Forest Park High School’s 2008 Summer Reading
Dear Parents and Students,
Congratulations! You have made it through another school year and now
it’s time to think about summer. What better way to stimulate your mind by doing
some reading over the summer. All students in Prince William County Public
Schools are encouraged to participate in a summer reading program. Students
enrolled in English 9, 10, 11, or 12 are encouraged to read two titles for the grade
level the student will be entering for the 2008-2009 school year. It is
recommended that students enrolled in Pre-AP English 9, 10, or Advanced
Placement English 11 or 12 complete the summer reading assignment.
These classes may be using these novels during the first few weeks of the
school year and students will be required to complete the assignment
within that time. The specific directions are discussed below by grade level.
Prince William County’s regulation 637-1 requires that students who complete
two books and the assignment for the two books will receive two points added to
the first quarter English grade (this applies to students enrolled in English 9-12,
not the advance courses. There grades will be based on the in-class activities
conducted during class.) For example, a student who earns 82% for the first
quarter would receive an 84%, thus pushing the grade from a C+ to a B. If there
are any questions or concerns, please contact the school @ 703-583-3200, and
ask for Mrs. Theresa Baran, English Department Chair or e-mail address
barantc@pwcs.edu.
Students who participate in the PWC Public Library’s Teen Quest Program may
obtain the necessary documentation through the public library. Students who
read from the public library’s list are still responsible for the assignment
mentioned below.
Assignment for students enrolled in English 9 classes
Students in regular classes must provide author, title, publishing information, and
a one-page reflection of each book along with a parent or guardian’s statement
that the student has completed the reading. The reflection will be no longer than
one page in length and include an explanation of the impact this book had on the
reader (ideas for the reflection may include, but are not limited to ideas related to
the conflict of the reading, what other works the reading reminded you of, what
you liked/disliked about the characters or theme, or feelings you had about the
author’s writing style). The format to use for the bibliographic information
includes the author’s name, title, the city of publication, name of the publisher,
and the date of publication.
(ex.) Rodriguez, Luis T. Always Running. New York: Simon & Schuster, 1993.
Book Titles for English 9
Teen Issues
Monster by Walter Dean Walter
"Amistad," while on trial as an accomplice to a murder, sixteen-year-old Steve
Harmon records his experiences in prison and in the courtroom, in the form of a
film script as he tries to come to terms with the course his life has taken.
How Do You Lose the 9th Grade Blues? by Barth DeClements
Elsie is no longer fat but she still cannot believe that anyone could really love her
and that fear threatens her relationship with her boyfriend.
Fantasy/ Science Fiction
Faerie Wars by Herbie Brennan
Troubled by family problems, Henry finds his life taking a whole new dimension
when he and his friend, old Mr. Fogarty, become involved with Prince Malvae
who has been sent from the faerie world in order to escape the treacherous
Faeries of the Night.
Magyk by Angie Sage
Jenna learns that she is a princess found as a baby by the man she believed was
Her father and now she and Septimus, who was taken at birth by the midwife, are
being threatened by the evil wizard, Dom Daniel who intends to finish off the
entire royal line.
Sports
Danger Zone by David Klass
Jimmy is one of the best basketball players in the country. Jimmy lives in
Granham, Minnesota where some scouts see him playing some good ball. They
decide to pick him for their 17 and under "Teen Dream Team".
Slam! by Walter Dean Myers
Sixteen-year-old "Slam" Harris is counting on his noteworthy basketball talents to
get him out of the inner city and give him a chance to succeed in life, but his
coach sees things differently.
Fiction
Son of the Mob by Gordon Korman
Seventeen-year-old Vince's life is constantly complicated by the fact that he is the
son of a powerful Mafia boss, a relationship that threatens to destroy his romance
with the daughter of an FBI agent.
Cuba 15 by Nancy Osa
Violet Paz, a Chicago high school student, reluctantly prepares for her upcoming
"quince," a Spanish nickname for the celebration of a Hispanic girl's fifteenth
birthday
Classics
The Adventures of Tom Sawyer by Mark Twain
The tale of a mischievous boy growing up in a nineteenth-century Mississippi
River town.
The Lion, the Witch and the Wardrobe by C. S. Lewis
Four English schoolchildren find their way through the back of a wardrobe into
the magic land of Narnia and assist Aslan, the golden lion, to triumph over the
White Witch, ho has cursed the land with eternal winter.
Any books read for the Prince William County Teen Quest program
Any books from the Virginia Young Readers list
Summer Reading Pre-AP English 9
2008-2009
NOTE: Using any sources to complete this assignment other than Great
Expectations and literary terms books/websites is plagiarism and will
result in a zero on this assignment. This includes websites such as
Wikipedia, Sparknotes and Cliff Notes.
Students will provide annotation throughout the reading of Great Expectations. To
annotate is to note down; more specifically, to provide a text with critical or explanatory
notes (an annotation). Simple note taking is not effective annotation. Effective annotation
takes place when the reader is actively engaged in the text and writes down notes,
questions and responses to further their understanding of the text. The list below includes
(but is not limited to) the types of information students should write down during
annotation.
Places to start:
-Words to be defined
-Historical or literary allusions to be identified
-Shifts or breaks that help indicate structure, genre or form
-Recurring images, themes (known as motifs)
-Parallels or oppositions (or other logical configurations)
-Syntactic features (repetition, antithesis, parallelism, etc.)
-Figures of speech (simile/metaphor; analogy; personification; apostrophe; symbol, etc.)
-Figures of sound (rhyme, meter, assonance, consonance, alliteration, etc.)
Effective annotation includes:
-Definitions of words new to you
-Information about biographical/historical/literary references
-Questions you have and tentative answers
-Interpretative comments
-Conclusions you can begin to draw about progressions or patters of imagery, symbols,
etc.
-Character development
-Parallels and oppositions
-Recurring motifs, themes, images, symbols
-Figurative language and patterns
(offered by Awilda Rogers, FPHS)
How you will be graded:
1. It is recommended that students create a symbol or color coding method. For
example, all themes are written next to a triangle; all definitions are written next
to a circle, or all figurative language is written in blue and all definitions are
written in green. If you choose color coding, please note that it takes a great deal
of time to complete your reading. Be sure to include a key to your annotation. As
the teacher, I believe it is easier to create symbols, or letters to identify your
annotations.
2. Once you create your annotation system, you need to start note taking. Your
notes must be handwritten on college ruled notebook paper. The notes must be
divided and labeled by chapter and each annotation must have a page
number from the text.
3. Students are required to include all words to be defined, all figurative language
encountered, and questions (no less than 5 per chapter, that span the chapter).
When you encounter an answer to previously posed questions, note the answer.
4. Students will be graded on effort and thoughtfulness of annotations. Students
who demonstrate a true organized, neat manner and true engagement with the text
will receive the highest grades. Students who simply take notes or summarize
the text will not pass these assignments. Annotation is the beginning of critical
reading; therefore, critical reading is the only reading that will be rewarded.
HINTS:
-Because understanding some literary terms will improve your annotations, you should
look up terms such as allusion, symbolism, theme, motif, inference, etc. and define those
terms to assist you in writing effective annotation.
-When taking annotation ask yourself the questions “why?” and “so what?” In a text
nothing happens accidentally. If the author put it there, it’s there for a reason. This
means when you make a note of something, that note should be followed with why
Dickens may have put that element into the text.
Example Annotations:
Pages 6-7: Joe, Pip’s sister is really mean to him as well as to her husband.
So what? or Why?: I wonder if Dickens has something against women?
Page 55: Estella and Miss Havisham are rude and mean to Pip
So what? or Why? It appears as though Dickens has established a motif or theme
surrounding the women. Pip is surrounded by women who are upset about something
and take it out on him.
Students should come prepared to share their annotations at the start of the year,
that is, within the first few weeks of the marking period.
Again, students will be required to complete the assignment within the first
few weeks of classes, so it would be in the students’ best interest to work
on these projects over the summer.
Forest Park High School’s 2008 Summer Reading
Dear Parents and Students,
Congratulations! You have made it through another school year and now
it’s time to think about summer. What better way to stimulate your mind by doing
some reading over the summer. All students in Prince William County Public
Schools are encouraged to participate in a summer reading program. Students
enrolled in English 9, 10, 11, or 12 are encouraged to read two titles for the grade
level the student will be entering for the 2008-2009 school year. It is
recommended that students enrolled in Pre-AP English 9, 10, or Advanced
Placement English 11 or 12 complete the summer reading assignment.
These classes may be using these novels during the first few weeks of the
school and students will be required to complete the assignment within
that time. The specific directions are discussed below. Prince William
County’s regulation 637-1 requires that students who complete two books and
the assignment for the two books will receive two points added to the first quarter
English grade (this applies to students enrolled in English 9-12, not the advance
courses.) For example, a student who earns 82% for the first quarter would
receive an 84%, thus pushing the grade from a C+ to a B. If there are any
questions or concerns, please contact the school @ 703-583-3200, and ask for
Mrs. Theresa Baran, English Department Chair or e-mail at barantc@pwcs.edu.
Students who participate in the PWC Public Library’s Teen Quest Program may
obtain the necessary documentation through the public library to qualify for the
extra credit points. Students who read from the public library’s list are still
responsible for the assignment mentioned below.
Assignment for students enrolled in English 10 classes
Students in regular classes must provide author, title, publishing information, and
a one-page reflection of each book along with a parent or guardian’s statement
that the student has completed the reading. The reflection will be no longer than
one page in length and include an explanation of the impact this book had on the
reader (ideas for the reflection may include, but are not limited to ideas related to
the conflict of the reading, what other works the reading reminded you of, what
you liked/disliked about the characters or theme, or feelings you had about the
author’s writing style). The format to use for the bibliographic information
includes the author’s name, title, the city of publication, the name of the
publisher, and the date of publication.
(ex.) Rodriguez, Luis T. Always Running. New York: Simon & Schuster, 1993.
Book Titles for English 10
Teen Issues
The Year of Secret Assignments by Jaclyn Moriarty
"Diary entries, rude graffiti, hate mail, love letters, revenge plots, date plans,
notes between friends, and famous last words." Three female students from
Ashbury High write about three male students from rival Brookfield High as part
of a pen pal program, reading to romance, humiliation, revenge plots, and war
between the schools.
Dragonwings by Laurence Yep
In the early twentieth century a young Chinese boy joins his father in San
Francisco and helps him realize his dream of making a flying machine.
Fantasy/ Science Fiction
Eragon by Christopher Paolini
Map on endpapers. In Aagaesia, a fifteen-year-old boy of unknown lineage called
Eragon finds a mysterious stone that weaves his life into an intricate tapestry of
destiny, magic, and power, peopled with dragons, elves, and monsters.
The Hobbit by J.R.R. Tolkien
Bilbo Baggins, a Hobbit who only wanted to be left alone, is drawn by a wizard
and a band of homeless dwarves into a quest where he confronts evil orcs, savage
wolves, and the great dragon, Smaug the Magnificent.
Sports
Three Clams and an Oyster by Randy Powell
During their humorous search to find a fourth player for their flag football team,
three high school juniors are forced to examine their long friendship, their
individual flaws, and their inability to try new experiences.
Friday Night Lights: A Town, A Team and a Dream by. G. Bissinger
Chronicles a football season in Odessa, Texas, exploring the role of high school
sports in America and how they can bring communities together, and tear them
apart.
Fiction
The Joy Luck Club by Amy Tan
In 1949 four Chinese women began meeting in San Francisco to play mah jong.
They called their gathering the Joy Luck Club. Forty years later they look back
and remember.
The Chosen by Chaim Potok
Recounts the story of Reuven Malter and Danny Saunders--one an orthodox Jew,
the other the son of a Hasidic rabbi—and the course of their friendship as they
grow up in Brooklyn.
Classics
Treasure Island by Robert Louis Stevenson
While going through the possessions of a deceased guest who owed them money,
the mistress of an inn and her son find a treasure map that leads them to a pirate's
fortune. Includes review questions.
Cyrano de Bergerac by Edmund Rostand
Presents a 1980s English translation of the seventeenth-century French drama
about the swashbuckling and eloquent Cyrano de Bergerac who secretly loves his
cousin Roxane, but thinks he is too ugly to ever win her affections.
Any books read for the Prince William County Teen Quest program
Any books from the Virginia Young Readers list
Pre-AP English 10 summer reading assignment
The two books you will be reading to prepare you for Pre-AP English 10 are
Forbidden City by William Bell and The Good Earth by Pearl S. Buck. Both of
these novels focus on Chinese culture and history. You must be prepared for an
assessment for both works during the first few weeks of the school year. In
addition, you will complete one analytical essay for one of the novels—NOT
BOTH. The novel chosen for the essay is up to you, but the essay MUST be
analytical in nature. That means that plot summary is NOT to be used as a
substitute for analysis. Critical writing requires that you point to specifics from
the text, but those references should not be the basis of your writing.
Assignment # 1
In a formal essay, trace the development of the one character, focusing on how
the character first appears in the novel and any changes that occur with that
character. As part of your analysis, focus on any conflicts the character
encounters and how these affect character development. Include quotes that
support your position and proper citations in your analysis.
OR
Assignment # 2
Write an analytical essay that examines the conditions in China at the time of the
novel’s action, focusing on what the novel implies about class structure,
government, OR domestic and/or international struggles that plagued the
Chinese. You may NOT consult reference materials such as encyclopedias or
the internet to enhance your essay. Include quotes that support your position and
proper citations in your analysis.
Requirements:
 The assignment must be typed and must include an introduction and a
conclusion.
 Assignments 1 and/or 2 must include a thesis and reasons supporting that
position.
 The assignment must include an analysis of the topic, not a summary of
the plot. Plot summaries will receive a 0.


Essays should range between 1 ½ and 1 ¾ typed pages or no more than
425 words.
If you have any questions regarding this assignment please contact any
Pre-AP English 10 teacher (Mrs. Brauzer) via the school e-mail system
located on the school home page or call the school (703-583-3200) and
leave a message.
A reminder: students enrolling in Pre-AP English classes do so seeking
enrichment and expanded learning opportunities. With this in mind, assignments
such as the ones listed are a vital part of the learning culture of this class.
Again, students will be required to complete the assignment within the first
few weeks of classes, so it would be in the students’ best interest to work
on these projects over the summer.
Rubric for Summer Reading assignment:
Structure
(20)
Grammar/
Punctuation/
Spelling
(20)
Organization
(30)
Content
Sources
Citations
(30)
Exceptional (20-19)
Advanced (18-17)
Satisfactory (1615)
N/A
Poor (13)
Premise/theme/is clear
and precise. Student
illustrates exceptional
understanding of a main
point. This main point
is clear and the rest of
the paper is focused to
this main central idea.
Thesis/theme is clear
in the beginning, but
might lose some of
its focus or weakens
throughout the paper.
Clarity is weak
with the main
point and random
thoughts are
throughout the
paper.
N/A
Thesis/main point is
unclear.
Student demonstrates
variations in syntax and
diction. Illustrating
various usages with
commas, semi-colons
and structure of
sentences. No
misspelled words.
Student has one
misspelled word.
Variations with
syntax and diction
are not consistent
throughout the paper.
Student has two
grammar/punctuati
on errors and/or
more than two
misspelled words.
N/A
Student has more
than six
grammar/punctuation
errors and more than
three misspelled
words.
Exceptional (30-29)
Advanced (28-27)
Satisfactory (2625)
Average (24-23)
Poor (19)
This student portrays a
clear pattern of thought
from the intro to the
conclusion. Transitions
are used to create
fluidity of ideas and
thoughts. Paragraphs
are in order and there
are no random or
misplaced ideas.
Student may use
some transitions, but
not consistently.
Fluidity of
ideas/words are can
be strengthened. Will
have one misplaced
or random idea.
Student has two
misplaced or
random ideas.
Transitions are not
efficient for
fluidity.
Student’s thoughts
are random.
Fluidity severely
lacking and
transitions are not
used enough.
Completely random
order with ideas.
Students illustrate a
great understanding of
how to correctly site
work on a works cited
page and how to use
parenthetical citations.
Along with this
information, the content
is relevant to the main
point; the content is
supportive, accurate and
well documented
Content in this
category might not be
fully developed.
Source information is
not used accurately
or may be used
incorrectly. It is
apparent that the
student attempted to
cite correctly.
Content loses
accuracy or is not
cited as efficiently;
therefore, support
is weak and needs
strengthening.
Deeper meaning
within content
lacks in this area.
Accuracy with
content is not
supported well
with the correct
and efficient
information the
paper needs in
terms of support.
Content does not
grow or develop
through the essay.
Content is all surface
and not supported.
Note: A paper without a works cited page and parenthetical citations will be
considered unacceptable. Please plan accordingly and use academic sources, if
required. Sparknotes, Cliff Notes, Wikipedia and internet sites of similarity are not
academic and will not be considered as a source. Also, the novel must be cited on the
Works Cited page is you are referring to it in your assignment.
Forest Park High School’s 2008 Summer Reading
Dear Parents and Students,
Congratulations! You have made it through another school year and now
it’s time to think about summer. What better way to stimulate your mind by doing
some reading over the summer. All students in Prince William County Public
Schools are encouraged to participate in a summer reading program. Students
enrolled in English 9, 10, 11, or 12 are encouraged to read two titles for the grade
level the student will be entering for the 2008-2009 school year. It is
recommended that students enrolled in Pre-AP English 9, 10, or Advanced
Placement English 11 or 12 complete the summer reading assignment.
These classes may be using these novels during the first few weeks of the
school year and students will be required to complete the assignment
within that time. The specific directions are discussed below. Prince William
County’s regulation 637-1 requires that students who complete two books and
the assignment for the two books will receive two points added to the first quarter
English grade (this applies to students enrolled in English 9-12, not the advance
courses.) For example, a student who earns 82% for the first quarter would
receive an 84%, thus pushing the grade from a C+ to a B. If there are any
questions or concerns, please contact the school @ 703-583-3200, and ask for
Mrs. Theresa Baran, English Department Chair or e-mail at barantc@pwcs.edu.
Students who participate in the PWC Public Library’s Teen Quest Program may
obtain the necessary documentation through the public library. Students who
read from the public library’s list are still responsible for the assignment
mentioned below.
Assignment for students enrolled in English 11 classes
Students in regular classes must provide author, title, publishing information, and
a one-page reflection of each book along with a parent or guardian’s statement
that the student has completed the reading. The reflection will be no longer than
one page in length and include an explanation of the impact this book had on the
reader (ideas for the reflection may include, but are not limited to ideas related to
the conflict of the reading, what other works the reading reminded you of, what
you liked/disliked about the characters or theme, or feelings you had about the
author’s writing style). The format to use for the bibliographic information
includes the author’s name, title, the city of publication, the name of the
publisher, and the date of publication.
(ex.) Rodriguez, Luis T. Always Running. New York: Simon & Schuster, 1993.
Book Titles for English 11
Teen Issues
What Happened to Lani Garver by Carol Plum
Sixteen-year-old Claire is unable to face her fears about a recurrence of her
leukemia, eating disorder, need to fit in on Hackett Island, and her mother's
alcoholism until the enigmatic Lani Garver helps her get control of her life at the
risk of his own.
There Are No Children Here by Alex Kilowatts
Explores life in an inner city Chicago housing project discussing the residents'
daily encounters with neighborhood violence, drugs, and gangs.
Fantasy/ Science Fiction
Double Helix by Nancy Werlin
Eighteen-year-old Eli discovers a shocking secret about his life and his family
while working for a Nobel Prize-winning scientist whose specialty is genetic
engineering.
The House of the Scorpion by Nancy Farmer
In a future where humans despise clones, Matt enjoys special status as the young
clone of El Patron, the 142-year-old leader of a corrupt drug empire nestled
between Mexico and the United States.
Sports
It’s Not About the Bike by Lance Armstrong
Champion cyclist Lance Armstrong describes his triumph over cancer.
Ironman by Chris Crutcher
While training for a triathlon, seventeen-year-old Bo attends an anger
management group at school which leads him to examine his relationship with his
Father.
Fiction
Dinner at a Homesick Restaurant by Anne Tyler
Pearl Tull's children return to their home to watch their mother die, and are forced
to deal with the issues they have with their mother before it is too late.
Plot Against America by Philip Roth
A novel that imagines what might have happened in America, particularly to one
Jewish family, had Charles Lindbergh won the 1940 presidential election rather
than FDR.
Classics
Billy Budd by Herman Melville
Accusations of mutiny and an accidental death leave sailor Billy Budd in danger
of hanging for murder.
Black Boy by Richard Wright
Describes the author's struggles against the dehumanizing southern social
environment of the Jim Crow South.
Any books read for the Prince William County Teen Quest program
Any books from the Virginia Young Readers list
Advanced Placement English 11
Welcome to Forest Park’s AP English Language and Composition course. This
class will be more demanding than the 11th grade English class since it is a
college level course. You will be required to do more reading, writing, and
independent research. The College Board states that the
course is designed to help students become skilled
readers of prose written in a variety of periods,
disciplines, and rhetorical contexts and to become
skilled writers who can compose for a variety of purposesstudents should become aware of the interactions
among a writer’s purposes, audience expectations,
and subjects as well as the way generic conventions
and the resources of language contribute to effective writing.
In addition, to cover the AP Curriculum, you will be working on the Prince William
County Research Paper and the state’s Standards of Learning. Following are
the required summer reading books and assignments.


Pilgrim at Tinker Creek by Annie Dillard. Annie Dillard was awarded the
Pulitzer Prize for her nonfiction work Pilgrim at Tinker Creek. She has a
remarkable ability to tell a beautiful story focusing on the simplistic yet
complex qualities of nature. This book is the best example of the type of
literature we will be reading and analyzing in this class as well as the
complexity of reading you will be required to analyze on the AP
examination in May. Make certain you take your time with it; I would
suggest that you read it by chapter, taking a break in between chapters.
For this novel, you are to take notes on each chapter. These notes should
include 5 quotes from the chapter that reflect the philosophical point
Dillard is communicating to her reader. Write a brief explanation of what
you believe the message is that Dillard is trying to communicate. This is
not a formal paper, but you should note the page and chapter. Also, this
needs to be typed. Once school begins, you will have a project relating to
the quotes you have chosen.
Civil Disobedience by Henry David Thoreau. One of the most influential of
moral treaties, Civil Disobedience has inspired Ghandi, Martin Luther
King, Jr. and all who oppose oppression and injustice by the strength of
the individual conscience. A succinct and vibrant call to moral action, Civil
Disobedience is as important today as it was a century ago. For this novel,
you are to write a paper on the argument that Thoreau uses. Examine his
argument in terms of appeal to reason, logic, or emotion, as well as to the
literary techniques he uses to present his argument. Also, include in your
paper how successful the techniques he uses are in persuading his
audience.
Finally, during the year our class will be reading essays from 50 Essays A
Portable Anthology edited by Samuel Cohen (2nd edition). Students will need to
purchase a copy of this book for their use. I found that Amazon.com has used
copies of this text.
I will be contacting Borders bookstore on PWP providing them with our summer
reading list and 50 Essays information. If you have any questions regarding this
assignment, please call me at Forest Park at (703) 583-3200 during the summer.
Or you can e-mail me at barantc@pwcs.edu . Again, students will be required
to complete the assignment within the first few weeks of classes, so it
would be in the students’ best interest to work on these projects over the
summer.
See you in the fall!
Rubric for Summer Reading assignment:
Structure
(20)
Grammar/
Punctuation/
Spelling
(20)
Organization
(30)
Content
Sources
Citations
(30)
Exceptional (20-19)
Advanced (18-17)
Satisfactory (1615)
N/A
Poor (13)
Premise/theme/is clear
and precise. Student
illustrates exceptional
understanding of a main
point. This main point
is clear and the rest of
the paper is focused to
this main central idea.
Thesis/theme is clear
in the beginning, but
might lose some of
its focus or weakens
throughout the paper.
Clarity is weak
with the main
point and random
thoughts are
throughout the
paper.
N/A
Thesis/main point is
unclear.
Student demonstrates
variations in syntax and
diction. Illustrating
various usages with
commas, semi-colons
and structure of
sentences. No
misspelled words.
Student has one
misspelled word.
Variations with
syntax and diction
are not consistent
throughout the paper.
Student has two
grammar/punctuati
on errors and/or
more than two
misspelled words.
N/A
Student has more
than six
grammar/punctuation
errors and more than
three misspelled
words.
Exceptional (30-29)
Advanced (28-27)
Satisfactory (2625)
Average (24-23)
Poor (19)
This student portrays a
clear pattern of thought
from the intro to the
conclusion. Transitions
are used to create
fluidity of ideas and
thoughts. Paragraphs
are in order and there
are no random or
misplaced ideas.
Student may use
some transitions, but
not consistently.
Fluidity of
ideas/words are can
be strengthened. Will
have one misplaced
or random idea.
Student has two
misplaced or
random ideas.
Transitions are not
efficient for
fluidity.
Student’s thoughts
are random.
Fluidity severely
lacking and
transitions are not
used enough.
Completely random
order with ideas.
Students illustrate a
great understanding of
how to correctly site
work on a works cited
page and how to use
parenthetical citations.
Along with this
information, the content
is relevant to the main
point; the content is
supportive, accurate and
well documented
Content in this
category might not be
fully developed.
Source information is
not used accurately
or may be used
incorrectly. It is
apparent that the
student attempted to
cite correctly.
Content loses
accuracy or is not
cited as efficiently;
therefore, support
is weak and needs
strengthening.
Deeper meaning
within content
lacks in this area.
Accuracy with
content is not
supported well
with the correct
and efficient
information the
paper needs in
terms of support.
Content does not
grow or develop
through the essay.
Content is all surface
and not supported.
Note: A paper without a works cited page and parenthetical citations will be
considered unacceptable. Please plan accordingly and use academic sources, if
required. Sparknotes, Cliff Notes, Wikipedia and internet sites of similarity are not
academic and will not be considered as a source. Also, the novel must be cited on the
Works Cited page is you are referring to it in your assignment.
Forest Park High School’s 2008 Summer Reading
Dear Parents and Students,
Congratulations! You have made it through another school year and now
it’s time to think about summer. What better way to stimulate your mind by doing
some reading over the summer. All students in Prince William County Public
Schools are encouraged to participate in a summer reading program. Students
enrolled in English 9, 10, 11, or 12 are encouraged to read two titles for the grade
level the student will be entering for the 2008-2009 school year. It is
recommended that students enrolled in Pre-AP English 9, 10, or Advanced
Placement English 11 or 12 complete the summer reading assignment.
These classes may be using these novels during the first few weeks of the
school year and students will be required to complete the assignment
within that time. The specific directions are discussed below. Prince William
County’s regulation 637-1 requires that students who complete two books and
the assignment for the two books will receive two points added to the first quarter
English grade (this applies to students enrolled in English 9-12, not the advance
courses.) For example, a student who earns 82% for the first quarter would
receive an 84%, thus pushing the grade from a C+ to a B. If there are any
questions or concerns, please contact the school @ 703-583-3200, and ask for
Mrs. Theresa Baran, English Department Chair or e-mail at barantc@pwcs.edu.
Students who participate in the PWC Public Library’s Teen Quest Program may
obtain the necessary documentation through the public library. Students who
read from the public library’s list are still responsible for the assignment
mentioned below.
Assignment for students enrolled in English 12 classes
Students in regular classes must provide author, title, publishing information, and
a one-page reflection of each book along with a parent or guardian’s statement
that the student has completed the reading. The reflection will be no longer than
one page in length and include an explanation of the impact this book had on the
reader (ideas for the reflection may include, but are not limited to ideas related to
the conflict of the reading, what other works the reading reminded you of, what
you liked/disliked about the characters or theme, or feelings you had about the
author’s writing style). The format to use for the bibliographic information
includes the author’s name, title, the city of publication, the name of the
publisher, and the date of publication.
(ex.) Rodriguez, Luis T. Always Running. New York: Simon & Schuster, 1993.
Book Titles for English 12
Teen Issues
Emma by Jane Austen
Emma, a self-assured young lady in Regency England, is determined to arrange
her life and the lives of those around her into a pattern dictated by her romantic
fancy.
Trickster’s Choice by Tamora Pierce
Alianne must call forth her mother's courage and her father's wit in order to
survive on the Copper Isles in a royal court rife with political intrigue and
murderous conspiracy.
Fantasy/ Science Fiction
The Once and Future King by T.H. White
The story of the youth and reign of King Arthur, the Round Table, and the Holy
Grail.
Gulliver’s Travels by Jonathan Swift
An Englishman's voyages carry him to Lilliput, a land of people six inches high,
and to Brobdingnag, a land of giants.
Historical Fiction
Mary, Bloody Mary by Carolyn Meyer
Mary Tudor, who would reign briefly as Queen of England during the midSixteenth century, tells the story of her troubled childhood as daughter of King
Henry VIII.
Jane Eyre by Charlotte Bronte
A young woman who accepts employment as a governess and falls in love with
her employer, who holds a terrible secret.
Fiction
The Daughter of Time by Josephine Tey
Follows Alan Grant, an injured policeman currently hospitalized and bored, as he
searches for the truth behind the belief that Richard III murdered the little princes
in the tower.
The Importance of Being Earnest by Oscar Wilde
Jack Worthing creates a fictitious brother Earnest who lives in London to escape
his dull country routine, but finds the lie backfiring when he falls in love.
Classics
Pygmalion by George Bernard Shaw
A professor of languages, sets out to transform a Cockney girl into a sophisticated
lady.
Ivanhoe by Sir Walter Scott
Wilfred of Ivanhoe, a warrior just returned from the Crusades, embarks on
adventures both treacherous and romantic in his quest to foil Prince John's plan to
take Richard the Lion-Hearted's throne.
Any book on the current New York Times Bestseller List
Any books read for the Prince William County Teen Quest program
Any books from the Virginia Young Readers list
Advanced Placement Literature and Composition English 12
Completion of the summer reading will aid students’ understanding of key
concepts and themes in the AP Literature course. Again, students will be
required to complete the assignment within the first few weeks of classes,
so it would be in the students’ best interest to work on these projects over
the summer.
1. How to Read Literature Like a Professor by Thomas C. Foster
2. The Poisonwood Bible by Barbara Kingsolver
Before Reading:
To help focus their note-taking and writing of the final essay, students should
familiarize themselves with the following critical approaches to the study of
literature. By understanding the key questions critics ask, students will engage
more actively in their reading.

FORMALIST: How do various elements of the text – character, point of
view, setting, tone, diction, imagery, symbolism – reinforce its meaning?

BIOGRAPHICAL: How are the writer’s values reflected in the text?

PSYCHOLOGICAL: What do the characters’ emotions and behaviors
reveal about their psychological states? Does the author present
psychological matters such as repression, dreams, and desire consciously
or unconsciously?

HISTORICAL: What historical or social influences helped to shape the
text’s form and content?

NEW HISTORICAL: How does the text continue to reinforce or undermine
contemporary values?

CULTURAL STUDIES: How do your cultural values affect your
interpretation of the text?

MARXIST: How do economic conditions determine the characters’ lives?
Does the text reinforce or undermine the economic order it describes?

GENDER STUDIES: How does the author portray the lives of men and
women? Do the characters accept or reject their traditional gender roles?

MYTHOLOGICAL: What archetypes – such as the heroic quest, initiation
rituals, character types – does the author present? Do allusions to
classical mythology shed light on the text?

DECONSTRUCTIONIST: How does the text contradict itself or call
attention to itself as a piece of literature?
Writing Assignment: 2 Notes Journals, 1 Timed Essay, 1 Final Draft





Maintain notes for each of the books
These notes should be typed. You can keep notes for every chapter or
every 20-25 pages.
The notes should include a concise summary of the reading and at least
five (5) interesting quotes (evidence of author’s style, central to the work,
or simply memorable.
EXPLAIN why these quotes caught your attention and cite the page
number.
Using one of the critical approaches and the insights you gained from How
to Read Literature Like a Professor, design an argumentative essay on
The Poisonwood Bible, following the following directions:
o FIRST: Read over the critical approaches and decide which
approach to use.
o SECOND: Without the notes/book, handwrite (no computers) the
essay for 1 hour. This will be handed in as your “Timed Writing
Practice.”
o THIRD: Take a break (1-2 days)
o FOURTH: With the notes and book, type the final draft of your
analytical essay. There is no time limit on the final draft. Elaborate
by using passages/quotes from your primary sources and
explaining how they relate to your thesis. When applicable, allude
to secondary sources (literary criticisms or works read previously;
you may not allude to TV, movies, music lyrics, Spark Notes, etc.,
or first person experience). Write in third person and present tense.
Cite all sources using MLA format.
Evaluation of the Responses:
Teachers will evaluate the responses for the following elements:






A strong thesis statement that critically analyzes the text.
The use of appropriate evidence from the text to support the interpretation
presented in the thesis.
The use of thoughtful, interesting, persuasive commentary on the
evidence.
A strong conclusion that synthesizes the ideas presented in the essay.
Competent, standard usage of mechanics and grammar.
MLA format: Typed, double-spaced, 10-12 point business font, complete
heading in the upper left corner (your name, English 12, date), a centered
title of the essay, and correct parenthetical citations of direct evidence.
Rubric for Summer Reading assignment:
Structure
(20)
Grammar/
Punctuation/
Spelling
(20)
Organization
(30)
Content
Sources
Citations
(30)
Exceptional (20-19)
Advanced (18-17)
Satisfactory (1615)
N/A
Poor (13)
Premise/theme/is clear
and precise. Student
illustrates exceptional
understanding of a main
point. This main point
is clear and the rest of
the paper is focused to
this main central idea.
Thesis/theme is clear
in the beginning, but
might lose some of
its focus or weakens
throughout the paper.
Clarity is weak
with the main
point and random
thoughts are
throughout the
paper.
N/A
Thesis/main point is
unclear.
Student demonstrates
variations in syntax and
diction. Illustrating
various usages with
commas, semi-colons
and structure of
sentences. No
misspelled words.
Student has one
misspelled word.
Variations with
syntax and diction
are not consistent
throughout the paper.
Student has two
grammar/punctuati
on errors and/or
more than two
misspelled words.
N/A
Student has more
than six
grammar/punctuation
errors and more than
three misspelled
words.
Exceptional (30-29)
Advanced (28-27)
Satisfactory (2625)
Average (24-23)
Poor (19)
This student portrays a
clear pattern of thought
from the intro to the
conclusion. Transitions
are used to create
fluidity of ideas and
thoughts. Paragraphs
are in order and there
are no random or
misplaced ideas.
Student may use
some transitions, but
not consistently.
Fluidity of
ideas/words are can
be strengthened. Will
have one misplaced
or random idea.
Student has two
misplaced or
random ideas.
Transitions are not
efficient for
fluidity.
Student’s thoughts
are random.
Fluidity severely
lacking and
transitions are not
used enough.
Completely random
order with ideas.
Students illustrate a
great understanding of
how to correctly site
work on a works cited
page and how to use
parenthetical citations.
Along with this
information, the content
is relevant to the main
point; the content is
supportive, accurate and
well documented
Content in this
category might not be
fully developed.
Source information is
not used accurately
or may be used
incorrectly. It is
apparent that the
student attempted to
cite correctly.
Content loses
accuracy or is not
cited as efficiently;
therefore, support
is weak and needs
strengthening.
Deeper meaning
within content
lacks in this area.
Accuracy with
content is not
supported well
with the correct
and efficient
information the
paper needs in
terms of support.
Content does not
grow or develop
through the essay.
Content is all surface
and not supported.
Note: A paper without a works cited page and parenthetical citations will be
considered unacceptable. Please plan accordingly and use academic sources, if
required. Sparknotes, Cliff Notes, Wikipedia and internet sites of similarity are not
academic and will not be considered as a source. Also, the novel must be cited on the
Works Cited page is you are referring to it in your assignment.