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Honors English 2 Summer Project
Honors English 2 Summer Project
This summer reading and writing project is a requirement for students who elect to challenge themselves in
Honors English 2. Since the primary qualities of an honors English student include an appreciation and an
aptitude for reading and writing, we believe this project is an essential element of WCSs honors and AP
curriculum. The Honors English 2 project reinforces the habit of lifelong learning. It also establishes a
foundation for the course and encourages an appreciation for reading the writing.
We require Honors English 2 students read a total of two books a work from the traditional canon of
American literature and a work considered to be a cultural and/or contemporary American classic. This
spectrum provides students with a diverse foundation for the course and offers a broad range of possibilities
for an enjoyable experience. Needless to say, students should select books they have not read previously. To
assist in the selection of summer reading works, the current Honors English 2 students have written and
recorded reviews of their favorite summer titles. These short reviews, in mp3 format, may be found at
www.wnhsbookreviews.podomatic.com. Additionally, we have created an annotated book list found at ??????
As students read, they should annotate the books. An annotation guide is provided to instruct students in
completing this reading strategy. Students also are required to write essays for each book, two total. The essays
should not focus on summary or recall of information. The two separate essays are a forum for students to
extend their learning and experiment with their writing. We have provided a scoring rubric to establish our
expectations and to guide students reading and writing projects. The initial class assignment in the fall will
make use of the students summer work. Because of this, students are encouraged to complete the assignment
in a timely manner. Otherwise, they may find it difficult to keep up with the class when school resumes in
August.
Half the summer reading and writing project must be submitted online by July 15, 2016. This means students
must read one book and complete one essay by the first deadline. The second book and one additional essay
must be submitted online by August 18, 2016, the first day of school. Without exception, students must
complete each part of the project by the established deadlines. Failure to do so will result in grade penalties.
Final essays mush be uploaded to Google Drive, which may be found at drive.google.com. Share the entries with
wnhonorsenglish2@gmail.com. When uploading, make sure the account has editing rights and include the
students name in the document title. When accessing Google Drive, students should use their school accounts
(xxxxxx@studentswcsoh.org). If students do not have access to their school accounts over the summer, they
may use a personal account. When accessing the school account, the password for Google Drive is the same as
the one used at school. If students cant locate their passwords, they may email the teachers for assistance.
Students should pay particular attention to the cautionary notes which accompany the reading list, as well as
the project rubric. If there are questions or concerns, please contact the teachers before school adjourns for the
summer or email teachers at hinesm@westerville.k12.oh.us or wilkersz@westerville.k12.oh.us. Enjoy the summer
and happy reading!
My Antonia - W. Cather
Native Son R. Wright
On the Road - J. Kerouac
Puddnhead Wilson - M. Twain
The Red Badge of Courage - S. Crane
Slaughter-House Five - K. Vonnegut
Song of Solomon - T. Morrison
The Sound and the Fury - W. Faulkner
Their Eyes Were Watching God - Z.N. Hurston
This Side of Paradise - F.S. Fitzgerald
Uncle Toms Cabin - H.B. Stowe
Walden - H.D. Thoreau
CAUTION: Some of the options listed above contains events, language and themes that are intended for mature readers.
In conjunction with parents or guardians, students are responsible for selecting works that are appropriate to their
particular tastes, values and sensibilities. Ask a librarian, parents or friends for advice when making selections. If students
have specific limitations that must guide their decisions, they also may ask English teachers for assistance or
recommendations.
The Prompt: Using the provided list of dominant American values, choose three values
exhibited by the author in his or her work. In a multiple-paragraphed, 500-word essay, explain
how these values are demonstrated throughout the book. Include three specific examples/direct
textual support from the book, one example for each value. Also, include a works cited page
using MLA citations for each work.
Checklist for Summer Project Success
__________
Choose one book from each category (the American Canon and Cultural and Contemporary
Classics), a total of two books. Do not select books you have read previously.
__________
Each book must be annotated thoroughly. See annotation guide for instructions.
__________
Using the same prompt, complete one essay for each book, a total of two essays.
__________
__________
Each essay must be typed, double-spaced, 12-point font (Times Roman or Palatino).
__________
Each essay must include the books title, as well as the students name in the heading.
__________
Use MLA documentation to create a works cited page for each book, a total of two citations.
__________
Completed essays must be uploaded to Google Drive, which may be found at drive.google.com.
The first essay and book citation must be submitted online by July 15, 2016. The second essay
and book citation must be submitted online by August 18, 2016. Share your entries with
wnhonorsenglish2@gmail.com. When uploading, make sure the account has editing rights. See
page one for additional instructions. Email us with any questions of concerns.
IMPORTANT: Any student who does not submit a summer assignment will receive an Incomplete for the course until the assignment is
completed in a satisfactory manner. At the end of the course, an unresolved Incomplete will be converted automatically to an F (no
credit) for the assignment. Half the summer project must be submitted online by July 15, 2016. Students must read one book and
complete one essay by the first deadline. The second book and the second essay must be submitted online by August 18, 2016. Without
exception, students must complete each part of the project by the established deadlines. Grades are docked 10 percent for each late day.
Annotation is an important element of close reading, and strong readers use it to effectively
interaction with a text. Throughout the course, annotation will be an essential skill used during the
year. While annotating, readers may comment on and notate a variety of elements in the text:
Passages that are confusing
Passages that are beautifully written or moving
Ideas or actions with which readers agree or disagree
Passages that inspire thought
Examples of the authors style, use of literary devices or word choice
Connections readers make between their lives, other texts, the world, etc.
The point is for readers to have a conversation with the text, and annotations help this process. It is
important that readers go beyond simply summarizing what they read to arrive at this higher, more
sophisticated level of interaction.
There are a multitude of helpful methods for marking a text through annotation. Here are just a few
that readers might choose:
Commenting: Notate thoughts about events in the book, questions, connections or anything readers
think is worthy of noting. Readers may use the margins, as well as the front and back cover of the book
for especially important notes, character lists, etc.
Underlining and/or Highlighting: Underline or highlight major points, important statements and
passages. This SHOULD be combined with commenting so readers know and remember why they
underlined a particular passage. It is important not to overuse this, otherwise readers will lose the
things that were really important. Different color highlighters can be used to notate different elements
or trace different themes or characters.
Circling, Boxing, Using Other Shapes: Use shapes like underlining and highlighting. However, each
shape may be used to notate points that connect, such as themes, motifs, characters or literary devices.
Using Abbreviations and/or Symbols: Create symbols to mean specific things. For example, use a ?
to notate something that is confusing. Star a passage that is important, etc.
Numbering: Use numbers to sequence points that the author makes to develop ideas or concepts that
are related, etc.
Working with Post-it Notes: Use Post-it Notes to question, comment, predict, list vocabulary, etc.
Students often complain that annotating text slows their reading. Thats the point! If students have
difficulty annotating during the first reading, they may choose to annotate after reading a chapter or
section. Rereading is a good strategy. E-mail us throughout the summer with questions.
Individual Personality
We protect our individualism by laws and by the belief in ones own worth.
Racism and Group Superiority
This is a deviant theme, not central, but still widespread in American society.
adapted from American Society: A Sociological Interpretation by Robin M. Williams
Set in the rich farmland of Californias Salinas Valley, this sprawling and often brutal novel follows the
intertwined destinies of two familiesthe Trasks and the Hamiltonswhose generations helplessly reenact
the fall of Adam and Eve and the poisonous rivalry of Cain and Abel.
A Farewell to Arms - E. Hemingway
An English nurse and an American soldier on the Italian front during World War I fall in love, but the horrors
surrounding them test their romance to the limit.
The Good Earth - P. BuckThis tells the poignant tale of a Chinese farmer and his family in old agrarian China.
Hard times come upon Wang Lung and his family when flood and drought force them to seek work in the city.
The working people riot, breaking into the homes of the rich and forcing them to flee. When Wang Lung shows
mercy to one noble and is rewarded, he begins to rise in the world, even as others fall.
The Heart is a Lonely Hunter - C. McCullers
At its center is the deaf-mute John Singer, who becomes the confidant for various types of misfits in a Georgia
mill town during the 1930s. Each one yearns for escape from small-town life. McCullers spins a haunting,
unforgettable story that gives voice to the rejected, the forgotten, and the mistreated.
In Cold Blood - T. Capote
On Nov. 15, 1959, in the small town of Holcomb, Kansas, four members of the Clutter family were savagely
murdered. There was no apparent motive for the crime, and there were almost no clues, but Truman Capote
reconstructs the murder and the investigation that led to the capture, trial, and execution of the killers, he
generates both mesmerizing suspense and astonishing empathy.
The Maltese Falcon - D. Hammett
A private detective takes on a case that involves him with three eccentric criminals, a gorgeous liar and their
quest for a priceless statuette
Moby-Dick - H. Melville
Moby-Dick, written in 1851, recounts the adventures of the narrator, Ishmael, as he sails on the whaling ship,
Pequod, under the command of Captain Ahab in search of a great white whale.
My Antonia - W. Cather
The novel takes the form of a fictional memoir written by Jim Burden about an immigrant girl named ntonia
with whom he grew up in the American West.
Native Son R. Wright
Set in Chicago in the 1930s, Wright's powerful novel is an unsparing reflection on the poverty and feelings of
hopelessness experienced by people in inner cities across the country and of what it means to be black in
America. Right from the start, Bigger Thomas had been headed for jail. It could have been for assault or petty
larceny; by chance, it was for murder and rape. Native Son tells the story of this young black man caught in a
downward spiral after he kills a young white woman in a brief moment of panic.
On the Road - J. Kerouac
Jack Kerouac's classic novel of freedom and longing defined what it meant to be part of the Beat Generation.
Inspiring generations, On the Road chronicles Kerouac's years roaming the North American continent with his
friend, Neal Cassady, in a quest for self-knowledge and experience.
Walden, or, Life in the Woods, is an American book written by noted transcendentalist Henry David Thoreau. The
work is part personal declaration of independence, social experiment, voyage of spiritual discovery, satire, and
manual for self-reliance. It details Thoreau's experiences over the course of two years in a cabin he built near
Walden Pond
58 international hostages and their captors forge unexpected bonds. Time stands still, priorities rearrange
themselves. Ultimately, of course, something has to give.
The Bonesetters Daughter - A. Tan
In a remote mountain village where ghosts and tradition rule, LuLing grows up in the care of her mute
Precious Auntie as the family endures a curse laid upon a relative known as the bonesetter. When headstrong
LuLing rejects the marriage proposal of the coffinmaker, a shocking series of events are set in motionall of
which lead back to Ruth and LuLing in modern San Francisco. The truth that Ruth learns from her mothers
past will forever change her perception of family, love, and forgiveness.
March - G. Brooks
Winner of the 2006 Pulitzer Prize, Geraldine Brooks offers the story of the absent father from Louisa May
Alcott's Little Women - and conjures a world of brutality, stubborn courage and transcendent love. An idealistic
abolitionist, March has gone as chaplain to serve the Union cause. But the war tests his faith not only in the
Union - which is also capable of barbarism and racism - but in himself. A love story set in a time of catastrophe,
March explores the passions between a man and a woman, the tenderness of parent and child, and the lifechanging power of an ardently held belief.
Gloria Naylor weaves together the stories of seven women living in Brewster Place, a bleak inner-city sanctuary,
creating a powerful, moving portrait of the strengths, struggles, and hopes of black women in America.
Vulnerable and resilient, openhanded and open-hearted, these women forge their lives in a place that in turn
threatens and protectsa common prison and a shared home.