BEXLEY MIDDLE SCHOOL
SUMMER READING PROJECT 2015-16
“The adage ‘If you don’t use it, you lose it,’ proves true for children who spend a summer without
books and reading. Without reading role models and someone to read to them, without printed
material, and without new experiences, the reading skills grow rusty and waste away.”
From Jim Trelease
Author of Read All About It and
The Read-Aloud Handbook
The Summer Reading Project aims to maintain or improve reading skills, to identify and analyze important
literary terms, and to promote life-long reading. Students will select and read a minimum of two books from the list on
the following pages. Students will read at least one literary text (fiction) and at least one informational text (nonfiction).
One selected book from the attached list will be used for each of the required assignments.
Students are required to complete two assignments:
1.
“Analyzing Plot in a Literary Text,” and
2. “Analyzing an Informational Text.”
The first assignments is a response to a literary text; the second is a response to informational texts. Students
must match the type of text to the appropriate assignment. Each assignment has two sections. One section is a graphic
organizer. This graphic organizer will be graded when students submit their projects in class when school begins.
Students should complete the graphic organizer prior to completing the second section, a two-paragraph written response.
The Summer Reading Project will be evaluated with the rubrics on the following pages. The evaluation of the
graphic organizers reflects students’ attention to relevant facts, examples and details documented from the selected text.
The written response should align with the information on the graphic organizer. The writing should be well organized
and follow the provided outline included for each assignment. Summer Reading Projects will be collected the first
week of school. During the first two weeks of school, at least one additional graded assignment will focus on these
texts. Students who do not complete this project will complete it during this time in addition to the in-class graded
assignment. Students should have two completed graphic organizers and two written responses on the first day of
school.
BEXLEY MIDDLE SCHOOL
SUMMER READING PROJECT 2015-16
Eighth Grade Literary Texts – CHOOSE ONE
Historical Fiction
Keeping Corner by Kashmira Sheth
Set in India during the early 1900’s, Keeping Corner reveals the struggles of a twelve-year-old girl
named Leela, after her husband dies from a snake bite. Following tradition, Leela must keep “corner”
for one year, following mourning practices that remove her from society. However, the teachings of
Mahatmas Gandhi are spreading across India, and Leela dares to dream of a life freed of rigid and
oppressive traditions.
Mystery
And Then There Were None by Agatha Christie
This book has been called “the greatest mystery book of all time.” In this masterpiece of murder and
suspense, ten strangers are gathered together on an isolated island by a mysterious host. One by one, the
guests share the darkest secrets of their wicked pasts. One by one, they die….
Realistic Fiction
Okay for Now by Gary Schmidt
Award-winning author Gary Schmidt presents a view of the late 1960’s in upstate New York through the
lives of Doug Swieteck and his fragmented family. In spite of challenges and humiliation from teachers,
peers and even his father, Doug perseveres in following his passion—art—and in maintaining his
commitment to his family. Interwoven with a variety of storylines from bullying to surviving Vietnam,
Okay for Now contains life lessons combined with the emotional struggles characteristic of exemplary
coming-of-age stories.
Catalyst by Laurie Halse Anderson
From the outside Kate Malone --- or "Good Kate" as she refers to herself --- is an honor roll student and
exceptional long-distance runner. She continues to maintain an above average scholarly record, good
enough in fact to apply to MIT, her deceased mother's alma mater and Kate's dream school. Then there’s
“Bad Kate” who is trying to deal with the fact that she chooses to apply to only one college—MIT and
has lied about it to her father; her jealousies over her fellow students' successes; her insomnia and
midnight runs; and her desire to be the absolute best at everything she does. The events that unfold
conspire to make Kate take a true look at her relationships with her family, her friends, her boyfriend,
and even her deceased mother.
We Were Liars by E. Lockhart ***
Cadence Sinclair Easton has led a privileged existence populated with private school and island vacation
homes, where her extended family gathers each summer. The summer of her fifteenth year goes horribly
wrong, but Cadence doesn’t remember why and no one will tell her. After two years of confusion and
depression, Cadence returns to the island to find out why she’s been shut out of her family.
Colin Fischer by Ashley Edward Miller and Zack Stentz
Colin Fischer is a freshman in high school; struggling to navigate this new environment is complicated
by his Asperger’s syndrome, which makes social interaction a challenge. When a gun goes off in the
cafeteria, Colin is fascinated by the case and begins investigating just like his hero Sherlock Holmes.
Science Fiction/Fantasy
BEXLEY MIDDLE SCHOOL
SUMMER READING PROJECT 2015-16
Every Day by David Levithan ***
Imagine waking up every day in a different body. A is the protagonist, and A has no recollection of his
or her own life, only the traumatic shock of waking up as a new person in a new place every morning. A
has been content to participate in each person’s life, trying to do as little damage as possible. However,
what happens when A meets a girl he can’t stand to let go of at the end of the day?
Ship Breaker by Paolo Bacigalupi
In this futuristic scenario, the ocean levels have raised leaving many coastal cities underwater. In the
Gulf Coast region near what was once New Orleans, Nailer, a teenage boy, salvages sunken ships for
raw materials to recycle to scratch out a meager existence. However, when he takes a risk and boards a
newly sunken ship, he finds something among the wreckage that will complicate his life forever…a
living girl. She is a wealthy heiress, and to get her home, Nailer will take on local thugs, corporate
enemies, and even what is left of the United States government.
Eighth Grade Informational Texts – CHOOSE ONE
Anne Frank: The Diary of a Young Girl by Anne Frank
Discovered in the attic in which she spent the last years of her life, Anne Frank's diary has since become
a world classic—a powerful reminder of the horrors of war and an eloquent testament to the human
spirit. In 1942, with Nazis occupying Holland, a thirteen-year-old Jewish girl and her family fled their
home in Amsterdam and went into hiding. For the next two years, until their whereabouts were betrayed
to the Gestapo, they and another family lived cloistered in the "Secret Annex" of an old office building.
Cut off from the outside world, they faced hunger, boredom, the constant cruelties of living in confined
quarters, and the ever-present threat of discovery and death. *
Bomb: The Race to Build--and Steal--the World's Most Dangerous Weapon by Steve Sheinkin
920L
In this WWII era informational text, the author recreates the race to create the first atomic weapon. By
focusing on the stories of traitors and spies, Sheinkin shows how the choices of just a few people
influenced the course of history. The text is also full of exciting, but little known historical events. For
instance, a small commando force of Norweigian soldiers on skis single-handedly set back the Nazi
atomic weapon program by sabotaging Hitler’s secret, remote fortress
Death Be Not Proud: A Memoir by John Gunther
Written to reveal a realistic account of the author’s son’s courageous struggle with cancer, Death Be Not
Proud excels at capturing the essence of the human spirit. Johnny’s thoughts, words, and actions
provide more than revelations of a personal tragedy; they illustrate how one individual’s life can impact
everyone who has the pleasure of knowing him—whether in real life or through his memoir.
Good Brother, Bad Brother: The Story of Edwin Booth and John Wilkes Booth by James Cross Giblin
Good Brother, Bad Brother is the true story of John Wilkes Booth, the man who became famous in
history books for shooting Abraham Lincoln in Ford's Theater. What many people do not know is that
there was another famous Booth brother, Edwin. This book chronicles the lives of both men from
childhood to adulthood and shows how they could be as close as brothers yet live in two completely
separate worlds.
BEXLEY MIDDLE SCHOOL
SUMMER READING PROJECT 2015-16
Marooned: The Strange but True Adventures of Alexander Selkirk by Robert Kraske and Robert Andrew
Parker
Do you ever wonder where authors find ideas for books? One author, Daniel Defoe, based his book
Robinson Crusoe on this book’s main focus, Alexander Selkirk. A Scottish mariner, Selkirk was
abandoned on a South Pacific island in the 1700’s. How he survives, both mentally and physically, and
how these adventures impact the rest of his life are both answered.
Soul Surfer: A True Story of Faith, Family, and Fighting to Get Back on the Board by Bethany Hamilton &
Rick Bundschuh
They say Bethany Hamilton has saltwater in her veins. How else could one explain the passion that
drives her to surf? How else could one explain that nothing—not even the loss of her arm—could come
between her and the waves? That Halloween morning in Kauai, Hawaii, Bethany responded to the
shark’s stealth attack with the calm of a girl with God on her side. Pushing pain and panic aside, she
began to paddle with one arm, focusing on a single thought: “Get to the beach....” And when the first
thing Bethany wanted to know after surgery was “When can I surf again?” it became clear that her spirit
and determination were part of a greater story—a tale of courage and faith that this soft-spoken girl
would come to share with the world. *
The Port Chicago 50: Disaster, Mutiny, and the Fight for Civil Rights by Steve Sheinkin
This work compiles a vast selection of interviews, historical documents, and pictures to tell the tale of
50 African American soldiers serving during World War II. Their court martial and mutiny trial roused
accusations of racism against the Navy and contributed to the eventual desegregation of the U.S.
military.
Three Little Words: A Memoir by Ashley Rhodes-Courter ***
Ashley is a young child when her mother’s arrest lands Ashley and her brother in the foster care system.
As they are shuttled from homes that range from indifferent to abusive, Ashley never gives up on getting
back to her mother. This tale of her nine years in the system is both heart-breaking and yet hopeful.
*** Mature content (minor reference to illicit drugs and/or sexual content).
*some blurbs taken from Amazon.com
BEXLEY MIDDLE SCHOOL
SUMMER READING PROJECT 2015-16
Student Name_____________________________________________________________________
Title of Story_______________________________________________________________________
Author___________________________________________________________________________
Assignment #1--Analyzing Plot in a Literary Text
Almost all literary texts share a similar structure. This sequence of events is called the plot. The plot can be divided into
five distinct parts: exposition, rising action, climax, falling action, and resolution. Use the chart below to outline the plot
in a Literary Text you have read from the Summer Reading List by including details from the text and the details’ specific
page numbers.
1. EXPOSITION-THE INTRODUCTION OF CHARACTERS AND SETTING
________________________________________________________________________________________________________
________________________________________________________________________________________________p.#_____
________________________________________________________________________________________________________
________________________________________________________________________________________________p.#_____
2. RISING ACTION-THE INTRODUCTION OF THE
CONFLICT AND RELATED COMPLICATIONS
3. CLIMAX- / TURNING POINT
____________________________________________________
_________________________________________________
____________________________________________ p.#_____
________________________________________ p.#_____
____________________________________________________
_________________________________________________
____________________________________________ p.#_____
________________________________________ p.#_____
_________________________________________________
4. FALLING ACTION-THE RECOGNITION OF CHANAGES
BROUGHT ABOUT BY THE CLIMAX
________________________________________ p.#_____
____________________________________________________
_________________________________________________
____________________________________________ p.#_____
________________________________________ p.#_____
____________________________________________________
_________________________________________________
____________________________________________ p.#_____
5. RESOLUTION-THE RESULTING CHANGES FROM THE CONCLUSION OF THE CONFLICT
________________________________________________________________________________________________________
________________________________________________________________________________________________p.#_____
________________________________________________________________________________________________________
________________________________________________________________________________________________p.#_____
BEXLEY MIDDLE SCHOOL
SUMMER READING PROJECT 2015-16
After completing the chart, compose a two-paragraph written response using the following directions:
A. In the first paragraph, include the following components.
1. Begin with a topic sentence that includes the title and author of the book and describes the book’s
central conflict.
2. In the next 2-3 sentences, discuss the exposition: identify the protagonist, antagonist, and the setting.
3. In the next 2-3 sentences, discuss the rising action: what complications occur that make the conflict
more problematic or suspenseful?
B. In the second paragraph, include the following components.
1. Begin with a topic sentence that describes the climax: a decisive moment of maximum intensity
regarding the conflict (identify major characters and setting for the climax).
2. In the next 2-3 sentences, identify major characters and setting for the climax.
3. In the next 2-4 sentences explain the falling action and resolution: how do the characters make sense
of the climax and how do the characters change at the end of the book.
4. End with a concluding sentence that states a universal lesson the reader should learn from reading this
book (the book’s theme).
Graphic Organizer
I have included specific
details
Content
I have a clear topic
sentence
Content
I have supporting
details.
Organization
I organized my FREDs
in an order that makes
sense.
Style and Lang.
Mechanics
I used appropriate
vocabulary, correct
grammar, spelling, and
punctuation. My
interest in the topic is
expressed in my
writing (voice/style).
Summer Reading Assignment Rubric
Analyzing Plot in a Literary Text
Exceeds Standards Meets Standards
Approaching
Standards
I have relevant
I have details in
I have less than two
details in every box every box on the
details in every box on
on the graphic
graphic organizer,
the graphic organizer,
organizer
but not all of them
and some lack
are relevant.
relevance.
My topic sentence
My topic sentence
My topic sentence is
is clear,
is clear and
somewhat unclear or
informative, and
appropriate.
underdeveloped.
insightful.
My topic supported My topic supported My topic supported with
with 4 or more
with 3 or more
2 or more specific
specific details
specific details
details from the text
from the text
from the text
I have ordered my
I have ordered my
I have stated my fact but
facts in a way that
facts in a way that
it lacks clarity.
makes clear and
mostly makes
concise sense.
sense.
I have no errors in
I have 1 error in
I have 2 errors in
spelling, grammar,
spelling, grammar,
spelling, grammar,
and punctuation.
punctuation. The
punctuation. The
The writing reflects writing usually
writing occasionally
my own voice/style. reflects my own
reflects my own
voice/style.
voice/style.
Below Standards
I have few details and
they have poor
relevance.
My topic sentence is
missing or unclear.
My topic supported
with less than 2 specific
details from the text
I have stated my main
idea but I have no
support.
I have 3 or more errors
in spelling, grammar,
punctuation. The
writing does not reflect
my own voice/style.
BEXLEY MIDDLE SCHOOL
SUMMER READING PROJECT 2015-16
Student Name _____________________________________________________________________
Title of Story_______________________________________________________________________
Author ___________________________________________________________________________
Assignment #2-Analyzing Conflict in an Informational Text
In many informational texts, the central figure or figures face and overcome challenges. This pattern can be seen in many
types of informational texts including memoirs, biographies and books about historical events. Keep in mind that this
pattern does not apply to informational texts like how-to books and reference books. In the space below, describe the
central figures and basic situation or context in which the text describes these characters. Explain the conflict or
challenges the central figures face. Next, explain the outcome of this conflict. Cite textual evidence in your explanations
and record the page numbers in the space provided. Finally, explain the universal theme, the lesson the reader should
learn from this text.
1. CENTRAL FIGURE OR FIGURES
________________________________________________________________________________________________________
2. HISTORICAL CONTEXT OR SETTING-WHEN AND WHERE DOES THE STORY TAKE PLACE? HOW DOES THIS
RELATE TO THE TEXT?
________________________________________________________________________________________________p.#_____
________________________________________________________________________________________________________
________________________________________________________________________________________________p.#_____
2. CONFLICT-WHAT CHALLENGES DO THE CENTRAL FIGURE OR FIGURES FACE?
________________________________________________________________________________________________________
________________________________________________________________________________________________p.#_____
________________________________________________________________________________________________________
________________________________________________________________________________________________p.#_____
3. OUTCOME-WHAT IS THE OUTCOME OF THE CONFLICTS OR CHALLENGES THE CENTRAL FIGURE OR
FIGURES FACE?
________________________________________________________________________________________________________
________________________________________________________________________________________________p.#_____
________________________________________________________________________________________________________
________________________________________________________________________________________________p.#_____
5. THEME-WHAT LESSON SHOULD THE READER LEARN FROM THIS TEXT?
________________________________________________________________________________________________________
________________________________________________________________________________________________________
BEXLEY MIDDLE SCHOOL
SUMMER READING PROJECT 2015-16
After completing the chart, compose a two-paragraph written response using the following directions:
A. In the first paragraph, include the following components.
1. Begin with a topic sentence that includes the title and author of the book and describes the book’s
central conflict.
2. In the next 2-3 sentences, discuss and describe the central figures.
3. In the next 2-3 sentences, explain the historical circumstances that are relevant to the text.
B. In the second paragraph, include the following components.
1. Begin with a topic sentence that describes the conflict the central figures face
2. In the next 2-3 sentences, discuss in detail the conflict.
3. In the next 2-3 sentences explain the outcome of the conflict
4. End with a concluding sentence that states a universal lesson the reader should learn from reading this
text.
Graphic Organizer
I can graphically
organize evidence
Content
I have a clear topic
sentence
Organization
I organized my
supporting examples
in an order that
makes sense.
Style/Language
I used appropriate
vocabulary, correct
grammar, spelling,
and punctuation. My
interest in the topic
is expressed in my
writing (voice/style).
Summer Reading Assignment Rubric
Analyzing Conflict in an Informational Text
Exceeds
Meets Standards
Approaching
Standards
Standards
Graphic organizer
Graphic organizer
Graphic organizer has 4
has 6 relevant
has 5 relevant
relevant examples,
examples, including examples, including including quotes and
quotes and page
quotes and page
page numbers.
numbers.
numbers.
My topic sentence
is clear,
informative, and
insightful.
My topic is
supported with 4 or
more specific
details from the text
I have ordered my
supporting
examples in a way
that makes clear
and concise sense.
I have no errors in
spelling, grammar,
and punctuation.
The writing reflects
my own
voice/style.
Below Standards
Graphic organizer
has 3 or less relevant
examples, including
quotes and page
numbers.
My topic sentence
is clear and
appropriate.
My topic sentence is
somewhat unclear or
underdeveloped.
My topic sentence is
missing or unclear.
My topic is
supported with 3 or
more specific
details from the text
I have ordered my
supporting
examples in a way
that mostly makes
sense.
I have 1 error in
spelling, grammar,
punctuation. The
writing usually
reflects my own
voice/style.
My topic is supported
with 2 or more specific
details from the text I
have stated my
supporting examples
but it lacks clarity.
My topic is supported
with less than 2
specific details from
the text I have stated
my main idea but I
have no supporting
examples.
I have 2 errors in
spelling, grammar,
punctuation. The
writing occasionally
reflects my own
voice/style.
I have 3 or more
errors in spelling,
grammar,
punctuation. The
writing does not
reflect my own
voice/style.