2026 Summer Reading Lists
Gifted English I
Gifted English II and Honors English II
Off Semester Reading Gifted English I
AP English Language and Composition (11th Grade)
AP English Literature and Composition (12th Grade)
Gifted English I Summer Reading Due: Friday August 14th.
Students are encouraged to read many books this summer. There is a strong correlation between reading regularly for pleasure (any reading...really, ANY reading, as long as it’s a habit) and academic success, including building vocabulary, an understanding of sentence structure, and an increase in stamina for reading harder texts. It is also clear that the more you read the better you write. So, this summer don’t stop reading. Try to read at least 30 minutes a day.
By August 14th, place your typed responses in the box outside your Gifted English teacher’s room. Responses should be double spaced in 12 Times font in MLA format. Include the title of the book you read in your responses. If you have any questions regarding the assignment, email alicia.stefanski@dcsms.org.
Do not forget, you also have an off semester reading assignment (on the back of this sheet) that is due Jan. 9th . Pick up another copy of the off semester reading when you drop off your summer reading. Assignments generated by AI will receive a 0.
Read a fiction or non-fiction book that is at least 150 pages. The book should be of appropriate rigor and subject matter for high school students (For instance, Hatchett, Diary of Wimpy Kid, Harry Potter, Percy Jackson are not appropriate for this assignment). Students should not have read the book before. Compose a letter of 200 words to a character in the book. Be sure to include the title of the book you read. It should be evident that you read the book in your response- include specific textual evidence either paraphrase or quotes. Students who have the same answer or students who plagiarize will receive a zero for the assignment.
Things to consider in your letter to a character
Imagine sitting down with a character and sharing your personal thoughts about the book. Your letter should be personal and sincere, more like a private conversation rather than book report or a fan letter. Share specific details both about the book and about your reaction to the book. For instance, what did the book show you about your world that you never noticed before? What did you realize about yourself as a result of reading this book? Why was this work meaningful to you?
Keep in mind that this is reflective writing and that means you need to think about what you read and the meaning you gleaned from the character. Do not summarize the book’s plot! Only YOU can explain that unique relationship you experienced while reading the book.
Please make sure you include the title of your book somewhere. (P.S. book titles are italicized)
Gifted English II and Honors English II summer reading
Even if you have Honors English in the Spring, you need to turn this into your teacher on the 15th.
Due Friday, August 15th.
To Kill a Mockingbird is set in the sleepy town of Maycomb, Alabama during the 1930s. Maycomb is suffering through the Great Depression and is riddled with prejudice, violence, and hypocrisy. The novel tells the story of Scout Finch, a spirited young tomboy and her father Atticus. It is both a coming-of-age tale and an insightful social commentary.
1. Read the book . Many students believe that watching a movie version of a book is the same as
reading the book. This is not correct. The movie version of To Kill a Mockingbird differs in significant ways from the novel. All assignments for this novel are based on close readings from the book. Upon returning to school in the fall, you will be expected to participate in class activities and will take a test on this novel. Only reading Sparknotes or Cliffnotes will not adequately prepare you for these activities.
2. You will have to turn 10 of your highest quality post-it notes in. See the annotation guide below. Responses must be handwritten and recorded on 3X3 post its. Please write the page number of the text you’re responding to. If you do not write the page number, you will not get credit.
ANNOTATION GUIDE
The following are suggestions of types of annotations you can make as you annotate. You may not have one of every type of annotation, but you should include a variety of different types.
• Ask questions about details that confuse you or about subject matter with which you are unfamiliar. These will be essential when we begin rereading the text
• Make connections to other parts of the text: comparisons, contradictions, thematic connections, connections between characters’ words and actions, connections or comparison between settings, tone, mood, etc.
• Make connections to other texts you have read or seen
• Re-write, paraphrase, or summarize a particularly difficult passage or scene
• Make meaningful connections to events in your own life, history, and/or the world
• Describe a new perspective that a character in the novel seems to have- how does this connect to the theme?
• Offer analysis or interpretation of what is happening in the text
• Point out and discuss literary techniques that the author is using
• Identify the type of narration used- how can this connect to the theme?
• Note changes in narration-why is this significant?
• Identify meanings of chapter titles, character names, setting names- why is this significant?
• Write down questions you have or things that you wonder about
• Look for recurring themes in relation to the novel as a whole
• Identify character motivation
• References to gossip and rumors— how can this connect to the theme?
• References to race- how can this connect to the theme?
• References to mockingbirds- how can this connect to the theme?
• Note when Scout’s perspective is that of a child vs. That of an adult looking back on her life
• Note heroic behavior - how can this connect to the theme?
• Note cowardly behavior- how can this connect to the theme?
• Note figurative language, such as imagery, similes and metaphors- how can this connect to the theme?
• What symbols have you encountered? What might they mean?
• What messages about the world is Harper Lee sending?
To Kill a Mockingbird continued …
3. You will also need to carefully provide complete, thorough, and original answers for 2 of the
Questions below. Your answers should embed evidence and commentary and be of least 200 words for each prompt. Type each question using Times New Roman 12pt font and then answer the question underneath. Responses will be checked for AI usage/plagiarism.
1) In Chapter 10 , Miss Maudie says,
“Mockingbirds don’t do one thing but make music for us to enjoy. They don’t eat up
gardens, don’t nest in corncribs, they don’t do one thing but sing their hearts out for us. That’s why it’s a sin to kill a mockingbird.” This quotation (and several more like it) explains an important theme of this novel. (A theme is the writer’s message about life.) Write this theme in your own words. Do not refer to mockingbirds because the statement above is just a metaphor for humans. What characters do you believe are used to emphasize this quotation in the novel?
2) In Chapter 11 , Atticus gives his idea of courage: “It’s when you know you’re licked
before you begin but you begin anyway and you see it through no matter what. You rarely win, but sometimes you do.” Do you agree with this definition of courage? How does Atticus exemplify this quote throughout the novel? Explain your answer.
3) Summarize Miss Gates’ lecture on democracy in the classroom and compare that to her remark to Miss Crawford outside the courtroom (Chapter 26).
4) Carefully read Chapter 30 . Briefly summarize the argument between Atticus and Sheriff Tate. This chapter is tricky and a little hard to understand; you will need to make inferences and know the characters well. You may need to read it more than once to understand it.
5) Carefully read Chapter 31 . The narrator notes, “Atticus was right. One time he said you never really know a man until you stand in his shoes and walk around in them.” What events(s) on that page and on the previous one or two pages leads the narrator to that conclusion?
Off Semester Reading Gifted English I Due Friday, January 8th.
Double space and type your assignment 12 Times; use MLA format. Do not place the assignment in a folder. Turn the assignment in class or on Schoology by Friday, January 8th. Feel free to email any questions or concerns regarding this assignment to Alicia.stefanski@dcsms.org Assignments generated by AI will receive a O. You will have a test over the books the first week of school to ensure you read the books.
I. Read John Steinbeck’s The Pearl. It is available for free online. Or, you can check out a paper copy from me. Parents need to know that The Pearl is Nobel Prize-winning author John Steinbeck's interpretation of a Mexican folk story in which a poor pearl diver's life is changed by the discovery of a very large gem. This short novel makes an excellent introduction to literary criticism, as the author's use of symbolism is fairly simple for teen readers to analyze and understand. However, the message put forth by the book -- that man invites evil by trying to better his situation -- invites a lot of questions.
Reponses to the following questions should be typed and contain at least one short quotation (5-10 words) to support each answer. Responses to each question should be 150-200 words. Students who have the same answer or students who plagiarize will receive a zero for the assignment. I want to read students’ ideas about the novella.
1. Contrast the setting of the opening scene with the mountain setting at the conclusion of the novella.
2. How do Kino’s feeling about the pearl change as the story progresses and how does this convey a theme? (Novels are essentially about people (fictional characters) undergoing experiences (the plot). These experiences - their nature, and the effect they have on the characters - will cause the reader to come to conclusions about some aspect of life. These conclusions are your theme. Possible themes include the struggle against good and evil, greed can be destructive, or humans are never satisfied. )
3. What is the purpose of songs in the novella?
II. Read Agatha’s Christie’s And Then There Were None
Considered the best mystery novel ever written by many readers, And Then There Were None is the story of ten strangers, each lured to Indian Island by a mysterious host. Once his guests have arrived, the host accuses each person of murder. Unable to leave the island, the guests begin to share their darkest secrets—until...
You do need to read the epilogue of the book
Write a 250 word typed narrative in response to one of these prompts:
1. Agatha Christie's And Then There Were None is told with a unique use of a third-person limited narrator. We get glimpses of the thoughts and feelings of each individual character over the course of the novel, but never of all characters at the same time. Your task is to rewrite one section of the story, taking on the first-person narration from one of the character's points of view. You should not use a section/character that already has thoughts and feelings revealed (example: Emily Brent in Chapter 11). Your narrative should maintain the style and tone of the original story and should be a minimum of 250 words.
OR...
2. The ending of Agatha Christie's And Then There Were None has captivated the minds of readers for years. Your task is to rewrite the ending of the novel, maintaining the style and tone of the original story. Your narrative should be a minimum of 250 words.
AP English Language and Composition (11th Grade)
Mrs. Sullinger
2026 Summer Reading
First of all, join my Remind by texting @sullingere to 81010. You MUST download the Remind app now in order to receive messages (new update to Remind). Feel free to email your assignment to me, but do not assume that I received it unless you get a reply from me to confirm that I got it.
Believe it or not, this assignment is not intended to stress you out or ruin your summer vacation. Actual research has been done that supports the value of reading; it broadens your vocabulary, strengthens reading skills, and generally makes you a better citizen. Of course, it can only increase your chances of doing well on standardized tests such as the ACT and SAT. Seriously, the more you read, the better prepared you will be for the rigorous nature of AP English Language and Composition—along with college and life itself.
Even though you won't have this course until second semester, you will still need to turn in your summer reading in the fall. It is due on the first day of school. You may either hand me a printed copy or attach your file(s) to a Schoology message (or email to emily.sullinger@dcsms.org).
*There are also two books you need to read in the fall semester. When you turn in your summer work on the first day of school, I will give you the additional texts and assignments.
Summer Assignment
(Two parts, both due on the first day of the school year)
Part I.
List Pick
Read a book from the list below. Choose one you like. If, after 50 pages, you don't like your book, choose another. Write an informal journal entry in which you BRIEFLY give the plot, describe all main characters, discuss the theme of the book, and give your personal reaction to the book (Go well beyond “I liked / did not like it.”), including an explanation of why this book would be fabulous for AP Language students to read. This journal must be 500 words minimum, typed, MLA-style. Include the word count at the end of this journal.
Some of these books have been made into movies. Watch the movie after you read the book if you like. But do base your writing on the text, not the film.
As I Lay Dying (Faulkner)
The Queen of Palmyra (Gwin)
Their Eyes Were Watching God (Hurston)
The Invention of Wings (Kidd)
Life of Pi (Martel)
The Things They Carried (O'Brien)
Part II.
Your Choice
Read a NONFICTION book of your choice. In an informal journal of 500 words minimum, address at least 3 of the following points:
• why you chose this book
• the author's purpose was in writing the book
• several stylistic choices that the author made and your evaluation of them
• your favorite scene/event/moment from the book
• anything else you would like to share about the book
Advanced Placement English Literature and Composition (12th Grade)
Summer Reading: 2026
emily.sullinger@dcsms.org
Believe it or not, this assignment is not intended to stress you out or ruin your summer vacation. Actual research has been done that supports the value of reading; it broadens your vocabulary, strengthens reading skills, and generally makes you a better citizen. Of course, it can only increase your chances of doing well on standardized tests such as the ACT and SAT. Seriously, the more you read, the better prepared you will be for the demands of AP Literature and Composition, college, and life itself.
Part I. (Due on the first day of class)
Feedback from previous AP Exam scores shows that, nationwide, students are weakest in pre-20th century literature. Reading literature written prior to the 20th century will strengthen your vocabulary and reading comprehension. Reading literature from earlier centuries is often a “test of endurance.” To be successful in AP English Lit and beyond, you must endure!
• Read Frankenstein by Mary Shelley and write personal reactions on designated sections. In these reactions, discuss questions and confusions, make predictions, discuss themes from the work and relate those themes to your own life, and just express your thoughts and feelings about the novel to the point you've read. The style of your reactions should be casual. Do not summarize. Do reactions as follows: Letters; Ch. 1-6; Ch. 7-12; Ch. 13-18; Ch. 19-24. Each of these five journal entries should be between 250-350 words. Also, read the Mary Shelley biography in the connections section of the book.
• Use Post-Its to annotate parts of the novel that indicate theme in the copy of Frankenstein that I will loan you over the summer. If you buy your own, be sure that you purchase the 1831 version. Find at least 10 parts of the text to mark and write the theme indicated on the sticky note.
• You will have a test on the book the first week you are back in school. Read carefully. The test is detailed.
Part II. (Also due on the first day of class)
Read a book from the list below. Choose one you like. If after 50 pages, you don't like the book you've chosen, select another from the list.
Write an informal journal in which you BRIEFLY give the plot and discuss the author's themes and use of devices such as conflict, symbolism, etc. Give your personal reaction, but be specific; also, explain why this book is important for AP Lit students to read. This journal must be 500 words minimum, typed, double-spaced, MLA style.
The Awakening (Chopin) Heart of Darkness (Conrad)
The Kite Runner (Hosseini) Snow Flower and the Secret Fan (See)
All the Pretty Horses (McCarthy) The Poisonwood Bible (Kingsolver)
Some of these books have been made into movies. Watch the movie after you have read the book if you like. Remember that the movie versions of these novels are not going to have the depth of detail of the book and that the plots are going to be altered. Be sure that you read the book and base your writing on the text, not the film.
Part III. (Must be postmarked on or before July 20, 2026)
The personal statement essay is a very important part of many college applications. This is the one situation in which you get to share who you are with the admissions or scholarship committee.
Using a topic from the application of a college you want to attend, write a well-developed essay (approx. 200-300 words) that is typed in 12-point font, with 1-inch margins, and double-spaced. Remember: use this as a chance to set yourself apart from the other applicants. Make it interesting. Make it unique. Think of this as a creative writing assignment, not as a job application. If the college to which you are applying requires a different length essay, follow their directions. If you cannot find the prompt for a particular school, use one from the “Common Application,” or another one that you can find easily online; many prompts are quite similar. Attach the prompt to the essay by copying and pasting or retyping it into the document—at the top, before your essay begins.
Mail your essay to me at Emily Sullinger, 1200 McIngvale Road, Nesbit, MS 38651. If you want to be accepted into a college or university, you must submit your application on time. Therefore, think of this essay as a practice-run for your application. If it is not postmarked by July 20, 2026, it will still be accepted, but there will be consequences—just like there would be if your college application were not sent on time.