Summer Reading for Summer 2015
Saint John Paul the Great Catholic High School
During the summer, you may find that you have time for reading. The following books
are recommended for the grade levels listed. Each of the books has an interesting story, is told
by a gifted author, and teaches what is true, good and beautiful. Additionally, these are books
that will be helpful to read in preparing for SAT and AP tests. When preparing college essays,
you may be asked to explain your life’s philosophy in terms of a renowned piece of literature.
Honors students are assigned to read the book marked with (H) and one of the other two.
They will do a project for each book, a different type of project for each book. Choose from the
projects that follow and turn in for an assignment grade on the first day of class. AP students are
assigned to read all of the books. Junior AP students will choose their projects from the rubrics
that follow. Senior AP students will complete the AP sheet as a regular assignment, available
from AP teacher.
Students in advanced levels are invited to read at least one book for the grade level. This
is a true invitation, which means that you may or may not do it. There is not an official test on
these books for students in advanced levels. You may choose to do a project, such as the ones
listed in this sheet or participate in a discussion in the fall. If you complete a project, its grade
can be used in place of a literature test grade in the first quarter. If you complete two projects,
one can replace a test grade and the other can replace a literature project grade.
English 9 (Genre)
English 11 (Comp & World)
The Jungle Book Rudyard Kipling
The Three Musketeers Alexandre Dumas
(H) The Long Walk by Slavomir Rawicz
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Cry, the Beloved Country Alan Paton
Trojan Women Euripides, may be found online
at Project Gutenburg
(AP) Things Fall Apart Chinua Achebe
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English 10 (American)
English 12 (British) AP students do A sheets
Mr. Blue Myles Connolly
The Story of My Life Helen Keller
(H) Jane Eyre-Charlotte Bronte
Edmund Campion Evelyn Waugh
The Fellowship of the Ring J. R. R. Tolkien
(AP) Tess of the D’urbervilles Thomas Hardy
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If you have questions, please contact the English department chair, Dr. Janine McIlheran, at
Janine.mcilheran@jpthegreat.org.
Summer Reading for Summer 2015
Saint John Paul the Great Catholic High School
CHOOSE
FROM THE FOLLOWING ASSIGNMENTS.
EACH BOOK.
TURN IN THIS GRADING
on first day of class.
PLEASE CHOOSE A DIFFERENT ASSIGNMENT FOR
SHEET WITH YOUR ASSIGNMENT. Bring project to school
A. PICTORAL COLLAGE
Must be handwritten, in ink, and using your own drawings, not computer images or
magazine cutouts.
/10 shape of collage in a symbol that best summarizes the story (DO NOT use a
rectangle or square shape!)
For each section please make two drawings and select three quotes from the text to illustrate
the following:
Setting of story (labeled)..
Drawing 1 with caption or label-- matches one of the quotes (may draw in pencil)
Drawing 2 with caption or label-- matches another of the quotes
Quote1 includes MLA (Author page number). “No, there is another [Jedi warrior]” (Lucas 273). Must
handwrite quotes, in INK.
Quote2 includes MLA (Author page number). “Leah, I’m nice men” (Lucas 217).
Quote3 includes MLA (Author page number). “Will someone get this big walking carpet out of my
way?” (Lucas 95).
/10
Best character (labeled).
Two drawings, Three quotes, as in Setting of Story Quotes include MLA (Author #).
/10
Most powerful scene (labeled).
Two drawings, Three quotes, as in Setting of Story Quotes include MLA (Author #).
/10.
How the characters or the reader are changed (labeled).
Two drawings, Three quotes, as in Setting of Story Quotes include MLA (Author #).
/10.
/ 50 TOTAL TURN IN THIS GRADING
SHEET WITH YOUR ASSIGNMENT.
Summer Reading for Summer 2015
Saint John Paul the Great Catholic High School
Option B. Create a character who could enter the book
What he does, looks like, personality, age, background if needed—described, not drawn (use
words to “draw” him)
Do not create a character who could only be in the story if he had used a time machine!
It has to be a person who lived in that same time of the setting of the book.
Let it be a human, unless it’s about talking animals.
b) Show FOUR places in the story where this character could be a part of the story if he existed.
cannot change the ultimate outcome of the story, cannot change any action of the story, but
let it be a part of the story that didn’t get told but could have been, as if the author had a page
limit and had to cut some chapters.
list the chapter and a specific detail of the plot at the point of entrance.
describe his addition to the plot at that point
o Example: Start with a quote or detail from the book: “I will always remember Mishka. I
will never forget him” (Rawicz Ch 1, 22). Then continue with your own character:
Mishka turned away from me and took up the telephone receiver. His face kept the
same expression but his hands clenched with emotion—anger? “Hello, Mishka, it’s
Pavlov. I found your mother’s killer—he was a Pole, and a spy.” My imaginary
character is an American spy trying to get inside information from the NKVD, and he is
already pretending to help Mishka, so that he will be able to frame him later.
–
Unfortunately, Mishka becomes even more hostile to our hero, Slavomir.
Option B—Create and insert a character
Traits, specific details, information
10
First addition to the story
Quote, source, your addition, your explanation
10
Second addition to the story
Quote, source, your addition, your explanation
10
Third addition to the story
Quote, source, your addition, your explanation
10
Fourth addition to the story
Quote, source, your addition, your explanation
/ 50 TOTAL TURN IN THIS GRADING SHEET WITH YOUR ASSIGNMENT.
10
Summer Reading for Summer 2015
Pope John Paul the Great Catholic High School
Option C. Map the plot as in the book My Father’s Dragon and Lord of the Rings
Do not use poster board
you supply quote or the specific detail of the event and the chapter and page number.
Each quote ends with an MLA citation, see example (Author page number).<--period is after
the author and page and closing parenthesis.
Example: “Will someone get this big walking carpet out of my way?” (Lucas 95).
MLA citation of the book: Author’s last name, (comma) Author’s first name. (period) Title of the
Book. (italics and period) City and State of publication: (semi-colon) Publisher, (comma) year of
publication. (period) Print/digital copy. (Indicate the form of the book, period).
4 Title of map, key, scale, etc.
8 map to scale
10 ten places
10 description (five to ten words) of what happened at the place
10 quote from the book for the event that happened in the place then label with (Author page
number).<--period is after the author and page and closing parenthesis.
8 all original hand drawn
/ 50 TOTAL TURN IN THIS GRADING SHEET WITH YOUR ASSIGNMENT.
OPTION D. DRAMATIC PRESENTATION—Puppets, Video, or Felt board.
Graded on a scale: 1=lowest; 5= highest; 0 = not addressed. Score equals the points rated times
two.
Please prepare a script/reading/screen play that does the following:
/5 7-10 minute presentation of the best selections of the book.
/5 voices/ costumes to depict characters as they are in the book
(Please no modern “Monty Python” rewrites.)
/5 dramatic impact of scenes
/5 written transitions between scenes to help the show make sense
/5 audience is brought into the world of the story through the presentation
/ 50 TOTAL TURN IN THIS GRADING
SHEET WITH YOUR ASSIGNMENT.
Summer Reading for Summer 2015
Pope John Paul the Great Catholic High School
Option E. RECAST IN POETRY Retell the story in an original poem of 50 lines.
—
In the margin, please orient the reader to the part of the story being described.
Write in ink or type, any legible font. Of the 50 lines, 30 must be devoted to the following
aspects of the book, while 20 lines may summarize the story or explore some aspect of your
choice. The summary, best character, most powerful scene, conclusion, and power to change
reader may be in any order.
Your lines of poetry should be inspired by a direct quote from the book. That quote can be in
the right side of the page, across from the lines of original poetry that you write. There
should be a total of eight quotes, as in the rubric below.
Can leave spaces between sections of the poem.
Each quote ends with an MLA citation, see example (Author page number).<--period is after
the author and page and closing parenthesis.
Example: “Will someone get this big walking carpet out of my way?” (Lucas 95).
/4 Frame the pages with a border with designs inspired by the story, such as vines
_
f o r JungleBook¸ f o ot p ri n t s f o r TheLongWalk, e tc . C o lor o r bl a c k a n d w hi te .
/14 10 of the lines should focus on the best character(s), with two quotes from
book in margins. End quote with MLA citation (Last name of author page number).
/14 10 of the lines should focus on the most powerful scene, with two quotes from
book in margins. Quote includes MLA (Author #).
/9
5 of the lines should focus on the conclusion of the book, with two quotes from
/9 5 of the lines should focus on the book’s power to change the reader, with two
quotes from book in margins. Quote includes MLA (Author #).
Points deducted: Spelling and grammar mistakes
/ 50 TOTAL TURN IN THIS GRADING SHEET WITH YOUR ASSIGNMENT.
/ -1 per