BEXLEY MIDDLE SCHOOL SUMMER READING PROJECT · PDF fileBEXLEY MIDDLE SCHOOL SUMMER READING PROJECT 2014-2015 ... BEXLEY MIDDLE SCHOOL SUMMER READING PROJECT 2014-2015 ... and photo

BEXLEY MIDDLE SCHOOL

SUMMER READING PROJECT 2014-2015

“The adage ‘If you don’t use it, you lose it,’ proves true for children who spend a summer without

books and reading. Without reading role models and someone to read to them, without printed

material, and without new experiences, the reading skills grow rusty and waste away.”

From Jim Trelease

Author of Read All About It and

The Read-Aloud Handbook

The Summer Reading Project aims to maintain or improve reading skills, to identify and analyze important

literary terms, and to promote life-long reading. Students will select and read a minimum of two books from the list on

the following pages. Students will read at least one literary text (fiction) and at least one informational text (nonfiction).

One selected book from the attached list will be used for each of the required assignments.

Students are required to complete two assignments:

1. “Analyzing Plot in a Literary Text,” and

2. “Analyzing an Informational Text.”

The first assignments is a response to a literary text; the second is a response to informational texts. Students

must match the type of text to the appropriate assignment. Each assignment has two sections. One section is a graphic

organizer. This graphic organizer will be graded when students submit their projects in class when school begins.

Students should complete the graphic organizer prior to completing the second section, a two-paragraph written response.

The Summer Reading Project will be evaluated with the rubrics on the following pages. The evaluation of the

graphic organizers reflects students’ attention to relevant facts, examples and details documented from the selected text.

The written response should align with the information on the graphic organizer. The writing should be well organized

and follow the provided outline included for each assignment. Summer Reading Projects will be collected the first

week of school. During the first two weeks of school, at least one additional graded assignment will focus on these

texts. Students who do not complete this project will complete it during this time in addition to the in-class graded

assignment. Students should have two completed graphic organizers and two written responses on the first day of

school.



Eighth Grade Literary Texts – CHOOSE ONE

Historical Fiction

Elephant Run by Roland Smith

During the beginning of WWII, Nick’s mother decides that London is too dangerous after their

apartment is destroyed by German bombs. She sends to Nick to Burma to be with his father. However,

Burma turns out to be just as dangerous when the Japanese invade. Nick’s father is captured by the

Japanese, and Nick is forced into work as a servant. Nick escapes and attempts to free his father with

the help of the wild timber elephants of Burma.

Keeping Corner by Kashmira Sheth

Set in India during the early 1900’s, Keeping Corner reveals the struggles of a twelve-year-old girl

named Leela, after her husband dies from a snake bite. Following tradition, Leela must keep “corner”

for one year, following mourning practices that remove her from society. However, the teachings of

Mahatmas Gandhi are spreading across India, and Leela dares to dream of a life freed of rigid and

oppressive traditions.

Mystery

And Then There Were None by Agatha Christie

This book has been called “the greatest mystery book of all time.” In this masterpiece of murder and

suspense, ten strangers are gathered together on an isolated island by a mysterious host. One by one, the

guests share the darkest secrets of their wicked pasts. One by one, they die….

Realistic Fiction

Okay for Now by Gary Schmidt

Award-winning author Gary Schmidt presents a view of the late 1960’s in upstate New York through the

lives of Doug Swieteck and his fragmented family. In spite of challenges and humiliation from teachers,

peers and even his father, Doug perseveres in following his passion—art—and in maintaining his

commitment to his family. Interwoven with a variety of storylines from bullying to surviving Vietnam,

Okay for Now contains life lessons combined with the emotional struggles characteristic of exemplary

coming-of-age stories.

Catalyst by Laurie Halse Anderson

From the outside Kate Malone --- or "Good Kate" as she refers to herself --- is an honor roll student and

exceptional long-distance runner. She continues to maintain an above average scholarly record, good

enough in fact to apply to MIT, her deceased mother's alma mater and Kate's dream school. Then there’s

“Bad Kate” who is trying to deal with the fact that she chooses to apply to only one college—MIT and

has lied about it to her father; her jealousies over her fellow students' successes; her insomnia and

midnight runs; and her desire to be the absolute best at everything she does. The events that unfold

conspire to make Kate take a true look at her relationships with her family, her friends, her boyfriend,

and even her deceased mother.



Science Fiction/Fantasy

Every Day by David Levithan

Imagine waking up every day in a different body. A is the protagonist, and A has no recollection of his

or her own life, only the traumatic shock of waking up as a new person in a new place every morning. A

has been content to participate in each person’s life, trying to do as little damage as possible. However,

what happens when A meets a girl he can’t stand to let go of at the end of the day?

Ship Breaker by Paolo Bacigalupi

In this futuristic scenario, the ocean levels have raised leaving many coastal cities underwater. In the

Gulf Coast region near what was once New Orleans, Nailer, a teenage boy, salvages sunken ships for

raw materials to recycle to scratch out a meager existence. However, when he takes a risk and boards a

newly sunken ship, he finds something among the wreckage that will complicate his life forever…a

living girl. She is a wealthy heiress, and to get her home, Nailer will take on local thugs, corporate

enemies, and even what is left of the United States government.

Eighth Grade Informational Texts – CHOOSE ONE

Anne Frank: The Diary of a Young Girl by Anne Frank

Discovered in the attic in which she spent the last years of her life, Anne Frank's diary has since become

a world classic—a powerful reminder of the horrors of war and an eloquent testament to the human

spirit. In 1942, with Nazis occupying Holland, a thirteen-year-old Jewish girl and her family fled their

home in Amsterdam and went into hiding. For the next two years, until their whereabouts were betrayed

to the Gestapo, they and another family lived cloistered in the "Secret Annex" of an old office building.

Cut off from the outside world, they faced hunger, boredom, the constant cruelties of living in confined

quarters, and the ever-present threat of discovery and death. *

Bomb: The Race to Build--and Steal--the World's Most Dangerous Weapon by Steve Sheinkin 920L

In this WWII era informational text, the author recreates the race to create the first atomic weapon. By

focusing on the stories of traitors and spies, Sheinkin shows how the choices of just a few people

influenced the course of history. The text is also full of exciting, but little known historical events. For

instance, a small commando force of Norweigian soldiers on skis single-handedly set back the Nazi

atomic weapon program by sabotaging Hitler’s secret, remote fortress

Death Be Not Proud: A Memoir by John Gunther

Written to reveal a realistic account of the author’s son’s courageous struggle with cancer, Death Be Not

Proud excels at capturing the essence of the human spirit. Johnny’s thoughts, words, and actions

provide more than revelations of a personal tragedy; they illustrate how one individual’s life can impact

everyone who has the pleasure of knowing him—whether in real life or through his memoir.

Good Brother, Bad Brother: The Story of Edwin Booth and John Wilkes Booth by James Cross Giblin

Good Brother, Bad Brother is the true story of John Wilkes Booth, the man who became famous in

history books for shooting Abraham Lincoln in Ford's Theater. What many people do not know is that

there was another famous Booth brother, Edwin. This book chronicles the lives of both men from

childhood to adulthood and shows how they could be as close as brothers yet live in two completely

separate worlds.


SUMMER READING PROJECT 2014-2015 Marooned: The Strange but True Adventures of Alexander Selkirk by Robert Kraske and Robert Andrew

Parker

Do you ever wonder where authors find ideas for books? One author, Daniel Defoe, based his book

Robinson Crusoe on this book’s main focus, Alexander Selkirk. A Scottish mariner, Selkirk was

abandoned on a South Pacific island in the 1700’s. How he survives, both mentally and physically, and

how these adventures impact the rest of his life are both answered.

Soul Surfer: A True Story of Faith, Family, and Fighting to Get Back on the Board by Bethany Hamilton &

Rick Bundschuh

They say Bethany Hamilton has saltwater in her veins. How else could one explain the passion that

drives her to surf? How else could one explain that nothing—not even the loss of her arm—could come

between her and the waves? That Halloween morning in Kauai, Hawaii, Bethany responded to the

shark’s stealth attack with the calm of a girl with God on her side. Pushing pain and panic aside, she

began to paddle with one arm, focusing on a single thought: “Get to the beach....” And when the first

thing Bethany wanted to know after surgery was “When can I surf again?” it became clear that her spirit

and determination were part of a greater story—a tale of courage and faith that this soft-spoken girl

would come to share with the world. *

This Star Won't Go Out: The Life and Words of Esther Grace Earl by Esther, Lori, and Wayne Earl

Esther was 16 when she died from complications of thyroid cancer in 2010. By that time, she’d become

a fixture among the Nerdfighters, a community dedicated to intellectualism and creativity, created by

YA author John Green and his brother, composer Hank Green, via their popular YouTube channel, the

Vlogbrothers. She loved Harry Potter–themed “wizard” rock music and Doctor Who, and she was part

of Catitude, a group that ran the Project for Awesome, a Nerdfighter charity campaign. John Green

dedicated The Fault in Our Stars (2012) to Esther, and in his introduction to this memoir, he notes that

while he’s proud of Fault’s success, “the one person I most want to read it never will.” Featuring essays

from friends, family, and doctors and curated by her parents, this collection—part autobiography,

portfolio of her fiction and drawings, and photo album—is a touching eulogy, and it fulfills her dream to

be an author. An intimate portrait of a vibrant, deeply engaged teen, this title reveals the power of the

internet as a mode for connection, which comes through with each reproduced chat session and blog

post. *

*some blurbs taken from Amazon.com



Student Name_____________________________________________________________________

Title of Story_______________________________________________________________________

Author___________________________________________________________________________

Assignment #1--Analyzing Plot in a Literary Text

Almost all literary texts share a similar structure. This sequence of events is called the plot. The plot can be divided into

five distinct parts: exposition, rising action, climax, falling action, and resolution. Use the chart below to outline the plot

in a Literary Text you have read from the Summer Reading List by including details from the text and the details’ specific

page numbers.

1. EXPOSITION-THE INTRODUCTION OF CHARACTERS AND SETTING

________________________________________________________________________________________________________

________________________________________________________________________________________________p.#_____

________________________________________________________________________________________________________

________________________________________________________________________________________________p.#_____

2. RISING ACTION-THE INTRODUCTION OF THE

CONFLICT AND RELATED COMPLICATIONS

_________________________________________________

________________________________________ p.#_____

_________________________________________________

________________________________________ p.#_____

_________________________________________________

________________________________________ p.#_____

_________________________________________________

________________________________________ p.#_____

_________________________________________________

3. CLIMAX- / TURNING POINT

____________________________________________________

____________________________________________ p.#_____

____________________________________________________

____________________________________________ p.#_____

4. FALLING ACTION-THE RECOGNITION OF CHANAGES

BROUGHT ABOUT BY THE CLIMAX

____________________________________________________

____________________________________________ p.#_____

____________________________________________________

____________________________________________ p.#_____

5. RESOLUTION-THE RESULTING CHANGES FROM THE CONCLUSION OF THE CONFLICT

________________________________________________________________________________________________________

________________________________________________________________________________________________p.#_____

________________________________________________________________________________________________________

________________________________________________________________________________________________p.#_____



After completing the chart, compose a two-paragraph written response using the following directions:

A. In the first paragraph, include the following components.

1. Begin with a topic sentence that includes the title and author of the book and describes the book’s

central conflict.

2. In the next 2-3 sentences, discuss the exposition: identify the protagonist, antagonist, and the setting.

3. In the next 2-3 sentences, discuss the rising action: what complications occur that make the conflict

more problematic or suspenseful?

B. In the second paragraph, include the following components.

1. Begin with a topic sentence that describes the climax: the highest point of action or suspense in the

book (identify major characters and setting for the climax).

2. In the next 2-3 sentences, identify major characters and setting for the climax.

3. In the next 2-4 sentences explain the falling action and resolution: how do the characters make sense

of the climax and how do the characters change at the end of the book.

4. End with a concluding sentence that states a universal lesson the reader should learn from reading this

book (the book’s theme).

Summer Reading Assignment Rubric

Analyzing Plot in a Literary Text

Exceeds Standards Meets Standards Approaching

Standards

Below Standards

Graphic Organizer

I have included specific

details

I have at least two

details in every box

on the graphic

organizer

I have two details in

every box on the

graphic organizer

I have less than two

details in every box on

the graphic organizer

I have few details

Content

I have a clear topic

sentence

My topic sentence

is clear,

informative, and

insightful.

My topic sentence

is clear and

appropriate.

My topic sentence is

somewhat unclear or

underdeveloped.


missing or unclear.

Content

I have supporting

details.

My topic supported

with 4 or more

specific details

from the text

My topic supported

with 3 or more

specific details

from the text

My topic supported with

2 or more specific

details from the text

My topic supported

with less than 2 specific


Organization

I organized my FREDs

in an order that makes

sense.

I have ordered my

facts in a way that

makes clear and

concise sense.

I have ordered my

facts in a way that

mostly makes

sense.

I have stated my fact but

it lacks clarity.

I have stated my main

idea but I have no

support.

Style and Lang.

Mechanics

I used appropriate

vocabulary, correct

grammar, spelling, and

punctuation. My

interest in the topic is

expressed in my

writing (voice/style).

I have no errors in

spelling, grammar,

and punctuation.

The writing reflects

my own voice/style.

I have 1 error in

spelling, grammar,

punctuation. The

writing usually

reflects my own

voice/style.

I have 2 errors in

spelling, grammar,

punctuation. The

writing occasionally

reflects my own

voice/style.

I have 3 or more errors

in spelling, grammar,

punctuation. The

writing does not reflect

my own voice/style.



Student Name _____________________________________________________________________

Title of Story_______________________________________________________________________

Author ___________________________________________________________________________

Assignment #2-Analyzing Conflict in an Informational Text

In many informational texts, the central figure or figures face and overcome challenges. This pattern can be seen in many

types of informational texts including memoirs, biographies and books about historical events. Keep in mind that this

pattern does not apply to informational texts like how-to books and reference books. In the space below, describe the

central figures and basic situation or context in which the text describes these characters. Explain the conflict or

challenges the central figures face. Next, explain the outcome of this conflict. Cite textual evidence in your explanations

and record the page numbers in the space provided. Finally, explain the universal theme, the lesson the reader should

learn from this text.

1. CENTRAL FIGURE OR FIGURES

________________________________________________________________________________________________________

2. HISTORICAL CONTEXT OR SETTING-WHEN AND WHERE DOES THE STORY TAKE PLACE? HOW DOES THIS

RELATE TO THE TEXT?

________________________________________________________________________________________________p.#_____

________________________________________________________________________________________________________

________________________________________________________________________________________________p.#_____

2. CONFLICT-WHAT CHALLENGES DO THE CENTRAL FIGURE OR FIGURES FACE?

________________________________________________________________________________________________________

________________________________________________________________________________________________p.#_____

________________________________________________________________________________________________________

________________________________________________________________________________________________p.#_____

3. OUTCOME-WHAT IS THE OUTCOME OF THE CONFLICTS OR CHALLENGES THE CENTRAL FIGURE OR

FIGURES FACE?

________________________________________________________________________________________________________

________________________________________________________________________________________________p.#_____

________________________________________________________________________________________________________

________________________________________________________________________________________________p.#_____

5. THEME-WHAT LESSON SHOULD THE READER LEARN FROM THIS TEXT?

________________________________________________________________________________________________________

________________________________________________________________________________________________________



After completing the chart, compose a two-paragraph written response using the following directions:

A. In the first paragraph, include the following components.

1. Begin with a topic sentence that includes the title and author of the book and describes the book’s

central conflict.

2. In the next 2-3 sentences, discuss and describe the central figures.

3. In the next 2-3 sentences, explain the historical context.

B. In the second paragraph, include the following components.

1. Begin with a topic sentence that describes the conflict the central figures face

2. In the next 2-3 sentences, discuss in detail the conflict.

3. In the next 2-3 sentences explain the outcome of the conflict

4. End with a concluding sentence that states a universal lesson the reader should learn from reading this

text.

Summer Reading Assignment Rubric

Analyzing Conflict in an Informational Text

Exceeds

Standards

Meets Standards Approaching

Standards

Below Standards

Graphic Organizer

I can graphically

organize evidence

Graphic organizer

has more than 6

relevant examples,

including quotes

and page numbers.

Graphic organizer

has 6 relevant

examples, including

quotes and page

numbers.

Graphic organizer has 4

relevant examples,

including quotes and

page numbers.

Graphic organizer

has 3 or less relevant

examples, including

quotes and page

numbers.

Content

I have a clear topic

sentence

My topic sentence

is clear,

informative, and

insightful.

My topic sentence

is clear and

appropriate.


somewhat unclear or

underdeveloped.


missing or unclear.

Organization

I organized my

supporting examples

in an order that

makes sense.

My topic is

supported with 4 or

more specific


I have ordered my

supporting

examples in a way

that makes clear

and concise sense.

My topic is

supported with 3 or

more specific


I have ordered my

supporting

examples in a way

that mostly makes

sense.

My topic is supported

with 2 or more specific

details from the text I

have stated my

supporting examples

but it lacks clarity.

My topic is supported

with less than 2

specific details from

the text I have stated

my main idea but I

have no supporting

examples.

Style/Language

I used appropriate

vocabulary, correct

grammar, spelling,

and punctuation. My

interest in the topic

is expressed in my

writing (voice/style).

I have no errors in

spelling, grammar,

and punctuation.

The writing reflects

my own

voice/style.

I have 1 error in

spelling, grammar,

punctuation. The

writing usually

reflects my own

voice/style.

I have 2 errors in

spelling, grammar,

punctuation. The

writing occasionally

reflects my own

voice/style.

I have 3 or more

errors in spelling,

grammar,

punctuation. The

writing does not

reflect my own

voice/style.

Documents

BEXLEY MIDDLE SCHOOL SUMMER READING PROJECT · PDF fileBEXLEY MIDDLE SCHOOL SUMMER READING PROJECT 2014-2015 ... BEXLEY MIDDLE SCHOOL SUMMER READING PROJECT 2014-2015 ... and photo