PASSAIC HIGH SCHOOL
170 Paulison Avenue, Passaic, New Jersey 07055
Telephone (973) 470-5600
June 2012
Dear Parents and Students:
Passaic High School’s administrators, faculty and staff hope that you will enjoy a safe and productive
summer. As you know, every year we strive to raise the standards in our school and we are working hard
to “cross the bar” to the next level. One way to do this is to require that our students participate in our
Summer Reading Program.
Attached is the list of titles of many fine books selected by the Summer Reading Committee for our
students to read and enjoy this summer. The list categorizes the books according to grade levels, so please
make sure to select from the appropriate grade.
Every student is required to read the one book specified for his or her grade level and to submit a readerresponse journal to his or her English teacher on September 10, 2012 (see attached rubric). It is important
that students read the required book so that they are prepared for their first English class in September. In
addition to the reader-response journal, class activities and discussions will link this reading to the course
theme and content during the first marking period. If a student wishes to read additional titles for extra
credit, they may do so and complete one of the assignments attached.
You can help us by making the completion of this task non-negotiable. Work with your child to develop a
reading habit and schedule that includes 1) how many pages or chapters a day or week he or she will have
to read, and 2) when the reading will take place, such as during the day or in the evening. Follow up to
make sure that your child is on schedule. Encourage your child to “buddy up” with a friend to read
together and talk about what they have read. We would encourage you, if possible, to read this selection
so that your child has the opportunity to discuss with you what he or she is reading.
All books can be found in the Passaic High School Library. Students who are unable to take out books
from the high school library may also borrow or purchase a summer reading book from any of the
following locations: Forstmann Public Library on Gregory Avenue, Passaic; Barnes and Noble on Route
3 East, Clifton; and, Barnes and Noble on Route 46 West, Woodland Park. A list of titles and a copy of
the all the materials contained in this packet may also be found on the PHS web page: http://passaiccity.k12.nj.us/education/district/ under School Library Links.
We hope to get off to a strong start by making this required reading an important part of each English
course, and we look forward to working with you and your child during the 2012-2013 school year.
Sincerely,
__________________________
Mr. Tobias Weissman
PHS Principal
__________________________
Mrs. Zenaida M. Almario
English Department Chairperson
CC: Dr. Robert H. Holster - Superintendent of Schools
Dr. Deborah Hudzik - Director of Curriculum
Ms. Maureen Blanos - Supervisor of Language Arts Literacy
Ms. Karen Weiss - English/Social Studies Department Chairperson, LMS
Ms. Frances King - LMS Media Specialist
Ms. Beverly McGinnis & Ms. Toni Shields - PHS Media Specialists
Ms. Lara Kowalewski & Ms. Sharon Slosarik – PHS Summer Reading Facilitators
PASSAIC HIGH SCHOOL
170 Paulison Avenue, Passaic, New Jersey 07055
Telephone (973) 470-5600
Junio 2012
Queridos Padres y Estudiantes:
Los administradores de Passaic High School, profesores y personal esperan que disfruten de un verano seguro y
productivo. Como ustedes saben, cada año nos esforzamos por elevar el nivel académico en nuestra escuela y
estamos trabajando duro para "cruzar el bar" al siguiente nivel. Por lo tanto es necesario que nuestros
estudiantes participen en el Programa de Lectura de Verano.
Adjunta a esta note encontrara una lista de los libros seleccionados por el Comité de Lectura de Verano para que
nuestros estudiantes lean. La lista clasifica a los libros de acuerdo a los diferentes grados, así que por favor
asegúrese de seleccionar el grado apropiado.
Cada estudiante tiene que leer un libro y completar un reporte escrito para el maestro/a de Inglés el 10 de
septiembre de 2012 (véase la rúbrica adjunta). Es importante que los alumnos se preparen para su primera clase
de Inglés en septiembre. Además de leer el libro y completar el reporte escrito, las actividades de clase y
discusiones unirán esta lectura a la temática del curso durante el primer período de calificaciones. Si un
estudiante desea leer títulos adicionales para obtener más crédito, pueden hacerlo y completar una de las tareas
asociadas.
Usted puede ayudar asegurándose de su hijo/a cumpla con esta tarea, ya que no es negociable. Trabaje con su
hijo/a desarrollando el hábito de la lectura y el calendario: el número de páginas o capítulos por día o semana, y
cuando la lectura se llevará a cabo, durante el día o la noche. Anime a su hijo/a a que lean juntos y a hablar
acerca de lo que han leído. Le animamos, si es posible, a leer esta selección para que su hijo/a tenga la
oportunidad de discutir con ustedes lo que él/ella está leyendo.
Todos los libros se pueden encontrar en la Biblioteca de la Escuela Superior de Passaic. Los estudiantes que no
pueden sacar libros de la biblioteca también pueden pedir prestado o comprar los libros de cualquiera de los
siguientes lugares: Biblioteca Pública de Forstmann en la avenida de Gregorio, Passaic, Barnes and Noble en la
Ruta 3 Oriente, Clifton, y, Barnes and Noble en la ruta 46 West Park, Woodland. Una lista de títulos también se
pueden encontrar en la página web de PHS:
http://passaic-city.k12.nj.us/education/district/ en Vínculos de las bibliotecas escolares.
Esperamos que usted haga de la lectura un requisito importante, y esperamos con interés trabajar con su hijo
durante el año escolar 2012-2013.
Atentamente,
__________________________
Mr. Tobias Weissman
PHS Principal
__________________________
Mrs. Zenaida M. Almario
English Department Chairperson
CC: Dr. Robert H. Holster - Superintendent of Schools
Dr. Deborah Hudzik - Director of Curriculum
Ms. Maureen Blanos - Supervisor of Language Arts Literacy
Ms. Karen Weiss - English/Social Studies Department Chairperson, LMS
Ms. Frances King - LMS Media Specialist
Ms. Beverly McGinnis & Ms. Toni Shields - PHS Media Specialists
Ms. Sharon Slosarik & Ms. Lara Kowalewski – PHS Summer Reading Facilitators
PASSAIC HIGH SCHOOL
2012 SUMMER READING BOOK LIST
Each student MUST read the book assigned to his or her grade level and keep a reading journal. Details
and rubrics are attached .
FRESHMEN:
The Joy Luck Club by Amy Tan
SOPHOMORES:
Lord of the Flies by William Golding
JUNIORS:
Their Eyes Were Watching God by Zora Neale Hurston
SENIORS:
Love in the Time of Cholera by Gabriel Garcia Marquez
In addition students may choose to read additional book/s from the following list for extra credit.
Complete any one assignment explained on the attached page titled Extra Credit Book Reports.
FRESHMEN:
Angela’s Ashes
Be Careful What You Wish For
Bleachers
The Coldest Winter Ever
I am the Cheese
Life of Pi
Like Water for Chocolate
Little Women
Lovely Bones
A Tree Grows in Brooklyn
Racing in the Rain
SOPHOMORES:
Breakfast at Tiffany’s
The DaVinci Code
The Grapes of Wrath
How the Garcia Girls Lost Their Accents
I Am the Messenger
Midnight in the Garden of Good and Evil
The Old Man and the Sea
One Flew Over the Cuckoo’s Nest
Where the Red Fern Grows
Water for Elephants
JUNIORS:
Because It Is Bitter, Because It Is My Heart
Beloved
Cold Mountain
The Hours
A Farewell to Arms
My Sister’s Keeper
One Hundred Years of Solitude
Sarah’s Key
When I Was Puerto Rican
Catcher in the Rye
SENIORS:
The Book Thief
Caramelo
Fried Green Tomatoes
Mrs. Dalloway
The Notebook
Of Human Bondage
The Shining
The Testament
A Walk to Remember
The Kite Runner
The Reliable Wife
Ahab’s Wife
PASSAIC HIGH SCHOOL SUMMER READING GUIDELINES
Your summer reading assignment will require you to create a reader’s response journal. Your reading journal is a place for you to
record your thoughts, reactions, feelings and questions about the book you are reading. The purpose of this assignment is to help
you become an active reader and to begin to focus on skills you will need to become a better writer. This assignment will focus
on the 8 key skills. We have provided you some guiding questions along with a rubric to help you get started. Remember, these
questions are to help you get comfortable with this process but feel free to get creative by coming up with your own questions,
writing a poem, comparing what you have read to a song or finding/creating a picture or illustration.
Summarizing: You should stop and summarize what you have read every 25-30 pages. What makes a summary good and
interesting is to include the major story plot, characters' actions, and the meaning the author wanted to give. What was the author's
message? What did you learn from this story? Why did the characters behave the way they did? Remember you are focusing on
key points not re-writing the story.
Reacting and reflecting: This is your opportunity to give your opinions. You should stop and reflect on what you have read
every 25-30 pages. How does what you read make you feel? What would you have done if you were the character and why? Is
the character someone you like or dislike and why? Would you recommend this book to others? Why or why not? Do you have
a favorite character, part or scene?
Making text-to-text and text –to-world connections: Does this book or do the characters in the book remind you of something
else you have read? Have you ever seen a movie that reminds you of this book? Is there something you know about in history or
in our world today that reminds you of this book or the characters? You must show at least four examples of connections
throughout your journal.
Examining author’s style: Why do you think the author did something in a particular way? If you had been the author would
you have had anything different happen? Why do you think the author wrote this book? Would you read another book by this
author? Why or why not? You must comment at least four times on the author’s style throughout your journal.
Making predictions: It is important to make predictions as you begin to read the book and not wait until the end. How do you
think the book will end? What do you think will happen next based on what you have just read? Was your prediction similar to
the resolution of the story? You must make at least four predictions throughout your journal.
Direct and indirect characterization: Direct characterization is when the author tells you specific details about the character.
Indirect characterization is when you are given information about a character based on their behavior or the reactions of other
characters. As you read, try to use both types of characterization to understand and visualize the characters.
Identifying theme: The theme is the main idea of a text. Themes are universal in nature for example; Tragic Love; Hate; Death:
Betrayal, Overcoming Adversity; Inhumanity to Man.
Recognizing relevant quotes: Once you have decided on the theme of your book and examined the characters then you will find
at least five quotes that you feel are important in defining the theme or the character.
HELPFUL HINTS:
Protagonist: The main character
Antagonist: The character in direct opposition of the main character or protagonist.
Illustrations/Music/Poetry: It is ok to use these in your journal to represent a character, scene or reaction but remember that you
must also write an explanation as to why you feel they are important to what you are trying to your reaction or explanation.
1
2
3
Summarization
(Every 25-30 pp)
CATEGORY
Summary is too short
or too long; weak in
content and difficult
to follow.
Summary is
adequate in length;
content is weak or
difficult to follow.
Summary is clear,
content is solid and
easy to understand.
Summary is very clear
and precise; informative
and strong in content.
Personal reactions
and reflections to
characters and
plot
(Every 25-30 pp)
Gave a reaction and
attempted to reflect
but no explanations
or details. Used
simple words.
Some reactions and
attempted
reflections but
explanations were
weak; some words
were too simplistic.
Explained reactions
and reflections.
Examples were
explained and
supported.
Explained reactions and
reflections in great
detail using clear
explanations and
examples from the text.
Text-to text and
text to world
connections to
characters and
plot
(Minimum 4)
Thoughts on
author's style or
voice in the
writing
(Minimum 4)
Made a generalized
connection but no
explanation was
given or connection
is irrelevant.
Made some
connections but the
content was weak;
some connections
were irrelevant.
Summary is
reasonable in length,
content may lack
descriptive words
and details.
Reactions and
reflections were
present but did not
expand on reasons
or give examples.
Word choice is
average.
Made some relevant
connections but
support may be
lacking in detail.
4
Connections are
relevant, explained
and explored
beyond the text.
Connections are
relevant, explained in
great detail and
explored far beyond the
text.
Made a reference to
the author's writing,
but explanation is
weak.
Expressed opinions
on the style or voice
of the author's
writing. Support
may be general.
The author's writing
is discussed,
supported with
sufficient detail and
explanations given.
The author's writing is
discussed in great detail
and supported through
explanation and direct
reference to the text.
Make predictions
of what is to come.
(Minimum 4)
Made an unrealistic
prediction; no
explanation is given.
Made some
reference to the
author's writing.
Explanations may
be lacking in
support.
Made some
predictions but
they were poorly
supported.
Direct and
Indirect
characterization
(On-going)
Gives a brief
description of the
main character.
Explanation is weak
and uses simple word
choices. No support
is given.
Describes the
characters using
indirect and direct
characterization.
Strong word
choices are used.
Made some
predictions that
were realistic and
support is
attempted.
Describes the
characters using
indirect and direct
characterization.
Identifies
Protagonist and
antagonist and
begins to analyze
their roles.
Made relevant, realistic
predictions which are
explained and
supported thoroughly
using the text.
Describes the characters
using indirect and direct
characterization using
specific examples from
the text. Identifies
Protagonist and
antagonist and analyzes
their roles. Explores
character development.
Identifying theme
(Final Entry)
Incomplete, missing,
vague, too short, not
enough information.
Identified a
possible topic that
could be a theme,
but has not made a
clear statement,
AND/OR - the
theme identified is
based on just one
section, part, or
scene in the text,
not the entire text.
Identified a key
theme from this
story. Explanation
was generalized.
Mentioned 2-3
events from the
story that connect to
the theme identified.
Made realistic
relevant predictions
with adequate
support and
explanations.
Describes the
characters using
indirect and direct
characterization
using specific
examples from the
text. Identifies
Protagonist and
antagonist and
analyzes their roles.
Identified a key
theme from this
story in a concise
way. The support
examples given are
many from
throughout the
entire text and
clearly relate to the
theme identified.
Relevant quotes
(On-going with
five most relevant
quotes listed in
final entry)
Identified relevant
quotes. No
explanation is given
Identified relevant
quotes.
Explanation is
attempted on a
basic level without
connections.
Identified relevant
quotes and attempts
to explain why they
are important to the
text.
Identified relevant
quotes explained
their meaning and
why they are
important to
defining the
character or theme
of the story.
5
Identified a key theme
from this story in a
concise way. The
support examples given
are many from
throughout the entire
text. The theme is
universal and
connections are made to
other writers, or
connect to an ideology
or belief system.
Identified and explained
relevant quotes and why
they are important to
defining the character
or theme of the story
using clear examples
and making connections
EXTRA CREDIT BOOK REPORTS
Directions: You may read up to two books for extra credit and choose two different activities from the
list below. Extra credit points will be awarded according to your teacher’s discretion.
1. WANTED DEAD or ALIVE-Make a “wanted” poster of one of the characters in your book. Include the
following 1) a drawing or cut out picture of the character; 2) his or her physical description; 3) his or her
misdeeds or crimes; 4) other important information that may lead to the capture; and 5) the reward
offered for his or her capture.
2. POSTER-Create an eye-catching poster. Choose a scene from the book and cast it in a poster which
would attract potential buyers or readers to the book.
3. COLLAGE-Using various mediums including pictures from old magazines, create a collage that
addresses one particular theme, idea, or issue (happiness, sorrow, fear, despair, death) in your book.
Explain your theme in relation to the book in 1 to 2 paragraphs.
4. SCRAPBOOK-Choose one of the major characters in your book, and as that person, put together a
scrapbook of special memories and mementos. Explain your choices in 2 to 3 paragraphs. Be true to the
character.
5. Your novel has a happy ending. In five well written paragraphs (at least 5 sentences each), rewrite the
ending so it becomes a sad one. If the ending is a sad one, do the opposite. To accomplish this
assignment well, backtrack as far back to the storyline as necessary and alter the plot to make your
ending believable.
6. You are a book critic for the Herald News. In 200 words or more, write a book review/critique of your
book.
7. Write a one-sentence summary of each chapter of the book you read.
8. Write a 2-minute speech about your book, encouraging your audience to read it. Touch on the different
story elements such as character, setting, plot, conflict, climax, resolution, and theme.