2010 HWRHS Summer Reading List

For Entrance to NINTH GRADE:

9H:  Genre Study, Writing, and Literary Analysis

            The Count of Monte Cristo by Alexandre Dumas

                        (Bantam Classic Abridged Edition, ISBN 0553213504)

            The Color of Water by James McBride        

            The Secret Life of Bees by Sue Monk Kidd

9A1:  Genre Study, Writing, and Literary Practices

            The Color of Water by James McBride

            The Secret Life of Bees by Sue Monk Kidd

9A1 Skills:  Genre Study, Writing, and Skills Development 

            Nothing But the Truth by Avi

For Entrance to TENTH GRADE:

10H:  Classic and Cultural Literary Analysis

            Tess of the D’Urbervilles by Thomas Hardy

            A Prayer for Owen Meany by John Irving

            Cold Sassy Tree by Olive Ann Burns

10A1:  Classic and Cultural Literary Studies

            Cold Sassy Tree by Olive Ann Burns

            Fahrenheit 451 by Ray Bradbury

10A1 Skills:  Classic and Cultural Literary Skills 

            Fahrenheit 451 by Ray Bradbury

           

For Entrance to ELEVENTH GRADE:

11H:  Honors British Literature 

            Henry IV, Part One by William Shakespeare

            The Once and Future King by T. H. White

            1984 by George Orwell

11A1:  British Literature

            1984 by George Orwell

            The Great Train Robbery by Michael Crichton

11A1 Skills:  British Literature and Beyond

            Dr. Jekyll and Mr. Hyde by Robert Louis Stevenson

For Entrance to TWELFTH GRADE:

12AP:  Advanced Placement English

            Crime and Punishment by Fyodor Dostoevsky

            Their Eyes Were Watching God by Zora Neale Hurston

            The Namesake by Jhumpa Lahiri

            Old School by Tobias Wolff

12H:  Honors American Literature

            Their Eyes Were Watching God by Zora Neale Hurston

            The Namesake by Jhumpa Lahiri

            Old School by Tobias Wolff

12A1:  American Literature 

            The Namesake by Jhumpa Lahiri

            Old School by Tobias Wolff

12A1 Skills:  American Literature and Skills Review

            I Had Seen Castles by Cynthia Rylant

RATIONALE FOR SUMMER READING

            The Hamilton-Wenham Regional High School English Department requires summer reading of all students.  Going back to school in September is much easier for those who have maintained the habit of responsive reading.  Furthermore, summer reading can provide a pleasurable broadening of young people’s horizons.  Students who read as a source of both intellectual stimulation and overall relaxation are likely to become joyful, lifelong readers.  Finally, those who read throughout the summer months and on other school vacations usually become more articulate speakers, more graceful writers, and more intriguing individuals.

OBTAINING BOOKS

            Before leaving for summer vacation, students should know which English class and level they are entering in September and should consult the appropriate section of the reading list.  Students may choose to buy their own books.  Being able to underline, highlight, or write notes in personally owned book is great practice for college.  Annie’s Book Stop, Banbury Cross, Barnes and Noble, Borders, and the Book Shop of Beverly Farms have our reading list and will have books available; some may be offering a discount.  Students may borrow a book from the English Department Office if there are enough copies; otherwise, students may borrow books from the Hamilton-Wenham Public Library.

IN SEPTEMBER

            Students will be held accountable for their summer reading.  Testing on summer reading will occur within the first few days of school.  To ensure that students remember important characters, events and themes from their summer reading and that their initial responses to the books are not lost, the following procedure is recommended.

PROCEDURE

            After reading each book, students may try free-writing for one or two pages.  Free-writing might take the form of reflecting, commenting, interpreting or analyzing.  Students may choose to put down their spontaneous reactions to the characters, situations, and themes, or, for easy reference in the fall, they may decide to compile an annotated list of major characters, places, events and motifs.

 

JOURNAL WRITING

            Since writing skills can atrophy over the course of the summer, the English Department strongly encourages students to keep journals.  By writing about 150 words or for at least 10 to 15 minutes every other day, students remain in touch with their thoughts and keep their thinking and writing gears in motion.  So many summer experiences are worthy of contemplation and response—whether in the form of a poem, an essay, a few quick sketches or a series of vignettes.  Journals invite reflection and deepen self-awareness.