Welcome to Honors English 9!

Dear Honors English 9 Parents/Guardians and Students,

Welcome to Honors English 9! ☺ By choosing to enroll in Honors English 9, students accepted the
challenge to engage in more rigorous work, which begins with the summer reading assignment: a banned book
study where students will begin thinking about censorship in literature. This is not something students can put
off until the last week of the summer, so they should get started as soon as possible. All information and
handouts needed for this can be found on the class website: www.mrswatkins-schs.weebly.com. If your student
has trouble accessing anything he/she needs this summer, please don’t hesitate to contact me any time –
[email protected].
This assignment is in preparation for a unit we will begin in the fall and is meant to accommodate a
number of curricular and philosophical goals of Honors English 9. First and foremost, this is a creative way for
me to help students begin to engage with the rigorous skills and standards of the class. The English Honors 9
curriculum places a premium on several specific skill sets, and this project will require students to conduct
research, analyze non-fiction and fiction texts, read within a given time frame, create journal entries and
respond to literature in meaningful ways and, of course, write reflectively about a specific topic.
Additionally, and most significantly, this assignment will help students to think critically about the
world around them and evaluate the role of censorship in our society (good and bad). The debates that
your student will be involved with are designed to help students reconcile the many different perspectives of
free speech rights. The research that he or she conducts will both expose him or her to a variety of competing
opinions and help to teach your student how to critically evaluate the content of web-based information and
consider alternate perspectives. The value that these activities present to your student’s social and
academic growth is enormous.
Censorship can be a very delicate issue; therefore, I will not specifically assign the book your student
will read for this assignment. Because there are some choices that may expose him/her to what some may deem
potentially objectionable, I invite you and your student to choose a work together that fits both the parameters
of the assignment and your family’s comfort level. While the main theme of our unit is censorship, I do
understand a parent’s right to guide his/her student’s choices, which is why I provide an extensive list of
reading options for this assignment (last page of student handout). Additionally, students are responsible for
obtaining a copy of the novel either through a library, a bookstore, borrowing from a friend, or the internet:
Amazon, Half Price Books, Thrift books, and Books For Less, are all good places to look. The novels on the list
are chosen to cater to a wide variety of interests. Please do not hesitate to email me with any specific questions
or concerns. I am more than happy to suggest novels from the list that may fit your personal/family preferences.
Additionally, I will gladly provide any clarifications about this assignment through e-mail:
[email protected].
Students need to remember that they are making a commitment as an honors student to complete their
work to the best of their ability. I expect honors performance. This is required work and will be their first grade
in Honors English 9. Students must plan accordingly with their time. It is my goal to provide your student with
a challenging and rewarding year and that begins over the summer. Happy Reading!
All my best,
Mrs. Autumn Watkins

Honors English 9 teacher

Swartz Creek High School
 Honors English 9 Summer Reading and Reflective Writing ~
The Right to Read: Exploring Book Challenges& Bans
Welcome to Honors English 9! Here is your summer work. To demonstrate your commitment to a
rigorous class, please read the following requirements and directions carefully.
Your five tasks are due by Wednesday August 28, 2019
Class website: www.mrswatkins-schs.weebly.com  (your go-to place for everything!)

“ You don’t have to burn books to destroy a culture. Just get

people to stop reading them.”
– Ray Bradbury

“ “Having the freedom to read and the freedom to choose is one of

the best gifts my parents ever gave me.”
– Judy Blu
Every year, there are multiple attempts across the country to ban or restrict
access to various books. Is this a violation of the First Amendment, or an
example of community members exercising their First Amendment rights?
With this assignment, you’ll learn about the First Amendment and explore
how it plays a role in your freedom to read. You will learn about various
challenged and banned books and why they have been considered by some as inappropriate, as well as explore
the history of book banning and censorship. Censorship has always been a major issue in literate societies. At
various points in time even To Kill a Mockingbird has been banned or challenged in libraries and school media
centers here in the United States. As recent as 2017, To Kill a Mockingbird was #7 on the American Library
Association’s ‘Top ten most frequently challenged books’ (ala.org) while conversely, the “Library Journal” poll
of American libraries voted it the “Best novel of the 20th century” (harpercollins.com). You may be surprised to
see some of the other books that have been censored, challenged, or banned. While it may be confusing as to
why a book could be the “best novel of the 20th century” and also #7 on the “most challenged books” list, that
is what this assignment will explore.
In fact, many of the books you will read this year (and in subsequent years) have been banned or challenged in
various places at various times. The ideal of intellectual freedom—the freedom to access information and
express ideas, even if the information and ideas might be considered unorthodox or unpopular—provides the
foundation for the successful reversal of bans and challenges. What some people consider harmful and trashy,
others consider beautiful and thought-provoking—and often it is in schools where this battle between
intellectual freedom and censorship takes place.
Is banning a book ever the right choice? How does one determine that a book’s value outweighs the potentially
negative influences? Since we will be striving to answer the question, “What makes good literature?” as we read
texts this year, it seems worthwhile to consider the question: What are the implications of censorship for society
and the individual?
Thus, your task for this project will be to research and read one work of literature that is generally revered by
critics but that has been banned or frequently challenged. I want you to explore this type of book to gain
exposure to some literature that may push the boundaries, but that also rewards the reader with incredibly
valuable lessons about life.
Each of you will choose a novel—one that your parents are comfortable with you reading; one that is
appropriate to your reading level (i.e. not Charlotte’s Web) and one that you have not already read, from the
Banned or Challenged Books list that I provide for you. (See last page of this handout for book selection list).
If a book makes you uncomfortable once you begin reading, abandon it and select another. If you have
questions about your book selection, please e-mail me: [email protected]
 Five Tasks to Complete by Wednesday August 28th :
All handouts, detailed instructions, rubrics, and helpful links are located on our class website – that is
your go-to place! Go check it out right now! www.mrswatkins-schs.weebly.com
Task #1: E-mail me to tell me a little about yourself and tell me your summer reading book choice. ☺
▪ If you are unsure of what to say about yourself, I give you some ideas on our website. I just want a nice
idea of who you are as a person and student. (See “20 about me” on our website for ideas)
▪ My e-mail: [email protected]

Task #2: “Banned/Challenged book article assignment” and Investigate Your Book Selection
▪ Part A: Complete the “Banned/Challenged book article assignment” (all directions and articles are
on our class website) – be sure to print the two papers you record your responses on because I will be
collecting them on Wednesday August 29th. ☺

▪
Part B: Now that you have some general knowledge about book banning/censorship, investigate the
book you selected – identify when, why, and by whom the book was banned, challenged or censored as
well as any attempts that were made to defend it – this will require research.
Answer the following questions about your chosen book: --Why was the book challenged/banned? 
 --When was the book challenged/banned? 
   --By whom was the book challenged/banned?
(Go to “helpful links” on our class website for a good place to start) In the fall, we will discuss the proper
way to use internet search engines to find and evaluate good sources, as well as review how to create MLA
citations. Do the best you can –DO NOT BECOME DISCOURAGED if you don’t find sources at first; often
research is difficult and persistence pays off!

Task #3: Read your selected novel & annotate

▪ While reading the novel during the summer, I highly encourage you to annotate (highlight and make
notes in the margins) the text; or you can use sticky note tabs if you borrow your text. What kinds of
things should you annotate?
o Controversial issues presented in your text
o Language (books are often at least censored for this reason; sometimes banned)
o Valuable lessons and/or themes
o Specific events
o Questions that pop into your head while reading
o Connections to either another text, films, TV shows / Connections to society or personal life
o Literary devices (flashback, foreshadowing, subplots, etc) used
o Figurative Language (allusions, alliteration, metaphors, similes, etc.) used effectively

Task #4: Dialectical Journal

Think of your dialectical journal as a series of conversations with the texts we read. The process is meant to
help you develop a better understanding of the texts.

▪ Part A: When reading think about the following: What is the value of reading this controversial
piece of literature? Pay close attention to controversial language, issues, valuable lessons, and events
within the novel. Be cognizant of what might make the book controversial as you read it. What
objections (if any) do you have to the book? If you don’t have anyone, is there anything that others may
find objectionable? Be sure to explain.

▪ Part B: Dialectical Journal – www.mrswatkins-schs.weebly.com for handouts & template

o What is a dialectic journal? A dialectical journal is a written conversation with oneself about a
piece of literature. It is intended to encourage the habit of reflective questioning.
 o What does a dialectic journal look like? You will use a double entry form to examine details of a
passage and synthesize your understanding of the text. A sample dialectic journal entry is provided
below.
o Go to the class website to get the Dialectic Journal handout requirements, model, rubric – it will
help you immensely! ☺
Example Dialectical Journal from To Kill a Mockingbird:
Quote/Passage from text & Page Number Response/Reaction
“The Radleys, welcome anywhere in town, kept to It seems that the town is a little closed minded in
themselves, a predilection unforgivable in Maycomb. . .” (9). viewing the Radleys since they don’t go to
church or do other things common in Maycomb.
This seems to be a prejudice against their
lifestyle since it seems that the town might not
really know them and has become pretty
superstitious about them. People often get
suspicious about what they don’t understand or
what seems strange to them.
(Evaluate/Extending the Meaning)

Task #5: Reflection Writing (minimum 1 ½ typed pages)

▪ Once you’ve read your chosen book and taken time to reflect on its contents, I want you to write a
reflection about whether the book you chose should be banned/censored or whether it shouldn’t be
banned/censored because it has value for young readers.
▪ Please be sure to include specific reasons as to WHY you feel the way you do. Consider using concrete
evidence from the book and what you have learned so far about banning/censoring from the articles you
read.
▪ This reflection will help you with an essay we will be writing at the beginning of the year. The
more thought you put into it now; the more you’ll have to work with at the beginning of the school
year.
▪ Please keep in mind that this is your own personal reflection about the novel, not an essay or
research paper.

To reiterate –The following tasks need to be completed by July 20th :

 Email introduction of yourself and summer reading book choice to me ( due: July 20th)

These tasks are due Wednesday August 28th :

 “Banned/Challenged books article assignment” – (two of same handout will be turned-in)
 Research the why/when/and by whom questions for your specific book. Write responses on a lined piece
of paper
 Read my novel and complete annotations while I read
 Complete the Dialectical Journal (this can be written or typed)
 Reflection Writing – (at least 1 ½ double spaced and typed)
*Please remember that our class website is your go-to spot for all handouts, rubrics, and detailed
directions – that should be the first place you go before starting anything!
www.mrswatkins-schs.weebly.com

*This work sets our framework for the beginning of the year, so successful completion is imperative for
you to start strong! If you need anything at all throughout the summer, PLEASE e-mail me. ☺
 Censorship in Literature Reading List:
Note: These titles were taken from the American Library Association’s lists of most frequently challenged
books.
With your parent, please select one novel deemed appropriate for your reading level, your
interests, and your level of maturity.

A Prayer for Owen Meany, by John Irving Snow Falling on Cedars, by David Guterson
A Separate Peace, by John Knowles Song of Solomon, by Toni Morrison
A Time to Kill, by John Grisham Sophie's Choice, by William Styron
Alice (series), by Phyllis Reynolds Naylor Speak, by Laurie Halse Anderson
All the King's Men, by Robert Penn Warren Staying Fat for Sarah Byrnes, by Chris Crutcher
America: A Novel, by E.R. Frank Summer of My German Soldier, by Bette Green
As I Lay Dying, by William Faulkner The Absolutely True Diary of a Part-Time Indian, by
Beloved, by Toni Morrison Sherman Alexie
Black Boy, by Richard Wright The Adventures of Huckleberry Finn, by Mark
Bless Me Ultima, by Rudolfo Anaya Twain
Blood and Chocolate, by Annette Curtis Klause The Autobiography of Malcolm X, by Malcolm X
Brave New World, by Aldous Huxley and Alex Haley,
Cat's Cradle, by Kurt Vonnegut The Awakening, by Kate Chopin
Catch-22, by Joseph Heller The Call of the Wild, by Jack London
Crank, by Ellen Hopkins The Chocolate War, by Robert Cormier
Cut, by Patricia McCormick The Color Purple, by Alice Walker
Daughters of Eve, by Lois Duncan The Curious Incident of the Dog in the Night-Time,
Eleanor & Park by Rainbow Rowel by Mark Haddon
Fallen Angels, by Walter Dean Myers The DaVinci Code, by Dan Brown
Fat Kid Rules the World, by K.L. Going The Face on the Milk Carton, by Caroline Cooney
Flowers in the Attic, by V. C. Andrews The Glass Castle, by Jeanette Walls
For Whom the Bell Tolls, by Ernest Hemingway The Grapes of Wrath, by John Steinbeck
Friday Night Lights, by H.G. Bissenger The Handmaid’s Tale, by Margaret Atwood
Go Ask Alice, by Anonymous The Hate U Give by Angie Thomas
Go Tell it on the Mountain, by James Baldwin The House of the Spirits, by Isabel Allende
Gone with the Wind, by Margaret Mitchell The Jungle, by Upton Sinclair
Grendel, by John Gardner The Kite Runner, by Khaled Hosseini
Harry Potter (any) by J.K. Rowling The Lord of the Rings, by J.R.R. Tolkien
I Know Why the Caged Bird Sings, by Maya The Lovely Bones, by Alice Sebold
Angelou The Perks of Being a Wallflower, by Stephen
In Cold Blood, by Truman Capote Chbosky
Invisible Man, by Ralph Ellison The Sun Also Rises, by Ernest Hemingway
Kaffir Boy, by Mark Mathabane The Terrorist, by Caroline B. Cooney
Life is Funny, by E.R. Frank The Things They Carried, by Tim O’Brien
Looking for Alaska, by John Green Their Eyes Were Watching God, by Zora Neale
Lord of the Flies by William Golding Hurston
Lush, by Natasha Friend Thirteen Reasons Why, by Jay Asher
My Sister's Keeper, by Jodi Picoult Whale Talk, by Chris Crutcher
Native Son, by Richard Wright What My Mother Doesn't Know, by Sonya Sones
Nickel and Dimed, by Barbara Ehrenreich Uncle Tom’s Cabin, by Harriett Beecher Stowe
One Flew Over the Cuckoo's Nest, by Ken Kesey
Rabbit, Run, by John Updike
Rainbow Boys, by Alex Sanchez
Shade’s Children, by Garth Nix

*Please e-mail me your “task #1: about me introduction” and your selected
book choice by Saturday July 20th.