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Highland Park School District Highland Park, New Jersey Incoming Grades 6, 7, & 8 Summer Reading Program 2014 Rationale: “Reading is Fundamental” The old commercial slogan echoes how significant reading is to the education of humanity. The goal of a summer reading program is two-fold; its primary purpose serves to further enhance the educational experience of the reader by supporting the reading and writing strategies utilized in classroom assignments throughout the academic year. The secondary purpose is to provide the students with an alternative method of learning, one that reaches far beyond the traditional structure in the classroom. While students remain grounded in studying literature of established academic merit, they nevertheless are presented with the opportunity of enjoying this material on their own schedules and are allowed the freedom of choice in selecting a book. Students Entering Grade Six Must Choose One Book from the Following Books to Read Over the Summer: The One and Only Ivan by Katherine Applegate Things Not Seen by Andrew Clements The Jacket by Andrew Clements Sahara Special by Esmé Raji Codell Castle Corona by Sharon Creech D’Aulaires’ Book of Norse Myths The Maze Runner by James Dashner No More Dead Dogs by Gordon Korman Attack of the Vampire Weenies by David Lubar* Hero by Mike Lupica Neil Armstrong is My Uncle & Other Lies Muscle Man McGinty Told Me by Nan Marino 11 Birthdays by Wendy Mass The Candymakers by Wendy Mass Maximum Ride: The Angel Experiment by James Patterson Hatchet by Gary Paulsen The Red Pyramid by Rick Riordan Esperanza Rising by Pam Munoz Ryan Knucklehead by Jon Scieszka* Baseball in April by Gary Soto* The Mysterious Benedict Society; by Trenton Lee Stewart Students Entering Grade Seven Must Choose One Book from the Following Books to Read Over the Summer: Chains by Laurie Halse Anderson Tangerine by Edward Bloor Waiting for Normal by Leslie Connor Absolutely Normal Chaos by Sharon Creech* The Penderwicks by Jeanne Birdsall Dead End in Norvelt by Jack Gantos Found by Margaret Peterson Haddix Small Steps: The Year I Got Polio by Peg Kehret* Schooled by Gordon Korman Also Known as Harper by Ann Haywood Leal Every Soul a Star by Wendy Mass Monster by Walter Dean Meyers Life As We Knew It by Susan Pfeffer Freak the Mighty by Rodman Philbrick The Last Book in the Universe by Rodman Philbrick Fast Food Nation by Eric Schlosser Guys Write for Guys Read by Jon Sciescka* The Berlin Boxing Club by Robert Sharenow Curveball The Year I Lost My Grip by Jordan Sonnenblick The Extraordinary Adventures of Alfred Kropp by Rick Yancy Students Entering Grade Eight Must Choose One Book from the Following Books to Read Over the Summer: Absolutely True Diary of a Part Time Indian by Sherman Alexie All the Broken Pieces by Ann E. Burg Face on the Milk Carton by Caroline B. Cooney* The Count of Monte Cristo by Alexandre Duma Dancer by Lorri Hewett Sleeping Freshman Never Lie by David Lubar Jeremy Fink and the Meaning of Life by Wendy Mass* The Glory Field by Walter Dean Myers Ties That Bind, Ties That Break: A Novel by Lensey Namioka Life As We Knew It by Susan Beth Pfeffer* His Dark Materials (any in series) by Philip Pullman Where the Red Fern Grows by Wilson Rawls What the Moon Saw by Laura Resau Three Little Words by Ashley Rhodes-Courter The Wednesday Wars by Gary D. Schmidt Swear to Howdy by Wendelin Van Draanen* So B. It by Sarah Weeks Hush by Jacqueline Woodson Face by Benjamin Zephaniah The Pigman and Me by Paul Zindel * Asterisk indicates easier reads. _________________________________________________________________________________________________ Mandatory Summer Reading "Project": Due September 8, 2014, the first day of school! Choose from one of the following assignments and turn it in to your English teacher on the first day of school. Assessments will be accepted through September 16th for reduced credit. 1. Email/Letters- For this option, you will imagine that you have the opportunity to write emails back and forth with a major character from the novel you read. The subject of the emails is completely up to you, but should demonstrate that you have carefully thought about the text. Some suggestions are: lingering questions you have about the novel, advice for the character, reflections on situations in the text, etc. (Text is at least two pages, typed is preferred). 2. Diary/Scrapbook- Write a diary from the point of view of one of the characters reflecting on numerous decisions and actions that occurred in the book. Photos, drawings, and images of the character's home and physical location can be added to create a scrapbook effect. Much of the drawing and images are creative, based on your understanding of the character's life and world as depicted in the book. (Text is at least two pages typed). 3. Talk Show- Place a main character from your book, or a number of them, on a talk show and conduct a series of interviews. (Text is at least two pages typed). 4. Soundtrack- Imagine you’re being tasked to create the soundtrack for your book’s upcoming movie. Choose 10 songs that you feel represent the book. Create a booklet with the song titles and lyrics and a 1-2 paragraph explanation of why you chose each song. Use specific details to explain why each song is a good choice for the book. 5. Persuasive Letter- Write a 5-paragraph persuasive letter to the president of the Highland Park Board of Education that will make a recommendation as to whether or not your required reading selection for this summer should be required for all middle school students. Use quotes directly from the text (include the page number of the quote) to support what you’re arguing. 6. Literary Analysis Essay- Write a 5-paragraph, formal literary analysis essay that makes a point about your novel. Use quotes directly from the text (include the page number of the quote) to support what you’re arguing. Possible topics: a theme of the novel, growth of the main character, a compare/contrast essay comparing the movie and book versions of your novel, the importance of setting in the novel, etc. Rubric: Category Poor Average Excellent Enough evidence of Content Very little evidence Undeniable evidence having read is • Contain appropriate of having read is of having read is shown, but details details and information shown. Details are shown. Details are could be more from the novel nonspecific and/or specific and thorough. specific or • Includes specific aren’t elaborated. Specific examples are examples from the text elaborated upon. Specific examples included and Examples exist but • Includes one direct are lacking. elaborated upon. quote (for options 5 & 6) can be improved. An attempted Organization It is hard to follow pattern of A clear pattern of • Clear main idea what the main organization is organization exists. • Stay focused on main point of the writing present. The main The writing flows well idea throughout writing piece is. It is unclear idea can be and includes varying, piece what the author inferred. Transitions appropriate • Present ideas in logical intends. Few are used, but the transitions. The main order transitions are used. flow could be idea is obvious. • Use transitions improved in places. Vocabulary is Vocabulary is appropriate for Strong, rich Word Choice/Usage limited. There are grade-level and vocabulary is utilized. • Uses correct, serious errors in appropriate vocabulary correct in meaning. There are very few agreement and for grade There are some errors in agreement pronoun usage or • Subject-verb agreement errors in agreement or pronoun usage numerous errors • Correct use of pronouns and pronoun usage that do not affect that do not affect that do not affect meaning. meaning. meaning. There is a wide Sentence Construction There is some variety of sentence There is very little • Uses sentences of various variety in sentence construction that lengths (not all short, variety in sentence construction. supports the flow of simple sentences) construction. the writing. There are some Mechanics There are many errors in mechanics There are very few • Spelling errors in mechanics. that do not errors in mechanics. • Punctuation significantly affect • Grammar meaning. Options for obtaining the novels: Students may choose to: 1. Purchase the books. 2. Borrow a copy from the public library. 3. Sign out a copy from the Middle School Office. _________________________________________________________________________________________________ Extra-Credit Reading: Extra Credit: If you would like to let your next year’s Language Arts teacher know that you did some additional summer reading and receive some extra credit towards your first marking period grade, you can complete the following assignment and turn it in to your teacher during the first week of school. There is no limit to the number of books you read or assignments you complete. You must, however, complete the mandatory assignment explained on the previous pages. Summer Reading Extra-Credit Questions Select two of the following questions for each book you read. 1. What is the significance of the title? Explain. 2. Pick a quote you like from the book and explain why it is significant, or important. 3. What character changed the most in the course of the story? How did the character change? Did he/she experience growth? 4. From whose point of view is the story told? How would the point of view of another character change the story? 5. Which character had a defining moment, a moment that caused him/her to be different for the rest of the book? Explain the moment and its significance. 6. Explain how the setting was important to the events of the story, or the plot.

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