MIDDLE SCHOOL SUMMER READING BOOKS AND ...

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Feb 2, 2013 (4 years and 4 months ago)

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MIDDLE SCHOOL SUMMER READING BOOKS


AND ASSIGNMENTS


Fifth Grade Required Reading

Ruby Holler

by Sharon Creech
. The assignment for the required book is as follows:

Short
-
Answer Questions

Please
choose 7 out of the 10

reading comprehension questions to answ
er. Each
answer should be thoughtful and complete and written in full sentences on loose leaf
with your name at the top of the page.

1. What are some of the rules of Boxton Creek Home?

2. What did the twins do that made the Hoppers bring them back to the

home?

3. Why is Dallas more eager to go with Tiller and Sairy than Florida?

4. When Florida and Dallas first arrive in Ruby Holler, they ask Tiller and Sairy a lot of
questions about their new home. What do the questions tell us about other places
they'v
e lived?

5. How are the twins similar and different?

6. How do Dallas and Florida feel about not knowing what their parents look like?

7. How does Florida change over the course of the novel? Find examples of things she
does or says at the end of the boo
k that she wouldn't have done at the start.

8. Compare the Trepids and Tiller and Sairy


how are they similar and different?

9. Explain who you think are the most honest and dishonest characters in the novel and
why?

10. How does being trusted Tiller and
Sairy change the twins’ attitude and behavior?




Sixth Grade Required Reading

The Wanderer
by Sharon Creech
The assignment for the required book is as follows:


Short
-
Answer Questions

Answer all of questions. Each answer should be thoughtful and complet
e and written in
full sentences on loose leaf with your name at the top of the page.



1. Where will Sophie and the crew of
The Wanderer
go on their journey, and how long
will the trip take?



2. Sophie describes the ocean as “having many sides like me.” H
ow is Sophie like the
ocean? How is your own personality like the ocean?



3. Each of the main characters in the novel changes as a result of the journey.

Choose
two

characters and give specific examples of how they change.



4. Do you think
The Wanderer
i
s a good title for this novel? Why or why not?



5. Which character do you like most and why? Which character do you like least and
why?



6. Pretend you are one of the characters on the boat. Write a letter home describing
your journey.



Seventh Grade R
equired Reading

So B. It

by Sarah Weeks.

The assignment for the required book is as follows:

Note Taking


In September, all 7
th

grade students will be required to write an
in
-
class essay

based
on the required reading. In order to prepare for the in
-
class e
ssay, where notes will be
allowed, it is strongly recommended that you apply the following active reading
strategies:



Take chapter notes using post
-
its to summarize main thoughts.



Highlight key concepts and main character traits



Write in margins any impor
tant ideas and questions you may have as you’re reading



Look up any unknown words and create a vocabulary list that you can share with
your class in September



As you read remember to note important themes and major plot events



Keep track of how Heidi’s att
itude towards understanding her past changes
over the course of the novel

By applying these strategies, you will be well prepared for your in
-
class essay.


Short
-
Answer Questions

In addition during the summer break, students must
answer 10 out of the 15

re
ading

comprehension questions. Each answer should be thoughtful and complete and written
in full sentences on loose leaf.

1. Heidi says she is “just plain lucky” when she guesses all of the pairs in the game

Memory. List two other instances where Heidi sh
ows she is lucky.


2. Describe how Bernadette became a part of Heidi and Mama’s life.


3. What does Thurman Hill think Heidi wants from him when he first meets her?


4. Describe why Bernadette can’t go outside.


5. Explain what Bernadette means when she
compares Mama’s brain to a broken
machine: “All the basic parts are there…but inside there are lots of mysterious little
pieces busted or bent or missing altogether.”


6. When Heidi first meets Zander, she doesn’t like him. Explain how they become
friends
and what Heidi comes to appreciate about him.


7. Explain how Mama is able to communicate with Heidi and Bernadette beyond the 23
words she is able to say.


8. When Heidi makes a list of what she knows about her mama, why does she only put
one thing on it

the name So B. It? What else could she add to that list?


9. Heidi hears her mother’s word
soof
many times as she travels across country. She
hears it when she opens the phone booth door in Cheyenne and in the wind when she
gets to Liberty. Why do you thi
nk she hears
soof
so often?


10. On the bus to Liberty, Heidi tries lying for the first time. Why do you think Heidi lies
about her family to Alice Wilinsky? How does she feel about her lies both before and
after she gets caught?


11. Do you think Heidi co
uld have ever been satisfied if she didn't try to find out about
her past by traveling to Liberty? Explain your answer.


12. Why do you think Heidi decides not to stay with Ruby and Roy, but instead to return
and live with Bernadette after Mama dies?


13.
Imagine you are in Heidi’s place and growing up with Mama and Bernadette. Would
you have more or less independence than you have now? What do you think would be
challenging and what would be enjoyable?


14. Compare the lists Heidi creates about Georgia and

Mama. Does Heidi really know
more about Georgia than she does about her mama?


15. In Liberty, Heidi says she finally understands “there are some things in a person’s
life you just can’t know.” Explain how she has come to feel this way, as compared to
ear
lier when she says to Bernadette, “A person has a right to know from the beginning”
about her life.


Grade
7 History

Summer Reading / Writing Assignment

Read
Chains,
by Laurie Halse Anderson

Choose ONE of the following projects to complete. It must be bro
ught to class within the
first week of school. The writing assignments should be ONE PAGE in length. All
written work should be in Times New Roman 12 font and double
-
spaced.

1. Write a letter to the author; ask questions you are curious about and explain
your
reaction to her book.

2. Draw a map of the main setting of the book, labeling important locations.

3. Write a different ending for the book.

Eighth Grade Required Reading

Secret Life of Bees
by Sue Kidd Monk

You will need to actively read the bo
ok. You should highlight or underline the important
literary devices that you encounter as you read. I also suggest that you take notes in the
margins that explain key passages of the work. You will be graded on how well you
annotate the book. Please do n
ot color your book with highlighters. You should be
discerning about the information from each chapter that you consider crucial. I have
included a list of literary devices for you to look for as you read. I hope you enjoy the
book!


Grade 8 History Summer

Reading /Writing Assignment

Read
Go and Come Back

by Joan Abelove

Choose ONE of the following projects to complete. It must be brought to class within the
first week of school. The writing assignments should be ONE PAGE in length. All
written work shoul
d be in Times New Roman 12 font and double
-
spaced.

1. Create a script for one scene of your book.

2. Pretend you are the author and explain why you wrote the book and how you chose
the title, setting, and created the characters.


3. Write a different endin
g for the book.

4. Keep a journal as you read the book; include your reactions, thoughts, and feelings.

TOP FOURTEEN LITERARY TERMS


1.

Allusion
: a reference to a mythological, literary, or historical person, place, or
thing: e.g., “He met his Waterloo.”


2.

Di
ction
: word choice intended to convey a certain effect.


3.

Figures of speech
: words or phrases that describe one thing in terms of
something else. They always involve some sort of imaginative comparison
between seemingly unlike things. While it is not meant
to be taken literally,
figurative language is used to produce images in a reader’s mind and to express
ideas in fresh, vivid, and imaginative ways. The most common examples of
figurative language, or figures of speech, used in both prose and poetry, are
si
mile, metaphor, and personification.


4.

Imagery
: consists of a word or phrases a writer uses to represent persons,
objects, actions, feelings, and ideas descriptively by appealing to the senses.


5.

Irony
: occurs in three types.


a.

Verbal irony
: occurs when a spe
aker or narrator says one thing while
meaning the opposite: e.g., “It is easy to stop smoking; I have done it
many times.”

b.

Situational irony
: occurs when a situation turns out differently from what
one would normally expect

though often the twist is oddly
appropriate:
e.g., a deep sea diver drowns in the bathtub.

c.

Dramatic irony: occurs when a character or speaker says or does
something that has different meanings from what he/she thinks it means,
though the audience and other characters understand the full
implications
of the speech/action: e.g., Oedipus curses the murderer of Laius, not
realizing the he himself is the murderer.


6.

Mood
: the atmosphere or predominant emotion in a work.


7.

Point of view
: the perspective from which the narrative is told.


8.

Structur
e
: the framework or organization of a literary selection.


9.

Style
: the writer’s characteristic manner of employing language.


10.

Suspense
: the quality of a short story, novel, play, or narrative poem that makes
the reader or audience uncertain or tense about t
he outcome of events.

11.

Symbol
: any object, person, place or action that has both a meaning in itself and
that stands for something larger than itself, such as a quality, attitude, belief or
value.


12.

Syntax
: the arrangement of words and the order of grammatic
al elements in a
sentence.


13.

Theme
: the central message of a literary work. It Is not the same as the subject,
which can be expressed in a word or two (e.g., courage, survival, war, pride,
etc.). Rather, the theme is the idea the author wishes to convey abo
ut the
subject. It is expressed as a sentence or general statement about life or human
nature.


14.

Tone
: the writer’s or speaker’s attitude toward a subject, character, or audience,
and it is conveyed through the author’s choice of words and detail.


Require
d

Independent Reading

for ALL GRADES

In addition to required reading

listed above
, all students in 5
th

through 8
th

grades are
required to pick two additional books of their choice and complete the following
assignment for each of these books.


On a 5 by 8

size index cards, answer the following questions about each of the two
books you chose. You may write in complete sentences or in bullet form. On the front of
each card please include your name, title and the author’s name.

Who? (are the main characters)

What? (is the book about)

Where?(does it take place)

When? (did the book take place)

Why? (do you think the author wrote this story)