Summer 2019 Reading Lists

High school summer reading lists are posted here as received. Please check back if your class is not yet posted.

English 12 and Comp 101
Mr. Clayton

During the first half of senior year, students will be compiling a transitional portfolio in which they reflect on those experiences that have helped shape them as individuals. Seniors will also try to set some goals for their future after high school, and explore possible career options.  Many of the essays we write will be personal and reflective in nature, and so it seems fitting that some of the reading we do should fit the same criteria.
Over the summer, seniors are asked to read one non-fiction book that is a memoir, a true narrative, an autobiography, or a biography.  This reading assignment will allow seniors to examine how other writers have related events from their own lives or the lives of others to an audience with a specific purpose.  It will also help seniors to focus on those people, places, settings, and events in their own lives that are meaningful and memorable, the stuff of college application essays.  The book choice is all yours, as long as it is representative of one of the genres mentioned above. You will be expected to have read the book and completed a piece of writing based on it when school starts in September.
Look again at the different genres below:
Memoir – an account of a single period in a writer’s life, often a period that coincides with important historical events.
Autobiography – an account of all or part of a person’s life written by that person.
Biography – a written account of a person’s life that focuses on the character and career of the subject.
True Narrative – a recounting of a series of actual events in which some connection between the events is established or implied.
Think about a person who has done something you admire: it may be a person who has lived through a challenging historical era, or a politician, artist, writer, athlete, entertainer or musician whose work has inspired you.  It might be a person who has gone into a career field that you are considering for yourself.  Put some real thought into the person whose life you read about.  In addition to writing a reflective piece of writing on the work, you will also be sharing some aspects of this person’s life with the class in the fall.
Reflective Essay
After you have read the book, reflect on the reading in a developed essay that includes the following:
1.   Why did you select this book?  What made you want to read about this person’s life?
2.   What can you say about the way the book was written?  Describe the style of the narrative. How did the writer connect with the reader? Comment on the reading experience itself.
3.   What can you learn from this person’s story?  Can you apply some of the things that this person learned through his or her experience to your own life? Can you make any connections between this person’s life and your own? What surprised you?  What inspired you?  What will you remember most about this person’s story?
4. Quote a memorable passage from this book and comment on it. 
5. Would you recommend this book to other seniors?  Why or why not?Suggested length – 2 ½ – 3 pages typed.  This task is due the first week we return in September.  This will be the first graded assignment for the course.

AP English Literature and Composition
Mr. Cummins

Dear AP English Candidate:
I’m gratified to see you have signed up for AP English despite the heavy workload. By choosing to challenge yourself this year, you’ll certainly have more options during your senior year and you’ll be better prepared for college. By participating in an intensive course with other motivated students, you will hopefully see real growth in yourself as a reader and a writer. Attached is some important information about the course and its requirements.

Hopefully, you have signed up for this course for three reasons:
– You have demonstrated strong academic potential in previous English classes.
– You enjoy the idea of the challenge of a college level course in high school.
– You have an interest in and love for good literature.

This summer, you will be reading two works: a novel and a literary guide to literature. Then you will be writing about the readings. Summer requirements keep you active as a reader and forestall brain death by asking you to write about what you read. These required texts will be distributed to you. I hope to give you something to think about, and I look forward to discussing it with you.
Warning: This course is going to require extensive reading, writing, and active participation. If the prospect of being handed a book and told “Read this in two weeks” gives you agita, if writing an essay in a night and having to revise it the next night is daunting, if you’ve never heard the words “agita” or “daunting” and don’t plan to look them up, then this isn’t a class for you. If you prefer to take short-cuts, fake your reading, don’t want to revise because “I already wrote it,” and you think “I don’t know” is okay without adding “but I’ll find out,” then contact the guidance department for a schedule change.
I look forward to working with you. Should you need to contact me over the summer, I can be reached by e-mail at Please feel free to contact me at any time. If I don’t get back to you right away, it’s because I’m not near the Internet, not because I’m ignoring you. I’ll connect as often as I can, however. Enjoy the break and enjoy the reading.
– Mr. Cummins

What is the Advanced Placement Program?

The AP Program is a cooperative educational endeavor between secondary schools and colleges and universities. For students who are willing to apply themselves to college level studies, the program enriches both their high school and college experiences. It provides the means for colleges to provide credit, placement, or both to students who have applied themselves successfully.
The AP Program is administered by the College Board, which contracts with Educational Testing Service (ETS – the same folks who bring you the SAT) – for technical and operational educational services.
The AP Program has been around since 1956, and around 12% of students take at least one AP exam. Advanced Placement Exams are offered in around thirty subject areas. The English-related AP course offered at Schoharie is English Literature and Composition (The other English-related AP course is English Language and Composition).

Why should a student take an AP course?

Students participate in the AP Program for many reasons, including the challenge, the prestige, the money and time that can be saved in college, and the opportunities that can unfold as a result. A student who earns a grade of 3 or better on the AP exam is generally considered qualified to receive credit at one of the thousands of colleges and universities that give credit for AP exams. The cost savings can be thousands of dollars. The entering college student who has been given AP recognition can take advanced courses, explore different subject matter areas, enter honors and other special programs, pursue double majors, and even complete undergraduate requirements early. I was able to use my AP coursework to place out of classes, was offered higher-level classes, and received college credit without having to pay the high cost of tuition.

About the AP Exam in English Literature and Composition

Overview: This three-hour exam is given every year early in May. There is a 60-minute section of multiple choice questions which measure students’ ability to read and interpret literary passages. The remaining 120 minutes are typically divided into three essays: one on a selected poem, one on a selected prose passage, and one on a novel or play of the student’s choice.
Scoring: The exams are read and graded by ETS (on a 5 point scale):
 5 – extremely well qualified
 4 – well qualified
 3 – qualified
 2 – possibly qualified
 1 – no recommendation
In July, scores are sent to candidates, their high schools, and their selected colleges.
Cost: The 2018 exam fee was $94 – paid by the student. A hardship discount is available which will reduce the cost by $32. For more information on the AP Program, visit their website at

Goals of AP English Literature and Composition Class

While students hope to succeed on the AP Exam, the examination itself is not the reason for reading great literature and for trying to learn to write well. The goals of the AP course are broad enough to embrace the core reading and writing skills that high school and college teachers generally agree should be taught to high school juniors, seniors, and first year college students. In addition to preparation for the AP exam, juniors will be prepared for other standardized tests that are traditionally taken that year, including the English Regents, the PSAT, and the SAT.
Students will learn to read and comprehend some of the finest poetry, plays, novels, short stories, and essays written at various times in various cultures, with an emphasis on works originally written in English. Students will learn to make meaning from literature by becoming attentive to language, image, character, action, argument, and the various techniques and strategies authors use to evoke emotional responses from their readers. Students are expected to justify their interpretations by references to details and patterns found in the texts, to compare their interpretations to those proposed by others (teachers, classmates, published literary scholars), and to be prepared to modify their own interpretations as they learn more and think more.
Essays on literature are a staple of courses in literature and composition. In order to write these well, students must learn to sustain an argument while guiding a reader through well-organized evidence drawn from details of a text. However, our goals for writing are not necessarily limited to analytical essays about literature. Journals, stories, poems and personal essays will be part of our course as well. Students will be given assistance in preparing for the Regents examination as well. Students will be completing research projects on both literary and non-literary topics, and will be taught the MLA method of documentation.
Students will participate in small and large group discussions and work cooperatively on various projects. Students will also have the experience of giving oral presentations and conducting mini-lessons and lectures on various topics. Most often, however, students will be working independently and must develop good organizational and work habits which will be crucial for success on the college level.

Required Texts and Materials

Provided by teacher:
Grapes of Wrath, John Steinbeck
How to Read Literature like a Professor, Thomas C. Foster
Death of a Salesman, Arthur Miller
Macbeth, William Shakespeare
Narrative of the Life of Frederick Douglass, an American Slave, Frederick Douglass
The Adventures of Huckleberry Finn, Mark Twain
The Awakening, Kate Chopin
A variety of choices of college level novels
A variety of poems, short stories, essays, and literary criticisms

AP English /Guidelines for Graded Papers
You will be writing both on the computer and by hand (to emulate the AP test). We will be using Google Classroom extensively, so if internet access at home is difficult, please make this known to me as soon as you can.
All work should be typed in a standard font (such as Times Roman or Arial) and standard size (12 point) double spaced with 1″ margins.
Use the following heading as standard for all papers:
Your Name
AP English /Mr. Cummins
Assignment Name or Number
Original Title (centered, no quotes or underline)
Indent and begin the body of your paper. Do not skip lines between paragraphs (that’s why we indent). Note that your title may include the name of the relevant work of literature, but must be more than that.
Note: This is a list that contains titles that all come highly recommended, and would be good selections for those AP students who hope to read more than The Grapes of Wrath and How to Read Literature like a Professor. None of these, however, are required reading for the summer.
Hamlet by William Shakespeare   
Catch-22 by Joseph Heller
Black Boy by Richard Wright    
Native Son by Richard Wright  
A Raisin in the Sun by Lorraine Hansberry   
My Antonia by Willa Cather
Red Badge of Courage by Stephen Crane   
The Jungle by Upton Sinclair
A Separate Peace by John Knowles   
Invisible Man by Ralph Ellison

AP English – Summer Reading/Writing Assignments

Buy a ½”-1” 3-ring binder. You will collect your summer work here and submit it on the first day of school. Start this at the beginning of summer and be sure it’s done before Labor Day. The books are 280 and 619 pages, with additional time for writing and research, so do the math to make sure you get it done.
Note: Students are responsible for all material specified and may be tested on it in the fall. Written work is to be handed in on the first day of class. Successful completion of these assignments is a prerequisite for the AP course, and failure to complete these assignments will be interpreted as a desire for a schedule change.
 In the past, I have occasionally encountered students who did not do the work over the summer; I WILL KNOW THIS BASED ON YOUR POOR PERFORMANCE AS WE EXPLORE THIS UNIT. You will be asked to leave the course.
Required texts:  The Grapes of Wrath by John Steinbeck           
How to Read Literature Like a Professor by Thomas C. Foster

Summer Assignment – Part 1: “July”

How to Read Literature like a Professor
Understanding literature need no longer be a mystery – Thomas Foster’s book will help transform you into an insightful, literary student. Professors and other informed readers see symbols, archetypes, and patterns because those things are there – if you have learned to look for them. As Foster says, you learn to recognize the literary conventions the “same way you get to Carnegie Hall. Practice” (xiv).
Your Task:
Read How to Read Literature Like a Professor: A Lively and Entertaining Guide to Reading Between the Lines.
Keep a reading notebook of your responses to the questions for each chapter (you will end up with about 27 different entries). Use loose leaf paper in your summer reading binder. This will be easiest to transfer to your AP Lit and Comp binder for the school year. This assignment will be a good resource and we will refer to it throughout the year. *Start each answer on a separate page. At the top of the page, write the chapter title and number.
These short writing assignments will let you practice your literary analysis, and they will help me get to know you and your literary tastes. When giving an example from literature, you may use short stories, novels, plays, or even films. If your literary repertoire is thin and undeveloped, use the Appendix to jog your memory or to select additional works to explore. Watch some of the “Movies to Read” that are listed on pages 293-294.
Please note that your responses should be paragraphs (plural) — but not pages!
Even though this is analytical writing, you may use “I” if you deem it important to do so; remember, however, that most uses of “I” are just padding. For example, “I think the wolf is the most important character in ‘Little Red Riding Hood’” is padded. Just write “The wolf is the most important character in ‘Little Red Riding Hood.’”
As you compose each written response, re-phrase the prompt as part of your answer. In other words, I should be able to tell which question you are answering without referring back to the prompts. Be sure to address all parts of the prompt! Look at the rubric.
Remember to capitalize and punctuate titles properly for each genre. Short works like short stories, poems, song titles, and one act plays go in quotation marks. Novels, films, plays, epic poems, and albums are underlined or put in italics.
Don’t forget to have fun with this.
The author is having fun and it’s designed to enrich your literary experience.
If you’re in AP Lit and Comp, it’s because you love literature,
not because you want an impressive course on your resume.

Please note: Directions, worksheets and rubrics for this assignment were distributed to students before the end of the school year. Students also received required reading Araby  from The Dubliners by James Joyce. Students needing another copy should contact the high school office.

Summer Reading Part 2: “August”
The Grapes of Wrath by John Steinbeck

The Historical Novel
Historical fiction is grounded in history but not restricted by it; has an authentic setting which is an integral part of the story; has characters, actions, dialogue, beliefs, and values which are true to a historical time period; has common themes of loyalty, friendship, courage, and the conflict between good and evil. 
I will be looking for your attempt to understand and connect with the novel as well as your thinking about the required elements listed below. You should write responses as you read, so plan for each reading session to end with time spent writing about what you read. There are 30 chapters in the book’s 617 pages, so plan accordingly. I find it helpful to set an amount of time I will commit to, or set a page number that I plan to reach.
Do the background reading for the historical paper before reading the novel.
1. Character tracker: For each character, provide an indication of who they are, their physical and character traits, and what significant events happen with them every 5 chapters. Make sure to indicate specific chapter numbers where a crucial event happens. Use the attached chart.
2. Chapter summary: For each chapter, write a brief summary. Start with a quote from the chapter that you would use as its title. Then mention the setting (place and time). You may use bullet point details rather than complete sentences. Chapter 20 is 57 pages, so expand accordingly. In the end, you will have a list of 30 chapters with titles that outlines the events of the book.
3. Analysis: Like you did with other works and How to Read Literature Like a Professor, apply ten of Foster’s chapters to The Grapes of Wrath using a paragraph or two to explain its relevance for a particular scene or the book as a whole. Clearly specify which chapter you are addressing and be specific about how it relates. At the moment I am writing this, I can think of at least 15 that can easily apply.
4. Novel Portfolio: Prepare a portfolio containing works that represent the following different genres. Evaluation will be based on successful completion of each of the tasks and quality of the work. Be as creative as you like with the portfolio’s visual presentation.
a. Genre #1 – Short Historical Paper    
First, do some quick background reading on the Dust Bowl and America in the 1930s, especially the migration from the mid-West to California. Make sure you have a good sense of the historical context of the novel. Spend at least 20-30 minutes reading – use Wikipedia, National Geographic, the NEA “Big Read,” or other resources you find.
Develop a focus or thesis and write a short paper revealing your findings about the time period you researched and discussing how this relates to the novel. Locate at least two non-encyclopedia sources that will help you understand more about the life of people during the time period represented by the novel. Develop your discussion with specific references to the novel and the sources. Cite sources properly (in parentheses) and include a works cited page. See the Purdue Online Writing (OWL) lab for guidance on MLA 8 citation. Suggested length: 2-3 pages.
b. Genre #2 – Letter/Journal writing   
Draft a letter about a character’s thoughts regarding a significant event in the novel. Choose one from the following formats:
1. A letter from one character to another.
2. A journal entry relaying what a character would have written in a letter, but the other character is dead, imprisoned, or missing.
3. A series of shorter journal entries that shows this character’s private reactions to a number of events, or an event and its repercussions
This letter needs to fit within a particular context of the book and will be assessed on how well it fits logically as well as on how well it relies on conveying details from the book, although these details should not be forced. Try to use the style and diction of the character who is writing. Suggested length: 1-2 pages.
c. Genre #3 – Poetry      
Create an original poem about a character or from a character’s point of view. This poem should be substantive (fully developed, such as a narrative poem), not a short formulaic poem. No specific rhyme or meter requirements. Again, there must be a direct connection to multiple details from the book. Minimum length: 25 lines.
d. Genre #4 – Image Search    
Search for historical photos, images, and artwork. Select at least four images that represent one character or some important events in the novel. Each image must have a citation and a 3-4 sentence caption that describes the connection between the image and the novel. You should go beyond a basic image search and find images whose subject matter is explained. Note: A well-known photographer of this time period was Walker Evans. The Time/Life Magazine photo collection is also an excellent resource.
5. Create an attractive cover for your multi-genre portfolio.
Check the rubric to ensure top marks. Turn in the completed project in your summer reading binder on the first day of school.

Rubric for The Grapes of Wrath
__ (153) Character tracker:
17 characters x 9 spaces = 153 points. Each box should be filled out with its relevant information, and chapters where the character does not play a role should be left blank (but still receive credit).
__ (90) Chapter summary:
30 chapters, each with a quote from the chapter as the title that has a clear connection to the events of the chapter (1 point), plus bullet item plot points (2 points) = 90 points
__ (200) Analysis:
10 examples from How to Read Literature Like a Professor applied to The Grapes of Wrath, 5=thorough and insightful, 4=clearly and strongly connected, 3=relevant discussion and connection, 2=weak connection and discussion, 1=brief, barely connected, unclear, 0=irrelevant, inaccurate, or incomplete = 50 points x 4 = 200 points
__ (100) Historical paper:
Minimum two sources, properly cited, thesis that relates historical details to events of novel, 2-3 pages. 100 points.
__ (50) Letter/Journal writing:
Writing uses details from the book to accurately reflect the relationship between two characters and/or the thoughts and attitudes of the character writing. Uses style and diction of character and novel. Context of writing logically fits the novel. 50 points.
__ (50) Poem:
Has an insightful reflection of its focus character. Uses poetic devices, form, and language. Uses specific details from the novel. 50 points.
__  (50) Image search:
Images are provided with insightful commentary on how they reflect the character or specific events from the novel. Proper citations. 50 points.
__ (22) Presentation:
Portfolio is organized, neat, and attractive. No errors in spelling, grammar, or other conventions. 22 points.
__ Total (out of 715 points)
__ Total % (÷ 715) – Counts as three test grades.

Note: AP English Directions and worksheets and rubrics were distributed to students before the end of the school year. Students also received required reading Araby  from The Dubliners by James Joyce. Students needing another copy should contact the high school office.

English 11
Mr. Cummins

Reading should be something interesting, relaxing, and fun. But even students who love to read groan when they get the Summer Reading Assignment. And those who don’t like reading groan at having to figure out a way around it, or lament that they are going to get a zero for the assignment because they have no intention of doing it.

I have a few reasons why I would like you to do this assignment, and do it right.
1) I believe in reading. Studies show that students who read a lot do better in school, and the amount of reading students do is a better predictor of success than parental education or socioeconomic background. And students who read do better in English, a subject required every year.
2) The “Summer Slump” is a thing – students tested before and after summer do worse at the end of summer. Reading has been shown to decrease that effect.
3) At the beginning of the year, it’s a BIG help to me to see what you are interested in reading, and having a sample of your writing lets me start to see what your ability level is.
4) The assignment is based on one part of the Regents Exam that you will be taking at the end of the year, and must pass in order to graduate. So not only can I find out how well you write, but I can see how ready you are for this part of the exam.

You should consider the benefits to you as well.
1) You will start the year with something that you have had all summer to get done well, so you should get a good grade on it.
2) You will avoid the “Summer Slump” and start the year a bit stronger as a result.
3) You will practice for the Regents Exam, and understand what you have to prepare for.
4) You will get a chance to start with a positive first impression with me, whereas not doing this will end up with a negative first impression. And although we’re going to get to know each other better, it’s always good to make a good first impression.
5) You get to read a book!
Here’s what I’m asking you to do:
1) Read a book. The restrictions:
a. at least 100 pages long
b. at your reading level
c. not have been made into a movie or TV show
d. not be a book read in past years.

We will be reading Anthem, The Crucible, and Fahrenheit 451 in class if you want to avoid re-reading (or if you feel like re-reading!). The assignment will be easier if the book is fiction.
If you aren’t sure if the book is the right reading level, you can look up its “Lexile level,” which is a measure of its difficulty. The Harry Potter books are around 880L, which is 5-6th grade. An 11th grade book would be at least 1050L. If you search for “[title of book] lexile” you should get a score for it. Feel free to e-mail if you want to check if a book is okay, or if you want suggestions.
2) Write a short summary of the book – one side of a page, around 250 words. Start to finish – give away the ending, spoilers and all.
3) Explain what the “central idea” of the book is. This is the term used on the Regents for what the book is about – its message, a lesson it is conveying, a theme, a moral of the story. It can usually be a sentence, like “Courage is needed in the face of overwhelming obstacles” or “It is better to be an individual than to conform to the crowd.” Say what the central idea is, as well as some details about what happens in the book to make this central idea clear.
4) Choose one literary technique from the list below and use three quotes from the book that show this literary technique being used, as well as an explanation of how each quote is evidence of using this technique. A “quote” does not have to be something somebody says (although it can be), but is a passage copied directly from the book. Make sure your quotes are long enough, but not too long. DON’T just give three quotes without detailed explanation of their relevance.
For example, if you wanted to show a “dynamic character,” which is one that changes during the book, you might have a quote from the beginning that shows what kind of person they are, a quote from the middle that shows them mid-transformation, and one from the end that shows how they ended up, along with an explanation of how the quotes show this development.
This activity is similar to what you will be asked to do on the Regents and will help me know how prepared you are and what we may need to work on.
Literary techniques: You may want to look up any of these that are unfamiliar – we’re going to be starting the year learning them anyway, and you’ll have more options for this activity.
Allegory, allusion, characterization, dramatic foil, dramatic irony, dynamic character, flashback, foreshadowing, hubris, hyperbole, imagery, metaphor, mood, motif, paradox, personification, simile, situational irony, static character, symbolism, tone, tragic flaw, understatement, verbal irony.
Rubric: I will be scoring your work using the rubric below. Ensure you will get top marks in each section.
(10)  Book is at an appropriate reading level
(5)  Summary is about a page / 250 words long
(10)  Summary covers book beginning to end
(5)  Central idea is clear and appropriate for the book
(10) Explanation of how central idea applies to the book is detailed and thorough
(5)  Appropriate literary technique is identified
(5)  First quote is included, copied exactly, and of appropriate length to show the literary technique
(10)  Explanation of first quote’s relevance is clearly explained
(5)  Second quote is included, copied exactly, and of appropriate length to show the literary technique
(10)  Explanation of second quote’s relevance is clearly explained
(5)  Third quote is included, copied exactly, and of appropriate length to show the literary technique
(10) Explanation of third quote’s relevance is clearly explained
(5)  Well-organized using sophisticated language
(5)  Spelling, grammar, punctuation, capitalization, etc. are accurate

This is due the first day of school. For class, you will need a folder – much of our work is digital, and I will give you handouts so you do not need a separate notebook. Work can be submitted physically, shared using Google Docs, or e-mailed to me at Have a great summer!
– Mr. Cummins

English 10 H
Mrs. Hausmann

Dear Honors 10 English Candidate:
I’m gratified to see you have signed up for Honors level English.  By choosing to challenge yourself this year, you’ll certainly have more options during your junior and senior year, and you’ll be better prepared for college. By participating in an intensive course with other motivated students, you will hopefully see real growth in yourself as a reader and a writer.  Attached is your summer reading assignment.
This summer, while I’m planning what I hope will be a stimulating class for all of us, you will be reading two works: The Great Gatsby and The Scarlet Letter. Then you will be writing about the readings.  Summer requirements keep you active as a reader and help keep students stimulated and thinking about literature during a long break.  I look forward to discussing your reading with you.
Honors English /Guidelines for Graded Papers:
Papers for this course should be typed and saved on a word processor.  Most papers will be revised at least once, so word processing is extremely helpful. All work should be typed in a standard font (such as Times Roman or Ariel) and standard size (12 point) double spaced with 1″ margins.  During the school year, students will have Chromebooks, and will be able to use the computer lab at school.  So you should be prepared to stay after during period 10 to access them if need be. I will teach you how to use Google Drive and hope to have the majority of your work submitted electronically throughout the year.  The Chromebook program helps solve that problem!  If computer/internet access will be a problem, please notify me as soon as possible.
Use the following heading as standard for all papers:
– Your Name
– Honors English /Ms. Hausmann
– Assignment Name or Number
– Date
I look forward to working with you.  Should you need to contact me over the summer, I can be reached by e-mail at Please feel free to contact me at any time. If I don’t get back to you right away, it’s because I’m not near the Internet, not because I’m ignoring you. I’ll connect as often as I can, however.  Enjoy the break.
Mrs. Hausmann
English 10/10H

Dear Parents of English 10H students:
Today the challenges of an Honors classroom are ever increasing.  Not only are students expected to be reading and writing at a higher level, but also many are in clubs, serve as officers, play sports, and participate in a host of other extracurricular activities.  Along those lines, we hope to work closely with you to continue correct placement, and to offer a challenging learning environment for your child.  Although the Honors English Program does not constitute an additional or more heavily weighted grade, it is designed to help prepare students for the challenges of Advanced Placement English at the 11th grade level, University in the High School English classes, and the new Common Core English Regents examination every student will have to pass to graduate high school.  As such, I wanted to offer some guidelines and expectations for you to consider with your child:
Mastery of the following required to be successful in Honors/AP English:
– Completion all HW on time: preparedness for class
– Comprehension of literature above grade level
– Higher-order analysis and response to literature:  understand not only the literal text, but interpreting the nuances of the works, inferences, figurative language, and other literary devices
– Ability to respond to literature using insight and complexity, in a well-developed focused manner, using fluent, original, even sophisticated language
– Ability to pay attention and participate in a mature, constructive way in class
– Overall GPA over 85%, English GPA over 90%
An Honors/AP English student should:
– Be able to accept constructive feedback and revise work toward improvement of above goals.
– Seek help when needed toward improvement of above goals
– Have, engage in, and display an active love of reading and writing
– Have the ability to successfully juggle multiple choices at once (i.e. maintaining high academic marks while managing band, the musical, sports, clubs or other extra-curricular activities)
– Maintain a low absentee rate and self-motivate to seek out, and make up missed work.
I hope these suggestions will be helpful in guiding and supporting upcoming decisions about your child’s education and specifically English placement.  If you have any questions or concerns, please do not hesitate to email or call me.
Amie Hausmann
English 10/10H
Print Parent Name:      
Parent Signature:
*Students: Please sign and return to Ms. Hausmann with your summer reading work at the start of the school year.

Honors 10 English  – Summer Reading/Writing Assignment

One 10th grade English requirement is to keep an ORGANIZED three ring notebook/portfolio IN CLASS with a section for all of your notes and work from each quarter. This binder will become the basis for not only your 10th grade final review, but also for a senior capstone portfolio project that requires the assembly of a body of work from your high school career.

You should report to school with this binder containing the complete summer reading assignment.
Note: Students are responsible for all material specified and will be tested on it in the fall.
Written work is to be handed in on the first day of class.  Successful completion of these assignments is a prerequisite for the Honors course, and failure to complete these assignments
will be interpreted as a desire for a schedule change.
Required texts: 
The Scarlet Letter by  Nathaniel Hawthorne
The Great Gatsby by F. Scott Fitzgerald

Essential Questions/Learning
In this challenge, the student will be able to:
1. Experience vicariously the situations and events in a selection;
2. Understand and appreciate the personal, social, cultural, and historical significance of a selection;
3. Respond creatively to a written selection;
4. Examine the ways the author uses language and text characteristics to evoke a response in the reader;
5. Examine the ways the author uses language and text characteristics to aid comprehension;
6. Identify and discuss various literary elements and the use of literary techniques and devices;
7. Prepare and present a portfolio of documents from various genres that represent learning related to the novel.

The Historical Novel
Historical fiction is grounded in history but not restricted by it; has an authentic setting which is an integral part of the story; has characters, actions, dialogue, beliefs, and values which are true to an historical time period; has common themes of loyalty, friendship, courage, and the conflict between good and evil. 

The Challenge:
1. Read and study the novels by the first day of school, September 2019.
2. Complete the attached graphic organizer for each book.
3. Use the graphic organizers to write a response journal after completing each novel. I will be looking for your attempt to understand and connect with the novel as well as your thinking about the journal questions listed below. 
a. Discuss possible themes you see emerging as you read.
b. Discuss conflicts/problems that occur throughout the novel.
c. Discuss the writer’s style and the techniques the author uses in writing the novel, including, but not limited to symbolism, imagery, figurative language, flashback, foreshadowing, and irony.
d. Discuss the tone of the novel.  What is the author’s attitude toward the subject, the main characters, and the audience?
(Suggested length: minimum of one page per book)

4. Short persuasive Historical Essay – Research the time period each book is set in.  Locate at least one outside source for each time period (total =2) that will help you understand more about the life of people during the time period represented by the novels.  Then, develop a central idea (thesis), and write a short essay explaining how the setting is accurately represented in each book, and how setting actually influences the theme in some significant way. 
(HINT:  A motif that runs through both books is adultery. However, the attitudes about this topic are greatly influenced by the era each novel was set in.  In turn, the resulting theme or message is very different for each book. Think of how the book was crafted, and prove why the setting drives the story, and evokes a clear message that is some unique way from the other book.  Develop your discussion with specific references to the novels and the sources. (This means use quotes from the texts – I imagine one per each source).  Finally, cite sources properly using an MLA citation, and include a works cited page.
Note:  Please stay away from Wikipedia as it can be unreliable.  Be Careful NOT TO PLAGIARIZE, even by mistake.  BE SURE TO CITE ALL SOURCES PARENTHETICALLY! (Suggested length: 4-5 strong paragraphs)

5. Artistic Response – For one of the novels, brainstorm the title for a CD Soundtrack that could accompany your book.  This title should reflect the theme or a major conflict of the book. Then:
– Come up with 10 individual song titles that you feel would be included on the CD because they reflect the themes, mood, conflict, or setting of the book.
(These may be original song titles you make up, or real song titles that actually
 exist, as long as you can explain how they connect.)
– Next, design a CD cover.  The front should have some album artwork and the title.  The inside jacket should list the ten tracks on the CD.
– Next, type notes that:
Explain your title choice.
Explain the song titles on the CD, and how they relate to the book.  You should use a specific example from the book for each title.
– Finally, create an original song about your character or from your character’s point of view.  This song should be substantive (fully developed) not a short formulaic poem.  However, there are no specific rhyme or meter requirements. (Minimum length: 3 stanzas plus a refrain or chorus)
You are not required to actually provide the music – just the artwork, titles, poem or song and explanation of your choices.

Literary Elements Graphic Organizer

Title : The Great Gatsby
Author: F. Scott Fitzgerald
Elements of Drama
Initial Incident (conflict):
Rising Action: 
Climax/ (turning point):
Falling Action: 
Denouement (resolution): 
Literary Devices Used: 

Literary Elements Graphic Organizer

Title : The Scarlet Letter
Author : Nathaniel Hawthorne
Elements of Drama
Initial Incident (conflict):
Rising Action: 
Climax/ (turning point):
Falling Action: 
Denouement (resolution): 
Literary Devices Used: 

English 10
Mrs. Hausmann

Summer Reading Program 2019
– Choose one of the novels from the list below*. 
– Read it before the first day of school. 
– Complete the assignment below.  It is due on Friday September 6th, 2019.
– Fill out this worksheet based on the book for the first day of school for points.
Summer Reading CD Challenge
– For this challenge, you should brainstorm the title for a CD Soundtrack that could accompany your book.  This title should reflect the theme of the book. 
– Then you should come up with 10 individual song titles that you feel would be included on the CD because they reflect the themes, mood, conflict, or setting of the book. (These may be original songs you make up, or real songs that actually exist, as long as you can explain how they connect.)
– Next type (or very neatly write) & hand in  notes that:
– Explain the title of the CD and how it represents the theme of the book.
– Explain the song titles on the CD, and how they relate to the book.  You should use a specific example from the book for each title.
– Finally, design a CD cover.  The front should have some album artwork and the title.  The inside jacket should list the ten tracks on the CD.
– Have your parent/guardian review your work, & sign below to receive 10 points:
Parent/Guardian signature:

*English 10 Summer Book List

  • A Midsummer Night’s Dream, by W. Shakespeare: 
    A play about the strange events that take place in a forest inhabited by fairies who magically transform the romantic fate of two young couples.
  • My Sister’s Keeper by Jodi Picoult (or any novel by this author): 
    The difficult choices a family must make when a child is diagnosed with a serious disease are explored with pathos and understanding in this 11th novel by Picoult. The author, genetic planning, the prospect of creating babies for health purposes and the ethical and moral fallout that results. Kate Fitzgerald has a rare form of leukemia. Her sister, Anna, was conceived to provide a donor match for procedures that become increasingly invasive. At 13, Anna hires a lawyer so that she can sue her parents for the right to make her own decisions about how her body is used when a kidney transplant is planned.
  • After the Woods by Kim Savage:
    After a predator attacks her best friend in the woods, and Julia tries to fight him off, she finds herself held captive for 48 hours. One year later, when a girl’s body is found close to where Julia was kidnapped, it becomes clear her attacker struck again, and it’s up to her to help catch him.
  • A Forbidden Wish by Jessica Khoury:
    This magical retelling of Aladdin is told from the perspective of his genie, Zahra. When Aladdin discovers her lamp, Zahra must disguise herself to stay alive until her new master has selected his three wishes. But when the King of the Jinn offers Zahra her freedom, she seizes the opportunity — only to discover she is falling in love with Aladdin.
  • The Shack by William Paul Young:
    Mackenzie Allen Philips’ youngest daughter, Missy, has been abducted during a family vacation, and evidence that she may have been brutally murdered is found in an abandoned shack deep in the Oregon wilderness. Four years later in the midst of his “Great Sadness,” Mack receives a suspicious note, apparently from God, inviting him back to that shack for a weekend. Against his better judgment he arrives at the shack on a wintry afternoon and walks back into his darkest nightmare. What he finds there will change Mack’s world forever.
  • Timeline, by Michael Crichton:
    When you step into a time machine, fax yourself through a “quantum foam wormhole,” and step out in feudal France circa 1357, be very, very afraid. If you aren’t strapped back in precisely 37 hours after your visit begins, you’ll miss the quantum bus back to 1999 and be stranded in a civil war, caught between crafty abbots, mad lords, and peasant bandits all eager to cut your throat. You’ll also have to dodge catapults that hurl sizzling pitch over castle battlements. On the social front, you should avoid provoking “the butcher of Crecy” or Sir Oliver may lop your head off with a swoosh of his broadsword or cage and immerse you in “Milady’s Bath,” a brackish dungeon pit into which live rats are tossed now and then for prisoners to eat.
  • The Color of Magic, by Terri Prachett (or any of the Discworld Series):
    The Color of Magic is Terry Pratchett’s maiden voyage through the bizarre land of Discworld. His entertaining and witty series has grown to more than 20 books, and this is where it all starts–with the tourist Twoflower and his hapless wizard guide, Rincewind.
  • Salt to the Sea by Ruta Sepety:
    With her latest novel, Ruta Sepetys brings us a lush love story set during the sinking of the Wilhelm Gustloff. (Think Jack and Rose from Titanic.) The Wilhelm Gustloff sank during World War II, taking 9,000 passengers with it — even though the sinking had a higher death toll than the Titanic and the Lusitaniacombined, no one really hears about it . . . until now.
  • Into the Wild, by John Krakauer (or any novel by this author):
    In April 1992, a young man from a well-to-do family hitchhiked to Alaska and walked alone into the wilderness north of Mt. McKinley. He had given $25,000 in savings to a charity, abandoned his car and most of his possessions, burned all the cash in his wallet and invented a life for himself. Four months later, his decomposed body was found by a moose hunter. Jon Krakauer brings Chris McCandless’s uncompromising pilgrimage out of the shadows and illuminates it with meaning in this mesmerizing and heartbreaking tour de force.
  • Storm Front, by Jim Butcher (or any of the Dresden File Series):
    Harry Dresden is the best at what he does. Well, technically, he’s the only at what he does. So when the Chicago P.D. has a case that transcends mortal creativity or capability, they come to him for answers. For the “everyday” world is actually full of strange and magical things — and most of them don’t play well with humans. That’s where Harry comes in. Takes a wizard to catch a — well, whatever.
  • Looking for Alaska, by John Green:
    This Printz Award–winner follows Miles, a lover of biographies and great last words, as he attends boarding school (in this case by choice, instead of being sent there by unfeeling parents) and tries to track down enigmatic classmate Alaska, whose existence and disappearance fascinate Miles.
  • Odd Thomas, by Dean Koontz (or any of the Odd Thomas Series): 
    “The dead don’t talk. I don’t know why.” But they do try to communicate, with a short-order cook in a small desert town serving as their reluctant confidant. Odd Thomas thinks of himself as an ordinary guy, if possessed of a certain measure of talent at the Pico Mundo Grill and rapturously in love with the most beautiful girl in the world, Stormy Llewellyn. Maybe he has a gift, maybe it’s a curse, Odd has never been sure, but he tries to do his best by the silent souls who seek him out. Sometimes they want justice, and Odd’s otherworldly tips to Pico Mundo’s sympathetic police chief, Wyatt Porter, can solve a crime. Occasionally they can prevent one. But this time it’s different. A mysterious man comes to town with a voracious appetite, a filing cabinet stuffed with information on the world’s worst killers, and a pack of hyena-like shades following him wherever he goes. Who the man is and what he wants, not even Odd’s deceased informants can tell him.
  • The Eyre Affair, by Jasper Fforde:
    Great Britain circa 1985: time travel is routine, cloning is reality (dodos are the resurrected pet of choice), and literature is taken very, very seriously. Based on an imaginary world where time and reality bend in the most convincing and original way since Hitchhiker’s Guide to the Galaxy, The Eyre Affair is a delightful read.
  • Red Queen by Victoria Aveyard:
    This sweeping tale of seventeen-year-old Mare, a common girl whose once-latent magical power draws her into the dangerous intrigue of the king’s palace. Will her power save her or condemn her?  Mare Barrow’s world is divided by blood–those with common, Red blood serve the Silver- blooded elite, who are gifted with superhuman abilities. Mare is a Red, scraping by as a thief in a poor, rural village, until a twist of fate throws her in front of the Silver court. Before the king, princes, and all the nobles, she discovers she has an ability of her own. finally has a follow-up! In the next chapter of the story, Mare’s friend-turned-enemy Prince Maven is now a king, and she’s racing against the clock to rally an army of Red-and-Silver fighters like herself.
  • Under the Dome, by Stephen King:
    In Stephen King’s mesmerizing novel, a Maine town is subject to the imposition of an impenetrable dome that isolates its citizens from the world.
  • Cell, by Stephen King:
    In Cell, mobile phones deliver the apocalypse to millions of unsuspecting humans by wiping their brains of any humanity, leaving only aggressive and destructive impulses behind. Those without cell phones, like illustrator Clayton Riddell and his small band of “normies,” must fight for survival, and their journey to find Clayton’s estranged wife and young son rockets the book toward resolution.
  • The Sledding Hill, by Chris Crutcher:
    Eddie Proffit is the very definition of a sympathetic character, losing his Dad and best friend to violent accidents in the opening pages. His story is narratted by his dead friend, Billy, who, if not in Heaven, is in a very good place—free of pain and full of neat tricks to employ during his ghostly mission to help Eddie overcome sadness so deep he has stopped speaking. The exploration of death and of being silenced by grief takes a hairpin turn when book banning—a very different type of silencing—becomes the focus of the novel’s second half. Eddie’s elective mutism has his mother’s minister, the villainous Sanford Tarter, convinced he needs to be baptized. Tarter also teaches English at the high school, but Eddie is enrolled in a class called Really Modern Literature, run by a librarian who prefers “books by authors who are still alive.” She requires everyone read Warren Peece by the “relatively obscure” author Chris Crutcher. Naturally, this “good book with bad words” exercises Tarter, who incites a crusade to rid the library of all Crutcher’s “irrelevant and only marginally well written” books.
  • Ink and Bone, by Rachel Caine:
    In an exhilarating new series, New York Times bestselling author Rachel Caine rewrites history, creating a dangerous world where the Great Library of Alexandria has survived the test of time.…
     Ruthless and supremely powerful, the Great Library is now a presence in every major city, governing the flow of knowledge to the masses. Alchemy allows the Library to deliver the content of the greatest works of history instantly—but the personal ownership of books is expressly forbidden. Jess Brightwell believes in the value of the Library, but the majority of his knowledge comes from illegal books obtained by his family. Jess has been sent to be his family’s spy, but his loyalties are tested in the final months of his training to enter the Library’s service.  When his friend inadvertently commits heresy by creating a device that could change the world, Jess discovers that those who control the Great Library believe knowledge is more valuable than any human life—and soon both heretics and books will burn.…
  • The Host, by Stephanie Meyer:
    Melanie Stryder refuses to fade away. The earth has been invaded by a species that take over the minds of human hosts while leaving their bodies intact. Wanderer, the invading “soul” who has been given Melanie’s body, didn’t expect to find its former tenant refusing to relinquish possession of her mind.  As Melanie fills Wanderer’s thoughts with visions of Jared, a human who still lives in hiding, Wanderer begins to yearn for a man she’s never met. Reluctant allies, Wanderer and Melanie set off to search for the man they both love.
  • Shiver, by Maggie Stiefvater:
    For years, Grace has been fascinated by the yellow-eyed wolf that saved her from its pack when she was a child. Sam, bitten by a wolf as a boy, is that wolf. Long obsessed with each other at a distance, they finally meet after a wolf hunt (inspired by the apparent death of a local teen) sends a wounded and temporarily human Sam into Grace’s arms.  Discover what happens when he meets Grace in this chilling romance.
  • Hush Hush, by Becca Fitzpatrick: 
    For Nora Grey, romance was not part of the plan. She’s never been particularly attracted to the boys at her school, no matter how much her best friend, Vee, pushes them at her. Not until Patch came along. With his easy smile and eyes that seem to see inside her, Nora is drawn to him against her better judgment. But after a series of terrifying encounters, Nora’s not sure who to trust. Patch seems to be everywhere she is, and to know more about her than her closest friends. She can’t decide whether she should fall into his arms or run and hide. And when she tries to seek some answers, she finds herself near a truth that is way more unsettling than anything Patch makes her feel. For Nora is right in the middle of an ancient battle between the immortal and those that have fallen – and, when it comes to choosing sides, the wrong choice will cost her life.
  • Faerie Path, by Frewin Jones:
    Swept away into a court of magic and beauty, she discovers she is Tania, the lost princess of Faerie. Since Tania’s mysterious disappearance five hundred years before, Faerie has been sunk in darkness and gloom. With her return, Faerie comes alive again as a land of winged children, glittering balls, and fantastic delights. But Tania can’t forget Anita’s world, or the boy she loved there.
  • Icey Sparks, Gwyn Hyman Rubio:
    Eastern Kentucky, 1956. Life is hard and sweet for ten-year-old Icy Sparks. Orphaned as a baby but raised by adoring grandparents, she is a bright, curious child. Yet something strange is happening to her, something that she’d like to keep hidden. Try as she might, her secrets–those croaks, jerks, and spasms–keep slipping out. Her teachers think she’s willful, her friends call her the “Frog Child.” Exiled from the schoolroom, she spends time in a children’s asylum where she learns about being different and teaches her doctors even more. Yet, it is not until Icy returns home that she really begins to flower through her friendship with the eccentric and obese Miss Emily. Under her tutelage, Icy takes her initial steps back into the world, including her first hilarious and heartbreaking misadventure with romance.
  • Lovely Bones, by Alice Sebold:
    When we first meet 14-year-old Susie Salmon, she is already in heaven. This was before milk carton photos and public service announcements, she tells us; back in 1973, when Susie mysteriously disappeared, people still believed these things didn’t happen. In the sweet, untroubled voice of a precocious teenage girl, Susie relates the awful events of her death and her own adjustment to the strange new place she finds herself. It looks a lot like her school playground, with the good kind of swing sets. With love, longing, and a growing understanding, Susie watches her family as they cope with their grief, her father embarks on a search for the killer, her sister undertakes a feat of amazing daring, her little brother builds a fort in her honor and begin the difficult process of healing.
  • Across the Nightingale Floor, by Lian Hearn (or any of the Tales of the Otori):
    The debut novel of Lian Hearn’s Tales of the Otori series, Across the Nightingale Floor, is set in a feudal Japan on the edge of the imagination. The tale begins with young Takeo, a member of a subversive and persecuted religious group, who returns home to find his village in flames. He is saved, not by coincidence, by the swords of Lord Otori Shigeru and thrust into a world of warlords, feuding clans, and political scheming. As Lord Otori’s ward, he discovers he is a member by birth of the shadowy “Tribe,” a mysterious group of assassins with supernatural abilities.
  • Pride, Prejudice & Zombies or Dawn of the Dreadfuls by Steve Hockensmith (or any of the Quirk Classics):
    In what’s described as an “expanded edition” of Pride and Prejudice, 85 percent of the original text has been preserved but fused with  “ultraviolent zombie mayhem.” For more than 50 years, we learn, England has been overrun by zombies, prompting people like the Bennets to send their daughters away to China for training in the art of deadly combat, and prompting others, like Lady Catherine de Bourgh, to employ armies of ninjas. Added to the familiar plot turns that bring Elizabeth and Mr. Darcy together is the fact that both are highly skilled killers, gleefully slaying zombies on the way to their happy ending.
  • Unwind, by Neal Shusterman:
    How’s this for a premise: In the future, after a Second Civil War, the extreme sanctity of life is agreed upon—that is, until a child reaches the age of thirteen. From age thirteen through eighteen, however, kids are eligible for “unwinding,” a donation of their body parts to various recipients that also serves as a convenient way of disposing of troublesome or unwanted youths. Shusterman’s horrific thriller follows three runaway would-be victims of unwinding as they flee their disturbing fates.
  • Leverage, Joshua C. Cohen:
    This is an intense read, so parents who are squeamish (drugs, rape, and profanity are all involved) may want to take note, but it’s a good pick for young men whose lives have been touched by bullying and/or high expectations set by school athletics. Danny is a star on the gymnastics team, but being on the smaller side means he gets pushed around by the football players, until a new student with a dark past tries to bridge the divide between the bullies and their victims.

English 9
Ms. Vincent

Welcome to English 9!

Next year, our focus will be on learning to read critically, and to determine how and why stories are told. Your summer reading project for this year will require you to read at least one book. Please read through the directions carefully.

[Following], you’ll find a suggested book list, but you may select your own book if you wish. If you choose a book that is not on this list, you must have it approved by me no later than August 15. This is so that I can be sure that you’ve chosen a book that is of the appropriate reading level, and that you haven’t chosen a book that has been used in an English class or will be used in a future English class. If you do not have your book approved by me, you will not receive full credit for the project.

This work will be due during the first few days of school. I will not be giving you class time to work on this, so I expect that you’ll have this finished before school begins. If you do not complete the summer reading, you will be expected to complete a mandatory essay assignment within the first few days of school to make up the assignment, and you will not be granted full credit.

If you have any questions about your summer reading or about English 9, you can email me at or you can leave a voicemail at (518) 313-6352. I should be able to get back to you within a day or two. Please make sure to tell me who it is emailing or calling, and the best way to reach you!

Enjoy your summer, and I look forward to seeing you in September!
Ms. Vincent 

Book Project

You are going to complete a standard book report, but there are several ways to do it. First, here’s the list of the things you need to include:

  • What is the main plot?
  • Who are the central characters?
  • Are the characters static (unchanging) or dynamic (change by the end)?
  • What is the setting?
  • What is the atmosphere/mood?
  • What is the central conflict and how is it resolved?
  • What is the climax of the story?
  • What are some themes?
  • What makes this book worth reading?

If you choose a nonfiction book, you will need the following information:

  • What is this book about?
  • What did you already know about this topic?
  • What are the more important facts you’ve learned when reading this book?
  • What do you wish you’d learned, or what do you wish this book had gone into greater detail about?
  • What was the most interesting/surprising thing you learned?
  • Why did you choose to read about this topic?

Once you have this information, you may choose to write it up in a formal essay. Essays should be between 300-600 words. You may type the essay and email it to me, or you may write your essay by hand. Please make sure to write neatly!

You may also choose to present this information digitally. Options you may use include:

  • PowerPoint/Google Slides
  • iMovie or other video editing software to create a book trailer, or to give an interview about the book
  • (This is similar to WikiSpaces, which was shut down. This site allows you to create a sort of encyclopedia or wiki entry for your book and allows you to add music, videos, images, and more to your pages)

I love creativity, so if you have an idea that I haven’t listed here, please let me know and we’ll see if it’s workable! Please contact me with questions on or before August 15, 2019, so that you have time to work on this!

Suggested Reading List

  • The Boy in the Striped Pajamas – John Boyne
    Berlin 1942. When Bruno returns home from school one day, he discovers that his belongings are being packed in crates. His father has received a promotion and the family must move from their home to a new house far far away, where there is no one to play with and nothing to do. A tall fence running alongside stretches as far as the eye can see and cuts him off from the strange people he can see in the distance.
    But Bruno longs to be an explorer and decides that there must be more to this desolate new place than meets the eye. While exploring his new environment, he meets another boy whose life and circumstances are very different to his own, and their meeting results in a friendship that has devastating consequences.
  • Someone is Hiding on Alcatraz Island – Eve Bunting
    When Danny saves an old woman from a mugger’s attack, he doesn’t expect to tangle with the toughest gang in school. He didn’t know the mugger is the gang leader’s brother. Desperation overcomes his fear when he heads to Alcatraz Island to escape the gang’s revenge–and terror turns to action when he realizes they’ve followed him.
  • The Pinballs – Betsy Byars
    Carlie knows she’s got no say in what happens to her. Stuck in a foster home with two other kids, Harvey and Thomas J, she’s just a pinball being bounced from bumper to bumper. As soon as you get settled, somebody puts another coin in the machine and off you go again. But against her will and her better judgment, Carlie and the boys become friends. And all three of them start to see that they can take control of their own lives.
  • Weasel – Cynthia DeFelice
    The name has haunted my sleep and made my awake hours uneasy for as long as I can remember. Other children whisper that he is part man and part animal — wild and blood-thirsty. But I know Weasel is real: a man, an Indian fighter the government sent to drive off the Indians — to “remove them.” Weasel has his own ideas about removal…
    Now that the Shawnees are dead or have left, Weasel has turned on the settlers. Like his namesake, the weasel, he hunts by night and sleeps by day, and he kills not because he is hungry, but for the sport of it…I know what I have to do. Weasel is out there. He could come here and hurt us. Maybe Pa can wait for the day when we’ll have the law to take care of men like Weasel. But I can’t…
  • Finding Fish – Antwone Quenton Fisher
    Baby Boy Fisher was raised in institutions from the moment of his birth in prison to a single mother. He ultimately came to live with a foster family, where he endured near-constant verbal and physical abuse. In his mid-teens he escaped and enlisted in the navy, where he became a man of the world, raised by the family he created for himself.
    Finding Fish shows how, out of this unlikely mix of deprivation and hope, an artist was born — first as the child who painted the feelings his words dared not speak, then as a poet and storyteller who would eventually become one of Hollywood’s most sought-after screenwriters.
    A tumultuous and ultimately gratifying tale of self-discovery written in Fisher’s gritty yet melodic literary voice, Finding Fish is an unforgettable reading experience.
  • Pictures of Hollis Woods – Patricia Reilly Giff
    Hollis Woods has been in so many foster homes she can hardly remember them all. When Hollis is sent to Josie, she’ll do everything in her power to make sure they stay together.
  • Among the Hidden – Margaret Petersen Haddix
    Luke has never been to school. He’s never had a birthday party, or gone to a friend’s house for an overnight. In fact, Luke has never had a friend. Luke is one of the shadow children, a third child forbidden by the Population Police. He’s lived his entire life in hiding, and now, with a new housing development replacing the woods next to his family’s farm, he is no longer even allowed to go outside.
    Then, one day Luke sees a girl’s face in the window of a house where he knows two other children already live. Finally, he’s met a shadow child like himself. Jen is willing to risk everything to come out of the shadows — does Luke dare to become involved in her dangerous plan? Can he afford not to?
  • Flush – Carl Hiaasen
    You know it’s going to be a rough summer when you spend Father’s Day visiting your dad in the local lockup.
    Noah’s dad is sure that the owner of the Coral Queen casino boat is flushing raw sewage into the harbor–which has made taking a dip at the local beach like swimming in a toilet. He can’t prove it though, and so he decides that sinking the boat will make an effective statement. Right. The boat is pumped out and back in business within days and Noah’s dad is stuck in the clink.
    Now Noah is determined to succeed where his dad failed. He will prove that the Coral Queen is dumping illegally . . . somehow. His allies may not add up to much–his sister Abbey, an unreformed childhood biter; Lice Peeking, a greedy sot with poor hygiene; Shelly, a bartender and a woman scorned; and a mysterious pirate–but Noah’s got a plan to flush this crook out into the open. A plan that should sink the crooked little casino, once and for all.
  • Bearstone – Will Hobbs
    A dramatic tale of grizzlies and gold. Fourteen-year-old Cloyd Atcitty has been skipping school for years. He’s run away from a group home for Native American boys, and is now being sent to work for Walter Landis, an old rancher on an isolated Colorado farm.
    In a cave above the ranch, Cloyd finds a turquoise carving of a bear. Knowing that his people, the Utes, have a special relationship with bears, he keeps the small stone, hoping it will bring him strength. A terrible blow-up with Walter ends in near disaster, but the old man offers Cloyd one last chance: they’ll ride together into the mountains to reopen Walter’s abandoned gold mine. Among the high peaks that harbor Colorado’s last grizzlies, Cloyd’s courage and loyalty will be tested to the limit.
  • Downriver – Will Hobbs
    No adults, no permit, no river map. Just some “borrowed” gear from Discovery Unlimited, the outdoor education program Jessie and her new companions have just ditched. Jessie and the others are having the time of their lives floating beneath sheer red walls, exploring unknown caves and dangerous waterfalls, and plunging through the Grand Canyon’s roaring rapids. No one, including Troy, who emerges as the group’s magnetic and ultimately frightening leader, can foresee the challenges and conflicts.
    What will be the consequences of their reckless adventure?
  • Ghost Canoe – Will Hobbs
    After a sailing ship breaks up on the rocks off Washington’s storm-tossed Cape Flattery, Nathan McAllister, the fourteen-year-old son of the lighthouse keeper, refuses to believe the authorities, who say there were no survivors. Unexplained footprints on a desolate beach, a theft at the trading post, and glimpses of a wild “hairy man” convince Nathan that someone is hiding in the remote sea caves along the coast. With his new friend, Lighthouse George, a fisherman from the famed Makah whaling tribe, Nathan paddles the fierce waters of the Pacific–fishing, hunting seals, searching for clues. Alone in the forest, Nathan discovers a ghostly canoe and a skeleton that may unlock the mystery of ancient treasure, betrayal . . .and murder.
  • Point Blank – Anthony Horowitz (Note that this the sequel to Stormbreaker, which is also acceptable for summer reading)
    When an investigation into a series of mysterious deaths leads agents to an elite prep school for rebellious kids, MI6 assigns Alex Rider to the case. Before he knows it, Alex is hanging out with the sons of the rich and powerful, and something feels wrong. These former juvenile delinquents have turned well-behaved, studious—and identical—overnight. It’s up to Alex to find out who is masterminding this nefarious plot, before they find him.
  • Abduction – Peg Kehret
    Matt is missing. Bonnie’s brother left his classroom to use the bathroom —and disappeared. A police dog traces his scent to the curb, where he apparently got into a vehicle. But why would Matt go anywhere with a stranger? Overwhelmed with fear, Bonnie discovers that her dog is gone, too. Was Pookie used as a lure for Matt? Bonnie makes one big mistake in her attempt to find her brother. In a chilling climax on a Washington State ferry, Bonnie and Matt must outsmart their abductor or pay with their lives.
  • Acceleration – Graham McNamee
    It’s a hot, hot summer, and in the depths of the Toronto Transit Authority’s Lost and Found, 17-year-old Duncan is cataloging lost things and sifting through accumulated junk. And between Jacob, the cranky old man who runs the place, and the endless dusty boxes overflowing with stuff no one will ever claim, Duncan’s just about had enough. Then he finds a little leather book. It’s a diary filled with the dark and dirty secrets of a twisted mind, a serial killer stalking his prey in the subway. And Duncan can’t make himself stop reading.
    What would you do with a book like that? How far would you go to catch a madman? And what if time was running out. . . .
  • Bread and Roses, Too – Katherine Paterson
    Rosa’s mother is singing again, for the first time since Papa died in an accident in the mills. But instead of filling their cramped tenement apartment with Italian lullabies, Mamma is out on the streets singing union songs, and Rosa is terrified that her mother and older sister, Anna, are endangering their lives by marching against the corrupt mill owners. After all, didn’t Miss Finch tell the class that the strikers are nothing but rabble-rousers—an uneducated, violent mob? Suppose Mamma and Anna are jailed or, worse, killed? What will happen to Rosa and little Ricci? When Rosa is sent to Vermont with other children to live with strangers until the strike is over, she fears she will never see her family again. Then, on the train, a boy begs her to pretend that he is her brother. Alone and far from home, she agrees to protect him . . . even though she suspects that he is hiding some terrible secret. From a beloved, award-winning author, here is a moving story based on real events surrounding an infamous 1912 strike.
  • Finding Day’s Bottom – Candice Ransom
    After Jane-Ery’s father dies in a sawmill accident, her grandfather comes down from his mountain home to live with his daughter and granddaughter. Missing her daddy’s songs, pet names, and just his presence in her life, Jane-Ery finds herself looking for him in the shadows of the woods around her home. Grandpap takes her to pick blackberries, explains why he talks to his bees, regales her with traditional stories, teaches her to weave baskets from pine needles, and tells her of a mysterious place called Day’s Bottom. Jane-Ery says from the beginning, “He’d better not even try” to take her daddy’s place, but Grandpap slowly makes his own place in the family and in her heart. Set in the mountains of Virginia in the 1950s, this affecting first-person novel is an involving story of loss, pain, healing, and family love.
  • Small Steps – Louis Sachar (note that this is a follow-up to Holes but can be read independently)
    Two years after being released from Camp Green Lake, Armpit is home in Austin, Texas, trying to turn his life around. But it’s hard when you have a record, and everyone expects the worst from you. The only person who believes in him is Ginny, his 10-year old disabled neighbor. Together, they are learning to take small steps. And he seems to be on the right path, until X-Ray, a buddy from Camp Green Lake, comes up with a get-rich-quick scheme. This leads to a chance encounter with teen pop sensation, Kaira DeLeon, and suddenly his life spins out of control, with only one thing for certain. He’ll never be the same again.
    In his first major novel since Holes, critically acclaimed novelist Louis Sachar uses his signature wit combined with a unique blend of adventure and deeply felt characters to explore issues of race, the nature of celebrity, the invisible connections that determine a person’s life, and what it takes to stay on course. Doing the right thing is never a wrong choice—but a small step in the right direction.
  • Stargirl – Jerry Spinelli
    Stargirl. From the day she arrives at quiet Mica High in a burst of color and sound, the hallways hum with the murmur of “Stargirl, Stargirl.” She captures Leo Borlock’s heart with just one smile. She sparks a school-spirit revolution with just one cheer. The students of Mica High are enchanted. At first.
    Then they turn on her. Stargirl is suddenly shunned for everything that makes her different, and Leo, panicked and desperate with love, urges her to become the very thing that can destroy her: normal. In this celebration of nonconformity, Newbery Medalist Jerry Spinelli weaves a tense, emotional tale about the perils of popularity and the thrill and inspiration of first love.
  • No Right Turn – Terry Trueman
    Three years after his father’s suicide, Jordan is a self-described zombie. With no friends and no interests, Jordan has made sure he is invisible and alone because it’s easier to get by that way. But then salvation comes in the most unlikely form. It’s gorgeous, and it’s sexy-a 1976 Corvette Drawn by this beautiful car and the doors it opens for him, Jordan realizes that maybe he can start living. But on the path to recovery, Jordan starts taking risky chances that mean he might just lose everything all over again.
    In this forceful novel, Michael L. Printz Honor author Terry Trueman powerfully explores the fragile and resilient spirit of a boy desperate for a lifeline to hold on to.
  • Beauty – Bill Wallace
    She was an old horse, but she could still run like a champ. Grampa warned him to be careful with Beauty, but Luke didn’t listen. He’d told her all about his hopes, dreams, and fears– secrets Beauty would never reveal. She was his pal, who went skinny dipping with him in forbidden ponds and galloping after cattle in dangerous cowboy games he knew he shouldn’t play. Until the night of the wild storm, when Beauty raced through the barn doors he’d forgotten to close into a terrible trap, and Luke ran into the blinding rain desperate to save the best friend he’d ever have…

English Language Arts 8
Ms. Vincent

Welcome to English 8!

Next year, our class will look at a variety of different stories and methods of both reading and writing in order to get you ready for high school English. One of the ways we’ll do that is through reading independently so that you can practice your skills outside the classroom. I look forward to meeting you all in the fall!
Your summer reading project for this year will require you to read at least one book. Attached, you’ll find a suggested book list and some worksheets. Please read through the directions carefully, and then fill out the worksheets based on your book. If you choose to read more than one book over the summer, that’s great! However, it’s difficult for me to grade projects that are on more than one book, so stick to just one for the work you’re going to turn in.
This work will be due during the first few days of school. I will not be giving you class time to work on this, so I expect that you’ll have this finished before school begins.
Please hand in this ENTIRE packet! Circle the book you’ve chosen on the list provided.
If you have any questions about your summer reading or about English 8, you can email me at or you can leave a voicemail at (518) 313-6352. I should be able to get back to you within a day or two.
Please make sure to introduce yourself if you contact me over the summer!
Enjoy your summer, and I look forward to seeing you in September!
Ms. Vincent 

Suggested Reading List

  • The Bitter Side of Sweet by Tara Sullivan
    Putnam, 2016, ISBN: 9780399173073
    Amadou and his brother, Seydou, are modern-day child slaves on a cacao plantation, until Khadija arrives. The three band to make their escape from the Ivory Coast to freedom.
  • Booked by Kwame Alexander
    Houghton Mifflin Harcourt, 2016, ISBN: 9780544570986
    The thrill of a soccer tournament, the pressure of family expectations, the social minefield of crushes and bullies, and the beauty of words are all explored in this exciting, extraordinary novel in verse.
  • The Boys Who Challenged Hitler: Knud Pedersen and the Churchill Club by Phillip Hoose
    Farrar, Straus and Giroux, 2015, ISBN: 9780374300227
    A group of teenagers in Denmark resist the Nazi invasion of their country and inspire others to follow suit in this award-winning nonfiction book.
  • Dream On, Amber by Emma Shevah
    Sourcebooks/Jabberwocky, 2015, ISBN: 9781492622505
    Amber’s father left when she was little, so now she fills in the frustrating gap in her life with imagined conversations to help her deal with art projects, bullies, and little sisters
  • Fatal Fever: Tracking Down Typhoid Mary by Gail Jarrow
    Calkins Creek, 2015, ISBN: 9781620915974
    Learn about this dreaded disease that ravaged our country early in the twentieth century in this nonfiction title that reads like a medical mystery.
  • Fish in a Tree by Lynda Mullaly Hunt
    Penguin/Nancy Paulsen Books, 2015, ISBN: 9780399162596
    Ally struggles to hide her dyslexia by continually getting into trouble, until a substitute teacher discovers what she is really hiding.
  • Hour of the Bees by Lindsay Eagar
    Candlewick Press, 2016, ISBN: 9780763679224
    Carol is stuck in the New Mexican desert one summer with her family and her grandfather, who suffers from dementia. Her world is rocked by the stories he tells her during that time.
  • Lost in the Sun by Lisa Graff
    Philomel Books, 2015, ISBN: 9780399164064
    Trent blames an unfortunate event for his misfortunes and tries to turn things around. He is able to make that turn when he meets Fallon, and together they help him find the healing and redemption he seeks.
  • The Mark of the Dragonfly by Jaleigh Johnson
    Random House/Delacorte, 2014, ISBN: 9780385376150
    When plucky machinist Piper saves Anna after a meteor shower, both girls stow away on an armored train to escape the man chasing them.
  • Mark of the Thief by Jennifer A. Nielsen
    Scholastic, 2015, ISBN: 9780545561549
    Nic, a slave in the mines of ancient Rome, escapes after
    discovering a magical amulet. First in a series.
  • Masterminds by Gordon Korman
    Balzer + Bray, 2015, ISBN: 9780062299963
    After living in a perfect town his whole life, Eli discovers there are secrets that will change everything. First in a series.
  • Me & Miranda Mullaly by Jake Gerhardt
    Viking, 2016, ISBN: 9780451475404
    Three boys all trying to gain the attention of the same girl become rivals in this hilarious tale of misunderstandings.
  • Most Dangerous: Daniel Ellsberg and the Secret History of the Vietnam War by Steve Sheinkin
    Roaring Brook Press, 2015, ISBN: 9781596439528
    From the Oval Office to the editor’s office of the New York Times, Sheinkin tells a gripping tale of government secrecy and manipulation that is still relevant today.
  • The Night Gardener by Jonathan Auxier
    Abrams/Amulet Books, 2014, ISBN: 9781419711442
    Molly and Kip are orphaned and must find a way to take care of themselves. Molly finds work as a maid but soon discovers the family is being haunted, and she and her brother are soon targeted by the Night Gardener as well.
  • The Night Parade by Kathryn Tanquary
    Sourcebooks/Jabberwocky, 2016, ISBN: 9781492623243
    Saki Yamamoto does not want to spend her summer vacation visiting her grandma’s small village. Things get more interesting than she expected when she unintentionally invokes a death curse, and she must enter the dangerous spirit world at the Night Parade to break the curse.
  • Serafina and the Black Cloak by Robert Beatty
    Disney-Hyperion, 2015, ISBN: 9781484709016
    At the turn of the century, a twelve-year-old secretly living in the basement of the Biltmore Estate solves an ancient evil and unravels her family history.
  • Some Kind of Courage by Dan Gemeinhart
    Scholastic, 2016, ISBN: 9780545665773
    Bears, bandits, and raging rapids can’t stop Joseph from searching for what’s left of his family— his beloved horse, Sarah—across the American Northwest frontier.
  • Tesla’s Attic by Neal Shusterman and Eric Elfman
    Disney-Hyperion, 2014, ISBN: 9781423148036
    When Nick holds a yard sale to get rid of the junk in the attic of his new home, he realizes too late that all the objects have mysterious powers and he needs to get them back. First in a series.

Summer Reading ELA 8 Forms for Students to Complete

Please note: If you need assistance accessing the above forms, or need a hard copy, please contact the high school office at (518) 295-6601.

English Honors 8
Marie Krohn

English Honors 8 Summer Reading

Please note: The contents of the above forms also appears below.
If you need assistance accessing the above forms, or need a hard copy, please contact the high school office at (518) 295-6601.

Part 1: Nothing But The Truth by Avi
Due September 9, 2019

Student Response Sheets
Name & Date:
Be an ACTIVE reader! Interact with the novel in order to increase your comprehension.
Before reading:
Look at the cover of the book and the title. Make a prediction about what you feel the book will be about based on your observations:
Stop reading at the end of page 5:
1. Quote a sentence or two that shows that Miss Narwin is a teacher that cares about her students.
Stop reading at the end of page 8:
2. Predict how track is connected to Ms. Narwin & Philip’s attitude towards her.
Read the memo on page 9:
3. What do you think will be Philip’s reaction when he receives this memo?
Stop reading at the end of page 15:
1. What can you infer about Miss Narwin from the memo in chapter 5?
2. Quote one thing you’ve learned about  Philip’s appearance, personality, and environment.
a. Appearance:
b. Personality:
c. Environment:
Stop reading at the end of page 25:
1. After reading the memo in chapter 6, what do you think is the most important issue to the superintendent right now?
2. Quote a statement that supports your belief from question 1.
3. What are 3 solutions that you would suggest to Philip to help his grade in English?
4. After reading the memo in chapter 8, what can you infer about the principal’s feelings for Miss  Narwin?
5. Quote a statement that supports your inference from question 4 above.
6. Predict what you think Philip will do after the discussion in Miss Narwin’s English class about his tiresome comments.
Stop reading at the end of page 27:
1. Summarize what happened in this conversation between Philip’s parents.
Stop reading at the end of page 33:
2. Predict: What will Philip do to get transferred out of Miss Narwin’s English class and her homeroom?
Stop reading at the end of page 48:
1. Explain one inference you’ve made about the setting, a character or the plot of the story.
2. Quote a statement from the book that supports your thinking.
3. Consider how other characters feel about Philip. Predict their comments and cite evidence from the text to support your thinking.
Character’s name:
Feels this way about Philip:
Stop reading at page 71:
1. Write a short summary of the plot in these pages. Include the main problem, attempts to solve the problem, and any resolutions to the problem.
2. What is your opinion of Philip and his actions? Why?
3. Quote evidence from the text that will back up your feelings about Philip.
4. Make a connection. Has anything similar happened to you or somebody you know? If so, tell about it. If not, connect to a book or movie.
Stop reading at page 98:
1. Quote a statement that shows Philip’s point of view of the incident.
2. Quote a statement that shows Ted Griffen’s point of view of the incident.
3. Quote a statement that shows Dr. Seymour’s point of view of the incident.
4. Quote a statement that shows Dr. Palleni’s point of view of the incident.
5. Quote a  statement that shows Miss Narwin’s point of view of the incident.
6. Predict what you think will be in the newspaper article that Jennifer Stewart will print. Whose view will she portray? Why?
Stop reading at the end of page 105:
1. Predict what you think will happen next in the story. Explain why you think that will happen.
Stop reading at the end of page 116:
2. Which caller do you agree with most?  Why?
Stop reading at the bottom of page 127:
1. Quote a statement that shows Ken’s point of view of the incident.
2. Quote a statement that shows Cynthia’s point of view of the incident.
3. Quote a statement that shows Allison’s point of view of the incident.
Stop reading at the bottom of page 144:
1. Why do you think that all these people from out of town/state are against Miss Narwin instead of Philip?
2. Predict what you think Dr. Seymour will do about the whole incident.
3. Quote evidence from the text that will support your predict ion.
Stop reading at the bottom of page 167:
1. Quote an example of irony from these pages.
2. Explain why the quote above shows irony.
3. Quote evidence that shows that Dr. Seymour isn’ t supporting Miss Narwin.
4. Explain why the evidence that Dr. Seymour uses to turn against Miss Narwin doesn’t really show that she is at fault.
5. Coach Jamison says, ” …to get along you have to play along.” page 160 Explain what he means.
6. Quote two statements that show how Miss Narwin and Philip are having similar feelings about the whole incident. Miss Narwin:
Stop reading at the bottom of page 177:
1. Quote an example of irony in this passage.
2. Explain why it is ironic.
3. What do you think is one of the themes in this book?  Why?
4. Quote a statement or two that  supports your theme.
5. Miss Narwin was forced to resign/take a leave of absence and Philip had to change schools. List at least 3 “causes” that determined this “effect” in the story.
6. Would you recommend this book to a friend? Why or why not?
7. Which of the books that we’ve read this year, did you enjoy the most? Why?

Part 2: Free Book Choice
Due September 9, 2019
For the 2nd part of your summer reading, you have a free choice for your book. However, the book may not have been made into a movie. The book obviously must also be on or above grade level.
For your Book Talk, you will give one 3-minute presentation on a book you have read over the summer. The purpose of a book talk is to convince the listener to read the book you are recommending. This book talk is essentially a persuasive speech to convince the listener that they should read a specific book.
A book talk is very similar to a trailer for a film, which shows you just enough information to convince you that you should watch the movie.
The book talk will cover some elements of the novel, but you should focus much of your time on the plot, themes and conflict in the novel. NO SPOILERS!!! (Don’t give away anything juicy.)
Your presentation must include a visual aid, such as an illustration or original book cover, poster, power-point, or google presentation. If you are super tech-y, you might have an even better idea.
Presentation Outline:
Attention getter:
Find an interesting, exciting, or mysterious quote to start off your presentation.   This quote will
get the reader’s attention. Don’t just pick any old quote…  choose carefully and deliberately to try to capture the attention of the audience.  Also explain why you chose the quote.
Clearly introduce your book by giving the title, author and genre of the book.
Describe the setting, characters, and plot of the book without giving too much away of the story. What is the main conflict? What themes are developed? What lessons do characters learn?
Please use precise and descriptive language. Don’t just give a list of characters. Don’t over­ summarize. (Hint- you are doing this if you find yourself saying “and” too much.)
Without giving away the ending, convince the reader that you loved this book and that this is the book they want to read next. Make some predictions about what kind of student would enjoy this book (“if you like … ,  you’ll love…”).
Practice your presentation a few times before you present. Time yourself. Use note-cards or an outline. This will prevent nerves.
Alternative: Students can pre-record a book-talk and upload it to All other requirements arc the same. Search “book talks” or “book trailers” on for examples.
Attention-Getter (Quote to hook the audience):
Introduction (Title, Author, Genre):
Body (Describe the plot, characters, conflict, themes, lessons learned without giving too much away!)
Conclusion (Why you loved the book, and why other students should read it- be specific):
Rubric for Book Talk:

  • Criteria: Introduction attracts audience
    Excellent 20-16: Exceptionally creative beginning with an excellent quote
    Above Average 15-10: Creative beginning with a good quote
    Average 10-7: Not a very creative or interesting beginning with a quote
    Below Average 0-6: Not a very good beginning with no quote
  • Criteria: Discusses the plot, setting, and characters
    Excellent 20-16: Thorough and interesting summary of these elements
    Above Average 15-10: Inconsistent summary of these elements
    Average 10-7: Average summary of the elements
    Below Average 0-6: Missing a component
  • Criteria: Discusses the theme
    Excellent 20-16: Makes an insightful argument about the theme
    Above Average 15-10: Correctly discusses theme but fails to elaborate on the importance
    Average 10-7: Touches upon theme without much depth
    Below Average 0-6: Does not discuss theme or makes a very general statement about the theme
  • Criteria: Conclusion makes us want to read the book (or not read the book)
    Excellent 20-16: Very enticing conclusion – draws the listener to read the book
    Above Average 15-10: Somewhat interesting conclusion – listener might want to read the book
    Average 10-7: Concluded but did not draw the listener to read the book
    Below Average 0-6: Very boring conclusion or no conclusion at all
  • Criteria: Presentation skills & Enthusiasm for the book
    Excellent 20-16: Very enthusiastic
    and knowledgeable; Voice is clear, words arc pronounced correctly and tempo is good; Maintains eye-contact
    Above Average 15-10: Somewhat enthusiastic and knowledgeable;Voice is mostly clear and audible; Mostly maintains eye-contact
    Average 10-7: Shows average enthusiasm and understanding; Sometimes hard to understand  or hear the student; Little eye-contact
    Below Average 0-6: Not enthusiastic at all;Spoken word is too soft, mumble, speaking much too fast or slow. No eye-contact
  • Criteria: Visual Aid
    Excellent 20-16: Visual aid is well done, colorful, and very helpful to the presentation
    Above Average 15-10: Visual aid is colorful, and helpful to the presentation 
    Average 10-7: Visual aid is completed and might be helpful to the presentation
    Below Average 0-6: Visual aid is not done or very poorly done

Stays within time limit: Yes / No

7th Grade Summer Reading
Marie Krohn

Dear Parents and Guardians,
Research tells us that students need to read during the summer to maintain their independent reading levels. In the fall, the impact of a student not having read during the summer months, combined with the fact that many of their classmates did read during the summer, may result in a reading ability gap that could potentially widen each year, making it difficult for students to keep up with grade level reading expectations.
Your child will be reading a book and completing the following packet as summer reading.  There will be an assignment that they need to complete as they read their book. This assignment is designed to have your child slow down and take time to think about what is going on in their book. I hope to encourage enthusiasm for reading by allowing your child to choose the novel they will complete, within the set guidelines.  They must choose a book that is on or above the 7th grade reading level*  There is no Dork Diaries, Captain Underpants or other books well below grade level.  The book can not have been made into a movie. Schoharie Free Library has a large assortment of books, please utilize that resource. If you are unsure of whether the book will be acceptable, please contact me through email.
 This is not a small undertaking, and it is not the kind of project that can be completed the night before it is due.  I will need your assistance to make sure that your child works throughout the summer to ensure their success. Please work with your child to select novels within the guidelines that you find appropriate.
Please feel free to contact me through my school email at  if you have any questions or concerns regarding your child or this assignment.  I will be checking my email regularly.
Enjoy your summer!
Marie Krohn
*Or the grade level your child is currently assessed.

Summer Independent Reading Packet
7th Grade ELA

Novel Title:
Due September 11, 2019

Reader Response 1
I read from page  __ to page  ___ (first ¼ of your book)
Vocabulary: As you read, write down three unfamiliar words and what you guess they mean based on what you read, then follow up by looking up the dictionary definition.  (Note – These do not need to be words that completely stump you, just words that are new to you or that you are unfamiliar with.) You must have three words, the sentence from the book, your definition and then a dictionary definition.
How it is used in the text. (Write the sentence from the book):
Your Definition:
Dictionary Definition:
How it is used in the text. (Write the sentence from the book):
Your Definition:
Dictionary Definition:
How it is used in the text. (Write the sentence from the book):
Your Definition:
Dictionary Definition:
Prediction: Make one prediction about what will happen in the book. Include why you are making this prediction.
I predict that:

Reader Response 2
I read from page ___ to page ___ (second ¼ of your book)
Vocabulary: As you read, write down three unfamiliar words and what you guess they mean based on what you read. You must have three words, the sentence from the book, your definition and then a dictionary definition.
How it is used in the text. (write the sentence from the book):
Your Definition:
Dictionary Definition:
How it is used in the text. (write the sentence from the book):
Your Definition:
Dictionary Definition:
How it is used in the text. (write the sentence from the book):
Your Definition:
Dictionary Definition:

As you read, write down two connections that you make with the text.  Connections can be based on your personal life, background knowledge or another book you have read.  Example: This book/character reminds me of ____ because ___________.  (Or)  The part in the book when _____ is kind of like ________ because _____________.
Mrs. Krohn’s example using Cinderella:
Concrete Detail from the Text (write the quote here): “They were very mean to Cinderella, making her work all day cleaning, sewing and cooking.” (page 2) 
Connection Made (Explain the kind of connection using complete sentences.):
The part of the book when Cinderella is doing all the chores is kind of like how I felt when I was a kid growing up with all brothers because I had to do all the housework.
Concrete Detail from the Text (write the quote here):
Connection Made (Explain the kind of connection using complete sentences.):
Concrete Detail from the Text (write the quote here):
Connection Made (Explain the kind of connection using complete sentences.):

Reader Response 3
I read from page  ___ to page ___ (Third ¼ of your book.)
Vocabulary: As you read, write down three unfamiliar words and what you guess they mean based on what you read. You must have three words, the sentence from the book, your definition and then a dictionary definition.
How it is used in the text. (write the sentence from the book):
Your Definition:
Dictionary Definition:
How it is used in the text. (write the sentence from the book):
Your Definition:
Dictionary Definition:
How it is used in the text. (write the sentence from the book):
Your Definition:
Dictionary Definition:

Visualization: Draw a sketch of what you visualized while reading this week.  Please label it.

Reader Response 4
I read from page  ___ to page ___ (Fourth ¼ of your book.)
Vocabulary: As you read, write down three unfamiliar words and what you guess they mean based on what you read. You must have three words, the sentence from the book, your definition and then a dictionary definition.
How it is used in the text. (write the sentence from the book):
Your Definition:
Dictionary Definition:
How it is used in the text. (write the sentence from the book):
Your Definition:
Dictionary Definition:
How it is used in the text. (write the sentence from the book):
Your Definition:
Dictionary Definition:

Prediction: Did your prediction (from  Reader Response 1) come true? Explain:

Connections: Select 5 songs or poems that you feel say something about the theme, mood, characters or setting of the novel. Explain why you selected each song / poem.
Song / Poem:
Song / Poem:
Song / Poem:
Song / Poem:
Song / Poem: