Resources for Summer Reading

Local Libraries

Springfield City Library 359 Plainfield St (413) 263-6805 East Forest Park Library 122 Island Pond Rd (413) 263-6836 Pine Point Branch Library 204 Boston Rd (413) 263-6855 Springfield Library: Sixteen Acres Branch 1187 Parker St (413) 263-6858 Forest Park Library 380 Belmont Ave (413) 263-6843 Springfield City Library 220 State St (413) 263-6828

Springfield Library 21 Osborne Terrace (413) 263-6840 Springfield City Library: Mason Square Branch Library 765 State St (413) 263-6853 Liberty Branch Library 773 Liberty St (413) 263-6849 West Springfield Public Library 200 Park St (413) 736-4561 Chicopee Library 449 Front St (413) 594-1800 Hubbard Memorial Library Central Library 24 Center St, Ludlow, MA 01056 Phone: (413) 583-3408

Discount Bookstores (Used and Online)

www.amazon.com

www.half.com

www.abebooks.com

www.barnesandnoble.com (Look for the Markeplace for used books)

Red Brick Books, Springfield, MA

Raven Used Books, Northampton, MA

“Whenever you read a good book, somewhere in the world a door opens to allow in more light.”

—Vera Nazarian

Mr. Mansfield

Email: emansfield@hampdencharter.org

Summer Reading – Grade 6

The summer reading program at HCSS is designed not only to maintain skills during vacation, but also to

foster the enjoyment of reading as a leisure activity. The titles selected are designed to connect to the

middle school curriculum for grade 6. These assignments will be 5% of your first quarter grade.

Students must read one of the following three books and complete the assignment detailed below each

option OR complete one of the eight project options for one of the books below.

Number the Stars, Lois Lowry

In a three to five paragraph essay, describe how Annemarie's concept and understanding of how to be

heroic progress throughout the novel. Include specific examples from the text to support your answer.

Roll of Thunder, Hear My Cry, Mildred Taylor

In a three to five paragraph essay, discuss five things you now know that you did not know before about

the racial history of our country. Use specific examples from the text to help support what you learned.

When you read the last page of this novel, what were your thoughts and/or feelings?

Stealing Freedom, Elisa Carbone

In a three to five paragraph essay, discuss how Anna Marie Weems’ character evolves (changes)

throughout the book. Use textual evidence to support what you are saying.

1. Create a timeline to illustrate and explain main the events in the story. This is an illustrated story

map with written descriptions to show the plot, characters, and setting. Show at least five main

scenes with your own art.

2. Create a book jacket, complete with illustrations of major scenes, written plot and character

summaries, and a recommendation why this book should be read (see outline/example on the

cupboard by the windows).

3. Prepare a list of interview questions and answers (minimum 10) to ask one of the characters in

the book. Answer as you think the character would answer the questions, even using quotes as

part of the answers. Include details of the plot and setting so we will come to know your book.

(You and a friend could videotape it as a talk show).

4. Write a 5-10 min. play based on the book. You may even perform it with help from friends or

film it to show the class or add puppets and make it a puppet show (Do not use last week’s gym

socks!) . The script must be well-written and edited for M.U.G.S.

5. Keep a diary of one of the characters in the book, using the first person. It must have at least

five entries (half page or more each), written during different points in the plot and give a clear

sense of the plot, setting and characterization.

6. Write a letter to the author telling why you liked the book, your favorite parts (give

examples/quotes from the book), and ask questions of the author about the plot, setting, and

characterization and make suggestions of what you might have changed. Make sure I can tell

what the book is about from your letter.

7. Write a letter to the main character to tell him or her how you would have solved their

problem(s) differently. Explain the problem(s) as you understand it and then explain your

solution(s).

8. Become a newspaper columnist: write a review for the book section of a newspaper, include a

short plot synopsis, setting, characters, but don’t give the ending away. Explain why others

should or shouldn’t read this book using specific evidence to prove your opinions!

Ms. Godard ELA 7 Email: ngodard@hampdencharter.org

Summer Reading: ELA 7 The summer reading program at HCSS is designed not only to maintain reading skills during summer vacation, but also to foster the enjoyment of reading outside of school. The titles selected are grade appropriate texts that should be enjoyed for middle school students. The 7th grade summer reading texts are designed to give incoming seventh graders an opportunity to familiarize themselves with the genres covered in the 7th grade curriculum.

Dystopian Fiction

- Hunger Games (series)/Divergent (series)/Mazerunner (series) *students should plan to read the

whole series and make a comparison to films*

- Trash, Andy Mulligan

- Feed, Matthew Tobin Anderson

- Ship Breaker, Paolo Bacigalupi

Historical Fiction

- Number the Stars, Lois Lowry

- My Brother Sam is Dead, Christopher Collier

- Fever, Laurie Halse Anderson

Autobiography/Memoir

- Farewell to Manzanar, James D. Houston and Jeanne Wakatsuki Houston

- A Summer Life, Gary Soto

- This Star Won't Go Out: The Life and Words of Esther Grace Earl, Esther Earl and John Green

- I Am Malala: The Girl Who Stood Up for Education, Malala Yousafzai

Ms. Godard; Ms. Glenn ELA 8 Email: ngodard@hampdencharter.org | kglenn@hampdencharter.org

Summer Reading: ELA 8 The summer reading program at HCSS is designed not only to maintain reading skills during summer vacation, but also to foster the enjoyment of reading outside of school. The titles selected are grade appropriate texts that should be enjoyed for middle school students. The 8th grade summer reading texts are designed to give incoming eighth graders an opportunity to familiarize themselves with the themes covered in the 8th grade curriculum.

8th Grade

Unreliable Narrators

- Curious Incident of the Dog in Night Time, Mark Haddon

- The Chocolate War, Robert Cormier

Dangers of Science

- Frankenstein, Mary Shelley

- Hitchhiker’s Guide to the Galaxy, Douglas Adams

- Ender’s Game, Orson Scott Card

Civilization vs. Wildness

- White Fang, Jack London

- The Outsiders, S.E. Hinton

- The Graveyard Book, Neil Gaiman

Colonization/Oppression

- When I Was Puerto Rican, Esmerelda Santiago

- A Small Place, Jamaica Kincaid

BOOK REPORT CHOICES: ELA 7 and ELA 8

For summer reading, choose one of these activities. The rubric has details of expectations for projects. All projects must include the title and author of the book.

Write a formal essay, at least five paragraphs, discussing and analyzing plot, setting, characterization, and theme. It must also give some information about how the book may have changed the way you think and what you learned about the world and people from it. Be sure to include examples and quotes from the book to support your points.

OR…

1. Create a timeline to illustrate and explain main the events in the story. This is an illustrated story

map with written descriptions to show the plot, characters, and setting. Show at least five main scenes with your own art.

2. Create a book jacket, complete with illustrations of major scenes, written plot and character

summaries, and a recommendation why this book should be read (see outline/example on the cupboard by the windows).

3. Prepare a list of interview questions and answers (minimum 10) to ask one of the characters in

the book. Answer as you think the character would answer the questions, even using quotes as part of the answers. Include details of the plot and setting so we will come to know your book. (You and a friend could videotape it as a talk show).

4. Write a 5-10 min. play based on the book. You may even perform it with help from friends or

film it to show the class or add puppets and make it a puppet show (Do not use last week’s gym socks!) . The script must be well-written and edited for M.U.G.S.

5. Keep a diary of one of the characters in the book, using the first person. It must have at least

five entries (half page or more each), written during different points in the plot and give a clear sense of the plot, setting and characterization.

6. Write a letter to the author telling why you liked the book, your favorite parts (give

examples/quotes from the book), and ask questions of the author about the plot, setting, and characterization and make suggestions of what you might have changed. Make sure I can tell what the book is about from your letter.

7. Write a letter to the main character to tell him or her how you would have solved their

problem(s) differently. Explain the problem(s) as you understand it and then explain your solution(s).

8. Become a newspaper columnist: write a review for the book section of a newspaper, include a

short plot synopsis, setting, characters, but don’t give the ending away. Explain why others should or shouldn’t read this book using specific evidence to prove your opinions!

9. Write a newspaper article reporting on an exciting event, crime or incident from the book as if it really happened. Be sure to give specific details of plot, setting, and characters, as well as title and author.

10. Write a biography narrative of the leading character using information from the book. Tell

their life’s story, even making up parts that the author may have left out, but need filling in.

11. Examine the book, paying attention to the author’s style of writing. Then write a 2-3 page continuation of the story, imitating the author’s use of tone, setting, style, and theme. You must have an introductory paragraph that explains your novel’s main elements.

12. Research the period of history that the book takes place in. Write an essay or multimedia

presentation that tells about that time and why it was important to the plot and setting of the book. If the book is Science Fiction, create an invented history for the book’s time.

13. Rewrite part or the entire book as an illustrated storybook for young students in a lower

grade. Keep it interesting with age-appropriate vocabulary.

14. Write an original poem about the book that expresses what you learned, how you were changed by the message (theme) of the book, or giving a sense of the emotions of the characters. Make it at least 2/3 of a page long and try to let us know the book through the poem.

15. Would you want the main character in the book as a friend? Write an essay giving specific

reasons why the character would or wouldn’t be a good friend. Use examples of character traits and quotes from the book as evidence for your points.

INDEPENDENT READING PROJECT RUBRIC Name:_____________________________________________________________ Date:_____________________ Title:__________________________________________________Author:_________________________________ Project Type:________________________________________________________________________________________ Check it

off! Scoring Elements: Score:

100 total pts.

1. Project’s written content is the most important element, is essay level writing,

and has references to and explanations of:

Plot structure

Setting

Characterizations

Themes

SUPPORTING QUOTATIONS AS EVIDENCE

with specific details from the book. Let us know your book!

50. pts.

2. Written text is preferably:

typed.

Pencil is for rough drafts.

double-spaced, is Times New Roman, Arial, or Calibri font

12 point font size.

10. pts.

3. Edited for MUGS! (Mechanics, Usage, Grammar, Spelling) If needed, get help from me.

10. pts.

4. Project is neat, carefully planned, shows effort, entertains, and attractive to the eye. Project is in the correct form For example: letters are in proper format; storybooks, dioramas, and timelines have your own artwork; diorama boxes are fully decorated with careful construction; diaries have separate entries.

20. pts.

5. Written Clearly ON the project and any papers:

Book title,

author’s name,

your name This rubric must also be attached to the project with the top filled out.

10 pts.

Teacher Comments:

Total:

Mr. McKenna

ELA 9 & 10

Email: kmckenna@hampdencharter.org

Summer Reading: ELA 9 & 10

The summer reading program at HCSS is designed not only to maintain reading skills

during summer vacation, but also to foster the enjoyment of reading outside of school.

The titles selected are grade-appropriate texts that should also be enjoyable for high

school students.

Book Selections:

9th Grade

The Pearl by John Steinbeck

Ender’s Game by Orson Scott Card

A Wrinkle in Time by Madeleine L’Engle

Into Thin Air by John Krakauer

The Outsiders by S.E. Hinton

10th Grade

The Hobbit by J.R.R. Tolkien

The Road by Cormac McCarthy

A Farewell to Arms by Ernest Hemingway

Life of Pi by Yann Martel

Of Mice and Men by John Steinbeck

CD Playlist Summer Reading Project

1. Students will select one book to read from the selections provided.

2. Throughout the book, students should write down any quotations (with page

numbers) that reveal something significant about a character, an event important to

the plot, or a central theme of the book. Students need at least eight strong quotations.

3. Students will then find a song or poem that connects with each quotation in some

way. On the handout provided, students will write down each quotation and related

song/poem with a short paragraph (3-5 sentences) for each. Thus, each handout

should have 8 quotations, 8 songs/poems, and 8 short paragraphs.

4. Finally, students will create a creative CD cover for the book on a separate sheet of

paper that relates to the central themes or main characters in some way. Students

should feel free to do create these covers either by freehand or by using computer

software. These should be neat AND creative. Please staple these to the handout

provided.

Name: __________________________ Book:_____________________________

CD Playlist Summer Reading Project

Directions: While you are reading, choose at least 8 passages (with page numbers) that reveal something

significant about a character, an event important to the plot, or a central theme of the book. Record

these passages in the left-hand column. In the right-hand column, write down the title of a song/poem

that connects to the passage in some way and the name of the artist or poet. Then write a short

paragraph (3-5 sentences) that explains how the song/poem relates to the passage and text as a whole.

Passage Page Song/Poem and Analysis Paragraph Sample:

“I ate civilization. It poisoned me; I was defiled. And

then," he added in a lower tone, "I ate my own

wickedness.” – Brave New World

p. 94 “Society” –Eddie Vedder

In this song, Eddie Vedder sings about a man who

alienates himself from society, which he considers

“a crazy breed”, and he wonders if it “will be lonely

without (him)”. This song relates to the passage

because in this part of the story, John recognizes

the corruptive nature of society. Both the passage

and song describe the paradoxical pain of an

individual wanting to be a member of society while

simultaneously wishing to separate himself from it.

Mrs. Gullett

American Literature

Email: sgullett@hampdencharter.org

Summer Reading: American Literature

The summer reading program at HCSS is designed not only to maintain skills during vacation, but also

to foster the enjoyment of reading as a leisure activity. The titles selected are designed to connect to the

high school curriculum for that grade level (American Literature for 11th

grade and British Literature for

12th

grade). These assignments will be 10% of your first quarter grade.

Requirement #1 – Read two (2) books

Read two (2) books. The first book will be assigned to all students to read. The other book will be

chosen from a designated list of titles. Use a calendar to determine the number of pages you’ll need to

read each day or week, and then stick to your plan. Don’t wait until the week before school starts and

try to cram it all in!

Requirement #2 – Complete active reading notes for each book

On the first day of school, submit the active reading notes. The format for the active reading notes is

attached. Students are expected to have at least 15 active reading notes per book. Purchase a spiral

notebook and record all active reading notes in the notebook and turn in the notebook on the first day of

school.

Requirement #3 – Write an in-class essay the first week of school

Within the first week of school, students will be asked to write an in-class essay about the book that all

students have read. This writing test will be given the first week of school. Students will be able to use

their active reading notes to complete the assignment. Without details and specific quotes from the

novel, it will be difficult to properly do this assignment.

HCSS Summer Reading List – American Literature

Required Reading for all students My Antonia by Willa Cather

AND

Choice List A (choose 1 title from this list)

Roots by Alex Haley

The Poisonwood Bible by Barbara Kingsolver

Freedom by Jonathan Franzen

As I Lay Dying by William Faulkner

I Know Why the Caged Bird Sings by Maya Angelou

Their Eyes Were Watching God by Nora Zeale Houston

Native Son by Richard Wright

Grapes of Wrath by John Steinbeck

The Bean Trees by Barbara Kingsolver

The Joy Luck Club by Amy Tan

The Catcher in the Rye by JD Salinger

Active Reading Notes Format

Dialectical Note-taking Sheet (Fiction Book)

DIRECTIONS: While you are reading, choose at least 10 passages that stand out to you and record them in the left-hand column. In the right-hand column, write your response to the text. (3-5 sentences) Look for passages from the novel that address the following:

A theme or central idea developed over the course of the novel, including how it emerges and is shaped and refined by specific details

How complex characters develop, interact with other characters, advance the plot or develop the theme.

Passages that strongly support an analysis of what the novel says explicitly as well as inferences drawn from the text.

*This sheet is the template only. Use this format in your spiral notebook*

Quotation sample “When the key of the store- shed was lost, the whole farm was convinced that Snowball had thrown it down the well. Curiously enough, they went on believing this even after the mislaid key was found under a sack of meal.”

Page:

45

This Shows… …how the author uses irony to demonstrate a human weakness. The animals blame a scapegoat for something that goes wrong and cling to this mistaken belief even when the truth is obvious. This seems like clear evidence to me that often- times people are more interested in their own beliefs than in the truth.

1.

2.

Mrs. Gullett

British Literature

Email: sgullett@hampdencharter.org

Summer Writing: British Literature

Seniors will have a summer writing assignment in lieu of a summer reading assignment. Students are expected

to begin research for their Senior Thesis project and read academic articles found on databases and in the

library. These assignments will be 10% of first quarter grade (5% each).

Requirement #1 – Senior Thesis Topic proposal

Complete all of the requirements for the senior thesis topic proposal (attached). Type all responses into a

Google docs file and share with Mrs. Gullett and Mrs. Trudeau (ltrudeau@hampdencharter.org) by September

2, 2016.

Requirement #2 – Revise Common App essay

Make your revisions to your common app essay based on Mrs. Gullett’s feedback and share your completed

essay in Google docs with Mrs. Gullett by September 2, 2016. We will have a peer review session and teacher

conference within the first week of school to finalize your college essays. Essays must be between 250 – 650

words.

2016-2017 Common App Essay Prompts:

1. Some students have a background, identity, interest, or talent that is so meaningful they believe their

application would be incomplete without it. If this sounds like you, then please share your story.

2. The lessons we take from failure can be fundamental to later success. Recount an incident or time when you

experienced failure. How did it affect you, and what did you learn from the experience?

3. Reflect on a time when you challenged a belief or idea. What prompted you to act? Would you make the

same decision again?

4. Describe a problem you've solved or a problem you'd like to solve. It can be an intellectual challenge, a

research query, an ethical dilemma - anything that is of personal importance, no matter the scale. Explain its

significance to you and what steps you took or could be taken to identify a solution.

5. Discuss an accomplishment or event, formal or informal, that marked your transition from childhood to

adulthood within your culture, community, or family.

Hampden Charter School of Science Senior Thesis Proposal DUE: Friday, September 2, 2016 For your senior thesis, you will choose one of the following types of projects:

1. Experiment Must have a real world application

Follows scientific method

Must include proper data and analysis of the data

Must show evidence of data collection process (still pictures or video may be used)

2. Engineering Design Must have a real world application

Actual product must be demonstrated in a video (NO still pictures)

Must show evidence of engineering design process (which should include a prototype)

The goal of the Project Topic Proposal is to outline the concept of your senior thesis and state your goals. Your responses need to be detailed. Please provide detailed responses to these questions. Create a document for your typed responses to each question and

share the final document with both Mrs. Gullett and Mrs. Trudeau by September 2, 2016.

1. Project Title

Provide a short, descriptive title for your project. 2. Project Description

Provide a general summary of your project, making sure to include your final product, event or goal. 3. Reasons for Selecting Topic

Explain the reasons you selected your project topic. 4. Knowledge or Experience of Topic

Describe what you knew or had experienced about the topic before you selected it. 5. New Learning What new learning do you hope to acquire? Be sure to include new skills, knowledge and mental habits. 6. Preliminary Research Results/Annotated Bibliography

Summarize the results of your research into this project so far. Using the annotated bibliography format, list at least 3 sources you have read and summarize their content.

7. Main Project Tasks Summarize the main tasks your project will require you to do. This is NOT a general summary, but the beginning of the more specific development that is required for your Project Plan.

8. Potential Risks & Challenges

Describe the risks and challenges you believe you might encounter while doing your project. For example, not being able to find the right community expert to help you, money constraints, physical dangers, etc.

Please read and sign below and return to Mrs. Gullett no later than Monday, June 20, 2016 The scope of the senior thesis project requires that your parents are aware of your intentions, actions and challenges.

I understand the following:

Passing Senior Thesis is a graduation requirement

I must write a background research paper

I must either conduct an experiment or create an engineering design

This is an independent project

My research must be based on scientific based evidence

Both portions of the project will be graded using the grading rubrics posted on the HCSS website

All submissions must be electronic only through your HCSS email address

Failure to show up to office hours previously signed up for may result in no longer having access to office hours

This will be a 3rd

quarter grade

If you fail, the failure will remain on your transcript

Failure will result in not being able to participate in any 4th quarter senior activities (prom, Senior Trip, etc.)

PARENT/GUARDIAN NAME SIGNATURE

Student Name Signature ___________________________________ __________________________________________

Mrs. Gullett

AP English Language and Composition

Email: sgullett@hampdencharter.org

Summer Reading: AP English Language and Composition

Course Description

An AP course in English Language and Composition engages students in becoming skilled readers of

prose written in a variety of rhetorical contexts, and in becoming skilled writers who compose for a

variety of purposes. Both their writing and their reading should make students aware of the interactions

among a writer’s purposes, audience expectations, and subjects, as well as the way genre conventions

and the resources of language contribute to effectiveness in writing. (AP Course Description, College

Board, p7)

The AP course prepares students for college level coursework. Students are expected to read clearly,

think analytically, and communicate clearly in both written and oral communication.

Students in this college-level course are expected to meet the demands of a rigorous curriculum,

carefully analyze a broad range of literary works, and deepen their awareness of rhetoric and how

language works. Through close reading and frequent writing, students develop their ability to work with

language and text with a greater awareness of purpose and strategy, while strengthening their own

writing and rhetorical abilities. Course readings feature expository, analytical, personal, and

argumentative texts from a variety of authors and historical contexts. Students examine and work with

essays, letters, speeches, images, and imaginative literature. All authors chosen for the course come

from a list that is predominantly nonfiction.

Summer Reading Requirement

AP English Language and Composition is a challenging and rigorous college-level course. In order to

prepare the student for the material and skills we will encounter throughout the year, students are

required to complete the summer reading assignment. Completion of the assignment is mandatory. This

assignment will be 20% of your Quarter 1 grade. Assignments are 20% of your first quarter grade. If

you do not turn in the summer assignments on the first day of school you will be withdrawn from the AP

course.

ASSIGNMENT 1: Close Reading

Your assignment will be to keep a dialectical journal of two non-fiction books you read (choose 2 from

the attached list). See attached instructions and be sure to bring your completed journal to class in

August. If you work steadily, you’ll find that the work is not too demanding. If you wait until the

weekend before school starts, you will find yourself overwhelmed.

Complete at least 1-3 entries for each chapter, and please organize all journal entries in a spiral bound

notebook. You do not need to type them.

ASSIGNMENT 2: Writing about argument and style

You will write a multi-paragraph essay based on one of the non-fiction books you read over the summer.

Your essay will be due IN PRINTED FORM on the first day of school. Set up your paper according to

MLA guidelines (heading in top left corner, unique title, double spaced 12-point font). You can find

MLA guidelines easily online. Do not arrive the first day of class and say you will email me the file. Do

not email me the file over the summer. Find a way to print the file and bring it to class on Day One.

Prompt:

Works of non-fiction, whether implicitly or explicitly, present an argument to the reader and support this

argument with different types of evidence and rhetorical techniques. Select one of the two works of non-

fiction that you read and briefly identify the work's central argument. Then, analyze the evidence and

techniques the author uses to support his or her argument. Finally, in the conclusion, evaluate the

argument as a whole. Avoid summarizing the text and focus on analyzing and evaluating the evidence.

ASSIGNMENT #3: Writing your own argument with style

Using one of the non-fiction books you read, write an essay to defend or challenge an assertion the

author makes in the book using applicable evidence and logical reasoning. Avoid summary. You may

use outside research material in addition to the text itself to help support your points, but be sure to cite

properly using MLA format. Your paper should be 2-3 typed, double-spaced pages, in 12-point font.

Non-fiction titles:

The Overachievers by Alexandra Robbins

Freakonomics by Malcolm Gladwell

Kabul Beauty School by Deborah Rodriguez, Kristin Ohlson

How Starbucks Saved My Life by Michael Gates Gill

Teacher Man: A Memoir by FrankMcCourt

Nickel and Dimed:On (Not) Getting by in America by Barbara Ehrenreich

Sugar Changed The World by Marc Aronson, Marina Budhos

A Long Way Gone: Memoirs of a Boy Soldier by Ishmael Beah

The Shallows: What the Internet is Doing to Our Brains by Nicholas Carr

Profiles in Courage by John F. Kennedy

Amusing Ourselves to Death: Public Discourse in the Age of Show Business by Neil Postman, Andrew

Postman

Freedom Riders: 1961 and the Struggle for Racial Justice by Raymond Arsenault

The Great Influenza: The Story of the Deadliest Pandemic in History by John Barry

Flags of Our Fathers by James Bradley

The Boys in the Boat: Nine Americans and Their Epic Quest for Gold at the 1936 Berlin Olympics by

Daniel James Brown

The Shallows: What the Internet Is Doing to Our Brains by Nicholas Carr

Tom’s River: A Story of Science and Salvation by Dan Fagin

Nickel and Dimed: On (Not) Getting By in America by Barbara Ehrenreich

Outliers by Malcolm Gladwell

Team of Rivals: The Political Genius of Abraham Lincoln by Doris Kearns Goodwin

The Swerve: How the World Became Modern by Stephen Greenblatt

Unnatural Selection: Choosing Boys over Girls, and the Consequences of a World Full of Men by Mara

Hvistdendahl

Active Reading Notes Format

Dialectical Note-taking Sheet

DIRECTIONS: While you are reading, choose at least 10 passages that stand out to you and record them in the left-hand column. In the right-hand column, write your response to the text. (3-5 sentences) Look for passages from the novel that address the following:

A theme or central idea developed over the course of the novel, including how it emerges and is shaped and refined by specific details

How complex characters develop, interact with other characters, advance the plot or develop the theme.

Passages that strongly support an analysis of what the novel says explicitly as well as inferences drawn from the text.

*This sheet is the template only. Use this format in your spiral notebook*

Quotation sample “When the key of the store- shed was lost, the whole farm was convinced that Snowball had thrown it down the well. Curiously enough, they went on believing this even after the mislaid key was found under a sack of meal.”

Page:

45

This Shows… …how the author uses irony to demonstrate a human weakness. The animals blame a scapegoat for something that goes wrong and cling to this mistaken belief even when the truth is obvious. This seems like clear evidence to me that often- times people are more interested in their own beliefs than in the truth.

1.

2.