Clovis East High School 2016-2017
Sophomore English Honors Summer Reading Requirements
Rationale:
In Honors English 10, students will gain higher-level, critical thinking skills throughout the school year and will be
expected to make gains, as well, during the summer break. In remaining an active reader and writer, students will be
well-prepared for advanced-level work in Honors English 10.
English 10 Honors Required Summer Reading:
Harry Potter and the Sorcerer’s Stone—JK Rowling (read only)
To Kill a Mockingbird – Harper Lee (read, annotate, write summaries and create dialectical journals in Google
Classroom)
Summer Assignment:
Overview:
1. Read, Harry Potter and the Sorcerer’s Stone
2. Read, To Kill a Mockingbird, annotate the text, write chapter summaries and create dialectical journal
entries in Google Classroom
Details:
We encourage all students to obtain their own novels in order to markup texts and to acquire a feeling of ownership
of the books; however, texts can easily be checked out from the Clovis East Library or your local library. Be sure to
renew books accordingly to avoid fees. If you have any questions, please contact either Mr. Roche or Mrs.
Swisegood ([email protected] or [email protected])
Please obtain a copy of the texts listed above and read carefully and critically, making annotations within the
margins as you read – in other words, annotate the text with copious commentary. (Please see the annotation guide
for assistance.) Or, you may check a novel out from the library and use post-it-notes to make annotations of
the text. You will turn in your annotated novel as one of your first grades and it will be based on the amount of
commentary in your book. There is not a set number, but you should have ample amounts of thoughts written down.
In this course, you will always be encouraged to annotate texts.
The reading of the novels, annotations, brief chapter summaries and dialectical journal entries, will dovetail into
assignments within the first four-weeks of this course, as well as the grading period, through timed-writes/essays,
whole-class discussions, and various presentations. Not completing the reading of the texts, or To Kill a
Mockingbird annotations, summaries and dialectical journal entries in Google will seriously affect the first
semester grade.
Create/type dialectical journal entries in Google Classroom. There will be a total of 12 dialectical journal entries and
the expectations are outlined on the handouts.
How to join the Google Classroom:
1.
Log into your institutional Google account (you may not use a personal gmail account).
2.
In Drive, select the Google Apps menu in the top right corner
3.
In the Apps Menu, select Google Classroom.
4.
If you cannot find the Google Classroom App, you might need to add it from the App Store.
5.
In Google Classroom, choose the “+” symbol, or click the “join” button.
6.
Enter the following course code: 3btum9
Submitting Your DJ:
1.
Find this assignment box:
2.
Click the assignment title link.
3.
Click the following link for directions to “add” assignment: Directions
(3 X 3 Squares)
Sophomore Honors English Summer Assignment: To Kill a Mockingbird
Annotation and Summary Guide
I. Annotations and Chapter Summaries (for To Kill a Mockingbird)
1. Annotate your book using the following guide. Remember, annotations are showing critical
thinking and reading—annotations are NOT just writing down symbols on a page - you must
write down a sentence or two about the connection, question, comment, or vocabulary
word for it to truly be an annotation.
?
C
!
Use a question mark when you aren’t sure about what you have read. Actually
write out the specific question that you have about the concept, idea, or
application of the idea so that we can discuss it in class.
Use a letter “C” for a connection that you have found with Lord of the Flies and other
novels you’ve read. Be sure that you mark the page number and a brief comment about
the connection so that we can discuss it in class.
Use an exclamation point for an idea that you really understand or an idea with which
you whole-heartedly agree – jot a note or two so you can be an “expert” on this idea in
class.
V
Use a letter “V” for a new vocabulary word or term that you had to look up and/or want
to start incorporating into your own vocabulary. Be sure that you jot down the
explanation nearby so that you can begin to associate the meaning with the word itself.
Use a star for a new idea – one that you had never thought of before and would like to
question/explore further. Write down a couple of sentences that begin to quest for new
information.
2. At the end of each chapter, construct three sentences that summarize three main ideas that
were addressed in that chapter. 2-3 sentences is acceptable. Write this summary directly on
the first page of the chapter, or on a post-it-note, at the beginning of each chapter (top of
the chapter’s page).
II. Summer Reading Project (for To Kill a Mockingbird)
Dialectical (Double-Entry) Journal
Divide your paper into two columns – a small column on the left and a larger column on the
right. As you read, select lines (quotations) from the text, focused on the categories explained on
the assignment handout, and write them in the left-hand column (please include page numbers
for quotations). In the right-hand column, respond to the quotation with your thoughts, opinions,
questions, analysis, insights, and interpretation, etc. See the assignment handout titled, “To Kill
a Mockingbird, Dialectical Journal Assignment” for focused entries. Please use the scoring
rubric as a guide to earn a proficient score.
To Kill a Mockingbird, Dialectical Journal Assignment
A dialectical journal is a double-entry record, in which you take notes and add your own
reflections while reading. It provides two types of entries which are in dialogue with each other.
On one side is a quote from the novel; on the other side is your written response to that quote. A
sample of this type of entry is shown below.
This journal will help you organize your thoughts and evidence about individuals, events, ideas
and themes and how these interact together over the course of a text (RL 2). In this journal you
are required to make entries on the following directions:
1. Your journal should be in chronological order, completed in Google Docs and
submitted to the Google Classroom.
2. For each entry, focus on the following thematic categories, which deal with
discrimination of:
-race
-gender roles
-social
3. On the left, list the chapter # and discrimination type/category. Then, write down the line
of support (AKA quote or evidence) and page number (citation) from the chapter that
would fall into the category/categories you selected. Next to the quote, on the right hand
side, write your response. Your response must include the following 4 items:
1. a brief explanation of what is taking place during this line from the text,
2. your interpretation of the line cited,
3. why this line supports the selected thematic category/categories and
4. any resonating questions or reflections you still have. (RL: 1,2).
4. You must have a minimum of 4 entries per category --a total of at least 12 entries.
Dialectical Journal Example
Chapter 20
Discrimination-Race
“The state has not produced
one iota of medical evidence to
the effect that the crime Tom
Robinson is charged with ever
took place. It has relied instead
upon the testimony of two
witnesses whose evidence has
not only been called into
serious question on crossexamination, but has been
flatly contradicted by the
defendant,” (231).
This was the beginning part of Atticus’ closing statement in
the courtroom. Atticus explains that there is no medical
evidence against the defendant, only a testimony of the
witness that has already been called into “serious
question” for its validity. This is an example of racial
discrimination; Tom Robinson is being tried for rape, even
without medical evidence/proof of the crime and the
witness, Mayella Ewell, has already illustrated her lack of
credibility on the witness stand. She screamed and cried
when being questioned and accused Atticus of making fun
of her. Just because she is white, the jury might side with
her. Because Tom Robinson is black, even without proof,
he may be charged with rape. This is such an injustice!
Clovis East High School - Honors and Advanced Placement
Scoring Rubric for Critical Thinking, Reading and Writing
(used with scoring annotations and dialectical journal entries)



A
Critical
Reader
Detailed,
elaborate
responses








B

Connected
Reader
Detailed
responses



Your commentary is thoughtful, well-developed,
and insightful.
You “read between the lines” of the text.
You create a meaningful interpretation of the text in
terms of a larger or universal significance (theme).
You consider different possible interpretations.
Your ideas are original and you carry on a dialogue
with the writer; you question, agree, disagree,
appreciate, or object.
You create meaning by making text-to-text and
text-to-world connections.
You have insightfully analyzed elements such as
character development, author’s style/tone (literary
devices), and author’s purpose.
You have selected significant quotations and
written an appropriate number of entries that reflect
the length and complexity of the novel.
Your commentary is thoughtful and welldeveloped.
You “read between the lines” of the text.
You create a meaningful interpretation of the text in
terms of a larger or universal significance (theme).
You consider some different possible
interpretations.
You explain why you disagree or agree with
something in the text, and you explain and support
your reaction.
You have considered elements such as character
development, author’s style (literary devices), and
author’s purpose and explained their significance.
You have selected important quotations and written
an appropriate number of entries that reflect the
length and complexity of the novel.


C

Competent
Reader
Somewhat
detailed
responses




D
Literal
Reader

Simple, factual
responses




F

Limited
Reader
Inadequate
responses

Some of your commentary is thoughtful and welldeveloped.
You consider the text in terms of a larger or
universal significance (theme), but don’t adequately
support or explain your analysis.
You agree or disagree with ideas in the text, but
you don’t thoroughly explain or support your
opinion. You ask simple questions about the text.
You may have considered elements such as
character development, author’s style (literary
devices), and author’s purpose, but you have not
fully explained their significance.
You have selected some important quotations and
written an average number of entries, but the
number of entries does not fully reflect the length
and complexity of the novel.
Your responses are factual and literal without
considering different possibilities in meaning.
Your responses are mostly summary instead of
commentary about the quotation.
You are sometimes confused by unclear or difficult
sections of the text, and you do not successfully
make meaning from it.
Your responses make few connections to the text
and lack sufficient detail, explanation, analysis, etc.
You have selected several quotations from the
novel, but they are not especially significant.
You have written few entries, and your journal does
not reflect the novel’s length or complexity.
You make few or no connections to the text, and
your ideas lack development.
You find the text confusing but do not make any
attempt to figure it out.
You have written few entries, and you have chosen
quotations that are insignificant.