLE:
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
Do not use a title page
On first page-one inch from top and left type…..
o Your name, your instructors name, the course, and the date all on separate lines.
o Don’t forget to double space
o Do not underline, italicize, bold face, or use quotations for the title.
PAGE NUMBERS:
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Number all pages ½ inch from top and flush with right margin
Type your last name before the page number
Teacher Name: Ms. Reinertsen
Summer Reading Essay
Student Name:
CATEGORY
________________________________________
4
3
Content:
FOCUS 1
Topic/subject is
clear, though it
may/may not be
explicitly stated.
Content:
ORGANIZATION
1
Conventions
2
1
NS/0
Topic/subject is Topic/subject
generally clear may be vague.
though it may
not be explicitly
stated.
Topic/subject is
unclear or
confusing.
This code may
be used for
compositions
that are entirely
illegible or
otherwise
unscorable:
blank
responses,
responses
written in a
foreign
language,
restatements of
the prompt,
responses that
are off-topic or
incoherent.
Organizational
structure
establishes
relationship
between/among
ideas/events.
Organizational
structure
establishes
relationships
between
ideas/events,
although minor
lapses may be
present.
Organizational
structure
establish some
relationship
between/among
some of the
ideas/events.
The structure is
minimally
complete.
Organizational
structure does
not establish
connection
between/among
ideas/events.
The overall
stucture is
incomplete or
confusing.
This code may
be used for
compositions
that are entirely
illegible or
otherwise
unscorable:
blank
responses,
responses
written in a
foreign
language,
restatements of
the prompt,
responses that
are off-topic or
incoherent.
Conventions
scale is 0-2 -->
Conventions
scale is 0-2 -->
Exhibits
REASONABLE
CONTROL of
grammatical
conventions
appropriate to
the writing task:
sentence
formation;
standard usage
including
agreement,
tense, and case;
and mechanics
including use of
capitalization,
Exhibits
MINIMAL
CONTROL of
grammatical
conventions
appropriate to
the writing task:
sentence
formation;
standard usage
including
agreement,
tense, and case;
and mechanics
including use of
capitalization,
LACKS
CONTROL of
grammatical
conventions
appropriate to
the writing
task: sentence
formation;
standard usage
including
agreement,
tense, and
case; and
mechanics
including use
of
punctuation, and punctuation, and capitalization,
spelling.
spelling.
punctuation,
and spelling.
Content:
SUPPORT
Support
information is
related to and
supportive of the
topic/subject.
Support
information has
minor
weaknesses in
relatedness to
and/or support
of the
topic/subject.
Support
information has
major
weaknesses in
relatedness to
and/or support of
the topic/subject.
An attempt has
been made to
add support
information, but it
was unrelated or
confusing.
This code may
be used for
compositions
that are entirely
illegible or
otherwise
unscorable:
blank
responses,
responses
written in a
foreign
language,
restatements of
the prompt,
responses that
are off-topic or
incoherent.
Content: STYLE
- Sentence
Fluency
Demonstrates
skillful sentence
fluency (varies
length, good flow
rhythm, and
varied structure).
Demonstrates
reasonable
sentence
fluency.
Demonstrates
minimal
sentence
fluency.
Sentence fluency This code may
is lacking.
be used for
compositions
that are entirely
illegible or
otherwise
unscorable:
blank
responses,
responses
written in a
foreign
language,
restatements of
the prompt,
responses that
are off-topic or
incoherent.