2019-2020 Incoming 7th Grade Advanced Reading & English .

2019-2020 Incoming 7th GradeAdvanced Reading & English Summer AssignmentDear 7th Grade Student,We are so excited that you have signed up to take Celina Junior High’s 7th Grade AdvancedReading & English classes next year. The course is challenging, but we believe your efforts willbe rewarded as you prepare for 7th grade.Here is the plan for this summer :NOVEL In response to the best research on literacy, Celina Junior High offers choice summerreading lists. Please choose a book from the selections on the following page andpurchase a copy that is free of any annotation marks or notes. Students must bring acopy of their summer reading book to their current Reading or English teacherbefore May 23, 2019 to be initialed as a verified, clean copy.ASSIGNMENT Read the book from beginning to end and then annotate a chapter in the novel. Thechapter you choose to annotate should not be the first or last chapter. It should bea longer chapter that has plenty of sensory and figurative language. The chapter shouldbe thoroughly annotated. If you are reading a book that does not have chapters, pleasechoose a section to annotate that is a minimum of 25 pages long. This should not be thefirst 25 pages of the book or the last 25 pages of the book. Directions for annotating anda rubric have been included to help guide you. This will be your first major grade of theyear. Your annotated novel, reading analysis, and written reader’s response are due at thebeginning of class on the first day of school. Any student who does not bring thecompleted summer assignment on the first day will be moved from advanced to anacademic course. Come to school prepared to discuss your novel, take a summative test, and completeother assignments. Any student who does not show understanding of the coursework for the novel over thefirst few weeks of school and/or does not show mastery of the previous year’s skills willhave a teacher/student/parent placement meeting to discuss the rigor of the class anddecide the best course of action.Remember, if you need clarification on the instructions, you can come see me anytime beforethe school year ends. You may also email me over the summer with questions regarding theassignment.Sincerely,7th Grade English and Reading linaisd.com

2019-2020 Incoming 7th GradeAdvanced Reading and English Summer Assignment7th Grade Summer Reading ChoicesTITLEDESCRIPTION (from Amazon.com)Touching Spirit Bear**by Ben MikaelsenAfter severely injuring Peter Driscal in an empty parking lot,mischief-maker Cole Matthews is in major trouble. Butinstead of jail time, Cole is given another option: attendCircle Justice, an alternative program that sends juvenileoffenders to a remote Alaskan Island to focus on changingtheir ways. Desperate to avoid prison, Cole fakes humilityand agrees to go. While there, Cole is mauled by amysterious white bear and left for dead. Thoughts of hisabusive parents, helpless Peter, and his own anger causehim to examine his actions and seek redemption—from thespirit bear that attacked him, from his victims, and fromhimself.Drums, Girls, and Dangerous Pieby Jordan SonnenblickSteven has a totally normal life (well, almost). He playsdrums in the All-City Jazz Band (whose members call himthe Peasant), has a crush on the hottest girl in school (whodoesn't even know he's alive), and is constantly annoyed byhis younger brother, Jeffrey (who is cuter than cute - whichis also pretty annoying). But when Jeffrey gets sick,Steven's world is turned upside down, and he is forced todeal with his brother's illness, his parents' attempts to keepthe family in one piece, his homework, the band, girls, andDangerous Pie (yes, you'll have to read the book to find outwhat that is!).The Lions of Little Rockby Kristin LevineAs twelve-year-old Marlee starts middle school in 1958 LittleRock, it feels like her whole world is falling apart. Until shemeets Liz, the new girl at school. Liz is everything Marleewishes she could be: she's brave, brash and always knowsthe right thing to say. But when Liz leaves school withouteven a good-bye, the rumor is that Liz was caught passingfor white. Marlee decides that doesn't matter. She justwants her friend back. And to stay friends, Marlee and Lizare even willing to take on segregation and the dangerstheir friendship could bring to both their families.Woods RunnerGary PaulsenThe Children of Willesden Laneby Mona Golabek and Lee CohenWoods Runner is a 2010 young adult novel by Gary Paulsenthat takes place during the year 1776. It is about a13-year-old boy named Samuel living during theRevolutionary War whose house is burnt down by Britishsoldiers.Fourteen-year-old Lisa Jura was a musical prodigy whohoped to become a concert pianist. But when Hitler'sarmies advanced on pre-war Vienna, Lisa's parents wereforced to make a difficult decision. Able to secure passagefor only one of their three daughters through theKindertransport, they chose to send gifted Lisa to Londonfor safety.** Please Note: Books with asterisks may contain mature content because they deal with difficult topics. If you or yourparents are uncomfortable with a certain text, please choose another one. Visit www.commonsensemedia.org for reviewsand information about possible areas of concern.

2019-2020 Incoming 7th GradeAdvanced Reading & English Summer AssignmentANNOTATION INSTRUCTIONSThere are many ways to annotate a novel. Some students prefer to use different coloredhighlighters or pencils to identify various literary elements and details, while othersprefer to use “Post-it” notes. If you already have a system, feel free to use it. When yourReading teacher inspects your book on the first day of school, the teacher will belooking for the level of critical thinking that went into your reading assignment. So,whatever annotation system you use, make sure that your thinking is visible , just like inmath--show your work. Showing your work, or annotating, will increase your retentionand comprehension of the text, and improve your chances of doing well on assignmentsand writing projects during the first week of school.ANNOTATION REQUIREMENTSTo remain in the Advanced English course after the first day of class, the summerassignment must be completed according to the following requirements: Anything highlighted, underlined, or marked must have an explanation written next to it.Annotation markings and written commentary should be present throughout the book. Write a short summary of important plot events at the end of the chapter. Remember that the plotincludes exposition (introduction of the setting and characters), rising action, climax (turningpoint), falling action, and resolution. Give the chapter/section a clever, appropriate title that doesn’t give away the ending of thechapter/section. Mark words and phrases that describe the personality of the characters. Pay specific attention toeach character’s physical description, personality, weaknesses, motivation, fears, reactions,interactions, actions, goals, etc. Mark descriptions of the setting that are important to the plot. Mark unfamiliar words and use context clues and a dictionary to define these words. Mark any conflict that occurs with the protagonist (main character) and the type of conflict (manvs. man, man vs. self, man vs. nature, etc.) in each case. Mark who or what is involved in theconflict and how the conflict is resolved. Identify any indications of symbolism throughout the book, and identify motifs and themes at theend of the book. When you find figurative language, make notes about the author’s purpose in using it and yourthinking when reading it. Mark quotes that are powerful or significant and explain your thinking. What impacted you andwhy?

2019-2020 Incoming 7th GradeAdvanced Reading and English Summer AssignmentSAMPLE ANNOTATION

2019-2020 Incoming 7th GradeAdvanced Reading and English Summer AssignmentANNOTATION RUBRIC90-100(A)Annotationreveals insightfuland thoroughanalysis of thetext withaccurate andsignificantinformation80-89(B)Annotationreveals acompleteanalysis of thetext withaccurateinformation70-79(C)Annotationreveals someanalysis of thetext withaccurateinformation60-69(D)Annotation littleanalysis ofthe text withsome accurateinformation59 & below(F)Incompleteanalysisof the textIdentifiedimportant plotevents at the endof each chapter;renamed eachchapterIdentified plotevents at the endof each chapter;renamed eachchapterIdentified plotevents at the endof some chapters;renamed somechaptersIdentified plotevents at the endof few chapters;renamed fewchapterVery few, if any,plot eventsidentified at theend of chapters;renamed very few,if any, chapterIdentified ideasand themes thatare relevantIdentified someideas and themesthat may be bothmajor and minorIdentified fewideas and themesrelevant to the textIdentified ideasand centralthemes that areboth critical andrelevantIdentified theauthor’s purposeand/orperspectives on avariety of issues(historical, social,cultural,biographical, etc.)Selectedimportantvocabulary(foreign terms,complex terms,etc.) to bettercomprehendDocumentedthoughtful andcritical questions,predictions,clarifications,connections ofpersonalimportanceConsistentIdentified theauthor’s purposeand/orperspectives onissuesSelected someimportantvocabularySelected someimportantvocabulary tofurthercomprehend thetextDocumented afew ions s,clarifications,and/orconnections ofpersonalimportanceConsistentfrequency ofentries throughoutmost of theassigned textIdentified andConsistentfrequency ofentries throughoutsome of theassigned textIdentified literarydevices(characterization,setting, conflict,metaphor, Documented aquestion,prediction,clarification,and/or connectionof personalimportanceEntries areintermittentLittle, if any, ideasor themesidentifiedDocumented ctions ofpersonalimportanceIdentified somevocabulary ofimportanceIdentified noliterary devices,elements of style,figurativelanguageIdentified fewliterary devices,elements of style,figurativelanguageIdentified novocabulary ofimportanceSelected noimportantvocabularyMay havecompletedhaphazardly withlittle thought oreffort

frequency ofentries throughoutentire assignedtextIdentified andthoroughlydiscussed theimportance ofsignificant literarydevices(characterization,setting, conflict,metaphor, symbolism,alliteration, etc.);labeled andexplainedelements of style(tone, diction,syntax, narrativepace, use offigurativelanguage)generallydiscussed literarydevices(characterization,setting, conflict,metaphor, symbolism,alliteration, etc.);labeled elementsof style (tone,diction, syntax,narrative pace,use of figurativelanguage)symbolism,alliteration, etc.);labeled elementsof style (tone,diction, syntax,narrative pace,use of figurativelanguage)0% (F) Notes were blatantly copied and/or plagiarized. If notes were plagiarized without accreditation,student may NOT have this grade changed.*This is adapted from the rubric used in pre-AP and AP English classes at Celina High School.[Original source is Mr. Rubino’s rubric pdf ]

Name: Date: Period:Reading Analysis for Summer ReadingDirections : The purpose of this assignment is to help you thoroughly understand thesetting, characters, conflict, and theme/big idea in this novel. NEATLY andCOMPLETELY fill in each section with your thoughts and comments as you read. Usethe back of this page if you need more space.SettingSetting is the background for the action of a piece of writing. There are fourcomponents: geographical information, daily mannerisms, time period, andgeneral environment.Identify and describe the setting (time period and general environment).My answerText Evidence (words from the novel)How does the setting affect the plot of the novel?My answerText Evidence (words from the novel)