A. Mario Loiederman Middle School for the
Creative and Performing Arts
Grades 7/8
Summer Reading 2015 Spring 2015
Dear Loiederman Students and Families,
As part of the MCPS language arts instructional program, students are required to complete
summer reading prior to their upcoming academic year. The purpose of this program is to
allow young people to continue building and strengthening essential reading skills throughout
the summer months.
Students are expected to read two books (one fictional, one non-fictional) they have not read
before. Enclosed is a list of suggested books that cover a range of reading levels, topics and
genres. We recommend that parents/guardians review with their children the list or visit a
local public library or book store to consider interest and readability prior to making
selections. For the non-fiction piece, students may also choose to use the articles that are
attached to this packet.
After students finish reading, they must complete an assignment for each book read. These
assignments will be submitted to English teachers during the first two weeks of the opening
marking period and graded as homework tasks. Students who register after August 1, 2015,
will have until the final week of the first marking period to submit the assignment.
If you should need another copy of this assignment, it is available online on the Loiederman
web site and in the main office.
Should you have any questions, please contact Mr. Eupil Muhn, Language Arts Content
Specialist, at 301-929-2282 or [email protected].
Wishing you a wonderful summer full of books,
Your Language Arts Teachers
A. Mario Loiederman Middle School for the
Creative and Performing Arts
Grado 7/8
Summer Reading 2015 Primavera 2015
Estimados Estudiantes y Familias de Loiederman,
Como parte del Programa Instructivo del Departamento de Artes de Lenguaje de MCPS, es
necesario que los estudiantes completen una lectura en el verano antes de su próximo año
escolar. El propósito de este programa es para permitir que nuestros jóvenes continúen
construyendo y esforzando habilidades esenciales de lectura durante los meses de verano.
La expectativa para los estudiantes es leer dos libros que no hayan leído, una selección de
ficción y una que no sea de ficción. Adjunto, esta una lista de sugerencias de libros que
cubren el rango de niveles de lectura, temas y géneros. Les recomendamos a los
padres/guardianes que repasen con sus hijos la lista o visite la librería pública o la tienda de
libros para considerar el interés y la legibilidad antes de tomar una selección. Para la parte de
no ficción, estudiantes también pueden escoger y usar artículos los cuales están adjuntos en
este paquete.
Después de que los estudiantes terminen su lectura, ellos deben de completar una tarea para
cada libro leído. Este trabajo será sometido a los profesores de Inglés durante las primeras
dos semanas del comienzo del primer periodo de calificaciones y serán marcados como
tareas. Estudiantes quienes se registran después del 1 de Agosto, 2015, tendrán hasta el final
del periodo de calificaciones para entregar su trabajo.
Si usted necesita otra copia de la tarea, está disponible en la página del sitio web de
Loiederman y en la oficina principal.
Si usted tiene alguna pregunta, por favor de llamar al Sr. Eupil Muhn, Especialista de
Contenido de Artes de Lenguaje, al 301-929-2282 o [email protected].
Deseándoles un verano maravilloso lleno de libros.
Sus Profesores de Artes de Lenguajes
Grade 7 and 8 Suggested FICTION Titles
A Medal for Leroy by Lee Berger and Marc Aronson
In World War II-era England, Michael learns about his black British Army soldier grandfather, a World War I
officer who risked his life to save wounded men but who did not receive special commendations because of his
race.
Cinder by Marissa Meyer
As plague ravages the overcrowded Earth, observed by a ruthless lunar people, Cinder, a gifted mechanic and
cyborg, becomes involved with handsome Prince Kai and must uncover secrets about her past in order to protect
the world in this futuristic take on the Cinderella story.
Counting by 7s by Holly Goldberg Sloan
Twelve-year-old genius and outsider Willow Chance must figure out how to connect with other people and find
a surrogate family for herself after her parents are killed in a car accident.
Curveball: The Year I Lost My Grip by Jordan Sonnenblick
After an injury ends former star pitcher Peter Friedman's athletic dreams, he concentrates on photography which
leads him to a girlfriend, new fame as a high school sports photographer, and a deeper relationship with the
beloved grandfather who, when he realizes he's becoming senile, gives Pete all of his professional camera gear.
Dead End in Norvelt by Jack Gantos
In the historic town of Norvelt, Pennsylvania, twelve-year-old Jack Gantos spends the summer of 1962
grounded for various offenses until he is assigned to help an elderly neighbor with a most unusual chore
involving the newly dead, molten wax, twisted promises, Girl Scout cookies, underage driving, lessons from
history, typewriting, and countless bloody noses.
Drums, Girls & Dangerous Pie by Jordan Sonnenblick
When his younger brother is diagnosed with leukemia, thirteen-year-old Steven tries to deal with his
complicated emotions, his school life, and his desire to support his family.
Jake and Lily by Jerry Spinelli
Jake and Lily are twins and have always felt the same--like two halves of one person--but the year they turn
eleven and Jake begins hanging out with Bump Stubbins, everything changes.
Legend by Marie Lu
In a dark future, when North America has split into two warring nations, fifteen-year-olds Day, a famous
criminal, and prodigy June, the brilliant soldier hired to capture him, discover that they have a common enemy.
Revolution by Deborah Wiles
It's 1964 in Greenwood, Mississippi, and Sunny's town is being invaded by people from up north who are
coming to help people register to vote. Her personal life isn't much better, as a new stepmother, brother, and
sister are crowding into her life, giving her little room to breathe.
West of the Moon by Margi Preus
In nineteenth-century Norway, fourteen-year-old Astri, whose aunt has sold her to a mean goatherder, dreams of
joining her father in America.
Wonder by R.J. Palacio
Ten-year-old Auggie Pullman, who was born with extreme facial abnormalities and was not expected to
survive, goes from being home-schooled to entering fifth grade at a private middle school in Manhattan, which
entails enduring the taunting and fear of his classmates as he struggles to be seen as just another student.
Grade 7 and 8 Suggested NON-FICTION Titles
Courage Has No Color: The True Story of the Triple Nickles, America’s First Black Paratroopers
by Tanya Lee Stone
Examines the role of African-Americans in the military through the history of the Triple Nickles, America's first
black paratroopers, who fought against attacks perpetrated on the American West by the Japanese during World
War II.
Into the West: From Reconstruction to the Final Days of the American Frontier by James M.
McPherson.
Read about the Old West and its people.
Lincoln’s Grave Robbers by Steve Sheinkin
A dramatic account of the 1875 attempt to steal the 16th president's body describes how a counterfeiting ring
plotted to ransom Lincoln's body to secure the release of their imprisoned ringleader and how a fledgling Secret
Service and an undercover agent conducted a daring election-night sting operation.
The 7 Habits of Highly Effective Teens: The Ultimate Teenage Success Guide by Sean Covey
Explores the adolescent years and draws on extensive research to offer teens practical ways to cope with such
important issues as peers, parents, relationships, school choices, and the future.
The Finest Hours: The True Story of a Heroic Sea Rescue by Michael J. Tougias & Casey Sherman
On the night of February 18, 1952, during one of the worst winter storms that New England has ever seen, two
oil tankers just off the shore of Cape Cod were torn in half by the force of the storm. This is the story of a
harrowing Coast Guard rescue when four men in a tiny lifeboat overcame insurmountable odds and saved more
than 30 stranded sailors.
Wideness and Wonder: The Life and Art of Georgia O’Keefe by Susan Goldman Rubin
Traces the events that shaped Georgia O'Keeffe's art and how art influenced O'Keeffe's life in return.
Wild Boy: The Real Life of the Savage of Aveyron by Mary Losure
Presents the story of the feral boy known as the Savage of Aveyron, discovered in the mountain wilderness of
Southern France in the late 18th century, and describes the attempts led by Paris physician Jean Marc Gaspard
Itard to civilize him.
Task 1 of 4 – Two Points FICTION: Elements of a Story Name _____________________ Text Title:_____________________________________________ AS YOU READ, complete the following information:
Main Character(s): When: Setting: Where: AFTER YOU READ, determine the major events at the beginning, middle and end :
Events: (What happens in the beginning) Events: (What happens in the middle) Events: (What happens at the end) Problem (Conflict): Solution (Resolution): Task 2 of 4 – Two Points Character Traits Name __________________________ Definition: A character trait is a word to describe how someone acts most of the time (their personality). Caption: The girl is respectful because she recycles the newspaper to protect the planet. Examples  Caring  Honest  Wise  Creative  Bold  Friendly  Enthusiastic  Determined  Admirable Foibles are negative character traits:  Evil  Selfish  Rude  Bossy  Stubborn Non‐Examples 
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Temporary Feelings are NOT character traits: o Depressed o Sorrowful o Excited o Heartbroken o Lonely Physical Characteristics are NOT character traits: o Skinny o Beautiful o Invisible o Tall Other Non‐Examples o Hungry o Rich Character Map
Directions: complete the following character map for one of the main characters in the FICTIONAL story
you read.
Character’s Name:
What the character says
What the character does
Actions
What others say about the character
These traits are
distinguishing qualities of
the character that reflect
his/her personality
Character’s traits
Task 3 of 4 – Two Points Theme: a universal message the author wants to get across in his or her story. Here are some examples of topics a story can be about, and how they can reveal a theme! Topic Theme (the message that can apply to everyone)
When people put themselves in the shoes of others, they can learn how to accept those who are different. Being Yourself Sometimes it takes people wanting us to be someone else that helps us find out who we really are. Throughout life, we are always facing change. Sometimes we need to embrace and adjust to the Change change in order to move forward. Courage Real courage is being brave under the most uncertain and challenging circumstances.
While at first differences can seem to tear people apart, understanding those differences can build Differences unexpected relationships. Dreams People have to make great sacrifices to achieve their dreams. Fairness Sometimes being fair does not make everyone happy. Giving It is through giving to others that we are able to receive the most rewards in life. While some growing pains in life are extremely painful, without them we might not ever learn how to Growing Up improve. Honesty Honesty, while sometimes painful in the moment, can be the best building block for any relationship. Kindness True kindness is doing something for others without expecting anything in return. Making the Best of a Sometimes when things in life are not what we wanted, we can learn to be happy when we Situation Overcoming loss Sometime in our life time we will all have to overcome loss. Overcoming Overcoming an obstacle is rarely easy, and sometimes we must learn to live with the obstacle to find Obstacles peace. Patience Patience is often required when wanting to get the most desired things in life.
Perseverance It is with perseverance and not giving up that people succeed, even when life is hard. Respect When people treat others as they would be treated, they often get unexpected rewards.
Responsibility Responsibility accompanies the possession of great power.
Being Accepted Theme Name __________________________ Think about the FICTIONAL story you read using the resource on the back of this page. What are topics that describe the story? Use the topics to identify different themes and explain how the characters reveal those themes. Possible Topics: Title: _________________________________________________________________________________________________ Author: _______________________________________________________________________________________________ Theme What the Characters Do or Say to Show the Theme
Task 4 of 4 – Two Points Non‐Fiction: Close Reading Directions: BEFORE reading a non‐fiction book OR article, answer the following question: 1. Based on the title of the book or article, what do you think the text will be about? _______________________________________________________________________________________
_______________________________________________________________________________________
Directions: AFTER reading a non‐fiction book OR article, answer the following question: 2. List one text feature (e.g. glossary, photos, bullet points, bold print, headings) that helped you understand the text better AND explain how it helped you. _______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
3. Complete one of the following: a) List the key ideas (the main points) in the text:  ____________________________________________________________________________________
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____________________________________________________________________________________
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____________________________________________________________________________________
b) OR write a three to four sentence summary of the text: _______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
4. What is one important idea you learned from your reading, AND how can you connect it to your life? _______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Grade 6 Recommended Non-Fiction Article
Character-building, not jail time, in a Texas juvenile court
program
DALLAS — Many kids who commit crimes end up behind bars. There is a unique program in Dallas
meant to avoid that. It is the Diversion Male Court and a large number of youth are enrolled in it.
Diversion Male Court (DMC) is a six-month rehabilitation program for boys of color who get in
trouble with the law. The people who work with them are all men of color.
The court system that deals with youth who break the law is called the juvenile justice system. A major
problem is that many of the teens who enter the juvenile justice system are black or Hispanic. Many of
the lawyers and judges are white.
DMC tries to help minority offenders in Dallas by connecting them with adults who they can identify
with. These boys have been accused of everything from aggravated assault to burglary. DMC uses a
variety of methods to help them improve their behavior.
Importance Of Respect And Responsibility
The program is unique in Texas, and there are only a handful of other programs like it in the country.
George Ashford is the judge at DMC. He says the program is about more than simply telling the boys
to stay out of trouble. He and his team teach the boys life lessons about accountability, respect,
responsibility and empathy.
Alex R. Piquero is a criminologist at the University of Texas at Dallas. He said that DMC has an
interesting new approach to helping youths who get into trouble with the law. "We should continue to
experiment with new approaches and alternatives to sentencing, treatment and rehabilitation,” Piquero
said.
The program is still relatively new, though. Piquero noted that this approach needs to be evaluated over
a long period of time before we will know how effective it really is.
One mother whose son entered DMC recently described it as "an answer to prayer." “Him getting into
trouble was real hard for me. I need him to learn to follow the rules,” she said of her son.
DMC does not hand out the usual punishments to boys who break the law. Instead, these teens are
enrolled in a multi-level program that helps them to grow.
Strict Rules To Follow
Ashford wears a suit and tie instead of a traditional judge's robe. When he talks to DMC boys, and sits
with them and has personal conversations. With one boy, he discusses boxing; with another, auto
repair. Every conversation leads back to a life lesson.
Ashford and his team go out of their way to let each youth know that they really care about him. At the
same time, they enforce strict rules and expect of lot from the kids. All boys in the program have to be
at home by 7 p.m., and DMC workers meet with them every week to see how they are doing at school.
Boys have to keep up with their school work and are tutored if necessary.
All participants are also required to learn “character traits” such as trustworthiness and respect. They
must write a half page in their journals every day about how those traits affect their behavior.
Dr. Terry Smith is the executive director of the Dallas County Juvenile Department and is DMC's
founder. When she decided to create the program, she approached an experienced juvenile officer
named Mario Love with her idea.
“I actually laughed,” Love said.
He was doubtful that the program could work, and so was Ashford.
“I’m happy to say I was proven wrong,” said Love. He is now a passionate supporter of the program.
Turning Lives Around
Since DMC began, 258 boys have been recommended for the program. Some 143 of them enrolled,
and 25 more are currently under consideration.
Overall, DMC focuses on building character. Sometimes this requires adapting to the needs of each
youth. When Love learned that one 17-year-old had recently become a father, he arranged parenting
classes for the teen.
Ashford said the program can help kids who have developed bad habits and made bad decisions to turn
their lives around.
“Those cases are deeply satisfying," he observed.
DMC deals directly with the issue of race. Smith recognizes that race can be an “uncomfortable topic."
Nevertheless, she does not think the issue should be ignored.
For example, an unusually large proportion of black youth end up in the juvenile justice system. The
proportion of whites who enter the system, on the other hand, is below the overall average.
Special Treatment?
According to many experts, boys and girls of color do not necessarily commit more crimes than white
youth. Rather, they may just be more likely to be caught and punished.
Darlene Byrne is a state district judge in Travis County. She said that the juvenile justice system treats
youth of different races differently.
Experts point to the case of Ethan Couch, a white teenager who killed four people in Tarrant County
two years ago while driving drunk. Couch was 16 at the time of the crash, and it was his third alcoholrelated offense, yet a judge did not sentence Couch to serve jail time. It would have been very unlikely
for a black teen to receive such a forgiving sentence, the experts say.
Piquero said that it is hard to know why boys and girls of color end up in the juvenile justice system
more than white boys and girls. He said that the system may treat youth of different races differently,
but this is not necessarily the case. “That may be true at some level or to some extent. We just don’t
know how much.”
Grade 7 Recommended Non-Fiction Article
Thousands of students work to make middle school
lunchrooms friendlier
For many kids, middle schools is no picnic. There’s awkwardness, cliques and bullying. There are the
challenges of puberty and low-self esteem -- or maybe too much self-esteem.
It can all collide in the cafeteria, leaving some kids feeling invisible and like they don't fit in.
A national campaign called “No One Eats Alone Day” is taking aim at social isolation among middle
schoolers.
Beyond Differences
Schools are picking up on the student-led program, and more than 300,000 students across the country
have signed up to participate. In just a year, participation grew from 35 schools in 2014 to more than
700.
The program was created by Beyond Differences, a national nonprofit group. Its mission is to change
the culture in middle schools to make kids feel more accepted and valued.
Social isolation and bullying are now considered huge problems in schools. The program tries to
reverse this trend by giving students simple and fun ways to include others during lunchtime — making
sure no one eats alone, said Laura Talmus. She is the founder of Beyond Differences.
Middle school was a rough couple of years for Talmus’ daughter, Lili Smith, who was born with a
cranial facial syndrome. Children with the condition have facial or skull bones that do not grow
normally.
"She Felt Invisible"
Talmus said her daughter would finish her lunch at school and call from the restroom crying.
“She would call me almost daily, ‘Mom, I have nobody to eat with, and the girls don’t want me to sit
with them,’” Talmus said. “Lili was never teased or bullied, but was almost suffering as much because
she felt invisible.”
Lili died at the age of 15 from medical complications of her condition. Afterward, a group of teens
from the community banded together to bring change to their local schools.
It’s not an easy task.
At Rogers Middle School in Affton, Missouri, resistance to No One Eats Alone Day began after
students learned of it through the morning announcements. The student organizers heard that a lot of
students were worried that they wouldn’t get to sit next to their friends.
Uncomfortable Situation
On Friday, the student members of the school’s Mistreatment Leadership Team, an anti-bullying group,
placed conversation starters on the round tables in their cafeteria. There were questions like, “Who is
your favorite celeb?” and “Who is your role model?”
The students waited nervously with pieces of paper to hand out to classmates, color-coded to randomly
assign them to tables.
When the lunch bell rang, there was loud disappointment among those who were separated. Others ran
and hugged their friends when they realized they would be at the same table.
Some tried to make the best of what they said was an uncomfortable situation.
“I would much rather sit alone than with people I don’t know, to be honest,” said Cori Caby, a seventhgrader who was at a table with some students she usually sits with and some she doesn’t.
Some Successes Too
Some quietly switched cards so they could sit with their friends. Some got on their cellphones, an easy
way to get out of talking to people you don’t know.
No one thought kids were going to become best friends after just one lunch.
The day was more about being aware of other people’s feelings, and encouraging students to reach out
and start a conversation with someone they normally don’t talk to, said Reece Black. He is an eighthgrader and one of the organizers. Reece called out at least one table of kids sitting with their usual
group.
But he saw successes, too.
Sixth-graders Jenna Walden and Avarry Wilkerson ended up at a table by themselves. When they
noticed that Alexander Scherer, a new student at school, was alone, they moved over to sit with him.
As he ate his lunch, he and the girls talked about Six Flags.
“By the way, I’m Avarry,” she said to Alexander, just as lunch was wrapping up.
Reece and the other student leaders say they saw other examples of kids reaching out.
“So that was pretty cool,” Reece said.
Grade 8 Recommended Non-Fiction Article
Kansas schools to reward specialneeds athletes with varsity letters
WICHITA, Kan. — Athletes with special needs just scored a big win in Wichita, Kansas: varsity
letters.
For more than a century, these colorful, letter-shaped patches have been awarded to members of the
most competitive sports teams in high schools across the country; athletes usually show them off by
having them sewn onto "letter jackets" and "letter sweaters."
Thanks to a recent school board vote, Wichita athletes with special needs can now earn varsity letters
for reaching challenging athletic goals of their own.
One Athlete Made A Difference
The campaign to award varsity letters to athletes with special needs started with Michael Kelley, a
student at Wichita East High School.
Michael attracted national attention when his mother, Jolinda Kelley, said school employees told her
son not to wear his letter jacket. She had purchased a varsity letter for it. Officials from Michael's
school district insist that no one asked him to remove his jacket.
So the school board put together a varsity-letter policy. It is just one part of a six-page set of guidelines
put together by the Tri-County Athletic League, a sports league for students with special needs
throughout 11 Wichita-area high schools. The Wichita school board recently voted in favor of using the
league's guidelines in the city's high school athletics departments.
According to league coordinator Bryan Wilson, students on Tri-County teams will have the opportunity
to earn varsity letters as early as this school year.
Rewarding Teamwork And Effort
To be considered for a letter, athletes with special needs must play a sport for at least two seasons and
attend a minimum of 70 percent of practices and games. They must also demonstrate good
sportsmanship, give consistent effort, keep their grades up and exhibit respect.
At the Wichita school board meeting, Michael Kelley sat in the audience alongside his family
members. They wore black T-shirts that read “#givethemletters,” a social media hashtag that has been
associated with their campaign.
Jolinda Kelley pointed out that even though the phrase "give them letters" had become popular, she
was not asking Michael's school to simply "give" him a varsity letter. She believes that Michael and
other athletes with special needs deserve varsity letters because they demonstrate persistence, exhibit
teamwork and overcome adversity.
“I’m asking for you to give them the letters that they’ve earned,” Jolinda Kelley said.
Every single member of the school board agreed that Wichita schools should do just that. They all
voted to use the Tri-County Athletic League's guidelines for athletes with special needs.
"Dedication To All Students"
After hearing the results of the vote, Jolinda Kelley said that she was thankful that the school board had
heard her message. She also said that she was disappointed that resolving the issue had to come down
to a vote.
“The school should encourage their employees, from the top to the bottom, to answer parents’ inquiries
in a timely and respectful and informed manner,” said Tonda McGrath, Jolinda Kelley's partner. “Had
this happened when we first started emailing and calling … we would not be here today.”
Marty Rothwell, an official with a local social services agency, also spoke out about the results of the
vote. Rothwell thanked district officials for supporting the Tri-County league's efforts to give students
with intellectual and developmental disabilities a way to practice, compete and represent their schools.
“We could not find another school district that does this,” he said. “So we are here today to thank you,
because without this league, we wouldn’t have a letter issue. When we ask the parents, they all say the
same thing: This is our kids’ chance to shine, and it’s all because of Unified School District 259 and
your dedication to all students.”