Skip to main content
  • Home
  • 2019 English II Pre-AP/Honors Summer Reading Assignment

2019 English II Pre-AP/Honors Summer Reading Assignment

Dear Parents and Students,

The English II Pre-AP/ Honors course is designed to prepare students for the rigorous demands of subsequent Honors and AP high school courses; thus, English II 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 II 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 II Pre-AP/ Honors on August 7, 2019. If a student is enrolled in English II 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:

1984- George Orwell

The Jungle- Upton Sinclair

Life of Pi- Yann Martel

A Thousand Splendid Suns- Khaled Hosseini

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.

The Google Classroom code and info is 4sL6g .


Assignment 1:  Google Slides Book Cards

For your novel, complete the book card assignment using Google Slides and following the directions listed below. This assignment is due for ALL students in Google Classroom on August 7, 2019. 

Include the following cards in your slide show:

1.  Cover Card Slide: Type the Title of the Book and the Author’s Name.   Also, include your full name and the name of the class., Pre-AP English II.   

2.  Setting Card Slide: Type the novel’s  time period, place or geographical locations, and/or social context (what’s going on in society). 

3.  Character Card Slides: Identify & Describe the Characters (at least 3 characters/slides)

● At least one slide per character - Fill the slide with descriptions and information about the character.

● Also, identify whether or not the character(s) are the protagonist, antagonist, dynamic, static, flat, round, etc.

● Include two important quotes as evidence of direct or indirect characterization.

● Be sure to include the page/pages where the quotes are found in the book. Use MLA format for citations.

● Please remember the difference between dialogue and a direct quote taken from text as evidence.
4.  Craft & Structure Card Slides – The writer’s distinctive manner of arranging words and phrases to suit his or her ideas and purpose in writing is the use of elements of style. Students are to select only three specific elements found in the novel and create a card slide for each. 

● At least one slide per element explaining the representation and significance/meaning of the element

● Include two important direct quotes from the text as examples of the element.

● Be sure to include the page/pages where the evidence is found in the book.

Elements of style may include the use of the following: 

● Tone: speaker’s attitude

● Figurative Language: metaphor, simile, personification, allusion

● Imagery (words or phrases that express one or more of the 5 senses)

● Mood

● Point of View

● Use of Time:  flashback, framework, or flash-forward

● Symbols

 5.  Plot Summary Card Slides – 4 to 6 slides summarizing the novel in your own words using elements from the plot outline below. 

6.  Theme(s) Card(s) Slides:  On the theme card (s) slides use the following format for each one:

“The ________________ by ___________ is about ____________________________ and reveals ____________________________.”

        (genre + Title)        (Author)                      (Topic/abstract concept)                         (Opinion statement about                                                                                                                                                             topic and its universality)

For example:

“The historical novel Night by Elie Wiesel is about the atrocities of the Holocaust and reveals that the human spirit can prevail in difficult situations.”

*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. 

“And, after all, our surroundings influence our lives and characters as much as fate, destiny or any supernatural agency.”

- Pauline Hopkins, Contending Forces

Choose a character from your novel in which cultural, physical, or geographical surroundings shape his or her psychological or moral traits.  Then write a well-organized essay in which you analyze how surroundings affect this character and illuminate the meaning of the work as a whole.

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.

● 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.