Chatham Central High School English Department
Summer Reading Guidelines for Honors/AP, 2015-2016
Please follow all guidelines for the class in which you are enrolled. If you have any questions,
contact your English teacher:
Brooklyn Douglas, bdouglas@chatham.k12.nc.us
Karen Heilman, kheilman@chatham.k12.nc.us
Spencer Andrews, sandrews@chatham.k12.nc.us
Or visit the school website.
We look forward to working with you!
An Important Note About Plagiarism
All of the work in these assignments must be completed by YOU. Do not copy documents from
the Internet and attempt to turn them in as your own. This is a direct violation of the CCHS
Handbook Rule #24, which states:
Cheating includes plagiarism, copying from a CD-ROM or other source without giving credit,
copying someone else’s work or notes, knowingly allowing someone to copy your work or notes,
and/or using unauthorized materials on a test or quiz.
1
9th Grade Honors Summer Reading Requirements
All students are required to read To Kill a Mockingbird by Harper Lee
Students will be expected to test on this book during the first week of school, regardless of which
semester he/she is enrolled in Honors English I. Students who are added to Honors English I
after July 15th will be given six weeks from the beginning of the school year to complete summer
reading requirements, providing a note from administration/guidance indicating their schedule
change. Extensions will only be granted to students who have documentation from an
administrator or guidance.
In addition, all students will complete an individual project assigned by the teacher during
the first six weeks in which they’re enrolled in the course.
Students may wish to keep a reading log to ensure their understanding of the novel and to assist
with the project.
2
10th Grade Honors Summer Reading Requirements
All students are required to read The Things They Carried by Tim O’Brien
Students will be expected to test on this book during the first week of school, regardless of which
semester he/she is enrolled in Honors English II. Students who are added to Honors English II
after July 15th will be given six weeks from the beginning of the school year to complete summer
reading requirements, providing a note from administration/guidance indicating their schedule
change. Extensions will only be granted to students who have documentation from an
administrator or guidance.
In addition, all students will complete a project assigned by the teacher during the first six
weeks in which they’re enrolled in the course.
Students may wish to keep a reading log to ensure their understanding of the novel and to assist
with the project.
3
11th Grade Honors English Summer Reading Requirements
All students are required to read The Great Gatsby by F. Scott Fitzgerald.
Students will be expected to test on this book during the first week of school, regardless of which
semester he/she is enrolled in Honors English III. Students who are added to Honors English III
after July 15th will be given six weeks from the beginning of the school year to complete summer
reading requirements, providing a note from administration/guidance indicating their schedule
change. Extensions will only be granted to students who have documentation from an
administrator or guidance.
In addition, all students will complete a project assigned by the teacher during the first six
weeks in which they’re enrolled in the course.
Students may wish to keep a reading log to ensure their understanding of the novel and to assist
with the project.
4
AP Language and Composition Summer Reading Requirements
All students are required to read The Adventures of Huckleberry Finn, by Mark Twain
Students will be expected to test on this book during the first week of school, regardless of which
semester he/she is enrolled in AP ELC. Students who are added to AP ELC after July 15th will
be given six weeks from the beginning of the school year to complete summer reading
requirements, providing a note from administration/guidance indicating their schedule change.
Extensions will only be granted to students who have documentation from an administrator or
guidance.
In addition, students are required to choose one of the following novels from below and
turn in one handwritten dialectical journal. The dialectical journal is due the first day of
school.
9-11 by Noam Chomsky
All the President’s Men by Carl Bernstein and Robert Woodward
Dispatches from the Edge: A Memoir of War, Disasters, and Survival by Anderson Cooper
Fast Food Nation by Eric Schlosser
Game Change: Obama and the Clintons, McCain and Palin, and the Race of a Lifetime by
John Heilemann and Mark Halperin
The Jungle by Upton Sinclair
The Outliers by Malcom Gladwell
The Road Ahead by Bill Gates
Savage Inequalities: Children In America’s Schools by Jonathan Kozol
Silent Spring by Rachel Carson
The Thirteen American Arguments by Howard Fineman
Where Men Win Glory: The Odyssey of Pat Tillman by Jon Krakauer
5
DIALECTICAL JOURNAL DIRECTIONS
Simply put, a dialectical journal is merely a double entry journal. The purpose of such a journal
is to identify significant pieces of text and explain their significance. It should be used to think
about, digest, summarize, question, clarify, critique, and remember what is read. It is a way to
take notes on what is read using the actual text. In effect, you will be holding a discussion with
yourself on key points, asking questions, and reacting to particular phrases that drew your
attention.
 DIVIDE YOUR PAPER INTO TWO COLUMNS
 HEAD THE LEFT-HAND COLUMN AS “NOTE-TAKING”
 HEAD THE RIGHT-HAND COLUMN AS “NOTE-MAKING”
 AS YOU READ YOUR NOVEL, TAKE NOTES IN THE LEFT-HAND
COLUMN OF PASSAGES OF INTEREST TO YOU. USE PAGE
NUMBERS.
 AS SOON AS YOU TAKE A NOTE, MOVE TO THE RIGHT-HAND
COLUMN AND WRITE FREELY WHAT YOUR MIND SAYS ABOUT
THAT QUOTE. LISTEN TO YOUR OWN THOUGHTS.
 TAKE A NOTE; WRITE A NOTE. CONTINUE AS YOU READ.
 AFTER THREE OR FOUR ENTRIES, STOP AND REFLECT ON WHAT
YOU HAVE DISCOVERED. 5 REFLECTIONS REQUIRED.
 30 ENTRIES ARE REQUIRED. NUMBER YOUR ENTRIES.
 INCLUDE A TITLE PAGE WITH YOUR NAME AND THE BOOK TITLE
 BE SURE TO ADDRESS LITERARY ELEMENTS IN THE TEXT.
The types of entries may include genuine questions regarding, or reactions to, plot,
characterization, relationships, or setting. You may also include personal reflections on the text
or connections that you have been able to make between what is happening in the work and your
own experiences. Further, you may want to comment on the literary qualities of the work,
including those of descriptive language, metaphors, diction, plot development, characterization
or predictability. Finally, you may wish to interpret what the author is trying to say in a particular
passage.
Example:
“Quote” (page #)
Give me liberty or give me death”(42).
Commentary
Patrick Henry really was an extremist. I can’t
believe he really wanted to die if the Colonies
didn’t declare a revolution. There
was no negotiating with him. He was a
warmonger!
“Put the line from the text in quotes” (#).
Your comment should be your reaction,
question, challenge to the thought, or advance
the thought of the author. It should not repeat
or just restate what the author said.
6
Dialetical Journal Rubric
Quotations &
Plot Details
Interpretation
Literary
Elements
Questions and
Connections
Coverage of
Text
Presentation
Level 4 (90 – 100
points)
Detailed, meaningful
Level 3 (80 – 89
points)
Less detailed but
still good
Level 2 (70 – 79
points)
Few good
details
Level 1 (50 –
65 points)
Hardly and
good details
Thoughtful, avoids
clichés`
Intelligent,
discusses theme
Vague,
unsupported,
plot summary
List literary
elements but
little discussion
of meaning
Plot summaries
and paraphrases
Discusses diction,
Includes them but
imagery, syntax, etc
doesn’t explain
and how these
how they
contribute to meaning
contribute to
meaning
Insightful, personal
Some personal
connections, thoughtconnections,
provoking questions
questions arise
from text
Covers text
Covers important
thoroughly
parts thoroughly
Neat, organized,
looks professional,
follows directions
Neat and
readable, follows
directions
Few
connections,
obvious
questions
Covers most
parts, but
quickly
Neat but hard to
read, doesn’t
follow
directions
Few literary
elements,
almost no
discussion of
meaning
Few
connections, no
questions
Way too short
Hard to read,
doesn’t follow
directions
7
12th Grade Honors Summer Reading Requirements
All students are required to read Frankenstein by Mary Shelley
Students will be expected to test on this book during the first week of school, regardless of which
semester he/she is enrolled in Honors English IV. Students who are added to Honors English IV
after July 15th will be given six weeks from the beginning of the school year to complete summer
reading requirements, providing a note from administration/guidance indicating their schedule
change. Extensions will only be granted to students who have documentation from an
administrator or guidance.
In addition, all students will complete a project assigned by the teacher during the first six
weeks in which they’re enrolled in the course.
Students may wish to keep a reading log to ensure their understanding of the novel and to assist
with the project.
8
AP Literature and Composition Summer Reading Requirements
All students are required to read Frankenstein by Mary Shelley
Students will be expected to test on this book during the first week of school, regardless of which
semester he/she is enrolled in the course. Students who are added to AP Literature and
Composition after July 15th will be given six weeks from the beginning of the school year to
complete summer reading requirements, providing a note from administration/guidance
indicating their schedule change. Extensions will only be granted to students who have
documentation from an administrator or guidance.
In addition, students are required to read the following novel and turn in a handwritten
dialectical journal. Dialectical journals are due the first day of school.
Wuthering Heights, by Emily Bronte
9
DIALECTICAL JOURNAL DIRECTIONS
Simply put, a dialectical journal is merely a double entry journal. The purpose of such a
journal is to identify significant pieces of text and explain their significance. It should be
used to think about, digest, summarize, question, clarify, critique, and remember what is
read. It is a way to take notes on what is read using the actual text. In effect, you will be
holding a discussion with yourself on key points, asking questions, and reacting to
particular phrases that drew your attention.









DIVIDE YOUR PAPER INTO TWO COLUMNS
HEAD THE LEFT-HAND COLUMN AS “NOTE-TAKING”
HEAD THE RIGHT-HAND COLUMN AS “NOTE-MAKING”
AS YOU READ YOUR NOVEL, TAKE NOTES IN THE LEFT-HAND
COLUMN OF PASSAGES OF INTEREST TO YOU. USE PAGE
NUMBERS.
AS SOON AS YOU TAKE A NOTE, MOVE TO THE RIGHT-HAND
COLUMN AND WRITE FREELY WHAT YOUR MIND SAYS ABOUT
THAT QUOTE. LISTEN TO YOUR OWN THOUGHTS.
TAKE A NOTE; WRITE A NOTE. CONTINUE AS YOU READ.
AFTER THREE OR FOUR ENTRIES, STOP AND REFLECT ON WHAT
YOU HAVE DISCOVERED. 5 REFLECTIONS REQUIRED.
30 ENTRIES ARE REQUIRED. NUMBER YOUR ENTRIES.
BE SURE TO ADDRESS LITERARY ELEMENTS IN THE TEXT.
The types of entries may include genuine questions regarding, or reactions to, plot,
characterization, relationships, or setting. You may also include personal reflections on
the text or connections that you have been able to make between what is happening in the
work and your own experiences. Further, you may want to comment on the literary
qualities of the work, including those of descriptive language, metaphors, diction, plot
development, characterization or predictability. Finally, you may wish to interpret what
the author is trying to say in a particular passage.
Sample:
“Quote” (page #)
Give me liberty or give me death”(42).
Commentary
Patrick Henry really was an extremist. I can’t
believe he really wanted to die if the Colonies
didn’t declare a revolution. There
was no negotiating with him. He was a
warmonger!
“Put the line from the text in quotes” (#).
Your comment should be your reaction,
question, challenge to the thought, or advance
the thought of the author. It should not repeat
or just restate what the author said.
10
Dialetical Journal Rubric
Quotations &
Plot Details
Interpretation
Literary
Elements
Questions and
Connections
Coverage of
Text
Presentation
Level 4 (90 – 100
points)
Detailed, meaningful
Level 3 (80 – 89
points)
Less detailed but
still good
Level 2 (70 – 79
points)
Few good
details
Level 1 (50 –
65 points)
Hardly and
good details
Thoughtful, avoids
clichés`
Intelligent,
discusses theme
Vague,
unsupported,
plot summary
List literary
elements but
little discussion
of meaning
Plot summaries
and paraphrases
Discusses diction,
Includes them but
imagery, syntax, etc
doesn’t explain
and how these
how they
contribute to meaning
contribute to
meaning
Insightful, personal
Some personal
connections, thoughtconnections,
provoking questions
questions arise
from text
Covers text
Covers important
thoroughly
parts thoroughly
Neat, organized,
looks professional,
follows directions
Neat and
readable, follows
directions
Few
connections,
obvious
questions
Covers most
parts, but
quickly
Neat but hard to
read, doesn’t
follow
directions
Few literary
elements,
almost no
discussion of
meaning
Few
connections, no
questions
Way too short
Hard to read,
doesn’t follow
directions
11