Honors Sophomore English Summer Reading Assignment 2016
Dear Honor Student,
Below you will find details for the Honors Sophomore English summer reading assignment. Please complete both parts of the assignment
by the first day of school. You will be expected to use your annotated text and vocabulary journal during an in-class essay in the first week
of class.
Best Regards,
Ms. Bridger
[email protected]
Part 1: Read and Annotate Frankenstein by Mary Shelley
As you read Frankenstein, highlight interesting, important, and/or confusing passages. Additionally, take notes in the margins about topics
and questions you may have. This practice is called annotating. If the book is not yours or you would prefer not to write in it, you may
strategically annotate on sticky (i.e. Post-it) notes or simply type up your notes. Simply highlighting the novel is not enough. I will be
looking for evidence that the novel was read in its entirety and that you fully comprehended it with all of its complex nuances. You will be
graded on the annotations you complete in (or outside of) the novel. See the attached rubric for the grading expectations. While you are
not required to annotate every single page, use the suggestions below to help guide your markings:
 Important plot events or pivotal moments
 Unfamiliar or unusual words–Look up the meaning of the word or speculate about the meaning based on context clues.
Doing this as you read will help you when you complete the vocabulary journal portion of the project.
 Passages that describe or reveal characterization
 Any words, images, and details that seem to form a pattern throughout the text–For example, if a large clock appears in the
first chapter, and then you notice the author using the words “timely” or “ticking” in the text, after which a character breaks
a watch or is late for an appointment, you may have uncovered a pattern of imagery that will lead you to discover a thematic
idea. Highlight these and observe the rest of the text closely to see if the author uses other linked words, images, or details.
 Images whose presence might be symbolic
 Possible themes/thematic statements–Make predictions and speculate the meaning or point of each theme.
 Figurative language–Highlight what you believe to be the most significant examples of figurative language (e.g. alliteration,
imagery, simile, metaphor, hyperbole, onomatopoeia, personification, etc.).
 Interesting thoughts you have–You may never think of this idea again unless you write it down instantly!
 Questions you have while you read–Write them down and try to answer them later in your reading.
 Do not mark too much. If you mark everything, nothing will stand out!
Part II—Vocabulary Journal
Vocabulary building enhances both reading comprehension and writing skills. In addition to reading the summer novel, Frankenstein, you
will be completing a personalized lexicon assignment in which you record previously unknown words, write definitions and etymologies,
and construct new sentences with those words. You will be required to type your vocabulary journal, use an MLA style heading, supply a
works cited page, and complete a minimum of 25 entries. Title the assignment Mary Shelley’s Frankenstein: A Vocabulary Journal. Below,
you will find the format for what the lexicon entries should look like. Follow this format exactly. You will select your own vocabulary
words throughout your reading so that you are able to learn new, unfamiliar vocabulary before the start of the school year. Type the entire
original sentence from the novel that includes the word. You will also need to correctly cite all the quotes from Frankenstein as in the sample
below. Be sure to learn the words that you select. You will be expected to interweave them in your own academic vocabulary, both orally
and through the written word. Keep in mind, you will be able to use this journal for your in-class essay.
EXAMPLE:
1. Word: melancholy
Definition and Etymology: (noun and adjective); a gloomy state of mind, especially when habitual or prolonged; depression; from Greek
melankholia “sadness,” lit. “black bile,” from melas (gen. melanos) “black” + khole “bile”
Original Sentence: “Felix was melancholy beyond expression; he sighed frequently; and once his father paused in the music, and I
conjectured by his manner that he inquired the cause of his son’s sorrow” (Shelley 97).
New Sentence: Feeling particularly melancholy after the day’s calamitous events, the teenage girl gazed longingly
into the secluded river, watching her reflection as the tears streamed down her freshly reddened cheeks.
NOTE: *A rubric is attached for both the annotations and the vocabulary journal assignment. Adhere to both rubrics carefully.
Grading Rubric for Annotations (40 Points)
40 points
35 points
30 points
25 points
Annotations are
considered above the
average amount (approx.
20+ per every 20 pages)
Annotations are
considered the average
amount (approx. 10-15
per every 20 pages)
Annotations are slightly
below average amount
(approx. 5-9 per every 20
pages)
Annotations are
somewhat infrequent
(approx. 3-4 per
every 30 pages)
Annotations are analytical
and unique showing
comprehension and
exceptional evidence of
critical thinking
Annotations show depth
of thought and
comprehension
Annotations show
minimal depth of thought
and comprehension
Annotations show
adequate evidence of
critical thinking
Annotations show some
evidence of critical
thinking
Annotations lack
depth and quality. It
is questionable
whether the student
understood the text
with depth and clarity
Annotations vary in
content
Annotations offer some
variety
Annotations vary in
content
Lexicon Assignment (60 Points)
20-17 points
Word/Definition/ 25 interesting,
varied, advanced
Etymology
words
Original
Sentence from
Frankenstein
with citation
Student’s New
Sentence
Final Score:
Strong, accurate
definitions and
etymologies present
25 full-length,
correct sentences
from the novel
Proper MLA
citation for each
sentence so as to
reference the author
and page number
All 25 words are utilized
in an original sentence
16-13 points
Less than 25 words used
Less than 25 reliable
definitions/ etymologies
Less than 25
sentences
Only a few MLA
citations have errors
Works cited page is
complete and has
no/very few errors
Missing a few original
sentences
Word is used correctly in
sentence
Word is present in
sentence
Meaning of word is easy
to detect based on
context clues provided by
student writer
Meaning of word is
slightly unclear in the new
sentence
20 points
Annotations are
infrequent (approx. 1-2
per every 30 pages)
Annotations are mostly
simple highlighting or
identification
Annotations lack any
evidence of critical
thinking
0 points
Annotations are not
present
There is little to no
evidence of the student
reading and
comprehending the
literature
Annotations show
little critical thinking
12-9 points
Only half the required
amount of words
Only half the
definitions were
obtained/etymologies
About half the
required amount of
sentences
MLA citations have
errors
8-5 points
4-0 Points
Less than half the
required amount of
words
No/few words or
definitions or
etymologies
Less than half the
definitions were
obtained/etymologies
Less than half the
required amount of
sentences
Definitions are
incorrect for many
of the words
No/few sentences
were pulled from
the text
No MLA citation
No citations or
works cited page
Works cited page has
errors
Only about 7-15
sentences originally
written
Incomplete or incorrectly
formatted works cited
page
Less than 7 sentences
originally
written
Word is present in
sentence
Word is present in
sentence
Cannot detect word
meaning from new
sentence
New sentence is unclear
No/few sentences
originally written
Vocabulary word is not
present in the sentence
New sentence does not
make sense
/100
Frequently asked Questions:
Q: Does it matter which version I read?
A: No. Just make sure it is an unabridged edition. Many modern versions are abridged re-tellings of the classic aimed at younger
readers.
Q: Where do I get the book?
A: If you borrow it and annotate with sticky notes, you may check it out from the McClintock library or the local public library. If
you choose to purchase your own copy, it is widely available at retailers such as Barnes & Noble or Amazon.com. See below for
images of the most common version sold at each retailer.
Q: Do I have to read the introduction?
A: Not the publisher’s introduction. You do have to read the author’s introduction.
Q: Do I have to annotate the author’s introduction?
A: Yes.
Q: Can I use an e-book?
A: No. Tablets are welcome all year, but since I will collect this project, I don’t want to be responsible for your iPad or tablet
during the time it takes me to look through and grade all of the books.
Q: Do I have to annotate the End Notes section?
A: No.
Q: Can I work with a friend?
A: No. You are on your honor to complete the work independently. You will have the opportunity to work collaboratively in
class.
Q: What’s the purpose of this assignment? What’s so Honors-y about it?
A: The summer reading assignment is equivalent to an extra, entirely separate unit of curriculum. Thus, your annotations should
reflect the same type of thinking you would develop over the course of several weeks in class discussions. That’s why you get the
entire summer to complete it.
Q: What do I do if I am confused or need help?
A: E-mail your teacher immediately.