Meadowcreek High School Summer Reading 2016-2017

Greetings from the MHS Language Arts Department

To prepare for the 2016-2017 academic year, the Language
Arts department requires all MHS students to read at least
one book over the summer vacation.
Benefits of summer reading
Helps students to develop reading habits that allow
them read more deeply and widely;
Helps students approach school year in a better
state of academic readiness;
Keeps the mind active;
Expands a persons vocabulary;
Develops strong literacy skills.
Parents and guardians are encouraged to pursue outside
reading with their children.
ALL STUDENTS MUST READ THE ASSIGNED
BOOK(S) ON THE LIST FOR THEIR CLASS.
Students will be assessed in the Fall on their required
reading.
The instructions and rubric for your written assignment
are on the back of this list by grade level. Please note that
AP literature students will have separate written
assignment requirements for their summer reading.
Students can access any of the summer reading books
from the Follett Brytewave APP for FREE! See page 12
for details.
ESOL LA II
1. Esperanza Rising by Pam Munoz Ryan
2. Maniac McGee by Jerry Spinelli
3. Sideways Stories from Wayside School by Louis
Sachar
4. The Color of My Words by Lynn Joseph
5. Seedfolks by Paul Fleischman
6. Where the Sidewalk Ends by Shel Silverstein
Freshman Language Arts
1. Monster by Walter Dean Myers
2. Before We Were Free by Julia Alvarez
3. Getting Away with Murder: The True Story of the
Emmett Till Case by Chris Crowe
4. The 7 Habits of Highly Effective Teens by Sean
Covey
5. The Civil Rights Movement: The Trial of the
Scottsboro Boys by David Aretha
Sophomore World Literature
1. The Alchemist by Paulo Coelho
2. Lord of the Flies by William Golding
3. Julius Caesar: Ruler of the Roman world by
Zachary Kent
4. Sugar Changed The World: A Story of Magic,
Spice, Slavery, Freedom, and Science by Marc
Aronson and Marina Budhos
5. The War to End All Wars: World War I
By Russell Freedman
6. The Fault in Our Stars by John Green
Junior American Literature & Advanced Placement
English Language (Junior AP)
*Please note that students are REQUIRED to read both
books, Outliers and The Great Gatsby, during the

summer. These books will serve as an extension of

students course work in first semester.*
1. Outliers: The Story of Success by Malcolm
Gladwell
2. The Great Gatsby by F. Scott Fitzgerald
Senior Language Arts
1) Grendel by John Gardner
2) The Girl of Fire and Thorns by Rae Carson
3) Freakonomics: A Rogue Economist Explores the Hidden
Side of Everything by Stephen J. Dubner and Steven D.
Levitt
4) Nickel and Dimed: On (Not) Getting By in America by
Barbara Ehrenreich
Senior AP English Language (Malone 5.217)
Mandatory: Outliers by Malcolm Gladwell & The Great
Gatsby by F. Scott Fitzgerald
For EACH of your FIVE research topics:
Read two unbiased news articles
Read one graphic (cartoon, photo, illustration, table, etc.)
Read two opinion pieces, columns, or editorials
Senior AP English Literature (Gardner-4.212)
Mandatory: How to Read Literature Like a Professor by
Thomas C. Foster
This text is used as a springboard for deeper close
reading and literary analysis.
READERS RALLY is a county quiz bowl
competition. Students answer questions from this
predetermined list of high-interest, young-adult books
taken from the Georgia Peach Award Nominee list.
Those interested in being part of the MHS Readers
Rally Book Club and Team should begin reading
these books and contact Mrs. Lewis in the Media
Center or Ms. Spinks in Rm. 4.201.
The Book of Ivy by Amy Engel, Entangled: Teen
Con Academy by Joe Schreiber
Dime by E.R. Frank
An Ember in the Ashes by Sabaa Tahir
Every Last Word by Tamara Ireland Stone
How It Went Down by Kekla Magoon
I am Princess X by Cherie Priest
I'll Meet You There by Heather Demetrios
None of the Above by I.W. Gregorio
The Novice by Taran Matharu
Paperweight by Meg Haston
The Sacred Lies of Minnow Bly by Stephanie Oakes
The Secret Side of Empty by Maria Andreu
Simon vs. the Homo Sapiens Agenda by B. Albertalli
Sugar by Deirdre Riordan Hall
Under a Painted Sky by Stacey Lee
We Are All Made of Molecules by Susin Nielsen
When by Victoria Laurie
Written in the Stars by Aisha Saeed
X: A Novel by Ilyasah Shabazz & Kekla Magoon

9th Grade Language Arts Summer Reading Assignment

Summer Reading- Reading Log
As you read your book of choice, you will keep a reading log. After each chapter, you will
record what chapter you read, along with a paragraph long response. Below, you will find a list of
sample response prompts. Use these as sentence starters to begin your response. You do not need to
use all of the sentence starters, nor do you need to do them in order. Make sure to do a response for
each chapter. You will use this log to help create a presentation on your book within the first few
weeks of school. Please be aware that this is for a grade. Happy reading!

Sample chapter response prompts:

I really like/dislike this idea because...

I really dont understand the part where
This character reminds me of somebody I know because
This character reminds me of myself because
I think this setting is important/interesting because
This scene reminds me of a similar scene in ___________because
I like this/dislike this writing because
This scene is very realistic/unrealistic because
I think the relationship between_____and________in interesting because
This section makes me think about
I like/dislike (character name) because
This situation reminds me of a similar situation in my own life. What happened was
If I were (name of character) at this point, I would
I began to think of
I love the way
I cant believe
I wonder why
I noticed
I think
Im not sure
My favorite character is
I like the way the author
I felt sad/happy/angry when
I wish that
I was surprised when
It seems like

9th Grade Summer Reading Assignment

Suggested Template:
The suggestion is that you do this on notebook paper. This is how each chapter should look:
Chapter: ______
Page numbers: _______
Response:
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
__________________________________________
Then, skip a line and start the next chapters response.

Rubric:
This reading log will be turned in alongside the presentation assignment that you will receive upon starting school.
This rubric is just for the reading log. The presentation rubric will go along with that assignment once your receive it.

Content

Length

Organization

Grammar

4
Responses are
thoughtful and
demonstrate a
connection with the
text.
All responses meet the
minimum length of 1
paragraph.

3
Responses are
generally thoughtful
and contain some
connection with the
text.
Most responses meet
the minimum length of
1 paragraph.

2
Responses contain a
lot of plot summary
with little connection
to the text.

1
Responses consist of
nothing but plot
summary.

Few responses meet

the minimum length of
1 paragraph.

No responses meet the

minimum length of 1
paragraph.

Reading Log contains

all required elements
(chapter number,
pages read, and
response).

Reading Log is
missing only one of
the required elements
(chapter number,
pages read, and
response).
Entries contain some
grammatical or
spelling errors.
Student demonstrates
good effort at writing
well.

Reading Log is
missing only two of
the required elements
(chapter number,
pages read, and
response).
Entries contain many
grammatical or
spelling errors.
Student demonstrates
little effort at writing
well.

Reading Log is
missing more than two
of the required
elements (chapter
number, pages read,
and response).
Entries contain
extensive grammatical
or spelling errors.
Student demonstrates
no effort at writing
well.

Entries contain few

grammatical or
spelling errors.
Student demonstrates
great effort at writing
well.

ESOL II, 10th , & 12th Grade Language Arts Summer Reading Assignment
Name: __________________________

Book Title:________________________

DIRECTIONS

Directions: Select ONE assignment to complete based on your chosen book. Write your
selection along with your name at the top of your rubric.

1. Write a letter to the author explaining why

you liked or didnt like the book. Make sure you
use specific examples from the novel.

2. Pretend you are a character in the book and

create a diary. You must have at least 10
entries, describing events that have occurred
in the story and your reaction to them.

3. Draw a picture of any character in your book

and write 10 facts that the reader learns about
him or her. Write in the form of a timeline.

4. Create a pictorial timeline highlighting 10

important events in the book. Include
descriptions with the picture. Be detailed and
creative!

5. Make flip book describing setting, plot,

theme, characters, favorite part, critique and an
illustration of an important scene. One element
on each flip page.

RUBRIC
Name: ___________________________

Selection: ______________________

Use the grading rubric to make sure you are on the right path!
Write your selections in at the top of the page.

1. Whether you like or dislike the book clearly

stated. 3 or more reasons given to support position.
Reasons supported by facts and correct spelling and
punctuation. Each reason should be a paragraph (5
sentence minimum) in length
3. Character is recognizable. 10 Traits clearly
describe the character. Include at least two
sentences per description. Timeline format is
correct.
5. Flipbook has at least 6 pages. One element/ is
present on each page. Detailed descriptions are
included (at least .

2. 10 entries present. Entries written in the voice of

the character. Entries address real events in the
novel. Each entry is worth 10 points.

4. Timeline has 10 events. Information about

events is detailed (at least two sentences
description per event). Timeline is neat and
attractive.

ESOL II, 10th, & 12th Grade Language Arts Summer Reading Assignment
Summer Reading Project Rubric:
Your Score

_______/4

_______/4

_______/4

B
3 Points
Understanding
Content
of text is
Accuracy and
partially clear
Relevance
and the
purpose of the
project is
somewhat
clear and
relevant.
Graphics are
Graphics are
Graphics:
creatively
somewhat
phots,
displayed.
creatively
pictures,
Wording is
displayed.
and/or
creative,
Wording is
wording
intricate, and
general and
detailed.
ordinary.
Looks
Attractiveness Looks really
thought out in somewhat
design, layout, thought out in
and neatness. design, layout,
and neatness.
Domain

A
4 Points
Understanding
of text is very
evident and
the purpose of
the project is
clear and
relevant.

C
2 Points
Understanding
of text is
unclear and
the purpose of
the project
isnt clear and
relevant.

D
1 point
Understanding
of text is
unclear and
the purpose of
the project is
incorrect.

Graphics are
ordinary.
Wording is
minimal and
unstylistic.

Lacks creative
graphics and
wording.

Is acceptably
attractive
though it may
be a bit
messy.

Is messy or
poorly
designed;
seems time
was not taken
to complete.

11th Grade Language Arts Summer Reading Assignment

Junior American Literature and Honors Junior American Literature students can pick one of these 2 options for their
Summer Reading, BUT AP LANGUAGE students have to do BOTH assignments.
Option1: The 1st option is to read the nonfiction book, Malcolm Gladwells book Outliers: The Story of Success. You
can buy or check out the book from your local library. Read and take notes (handwritten or typed) on all 10 chapters
included in the book. Each chapter is a different essay, covering a different topic that relates to success. Use the format
below as an example of what your work should look like when you turn it in. You need one entry per chapter.
Heres an example of how to organize your notes. REMEMBER: You will have 10 of these by the end.
Chapter Title, and PAGE numbers: Maritas Bargain 250-269.
Claim: (MAIN IDEA ABOUT SUCCESS MADE IN THE CHAPTER0: The author introduces
and supports the idea that
Evidence (What does the author use in this chapter to support his claim on success?):
historical data on how public schools were set up in the USA, quotes from historians and early
educators, ..
Analysis (Here provide a quote from the
chapter that is on an interesting idea, fact, or
point that the author makes in the text. Be
sure to provide a PAGE NUMBER)

Your Response/ Comment (Explain what you

think about this, or why you liked this point)

p. 253: The pioneer of public education in

Massachusetts, Horace Mann, believed that
working students too hard would create a
most pernicious influence upon character and
habits..Not infrequently is health itself
destroyed by over-stimulating the mind. In the
education journals of the day, there were
constant worries about overtaxing students or
blunting their natural abilities through too
much schoolwork.

I was surprised that Horace Mann should

express such a concern. After all, he was the
one who said that education was the great
equalizer and passionately defended the need
for widespread literacy. Also, he expressed this
opinion in the 1800s the time of intellectual
giants in both Europe and America. How were
Thomas Jefferson, Benjamin Franklin, and
John Adams destroyed by over-stimulating
the mind?

Option 2: The Great Gatsby

You will need to read the fictional text: The Great Gatsby by F. Scott Fitzgerald and complete the
following tasks.
While you Read:
Annotate! Keep track of important quotes as you are reading. I suggest using sticky notes, or
writing down page numbers as you come across them. You may also want to jot down a quick
note about what the quote is referring to or discussing, so that when you sit down to complete
the assignment you will know where to look for support. You will need to cite evidence from
the text to support your analysis of the characters, and it will be a much less daunting task if you
keep track as you go.
After you Read: On a poster board, you are going to create 4 fake Facebook profiles pages for four
characters in the novel. The profiles must include the following:

About The Character information (with picture) must show insight about the
characters for full credit.
Favorites: Imagine what Quotes, Movies, Songs, Books, TV Shows, Activities, &
Interests each character would have on their page. This is MADE UP information.
You can use songs/movies/books etc from any time period, including the present.
Friends: A minimum of three friends with pictures.

Analysis: Explain the reasoning behind each of the favorites as well as the friends chosen for
each character. Reasoning should show insight into each character. Cite page numbers for your
evidence! This information can either be typed and handed in with your poster board, or you can
find a creative way to include it on the poster board.
Please see the attached sample.
You must attach the rubric to your project!
Upon returning to school there will be a test on the book.

11th Grade SUMMER READING RUBRIC

Outliers Chapter
and Total Points
for Section
Chapter 1
Score:
10 8 6 4
Chapter 2
Score:
10 8 6 4
Chapter 3
Score:
10 8 6 4
Chapter 4
Score:
10 8 6 4

2 0

2 0

2 0

2 0

Chapter 5
Score:
10 8 6 4 2
Chapter 6
Score:
10 8 6 4 2
Chapter7
Score:
10 8 6 4 2
Chapter 8
Score:
10 8 6 4 2
Chapter 9
Score:
10 8 6 4 2
Chapter 10
Score:
10 8 6 4 2

Requirements:
3 - 4 Satisfactory
1 2 Unsatisfactory
0 Off-Topic/Absent
Claim
Support
Analysis
Claim
Support
Analysis
Claim
Support
Analysis
Claim
Support
Analysis
Claim
Support
Analysis
Claim
Support
Analysis
Claim
Support
Analysis
Claim
Support
Analysis
Claim
Support
Analysis
Claim
Support
Analysis

Outliers Total: ____________/ 100

Total Grade: _______________/100
Comments:

11th Grade-The Great Gatsby by F. Scott Fitzgerald

Period:
Date:

Name:

(Affix this cover sheet to your project)

Criteria
Profile Pages
Required
Elements
(see directions
for required
elements)
Profile Pages
About Me
Sections

Analysis
Reasoning

Analysis
Citations

Analysis
Evidence

4
Excellent
No required elements
are missing.

3
Proficient
One or two required elements
are missing.

2
Skilled
Three required elements are
missing.

1
Less than skilled
More than three
required elements are
missing.

4 profile pages were

submitted.

4 profile pages were

submitted.

Only 3 profile pages were

submitted.

The About Me sections

show a thorough
understanding of the
characters as well as
additional insight
about the characters.
Shows insight that
connects the favorites
and friends chosen to
the characters in an
original way.
Page numbers are cited
in MLA format for
each piece of evidence
given.

The About Me sections show a The About Me sections

thorough understanding of the show some understanding
characters.
of the characters.

The About Me sections

show minimal
understanding of the
characters.

Shows insight that connects

the favorites and friends
chosen to the characters.

Shows some insight that

connects the favorites and
friends chosen to the
characters.

Shows little to no
insight that connects the
favorites and friends
chosen to the characters.

Page numbers are cited for

each piece of evidence given.
MLA format may be lacking.

Page numbers are cited for

most of the evidence given.

Page numbers are not

cited for each piece of
evidence given.

Evidence is
paraphrased and/or
directly quoted from
the book. An
explanation of the
quote is given when
direct quotations are
used.

Evidence is paraphrased
and/or directly quoted from
the book. An explanation of
the quote is given when direct
quotations are used.

Evidence is paraphrased
and/or directly quoted from
the book. Explanations of
direct quotes may be
missing.

Evidence is not properly

paraphrased and/or
directly quoted from the
book.

Evidence may be missing

from one or two favorites or
friends.

Evidence may be missing

from three favorites or
friends.

Less than 3 profile

pages were submitted.

Evidence is missing
from more than three
favorites or friends.

Evidence is given for

every favorite and
friend.
Your score=

Additional Instructor
Comments:

A = 18 to 20 B= 16-17 C = 14-15 D= 12-13 F = Below 13 or did not submit

Gardner / AP English Literature Summer Reading Assignment

How to Read Literature Like a Professor, by Thomas C. Foster
Welcome to Advanced Placement English Literature and Composition!
Im very excited about working with such a talented group of students; its going to be an amazing
year. Because its going to be so much fun, were going to get started early.
st
1 : Obtain a copy of Thomas C. Fosters How to Read Literature Like a Professor and read it in its entirety.
I will expect you to be an expert with the contents of this book. I MEAN IT.
nd
2 : Complete the writing assignments on the attached paragraph prompts.#
3rd: Prepare to be assessed on your reading at the beginning of the school year through your paragraph responses
and through an objective test on Fosters How to Read Literature Like a Professor.
#
Note to students: These short writing paragraph assignments will let you practice engaging in literary analysis and
they will help me get to know you, your literary tastes, and your analytical skills. Whenever I ask for an example
from literature, you may use short stories, epics, poems, novels, plays, or films (yes, film is a literary genre). Refer
to works you studied in previous language arts classes or a book you are currently reading. If your literary
repertoire is thin and undeveloped, use Fosters Appendix to jog your memory or to select additional works to
explore and/ or watch some of the "Movies to Read" that are listed on pages 293-294.
Please note that you are required to complete FIFTEEN PARAGRAPH RESPONSES out of the twenty seven
chapters in the book. One of your fifteen responses MUST BE Chapter 27 -- Test Case.
Turn in your paragraph responses (typed or handwritten) on the first day of class. You may use the same literary
work more than once in completing the other prompts. Do not use a film to answer more than five prompts. You
will need to read each chapter first in order to understand what the prompts are asking.
Writing Assignments for Fosters How to Read Literature Like a Professor
Introduction: How'd He Do That? -- How do memory, Chapter 6 -- ...Or the Bible
symbol, and pattern affect the reading of literature? How Select a work and discuss biblical allusions that Foster
does recognition of patterns make complicated literature does not mention. Be imaginative in these connections.
accessible? Discuss how your appreciation was
Chapter 7 -- Hanseldee and Greteldum
enhanced by understanding symbol or pattern.
Think of a work of literature that reflects a fairy tale.
Chapter 1 -- Every Trip Is a Quest (Except When It's Discuss the parallels. Does it create irony or deepen your
Not) List the 5 aspects of the QUEST and then apply
appreciation?
them to something you have read in the form used on
Chapter 8 -- Its Greek to Me
pages 3-5.
Think of a work of literature that reflects the patterns of
a classic myth or epic (Greek/ Roman). Discuss the
Chapter 2 -- Nice to Eat with You: Acts of
parallels. What meaning does the parallel convey? Does
Communion
Choose a meal from a literary work and apply the ideas
it create irony or deepen appreciation?
of Chapter 2 to this literary depiction.
Chapter 9 -- It's More Than Just Rain or Snow
Discuss the importance of weather in a specific literary
Chapter 3 -- Nice to Eat You: Acts of Vampires
What are the essentials of the Vampire story? Apply this work, not in terms of plot.
to a literary work you have read or viewed. [Look at
Chapter 10 -- Never Stand Next to the Hero
works that have a vampire-like character.
Discuss the death of a minor character that was pivotal
Chapter 4 -- Now, Where Have I Seen Her Before?
to a storys action and the heros development. Does this
Define intertextuality. Discuss three examples that have story prove Fosters point?
helped you in reading specific works.
Interlude: Does He Mean That?
Chapter 5 -- When in Doubt, It's from Shakespeare... Chapter 11 -- More Than Its Gonna Hurt You:
Discuss a work that you are familiar with that alludes to Concerning Violence
or reflects Shakespeare (perhaps the movie: Shes The
Choose an act of violence from a literary work and apply
Man or Warm Bodies). Show how the author uses this
the ideas of Chapter 11 to this literary depiction.
connection thematically. Read pages 39-41 carefully:
Chapter 12 -- Is That a Symbol?
Foster shows how Fugard reflects Shakespeare through
Use the criteria described in this chapter and investigate
both plot and theme: focus on theme. I urge you to watch
the use of symbolism (object, image, event or action) in
some Shakespearean playslive theatre or movie
a literary work.
versions.

Chapter 13 -- It's All Political

Assume that Foster is right: it is all political. Use his
criteria to show a literary work youve read is political.
Chapter 14 -- Yes, She's a Christ Figure, Too
Apply the criteria on page 126 to a major character in a
significant literary work. Try to choose a character that
will have many matches. This is a particularly apt tool
for analyzing film -- for example, Star Wars, Matrix
Trilogy, Green Mile, Chronicles of Narnia, etc.
Chapter 15 -- Flights of Fancy
Apply Fosters argument that flight is freedom, or the
ironic inversion of freedom, by exploring the symbolic
use of flight within a work of literatureeither literal
flight or metaphorical, symbolic flight (bird images,
etc.).
Chapter 16 -- Its All About Sex
Think about common female and male symbols that
Foster describes. List the presence of one or more of
them in a literary work, and show how its use fits one of
the reasons Foster gives regarding why authors use such
symbols to represent sex in conveying intensity beyond
the literal to multiple levels of meaning (Foster 141).
Chapter 17 -- Except Sex.
When authors write directly about sex, they are writing
about something else. In a literary work (no films), note
the occurrence of such a scene and explain what the
author is trying to convey and how you know this.
Chapter 18 -- If She Comes Up, It's Baptism
Relate a "baptism scene" in a work of literature Discuss
how the character was different after the experience.
Chapter 19 -- Geography Matters
Discuss at least four different aspects of a specific
literary work that Foster would classify under
"geography."
Chapter 20 -- So Does Season
Think about what Foster say about what seasons and
holidays typically symbolize and examine their use in a
literary work. Is their usage ironically inverted in your
example? If so, for what purpose?
Interlude: One Story

Chapter 21 -- Marked for Greatness

Figure out Harry Potter's scar. If you aren't familiar with
Harry Potter, select another character with a physical
imperfection and analyze its implications for
characterization.
Chapter 22 -- Hes Blind for a Reason, You Know
Physical blindness often mirrors something else. Many
times blindness is metaphorical, a failure to seereality,
love, truth, etc.; darkness=blindness; light= sight. How
does blindness literally and metaphorically function in a
work youve read? Also be on the lookout for the irony
of a characters literal blindness.
Chapter 23 -- Its Never Just Heart Disease...And
Rarely Just Illness
Recall two characters who died of a disease in a literary
work. Consider how these deaths reflect the "principles
governing the use of disease in literature" (222-224).
Discuss the effectiveness of the death as related to plot,
theme, or symbolism.
Chapter 24-- Don't Read with Your Eyes
After reading Chapter 24, choose a scene or episode
from a novel, play or epic written before the twentieth
century (the 1900s). Contrast how it could be viewed by
a reader from a previous century with how it might be
viewed by a contemporary reader. Focus on specific
assumptions that the author makes, assumptions that
they would not make in this century.
Chapter 26 Its My Symbol and Ill Cry if I Want To
Think of a work you have read in which you encountered
difficulty decoding something you knew was symbolic.
How did your previous reading help you?
Chapter 26 -- Is He Serious? And Other Ironies
Select an ironic literary work and explain the multivocal
nature of the irony in the work.
*Chapter 27 -- Test Case: Read The Garden Party by
Katherine Mansfield included in the text. Follow
Fosters instructions (bottom of page 265 to top of page
266). Write your response based on what youve learned
through the entire book. No peeking! Be prepared to
discuss this in class in the fall.
Postlude: Whos In Charge Here
Envoi/ Appendix/ Reading List

EXAMPLE: In Fitzgeralds The Great Gatsby, Jay Gatsby becomes a Christ-like figure as he dies for the sins of
othersDaisys killing of Myrtle Wilson and Tom framing him for the crime. This is highlighted by Gatsbys
shouldering of the mattress float as he heads towards the pool where he will be killed by George Wilson. Gatsbys
difficulty in carrying the float on his back requires for him to stop and shift. A servant attempts to help: Gatsby
declines his help. Gatsbys act alludes to Christ carrying the cross on the way to his crucifixion. His dead body lies on
the mattress and mirrors Christ body affixed to the cross. Thus JG represents the martyrdom of JC in this novel.
Questions? Contact me at: jenna_gardner@gwinnett.k12.ga.us or jenna.gardner.aplit@gmail.com.
Have a great summer of fun and reading. I look forward to a wonderful school year with all of you!