Independent Reading – First Quarter – Due Date: Wednesday, October 21, 2015
Descriptor – The independent reading project encourages students to read beyond the texts we study in
class, and, hopefully, will get students into the “habit” of reading outside of school. Studies show that
active readers have better vocabularies, reading comprehension, and writing skills. The independent
reading project requires students to demonstrate their comprehension by completing a series of written
products and a creative component for each book read, while giving them the opportunity to
demonstrate their oral presentation skills.
Honors students are reading To Kill a Mockingbird by Harper Lee as their required first-quarter reading
project.
Reading Learning Targets
I can read grade-level texts proficiently and independently; I can read above-grade level literary texts
with scaffolding and support (CCSS RL.9-10.10).
Most Challenging Options
Somewhat Challenging
Least Challenging
The Alchemist by Paulo Coelho
Animal Farm by George Orwell
A Prayer for Owen Meany by John Irving
Bless Me, Ultima by Rudy Anaya*
Branded by the Pink Triangle by Ken
Setterington*
The Catcher in the Rye by J.D. Salinger*
Frankenstein by Mary Shelley*
Great Expectations by Charles Dickens
The Great Gatsby by F. Scott Fitzgerald
The Hobbit by J.R.R. Tolkien
I am Malala by Malala Yousafzai
The Kite Runner by Khaled Hosseini*
Lord of the Flies by William Golding
The Man in the Iron Mask by Alexandre
Dumas
The Odyssey by Homer
Pride and Prejudice by Jane Austen
Romeo and Juliet by William
Shakespeare
Things Fall Apart by Chinua Achebe
To Kill a Mockingbird by Harper Lee
Year of Wonders by Geraldine Brooks*
And Then There Were None by Agatha
Christie
The Bean Trees by Barbara Kingsolver
The Boy in the Striped Pajamas by John
Boyne
Chinese Cinderella by Adeline Yen Mah
Eleanor and Park by Rainbow Rowell
Fangirl by Rainbow Rowell
Fault in Our Stars by John Green
The Hitchhiker’s Guide to the Galaxy by
Douglas Adams
It’s Kind of a Funny Story by Ned Vizzini*
Looking for Alaska by John Green
The Lost Symbol by Dan Brown
The Lovely Bones by Alice Sebold*
The Old Man and the Sea by Ernest
Hemingway
The Secret Life of Bees by Sue Monk Kidd
The Shining by Stephen King*
Staying Fat for Sarah Byrnes by Chris
Crutcher
Thirteen Reasons Why by Jay Asher*
Troy by Adele Geras*
Unwind by Neal Shusterman
Cirque du Freak by Darren Shan
Ender’s Game by Orson Scott Card
The House on Mango Street by Sandra
Cisneros
If I Go by Gayle Forman
The Last Exit to Normal by Michael
Harmon
Monster by Walter Dean Myers
Nightjohn by Gary Paulson
Of Mice and Men by John Steinbeck
The Outsiders by S.E. Hinton
Red Kayak by Priscilla Cummings
Red Ridin’ in the Hood by Patricia
Marcantonio
The Hoopster by Alan Sitomer
Tomorrow, When the War Began by John
Marsden
Will Grayson, Will Grayson by John
Green*
Yummy: The Last Days of a Southside
Shorty by Greg Neri
*Novel contains mature themes that some parents may feel are inappropriate for a younger audience.
Mature themes indicate that the subject matter may be inappropriate for some readers. Parents are
encouraged to help their child choose what book is best for them. The titles on the independent reading
list are considered Young Adult, modern classics, or classics suggested for high school students, however,
some of the titles contain mature themes that parents may feel are not appropriate for their child. Parents
are encouraged to work together with their child to select a title appropriate for their child. Parents are
also encouraged to read the same title as their child for two reasons: It’s a great way to connect with
what their child is working on for school, and promotes discussion and conversations in general.
First Quarter Due Date:
Wednesday, October 21, 2015
Can I read more than one novel? Yes, once all requirements for the first novel are met. You are expected
to read any of the novels independently outside the project. However, you are required to complete only
one project.
Expectations and Accountability
 Students will select a novel from the list (one which they have not yet read).
 Students will set reading goals and read at least four hours per week.
 Students will maintain and turn in required assessments, participate in book discussions with
their peers, and complete in-class activities.
 Students will carry their book with them at all times – bring it to class everyday for silent reading
opportunities.
 Students will actively read their novel during silent reading days, as well as reading outside of the
class (i.e., study hall, at home, etc.).
How much of my grade is this project worth?
LT1 – Reading Literature = 20% of overall grade
LT3 – Writing = 20% of overall grade
LT4 – Speaking and Listening = 15% of overall grade
LT5 – Language = 15% of overall grade
Novel Assessment
You will complete one of the assignments listed in each row below. All writing must be typed in 12 point font,
with 1 inch margins, double spaced and note page numbers where information can be found in the text using
correct MLA parenthetical citation. Each page should be consecutively numbered using correct MLA pagination.
Please create a cover page for your project listing your name, the author and title of the book you have chosen, and
a Table of Contents. In addition, each student will prepare a presentation project to the classmates (i.e.,
Power Point, Google Drive Presentations,.).
Knowledge
(Choose One)
Comprehension
(Choose One)
Application
Analysis
(Choose One)
Synthesis
(Choose One)
Independent
Reading Project
(Minimum)
PowerPoint
Presentation
Expectations:
Authors do not choose a title
randomly—usually there is
some significance to it.
Identify and describe the
meaning of your book’s title in
100-150 words.
Write a SUMMARY of your
book in 300-500 words. Make
sure to focus on the key events
of the story.
Describe the genre and
setting (time and place) of
your book in 100-150 words.
Explain its importance to the
narrative.
Create a PLOT DIAGRAM for
your book. Identify all the
key parts. Have 10 pieces of
rising action, and 4 pieces of
falling action.
Explain the MAIN CONFLICT Copy 10 of your favorite
in the book. Give examples of phrases/sentences from the
how this conflict shows up in book and explain the
the story and how it is
significance of each quote in
resolved. 300-500 words.
300-500 words total.
***CREATIVE PROJECT*** Do something creative to show your understanding of your book.
You could make a movie poster, a movie trailer, do a music video, write an alternate ending,
create a “graphic novel” depiction of a scene, write original poems or songs for your character,
etc. You MUST get your idea approved by ME. The creative project needs to show off your
skills and display a depth of understanding about the book/character/theme, etc. You must
also create a 100 – 150 word explanation of what you created, why you created it, and how it is
appropriate to your novel selection.
Write an analysis of the main
Relate the book to human
Choose another book or
character. Describe him/her
experience. In 300-500
movie with a similar conflict,
and his/her transformation.
words explain three truths
and in 300-500 words,
Then, explain WHY they
about human nature and find compare/contrast the book
transformed over the course
three events from the text
to your new choice. Analyze
of the book. 300-500 words.
that relate to those truths.
characters, plot, setting, etc.
Make up a TOTAL of TWENTY Choose a controversial issue
Title two columns with
QUESTIONS for your novel—
from the text and take a
opposite words (hate/love,
five true/false questions, five
stand on ONE SIDE of the
peace/violence, power/
multiple choice, five matching, issue. Write a 300-500 word submission, honesty/deceit,
and five open-ended questions paper discussing your
etc). Now list 5 elements
for your book. Create an
reasons for disagreeing or
from the novel (characters’
answer key on a separate
agreeing with a decision a
actions/ words, plot
piece of paper, including
character made in the novel
development, symbols, etc.)
answers for the open-ended
regarding this issue.
that fit each of the
questions in the proper
descriptive words. Write a
format.
300-500 word paper
explaining your lists.
 Explanation of what the book is about; Personal review of the book; Presentation and
explanation of creative assignment related to the book
Remember, this is a FORMAL presentation, so the quality of your presentation is important
and will be graded. This means speaking clearly, knowing your information, not reading from
the presentation itself. Presentations should be 3-5 minutes long, so plan your time carefully,
as there is a lot of information to be covered in such a short time: be succinct! Be creative!
Return to Mrs. Renaud (English class) by Monday, September 14, 2015.
A limited number of novels are available for each title. Students are responsible for finding their
selected book. If you have additional questions, please contact me via email at [email protected].
Student First and Last Name __________________________________________ Class Period _________________
I plan to read one or more of the following titles:
1. ______________________________________________________
2. ______________________________________________________
3. ______________________________________________________
4. ______________________________________________________
5. ______________________________________________________
6. ______________________________________________________
Parents – please verify with your signature that you have looked over the selection of book options and
are comfortable with his/her choices. Please note that students are responsible for securing their own
copy of the novels they choose.
____ Please initial here if you are comfortable with your child reading any of the books on the
independent reading list.
Parent Signature _______________________________________________
Date __________________
Email address __________________________________________________
This document is also available through Google Drive
All writing assignments are due on or before Wednesday, October 21, 2015. Presentations will
begin on Wednesday, Oct. 21.