English IV Honors Summer Reading Project

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					English IV Honors Summer Reading Project The following reading and writing assignments must be completed prior to entering English IV Honors. The assignments (reading journal, and essay(s), or creative project) are due on September 11, 2009 for both semester Honors students. The reading and writing assignments will involve a three step process, and these processes, or activities, are listed as follows: a. First step: Select two novels from the reading list provided below. b. Second step: As you read your novels, record and maintain a reading journal by using “Cornell Notes” format (See the attached instructions for “Cornell Notes” and examples). c. Third step: Write two critical literary analysis essays on the content of each self-selected novel, or you may choose to write one critical literary analysis for one novel, and a creative project, which will replace your second novel essay assignment (the creative project will demonstrate your knowledge of your self-selected reading). Summer Reading List (Select two novels)
1984 by George Orwell Alice's Adventures in Wonderland, by Lewis Carroll Animal Farm, by George Orwell David Copperfield by Charles Dickens Emma by Jane Austen Forever Amber, by Kathleen Winsor Frankenstein by Mary Shelley Gulliver's Travels by Jonathan Swift Hamlet by William Shakespeare Hard Times by Charles Dickens Heart of Darkness by Joseph Conrad Henry VIII: The King and His Court by Alison Weir Jane Eyre Charlotte Bronte King Lear by William Shakespeare Moll Flanders by Daniel Defoe Much Ado About Nothing by William Shakespeare Oliver Twist by Charles Dickens Othello by William Shakespeare Pride and Prejudice by Jane Austen Pygmalion by George Bernard Shaw Rebecca by Daphne DuMaurier Sense and Sensibility by Jane Austen Tale of Two Cities by Charles Dickens The Importance of Being Earnest by Oscar Wilde The Invisible Man by H.G. Wells The Picture of Dorian Gray by Oscar Wilde The Tempest by William Shakespeare The Time Machine by H.G. Wells The War of the Worlds by H.G. Wells Waverly by Sir Walter Scott I, Elizabeth: A Novel by Rosalind Miles

Reading Journal Instructions Purpose: Your reading journal will provide you with a tool for reading text actively and with a critical eye. You are required to annotate after every twentyfive pages of text, or after each chapter, and until you complete reading your selfselected novel. You will need a composition/spiral notebook with a least seventy to onehundred pages in order to maintain your annotations for every twenty-five pages or for every chapter of reading. Pacing Guide: Every day/evening read from your self-selected novel for 30-60 minutes, or at least twenty-five pages, or one chapter, at one sitting. Begin writing in your journal by using the “Cornell Notes” format. Instructions: Cornell Notes: Taking Notes on Literature The following elements, when incorporated into your notes on literature, can greatly enhance your appreciation of the meaning of a work, the devices authors use to achieve meaning and the world which may have shaped the author’s work. This kind of information, integrated with your own ideas about a work can serve as an excellent foundation for the study and writing about the work. When you read a novel, consider including the following items in your notes as applicable. Include name of author, title of work, and page number references for later review as needed. Title of work Speculate about the meaning of the title: why might the writer have chosen that particular title? Look for references to the title elsewhere in the work. What world events are associated with the time of publication? Is there a correlation between the time of publication and the work itself? Note what you know about the author including biographical information, familiar themes in her/his work, specific intent for the work you are reading.

Publication date

Author information


Speculate about the significance of the time and/or place in which the work is set. List or summarize such things as the qualities, mannerisms, personalities and appearances that define each significant character; speculate on motivations of characters; note whether characterization appears to be direct or indirect (include passages as examples); keep track of changes in characters; speculate on the author’s intent for characterizing as he/she does. Note who is telling the story; speculate about the reason for and/or effect of a particular point of view. Note events that seem significant; identify rising action, climax, and resolution. Identify the conflict(s) that are central to the work. Work toward developing general ideas about the author’s intended meaning and/or specific statements of the author’s central ideas. Keep track of symbols that seem to represent larger ideas. Note images that appear significant or carefully crafted, or that stand out to you. Keep track of such things as repeated words, images, ideas, names that may be important. Be alert for references to other literary works, cultural ideas, biblical or mythological figures. Note specific words which seem significant or that are unfamiliar and need to be defined. Include portions of the text which seem important, interesting and/or confusing.


Point of View


Conflict(s) Theme

Symbols Images





Cornell Notes: Reading a Novel Student Sample Iam Smart Student English IV Honors June 13, 2009 Chapter 1 Cry, the Beloved Country Where does the story take place? How is the land contrasted in the first chapter? South Africa --Rich, matted grass and hills --Wet --Streams --Well-tended --Not too many cattle feeding --Not too many fires --Stand barefoot—safe --“Ground is holy.” --Keep it; guard it—guards and protects men. Vs. --Rich green hills break down in the valleys --Red and bare --Dry --Too many cattle feeding --Too many fires have burned --Coarse and sharp. Wear shoes—not safe for bare feet --Not kept or guarded—no longer keeps men. This book is going to contrast the lives of different people and different places. It will be about destruction. This passage is important because it suggests something about the relationship between the land and the people. It shows how people have abandoned the land or have been driven from the land—how it can’t sustain them anymore.

Prediction: Why did the book start with this contrast? Significant passage (page 34): “They are valleys of old men and old women, of mothers and children. The men are away, the young men and the girls are away. The soil cannot keep them any more.”

This first chapter is short and has a lot of description. It makes me want to draw a picture of it and to create a map to show the geography. No specific characters are introduced in Chapter one—very weird!

Summer Reading Essay Assignment Write an essay in which you discuss the following elements of a British novel (you will use this same essay assignment for each novel for a total of 2 essays, or you may replace one essay with a creative project): Introduce your novel and author and write a brief summary, or its general overview. This plot synopsis should be no more than one paragraph in length. In your discussion identify the literary period under which your self-selected novel was published. Include details that explain how your novel represents the historical events of that time by providing specific examples from your text. For example, if your novel falls under a literary movement during the industrial revolution, imperialism/expansionism, or during other significant historical era, explain how your novel represents or incorporates the ideas, values, or events of that time. In your discussion identify and define the literary movement under which your novel was published. For example, does your novel fall under movements such as Elizabethan, Jacobean, Victorian, Romanticism, Modernism, or Postmodernism movement. What were the common values shared by artists and writers of that time? In your discussion be sure to explain how your author/novel is influenced by this movement. Provide specific examples from your text as supporting evidence for your discussion. Characterization. Your essay will also discuss the novel’s main characters by explaining how the author develops his/her characters through direct and indirect characterization techniques. End your essay by explaining the story’s modern day relevance and any other explanations which will effectively conclude your essay. Your essay must contain textual support from the novel. A thesis statement may be explicit, or it may be implied. Essays should be typed, double spaced, and proofread before turning in. You will do this same essay assignment for each novel for a total of two essays. At your option you may choose to replace one essay assignment and complete a creative project instead (see the next page for further instructions). Your essay(s)/creative product will be turned-in with your reading journal by September 11, 2009.

Creative Project Purpose: This project will provide you with an opportunity to creatively express your knowledge of the novels you have read during your summer reading. Only one creative project will be accepted in lieu of an essay. A list of projects is listed below. Your selection will require you to complete and present actual artifacts along with your reading journal and one essay. Directions: Select one project from the list provided below. Gifts: Create a gift box containing ten items that you deem extremely useful for characters in helping them resolve or alleviate their conflicts in a novel. Provide a written gift card that fully explains how each item will help the character(s) in your novel. Comic Strip: Create a ten panel comic strip that fully illustrates a significant scene in your novel. Ensure that each panel includes written captions that explain the action, or that shows dialogue between characters in your selected scene. Dear Diary: Create a “Diary.” Assume the role of a character other than the main character and write ten days worth of entries where you reveal information that might be useful for the main character if he/she were to find your diary. Map Quest: Draw a map that provides information about the setting of your story. Ensure that your map illustrates points of interest—all the places where the scenes in your novel take place. Provide captions that explain your points of interest. Rewrite the Ending: Imagine and rewrite a different ending to your novel by writing five additional paragraphs. Snail Mail: Select two characters in your novel and write two letters from each character. The letters will demonstrate your two characters communicating significant information to each other from the scenes in the novel. Film Documentary: Create a film story board and film a five minute documentary that involves a narrator and projects images that illustrate the significant scenes your novel.

Collage: A collage is a collection of pictures which represents the creator's mental images on a theme or topic. In this activity, you will create a collage to depict the way you imagine, or visualize, scenes from your self-selected novel. Use photos from magazines, newspapers, catalogues, or the Web to collect photos. Arrange your photos on a poster-board to form your collage. On the back of your poster attach a written explanation for the creative choices you have made. Shadow Box: Create a shadow box, or diorama that clearly illustrates a significant scene from your novel. Include written explanation of your selected scene. Illustrated Children’s Book: Design an illustrated children’s book that completely captures and tells the story of your novel. Minimum number of pages for your book is fifteen pages. Board Game: Develop a board game based on the story of your novel. Include all game pieces and directions. The game should be enjoyable as well as educational. You will be expected to demonstrate the game and show classmates how it works. Quilting: Create a paper quilt that includes a minimum of fifteen quilt patches (5” x 7”) that illustrate the significant scenes of your novel. Include captions that explain the developments of each scene depicted in each quilt patch.