Summer Reading Assignments (incoming 6th-12th grades)
- Humanities Reading List
- 6th grade reading assignment
- 7th grade reading assignment
- 8th Grade Reading Assignment
- 9th grade reading assignment
- 10th grade reading assignment
- 11th grade reading assignment
- 12th grade reading assingment
Use your time wisely and answer all questions in complete sentences. Bring this assignment with you on the first day of school. We will be discussing in class.
PRINCE CASPIAN By C.S. Lewis
1. Why are the children at the train station at the beginning of the story?
2. Peter, Susan, Edmund, and Lucy find themselves called out of their own world and back to Narnia, but they do not know who has called them, why have they been called, or what are they supposed to do. Please explain why they have been called and what they are supposed to do.
3. Read the following passages from the Bible. For each passage, list who was being called, what that person was called to do, and how that person responded to the call.
a. Genesis 12:18
b. Jonah 1:1-17
c. Luke 1:26-38
1. Why did the Caspian's tutor take him to the castle tower in the middle of the night?
2. Some of the elements of the Dwarf's story of Prince Caspian may seem very similar to portions of the story of Christ's birth as recorded in Matthew. When an author purposefully uses similar plots, characters, or other story elements, we call it parallelism. Read Matthew 2:1-16, then for each of the events listed below, see if you can find a parallel even in the Dwarf's story. The first (a) is done as an example.
a. Magi from the East see a star in the heavens that tells them that the king of the Jews has been born.
a. Caspian's Tutor shows him a conjunction of the stars Tarva and Alambil that tell him that some great good is coming to Narnia.
b. The Magi recognize Jesus as the true king, worthy of their worship. (Bible)
c. After being warned by an angel, Joseph takes Mary and the child and flees to Egypt. (Bible)
1. What friend of Caspian's arrives at the Dancing Lawn during the war council? What news does he bring?
2. When Edmund realizes that they have been brought to Narnia because of the Horn, he says, "It's a bit uncomfortable to know that we can be whistled for like that. It's worse than what Father says about living at the mercy of the telephone." How does Lucy respond? What does she mean by her response?
1. What does Lucy see just before they descend into the gorge of the river Rush? According to Lucy, what does he want them to do?
2. Lucy is hesitant about telling the others what she has seen Aslan because she is certain that they won't believe her. Aslan tells her, "It doesn't matter" whether they will believe her or not, and invites her to wake them all up and tell them. Have you ever felt hesitant about telling others about Jesus? If so, why? If not, why not?
1. Who are Nikabrik's two "friends"? What is Nikabrik's solution to turning their defeats into victory?
2. Caspian says that Nikabrik "had gone sour inside from long suffering and hating. If we had won quickly he might have become a good Dwarf in the days of peace." Read Job 33:14-30 and 2 Corinthians 4:8-5:5. According to these passages, what are some of the reasons God allows people to experience hardships and suffering?
1. What causes the Telmarine army to flee for the bridge at Beruna? What do they discover when they get to the bridge?
2. How is Aslan's decision to heal Reepicheep similar to the story in Mark 2:1-5?
The climax of the novel is the high point of action or tension. It is also called the turning point because after the climax, the conflict is soon resolved. Which event in Chap. 14 is the turning point? Please explain in detail.
The Princess and the Goblin is a fairytale by George MacDonald, about a Princess named Irene and a young miner named Curdie. Although these two might seem to be an unlikely pair, they are drawn together by similarities which seem to call most heroes to action, and while the story is undoubtedly pleasant, there is a larger theme which is worth exploring; this is why it has been assigned to you for your summer reading in preparation for 7th grade literature.
In the 7th grade, you will embark on a labor of discovery and maturity as you read the seminal works of Western civilization, Homer's Iliad & Odyssey. You will meet the arch-types of heroes who influence our culture even today, and will ask the foundational questions of the examined life: who are we, what are we trying to become, and how can we ever succeed?
As you ready yourself to face this awesome and exciting challenge, you will begin by learning to read myths and fairytales as something more than merely enjoyable stories and remember that Christ himself spoke to us in parables. Enjoy The Princess & the Goblin and take the opportunity to reflect on how the story demonstrates for us, in ways difficult to articulate at times, truths which resonate with the songs of eternity.
Having read The Princess and the Goblin, answer the following questions (no less than a few sentences, no more than a paragraph each) in writing for the first day of class.
Who is the Lady in the Attic? Why do you think that can only some people can see her?
Why do the Goblins hate rhymes?
If you were Curdie, what choice would you make at the end of the book, and why?
Who is the hero of this story?
This summer, we will be reading The Great Divorce by C.S. Lewis. This brief story offers a fascinating consideration of why people choose to accept or reject God and paradise.
As you read, try to take note of the most important themes and ideas within the book. There will be no “note check” when we return to school, but you should have completely read the text and answered the following questions before the first day of school.
After you have read, please answer the following questions on a separate piece of paper.
1) In this story, what is the physical relationship between the grassy plains and the grey country? What is the significance of this relationship?
2) What was your favorite conversation from the grassy plain? Summarize and explain it.
3) In this story, what stops most people from living in Heaven?
Answer the above questions on a separate piece of paper. Each answer should be at least 1 paragraph. This is due the first day your class meets.
Ninth Grade is for the Romans. This year, you will be studying Roman history, literature, philosophy, art, and culture. In History, you will read the Gospels and Acts, where we find the story of Christ and the early Church in the Roman Empire. In Literature, you will read the great Roman author Virgil, and his magnificent epic The Aeneid. You will follow Ovid and his fascinating collection of myths, The Metamorphoses, as well as St. Augustine’s marvelous Confessions. But, not everything we do in 9th Literature is Roman.
Frankenstein is not one of the easiest novels, but it is one of the most popular ones ever written. Written by Mary Shelley (a 19-year-old girl!), this fast-paced work deals with important issues like revenge, love, creativity, justice, hatred, forgiveness, and death. The reason people have read it over and over for generations is...because it’s really good!
You will be expected to have read Frankenstein in its entirety over the summer. After you have completed the reading, answer the essay questions below. Your typed responses will be collected on the first day of class.
Which character do you identify with (pity, agree with, feel for, etc.) more: Victor or his Creature? Why? Which one has done more wrong? Be specific, and use a few short quotes from the book to explain and justify your answer.
Find a passage (no more than half a page) that you particularly enjoyed, copy it down (including the page number), and describe what makes it so enjoyable and/or interesting. Does it have to do with something philosophical (like the idea of Justice) that you learned last year in Logic School? Does it relate to something in the BIble, or in your own life? Perhaps it is a particularly moving part of the story or a terrifying moment.
These questions are due on the first day of class. They should be typed, and approximately one page each.
I hope you enjoy your summer, and I look forward to discussing Frankenstein with you when you return to school!
This summer, read The Man Who Was Thursday. This is a good book.
At the beginning of the book, there's an Introduction. Read it. It will help you better understand this wild, wacky story.
As you are reading, take notes in The Man Who Was Thursday. For some advice on good notes to take, look below.
Last, live a happy, good summer.
Questions? Contact Mr. Weichbrodt (firstname.lastname@example.org)
6 Kinds of Notes to Take
- Make observations of the text
This includes: indicating the presence of themes or Great Ideas; making connections to other parts of the texts or other texts, stories, or ideas; recording your impressions, reactions, and ideas in response to what's going on; observing the use of literary devices or tropes.
- Find patterns
As actions, words, images, patterns, structures, or themes repeat themselves...notice them. Why might they be repeated? How are they being used? What are they doing? What does observing them point you toward?
- Underline interesting, confusing, controversial, or striking passages
Highlight the passages that you need help (either through discussion, research, or further reading) digesting as you return to the text. Similarly, highlight the remarkable passages which seem to be the major points of the text, for ease of reference when returning to it. For best results, try to note a word, or words, that for what made you underline that passage, so that all your underlining doesn't look the same (Write “Confusing!” next to passages you've underlined because they were confusing. Write “Beautiful!” next to passages you've underlined because they were beautiful. At the next level, identify what is beautiful, what is confusing, etc.)
- Summarize the plot/argument (when it's confusing, unclear, or important)
Good summary notes can efficiently convey information you'd otherwise have to rediscover, helping you gain an understanding for the plot as a whole in its critical parts. Don’t waste your time mindlessly summarizing what’s obvious.
- Ask questions of the text
Ask the questions that you really have...and seek to find answers to them. Explore, go deeper, make connection, and wonder.
- Learn new vocabulary
As you encounter words you don't know, circle them, look them up, and define them (on the page, if you're able).
- Make your text reflect class time
As new ideas, information, clarity, or questions emerge during class discussion or lecture, note them down in your text. Keeping all content related to the text in one place – inside the book itself - is helpful for both organization and keeping your thoughts up to date.
As a general rule, you should strive for at least two notations per page of a text while you're reading. But overall, your notes should be the record of your mind as you read, to demonstrate your engagement with the content and to spur your mind to greater thought. They also serve as reference for future class discussions, paper writing, and re-reading. Good notes map out the text, allowing you to quickly find the interesting or important parts of the text as you return during discussion or composition. Nota bene.
Welcome to 11th grade British Literature! In preparation for our class, please (completely, fully, thoroughly, insert other similar adverb here) read J.M. Barrie’s Peter and Wendy – the novel version of Peter Pan.
As you read, please use the guide below to take notes in your book. You will need to bring your book with you on the first day of school for a graded note check.
The purpose of note-taking is to encourage and facilitate active engagement with the text, which allows the reader to critically evaluate what has been written. Below is a list of the types of notes that should be included. Consistency is also key to engagement, and as such there should be regular notes – though the type may vary.
Plot: make reference to what is happening in the story, how the plot is progressing and for what reason, connect and identify subplots
Theme: identify and make note of major themes within the work (hint: our overarching theme this year is identity), this can also include motifs and symbols
Definition: mark words with unfamiliar definitions, then look up the words and write their definitions next to it
Context: it may be necessary and helpful to research cultural, historical, biographical information in addition to the footnotes and annotations already included in the book
Cross Reference: connect passages or scenes within the novel to other related ones by writing the corresponding page references next to connecting passages.
Style: make note and describe the effect of diction, structure, figurative language, literary devices, etc.
Analysis: explain how different elements within the story – whether plot, style, theme – work together to form the meaning of the work as a whole or the meaning of a specific passage
If you have any questions, you may contact me by email at email@example.com.
Summer Reading and Writing Assignment
DUE: First day of school
500 words, printed/double-spaced
Describe your experience of reading LP Hartley’s The Go-Between. The main character, Leo, tells the story as an old man in flashback of the summer of 1900, when he turned 13. His narrative is a story of self-discovery and also of very slowly coming to understand what is actually going on in the adult world around him. As the events unfolded in the book, did you figure things out before Leo did, or alongside him? Did you anticipate the sequence of events, or did they come as a surprise to you? In your response, walk through the basic movement of the plot and explain your interpretive thought process.