Students should select ONE novel from the list below and annotate according to the Annotation Rubric.

Transcription

1 English V Hnrs Summer Reading 2014 Mr. Hwell Brian.Hwell@darlingn.k12.sc.us Students shuld select ONE nvel frm the list belw and anntate accrding the Anntatin Rubric. Sme selectins may cntain adult themes and mderate language. Parents are expected help their children make the right selectins fr their children. Chse ONE: The Art f Racing in the Rain Garth Stein I lve this bk! It is ld frm a dg s pint f view. Lighthearted and funny, it is a great read. My Reading Life Pat Cnry Pat Cnry, a native Suth Carlinian, tells his sries abut being a teacher, a student, and the bks he has read that develped him as a writer and reader. Where Men Win Glry: The Odyssey f Pat Tillman Jn Krakauer I culdn t put this bk dwn. A fast paced sry abut Pat Tillman, NFL player, wh drpped ut f playing prfessinal ftball jin the fight in Afghanistan. The Fault in Our Stars- Jhn Green This is the favrite bk frm my students last year during summer reading. A 16-year-ld cancer patient tells the sry. My students raved abut this bk. It is being made in a mvie in the cming mnths. Eiger Dreams: Ventures Amng Men and Muntains Jn Krakauer I lve anything Krakauer writes. In Eiger Dreams he tells twelve different sries abut climbing muntains and the trubles that cme with it. It is a quick read at 186 pages and a page-turner.

2 ANNOTATIONS If yu have purchased yur wn bk, yu may mark it up with highlighting, underlining, and ntes in the margin. If yu are brrwing a cpy, yur anntatins shuld be listed n ther paper. Alternately, yu may want create six sheets f paper where yu can list examples as yu find them. The first bullet under each categry belw is fr thse wh have their wn bks; the secnd, fr thse wh d nt. Vcabulary Highlight (make sure have a key) r underline wrds yu are unsure f, writing in the margin the definitin nce yu ve lked it up. ( List wrds yu re unsure f with page number, pertinent prtin f identifying qute & definitin Questins In the margin write questins regarding character s mtivatin (Why is he ding this?), predictins (What will happen as a result f this?), r thers examples f explratin r uncertainty. This shuld read as a dialgue between yu, the characters, narrar, and the authr. List questins as stated abve with page numbers & paragraph numbers Examples f Elements f Style (Dictin, Imagery & Figurative Language, Detail, Syntax, Tne) Highlight with a clr r different clrs (with a key n inside cver) r underline & label in margin List with page number and pertinent prtin f identifying qute Cnnectins Highlight (make sure have a key) & write in margin the cnnectin yu ve made between the text and yur persnal life, ther things yu have read, seen in a mvie r n t.v., heard f in a sng, r have experienced thrugh any ther persnal knwledge

3 List with page number, pertinent prtin f identifying qute & the cnnectin yu ve made Symbls/Mtifs Highlight (make sure have a key) each instance yu ntice & discuss the meaning at sme pint, r underline, labeling the example as symbl r mtif & discuss the meaning at sme pint Yu may mark smething as a ptential symbl early in yur reading f the nvel, and then discver later that it is nt a symbl r that it means smething different frm yur initial interpretatin. List with page number, pertinent prtin f identifying qute & discussin f meaning Theme Highlight (make sure have a key) r underline each instance yu ntice a passage that pertains a theme r themes f the bk, labeling the passage accrding theme; the same applies the theme as it des symbls List with page number, pertinent prtin f identifying qute & theme

4 RUBRIC FOR ANNOTATIONS 100 Yu are an expert n this text! Cmplete. All the pics are cvered fully, and all passages imprtant the full understanding f the sry have been duly nted. Discriminating. T highlight everything is highlight nthing. The highlighting (r underlining r listing) is NOT excessive and indiscriminate. Cmprehensin. The text has NOT been taken at face value. The anntatins reveal an understanding f the nuances and cmplexities f the text. Diverse. The interpretatins are varied, nt relying n the repetitin f a few f the same insights ver and ver Yu cmprehend the text but have missed sme deeper meanings. Has the cmpleteness f the A level abve. What differentiates the A level frm the B level is the depth f cmprehensin. Here, the cmprehensin lacks the understanding f the cmplexities f the text. What als differentiates the A level frm the B level is the riginality f the insights. The B level relies n insights that are either bvius r shallw. While at the A level, yu get the idea that there is nthing mre be seen, at the B level, yu see slight rm fr imprvement Yu shw a limited understanding f the text, but yu als have sme misinterpretatins. Yu missed mre insights than yu hit. The selectin and density f anntatins suggests that the anntar recgnized the central, imprtant details f the sry the primary wh, what, when, where, hw, why, etc. but the subtle passages that relate deeper meaning have escaped attentin. There are instances where the highlighting has becme excessive and/r indiscriminate lacking a clear purpse behind them. The pattern f anntatins creates the impressin that the reader s cmprehensin des nt g beynd the mre vert detail. Interpretatins are abut half the time bvius, and there are misinterpretatins here and there. The selectin and density f anntatins is desulry: a little here, a little there. Althugh all pics as listed n the first page are cvered, the anntatins are sparse in sme areas. Thugh sparse, what has been anntated is sufficient allw the cnvictin that the reader has read the entire sry althugh likely with nly half attentin. There are numerus instances where the anntatins have becme excessive and/r indiscriminate lacking a clear purpse behind them. The anntatins reveal nly the mst minimal grasp f the basic facts f the sry. The interpretatins are abut half the time bvius, and misreadings appear ften en ugh fr interpretatin prblems.

5 70 69 Oh, n! Yur highlighter r pen ran dry! Time buy a new ne! Incmplete. A tal scam! The anntatin patterns suggest that the reader read the bulk f the sry but nt all: 10% r mre f the sry was skipped r unfinished. Als, ne r mre f the anntatin pics was skipped. The anntatin patterns cnvey the appearance f intentinal subterfuge: scattered, randm anntatins f utterly trivial passages. The anntar seems intent upn creating the appearance that the material has been read. 0