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MANSFIELD
SUMMER READING LIST, 2009
ENGLISH DEPARTMENT
All students at Mansfield High School are encouraged to read
one or more books for their enjoyment and for their continued
skill development during summer vacation.
The following suggested titles are related thematically to the
different courses’ units.
They vary in levels of difficulty. These books should be
available at most bookstores and at the Mansfield Public
Library.
Grade 9: Students who are taking College Prep A or B,
must read one of the following choices below. Students who are
taking Honors must read two books from the choices below; one
of the choices must be from the selections with asterisks.
Students should anticipate an assessment on the reading and
take notes accordingly.
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Son
of the Mob, Gordon Korman
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Speak,
Laurie Halse Anderson
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The
Chocolate War, Robert Cormier
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April
Morning, Howard Fast
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*A
Tree Grows in Brooklyn, Betty Smith
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*Something
Wicked This Way Comes, Ray Bradbury
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*Across
the Nightingale Floor, Tales of the Otori, Book 1,Lian
Hearn
(edition with 305 pages)
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*I
Know Why the Caged Bird Sings, Maya Angelou
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Grade 10: Students who are taking College Prep A or B,
must read one of the following choices below. Students who are
taking Honors must read two books from the choices below; one
of the choices must be from the selections with asterisks.
Students should anticipate an assessment on the reading and
take notes accordingly.
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Tuesdays
with Morrie, Mitch Albom
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The
Curious Incident of the Dog in the Night-time, Mark Haddon
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Farenheit
451, Ray Bradbury
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Snow
Flower and the Secret Fan, Lisa See
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Run,
Ann Patchett
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*Kite
Runner, Khaled Hosseini
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*Jane
Eyre, Charlotte Bronte
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*My
Antonia, Willa Cather
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Students in Grades 11 and 12 are encouraged to
read one or more books for their enjoyment and for their
continued skill development during the summer vacation. The
following suggested titles are related thematically to the
different courses’ units. To receive extra credit for one of
the selections, students must read a book from their
designated list, complete a reading journal, and submit their work to their English teacher during the
first week that their English class meets. The reading journal
directions may be found on MHS website under Summer Reading.
Grade 11
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Into
the Wild, Jon Krakauer
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A
Lesson Before Dying, Ernest J. Gaines
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Lovely
Bones, Alice Sebold
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The
Secret Life of Bees, Sue Monk Kidd
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Devil
in the White City, Erik Larson
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The
Road, Cormac McCarthy
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Black
Boy, Richard Wright
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Hunger
of Memory, Richard Rodriguez
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High
Tide in Tucson, Barbara Kingsolver
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Students taking 11 AP must read the following book
and may choose one of the selections above for extra credit. AP students are encouraged
to take notes on The Jungle to help them review for their assessment.
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*The Jungle, Upton Sinclair
Grade 12
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All
Souls, Michael Patrick MacDonald
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Persepolis
(Part I), Marjane Satrapi
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The
Glass Castle, Jeannette Walls
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Angela’s
Ashes, Frank McCourt
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The
Bell Jar, Sylvia Plath
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Three
Cups of Tea, Greg Mortenson
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Students taking 12 AP must read the following book
and may read one of the above books for extra credit. AP students are encouraged to take notes on
Wuthering Heights to help them review for their assessment.
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*Wuthering
Heights, Emily Bronte
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Extra
Credit Reading Journal
Printable
PDF form
Answer the following questions
carefully and thoroughly.
Please use relevant textual evidence to support your
ideas.
Be sure to identify the book’s title and author’s
name.
Due: first week of English class
Length: approximately 3 pages, handwritten neatly
(a) Write a one-page reaction statement to the book
that you read.
Be specific in your thoughts about points that you
liked or didn’t like about the book, ideas that
intrigued you, etc. Be sure to include specific
textual references.
Include page numbers.
(b) Cite a memorable passage of no more than thirty
words or three sentences from the book. Include page
number(s). Explain why you have chosen this passage
from the book.
(c) Describe your first impression of one character or
event that you find interesting. Give at least three
examples of textual evidence that supports or
generates this impression. Be sure to include the page
numbers.
(d) Identify what causes a significant change in one
character, and describe the results of that change.
This change may be the consequence of a choice, a
conflict of some kind that has to be resolved, a
display of some outstanding trait like courage, or
even the result of an action or event that occurs
during the story.
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