Honors English II Summer Reading

Overview
Writings from twentieth century authors explore a vast expanse of issues. Ranging
from the horrors of war and the burdens of social change to the mundane and
everyday absurdities of daily life, these voices speak deeply to the cultural and
historical perspectives they represent. Bringing relevance and power to the people
and places they embody, these texts offer experiences to readers some may never
have.
Over the course your semester in Honors English II you will be studying, in-depth,
some of these voices, expanding your understanding of these differences while
simultaneously identifying those qualities that tie them all together. Because the
canon of World Literature is so large, this summer reading assignment will allow you
the ability to read a text of your choice from the list provided and enter the course
with some background on the ideas and concepts we will be dealing with this
semester.

The Texts
Novels
Life of Pi by Yann Martel
Marjane Satrapi

Graphic Novels
Persepolis: The Story of a Childhood by

The Septembers of Shiraz by Dalia Sofer

Spielgelman

Maus: A Survivors Tale Part I by Art

The Assignment
Read the novel or graphic novel of your choice. You must obtain the text on your
own, but there are multiple options available to you: buy a new or used copy, buy
the text on your e-reader, or check out a copy from your local library.
As you read, annotate the text. An annotation is a comment you write in the text
before and after you read. For more specific guidelines on what that process entails,
please read the attached overview for further clarification. You must arrive to class
with 100 annotations for your text. If you have purchased your own text, you may
use Post-It notes or write in the margins. If you read an e-book or check out a library
copy, your annotations must be typed and submitted with the page number and
passage you are citing for each annotation from the text.

Annotations
Your annotations can take multiple forms. As you read, respond to the text with
questions, glosses for figurative language (similes, metaphors, personification,

imagery, etc.), thoughts on theme or meaning, instances of characterization,

summaries, connections to culture, vocabulary, and powerful quotations.

While You Read

There are lots of ways to interact with what you read, all of which involve recording
your thoughts as they pop into your head. Here are some ideas to get you going
Ask questionsAre you confused about something? Write the question
down. You might find the answer later, or you might get an opportunity to ask
it to your classmates or teacher.
React to what you readmaybe you just read something that made you
mad, startled you, or brought you to tears. Write down your reaction to the
text so you remember it later.
Give an opinionDo you like or dislike an idea? Do you think the author is
too boring? Record this opinion next to the passage that inspired it.
Locate important passagesIs there a quote that you think is important
or thoughtful? Is there an idea you think might be worth remembering? Is
there a big idea that is at the foundation of the article? These are important
to locate, as they are what you might quote in your investigation or written
essay later.
Make connectionsMaybe something you read reminds you of an
experience youve had or parallels a part of your life; record these
connections and they will help you find meaning and relevancy in what you
read.
Define new wordsToo often, reading comprehension problems occur
because readers dont understand words. Its not too much trouble to look up
the word in the classroom dictionary, dictionary.com, or your iPhone app
when you are away from a computer or dictionary. If you physically cant look
the word up as you encounter it, highlight it in the moment and look it up at
your first opportunity.
Track themesIf you notice a reoccurring theme as you read, start noting
the theme when it takes place. Doing so will help you understand the
message that the article is trying to convey.Identify Figurative Language
put your English I skills to the test! Interpret how a comparison or details
contribute to a scene or a larger meaning.

After You Read

Title your chaptersSome books and articles have chapter titles
already. If they dont, go back and give them relevant titles when you
finish reading the section. Doing so will help you remember what was
discussed in that part.
Summarize what youve readIn the empty space at the end of a
page, rewrite the chapter noting the essential points, using only a couple
of sentences. You might find that doing so will help you understand what
you just read.

Respond to what youve readSometimes a summary isnt enough.

You might want to comment on what you just read, give an opinion about
a concept, or complain about the authors insight/viewpoint.
Make a predictionPredicting is a great thinking exercise. Theres not a
better place to do so then after youve read one section and before you
begin the next. You might be surprised to find your prediction is right..or
wrong!
(adapted from: www.arteducators.org)

Tips for working with a graphic novel: All of these annotation styles can
apply to a comic as well. There is still dialogue, there are still characters, and
there are still details & techniques used by authors to give meaning to a story.

The Breakdown:
Grade: This assignment is a major grade and effort should be appropriate for such.
Assignments not completed to meet honors standards will not be graded.
Scale:
A: 100 insightful annotations from throughout the book.
B: 100 annotations from throughout the book. Most are insightful, some are
superficial.
C: Fewer than 100 annotations; some are superficial.
D: Significantly fewer than 100 annotations; many are superficial.
F: Fewer than 70 annotations; most are superficial.
Due Date: Your annotations are due to your teacher on the first day of the new
semester which you have English. Students who take English in the Spring should
not turn their annotations in until they are enrolled in the course. Students who
select to do this optional assignment are responsible for planning for and
completing this assignment accordingly. Any issues or concerns related to fulfilling
this expectation should be communicated proactively to the students English
teacher.