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English I Pre-AP/Honors Summer Reading Assignment

Dear Parents and Students,

The English I Pre-AP/ Honors course is designed to prepare students for the rigorous demands of subsequent Honors and AP high school courses; thus, English I Pre-AP/Honors requires a great deal of reading during the school year. Research indicates that the more a person reads, the better he/she reads, writes, spells, and comprehends vocabulary. Moreover, teens who do not read and write outside of school, especially during long breaks such as summer vacation, face a big loss in their literacy growth compared to those who continue learning all year long.

In order to develop, sustain, and promote your habit of reading critically, the Pre-AP/English I Honors teachers at every high school require that you read one of the following four books before school begins. All assignments are due in Google Classroom for every student enrolled in English I Pre-AP/ Honors on August 7, 2019. If a student is enrolled in English I Honors/Pre-AP, he or she will abide by the FALL due date, regardless of when they will take the course. Students cannot anticipate which semester they will take the course; therefore, the book must be read over the summer to be prepared for learning.

Parents are encouraged to read along with students in order to assist them in the reading assignment. Reading what your child reads is a great benefit to them, and you might enjoy the book.

Students should choose ONE book from this list:

Animal Farm- George Orwell

Fahrenheit 451- Ray Bradbury

Night- Elie Wiesel

To Kill a Mockingbird- Harper Lee

Books are available for purchase at Barnes and Noble Bookstore in Shreveport, as they have been ordered in bulk. However, there are many other options for procuring the novel.

If you or your student has any questions after thoroughly reading the instruction packet, please email me at for further explanation or assistance.  The Google Classroom code and info is 5gwqzs.  I will earnestly seek to respond to your questions and concerns should you choose to contact me about the assignment.

Enjoy your summer!


Assignment 1:  Google Slides Storyboard

Directions:  Create a “storyboard” for your novel. You will create the storyboard using Google Slides.  This assignment is due for ALL students in Google Classroom on August 7, 2019 .

Slide 1- General Info:  List the title of the book, the author and the genre of the novel.

Slide 2- Conflict: Explain the main conflict of the story. Explain the cause of the conflict and then describe how the conflict affected the main character and the denouement of the story

Slide 3-Point of view:  List point of view and support your answer with a quote or text evidence.

Slide 4- Character analysis:  Describe the main character/s (personality traits, actions, importance, etc.).

Slide 5- Setting:  Describe the setting (time period, region, etc.).

Slide 6- Plot outline: List the elements of the plot (see below) and describe.

Slide 7- Significance:  Quote and describe three significant passages from the novel. Explain why each of these passages are important to the work.

Slide 8- Figurative Language:  Give three examples of figurative language. State the type of figurative language used and explain each example.

Slide 9- Theme:  State the theme of the novel. Provide evidence for your answer.

Slide 10- Connection: Discuss connections from the novel to your own life or world.  

*Be sure to use graphics/clip art to make your slide show appealing to your audience/teacher.  


Assignment 2:  Essay

Read the following prompt.  Write an essay in response.

A symbol is an object, action, or event that represents something or that creates a range of associations beyond itself. In literary works a symbol can express an idea, clarify meaning, or enlarge literal meaning. Using your novel, focusing on one symbol, write an essay analyzing how that symbol functions in the work and what it reveals about the characters or themes of the work as a whole. Do not merely summarize the plot.

Essay Guidelines  

  • For your essay response, you should write at least 500 words.  Your essay should include a clear introduction with thesis statement, supporting body paragraphs with evidence from the text, and a compelling conclusion with an inference to your work.  

  • You should type your responses in MLA style and title your essay (  

  • Be prepared to submit your essay to during the first week of school. Your English teacher will give you instructions for this in class.


  • PLAGIARISM POLICY: Any student found guilty of plagiarism will face penalties, the least of which will be a zero on this assignment.

  • Email me if you have any questions, but not until you have reread the directions first.

Essay Grading Rubric

The essay responses are graded according to a 9 point scale. See commentary below:

  • 9–8: These essays offer a well-focused and persuasive analysis of the topic. Using apt and specific textual support, these essays fully explore the topic and demonstrate what it contributes to the meaning of the work as a whole. Although not without flaws, these essays make a strong case for their interpretation and discuss the literary work with significant insight and understanding. Generally, essays scored a 9 reveal more sophisticated analysis and more effective control of language than do those scored an 8.

  • 7–6: These essays offer a reasonable analysis of the topic. They explore the topic and demonstrate what it contributes to the meaning of the work as a whole. These essays show insight and understanding, but the analysis is less thorough, less perceptive, and/or less specific in supporting detail than that of those in the 9–8 range. Generally, essays scored a 7 present better-developed analysis and more consistent command of the elements of effective composition than do those scored a 6.

  • 5: These essays respond to the assigned task with a plausible reading, but they tend to be superficial or underdeveloped in analysis. They often rely on plot summary that contains some analysis, implicit or explicit. Although the essays attempt to discuss the topic and how it contributes to the work as a whole, they may demonstrate a rather simplistic understanding of the work. Typically, these responses reveal unsophisticated thinking and/or immature writing. They demonstrate adequate control of language, but they may lack effective organization and may be marred by surface errors.

  • 4–3: These lower-half essays offer a less than thorough understanding of the task or a less than adequate treatment of it. They reflect an incomplete or oversimplified understanding of the work. They may not address or develop a response to how that relationship contributes to the work as a whole, or they may rely on plot summary alone. Their assertions may be unsupported or even irrelevant. Often wordy, elliptical, or repetitious, these essays may lack control over the elements of college-level composition. Essays scored a 3 may contain significant misreading and demonstrate inept writing.

  • 2–1: Although these essays make some attempt to respond to the prompt, they compound the weaknesses of those in the 4–3 range. Often, they are unacceptably brief or are incoherent in presenting their ideas. They may be poorly written on several counts and contain distracting errors in grammar and mechanics. The ideas are presented with little clarity, organization, or supporting evidence. Particularly inept, vacuous, and/or incoherent essays must be scored a 1.

  • 0: These essays do no more than make a reference to the task. Mostly summary. — These essays either are left blank or are completely off topic.