Southmoore High School
Pre-AP English II Summer Reading Project
delynnakelley@mooreschools.com
matthewvaughan@mooreschools.com
You will be required to read any two of the books on this list over
the summer and complete the projects for the book
1.
Simon vs. the Homo Sapiens Agenda by Becky Albertalli
2.
The Darkest Part of the Forest by Holly Black
3.
Walk on Earth a Stranger by Rae Carson
4.
Wolf by Wolf by Ryan Graudin
5.
Eden West by Pete Hautman
6.
Dumplin’ by Julie Murphy
7.
All the Bright Places by Jennifer Niven
8.
Out of Darkness by Ashley Hope Pérez
9.
All American Boys by Jason Reynolds and Brendan Kiely
10.
The Boy in the Black Suit by Jason Reynolds
11.
Bone Gap by Laura Ruby
12.
Challenger Deep by Neal Shusterman
13.
Hello, Goodbye, and Everything in Between by Jennifer E. Smith
14.
Hold Tight, Don’t Let Go: A Novel of Haiti by Laura Rose Wagner
15.
The Bargaining by Carly Anne West
Both book projects will be due on August 29th.
On the due date you will need to turn in one of each of the
presentation options for your Sequoyah books from THE CURRENT
YEAR’S LIST. There are two projects and you are required to read
two books; therefore, you will complete the character motivation
analysis over one book and the Archetype writing over the other.
You must create a poster board with the requirements to present to
your class. Also, your poster must include a personal reflection on
the book. Explain your reaction to the book and the reason(s)
behind your reaction. Justify your reaction with examples from the
book.
These projects prevent you from simply reading a summary of the
book and completing the project. DO NOT WAIT UNTIL TWO
WEEKS BEFORE SUMMER IS OVER TO COMPLETE THESE
ASSIGNMENTS.
Grade breakdown
100 points for each presentation
Character Motivation Analysis Charts
You will select three (3) different characters from your chosen book
and explore the motivating forces behind their actions and feelings.
For each character you choose, you will need to identify the
motivating force and three (3) pieces of textual evidence to explain
how that motivating force impacts the character’s life.
 You must choose three (3) different motivating forces, one for
each of the three characters you choose.
 You must have one piece of textual evidence demonstrating
each of three ways an author can help a reader understand
his or her characters
o Critical action taken by the character that demonstrates
something important.
o Insight gained about the character from his or her own
thoughts or feelings.
o Relationship or interaction of your chosen character with
another character.
 Your selection must be no longer than three (3) complete,
consecutive sentences. Ellipsis points (…) are not allowed.
 You must set up each character motivation analysis following
the example provided from To Kill a Mockingbird by Harper
Lee.
Motivating Forces
You must choose your three (3) motivating forces from the following
list (they must all be different):
Love
Jealousy
Conscience
Affection Compassion
Fear
Pride
Vanity
Loyalty
Guilt
Ambition
Anger
Survival
Envy
Friendship
Greed
Gratitude
Shame
Sample
Character #1: Atticus Finch
Passage #1: Character’s Action
Motivating Force: Loyalty
Motivating Force
Connection/Analysis
“‘I never went to school,’ he said, ‘but By choosing to make a secret pact
I have a feeling that if you tell Miss
with Scout to keep reading every
Caroline we read every night she’ll get night at home despite the disapproval
after me, and I wouldn’t want her
of her teacher, Atticus demonstrates
after me’” (Lee 38).
both his loyalty to Scout and his
commitment to learning and
education. With this simple act of
rebellion, Atticus proves that he does
not care what others think of him as
long as he knows he is doing what is
right for his family. (68 Words)
Passage #2: Character’s
Motivating Force
Thoughts/Feelings
Connection/Analysis
“‘This case, Tom Robinson’s case, is
Above all, Atticus is loyal to truth and
something that goes to the essence of justice. He believes that Tom must
a man’s conscience – Scout, I
have a fair trial no matter his race.
couldn’t go to church and worship
Even though defending Tom causes
God if I didn’t try to help that man’”
Atticus to be hated by many in
(Lee 113).
Maycomb and causes Scout and Jem
to be teased, Atticus never abandons
his support for Tom. This loyalty will
eventually lead Atticus to put his life
in danger for Tom’s sake the night a
lynch mob shows up at the jail. (75
words)
Passage #3: Relationship with
Motivating Force
Another Character
Connection/Analysis
‘“Before Jem looks at anyone else, he Atticus proves that his deepest
looks at me, and I’ve tried to live so I
loyalty is to his children when he
can look squarely back at him”’ (Lee
argues that Jem must be held
288).
accountable for the suspicious death
of Bob Ewell. Because only Scout,
Jem, and Boo Radley truly know
what happened during the attack,
Atticus feels passionately that the
truth must come out, even if it might
incriminate Jem. Atticus cannot live
with himself as a father unless he
sets an example of honesty. He is
fiercely devoted to raising Jem and
Scout to be ethical individuals. (83
words)
Grading Criteria
You will use the model above to create your character motivation analysis
charts, and your teacher will use this model in evaluating your work.
 You will identify the character and his or her motivating force at the top
of each chart (2 points per chart = total of 6 points)
 Please notice that in the left-hand column, you will cite verbatim
passages from the novel and include quotation marks and page numbers
according to the prescribed MLA format.
o Points will be deducted on the left-hand side for failure to
document accurately and completely according to the model
provided (2 points per chart = total of 18 points).
 Your purpose on the right-hand side is to explain how the passage you
selected is an example of the impact of the motivating force on the
character’s life.
o Your analysis of the passage’s connection to the motivating force
must be at least 60 words in length, and you must identify the
word count at the end of each response (see model).
o Each analysis should be written using complete sentences with
your best language skills, and it should be thoughtful and well
developed.
o Your analysis should be your own work. Do not consult outside
sources or work with other students.
o Points will be deducted on the right-hand side for superficiality,
incompleteness, and the use of summary instead of analysis (6
points each = 54 points).
 In addition to supplying your teacher with a hard copy of your charts on
a poster board, you will present the material to your classmates. (12
points)
 Your final points will be for the personal reflection on the book. You must
explain your reaction to the book and the reason(s) behind your reaction.
Justify your reaction with examples from the book. (“I don’t like to read”
and “I just didn’t like it” are not acceptable reasons.) (2 points for your
reaction, 2 points for your reason behind the reaction, and 3 points for
each example = 10 points possible)
You are required to have a total of nine (9) passages: 3 passages for each of the
3 characters. Be sure the nine passages are representative of the entire book.
The entire assessment is worth 100 points in the projects and presentations
category.
I encourage you to purchase a flash drive and keep each of your passages
saved on this drive to assist you.
Archetype Writing
Write and complete a typed content frame with eight quotes with eight
explanations that will analyze eight different archetypes within the novel.
Step 1 – Understanding Definitions:
Archetypes are universal symbols, motifs, or themes that may be found among
many different cultures. They recur in the myths of people worldwide. These
symbols carry the same or very similar meanings for a large portion, if not all,
of mankind… [C]ertain symbols, such as the sky father and earth mother,
light, blood, up-down, and others recur again and again in cultures so remote
from one another in space and time that there is no likelihood of any historical
influence and casual connection among them (Information take from Guerin,
Wilfred L., et al. “Mythological and Archetypal Approaches.” A Handbook of
Critical Approaches to Literature. NY: Harper & Row, 1979: 157-161.)
In other words, archetypes are everywhere and found in every type of story. If
you read a story and know who the wicked stepmother is, who the damsel in
distress is, or who the knight in shining armor is, then you know what an
archetype is! If the setting is a dark and stormy night at an ancient castle, you
can predict what might happen. That is also an archetype.
Next, familiarize yourself with the following archetypes and their
examples:
1. The Quest – The hero must perform several tasks in order to restore
order to his kingdom. Sometimes the quest involves a search for someone
or something which, when found and brought back, will restore order.
Please note that “The Quest” is different from “The Task.” To
understand “The Quest” make sure that you know what the hero’s
ultimate goal is (the hero might not even realize what his ultimate
goal is). (Examples: Simba becomes king to bring Pride Rock back to its
beautiful, lush state in The Lion King; Peter, Susan, Edmund, and Lucy
find Aslan in order to bring spring back to Narnia in The Lion, the Witch,
and the Wardrobe)
2. The Task – The hero must perform some nearly superhuman deed to
save the kingdom, to win the fair lady or to identify himself so that he
may resume his rightful position. Please note that “The Task” is only
part of “The Quest.” In many myths and stories, the hero must
complete multiple Tasks before completing the Quest. (Examples:
Beowulf slays Grendel, Frodo arrives at Rivendale, the Karate Kid learns
the basics of Karate from Mr. Miyagi.)
3. The Initiation – Usually, a significant event bringing the adolescent hero
from childhood into adulthood. The adolescent comes into his/her
maturity with new awareness of problems along with new hope for the
community. This awakening is often the climax of the story. (Examples of
initiates: Huckleberry Finn in The Adventures of Huckleberry Finn, Daniel
in The Karate Kid, Bilbo in The Hobbit).
4. Battle between Good and Evil – Obviously, the battle between two
primal forces. Mankind shows eternal optimism in the continual
portrayal of good triumphing over evil despite great odds. (Examples:
Gandolf and Sauron in The Lord of the Rings, Satan and God in Paradise
Lost, Harry Potter and Voldemort in Harry Potter, and Ariel and Ursula in
Disney’s Little Mermaid).
5. Innate Wisdom versus Educated Stupidity – Some characters exhibit
wisdom and understanding of situations instinctively, as opposed to
those supposedly in charge. Loyal retainers often exhibit this wisdom as
they accompany the hero on the journey. (Examples: Jim in The
Adventures of Huckleberry Finn, Aminadab in Hawthorne’s The
Birthmark, Quasimodo in The Hunchback of Notre Dame)
6. Animals as Embodiments of the Human World – Animals are used as
microcosms of different elements of human society. They may represent
rulers, political figures, types of governments, or personality types.
(Examples: Aesop’s Fables, Orwell’s Animal Farm, Disney’s The Fox and
the Hound and The Lion King)
7. The Magic Weapon – this weapon symbolizes the extraordinary quality
of the hero because no one else can wield the weapon or use it to its full
potential. (Examples: Thor’s hammer, Artemis’ bow and arrow,
Sampson’s hair, the sword forged by giants in Beowulf)
8. The Young Man from the Provinces – The hero is spirited away as a
young man and reared by strangers. He later returns to his home and
heritage where he is a stranger who sees new problems and new
solutions. (Examples: Tarzan, Dorothy from The Wizard of Oz, Mr. Spock,
Mary Lennox in The Secret Garden, Po in Kung Fu Panda)
9. Mentor-Pupil Relationship – The mentor teaches by example the skills
necessary to survive the quest. (Examples: Yoda and Luke Skywalker in
Star Wars, Aslan and the children in The Lion, the Witch, and the
Wardrobe)
10.
The Outcast – A figure who is banished from a social group for
some crime (real or imagined) against his fellow man. Sometimes the
outcast can rise above his circumstance and become a hero or an
assistant to the hero (Examples: Hans Solo in Star Wars, Edmund in The
Lion, the Witch, and the Wardrobe)
Step 2 – Begin Reading:
Read the complete story. It is suggested that you make notes and annotate
your notes for the archetypes explained above.
Step 3 – Begin Writing:
Now you can begin your content frame. This assignment is to be typed.
1. First, you will create a two-column content frame. Within the content
frame you will create two columns and nine rows.
2. In the rows of the left column you will place nine quotes that represent
each archetype. There are ten archetypes but you only have to include
eight so each archetype will have one quote. Each quote is to be
documented in the correct MLA format. [Eg. (White 75).]
3. Please LABEL each quote with the name of the archetype so that your
teacher knows which archetype you are addressing. If you do not LABEL
each archetype you might not receive credit for the quote.
4. In the right column you will explain how each quote fits the archetype
selected. Your explanation of each quote should be a minimum of 90
words long. Please write in complete sentences. Each explanation
should be thoughtful and well developed and justify WHY the quote fits
the archetype.
5. In addition to supplying your teacher with a hard copy of your charts on
the poster board, you will present the material to your classmates.
6. Your final points will be for the personal reflection on the book. You must
explain your reaction to the book and the reason(s) behind your reaction.
Justify your reaction with examples from the book. (“I don’t like to read”
and “I just didn’t like it” are not acceptable reasons.)
How the Assignment Will Be Graded:
1. Each entry in your content frame is worth 10 points for a total of 80
points. You will receive 10 points for your class presentation and 10
points for your personal reflection and examples.
2. In the left column, you will receive a total of three points for each entry.
You will earn two points for citing the verbatim passage from the novel
using the proper MLA format. You will also earn one point for LABELING
THE ARCHETYPE present in the quote.
3. In the right column, you will receive five points for each well-developed
and clearly written explanation for why this quote is an example of the
archetype identified. You need to justify WHY each quote fits the
archetype. Each response must be at least 90 words in length and
written in complete sentences. Remember, points will be deducted on the
EXPLANATION side for superficiality and incompleteness and not
explaining WHY the quote fits the archetype.
4. Make sure that you keep an electronic file of your reading
assignment because during the reading assignments.
5. This assignment is considered an individual assignment. You are NOT
allowed to work with other students or use outside sources such as
Spark Notes, Cliff’s Notes, etc.
Example for How to Set up Your Content Frames:
From C.S. Lewis’s The Lion, the Witch, and the Wardrobe
The Outcast: “Edmund was already
feeling uncomfortable from having
eaten too many sweets, and when he
heard that the Lady he had made
friends with was a dangerous witch
he felt even more uncomfortable. But
he still wanted to taste that Turkish
Delight more than he wanted
anything else” (Lewis 44).
At this point in the novel, Edmund,
who frequently feels at odds with his
siblings, decides that he wants to be
on the side of the White Witch. By
eating Turkish Delight (despite his
better judgment), Edmund makes
himself “The Outcast” among his
siblings. Edmund’s crime is that he
has betrayed his family. Edmund’s
choice puts him at odds with the rest
of his siblings who do things for
noble reasons (like saving Mr.
Tumnus). Edmund becomes hard to
trust at this point and will have to
work hard to come into the good
graces of his siblings again. (99
words)