Student Name: Grade Level: SUMMER READING PROJECT

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1 Student Name: Grade Level: SUMMER READING PROJECT PURPOSE of the project As Marianne Wolf details in her book, Proust and the Squid: The Story and Science of the Reading Brain, the very act of reading causes our brains to change as multiple parts work simultaneously to make meaning out of combinations of letters on a page. Research proves that independent reading for pleasure ranks as one of the most beneficial practices for anyone (not just students!) in terms of vocabulary development, stress reduction, personal growth, empathy, and emotional intelligence. Also, daily, independent reading is the number one practice we recommend to students to prepare for future success in academics and high stakes tests like the SAT and ACT. As students grow older, they often report that their time spent reading for pleasure diminishes significantly. They blame the following causes for this change: lack of free time, little choice in reading selections, and an overwhelming amount of school work or outside commitments. This summer reading project allows students to make their own book selection and to prepare to discuss another book together upon their return from break. EXPECTATIONS of the project Students will achieve the following expectations during the project: 1. Read one of the four books listed in Part One for your appropriate grade level 2. Select one book for Part Two that will challenge you to grow as a reader (no books on a lexile below 9th grade will be allowed without special permission from an LOA ELA teacher) 3. Practice academic honesty with summer reading 4. Complete the reading for your two books by the first day of the school year ASSIGNMENT: Your summer work includes TWO parts and will be a cumulative grade of your Part One grade (up to 50 ) and your Part Two grade (up to 50 ). It will count as a test grade in your English Language Arts class. Part One: Read ONE of the required books listed for the grade you will be entering for the school year. This will be assessed by Socratic Seminar (formal book talks) at the beginning of the school year. This will be worth up to 50.

2 Part One: Required Reading Selections (Each student must read one of the novels listed below) Grade Level Title Author 9th Grade 10th Grade 11th Grade 12th Grade Cold Sassy Tree The Hobbit My Lady Jane Samurai Rising A Tree Grows in Brooklyn Lord of the Flies Travels with Charley Cry, The Beloved Country The Things They Carried - historical fiction Fahrenheit dystopian/sci fiction The Glass Castle - memoir My Friend Dahmer - biography/graphic novel *2015 Helen Ruffin Reading Bowl, GA Peach Book Award The House on Mango Street A Long Way Gone The Brief, Wondrous Life of Oscar Wao The Curious Incident of The Dog in the Night-Time Olive Ann Burns J.R.R. Tolkien Cynthia Hand Pamela Turner Betty Smith William Golding John Steinbeck Alan Paton Tim O Brien Ray Bradbury Jeannette Walls John Derf Backderf Sandra Cisneros Ishmael Beah Junot Díaz Mark Haddon

3 Part Two: Read a book of your choice and complete book projects listed below that add up to 50. You will decide which projects you complete. Please check that the novel you select is in line with your family, religious, and community values. A great site to use for checking appropriateness on a book is This independent book selection does not reflect of the values or beliefs of the teacher or Lake Oconee Academy. To get all the in each category you must meet all criteria and have a creative, thoughtful piece of work with very few grammatical and/or spelling errors. Points will be deducted if parts of the assignment are left out or not developed fully and creatively. The point value is determined by the difficulty of the project.

4 Part Two: Independent Reading Select Project List If you could change places with one character, who would it be and why? Your explanation should be at least one page. Remember to describe the character and their situation well because your audience may not have read the book. Give us EVIDENCE-examples of things the character has done or said that supports your description. Change the time and place of the novel. Explain how this would change the story. First tell us where and when the novel takes place. Then tell us where and when you would change it to. Focus on how the characters would be different and on how the plot (what happens) might change. For example, if your book takes place in 1920 and has a female character who is a nurse, you might change the time to 2010 and say that nowadays a woman interested in medicine can be a doctor. Should be at least one page long. Make a cartoon of the book or a chapter (at least 8 panels in full color with text.) Write a letter to the author of your novel explaining your opinion of the novel. What were the novel s strengths and weaknesses? What was your favorite part? Who was your favorite character? What did you think of the conclusion? Your letter must be in formal style and it must be at least 300 words. Draw a map (in color) of one place in the book, labeling landmarks and of interest What else happens? Add a chapter to the end of the book. This should be at least three or four pages and in the style of the book. What happened first? Write a chapter that comes before the book began. This should be at least four pages and in the style of the book. Create a digital book trailer, similar to a movie trailer, to advertise the book to other students. Include major characters and introduce the plot without giving away the ending. Trailer should be 2-4 minutes long. Write four letters of at least 200 words each from characters in your book to other characters. The letters should show understanding of the character s personality, characteristics, and traits and reflect the appropriate culture and time period in which the novel is set. You must write four different types of letters. Choices for types are: apology, love, sympathy, friendship, father/son, father/daughter, mother/son, mother/daughter, and sibling/sibling. If you choose to do this project you need to get additional information from me regarding the types of letters.

5 Options for letters: Apology-A letter from one character to another one stating, in detail, the reason for the apology. The reason for the apology should be relatable to an event in the novel. Love-There may be several different love situations on which to write. Choose a major love relationship from the novel and write a love letter from one character to another expressing his/her feelings toward that character. Again, the content of the letter should reflect actual novel events. Sympathy-There are a variety of events/situations that can arouse sympathy in the hearts of characters in your novel. Write a letter from one character to another in which he/she states sympathy for the other. Explain the specific context of why or how the recipient of the letter warrants sympathy from the character who is writing him/her. Friendship-most novels comment on friendship in one way or another. Choose a specific friendship that is explored in your novel, and write a letter from on character to another. In the letter, the friend should express his/her reasons for valuing the recipients as a friend and include specific instances from the novel in which friendship was displayed an/or tested. Parent/ Child-Write a letter from a parent to child or child to parent in which the author of the letter expresses his feelings toward the recipient and include specific details about their relationship from the novel. Sibling/Sibling-Write a letter from one sibling to another if both are featured in the novel. In the letter, include details that reveal the dynamic of the relationship and how they interact with one another. Also, you may comment on a particular event in the novel in which both siblings are involved and/or affected. Requirements for each letter: Each letter must be at least 200 words in length Each letter should be presented in an original way that is significant to particular aspects of the novel Each letter should reflect the author of each letter s personality and traits, including the way he/she talks in the novel Each letter should reflect the appropriate culture and time period in which the novel is set Each letter should be grammatically correct (exceptions will be made if purposeful mistakes are meant to reflect author s style) You may not repeat types of letters-choose from the list, but do not do any one type more than once May be written or typed depending on how you choose to present the letter Socratic Seminar Guidelines and Rubric for Part One: Required Reading Selections (This will be used for the grading the book talks)

6 Guidelines for Participating Come prepared. Bring notes and info that is relevant to the discussion. Participate, participate, participate! Back up your comments with evidence/ facts. Try to comment on someone else's previous statement before you give yours. Personal stories should have a direct connection to the facts. Keep discussion alive by asking open-ended, thought-provoking questions. Disagree with comments, not individuals. NEVER put anyone down. Use your speaking time fairly (contribute but do not control). Socratic Seminar Rubric Conduct Speaking Reasoning Listening Reading/ Preparation Total *Patient with differing opinions. *Asks for clarification. *Brings others into the dialogue. *Very focused on the dialogue. *Speaks to all participants. *Articulate. *Takes a leadership role without monopolizing the discussion. *Cites relevant text. *Relates topic to outside knowledge and other topics. *Makes connections between own thoughts and others. *Willing to take an alternate viewpoint. *Asks questions to further dialogue. *Writes down comments, questions, ideas. *Builds on other s ideas & gives others credit. *Familiar with text. *Understands major concepts. completed on time. *Was well prepared in small discussion groups. *Respectful. *Comments, but does not attempt to involve others. *Generally focused. *Speaks to most participants. *Attempts to move on to new ideas. *Tends to ramble on after making a point. *Makes limited connections to others ideas. *Some intriguing that merit reaction. *Some references to text. *Generally attentive and focused. *Responds thoughtfully. *Takes some notes. *Fairly familiar with text. *Asks for references. completed on time. *Was mostly prepared in small discussion groups *Participates but shows impatience. *Some focus. *Engages in sidebar conversations. *Speaks too softly. *Needs prompting to get involved. *Has no sustainable point; uses sound bites. *Monopolizes the discussion. *Accurate on minor, but misses the main point. *No textual support; talking of the top of your head. *Refuses to acknowledge alternate view. *Appears disconnected. *Takes limited notes. *Confused with key concepts of text. may be completed on time. *Occasionally prepared in small discussion groups. *Disrespectful. *Argumentative. *Does not participate. *Reluctant to speak. *Comments do not support point. *Illogical comments. *Ignores the movement of the seminar. *Inattentive. *Comments show lack of understanding. *Takes no notes. *Unfamiliar with text. completed but not on time. *Very much unprepared in small discussion groups. Total: