Middle School Summer Reading Project
Mountain Island Lake Academy has high expectations for all students’ literacy development. All students are
expected to be actively involved in their own reading lives as well as participate in writing assignments in all
content areas. Students will perform at high levels and will be cultivated in a rigorous environment. It is imperative
that students continue to practice successful reading and writing habits during summer months!
All MILA middle grades students are expected to participate in the summer reading program. Students are
encouraged to read a wide variety of materials over the summer. A minimum of one book project should be
completed and is due on or before Friday, September 25, 2015. Extra credit will be given to students who
complete and turn in the project on the first day of class.
The titles listed are recommended selections that middle school students should enjoy. Students are welcome to
select a title from the list provided
vided or an alternate title based on their own interest. Books on the list need not be
purchased unless you choose to do so. All are available at the local public library. The chart below lists
recommended book titles and their corresponding Lexile levels
levels. A higher Lexile level indicates a more difficult
book. You can visit www.lexile.com to learn more about book levels.
Book Title (Author)
Among the Hidden (Haddox)
Lightning Thief (Riordan)
The Hobbit (Tolkein)
The Tale of Despereaux (DiCamillo)
Freak the Mighty (Philbrick)
The Red Scarf (Jiang)
Woodsong (Paulsen)
Gifted Hands: The Ben Carson Story (Carson, Murphy)
Copper Sun (Draper)
My Brother Sam is Dead (Collier)
Esperanza Rising ( Ryan)
Stormbreaker (Horowitz)
Bridge to Terebithia (Paterson)
Out of the Dust (Hesse)
The Call of the Wild (London)
House on Mango Street (Cisneros)
White Fang (London)
Hatchet (Paulsen)
Bud, Not Buddy (Curtis)
The Outsiders (Hinton)
Lexile Level
800
470
1000
670
1000
780
1090
950
820
770
750
670
810
1040
990
870
690
1020
950
750
Below are the options for the book project. Students should review all options and select the one they feel most
comfortable with. The quality of work will be evaluated by the rubric below. Be sure to demonstrate your best work!
Option 1
Summer Reading Project Options
Story Notes Graphic Organizer
Option 2
Novel Information Report
Option 3
Story Board
Option 1: Story Notes
Name: ______________________________________ Date: ___________________________________
Topic: ______________________________________ Block: ___________________________________
Main Characters (Tip: Before listing them, determine what makes someone a “main character.”)
Setting (Tip: Includes not just time, but place and atmosphere.)
Primary Conflicts/Central Problems
Main Events (Tip: Before listing them, determine the criteria for a “main event.”)
Climax
Resolution
Observations/Conclusions (Tip: Consider important themes, surprises, and connections to your life, other books, or
classes.)
Option 2: Novel Information Report
Name: ______________________________________ Date: ___________________________________
Topic: ______________________________________ Block: ___________________________________
Please answer the following questions about the novel you read. Use an extra sheet of paper to continue your
answers if necessary.
Title: ______________________________________ Author: ___________________________________
Copyright Date: ______________________________________ Number of Pages: _________________
1. Express your personal opinion about the book. “I liked it,” or “I hated it,” or “It was okay,” are not sufficient. Explain
your reasons for liking or disliking the book. Give examples from the book that support your opinions. To whom would
you recommend your book and why?
2. What is the central idea discussed in the book? What issues or ideas does the author explore?
3. Discuss one specific passage that struck you as significant- or interesting, profound, amusing, illuminating, disturbing,
sad… What was memorable? Quote (word for word) the passage from your book. Explain why you think the passage has
value and is worth remembering. Include page numbers.
4. Discuss a second specific passage that struck you as significant- or interesting, profound, amusing, illuminating,
disturbing, sad… What was memorable? Quote (word for word) the passage from your book. Explain why you think the
passage has value and is worth remembering. Include page numbers.
Option 3: Story Board
Name: ______________________________________ Date: ___________________________________
Topic: ______________________________________ Block: ___________________________________
On a piece of white computer paper (or poster board) create a Story Information Board. You will discuss the setting,
plot, characters and theme. Your page should be set up like the example below.
FRONT OF THE PAGE
Setting
Plot
On the top half of this
column, write one
paragraph (5-8
sentences) describing
the setting of the
story. Use as much
detail as possible.
On the bottom half of
this column, draw a
picture of your
favorite setting from
the story.
BACK OF THE PAGE
Characters
Theme
Use this column to
write two paragraphs
(5-8 sentences each)
detailing the plot.
Remember to include
what happens at the
beginning, middle,
and end.
Select three
characters from your
story. Write a one
paragraph character
description for each
one.
Make sure you
include details about
their physical
appearance,
personality and
relationships with
other characters.
Make sure to use
your own words. Feel
free to include any
quotes from the
novel that you liked.
A theme is the
author’s message.
What is the author
trying to tell the
reader about human
nature? Write one
paragraph describing
the theme of your
story.
On the bottom half of
the column, draw a
picture of the theme.
OPTIONAL: Draw a
picture of your
characters beneath
the description.
NAME
Rubric
Effort
Comprehension
of Novel
4
All requirements are
met with more than
two strong pieces of
textual evidence.
Textual evidence is
significant and
includes a
sophisticated
explanation.
Project portrays
complete
understanding of the
novel.
3
2
1
All requirements are
met with two pieces
of textual evidence.
Textual evidence is
significant and
includes an adequate
explanation.
Some requirements
are met with one
piece of textual
evidence. Textual
evidence lacks a
connection between
the novel and the
explanation.
Few requirements are
met with no textual
evidence and/or
explanation provided.
Project portrays
strong understanding
of the novel.
Project portrays weak
understanding of the
novel.
Project portrays little
to no understanding
of the novel.
GUMS
-Grammar
-Usage
-Mechanics
-Spelling
No GUMS errors.
1-3 GUMS errors.
4-6 GUMS errors.
7 or more GUMS
errors.