Mayo for MST Summer Reading Program

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Mayo for MST Summer Reading Program

• Presented by Lizabeth Thompson, M. Ed., NBCT
• English Department

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Rationale

• The more students read, the more successful they
  are in school
• Summer reading fosters enthusiasm for lifelong
  learning and love of reading.
• Summer reading introduces students to the
  curriculum for the forthcoming year.
• Summer reading fosters the continuous process of
  thinking and learning.
• Summer reading prepares students to meet the
  challenge of thoughtful literary analysis.

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Guidelines

• Mandatory for allCP and Honors
• Overview of reading choices, assignment and
  rubric issued prior to the end of the school year.

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Guidelines (cont.)

• CP 1 novel
• Honors 2 books (read 1 CP and read/annotate 1
  Honors book in that single group)
• Weight test grade for annotations and test grade
  for follow-up project

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Availability and Due Date

• Public libraries
• Burry Bookstore
• Books-a-Million
• Barnes and Noble
• Mayo H.S. for MST
• Students may not write in borrowed books!
• If you must order a book, do it soon. We are not
  responsible for delayed book orders. The
  annotations deadline is strictly enforced.

• ALL assignments are due by last day of
  registration in August, regardless of CP or
  Honors English classes.
• All info will be receipted by the English
  Department.
• If you will be out of town during registration,
  it is still your responsibility to turn in the
  assignment on time.
• -10 deductions per day for all late material.

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Annotations

• What are they?
• Observations, predictions, analysis, connections,
  or reactions from the reader.
• What do they look like?
• Typed and organized by required categories
• Highlighted or underlined words/phrases, notes,
  post-it notes or notes in the margin

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Sample Annotations in a Novel
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Sample Typed Annotations
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Annotation Categories

• Based on state standards that review skills
  beginning with 8th grade knowledge.
• Categories
• Characters
• Vocabulary
• Questions
• Literary Style Elements
• Allusions (rising 10-12th grade Honors)
• Connections
• Symbols
• Motifs
• Theme
• Conflict (rising 9th grade Honors and all CP)

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Coverage

• Complete cover all categories consistently
  throughout the book.
• Discriminating not too much no scattered,
  random markings.

• Comprehensive show that you understand the
  basics AND the nuances and complexities of the
  piece.
• Diverse varied interpretations does not repeat
  same insights over and over

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Frequently Asked Questions

• What if Im out-of-town during the summer or
  during registration?
• Find a way to get it done and to get it here.
  Students have TWO MONTHS to complete this, and we
  have high expectations. You can mail it.
• Which annotation should I dotyped vs. in-text?
• We accept either.

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Frequently Asked Questions (cont.)

• Im not sure about one (or more) of the
  categories. How can I learn more?
• Read directions/category descriptions in
  assignment packet
• Contact an English Department member via email or
  phone. Contact info is listed in the packets.
• Contact another member of the English
  DepartmentPlease! We want to help you get it
  right the first time!

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Tips from Student and Teachers

• There are only 8 main categories you only need 8
  colors for highlighting.
• Literary Devices can fall into 1 main category.
  Simply write the type of literary device in the
  margin to distinguish it from style devices.

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Tips from Students and Teachers

• If you are a beginner, you may have to read the
  novel first, then re-read to annotate. It is
  better to familiarize yourself with the plot and
  then go back to look at style.
• Write legibly.
• No pencils. They do not show up.
• Label types of conflicts in the marginMVM,
  MVSelf, MvSoc, etc.

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Tips from Students and Teachers

• Even if you have a strong vocabulary, mark words
  that show richness of language. (Remember, every
  category must be covered thoroughly.)
• There should never be more than a 5 page gap with
  no annotations. These books were chosen for
  their literary merit.

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Tips from Students and Teachers

• Start early! This cannot be completed on your
  way to registration.
• Connections should be relevant and meaningful.
  Not all connections are personal. Connecting to
  other texts/sources shows deeper reflection.