2018 GPISD Pre-AP Grade 7 Summer Reading

Required reading:

All students enrolling in Grade 7 Pre-AP English Language Arts will choose and read two texts from the approved course lists below. Students will choose one book from the Fiction list and one book from the Nonfiction list to read.

The summer reading book of choice should be something that the student wants to read. The titles on these lists encompass a variety of content, so it is the responsibility of the student and parent to make an appropriate selection.

To help pick your books, you can:

● read reviews and a synopsis at http://www.goodreads.com ● read reviews by parents and students at https://www.commonsensemedia.org ● do a web search for the Scholastic summary

Not every website will have every title listed below, so ask family, friends, neighbors, or teachers for their recommendations.

Fiction (Choose one):

1. Awaken, Katie Kacvinsky 2. A Night Divided, Jennifer A. Nielsen 3. Drums, Girls, & Dangerous Pie, Jordan Sonnenblick 4. Eleven, Tom Rogers 5. Faceless, Alyssa Sheinmel 6. Out of My Mind, Sharon Draper 7. Stormbreaker (Alex Rider series), Anthony Horowitz 8. The Crossover, Alexander Kwame 9. The House of the Scorpion, Nancy Farmer 10. Wonderstruck, Brian Selznick

Nonfiction (Choose one):

1. Almost Astronauts: Thirteen Women Who Dared to Dream, Tanya Lee Stone 2. A Year Without Mom, Dasha Tolstikova 3. Candy Bomber: The Story of the Berlin Airlift’s “Chocolate Pilot,” Michael O. Tunnell 4. Grayson, Lynne Cox 5. Guys Read: True Stories, Jon Scieszka 6. How Writers Work: Finding a Process that Works for You, Ralph Fletcher 7. Knots in My Yo-Yo String, Jerry Spinelli 8. Phineas Gage: A Gruesome but True Story About Brain Science, John Fleischman 9. Soul Surfer, Bethany Hamilton 10. The Big Ideas that Changed the World, Dorling Kindersley

Assignment:

Students will complete one assignment for each book:

1. Fiction: As you read your chosen fiction book, you will complete a “Tracking Your Thinking Over the Course of a Book” dialectical journal. Instructions, examples, and a rubric for the assignment are on the GPISD website: http://www.gpisd.org/apsummerreading. See the assignment sheet for more details.

2. Nonfiction: During the first nine weeks of school, you will complete a choice project over your nonfiction book. Your teacher will provide details about this assignment when you return to school. 2018 GPISD Pre-AP Grade 7 Summer Reading Assignment: Tracking Your Thinking Over the Course of a Book

For your fiction text, you will need to create a journal that tracks your thinking over the course of the work by completing at least two entries per chapter (you can mix and match from the list below). Your entries should reflect upon each chapter and comment on characters, ideas, techniques, or areas of confusion, making note of specific passages and/or quotes to support your discussion. There is a template and an example on the website at www.gpisd.org/apsummerreading.

Due Date: Your assignment will be due the first week of class. A digital journal using one of the templates provided on the website is preferable, but it can be neatly handwritten as well.

Ideas to track over time and example questions that can be answered in your journal:

1. A character: ● How does he/she change? ● What insights does the character gain?

2. What big ideas are being developed? ● What conflict arises? ● What do these conflicts tell the reader? ● What theme does the author establish? What passages support this theme?

3. What techniques does the writer use and why? ● What is the effect of the literary devices being used (e.g. foreshadowing, personification)? ● Where does the author use punctuation and sentence structure effectively? ● What are the key passages? Why are they significant? ● Notice beautiful sentences/passages. Make a comment about how they affect the story.

4. Track your confusion: ● What is confusing at the beginning of the book? Does the confusion remain or does it clear up? ● What passages/sentences/words do you find confusing? Show evidence that you are wrestling with the meaning.

See below for a list of sentence stems to help get your entries started (if needed):

Thought starters:

● I noticed/think... ● This contributes to the plot by... ● I wonder... ● The point of view is important because... ● I’m surprised that... ● The effect of this figurative language is... ● The author used this device/figurative language ● The central issue(s) is (are)... because... ● One consequence of _ _ could be... ● I realized… ● If _ _ , then... ● The descriptions of ___ show ___ ● I’m not sure why... ● The point of view shifts here because… ● Although it seems… ● This scene happens now because… ● This character changes by...

“That” statements:

● This passage makes me think that… ● The language used suggests that... ● The device used shows me that... ● The author is suggesting that… Tracking statements:

● I used to think _ _, but now I think _ _ . ● I still think _ _, but I’d like to add _ _ _. ● Others think _ _ _ _, but I think _ _ _ _ _.

Source: Donna Santman/Kelly Gallagher

2018 GPISD Pre-AP Grade 7 Summer Reading Assignment: Tracking Your Thinking Over the Course of a Book

Rubric:

Advanced: ● Thorough entries include meaningful questions, observations, and reflections of the content as well as the writing; variety of topics included in discussion; variety of stylistic devices discussed. ● Comments demonstrate analysis and interpretation – thinking beyond the surface level of the text. Thoughtful connections made to other texts or other events throughout the text. ● Comments accomplish a great variety of purposes. ● Each chapter has several entries.

Proficient: ● Reasonable entries include questions, observations, and/or reflections of the content as well as the writing style. ● Comments demonstrate some analysis and interpretation – thinking somewhat beyond the surface level of the text. Attempts at making connections. ● Comments accomplish a variety of purposes. ● Each chapter has at least two entries.

Adequate: ● Brief entries include questions, comments, observations, and/or reflections of the content or writing style. ● Commentary remains mostly at the surface level. The commentary suggests thought in specific sections of the text rather than throughout. ● Each chapter has at least one entry.

Inadequate: ● Commentary is perfunctory. There is little or no attempt to make connections. ● Not all chapters include entries.

Source: Donna Santman/Kelly Gallagher

2018 GPISD Pre-AP Grade 7 Summer Reading Assignment: Tracking Your Thinking Over the Course of a Book Examples

Tracking Your Thinking Over the Course of a Book: Of Mice and Men by John Steinbeck

Advanced Example

Chapter Text Evidence Thinking Chapter 1 The first man was small and quick, dark of face, with The descriptions of the two restless eyes and sharp, strong features. Every part of contrasting characters or foils him was defined: small, strong hands, slender arms, a makes me wonder what their thin and bony nose. Behind him walked his opposite, relationship is, and how will it with large, pale eyes, with wide, sloping shoulders; and change over time? he walked heavily, dragging his feet a little, the way a bear drags his paws. His arms did not swing at his sides It is interesting how the big man is but hung loosely. P. 2 compared to an animal. Chapter 1 They walked in single file down the path, and even in the The repetition of the word both open one stayed behind the other. Both were dressed in indicates the characters denim trousers and in denim coats with brass buttons. similarities. Both wore black, shapeless hats and both carried tight blanket bed rolls slung over their shoulders. P. 2 Chapter 2 When he had finished combing his hair he moved into The author’s description of Slim the room, and he moved with a majesty only achieved by shows that he is a man of royalty and master craftsmen. He was a jerkline skinner, authority. One who is respected the prince of the ranch, capable of driving ten, sixteen, because he is the best at what he even twenty mules with a single line to the leaders. P. 31 does. Chapter 2 The boss pointed a playful finger at Lennie. “He ain’t In chapter one Lennie was much of a talker, is her?” “No, he ain’t, but he’s sure a compared to a bear, and now he is hell of a good worker. Strong as a bull.” P. 20 being compared to a bull. Does the animal comparisons mean he acts like an animal as well? Chapter 3 He walked over with his heavy-legged stride and looked The age of a dog seems like such a down at the dog. “Got no teeth,” he said. “ He’s all stiff small detail that the author really with rheumatism. He ain’t no good to you Candy. An’ he focused. This conversation seems ain’t no good to himself. Why’n’t you shoot him Candy?” important to the story and may P. 42 represent something that is going to happen later. “Carl’s right, Candy, That dog ain’t no good to himself. I wisht somebody’d shoot me if I got old an’ a cripple.” P. 43 Chapter 3 Lennie looked helplessly at George, and then he got up With all of his size and strength, and tried to retreat. Curley was balanced and poised. He Lennie is not a fighter. Instead of slashed at Lennie with his left and then smashed down reacting to Curley’s attacks, Lennie his nose with a right. Lennie gave a cry of terror. Blood tries to get away. What will happen welled from his nose. “George,” he cried. “Make ‘um let if he is pushed too far? me alone, George.” He backed until he was against the wall, and Curley followed, slugging him in the face. Lennie’s hands remained at his sides; he was too frightened to defend himself. P. 59 and 60

2018 GPISD Pre-AP Grade 7 Summer Reading Assignment: Tracking Your Thinking Over the Course of a Book Examples

Tracking Your Thinking Over the Course of a Book: Of Mice and Men by John Steinbeck

Proficient Example

Chapter 1 They walked in single file down the path, and even in the The repetition of the word both open one stayed behind the other. Both were dressed in indicates the characters denim trousers and in denim coats with brass buttons. similarities. Both wore black, shapeless hats and both carried tight blanket bed rolls slung over their shoulders. P. 2

Chapter 2 When he had finished combing his hair he moved into The author’s description of Slim the room, and he moved with a majesty only achieved by shows that he is a man of royalty and master craftsmen. He was a jerkline skinner, authority. the prince of the ranch, capable of driving ten, sixteen, even twenty mules with a single line to the leaders. P. 31 Chapter 2 The boss pointed a playful finger at Lennie. “He ain’t Does the animal comparisons mean much of a talker, is her?” “No, he ain’t, but he’s sure a he acts like an animal as well? hell of a good worker. Strong as a bull.” P. 20 Chapter 3 He walked over with his heavy-legged stride and looked This conversation seems important down at the dog. “Got no teeth,” he said. “ He’s all stiff to the story and may represent with rheumatism. He ain’t no good to you Candy. An’ he something that is going to happen ain’t no good to himself. Why’n’t you shoot him Candy?” later. P. 42

“Carl’s right, Candy, That dog ain’t no good to himself. I wisht somebody’d shoot me if I got old an’ a cripple.” P. 43

Chapter 3 Lennie looked helplessly at George, and then he got up With all of his size and strength, and tried to retreat. Curley was balanced and poised. He Lennie is not a fighter. Instead of slashed at Lennie with his left and then smashed down reacting to Curley’s attacks, Lennie his nose with a right. Lennie gave a cry of terror. Blood tries to get away. welled from his nose. “George,” he cried. “Make ‘um let me alone, George.” He backed until he was against the wall, and Curley followed, slugging him in the face. Lennie’s hands remained at his sides; he was too frightened to defend himself. P. 59 and 60

2018 GPISD Pre-AP Grade 7 Summer Reading Assignment: Tracking Your Thinking Over the Course of a Book Examples

Tracking Your Thinking Over the Course of a Book: Of Mice and Men by John Steinbeck

Adequate Example

Chapter Text Evidence Thinking Chapter 1 The first man was small and quick, dark of face, with restless eyes and sharp, strong features. Every part of It is interesting how the big man is him was defined: small, strong hands, slender arms, a compared to an animal. thin and bony nose. Behind him walked his opposite, with large, pale eyes, with wide, sloping shoulders; and he walked heavily, dragging his feet a little, the way a bear drags his paws. His arms did not swing at his sides but hung loosely. P. 2

Chapter 2 When he had finished combing his hair he moved into Slim iis respected because he is the the room, and he moved with a majesty only achieved by best at what he does. royalty and master craftsmen. He was a jerkline skinner, the prince of the ranch, capable of driving ten, sixteen, even twenty mules with a single line to the leaders. P. 31 Chapter 3 He walked over with his heavy-legged stride and looked The age of a dog seems like such a down at the dog. “Got no teeth,” he said. “ He’s all stiff small detail.. with rheumatism. He ain’t no good to you Candy. An’ he ain’t no good to himself. Why’n’t you shoot him Candy?” P. 42

“Carl’s right, Candy, That dog ain’t no good to himself. I wisht somebody’d shoot me if I got old an’ a cripple.” P. 43

2018 GPISD Pre-AP Grade 7 Summer Reading Assignment: Tracking Your Thinking Over the Course of a Book Examples

Tracking Your Thinking Over the Course of a Book: Of Mice and Men by John Steinbeck

Inadequate Example

Chapter Text Evidence Thinking Chapter 1 The first man was small and quick, dark of face, with restless eyes and sharp, strong features. Every part of The big man is a bear. him was defined: small, strong hands, slender arms, a thin and bony nose. Behind him walked his opposite, with large, pale eyes, with wide, sloping shoulders; and he walked heavily, dragging his feet a little, the way a bear drags his paws. His arms did not swing at his sides but hung loosely. P. 2

Chapter 3 He walked over with his heavy-legged stride and looked It is sad the dog is old. down at the dog. “Got no teeth,” he said. “ He’s all stiff with rheumatism. He ain’t no good to you Candy. An’ he ain’t no good to himself. Why’n’t you shoot him Candy?” P. 42

“Carl’s right, Candy, That dog ain’t no good to himself. I wisht somebody’d shoot me if I got old an’ a cripple.” P. 43