[REVISED] SMCPS High School Summer Reading Guidelines (2015-2016)
For RISING 9th Grade Students
SMCPS advocates summer reading to prevent any backsliding of reading progress made during the
school year, as well as to further develop the student as a literate person in society. The more a
student reads- the more words that a student encounters – the better reader the student will become
and the more challenging the material that he/she will be able to read. Therefore, not only must
reading continue throughout the school year at home and in school, but reading must also continue
during the summer. In order to promote student interest in reading, we believe that the summer
reading program should offer “choice” and appeal to many different interests and reading levels. The
program should also be an extension of a “balanced” literacy approach that fosters the integration of
writing with reading and stimulates thinking skills through response to reading. In summary, we
believe that students need to practice to become proficient readers.
It is with these points in mind that St. Mary’s County Public Schools has developed the following
Summer Reading Guidelines:
1. CM/Standard level students will read a minimum of ONE book over the summer and complete a
double entry journal for their chosen book. See the following page for a list of suggested titles for
summer reading. Students do not have to select titles from our suggested reading lists; however, if
they select their own titles, they must be grade-level appropriate and at least 200 pages in length.
Students entering CM/Standard level students must have a minimum of seven (7) journal entries. This
assignment can count as the first independent reading assignment (three will be required) for the
marking period.
2. Students are encouraged to read more than one book and complete additional reading journals
for these books. Again, three independent reading assignments are required in the first marking
period, so the more you read over the summer, the easier it will be to complete these
assignments.
3. Pre-AP/Honors level students and GIS students (at Leonardtown High School only) will also have
common assignments. While the reading titles may vary slightly for each school, the reading
selections will be comparable in rigor and length. Students will have common assignments
associated with their assigned readings; teachers will collect the summer assignments at similar
times and incorporate them into classroom instruction in similar ways. Teachers will use a
common rubric to assess these assignments. The self-selected book can count as the first
independent reading assignment (at least three will be required) for the marking period.
4. We will hold all students accountable for independent reading. Students who do not complete the
independent summer reading will do so within the first TWO WEEKS of school. After that time,
teachers may collect and address all summer reading assignments. After the two-week window,
teachers may assign an additional class work activity that incorporates the summer reading books
or assignments; that new activity could count as a process or a product grade.
5. All summer reading assignments and electronic copies of the journal template will be available
online at www.smcps.org.
Summer Reading Suggested Books*
for RISING English 9 Standard and CM Students
Alligator Bayou by Donna Napoli
Beauty Queens by Libba Bray
Big Fish by Daniel Wallace
Breathing Underwater by Alex Flinn
Crossing Stones by Helen Frost
Dandelion Wine by Ray Bradbury
Elsewhere by Gabrielle Zevin
First They Killed My Father: a Daughter of Cambodia Remembers by Loung Ung
Icy Sparks by Gwyn Hyman Rubio
Into Thin Air by Jon Krakauer
Liar by Justine Larbalestier
Make Lemonade by Virginia Euwer Wolff
Night Hoops by Carl Deuker
Ship Breaker by Paolo Bacigalupo
Soldier’s Heart by Gary Paulson
Spies of Mississippi by Rick Bowers
Stupid Fast by Geoff Herbach
The Berlin Boxing Club by Robert Sharenow
The Body of Christopher Creed by Carol Plum-Ucci
The Burn Journals by Brent Runyon
The Great Escape by Paul Brickhill
The Orange Houses by Paul Griffin
The Rag and Bone Shop by Robert Cormier
The Rock and the River by Kekla Magoon
The Secret Hour by Scott Westerfeld
The Sledding Hill by Chris Crutcher
The Watch That Ends the Night by Allan Wolf
Threads and Flames by Esther Friesner
Troy by Adele Geras
Written in Bone: Buried Lives of Jamestown and Colonial Maryland by Sally Walker
*Although the majority of these novels are recommended by the American Library Association, we
encourage parents and students to investigate and discuss book options together in order to make
appropriate choices. Brief summaries of each book can be found on the SMCPS website.
Pre-AP/Honors English 9
Summer 2015 Reading Assignment (REVISED)
Over the course of the academic year, we will be analyzing texts for purpose, meaning,
structure, organization, and literary devices. The best place to start our analysis is with the
novels you will be reading this summer. Over the summer, you are expected to read two
novels; one selected by the school and one of your choice.
You should secure a copy of the summer books and “actively” read them (annotate the text:
take notes, underline, ask questions, etc.). This may be more easily completed if you
purchase the books, but you should also feel free to borrow a copy from a local library;
however, please note that you are expected to have a copy of the books with you for at least
the first two weeks of school during our whole class and small group discussions.
Required Text: The Secret Life of Bees by Sue Monk Kidd
Self-Selected Text: Choose one from the list below.
*Pride and Prejudice by Jane Austen
Extremely Loud and Incredibly Close by Jonathan Safran Foer
Fried Green Tomatoes by Fannie Flagg
*The Road by Cormac McCarthy
A Simple Plan by Scott Smith
The Pianist by Wladyslaw Szpilman
Anywhere But Here by Mona Simpson
Bee Season by Myla Goldberg
The Lovely Bones by Alice Sebold
*All the Pretty Horses by Cormac McCarthy
*In the Time of the Butterflies by Julia Alvarez
*These books have been cited at least once on the Advanced Placement Literature Assessment.
We encourage parents and students to investigate and discuss the book options together in
order to make the most appropriate choice; some titles may include mature content.
As you read, complete a double entry journal for each novel focusing on the contrast between
the ideas of perception and reality as they are represented in each text; see the example and
scoring rubric provided. You are required to complete a minimum of 10 entries for each text.
The reading must be completed by the first day of school. Within the first two weeks
of school, you will be expected to demonstrate an understanding of the books’ major
premises, themes, and literary devices. You must be able to provide an in-depth
analysis of the text, not just a summary of the events of the text.
Summer Reading Double-Entry Journal
Directions: Divide your novel into equal sections of about 25 to 30 pages each. For each section of
your novel, you must select a short passage that you found meaningful or relevant in some
manner. Record that passage on the left hand side of the double entry journal. In the right hand
column record your reaction to the selected quote. See your course level assignment for the
required number of entries.
Your right side could include response to questions such as:
 What was your first thought when you read this? And then? And then?
 What does this passage/idea make you think of or remember?
 What is the purpose of this passage? How does it contribute to the development of important aspects
of the book (i.e. plot, character, setting, theme)?
 What is special about this passage? In what ways does the language/word choices strike a chord with
you?
 What is the author’s claim? In what ways do you agree with it? Disagree?
 What else have you read/heard/experienced that connects with this author’s ideas?
 Does something confuse you or lead to further questions?
 How do you feel about this?
A sample from Fahrenheit 451 is included below. You should model your entries after the sample.
You can create your entries on paper, electronically using a template like the one below.
Sample Double-Entry Journal for Fahrenheit 451 by Ray Bradbury
Section 1 (pages 1-30)
Responses
“If they give you ruled paper, write the other way”
(Preface).
Bradbury prefaces the novel with this quote from Juan Ramon
Jimenez, a Spanish writer and poet. The quote seems to encourage
nonconformity, which makes me think that this will be an important
concept in the novel. Since this is the first thing we read in the novel
after the title, I suspect that this may be one of the themes.
“…as if her eyes were two miraculous bits of violet
amber that might capture and hold him intact. Her
face, turned to him now, was fragile milk crystal
with a soft and constant light in it” (7).
This is part of Bradbury’s description of Clarisse McClellan when
Montag first meets her. It is an example of metaphor; Bradbury
compares her eyes to gemstones and her face with crystal that
seems to glow from within. Bradbury wants us to be struck by
Clarisse’s appearance, which reflects her inner beauty.
“’Strange. I heard once that a long time ago houses
used to burn by accident and they needed firemen
to stop the flames’” (8).
This quote is part of Montag’s first conversation with Clarisse. It is
important because it implies that the story is set at a future time
when houses no longer catch fire and that firemen have a different
purpose than they do in our time. It also demonstrates how Clarisse
is curious and inquisitive, traits that make her seem unusual to
Montag and others in this society.
SMCPS Summer Reading Project Scoring Rubric (all students)
Students can earn up to 10 points in each of the following three scoring categories.
3 (8 points)
2 (6 points)
Content
The journal entries
reflect thorough
understanding of
complex ideas and
concepts in the book.
4 (10 points)
The journal entries reflect
thoughtful analysis of the
book beyond just the
recall of facts.
The journal entries reflect
basic knowledge about
and/or limited
understanding of the
book.
The journal entries
reflect limited
comprehension of the
book; there is little
evidence that the book
was even read.
1 (4 points)
Mechanics
The journal entries
reflect evident control
of grammar, spelling,
and sentence
formation. All written
responses are
grammatically correct.
The journal entries reflect
sufficient control of
grammar, spelling, and
sentence formation. Few
grammatical errors are
present in written
responses that do not
interfere with reading.
The journal entries reflect
limited control of
grammar, spelling, and
sentence formation.
Confused and inconsistent
arrangement of sentences
and fragments interferes
with reading.
The journal entries
reflect minimal control
of grammar, spelling,
and sentence formation.
Entries are difficult to
read.
Presentation
The journal entries
reflect careful attention
to detail and effort.
They are neat and well
organized.
The journal entries reflect
some attention to detail
and effort. Small
improvements are needed
in neatness and
organization.
The journal entries reflect
minimal effort. Neatness
and organization need
improvement.
The journal entries
reflect poor organization
and are very confusing.
They appear rushed and
are not neat.