1. Mayo for MST Summer Reading Program Presented by Lizabeth Thompson, M. Ed., NBCT English Department

2. 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.

3. Guidelines  Mandatory for all— CP and Honors  Overview of reading choices, assignment and rubric issued prior to the end of the school year.

4. 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

5. 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.

6. 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

7. Sample Annotations in a Novel

8. Sample Typed Annotations

9. Annotation Categories  Based on state standards that review skills beginning with 8 th grade knowledge.  Categories: Characters Vocabulary Questions Author’s Style Figurative Language Allusions (rising 10-12 th grade Honors) Connections Symbols Motifs Theme Conflict (rising 9 th grade Honors and all CP)

10. 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

11. Frequently Asked Questions  What if I’m 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 do— typed vs. in-text?  We accept either.

12. Frequently Asked Questions (cont.)  I’m 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 Department—Please! We want to help you get it right the first time!

13. 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.

14. 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 margin—MVM, MVSelf, MvSoc, etc.

15. 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.

16. 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.