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Barnes and Noble Classic Editions

Honors/Pre-AP Sophomore English
Summer Reading Assignment 2013: Frankenstein

Dear Students and Parents:

Welcome to the Basha High School’s Honors/PreAP English program for 10th grade. Our goal is to prepare students for the Advanced Placement English Language and Composition program by exposing them to a variety of reading selections all the while developing the skills to recognize cultural and historical influences on literature.

As part of the program, summer reading is required. The assignment based on the reading is due Monday August 5, 2013. If you have questions about the assignment, please contact the following honors 10 teacher by email: Ms. Audra Police at police.audra@cusd80.com .

Directions for your literary exploration: Part 1 – Reading the book

As you read the summer novel, highlight interesting, important or confusing passages; take notes in the margins about topics and questions you may have; this is called annotating. If the book is not yours and you do not plan to write in it, you can strategically annotate on sticky notes or type your notes. Just highlighting is not enough. We will be looking for evidence that the book was read in its entirety and that you understood the book. You will be graded on your effort to mark the text. While you are not required to annotate every page, use the guidelines below to help you:

• Important plot events • Words unfamiliar or unusual – Look up the meaning of the word or guess speculate on the meaning based on context clues. Doing this as you read will help you when you complete the lexicon portion of the assignment. • Passages that describe or reveal characteristics of the characters • Any words, images, and details that seem to form a pattern throughout the text – • For example, if a large clock appears in the first chapter, and then you notice the author using the words, “timely” or “ticking” in the text, and then an incident occurs in which a character breaks a watch or is late for an appointment, you may have uncovered a pattern of imagery that will lead the close reader to discover a thematic idea. Highlight these related strands and observe the rest of the text closely to see if the author uses other linked words, image or details. • Images or phrases you think might be symbolic. • Theme concepts – make predictions and speculate the meaning or point of each theme. • Figurative language – highlight what you believe to be the most significant examples. • Interesting thoughts – You may never think of this idea again unless you write it down. • Questions you have while you read – write it down and try to answer it later in your reading. • Use brackets, checks, stars, bullets, or asterisks to mark very important items or detail you want to return to later. In the front of the book record the symbol you used and write the page numbers that have that symbol. • Don’t mark too much. If you mark everything, nothing will stand out.

Directions for your literary exploration: Part II – Lexicon Assignment

Vocabulary building enhances both reading comprehension and writing. In addition to reading the summer novel, Frankenstein, you will be creating a personalized lexicon journal in which you record new words, write definitions and etymologies, and construct sentences with those words. You will be required to type your lexicon journal, use an MLA heading, supply a works cited page, and have a minimum of 25 entries. Below you will find the format for what the lexicon journal should look like as well as an example. Follow this format exactly! You will find the vocabulary words throughout your reading and type the sentence that includes the word. You will also need to correctly cite all the quotes from Frankenstein like the sample below.

EXAMPLE:

1. Word: Melancholy Definition and etymology: (noun and adjective) a gloomy state of mind, especially when habitual or prolonged; depression. from Greek melankholia "sadness," lit. "black bile," from melas (gen. melanos) "black" + khole "bile" Original Sentence (from Frankenstein): “Felix was melancholy beyond expression; he sighed frequently; and once his father paused in the music, and I conjectured by his manner that he inquired the cause of his son’s sorrow” (Shelley 115). My Own Sentence: The melancholy man gazed into the river, noting his reflection as tears fell down his cheeks.

2. Keep going through 25

NOTE: Be sure to include the word, definition and etymology, original sentence from Frankenstein, and your own sentence for this to be complete. A rubric is attached for both the annotations and the lexicon assignment.

Grading Rubric for Annotations and Lexicon Assignment

Annotations (40 points)

|0 Points |20 Points |25 Points |30 Points |35 Points |40 Points |
|Annotations are not |Annotations are |Annotations are |Annotations are |Annotations are |Annotations are considered|
|present |infrequent (appx. |semi-infrequent (appx. 3-4|considered an average |considered slightly |above the average amount |
|There is little to no |1-2 per 30 pages) |per 30 pages) |amount (appx. 3-4 per |above the average |(appx. 7-8 per 20 pages) |
|evidence of the |Annotations are |Annotations lack depth and|20 pages) |amount (appx. 5-6 per |Annotations show depth of |
|student reading and |mostly simple |quality. It is |Annotations show |20 pages) |thought and have excellent|
|comprehending the |highlighting or |questionable that the |minimal depth of |Annotations show depth |detail regarding |
|literature |identification |student understood the |thought and |of thought and |comprehension |
| |Annotations lack |text with depth and |comprehension |comprehension |Annotations have variety |
| |variety |clarity |Annotations have some |Annotations have | |
| | |Annotations lack variety |variety |variety | |

Lexicon (60 Points)

| |0-4 Points |5-8 points |9-12 points |13-16 points |17-20 points |
|Word/ |No/few words or |Less than half the |Only half the required |Less than 25 words used |25 interesting |
|Definition/Etymology |definitions or |required amount of words |amount of words |Less than 25 reliable |and varied words|
| |etymologies |Less than half the |Only half the definitions |definitions/etymologies |strong, |
| |Definitions are |definitions were |were obtained/etymologies | |reliable, |
| |incorrect for many |obtained/etymologies | | |correct |
| |of the words | | | |definitions and |
| | | | | |etymologies |
| | | | | |present |
|Original Sentence from |No/few sentences |Less than half the |About half the required |Less than 25 sentences |25 sentences |
|Frankenstein and |were pulled from |required amount of |amount of sentences |Only a few MLA citations |Correct MLA |
|documentation |the text |sentences |MLA citations have errors |have errors |citations |
| |No citation or |No MLA citation |Works cited page has |Works cited page is | |
| |works cited page |Incomplete or incorrectly |errors |complete and has no/very | |
| | |formatted works cited page| |few errors | |
|Student’s Own Original |No/few sentences |Less than 7 sentences |Only about 7-15 sentences |Missing a few original |All 25 words are|
|Sentence |originally written |originally written |originally written |sentences |written in an |
| |Vocabulary word is |Word is present in |Word is present in |Word is present in sentence|original |
| |not present in the |sentence |sentence |Meaning of word is slightly|sentence |
| |sentence |Original sentence unclear |Cannot detect word meaning|unclear in the original |Word is present |
| |Original sentence | |from original sentence |sentence |in sentence |
| |does not make sense| | | |Meaning of word |
| | | | | |is easy to |
| | | | | |detect based off|
| | | | | |of context clues|
| | | | | |provided by |
| | | | | |writer |

_______ / 100 points

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