Summer Reading Assignment 2019-20
College Prep: British Literature
Please read the text listed below. The reading assignment will include note-taking; please obtain a personal copy as the text will serve as an introduction to the course and be used during the first 2-3 weeks of Q1.
TEXT: Robinson Crusoe by Daniel Defoe [ISBN-13: 978-1503292383].
Note: please divide your reading/annotating into the following sections: Section 1 is chapters 1-8; Section 2 is chapters 9-13; Section 3 is chapters 14-20. You will mark 10 passages for annotating within each Section. See below for directions/example and rubric.
Annotating means taking notes and making reflections about passages while you read. You are creating a “conversation” between the book and yourself through the selection and analysis of important and meaningful quotes. The process is meant to help you develop a better understanding of the texts we read. You will incorporate your personal responses to the text and explain your ideas about the developing themes and character, important symbols, and other literary devices. Annotating will allow you to have a better understanding of what you’re reading, help you prepare for group discussion, and help you gather textual evidence for other assignments related to the assigned reading. Please be prepared to take a test on the reading and/or complete a written response to the text.
PROCEDURE: Annotating in the Text with Sticky Notes
Part One: Identifying Passages
▪ As you read: (1) choose passages that stand out to you (2) mark with a sticky note (3) Write the page number on the sticky note (this will make sense when we use the text in class).
You may want to use various colors to code the following categories of literary elements.
Part Two: Reading Strategies and Annotations
▪ Once you have noted a passage with a sticky note, mark the literary element you have identified
(1) Choose one of these literary elements; please vary them.
o Character Development o Theme o Symbol o Setting o Figurative Language o Plot (major events)
(2) Reflect on the passage (ideas/insights, questions, reflections, comments, etc.); your
responses should relate to the following reading strategies. Please mark on your sticky note which strategy you have used.
a. Label your responses using the following codes:
▪ (Q) Question & (CL) Clarify – ask about something in the passage that is unclear; then answer earlier questions or confirm/disaffirm a prediction as the answer is made clear (CL)
▪ (C) Connect – make a connection to your life, the world, or another text; be sure to explain HOW your connection relates to the passage
▪ (I) Infer – make an educated guess about what will occur based on specific details in the passage; use those details as you infer
▪ (R) Reflect – think deeply about what the passage means in a broad sense – not just to the characters in the story/author of the article. What conclusions can you draw about the world, about human nature, or just the way things work?
▪ (E) Evaluate - make a judgment about a character’s action (did he/she do the right thing?) or the author’s purpose; be sure to explain your reasoning/ideas
For each section of scene/s, please have 10 important passages marked with a sticky note and your reading strategy response on the sticky note. Vary your literary elements and strategies; do not over-use the same strategies.
Text/Passage: Sticky note:
Maycomb was an old town, but it was a tired old town when I first knew it. In rainy weather the streets turned to red slop; grass grew on the sidewalks, the courthouse sagged in the square. Somehow, it was hotter then: a black dog suffered on a summer’s day; bony mules hitched to Hoover carts flicked flies in the sweltering shade of the live oaks on the square. Men’s stiff collars wilted by nine in the morning. Ladies bathed before noon, after their three-o’clock naps, and by nightfall were like soft teacakes with frostings of sweat and sweet talcum. People moved slowly then. They ambled across the square, shuffled in and out of the stores around it, took their time about everything. A day was twenty-four hours long but seemed longer. There was no hurry, for there was nowhere to go, nothing to buy and no money to buy it with, nothing to see outside the boundaries of Maycomb County. But it was a time of vague optimism for some of the people: Maycomb County had recently been told that it had nothing to fear but fear itself.
Symbol/ pg. 12/ Reflect/Connect
I can see how life back in this time period would be much slower than today’s world. This was around the time of the Depression, so I can relate to the recent recession and the lack of money or people being laid off with no work. But, I really can’t imagine living in such a slow-paced world without the type of technology we have now. I would imagine that life was much simpler, and maybe even happier in some ways. This quote also symbolizes Maycomb as a close-minded town and possibly isolated from others in culture. The people who live there may be close-minded too.
Be thorough; using more than one reading strategy in each note illustrates a deeper level of thinking and will score higher.
REQUIREMENTS: DUE ON THE FIRST DAY OF CLASS.
CHOOSING PASSAGES FROM THE TEXT: Look for passages that are significant, powerful, thought provoking or puzzling. For example:
▪ Passages with strong literary devices
▪ Passages that remind you of your own life or something you’ve seen before
▪ Interesting events of plot
▪ A passage that makes you realize something you hadn’t realized before
▪ Examples of patterns: recurring images, ideas, colors, symbols, etc.
▪ Passages that illustrate a particular character or setting
RESPONDING TO THE TEXT: You can respond to the text in a variety of ways. The most important thing to remember is that your observations should be specific and detailed.
▪ All assignments will be input as 100 points. See below for scoring of individual responses.
Submitted on Time
Due on the first day of class (10 pts. is awarded for completion & submission on time) Points /10
Literary Elements & Reading Strategies
Variety of Use Throughout Text (includes Literary Elements and Strategies)
(Character Development, Theme, Symbol, Setting, Figurative Language, Plot (major events) ---------------- (Question, Connect, Predict, Clarify, Reflect, Evaluate)
There should be a total of 30 annotations (10 per each of the three sections).
• Annotations (sticky notes) are incomplete
<21/30 depending (requirement is #10 per section) OR
on completion annotations do not span the entire text
• Annotations (sticky notes) are complete (requirement is #10 per section) but do not
21-23/30 depending on amount of variety
show variety (use of 2-3 predominantly)
• Annotations (sticky notes) are complete (requirement is #10 per section) and show
an adequate amount of variety (use of 4-5 predominantly)
• Annotations (sticky notes) are complete
27-30/30 (requirement is #10 per section) and show varied use of all strategies and devices
Responses section) (per
Quality of Responses on Sticky Notes Points /60
(each section is worth 20 points)
There should be a total of 30 annotations (10 per each of the three sections).
Each section (3) will be scored out of 20 points.
No explanations = 0 pts
Responses are brief or incomplete = 12-13/20 pts.
Responses are generally thoughtful & reflective= 16- 17/20 pts.
Partial/inaccurate responses = <12/20 pts.
Responses are explanatory only = 14-15/20 pts.
ALL Responses are insightful = 19-20/20 pts.
Partial = responses are brief, incomplete, or inaccurate
Explanatory = responses explain the quotes but do not reflect on larger meanings
Thoughtful/Reflective = responses analyze quotes with some level of depth
Insightful = responses discuss larger concepts or ideas
Note: Reflective and insightful comments often use multiple response types (example: C/R/E).
Adapted from https://www.madison.k12.al.us/Schools/bhs/Documents/2013%20Summer%20Reading/Pre- AP%2010%20Dialectical-Journal-Handout.pdf