2013 Summer Reading
12th British Literature
Twelfth Grade British Literature is a course designed to introduce students further to the rich history of British literature.
The British literary tradition extends back for centuries, from ancient epics like Beowulf to contemporary classics like The
Curious Incident of the Dog in the Nighttime. With each new work, students should consider how the particular text
expounds upon the human condition, especially in regards to the constant balance of good and evil within individuals
and society. Prior to the start of the school year, students are to read Frank McCourt’s memoir, Angela’s Ashes.
McCourt’s memoir follows man’s exploration of identity in regards to the past, as well as the significant impact personal
relationships and choices have had upon the journey. Yet, even as a work composed of remembrances, McCourt’s text is
carefully crafted. Not only does his work provide insights into the trials and tribulations of his youth, the work offers a
commentary on the interrelationships of man, society, religion, and family.
Summer Reading Selection
The only summer reading selection is Angela’s Ashes. Author, Frank McCourt, offers a brutally honest and poignant view
of growing up Irish, poor, and Catholic. McCourt’s memoir describes the hardship his family faced during his childhood
with lively detail and humor rather than self-pity; hence, his own journey depicts years of abject struggle and plucky
survival, and like the Phoenix, ultimately, he rises out of the ashes.
Students are required to complete three assignments in connection to the course and the assigned reading: textual
annotations, a response to one of the Common Application essay prompts, and a personal reflection of our life.
Angela’s Ashes by Frank McCourt
Paperback: 368 pages
Publisher: Scribner
ISBN-10: 068484267X
ISBN-13: 978-0684842677
Assignment #1
Angela’s Ashes Annotations
Annotations: Annotations represent a record of your conversation with the text. The
process of annotation makes the book a living document that will become both a useful
study aid and a record of an active experience rather than passive reading. Remember, simply highlighting and
underlining without a plan or a key is useless. Close reading of a text involves an analytic exploration recorded through
personal annotation. For those unfamiliar with the process, annotating involves metacognition, or consciously thinking
about thinking. An initial reading of the book may be pleasurable. In subsequent scholarly study, you will be reading
contemplatively and purposefully with a pen in hand, marking passages or making notations about whatever you feel is
striking or important. For example, you may consider theme, style, and characterization. Most importantly, annotation
facilitates understanding, and it is also a practical referencing tool. When you return in the August and need to refresh
your memory for the test over summer reading, your notations will prove invaluable. Get used to writing in the margins,
tracking ideas, highlighting areas we discuss in class, etc.; hence, I HIGHLY RECOMMEND ANNOTATING EVERYTHING you
read for this class. For your summer reading, you will be graded on your annotation of Angela’s Ashes.
For Angela’s Ashes, annotate as you read, making notes over the following:
Annotations are a record of your conversation with the text. The process of annotation makes the book a living
document that will become both a useful study aid and a record of an active experience rather than passive reading.
Remember, simply highlighting and underlining without a plan or a key is useless. I HIGHLY RECOMMEND ANNOTATING
EVERYTHING you read for this class. Get used to writing in the margins, tracking ideas, noting areas we discuss in class,
etc.
[1] Annotate – v. To furnish (a literary work) with critical commentary or explanatory notes [ad near + nota a mark,
note]
Inside Front Cover:
Keep a character list with a small space for character summary and for page references for key
scenes, moments of character development, etc.
Inside Back Cover:
Make note of your thoughts about Themes, allusions, images, motifs, key scenes, plot line,
epiphanies, etc. List and add page references and/or notes as you read.
Chapter summaries/titles:
To me, this is the most important and most valuable part of annotating. At the end of
each chapter, write a brief summary of the plot as it occurred in that chapter. This does
not have to be long or greatly detailed, but should include all relevant incidents. Supply
an instructive title for each chapter of the book. This may prove useful even for books in
which chapters are already titled. This practice will help you solidify your understanding
of a chapter in just a few of your own words.
Underline:
Within the text of the book, and as you read, underline or otherwise note anything that
strikes you as important, significant, or memorable. If possible and profitable, write
brief comments within the side margins that indicate your reason in underlining. Focus
on essential stylistic devices (allusions, diction, syntax, imagery, literary devices, tone)
and elements of literature (plot, setting, characterization, point of view and theme).
Often, I underline isolated words and phrases. Occasionally, I connect such underlinings
with a line, in essence creating a new sentence, a distillation of ideas or meaning. For Angela’s
Ashes, consider paying particular attention to the following:
Anti-English sentiment
Ashes
Class struggle
Drinking/ Abuse of alcohol
Education
Eggs
Family
Guilt
Stories, songs, & folktales
Hope
Irish culture
Manhood
Obstacles
Poverty
Religion
The River Shannon
Brackets:
Use brackets, as you read, together with abbreviations and symbols to indicate passages
(too long to underline) that contain important themes, wonderfully nuanced descriptions,
especially delightful phrasing and/or syntax, provocative assertions, and figurative language.
And, of course, write comments and analytical snippets to clarify your thinking.
Vocabulary/unusual diction:
Within the text of the book, circle words that are unfamiliar to you or whose use strikes
you as unusual or inventive. Look up words in a dictionary that seem essential to an
understanding of the meaning or the sense of the author. If it helps to do so, jot a brief
definition or synonym nearby.
Questions:
Actively engage the text and further/confirm your understanding of each chapter by writing at
least two open ended questions for each. Short essay questions are most useful.
Shifts:
Note all shifts in point of view. Note all shifts in time. Note all shifts in diction and syntax.
The Process:
There are a number of procedural expectations that make annotation practical and effective.
1. Implement a consistent system. Use the same abbreviations and symbols; these notations may include
abbreviations of character’s name, motifs and symbols, and themes (for example PL for “Personal Legend).
2. Use one color ink or pencil to make initial markings while reading; then go back with another color or colors to
mark more thoroughly once you have finished a larger section and have had time to think about it. Why? You
may change your mind or get it wrong the first time, or subsequent discoveries may prompt a reevaluation of
earlier findings. It is also good to use a different color when we discuss portions of the novel in class. This allows
you to see quickly what we thought was important and, therefore, what is most likely to be on the test. For my
own annotations, I use either a pencil or pen for my first reading; I then use light green, yellow, and orange felt
tip pens to group annotations by character, theme, etc. The “Flair” pens by Paper Mate are my favorite pens.
3. Do underlining, bracket notations, and circling as you read.
4. At chapter or section ends, stop to index page numbers on your front cover list of character information and
traits as well as on your back cover list of themes, images, allusions, etc. Also, write chapter summaries at that
time.
5. Be neat and be disciplined. The notations will allow you to quickly find important details when reviewing for a
test or looking for supporting evidence when writing a paper.
Think critically about what you are reading. Many students complain that annotating slows down their reading. This is
true. However, the goal is not to read quickly, but to consider thoroughly what you are reading. While the amount of
annotation may vary widely from page to page, any thoughtful notes you add to a text will help you to read more
critically.
Effectively reading, annotating, and writing about literature are all processes that will continue to develop throughout
your academic career.
These Annotation Instructions have been adapted from Chris Rokous’s excellent guide to annotating which, in turn, was in part inspired
and informed by “How to Mark a Book,” an essay by Mortimer J. Adler, Ph. D
Assignment #2
Common Application Essay
In preparation for completing your applications for college, please complete
one of the following essays.
Directions:
Please write an essay of 250 – 500 words on one of the options listed below. It
will also demonstrate your ability to organize your thoughts and express
yourself. NOTE: Your Common Application essay should be the same for all
colleges. Do not customize it in any way for individual colleges.
 Evaluate a significant experience, achievement, risk you have taken, or ethical dilemma you have faced and its
impact on you.
 Discuss some issue of personal, local, national, or international concern and its importance to you.
 Indicate a person who has had a significant influence on you, and describe that influence.
 Describe a character in fiction, a historical figure, or a creative work (as in art, music, science, etc.) that has had
an influence on you, and explain that influence.
 A range of academic interests, personal perspectives, and life experiences adds much to the educational mix.
Given your personal background, describe an experience that illustrates what you would bring to the diversity in
a college community or an encounter that demonstrated the importance of diversity to mix.
**Please note: Mrs. Nevins will also ask you to create a response to one of the available prompts. The essay that you complete as
part of your summer assignment must be different than the one you submit to Mrs. Nevins.
Assignment #3
The Soundtrack of Your Life
Music has become an integral part of human existence. It motivates us, calms us, inspires us, at times irritates us, and
basically becomes the backdrop against which we live our lives. Songs can bring vivid memories of persons, places, and
events from our own past and serve to document our thoughts, feelings, and emotions at a given time or place.
Part I: Create the Soundtrack
Choose at least eight events from your life and pick out a song to accompany each event. Just as music producers do, try
to create a progression in the sequence of your chosen songs. For example, your songs might be listed in the
chronological order of the events they document, or they might be mixed together so that all of the slow songs are not
back-to-back. DO NOT just list them randomly. Put some thought into the order of your songs and the complete package
you are presenting. Feel free to go beyond the required eight songs.
Song Title, Artist or Group
Track 1 ______________________________________________
Track 2 ______________________________________________
Track 3 ______________________________________________
Track 4 ______________________________________________
Track 5 ______________________________________________
Track 6 ______________________________________________
Track 7 ______________________________________________
Track 8 ______________________________________________
Part II: Explain
Now that you have created the imaginary soundtrack
to your life, write a reflective letter (addressed to
“Dear
Listener,”) that explains why you chose the particular
songs that you did. For each song you will need to
reflect on the experiences, persons, places, etc. that
inspired this selection. Obviously you will also need
to explain who you are as a person and then offer
some type of reflection upon the imaginary album as
a whole. Again, for the purposes of this assignment,
be sure that this letter is school appropriate. Use the
outline below to help you construct this letter. You
need to cover each topic listed in the appropriate number of paragraphs; however the questions listed are only there to
help you begin thinking about the topic. You do not need to answer each and every question or any of the questions as
long as you have sufficiently explained the topic of each section. Remember, in reflective writing longer is usually better!
Topic #1—About the “Artist”--You (One paragraph)
This paragraph is basically a brief autobiography:
 Who are you?
 Where are you from?
 Where are you now? Etc. etc.
Topic #2—Explanation of this album soundtrack
(One paragraph)
This paragraph outlines your rationale or purpose in
creating this soundtrack:
 What is this album you have created?
 Why are you completing it? (because it is an
assignment is NOT an answer!)
 What do you hope to get out of this project?
 What do you see yourself doing with this later
in life?
 What goals did you have for creating it?
Topic #3—Explanation of each song on the soundtrack
(One paragraph per song)
This section is made up of many smaller paragraphs.
Song by song be sure to explain:
 What is the name of the song and the artist?
 Why is each song important to you?
 How does each song connect to your life?
 What does each song reveal about the kind of
person you are and what you think is important
in your life?
Topic #4—Final remarks and reflection on the
soundtrack as a whole (One paragraph)
This paragraph is your conclusion in which you should
thank your reader for taking the time to listen to your
soundtrack and offer any final reflections upon this
project as a whole.
Part III: Show
Now that the writing portion is complete (deep breath), it is time to present a small section of your soundtrack to the
class. This presentation requires that you read one of your eight tracks to the class. Also, make and explain a visual aide
by creating a CD cover.
Students should bring their copy of Angela’s Ashes, their Soundtrack, and their Common Application response to
class on the first day.
Summary of Grades:
Test Grade: Average of Annotations and Soundtrack
Quiz Grade: Common App Essay
I look forward to seeing you in August! May the Force Be With You!
Mrs. Henderson
katherinehenderson@fredericaacademy.org