SCHOOL-WIDE READ: Mount Mercy Academy Summer Reading 2019
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Mount Mercy Academy
Summer Reading 2019
SCHOOL-WIDE READ:
We Are Displaced by Malala Yousafzai
This year, students in all grade levels 9-12 will be required to read the same book, We Are Displaced
by Malala Yousafzai and complete the assignments listed below.
Summary:
Nobel Peace Prize-winner Malala Yousafzai will start with her own story of
displacement as an Internally Displaced Person to show what it means to lose
your home, your community, and the only world you've ever known. She will
also share the personal stories of some of the girls she has met on her various
journeys to refugee camps and the cities where refugee girls and their families
have settled.
In a time of immigration crisis, war, and border conflicts, W
e Are Displaced is a
reminder from one of the world's most famous people who experienced
displacement that everyone deserves universal human rights and a home.
(“Goodreads.com”)
Assignments:
1. While you are reading, carefully and thoughtfully annotate the text. A specific list of tips to help you
with annotations is included on page 6 of this packet. You will receive a grade for your annotations
during the first week of school. The rubric for the annotations assignment is included on page 7 of
the this packet.
→P LEASE NOTE: If you borrow your book from the library and annotate with post-it notes,
you MUST make arrangements to keep the book until after the first week of school so your
annotations can be graded. Notes on a separate sheet of paper will not be accepted and no
exceptions will be made.
2. All students are required to complete the written assignment that is included on page 2. Your
assignment will be due to your English teacher on the first day of classes.
3. Your English teacher may also choose to give you additional writing assignments/and or tests based
on your careful reading and thoughtful analysis of the text. Please find the course you will be
enrolled in for the 2019-2020 school year beginning on page 4 of this packet to see if there are any
additional requirements.2
SCHOOL-WIDE READ:
We Are Displaced by M
alala Yousafzai
WRITTEN ASSIGNMENT
Your Task: All students will write one, two hundred and fifty to five hundred word text
of a letter. Select one of the prompts below and write your own, original letter according to
the required criteria. Your letter must be typed/printed out and include at least three
examples of relevant textual evidence from the book. For this assignment, textual evidence
refers to direct quotations used to support your position. Be sure to use quotation marks
and to cite the evidence with the author’s name and the number of the page (Yousafzai 12).
Carefully examine the rubric on page 3 to ensure you are meeting all required criteria for
the assignment.
Option 1: Write a letter to the United Nations stating why you feel more needs to be
done to help the many refugees that flee their countries due to oppression, wars, and
political problems. Be sure to use at least three specific examples of textual evidence
from the book to support your position. Just write the text of the letter.
Option 2: Write a letter to the editor of the local paper persuading people to get
involved in helping to solve the refugee crises throughout the world. You must
convince people that they should step forward to help solve this issue. Be sure to cite
at least three different specific examples of textual evidence from the book to help
prove your point. Just write the text of the letter.
Option 3: Write a letter to a Sister of Mercy encouraging her to read We Are
Displaced by connecting the stories to at least 2 of the critical concerns (practice
non-violence, deepen our response to racism, reverence the earth, embrace our
particular concern for women, and stand in solidarity with immigrants). You must
include at least three specific examples of textual evidence from the book to support
your views. Just write the text of the letter.3
Letter Assignment Rubric
CATEGORY 12 points 9 points 6 points 3 points Score
Use of Points are Points are Textual Lacks
supported supported evidence is sufficient use
Textual with 3 with 3 used but does of appropriate
relevant and examples of not and relevant
Evidence
appropriate textual adequately textual
examples of evidence that support the evidence
textual are not fully points being
evidence. supportive. made.
Structure All sentences One to two Three to four More than four
and sentences are sentences are sentences are
paragraphs not complete or not complete or not complete or
are complete poorly poorly poorly
and constructed. constructed. constructed.
well-written.
Grammar Writer makes Writer makes a Writer makes Writer makes
no errors in minor error or multiple errors many errors
and grammar or two that does which interfere greatly
spelling. not impact with clarity. affecting clarity.
Spelling
clarity.
Ideas Ideas were Ideas were Ideas were The letter
specific and expressed in not fully seemed to be
expressed in a a clear developed. It a collection of
clear and manner, but took more unrelated
sophisticated the than one sentences. It
fashion. The organization reading to was very
ideas were could have determine the difficult to
organized been more letter’s main determine
logically. logical. ideas. what the letter
was about.
Content The letter fully The letter The letter is The letter is not
meets the mostly meets about the topic an acceptable
standards of the established but does not example of the
the criteria. fully meet the assignment.
assignment. assignment
guidelines.
Created using Rubistar Total = __________ / 60 points4
Additional Course Requirements
English 9
Please complete the school-wide read assignment ONLY. I n addition to the assignments listed above, you
will also receive a grade based on your participation in an in-class discussion of the book that will take place
during the first week of school. The rubric that will be used to grade the discussion is included on page 8 of
this packet.
Because there is only one required novel this year, please use the extra time to read novels of your own
choosing.
English 9 Honors
Please complete the school-wide read assignment ONLY. I n addition to the assignments listed above, you
will also receive a grade based on your participation in an in-class discussion of the book that will take place
during the first week of school. The rubric that will be used to grade the discussion is included on page 8 of
this packet.
Because there is only one required novel this year, please use the extra time to read novels of your own
choosing.
English 10
Please complete the school-wide read assignment ONLY. I n addition to the assignments listed above, you
will also receive a grade based on your participation in an in-class discussion of the book that will take place
during the first week of school. The rubric that will be used to grade the discussion is included on page 8 of
this packet.
Because there is only one required novel this year, please use the extra time to read novels of your own
choosing.
English 10 Honors
1. Read and annotate the school-wide read,We Are Displaced by M alala Yousafzai.
2. Read Hotel on the Corner of Bitter and Sweet by Jamie Ford.
3. Be prepared to take written tests on H otel on the Corner of Bitter and Sweet i n September. You will
also complete an in-class essay on the two works.
4. Optional study guide questions will be provided at a later date.
English 11
1. Read and annotate the school-wide read,We Are Displaced by M alala Yousafzai.
2. Read Hiroshima by John Hersey.
3. Be prepared to take a written test on H
iroshima in September. You will also complete an in-class
essay on both works the first week of classes.
4. Optional study guide questions will be provided at a later date.5
AP English Language (11th Grade)
1. Read and annotate the school-wide read,We Are Displaced by M alala Yousafzai.
2. Read Hiroshima by John Hersey.
3. Read My Antonia by Willa Cather.
4. Be prepared to take written tests on H iroshima and M
y Antonia in September. You will also complete
an in-class essay the first week of classes.
5. Optional study guide questions will be provided at a later date.
English 12
Please complete the school-wide read assignment ONLY. In addition to the assignments listed above, you
will also receive a grade based on your participation in an in-class discussion of the book that will take place
during the first week of school. The rubric that will be used to grade the discussion is included on page 8 of
this packet.
Because there is only one required novel this year, please use the extra time to read novels of your own
choosing.
AP English Literature (12th Grade)
Requirements:
1. Read and annotate the school-wide read.
2. Read and annotate three additional selections: Medea by Euripides, The Awakening by Kate Chopin,
and Much Ado About Nothing by William Shakespeare.
During the first two weeks of classes, you will demonstrate your careful reading and thoughtful analysis of
the required reading through:
1. Your annotations of the selections. PLEASE NOTE: If you borrow your books from the library and
annotate with post-it notes, you MUST make arrangements to keep the books until after the first week
of school so your annotations can be graded. Notes on a separate sheet of paper will not be accepted
and no exceptions will be made. The annotation rubric is included on page 7 of this packet.
2. Your participation in an in-class discussion of the three selections. The discussion participation rubric
is on page 8 of this packet.
3. Your writing of two AP-style essays requiring you to demonstrate your analysis of the three selections.6
Annotation Tips
The goal of annotating is to create a conversation between yourself and the text you are reading in order to
develop a deeper meaning of the material. When you are reading, have a pencil and a highlighter (or multiple
highlighters) close by and follow the strategies listed below:
1. Make brief notes at the top of the page or on sticky notes to mark important plot events. At the
end of a section or chapter, write yourself a brief summary of what happened.
2. If you are having difficulty understanding, stop and read again. Sometimes it is helpful to break a
difficult passage or even sentence down into parts and try to understand it a little at a time. It is
okay to do this. Good readers do it all the time. You may want to use a sticky note or the margin to
write down your interpretation of the difficult text.
3. Use check marks, asterisks, arrows, stars, etc. to mark important items or details. If you
highlight, use different colors for different things and create a key for your color codes.
4. Circle or highlight words that are unfamiliar or unusual. Try to figure out what the words mean
through the way they are used; supplement your guesses by consulting a dictionary.
5. Highlight phrases that describe important characters and places (characterization and setting).
6. Highlight words, images, and details that seem to form a pattern throughout the text. These
patterns usually will lead the close reader to discover a thematic idea.
7. Mark passages that you think might be symbolic.
8. Highlight the use of figurative language and other literary devices. Look specifically for the
common ones (simile, metaphor, allusion) and consider the author’s purpose for using that element
in the story. It would be a good idea to take some notes in the margin so you will remember what
you were thinking.
9. If you get an idea, write it down! It may never occur to you again. If a question pops into your
head, write it down in the margin and continue reading to see if you discover the answer.
10. Write notes when you formulate an opinion about a character, setting, or event. Document any
inferences you make while reading. Make connections to previous sections of the text. Record your
feelings, reactions, and comments with words and/or symbols (ex: lol, OMG, WHAT???).
11. Don’t highlight/underline/mark everything!! If you mark too much, nothing will stand out and you
will have defeated the purpose of annotating.7
Annotation RUBRIC
Excellent: 30 points
Text has been thoroughly annotated with questions, observations, and reflections of
the content as well as the author’s writing; variety of topics marked for discussion;
variety of literary devices marked. Comments demonstrate analysis and
interpretation – thinking goes beyond the surface level of the text. Thoughtful
connections are made to other texts, life experiences. Marginal comments
accomplish a great variety of purposes. Consistent markings appear throughout text
(not bunched).
Proficient: 20-25 points
Text has been annotated reasonably well with questions, observations, and/or
reflections of the content as well as the writing. Comments demonstrate some
analysis and interpretation – thinking somewhat beyond the surface level of the text.
Attempts at making connections are evident. Marginal comments accomplish a
variety of purposes. Some lapses in entries exist; may be sporadic
Adequate: 1 0-15 points
Text has been briefly annotated. Commentary remains mostly at the surface level.
The commentary suggests thought in specific sections of the text rather than
throughout. There is little or no attempt to make connections.
Inadequate: 0 - 5 points
Text has little to no annotations. The notes do not reveal a close reading of the text.
Source:
http://desotoisd-eastms.ss10.sharpschool.com/UserFiles/Servers/Server_166985/File/teachers//annotation_rubric.pdf8
Discussion Participation Rubric
Category 5 (10 points) 4 (7 points) 3 ( 5 points) 2 (3 points) 1 (0 points)
Quality of Timely and appropriate, Volunteers comments, Volunteers Struggles, but Does not participate
Comments thoughtful and reflective, most are appropriate comments, but lacks participates, and/or comments are
responds respectfully to and reflect some depth, may or may occasionally offers a inappropriate or off
other students’ remarks, thoughtfulness, leads not lead to other comment when topic.
provokes questions and to other questions or questions from questioned, may
comments from the remarks from student students. simply restate
group. and/or others. questions or points
previously raised,
may add nothing new
to the discussion.
Resource/ Clear reference to text Has done the reading Has done the Has not read the Unable to refer to text
Textual being discussed and with some reading; lacks entire text and cannot for evidence or
Reference connects it to other text thoroughness, may thoroughness of sustain any reference support of remarks.
or reference points from lack some detail or understanding or to it in the course of
previous readings or critical insight. insight, relies mostly discussion, relies on
discussions. on opinion. opinion only.
Variety of Answers all types of Mostly answers easy Answers questions Does not answer Does not take part in
Discussion questions, formulates questions, where she mainly to get points questions unless class discussion,
questions for clarification knows her answer is for class discussion, called on by the does not ask
of discussion, instruction right, volunteers for asks questions often teacher, rarely or questions.
or assignments. answers that don’t demonstrating not never asks questions
require much thought listening to teacher for clarification,
or risk, asks questions and classmates. limited participation
for clarification
sometimes.
Active Posture, demeanor and Listens to others most Listens to others Drifts in and out of Does not listen when
Listening behavior clearly of the time, does not some of the time, discussion, listening others talk, often
Skills demonstrate respect and stay focused on does not stay to some remarks interrupts when
attentiveness to others. others’ comments (too focused on others’ while clearly missing others speak or does
Listens when others busy formulating own) comments (too busy or ignoring others. not consider what
speak and incorporates or loses continuity of formulating own) or others are saying,
or builds off the ideas of discussion. Shows loses continuity of may not be open to
others (Agree or consistency in discussion. Shows the ideas of others, or
disagree). responding to the some consistency in no way to know
comments of others, responding to the whether listening or
often builds off ideas comments of others. not because of lack
of others. Often listens when of participation.
others speak, then
parrots discussion
without adding any
new ideas or
information.
Preparation Arrives fully prepared Arrives prepared with Some level of Has a superficial or Exhibits little
with required texts and required texts and preparation has been incomplete evidence of having
handouts, annotations on handouts, with some attempted; limited understanding of the read or thought about
reading, observations annotations on annotations and/or text, fails to annotate assigned material.
and questions, well reading, observations understanding of the readings.
organized. and questions, good text, disorganized.
organization.
TOTAL: __________ / 50 pointsYou can also read
