Summer Reading Lists and Assignments 2012
Campbell County High School

What follows are the expectations for students who will be attending CCHS for the 2012-2013 school year. ALL English classes grades 9 - 12 require summer reading. Below you will find the lists for 9th grade. During the summer, students are expected to complete the reading in addition to the following assignment.

As the first day of school is Wednesday, August 15th, next year, it is the expectation that by Monday, August 20th, students should be prepared for the following:

1. Collection of book assignments
2. Test over each book
3. Classroom discussions/activities for each book

Book Lists

** Limited copies of these books can be found in the High School English book room.

9th grade Regular - Choose ONE of the following:

Sleeping Freshmen Never Lie - David Lubar**
Knights of Hill Country - Tim Tharp
A Map of the Known World by Lisa Ann Sandell

9th grade Pre-AP - Choose ONE of the following:

Catcher in the Rye by J.D.Salinger**
The Help by Kathryn Stockett
To Kill a Mockingbird by Harper Lee**

9th grade Essentials –

None: see attached assignment

9th grade (English I) Summer Reading Assignment – Regular and Pre-AP

Task: You are to read the novel of your choice and complete the following TPCASTT reading strategy activities. Note that each letter of the acronym corresponds to its own activity.

T-TITLE
Before you even think about reading the novel or trying to analyze it, speculate on what you think the novel might be about based upon the title. Often time authors conceal meaning in the title and give clues in the title. In 2-3 sentences explain what you think this novel will be about.

P-PARAPHRASE
Choose a paragraph, that has significant meaning, and paraphrase the paragraph. Choose your own words to show the significant meaning of the paragraph. Be careful to not summarize the paragraph—paraphrase! Paraphrase means to put the paragraph in your own words without losing the meaning of the paragraph.

C-CONNOTATION
Although this term usually refers solely to the emotional overtones of word choice, for this approach the term refers to any and all literary devices, focusing on how such devices contribute to the meaning, the effect, or both of a novel. You may consider imagery, figures of speech (simile, metaphor, personification, symbolism, etc), diction, point of view, and sound devices (alliteration, onomatopoeia, rhythm, and rhyme).
It is not necessary that you identify all the literary devices within the novel. The ones you do identify should be seen as a way of supporting the conclusions you are going to draw about the novel. You must choose 3 literary devices used in the novel that have significant meaning. Write a paragraph explaining the significance of each term, total of 3 paragraphs minimum.

A-ATTITUDE
Having examined the novel's devices and clues closely, you are now ready to explore the multiple attitudes that may be present in the novel. Examination of diction, images, and details suggests the speaker's attitude and contributes to understanding. Remember that usually the tone or attitude cannot be named with a single word Think complexity. Your explanation of the attitude must be one paragraph and include support from the novel.

S-SHIFTS
Identify the shift(s) you see in the novel. This may be the climax, development of a character, any shifts that you see in the novel. Identify a minimum of 1 shift and describe the shift. Your description must include evidence from the novel. The description should be 1-2 paragraphs.
• irony
• changes in sound that may indicate changes in meaning
• changes in diction

T-TITLE
Now look at the title again, but this time on an interpretive level. What new insight does the title provide in understanding the novel? Your insight should be developed; no one word answers!

T-THEME
What is the novel