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The Giver by Lois Lowery Jonas' World Is Perfect

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The Giver by Lois Lowery Jonas' World Is Perfect Accelerated English 8 Summer Assignment Sacajawea Middle School Throughout your summer vacation, you will need to read the following books and complete the attached assignments. This summer work will be due in your language arts class on the first day of class. The Giver By Lois Lowery Jonas' world is perfect. Everything is under control. There is no war or fear or pain. There are no choices. Every person is assigned a role in the Community. When Jonas turns twelve, he is singled out to receive special training from The Giver. The Giver alone holds the memories of the true pain and pleasure of life. Now, it is time for Jonas to receive the truth. There is no turning back. Summary from www.goodread.com Notable Book. Newbery Honor Book. https://archive.org/stream/TheGiverFullBook/The%20Giver%20%28Full%20Book%29_djvu.txt Throughout your summer, it is important to fuel your mind with good literature. Summer reading will help increase your reading fluency, vocabulary and comprehension and will give a jump start on 8th grade. Tasks to Complete 1. Read The Giver • The Concept of Heroism Defining Heroism • Challenges and Character Traits Maintaining a Dialectical Journal • Be ready to AR test the first week of school. • Hero paragraph 2. Read Johnny Tremain. • Be ready to take an AR Test on this book during the first days of school. 3. Read a traditional classic or a book • Be ready to take an AR test on this book from a college-bound reading list. during the first days of school. You may refer to the list of AP classics on the following website http://www.lakeholcombe.k12.wi.us/upload s/1/0/4/0/10408064/college_boustnd_reco mmended_reading.pdf 4. Greek & Latin Roots • Memorize the definitions of all 160 Greek and Latin Roots and be ready to test. 5. Grammar • Memorize the definitions of the parts of speech. • Memorize the linking and helping verbs. • Memorize the list of prepositions 2020/2021 SAC 1 Accelerated English 8 Summer Assignment Sacajawea Middle School Activity 1: The Giver - The Concept of Heroism Defining Heroism Student Target: To reflect on statements about heroes and create a definition of heroism Instructions: At the beginning of the school year, you will explore the concept of heroism. Read the following statements. Mark down whether you agree or not with the statement. Go with your first thought. Agree/Disagree? 1. All heroes are brave. 2. Heroes are created by the events around them. 3. You cannot fail and still be considered a hero. 4. You must decide to be a hero. 5. If you perform a heroic deed, then you are a hero. 6. A hero overcomes physical challenges. 7. To be a true hero, a person would have to risk his or her life. 8. Heroes deserve fame and fortune. 1. How do you define a hero? When you hear the word “heroes,” what images and thoughts come to your mind? 2. Name at least three of your heroes. They can be fictional or nonfictional. They can be someone from real life such as a well‐known historical figure, or a character from a book, movie or TV show. Write down at least three reasons why you consider these people heroes. Hero #1 ‐ Hero #2 – Hero #3 ‐ 2020/2021 SAC 2 Accelerated English 8 Summer Assignment Sacajawea Middle School Activity 2: The Giver - Challenges and Character Traits- Maintaining a Dialectical Journal Student Target: To critically read a text for the specific purpose and to respond to a specific passage with comments, questions, or insights to foster active involvement with a text. Instructions: Review the following working definitions of challenges and character traits. Maintain a Dialectical Journal while you read your selected novel. Have a minimum of 20 journal entries. Sample Character Traits: able cooperative funny lucky secretive active courageous gentle mature selfish adventurous cowardly giving mean serious affectionate cross glamorous messy sharp afraid cruel gloomy miserable short alert curious good mysterious shy ambitious dangerous graceful naughty silly angry daring grateful nervous skillful annoyed dark decisive greedy nice sly anxious demanding grouchy noisy smart apologetic dependable grumpy obedient sneaky arrogant depressed guilty obnoxious sorry attentive determined happy old spoiled average discouraged harsh peaceful stingy bad dishonest hateful picky strange blue disrespectful healthy pleasant strict bold doubtful helpful polite stubborn bored dull honest poor sweet bossy dutiful hopeful popular talented brainy eager hopeless positive tall brave easygoing humorous precise thankful bright efficient ignorant proper thoughtful brilliant embarrassed imaginative proud thoughtless busy encouraging impatient quick tired calm energetic impolite quiet tolerant careful evil inconsiderate rational touchy careless excited independent reliable trusting cautious expert industrious religious trustworthy charming fair innocent responsible unfriendly cheerful faithful intelligent restless unhappy childish fearless jealous rich upset clever fierce kindly rough useful clumsy foolish lazy rowdy warm coarse fortunate leader rude weak concerned foul lively sad wicked confident fresh lonely safe wise confused friendly loving satisfied worried considerate frustrated loyal scared wrong 2020/2021 SAC 3 Accelerated English 8 Summer Assignment Sacajawea Middle School Dialectical Journal Book Title: Character: Text Page # Character Trait Insight/Reaction/Question/Interpretation Cite specific examples of Explain how the quote demonstrates challenges faced the character traits. What does it by a variety of characters. establish about the character? Include page numbers. “I wanted to follow her Dependable Percy is clearly being tempted by the down into the darkness. I possibly once in a lifetime chance to wanted to see the court of see Poseidon’s kingdom. Most kids Poseidon. But I looked up would go a take a quick peek. Unlike at the sunset darkening most kids, Percy’s friend can count on on the surface. My friends him to remember that they had things were waiting. We had so to do and they needed him to return. little time…I kicked upward toward the shore.” (273). Turn in your completed dialectical journal on the first day of school. 2020/2021 SAC 4 Accelerated English 8 Summer Assignment Sacajawea Middle School Activity 3: Read Johnny Tremain Read the background provided below for Johnny Tremain prior to reading the book. Chapters 1-5 Time and Place In the 1770s, the city of Boston was almost an island. It projected out into Boston Harbor, con- nected to the mainland by a thin strip of land called “the Neck.” This was both good and bad for Bostonians. It was good because it provided easy access to Boston Harbor, while the Neck’s guarded gates helped protect the city from attack. It was bad because it meant that the city could be easily isolated from communities on the mainland. The city itself was a fairly typical eighteenth- century British-style town. A main feature was the Common, which still exists today. This land was shared by all and was used for pastureland, military training, horse-riding, and general recreation. People gathered at the Common to exchange news, as they did at the many water pumps scattered throughout the city. Did You Know? Johnny Tremain, like many poor boys of his time, was apprenticed to a master craftsman to learn his trade: silversmithing. Apprentices worked and usually lived with their masters for a period of about seven years. In exchange for the boy’s efforts, the master would train, house, and feed him. Paul Revere, whom Johnny consults for advice on a difficult smithing task, was a very tal- ented and well-regarded silversmith in Boston. He learned the trade during an apprenticeship with his own father. Revere was particularly famous for his ability to keep the basic beauty of a design, while adding many decorative frills that were popular at the time Chapters 6-8 Time and Place As early as 1767, the British were taxing the tea that was shipped to the American colonies. Some colonists began boycotting British tea; as a result, tea exporters such as The East India Company lost a great deal of money. To help this important business, the British government gave it exclusive rights to sell tea in the American Colonies, under The Tea Act of 1773. In September of that year, the East India Company filled seven ships with tea bound for the colonies. These ships, carrying hundreds of thousands of pounds of tea, were headed for Boston, New York, Philadelphia, and Charleston. Protests broke out in all these cities, and several of the ships turned back to England. The ships bound for Boston reached their destination in November 1773. The Patriots responded with a dramatic protest called the Boston Tea Party. Did You Know? In the 1770s, Boston was a key American shipping port, both because of the fine ships built there and the many different products traded on the Boston wharves. Most Bostonians were somehow connected to the shipping trade or to the fishing industry: a variety of craftspeople built ships; unskilled workers loaded and unloaded merchandise from ships and warehouses; other Bostonians 2020/2021 SAC 5 Accelerated English 8 Summer Assignment Sacajawea Middle School made a living catching and selling fish and oysters. Many of Boston’s wealthy families had made their money through shipping and trade. Chapters 9-12 Time and Place Bostonians responded with outrage to the closing of their port and the arrival of British soldiers and warships. The Committees of Correspondence that Sam Adams began in the early 1770s evolved to play an even more active role. In September 1774, all the colonies except Georgia sent representatives to the First Continental Congress in Philadelphia. The Congress decided on a boycott of British goods and promised to stand together in defense of Boston. One result of this promise was the forming, arming, and training of colonial militias.
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