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Teague
Middle
School
Summer
Reading
List
2014-Rising
Teague Middle School Summer Reading List 2015-Rising Seventh
Seventh Graders
Graders
The goals of Summer Reading for Teague Middle School are to not only improve literacy
but to promote a love of lifelong reading as well. The research is clear that children who
don't read during the summer months can lose up to three months of reading progress
and that loss has a cumulative, long-term effect.
Directions (See back of sheet):
All students are expected to read at least two books over the summer break: One for English
Language Arts and one for Civics from the suggested titles below. In addition, students may
choose to read other grade appropriate titles not included on the lists for extra credit. To encourage
active reading, students will complete a Dialectical Response Journal for the books they select.
Please see the attached directions on how to complete a dialectical journal. Journals MUST be
turned in to the language arts and civics teachers by Friday, August 28th.
ENGLISH LANGUAGE ARTS
Author
Title
Melba Pattillo Beals
NONFICTION
Warriors Don’t Cry
Jeanne Wakatsuki
NONFICTION
Farewell to Manzanar
Rodman Philbrick
HISTORICAL
FICTION
Christina Diaz Gonzalez
HISTORICAL
FICTION
The Mostly True Adventures of Homer P. Figg
Sharon Creech
REALISTIC FICTION
Absolutely Normal Chaos
Chris Tebbetts and James
Patterson
FICTION
Lexile
One of the nine black teenagers chosen to integrate Little Rock, Arkansas's Central High School in 1957
offers an account of her ordeal.
A True Story of Japanese American Experience During and After the World War II Internment
Homer P. Figg escapes from his wretched foster home in Pine Swamp, Maine, and sets out to find his
beloved older brother, Harold, who has been illegally sold into the Union Army.
1000
1040
950
The Red Umbrella
In 1961, fourteen-year-old Lucia’s comfortable life in Cuba ends when communists take control of the
country. Lucia and her younger brother are sent by their parents to live with a foster family in Nebraska
and must adapt to a new language and way of life.
Thirteen-year-old Mary Lou grows up quickly during the summer while learning about romance,
homesickness, death, and her cousin's search for his biological father.
680
900
Middle School: Get Me Out of Here
After sixth grade, the very worst year of his life, Rafe Khatchadorian thinks he has it made in seventh
grade. He's been accepted to art school in the big city and imagines a math-and-history-free fun zone.
Wrong! It's more competitive than Rafe ever expected, and to score big in class, he needs to find a way
to turn his boring life into the inspiration for a work of art.
680
DJ MacHale
FICTION
Sylo
Barry Denenburg
DIARY- FICTION
The Journal of William Thomas Emerson: a Revolutionary War Patriot
William, a twelve-year-old orphan, writes of his experiences in pre-Revolutionary War Boston where he
joins the cause of the patriots who are opposed to the British rule.
950
Julian Houston
REALISTIC FICTION
New Boy
990
Does Tucker Pierce have what it takes to be a hero when the U.S. military quarantines his island?
680
CIVICS
Fifteen-year-old Rob Garrett wants nothing more than to escape the segregated South and prove himself.
But in late 1950s Virginia, opportunity doesn't come easily to an African American. So Rob's parents
take the unusual step of enrolling their son in a Connecticut boarding school, where he will have the best
education available. He will also be the first student of color in the school's history.
Kristen Levine
HISTORICAL FICTION
Lions of Little Rock
Twelve-year-old Marlee doesn't have many friends until she meets Liz, the new girl at school. Liz is
bold and brave, and always knows the right thing to say, especially to Sally, the resident mean girl. But
then Liz is gone, replaced by the rumor that she was a Negro girl passing as white. Marlee and Liz are
willing to take on integration and the dangers their friendship could bring to both their families.
630
Citations Summaries were taken from www.loc.gov and www.scholastic.com.
* Please keep in mind that some content may be too mature for younger readers and therefore
parental discretion is advised. See your public librarian for further information or assistance.
DIALECTICAL JOURNALS

You will create a three column chart.
Quotes (from the text)
Page Numbers
Personal Reactions


As you read, choose meaningful passages that stand out to you and record them in the left-hand column of the
chart (ALWAYS include page numbers).
In the right hand column, write your response to the text (ideas/insights, questions, reflections, and comments
on each passage you choose.
Dialectical Journal Format
1. You must have at least one entry (1) for each chapter of the book, or for each ten pages of a book not
organized by chapters.
2. Each personal reaction must be at least 3-5 complete sentences.
3. Your dialectical journal can be typed in a standard, 12-point font OR handwritten.
4. Make clear connections to the sentence starters selected.
Possible Personal Reaction Sentence Starters
The following are possible starter sentences for your response to quoted passages in your journal:
1. I do not understand…
2. I noticed that …
3. I now understand…
4. This character reminds me of myself…
5. I think the setting is important because…
6. I think the relationship between ________ and ____ is interesting because…
7. I really like this (idea, person, attitude, etc.) because…
8. Something I notice (appreciated, wondered, etc.) is…
9. My favorite passage (or quote) is _________ because…
10. I like (dislike) ________ because…
Sample Dialectical Journal Entry for Hatchet by Gary Paulsen
QUOTES: Passages from the text—Must have at
least one quote per chapter. Make sure to number
them.
PAGE NUMBERS
EACH Passage you quote must relate to one of the following
codes above. Make sure to use a variety.
1. “‘Thanks. It’s really nice.’
sounded hollow, even to Brian.”
P.8/chapter 1
I do not understand why Brian feels that way about getting a
hatchet from his Mom. If the “words sounded hollow” to Brian,
he must not mean it. Why is he mad at his mom?
But the words
2. “No roads, no trails, no clearings. Just the lakes,
and it came to him that he would have to use a lake
for landing. If he went down into the trees he was
certain to die.”
p.23/chapter 2
I can’t imagine keeping my cool in a situation like this. I’d be on
my cell phone, freaking out and he is trying to land the plane! I
guess it’s important to keep your cool in a crisis.