2016-2017 REQUIRED INDEPENDENT READING PROGRAM
(H Eng.11/Eng. 11)
Reading is vital to learning and has been shown to increase students’ abilities in all subject matters. It is an active mental process
that improves vocabulary, concentration and focus. It is also a life-skill that, once developed, will serve the reader well both at
work and leisure. Reading is IMPORTANT! And learning to comprehend on one’s own takes practice. Therefore, independent
reading is a required part of the English curriculum at Aurora Christian School.
In order to enhance the use of classroom instructional time and learning environment, the ACS Independent Reading Program is
updated annually. Please read carefully for changes from last year.
SUMMER INDEPENDENT READING: CHRISTIAN LIFE/APOLOGETICS
Journals are due in English classes on Friday, August 19, 2016.
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New students enrolled after August 1 will submit journals on Friday, September 8, 2016.
the formatting of the pull quote text box.]
Directed journaling will form a composite test grade for students’ Independent Reading summer book. The specific questions
required for journaling are listed on the back of this document. Journal responses must be completed in 7 ½ x 10 ½, one subject,
wide-ruled spiral notebook (which also may be used for journaling during Independent Reading Days in the spring).
Read:
*ISBN numbers of preferred editions provided for your convenience.
The Case for Faith, Lee Strobel
0310234697
FALL INDEPENDENT READING: CLASSICS
Tests over the fall Independent Reading classic novel will be set up in a format that tests both recall and understanding. Each test
will be comprised of objective questions (matching/true and false/multiple choice) and subjective questions (essays). Books must
be obtained by the first Friday of fall semester. Students will read weekly, and although the focus will be independent reading
and comprehension, they will receive teacher support in terms of era, terminology, theme, etc., in preparation for the test.
Read:
*ISBN numbers of preferred editions provided for your convenience.
Tuesdays with Morrie, Mitch Albom
9780767905923
*ISBN numbers of preferred editions provided for your convenience.
SPRING INDEPENDENT READING: CLASSIC OF CHOICE
Second semester Independent Reading Days will offer a bit of variety, as students will read classic work of their choice and be
assessed on weekly journaling for daily grades and a creative presentation of the information in the work for a test grade. Books
must be obtained by the first Friday of spring semester. Details of and rubrics for the creative presentation will be explained to
students, as well as available on RenWeb, at the beginning of the semester.
Their Eyes Were Watching God, Zora Neal Hurston
Fahrenheit 451, Ray Bradbury
The Red Badge of Courage, Stephen Crane
The Autobiography of Benjamin Franklin, Benjamin Franklin
Flowers for Algernon, Daniel Keyes
Christian Life/Apologetics Question List
Journals are due in English classes on Friday, August 19, 2016.
st
New students enrolled after August 1 will submit journals on Friday, September 8, 2016.
Directed journaling will form a composite test grade for students’ Independent Reading summer book.
Journal responses must be completed in 7 ½ x 10 ½, one subject, wide-ruled spiral notebook (which also may be used for
journaling during Independent Reading Days in the spring).
Students must write a journal response of 100 - 250 words for each chapter of the summer independent reading book,
including preface/introduction/conclusion. Please consider the following “starters” to help you think through your ideas and
what you’d like to discuss in your written response. The goal is to share with your teacher what you’ve learned, what you think,
how you feel, and/or questions that arise in your mind about what you’ve read.
Reading Response Journal Starters:
I began to think _______.
I love the way ________.
I can't believe ________.
I wonder why _______ ?
I noticed _______.
I think _______.
I observed _______.
I wonder ________.
If I were __________.
I'm not sure _______.
I felt sad when _______.
I wish that _______.
This made me think of ______.
I was surprised ________.
It seems like _________.
I'm not sure ________.
This reading teaches _______.
I began to think of _________.
I wonder what this means?
I really don't understand this part _______.
I really like/dislike this idea because ________.
I think these ideas are important because ________.
I like/dislike this writing because ________.
This part is very realistic/unrealistic because _________.
This situation reminds me of a similar situation in my own life. It happened when_________.
I would/would not share this with someone else because________.
This is relevant because ________.