Honors Sophomore Summer Reading Assignment: Frankenstein

Barnes and Noble Classic Editions Honors/Pre-AP Sophomore English Summer Reading Assignment 2011: Frankenstein

Dear Students and Parents:

Welcome to the Basha High School’s Honors/PreAp English program for 10th grade. Our goal is to prepare students for the Advanced Placement English Language and Composition program by exposing them to a variety of reading selections all the while developing the skills to recognize cultural and historical influences on literature.

As part of the program, summer reading is required. The assignment based on the reading is due Wednesday, Aug. 10, 2011. If you have questions about the assignment, please contact one of the following honors 10 teachers by email: Mrs. Preslie Agostini at [email protected], Ms. Lindsay Palbykin at [email protected], Ms. Audra Police at [email protected], or Mr. Ian Johnson at [email protected].

Directions for your literary exploration: Part 1 – Reading the book

As you read the summer novel, highlight interesting, important or confusing passages; take notes in the margins about topics and questions you may have; this is called annotating. If the book is not yours and you do not plan to write in it, you can strategically annotate on sticky notes or type your notes. Just highlighting is not enough. We will be looking for evidence that the book was read in its entirety and that you understood the book. You will be graded on your effort to mark the text. While you are not required to annotate every page, use the guidelines below to help you:

 Important plot events  Words unfamiliar or unusual – Look up the meaning of the word or guess speculate on the meaning based on context clues. Doing this as you read will help you when you complete the lexicon portion of the assignment.  Passages that describe or reveal characteristics of the characters  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, and then an incident occurs in which a character breaks a watch or is late for an appointment, you may have uncovered a pattern of imagery that will lead the close reader to discover a thematic idea. Highlight these related strands and observe the rest of the text closely to see if the author uses other linked words, image or details.  Images or phrases you think might be symbolic.  Theme concepts – make predictions and speculate the meaning or point of each theme.  Figurative language – highlight what you believe to be the most significant examples.  Interesting thoughts – You may never think of this idea again unless you write it down.  Questions you have while you read – write it down and try to answer it later in your reading.  Use brackets, checks, stars, bullets, or asterisks to mark very important items or detail you want to return to later. In the front of the book record the symbol you used and write the page numbers that have that symbol.  Don’t mark too much. If you mark everything, nothing will stand out.

Directions for your literary exploration: Part II – Lexicon Assignment

Vocabulary building enhances both reading comprehension and writing. In addition to reading the summer novel, Frankenstein, you will be creating a personalized lexicon journal in which you record new words, write definitions, and recognize the words in other literary pieces. You will be required to type your lexicon journal and have a minimum of 25 entries. Below you will find the format for what the lexicon journal should look like as well as an example.

Example #1 Word: Definition: Original Sentence (cited in MLA): Another Location of Word (cited) Example # 1 Word: Abhorred Definition: (verb) to regard with extreme repugnance or aversion; detest utterly; loathe; abominate. Original Sentence: “…I saw at the open window a figure the most hideous and abhorred” (Shelley 194). Second Location: Article: NSW: Drug importer "abhorred" the illegal drug trade.

Grading Rubric for Annotations and Lexicon Assignment

Annotations (40 points)

0 Points 20 Points 25 Points 30 Points 35 Points 40 Points  Annotati  Annot  Annotations  Annotatio  Annotatio  Annotations ons are not ations are are semi-infrequent ns are ns are are considered present infrequent (appx. 3-4 per 30 considered an considered above the average  There is (appx. 1-2 per pages) average amount slightly above amount (appx. 7-8 little to no 30 pages)  Annotations (appx. 3-4 per 20 the average per 20 pages) evidence of the  Annot lack depth and pages) amount (appx. 5-  Annotations student reading ations are quality. It is  Annotatio 6 per 20 pages) show depth of and mostly simple questionable that ns show minimal  Annotatio thought and have comprehending highlighting or the student depth of thought ns show depth of excellent detail the literature identification understood the text and thought and regarding  Annot with depth and comprehension comprehension comprehension ations lack clarity  Annotatio  Annotatio  Annotations variety  Annotations ns have some ns have variety have variety lack variety variety

Lexicon (60 Points)

0-4 Points 5-8 points 9-12 points 13-16 points 17-20 points Word/  No/few  Less than  Only half  Less than  25 Definition words or half the required the required 25 words used interesting and definitions amount of words amount of words  Less than varied words  Definitions  Less than  Only half 25 reliable  strong, are incorrect for half the the definitions definitions reliable, correct many of the definitions were were obtained definitions used words obtained Original  No/few  Less than  About half  Less than  25 Sentence sentences were half the required the required 25 sentences sentences pulled from the amount of amount of  Only a few  Correct text sentences sentences MLA citations MLA citations  No MLA  MLA have errors citation citations have errors Second  No/few  Less than  Only about  Less than  15 Location sentences pulled 7 sentences 7-10 sentences 15 sentences sentences pulled from a secondary pulled from other pulled from other pulled from other from a variety of literary source. text sources text sources text sources other text  Vocabular  Word is  Word is  Word is sources y word in not present in present in present in  Word is present in the sentence sentence sentence present in sentence  MLA has  MLA is  MLA is sentence errors or is not mostly correct mostly correct  MLA present for some. correct

______/ 100 points