COMMONWEALTH ACADEMY
SUMMER READING
TH
(11 GRADE HUMANITIES) Summer, 2015
For your summer reading you must read two texts: one from the English book list and one
from the History book list. In addition to reading the two texts, you must complete the
following three assignments, due the first day of class. For each day late, 10% will be
deducted from the grade, not to exceed 30%. The journals are worth a test grade, and the
multi-media assignment is worth a project grade.
1. Left-Right Journal – one for English book AND one for History book
2. Multi-media assignment – for English
3. Book Review – for History
11th Humanities: English (both required)
The Adventures of Huckleberry Finn, Mark Twain, 1884.
The Sun Also Rises, Ernest Hemingway, 1926.
11th Humanities: History (choose one)
Battle Cry of Freedom. James McPherson, Part 1 Chapters. 1-10: America before and causes of
the Civil War. Or Part 2 Chapters. 11-28: The Civil War (strategies and battles)
Washington’s Spies: The Story of America’s First Spy Ring, Alexander Rose (Revolutionary
War)
A Different Mirror: A History of Multicultural America. Parts 1-2: Columbus to Slavery/Civil
War, Ronald Takaki
Mr. Lincoln’s T-Mails: The Untold Story of How Abraham Lincoln Used the Telegraph to win the
Civil War. Tom Wheeler (Leadership and technology of the Civil War)
American Gospel: God, the Founding Fathers, and the Making of a Nation, Jon Meacham.
American (Early America)
Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong, James
Loewen.
Democracy in America, Alexis De Tocqueville 1835
COMMONWEALTH ACADEMY
SUMMER READING
TH
(11 GRADE HUMANITIES) Summer, 2015
ASSIGNMENTS for the SUMMER READING TEXTS
LEFT-RIGHT
JOURNAL

Use a spiral notebook, marble composition book, or computer wordprocessing program
 For every fifth of the book you read, complete a left and right page of your
journal.
 Record the date and page numbers you read for that entry at the top of each
page.
 Your journal must have a minimum of ten pages full pages of normal sized
writing and illustrations (5 left, 5 right)
 For each left-hand page of the notebook, you may take notes, summarize the
section of reading, record quotes (see details below)
 For each right-hand page of the notebook, you may be more creative: express
opinions and feelings, discuss symbolism, favorite characters and why, what
you would do in that situation, drawings of the setting or characters, personal
reflections (see details below)
Left Side Options







Summary of the section you
just finished reading
Facts
Vocabulary you don’t know
Important events in the book
Timeline
Lists and descriptions of
characters
Quotes from the book that
you want to reflect on (on
the right side) or you feel are
significant, or that might
help you with your paper
Right Side Options












Ask questions you’re unsure about
Define vocabulary (from left)
Poetry you found or wrote that relates
Cartoons that relate to the book
How you relate personally – comparison to
your own life
How it reminds you of other books, movies,
stories and why
Reactions to the characters and situations in
the book
Favorites or things you hate about the book
and why
What you would do if you were in that
situation or if you were that person
Drawings of the characters and setting
Venn diagram contrasting characters
Remark on the meaning of certain quotes
COMMONWEALTH ACADEMY
SUMMER READING
TH
(11 GRADE HUMANITIES) Summer, 2015
MULTI-MEDIA ASSIGNMENT
for the ENGLISH BOOK CHOICE
CREATE
a
BLOG




CREATE
a
GLOG
 For each significant person in the text
 Include pictures, descriptions, what the person does, significant
quotes, personality, etc.
 www.glogster.com
CREATE
a
MOVIE
 5-10 minute documentary or mockumentary that deals with a theme
presented in the text
WRITE
a
SONG
from the main character’s perspective
8-10 entries
an original photo to accompany each entry
Google Blogger is easy to use for first-timers
 Write a song based on the text, or a theme from the text
 The song must be at least 5 stanzas; no more than two can be the
chorus
 Type a copy of the song, and spell check it
 Perform the song, or have someone perform it
 Record the performance (video, sound, or both!)
COMMONWEALTH ACADEMY
SUMMER READING
TH
(11 GRADE HUMANITIES) Summer, 2015
HISTORICAL BOOK REVIEW ASSIGNMENT
Goals: Your goal in writing a review is to offer a critical assessment of the book. Your
review is NOT simply a book report. While you will briefly summarize the content of the
book, you priority is to evaluate how effectively the author has supported his/her argument.
How to Compose the Review: Use the guides from the University of Iowa and University of
North Carolina websites when planning your review (see below). These websites offer a
detailed set of guidelines to follow, questions for you to answer, and model examples.
While there is no single ‘right’ way to write a book review, your review must have these
components –
1. Introduction: Introduce the author, the author’s background, the historical period and
topic of the book. Tell the reader what genre of history this work belongs to or what
approach the author has used. Set out the main thesis of the book and YOUR thesis
about the book.
2. Summary: Summarize the book’s organization and give a little more detail about the
book’s topic.
3. Evaluation: Identify the strengths and weaknesses of the book. How convincing is the
author’s argument? This is the heart of the review, and should include multiple parts
(body paragraphs if you are writing an essay format). Your evaluation should make
detailed reference to the author’s use of evidence (primary, secondary, data, narrative,
etc.).
4. Conclusion: Restate your thesis and make the final judgment regarding the book.
Would you recommend this book to other people? If so, to whom?
References:
http://clas.uiowa.edu/history/teaching-and-writing-center/guides/book-review
http://writingcenter.unc.edu/handouts/book-reviews/
Product Formats: You may present your book review in a variety of formats (the standards
and expectations are the same regardless of the format you choose). If you want to use a
format not listed below, please check with the teacher first.
 Formal essay, video or audio recording, website (Google Sites)
COMMONWEALTH ACADEMY
SUMMER READING
TH
(11 GRADE HUMANITIES) Summer, 2015
Left-Page Example for Left-Right Journal
Monday, February 08, 2016
Pages 1-49 of Lord of the Flies
Summary: The first two introduced are the fair-haired boy (Ralph) and a fat boy with glasses (Piggy).
Through their conversation we learn that the world is in a state of war, and that the plane carrying the boys
crashed in the jungle. There are no adults anywhere. Ralph and Piggy go looking for other survivors and find
a conch shell. Piggy suggests that Ralph use it to blow into like a trumpet, and he does. The sound of the
conch brings the other survivors to them. The eldest of the new group, is Jack, who had been the head of their
choir. The boys decide to elect a leader and the votes are split between Ralph and Jack, but Ralph wins. Ralph
asks Jack to lead the choir to serve as hunters – to try to appease him. He sends Jack and another boy, Simon
to explore the island. They discover that they are on an uninhabited island. Jack pulls his knife on a pig to try
to kill it, but chickens out. He swears he will kill it next time. The boys hold another meeting to discuss how
to survive. Some are worried about how no one knows that they have crashes. A little kid says he saw a
“beastie” and it scares some of the others. They decide to build a fire to try to get rescued, collecting wood,
and using Piggy’s glasses to ignite the flame. Order is somewhat lost. Piggy yells at the group, telling them
that a little boy has gone missing. Though they are shocked and Ralph is upset, they go on as if nothing has
happened.
Vocabulary:
Scavenge
Immure
Gesticulate
Quotes: “Something dark was fumbling along....The creature was a party of boys, marching approximately in
step in two parallel lines” (15).
“We've got to have rules and obey them. After all, we're not savages” (44).
Characters:
Ralph: Fair-haired, mild mannered, a leader, democratic
Piggy: fat, glasses, intellectual, no one listens to him
Jack: wears black, intense, red hair, blue eyes, arrogant, a leader, more of a dictator
Simon: skinny, but vivid, a thinker
Other Important Things:
Conch Shell
Piggy’s Glasses
The knife
COMMONWEALTH ACADEMY
SUMMER READING
TH
(11 GRADE HUMANITIES) Summer, 2015
Right-Page Example for Left-Right Journal
Monday, February 08, 2016
Pages 1-49 of Lord of the Flies
Definitions:
Scavenge: Search for and collect (anything usable) from discarded waste.
Immure: Enclose or confine (someone) against their will: "immured in a lunatic asylum".
Gesticulate: Use gestures, esp. dramatic ones, instead of speaking or to emphasize one's words.
Poem:
The Sound of the Shell
Stranded on a deserted island,
Lonely, lonely, with only each other,
No adults and no real rules,
What can we do, there’s nothing to lose?
We arrived here in a plane, crash-landed.
The pilot is gone; all’s left is us boys,
Shot down from the sky, the crash scattered us all,
We were all lost ‘til we heard the sound of the shell.
Personal Response: I think if I were in the boy’s situation that I would be both happy and sad. On one hand,
the idea of being free from the rules of parents and of society is liberating. There would be no one to tell me to
eat or sleep or go to school. It would be nice to get to choose what I want to do when I want to. On the other
hand, surviving on a deserted island without adults and civilization would be difficult. For one thing, there
isn’t any air conditioning. I also wouldn’t be able to blow-dry my hair. It’s not like I could spend all my time
playing video games or shopping. I think it would be a lot of work to survive, and I’m not sure how well a
group of kids would get along. I also think it would be scary at night on an uninhabited island.
Relating the text to other stuff: The scene where the boys come together to vote and make some rules
reminds me of Animal Farm. The boys are suddenly without rules and need to instill some order like the
animals do after the farm-owner is gone. In Animal Farm, the rules the pigs make in the beginning are wellintentioned, and for the good of the whole group. However, as time goes on, the pigs begin to take liberties
with those rules. I wonder if the leaders of the group, Ralph and Jack, will succumb to greed and powerhunger like the pigs did.
Conch Shell Drawing
The conch shell seems to be a
symbol of order. The boys use it to
come together, and they use it to
determine who will speak.
COMMONWEALTH ACADEMY
SUMMER READING
TH
(11 GRADE HUMANITIES) Summer, 2015
Left/Right Journal Rubric
Criteria
Understanding
of Text
Interpretation
of Text
Excellent
Needs
Improvement
□ Demonstrates an
adequate understanding
of text
□ Demonstrates some
understanding of text
□ Demonstrates very
limited understanding of
text
□ Interpretation extends
beyond the literal to the
personal, critical, and
evaluative (including
author’s craft and
rhetorical techniques)
□ Interpretation extends
beyond the literal to the
personal with some
critical responses
□ Interpretation is mostly
literal or personal, with
few critical responses
□ Interpretation may be
inaccurate; interpretation
is mostly literal with no
personal or critical
responses
□ Attempts and often
succeeds in digging
below surface-level
□ Journal responses are
very detailed and specific
□ Journal responses are
detailed
□ Exceedingly
thoughtful, original, and
creative
□ Thoughtful and
creative responses
□ Variety of responses
Number and
Length of
Responses
Almost There
□ Demonstrates a
complete understanding
of text
□ Consistently digs
below the surfacemeaning of the text
Thoughtfulness
and Variety of
Responses
Good Job
□ Ten pages (or more) of
normal-sized writing and
illustrations (five left, five
right)
□ Some variety of
responses
□ 7-9 pages of response
□ Attempts to dig below
surface-level
□ Commentary is shallow
and surface-level
□ Journal responses are
often vague and not
specific
□ Journal responses are
vague and sometimes
irrelevant
□ Responses demonstrate
some evidence of time and
thought
□ Responses demonstrate
very little time and
thought
□ Little variety of
responses
□ No variety of responses
□ 6-8 pages of response
□ 3-5 pages of response
COMMONWEALTH ACADEMY
SUMMER READING
TH
(11 GRADE HUMANITIES) Summer, 2015
Multi-Media Project Rubric- ENGLISH
Criteria
Excellent
Good Job
Almost There
Needs
Improvement
Understanding
of Text
□ Project demonstrates
a deep and sophisticated
knowledge of the text
□ Project demonstrates
a strong understanding of
the text
□ Project demonstrates a
good understanding of the
text, but at times it is
superficial
□ Project demonstrates
little understanding of
text; not accurate or
exceedingly superficial
Originality /
Creativity in
Interpretation
□ Compelling and
creative interpretation of
text
□ Engaging
interpretation of text
□ Interpretation lacks
punch and originality
□ Little original thought
in interpretation of text
□ Detailed and thoughtful
□ Some attention to detail
evident
□ Vague, cliché
□ Very attractive, welldesigned, organized, clear
□ Attractive and welldesigned
□ Parts are disorganized,
unclear, or distract from
the content
□ Multimedia distracts
instead of supports your
interpretation of the text
□ Correct grammar and
spelling
□ Few grammar or
spelling errors
□ Several grammar or
spelling errors
□ Many grammar or
spelling errors
□ Speaks audibly; engages
audience; very
professional
□ Professional; holds
audience’s attention most
of the time
□ Some parts hard to
understand; sometimes
loses audience’s attention
□ Answers questions
insightfully and with ease
□ Answers questions
accurately
□ Struggles to answer
some questions
□ Many parts of
presentation difficult to
understand or not
professional
□ Project meets all
requirements listed on
assignment sheet
□ Project is missing 1
requirement
□ Project is missing 2
requirements
□ Very detailed,
thoughtful, and unique
Aesthetics /
Graphics of
Multimedia
Mechanics
Presentation
and Question /
Answer
Following
Directions /
Meeting
requirements
□ Incorrect or no answers
□ Project is incomplete
(missing 3 or more parts)
COMMONWEALTH ACADEMY
SUMMER READING
TH
(11 GRADE HUMANITIES) Summer, 2015
Historical Book Review Rubric
Criteria
Summary
Evaluation
Structure &
Organization
Good Job
Almost There
Needs
Improvement
□ Demonstrates
advanced understanding
of the author’s message
and thoroughly
summarizes the main
themes and ideas
□ Demonstrates an
adequate understanding
of the author’s message
and summarizes the main
themes and ideas
□ Demonstrates some
understanding of the
author’s message but only
gives a minimal summary
of the main themes and
ideas
□ Demonstrates very
limited/no understanding
of author’s message.
Provides no summary OR
summary takes over entire
review.
□ Provides a nuanced
evaluation of the
strengths and weaknesses
of the author’s argument
with frequent and
detailed references to the
author’s use of evidence.
□ Provides an adequate
evaluation of the
strengths and weaknesses
of the author’s argument
with references to the
author’s use of evidence.
□ Provides some
evaluation of the strengths
and weaknesses of the
author’s argument but
offers limited references to
the author’s use of
evidence.
□ Provides little/no
evaluation of the strengths
and weaknesses of the
author’s argument and
offers no references to the
author’s use of evidence.
□ Review includes all
required parts
(introduction, summary,
evaluation, and
conclusion).
Organization reflects
careful planning and is
easy for the audience to
follow.
□ Review includes all
required parts
(introduction, summary,
evaluation, and
conclusion).
Organization reflects
planning and is mostly
easy for the audience to
follow.
□ Review includes nearly
all required parts
(introduction, summary,
evaluation, and
conclusion), but may be
missing a part.
Organization reflects
minimal planning and is
sometimes difficult for the
audience to follow.
□ Review includes only
some of the required parts
(introduction, summary,
evaluation, and
conclusion). Review is
poorly organized, reflects
little/no planning, and is
difficult for the audience to
follow.
Excellent