Joseph b. cavallaro i.s.281
2016Summer Reading Assignment
As an English department, one of our central goals is to encourage a love of reading and support continual growth as literate citizens. Therefore, the summer reading assignment- put simply- is to read!
Over the summer, you are required to read two books, complete two “Book Analysis Activity Sheets”, and create one “Alternative Activity Project”. All of these assignments are described in detail later on in this packet. Additional information can also be found on the IS281 website. In September, students will also write an in-class, on-demand essay.
We have prepared a list of recommended texts for each grade level to help you choose books to read. However, students can design their own summer reading assignment- based on individual interests and ability level- by choosing books that areeither not on the summer reading lists or from another grade level’s recommended list. If you choose to read books that are not on any of the lists, keep in my mind that the texts should be appropriate for your grade level and reading ability.
In the fall, this assignment will count as your first project grade for English. Therefore, it is crucial that you complete this project to start the year off well, while also building skills and enjoying a few books during the summer. We are excited about meeting you in September and helping you continue on your educational journey!
-Ms. Maria Bender, Principal
Your task:
Read TWO books during the summer (recommended reading lists attached).
Complete TWO Book Analysis Activity Sheets (one per book).
Complete ONE (1) Alternative Activity Project in response to one book (your choice).
Due Dates:
TWO Book Analysis Activity Sheets and ONE Alternative Activity Project due on
Monday, September 19th.
An IN-CLASS essay will be given during the month of September.
Joseph b. cavallaro i.s.281
2016Summer Reading Assignment -- INCOMING 6TH GRADERS
Be prepared to respond to the following prompt for the in-class essay:
Describe one conflict (problem) the main character faces in the book. Discuss how the conflict (problem) was or was not solved. Explain what the main character or you, the reader, learned from the character’s conflict (problem). Use specific details from the book to support your answers.* You will be allowed to use your Book Analysis Activity Sheets to complete the essay.
Suggested Reading List -- INCOMING 6TH GRADERS
Author / Title / GenreAnthony Horowitz / Alex Rider Adventures / Realistic (spy) Fiction L630
Beverly Naidoo / Journey to Jo’borg / Realistic Fiction (So. Africa Apartheid) L760
Carolyn Coman / What Jamie Saw / Realistic Fiction L1010
Doris Buchanan Smith / A Taste of Blackberries / Realistic Fiction L640
Eleanor Estes / The Hundred Dresses / Historical Fiction (Hiroshima) L630
Gary Paulsen / The Winter Room / RealisticFiction L1170
Gary Soto / The Skirt / Realistic Fiction L540
Gennifer Choldenko / Al Capone Does My Shirts / Historical Fiction (Alcatraz Is. 1930’s) L600
Jeanne DuPrau / City of Ember (series) / Science Fiction L680
Kate DiCamillo / Because of Winn Dixie / Realistic Fiction L610
Katherine Paterson / The Great Gilly Hopkins
-or- The King’s Equal / Realistic Fiction L800
Folktale/Fairytale Fiction L780
Lois Lowry / Number the Stars / Historical Fiction (Holocaust) L670
Marguerite Henry / Misty of Chincoteague, others / Realistic Fiction L750
Marion Dane Bauer / On My Honor / Realistic Fiction L750
Michelle Paver / Wolf Brother (series) / Historical Fiction (Stone Age adventure) L660
Paula Fox / The Slave Dancer / Historical Fiction (1840’s slave ship) L970
Phyllis Reynolds Naylor / Shiloh / Realistic Fiction L890
Suzanne Collins / Gregorr the Overlander (series) / Fantasy Fiction L630
Tamora Pierce / First Test (series) / Fantasy Fiction L760
Walter Dean Myers / Me, Mop, and the Moondance Kid / Realistic Fiction L640
Note: Lexile numbers (provided on the right) are a helpful indicator of the difficulty level. Lower lexile numbers indicate less challenging texts; higher lexile numbers indicate more challenging texts.
Joseph b. cavallaro i.s.281
Summer Reading Assignment -- INCOMING 7TH GRADERS
Be prepared to respond to the following prompt for the in-class essay:
Describe, in detail, the protagonist (main character) of one of the novels you read this summer. Discuss how the character changed from the beginning to the end of the book. The change could be emotional, physical, or in personality. Be sure to explain how the change occurred. Did the change bring about a life lesson for the character? Use specific details from the book to support your answers.* You will be allowed to use your Book Analysis Activity Sheets to complete the essay.
Suggested Reading List -- INCOMING 7TH GRADERS
Author / Title / GenreAndrew Clements / Things Not Seen / Realistic Fiction/Fantasy L690
Ann Martin / A Dog’s Life / Realistic Fiction L870
Arvella Whitmore / Trapped between the Lash and the Gun / Realistic Fiction L630
Chris Crowe / Mississippi Trial 1955 / Historical. Fiction(Civil rights-Emmett Till) L870
Gail Giles / Shattering Glass / Realistic Fiction L590
Gary Paulsen / Mr. Tucket / Historical Fiction (1840’s Oregon Trail) L830
Gordon Korman / The Juvie Three / Realistic Fiction L730
Iain Lawrence / The Wreckers / Historical. Fiction(1799shipwreck) L870
Jerry Spinelli / Crash/Loser/Wringer/Library Card / Realistic Fiction L560-690
Julian Houston / New Boy / Hist. Fiction (Integration 1950’s) L990
Karen Hesse / Letters from Rifka / Hist. Fiction (escape from Russia 1919) L830
Margaret Peterson Haddix / Running Out of Time -or-
Among the Hidden (series) / Sci Fi/Time travel (1840’s) L730
Science Fiction L650-800
Mike Lupica / Summer Ball -or-
Million Dollar Throw / Realistic Fiction L910 up
Natasha Friend / Perfect -or- Lush -or- Bounce / Realistic Fiction L550up
Rebecca Stead / When You Reach Me / Realistic Fiction L750
Rick Riordan / The Lightening Thief (Percy Jackson & the Olympians series) / Fantasy L590-740
Sharon M. Draper / Tears of a Tiger / Realistic Fiction L700
Sherri Smith / Flygirl / Historical. Fiction ( (WWII: Afr. Amer. pilot) L680
Suzanne Weyn / Bar Code Tattoo -or- Rebellion / Science Fiction L880
Walter Dean Myers / Scorpions -or- Slam! / Realistic Fiction L601-750
Note: Lexile numbers (provided on the right) are a helpful indicator of the difficulty level. Lower lexile numbers indicate less challenging texts; higher lexile numbers indicate more challenging texts.
Joseph b. cavallaro i.s.281
Summer Reading Assignment -- INCOMING 8TH GRADERS
Be prepared to respond to the following prompt for the in-class essay:
Describe, in detail, the main conflict of a novel you read this summer. Discuss whether the conflict was internal (a struggle within a character), external (a struggle or problem between characters or with an outside force), or a combination of both. Be sure to explain how the conflict was or was not resolved. Use specific details from the book to support your answers.* You will be allowed to use your Book Analysis Activity Sheets to complete the essay.
Suggested Reading List -- INCOMING 8TH GRADERS
Author / Title / GenreAnn Turner / Hard Hit / Realistic Fiction L750
Clarion Brooks / The Wednesday Wars / Realistic Fiction L990
Gretchen Olson / Call Me Hope / Realistic Fiction L780
Jerry Spinelli / Stargirl / Realistic Fiction L590
John Boyne / The Boy in the Striped Pajamas / Historical Fiction (WWII friendship) L1080
Julia Alvarez / Return to Sender / Realistic Fiction L890
Kekla Magoon / The Rock and the River / Historical Fiction (civil rights/family) L550
Laurie Halse Anderson / Rules / Realistic Fiction L780
M. T. Anderson / Feed / Science Fiction L770
Margaret Peterson Haddix / Found (series) / Science Fiction L730 up
Mike Lupica / Travel Team or Bat Boy / Realistic Fiction L930
Neil Gaiman / The Graveyard Book / Supernatural L820
Nicholas Sparks / The Last Song / Realistic Fiction L790
Patricia Reilly Giff / Pictures of Hollis Woods / Realistic Fiction L650
Robin Wasserman / Chasing Yesterday (series) / Fantasy Fiction L670
S.E. Hinton / That was Then, This is Now -or- Tex -or- Rumblefish / Realistic Fiction L680-780
Sarah Weeks / So B. It / Realistic Fiction L860
Sarah Weeks / Uglies (series) / Science Fiction L770
Sharon Creech / Absolutely Normal Chaos
Love That Dog / Realistic Fiction L900
Realistic Fiction L1010
Sharon G. Flake / The Skin I’m In / Realistic Fiction L670
Suzanne Collins / Hunger Games (series) / Science Fiction L740
Walter Dean Myers / Hoops, Monster, Sunrise Over Fallujah, Fallen Angels, others / Realistic Fiction L650 up
Will Hobbs / Far North / Realistic adventure Fiction L820
Note: Lexile numbers (provided on the right) are a helpful indicator of the difficulty level. Lower lexile numbers indicate less challenging texts; higher lexile numbers indicate more challenging texts.
Contract Activity Package (CAP)
Summer Reading 2016: Joseph B. Cavallaro I.S. 281
Mandated Expectations:
- ReadBook One (1) and complete a Book Analysis Activity Sheet.
- Read Book Two (2) and complete a Book Analysis Activity Sheet.
- Complete one (1) Alternative Activity in response to one book (your choice)
Objective:
Choose one (1) AlternativeActivity as a creative response to one (1) summer reading book.
Include each of the required components: Title and Author, Setting (time and place), Characters,
Character Traits with Supporting Evidence, Conflict (problem), Theme (message), and Opinion.
Activity Alternatives***All responses MUST include ALL elements listed in the objective above/ Book Analysis Activity Sheet.*** / Reporting Alternative
Design a Power-Point presentation (minimum of twelve (12) slides) that provides an overview of one book. / 1. During the summer, share your Power-Point with a peer and parent.
2. In September, be prepared to share in school.
Create a video responding to one book. The video can be designed as an interview or a re-enactment of one book. / 1. During the summer, share your video with a peer and parent.
2. In September, be prepared to share in school.
Create a Tactual Resource, such as an electro-board, task card, learning wheel, pic and answer, flip chute, floor game, etc.). Include at least 20 questions and answers. / 1. During the summer, share and play with your tactual response with a peer and parent.
2. In September, be prepared to share in school.
Create an exam including twenty (20) multiple-choice questions based on one book. Provide four answers for each question (three fake answers; one real answer). / 1. During the summer, give your exam to a peer and parent.
2. In September, be prepared to share in school.
Create a podcast, wiki, or blog responding to one book. / 1. During the summer, post and share your podcast, wiki, or blog with a peer and parent.
2. In September, be prepared to share in school.
Write a song, rap, or poem in response to one book. / 1. During the summer, sing/ read your song, rap, or poem to a peer and parent.
2. In September, be prepared to share in school.
Design a Comic Strip, Poster Board or Picture Book responding to one book. / 1. During the summer, share your Comic Strip, Poster Board, or Picture Book with a peer and parent.
2. In September, be prepared to share in school.
TWO Book Analysis Activity Sheets and ONE AlternativeActivity Project are due on Monday, September 19th.
English Language Arts
Book Analysis Activity Sheet
Student’s Name: ______
Book Title & Author: ______
- Describe the book’s setting (time & place):
______
- In the graphic organizer below, identify the main characters and describe them. You must use details from the text to prove the character traits (evidence and page number is required).
Character’s Name / Character’s Traits / Evidence from the book (include page numbers)
On pg ____, the character shows this trait by…
On pg ____, the character shows this trait by…
On pg ____, the character shows this trait by…
On pg ____, the character shows this trait by…
- Describe the conflict (problem) that exists in the story:
______
- What did you, or the character, learn? Explain the theme (message) of the story:
______
- What is your overall evaluation of the book? Identify your overall rating (excellent, very good, average, not good) and discuss two specific reasons as support.
______
English Language Arts
Book Analysis Activity Sheet
Student’s Name: ______
Book Title & Author: ______
- Describe the book’s setting (time & place):
______
- In the graphic organizer below, identify the main characters and describe them. You must use details from the text to prove the character traits (evidence and page number is required).
Character’s Name / Character’s Traits / Evidence from the book (include page numbers)
On pg ____, the character shows this trait by…
On pg ____, the character shows this trait by…
On pg ____, the character shows this trait by…
On pg ____, the character shows this trait by…
- Describe the conflict (problem) that exists in the story:
______
- What did you, or the character, learn? Explain the theme (message) of the story:
______
- What is your overall evaluation of the book? Identify your overall rating (excellent, very good, average, not good) and discuss two specific reasons as support.
______
Joseph b. cavallaro i.s.281
Summer Reading Assignment
Alternate Reading List
INCOMING 6TH GRADERS
Author / Title / GenreCynthia Rylant / Henry and Mudge(series)
Nate the Great (series)
Little Bill (series)
James Howe / Pinky and Rex
David Adler / Cam Jansen (series)
Clyde Robert Bulla / Chalk Box Kid, Paint Brush Kid
Alma Flor Ada / My Name is Maria Isabel
Eleanor Estes / The Hundred Dresses
Encyclopedia Brown (series)
Junie B. Jones (series)
Box Car Children (series)
Babysitter Club (series)
INCOMING 7TH GRADERS
Author / Title / GenreINCOMING 8TH GRADERS
Author / Title / Genre