Morristown West High School

English Department

Summer Reading 2012-2013 

 The West High English department first established a summer reading program seven years ago.  In its early implementation, summer reading required honors and AP students to read decidedly challenging texts that were chosen based on teacher recommendations and AP Literature test appearances.  Students were required to read selected text(s) during the summer then faced assessment over their reading at the beginning of their English course semester.  This summer reading also constituted a component of the student's overall grade as a condition of the additional points awarded to honors and AP students.  For the first five years of this program, there was no required summer reading for regular level students.

This past year, department members reevaluated the summer reading and established new goals.  Achieving these goals required fundamental changes in the program.  Morristown West High School has a long-standing tradition of encouraging its students to become life-long learners, and the English department knows that students who develop a love of reading are more likely to succeed.  Early literacy mastery is one of the greatest indicators of a student's later academic success.  For this reason, the changes being implemented affect not only the honor and AP students but the regular level as well.

Significant research has been done to identify the best practices to motivate students to read.  Results of these studies indicate several criteria that encourage independent reading.  Having a choice in the selection of reading material is one of the key factors in promoting autonomy for both the self-motivated as well as the reluctant reader.  Research shows that students who enjoy reading have greater confidence in their ability which in turn encourages the selection of more sophisticated texts.  Students who find connections between their own lives and the literature they are reading show the most significant gains in comprehension skills.  These factors were all taken into consideration as our previously established program was redesigned.

The books students now have to choose from have been carefully selected to appeal to the diverse interests of our student body.  Parents and guardians are encouraged to work with your child as he or she selects from the many suggested titles.  Selections should be based on individual interests as well as literacy skills and maturity.  Works not included on the list are acceptable as long as they are at or above grade level.

• Students enrolled in grades 9-12 Regular Level Englishshould read one (1) book.    The book may come from the recommended reading list or a comparable grade-level selection.
• Students enrolled in grades 9-12 Honors Level Englishshould read two (2) books.  One selection must come from the College/SAT/AP Prep Category.
• AP Language students should read one selection from the non-fiction category as well as one title from the College/SAT/AP category.  Additionally, AP Language students will be reading Fast Food Nation and The Grapes of Wrathduring the semester.  Students may want to go ahead and get a copy of these titles and begin reading them as well.
• AP Literature students should read the following titles.  Summer selections include Shakespeare's Othello and Hamlet, Things Fall Apart, by Chinua Achebe, Wuthering Heights by Emily Bronte, and Charlotte Bronte's Jane Eyre.  Viewing the older film versions of the Bronte selections would also be a great resource.  Fall selections are Oedipus Rex, by Sophocles, Sula by Toni Morrison, Zora Neale Hurston's Their Eyes Were Watching God, as well as the books of Genesis and Job from the Bible.

The summer reading will constitute 5% of the first quarter English grade, so it's imperative that you complete it.  It is the responsibility of the student to obtain the summer reading selection(s).  Most of these titles can be found at our public libary.  Bookland, in the College Square Mall, can order books for you at no additional charge and will have the title to you in no more than a couple of weeks.  Titles may also be found on Kindle/Nook reading devices as well as various reading apps.

For assessment purposes students should complete one of the following projects (only one project even if two books are read).  ALL STUDENTS will turn this assignment in to their English teacher during the first week of school in August.  Failure to turn the assignment in on time will result in a loss of a letter grade for each day late.  The grade will count as 5% of your first quarter English grade.

In addition to your project, you must include a one-page summary of your book (a summary for each book if you read two).  This summary should be hand-written to allow us to fully assess your writing skills.  Your grade for assessment will be based on the following criteria:

• turned in on time
• presentation is neat
• shows that you've read the book
• demonstrates that you understand the book

Project Suggestions:

• Make a collage that represents major characters and events in your book.  Use pictures and words cut from magazines in your collage.
• Create a board game based on events and characters in your book.  Include a game board and rule sheet with clear directions.  Include specific information from the book in your game.
• Create a timeline of the major events in your book:  use drawings or magazine pictures to illustrate events on your timeline.
• Design a movie poster for the book you read.  Cast major characters in the book with real actors who fit the part well.  Remember your poster needs to look like a movie poster with all the usual information.
• Write a scene that could have happened in your book but didn't.  Be sure to explain how your scene would have changed the outcome.
• List five main characters from your book.  Give three examples of what each character learned or did not learn in the book.
• Change the setting of the book.  Tell how this setting would alter events and affect characters.
• Select one character from your book who has the qualities of a hero or heroine.  List these qualities and tell why you think they are heroic.
• Complete a series of five drawings representing major events from the book.  Write captions for each so that someone who hasn't read the book would understand how the drawing relates to the novel.
• Pick a national/social issue.  Compose a speech to be given on that topic by one of the major characters in your book.  Be sure the contents of the speech reflect the character's personality and beliefs.