PHIFER MIDDLE SCHOOL Summer Reading Program for Summer 2016 Dear Phifer Middle School Student, Attached you will find a copy of your summer reading assignments for the upcoming 2016­2017 school year. Requirements: ​
All students are required to read two books of their choice: one fiction and one non­fiction. Both works must be a minimum of ​
150 pages. All students will be required to complete ​
two​
separate assignments to go along with their summer reading books. Summer Reading Assignments: 1.​
​
Read a fiction book that is 150+ pages 2. Read a non­fiction book that is 150+ pages 3. Complete fiction writing assignment 4. Complete non­fiction creative project All assignments will be collected on Friday, September 9, 2016​
. These required assignments will be compiled, and you will earn a certificate for up to 10 pts. toward one Language Arts test grade of your choice. You may redeem the certificate during any marking period you choose. In addition, there will be a special raffle during the month of September to recognize students’ accomplishments of their required summer reading assignments. Please consider the seriousness of this assignment as you prepare for your upcoming English course. All summer reading will be available on the district’s website, www.pennsauken.net. Extra copies of the assignments will also be available in the PMS Main Office as well as the children’s section of the public library. Sincerely, Lori Massey Language Arts Supervisor Fiction book writing assignment Choose one of the following text dependent writing assignments and write a comprehensive essay that addresses all parts of the question. See the attached rubric for grading requirements. Essays should: ­ Be typed or legibly written on lined paper ­ Contain a clear introduction, body, and conclusion ­ Utilize properly cited textual evidence relevant to your response Text Dependent Reading Response Questions 1. Character Analysis What do you know about the characters (protagonist and antagonist) and how does the author show you this? Some points to consider when developing your response. ​
You are not answering all of these questions. They are here to guide your response to the bolded question above. ○ What are the characters’ strengths and weaknesses and feelings? What phrases or word choice does the author use to show you that? ○ How does the main character evolve? What evidence shows this? ○ How does the author show the main character’s feelings? ○ How does the main character interact with other characters? What evidence does the author give? What does this reveal about the main character? ○ What does the dialogue reveal about the characters’ interactions? 2. Text Structure How does the setting contribute to the overall meaning of the story? Some points to consider when developing your response. ​
You are not answering all of these questions. They are here to guide your response to the bolded question above. ○ How does the setting influence the characters? ○ Does the setting change throughout the story and if so does that change the characters? ○ Is there any specific dialect, slang, jargon that is related to the setting? ○ Does the setting help contribute or describe to a particular time in history or a particular culture? Would the story be different if the setting and time period changed? 3. Theme/Author’s Purpose and Word Choice What was the author’s purpose for writing this book? Some points to consider when developing your response. ​
You are not answering all of these questions. They are here to guide your response to the bolded question above. ○ What words or phrases did the author use that conveyed their purpose for writing? ○ What words and phrases did the author use that helped you visualize the text? ○ Were there any examples of figurative language that helped contribute to the author’s purpose? ○ Who was the intended audience for this book? How do you know? ○ Are there any text features that the author uses to convey their purpose? (diary entries, articles) Non­fiction book creative project Pick one of the creative projects below and complete for your non­fiction book. See the attached rubric for grading requirements. Option #1: Create a soundtrack Pick five songs that represent or relate to the central idea, purpose, or topic of your book. Write a three sentence explanation for each song, explaining what specific part of the book for which you would use the song and the how the lyrics relate. Your explanation should include references to specific lines for the songs however you do not need to print out copies of the lyrics. Present your soundtrack in the form of a CD booklet or album cover. Option #2: Create an advertisement poster Create a movie poster advertising your non­fiction book. This may be completed on any type of paper you choose: poster paper, construction paper, etc. The poster should include: ­ title and author of the book ­ a picture representing the central idea of the book ­ 4 quotes or 5 facts from the book that support the central idea or topic ­ a rating of the book and a paragraph (7­10 sentences) explaining the rating (the rating should be out of 1 to 5 stars) Option #3: Create a painting, collage or sculpture and explanation This should be a representation of the central idea, purpose, or topic of your book. Along with your visual representation you should include a one paragraph (7­10 sentences) explanation of the representation and how it is related to specific central idea, purpose, or topic of the book you read. Visual representations can include: ­ Original drawing ­ Original painting ­ Collage ­ Sculpture made of clay or other materials Creative Project Rubric ­ Summer Reading 2016 Points 2 1 0 Format Meets all specified requirements Meets all but one of the specified requirements Does not follow or meet the specified requirements Insight Project demonstrates full comprehension of central idea, purpose, or topic of the book Project demonstrates comprehension of central idea, purpose, or topic of the book Project demonstrates limited to no comprehension of central idea, purpose, or topic of the book Written work ­ content Written work clearly explains the project using multiple pieces of textual evidence Written work clearly explains the project using textual evidence Written work does not explain the project and lacks textual evidence Written work ­ mechanics Few grammatical errors Several grammatical errors Excessive grammatical errors Creativity and effort Shows creativity and superior effort Shows creativity and average effort Shows limited creativity and lack of effort Essay Rubric - Summer Reading 2016
Name:__________________ Construct
Measured
Comprehension of
Key Ideas and
Details
Text Evidence and
Analysis
Cohesion and
Organization
Language and Style
Grammar and
Conventions
Score: _________
Score Point 2
Score Point 1
Score Point 0
Demonstrates ​
full
comprehension o
​f
text by providing
accurate ​
analysis and
convincing ​
textual
evidence
Addresses the prompt
and provides
effective​
and
comprehensive
development of claim
or topic through
relevant ​
textual
evidence and c
​lear,
convincing ​
analysis
Maintains focus​
and
demonstrates
purposeful
coherence, clarity,
and cohesion, writer’s
progression of ideas
is ​
easy to follow
Demonstrates basic
comprehension of text
by providing ​
generally
accurate analysis with
basic​
textual evidence
Demonstrates limited
to no comprehension
of text by providing
inaccurate or no
analysis and l​
ittle to no
textual evidence
Addresses the prompt
and provides ​
minimal
development​
through
limited and irrelevant
textual evidence and
limited ​
analysis OR
is u
​ndeveloped​
and
inappropriate ​
to the
task
Shows little or no
awareness​
of the
prompt, l​
acks
coherence, clarity, and
writer’s progression of
ideas is ​
somewhat
unclear or difficult ​
to
follow
Establishes a l​
imited
or inappropriate​
style
with ​
minimal​
to n
​o
level​
appropriate
academic vocabulary
Establishes and
maintains an
effective style​
and
utilizes ​
level
appropriate​
academic
vocabulary
Demonstrates
complete command
of the conventions of
the language with
virtually ​
no errors ​
in
mechanics, grammar,
and usage
Addresses the prompt
and provides ​
some
development​
of claim
or topic through
somewhat relevant
textual evidence and
with ​
minimally
convincing​
analysis
Sometimes strays
from topic and
demonstrates ​
some
coherence, clarity,
and/or cohesion
,writer’s progression of
ideas is d
​iscernible but
not obvious
Establishes and
maintains a ​
somewhat
effective​
style and
utilizes ​
some level
appropriate academic
vocabulary
Demonstrates ​
some
command​
of the
conventions of the
language with
grammar errors in
mechanics, grammar,
and usage that
occasionally i​
mpede
understanding
Demonstrates l​
imited
to no command​
of the
conventions of
language with frequent
and varied errors in
mechanics, grammar,
and usage o
​ften
impede​
meaning
understanding