Resources for Summer Reading

Resources for Summer Reading Local Libraries Springfield City Library 359 Plainfield St (413) 263-6805 East Forest Park Library 122 Island Pond Rd (413) 263-6836 Pine Point Branch Library 204 Boston Rd (413) 263-6855 Springfield Library: Sixteen Acres Branch 1187 Parker St (413) 263-6858 Forest Park Library 380 Belmont Ave (413) 263-6843 Springfield City Library 220 State St (413) 263-6828 Springfield Library 21 Osborne Terrace (413) 263-6840 Springfield City Library: Mason Square Branch Library 765 State St (413) 263-6853 Liberty Branch Library 773 Liberty St (413) 263-6849 West Springfield Public Library 200 Park St (413) 736-4561 Chicopee Library 449 Front St (413) 594-1800 Hubbard Memorial Library Central Library 24 Center St, Ludlow, MA 01056 Phone: (413) 583-3408 Discount Bookstores (Used and Online) www.amazon.com www.half.com www.abebooks.com www.barnesandnoble.com (Look for the Markeplace for used books) Red Brick Books, Springfield, MA Raven Used Books, Northampton, MA Whenever you read a good book, somewhere in the world a door opens to allow in more light. Vera Nazarian

Mr. Mansfield Email: emansfield@hampdencharter.org Summer Reading Grade 6 The summer reading program at HCSS is designed not only to maintain skills during vacation, but also to foster the enjoyment of reading as a leisure activity. The titles selected are designed to connect to the middle school curriculum for grade 6. These assignments will be 5% of your first quarter grade. Students must read one of the following three books and complete the assignment detailed below each option OR complete one of the eight project options for one of the books below. Number the Stars, Lois Lowry In a three to five paragraph essay, describe how Annemarie's concept and understanding of how to be heroic progress throughout the novel. Include specific examples from the text to support your answer. Roll of Thunder, Hear My Cry, Mildred Taylor In a three to five paragraph essay, discuss five things you now know that you did not know before about the racial history of our country. Use specific examples from the text to help support what you learned. When you read the last page of this novel, what were your thoughts and/or feelings? Stealing Freedom, Elisa Carbone In a three to five paragraph essay, discuss how Anna Marie Weems character evolves (changes) throughout the book. Use textual evidence to support what you are saying. 1. Create a timeline to illustrate and explain main the events in the story. This is an illustrated story map with written descriptions to show the plot, characters, and setting. Show at least five main scenes with your own art. 2. Create a book jacket, complete with illustrations of major scenes, written plot and character summaries, and a recommendation why this book should be read (see outline/example on the cupboard by the windows). 3. Prepare a list of interview questions and answers (minimum 10) to ask one of the characters in the book. Answer as you think the character would answer the questions, even using quotes as part of the answers. Include details of the plot and setting so we will come to know your book. (You and a friend could videotape it as a talk show).

4. Write a 5-10 min. play based on the book. You may even perform it with help from friends or film it to show the class or add puppets and make it a puppet show (Do not use last week s gym socks!). The script must be well-written and edited for M.U.G.S. 5. Keep a diary of one of the characters in the book, using the first person. It must have at least five entries (half page or more each), written during different points in the plot and give a clear sense of the plot, setting and characterization. 6. Write a letter to the author telling why you liked the book, your favorite parts (give examples/quotes from the book), and ask questions of the author about the plot, setting, and characterization and make suggestions of what you might have changed. Make sure I can tell what the book is about from your letter. 7. Write a letter to the main character to tell him or her how you would have solved their problem(s) differently. Explain the problem(s) as you understand it and then explain your solution(s). 8. Become a newspaper columnist: write a review for the book section of a newspaper, include a short plot synopsis, setting, characters, but don t give the ending away. Explain why others should or shouldn t read this book using specific evidence to prove your opinions!

Ms. Godard ELA 7 Email: ngodard@hampdencharter.org Summer Reading: ELA 7 The summer reading program at HCSS is designed not only to maintain reading skills during summer vacation, but also to foster the enjoyment of reading outside of school. The titles selected are grade appropriate texts that should be enjoyed for middle school students. The 7 th grade summer reading texts are designed to give incoming seventh graders an opportunity to familiarize themselves with the genres covered in the 7 th grade curriculum. Dystopian Fiction - Hunger Games (series)/divergent (series)/mazerunner (series) *students should plan to read the whole series and make a comparison to films* - Trash, Andy Mulligan - Feed, Matthew Tobin Anderson - Ship Breaker, Paolo Bacigalupi Historical Fiction - Number the Stars, Lois Lowry - My Brother Sam is Dead, Christopher Collier - Fever, Laurie Halse Anderson Autobiography/Memoir - Farewell to Manzanar, James D. Houston and Jeanne Wakatsuki Houston - A Summer Life, Gary Soto - This Star Won't Go Out: The Life and Words of Esther Grace Earl, Esther Earl and John Green - I Am Malala: The Girl Who Stood Up for Education, Malala Yousafzai

Ms. Godard; Ms. Glenn ELA 8 Email: ngodard@hampdencharter.org kglenn@hampdencharter.org Summer Reading: ELA 8 The summer reading program at HCSS is designed not only to maintain reading skills during summer vacation, but also to foster the enjoyment of reading outside of school. The titles selected are grade appropriate texts that should be enjoyed for middle school students. The 8 th grade summer reading texts are designed to give incoming eighth graders an opportunity to familiarize themselves with the themes covered in the 8 th grade curriculum. 8 th Grade Unreliable Narrators - Curious Incident of the Dog in Night Time, Mark Haddon - The Chocolate War, Robert Cormier Dangers of Science - Frankenstein, Mary Shelley - Hitchhiker s Guide to the Galaxy, Douglas Adams - Ender s Game, Orson Scott Card Civilization vs. Wildness - White Fang, Jack London - The Outsiders, S.E. Hinton - The Graveyard Book, Neil Gaiman Colonization/Oppression - When I Was Puerto Rican, Esmerelda Santiago - A Small Place, Jamaica Kincaid

BOOK REPORT CHOICES: ELA 7 and ELA 8 For summer reading, choose one of these activities. The rubric has details of expectations for projects. All projects must include the title and author of the book. Write a formal essay, at least five paragraphs, discussing and analyzing plot, setting, characterization, and theme. It must also give some information about how the book may have changed the way you think and what you learned about the world and people from it. Be sure to include examples and quotes from the book to support your points. OR 1. Create a timeline to illustrate and explain main the events in the story. This is an illustrated story map with written descriptions to show the plot, characters, and setting. Show at least five main scenes with your own art. 2. Create a book jacket, complete with illustrations of major scenes, written plot and character summaries, and a recommendation why this book should be read (see outline/example on the cupboard by the windows). 3. Prepare a list of interview questions and answers (minimum 10) to ask one of the characters in the book. Answer as you think the character would answer the questions, even using quotes as part of the answers. Include details of the plot and setting so we will come to know your book. (You and a friend could videotape it as a talk show). 4. Write a 5-10 min. play based on the book. You may even perform it with help from friends or film it to show the class or add puppets and make it a puppet show (Do not use last week s gym socks!). The script must be well-written and edited for M.U.G.S. 5. Keep a diary of one of the characters in the book, using the first person. It must have at least five entries (half page or more each), written during different points in the plot and give a clear sense of the plot, setting and characterization. 6. Write a letter to the author telling why you liked the book, your favorite parts (give examples/quotes from the book), and ask questions of the author about the plot, setting, and characterization and make suggestions of what you might have changed. Make sure I can tell what the book is about from your letter. 7. Write a letter to the main character to tell him or her how you would have solved their problem(s) differently. Explain the problem(s) as you understand it and then explain your solution(s). 8. Become a newspaper columnist: write a review for the book section of a newspaper, include a short plot synopsis, setting, characters, but don t give the ending away. Explain why others should or shouldn t read this book using specific evidence to prove your opinions!

9. Write a newspaper article reporting on an exciting event, crime or incident from the book as if it really happened. Be sure to give specific details of plot, setting, and characters, as well as title and author. 10. Write a biography narrative of the leading character using information from the book. Tell their life s story, even making up parts that the author may have left out, but need filling in. 11. Examine the book, paying attention to the author s style of writing. Then write a 2-3 page continuation of the story, imitating the author s use of tone, setting, style, and theme. You must have an introductory paragraph that explains your novel s main elements. 12. Research the period of history that the book takes place in. Write an essay or multimedia presentation that tells about that time and why it was important to the plot and setting of the book. If the book is Science Fiction, create an invented history for the book s time. 13. Rewrite part or the entire book as an illustrated storybook for young students in a lower grade. Keep it interesting with age-appropriate vocabulary. 14. Write an original poem about the book that expresses what you learned, how you were changed by the message (theme) of the book, or giving a sense of the emotions of the characters. Make it at least 2/3 of a page long and try to let us know the book through the poem. 15. Would you want the main character in the book as a friend? Write an essay giving specific reasons why the character would or wouldn t be a good friend. Use examples of character traits and quotes from the book as evidence for your points.

INDEPENDENT READING PROJECT RUBRIC Name: Date: Title: Author: Project Type: Check it off! Scoring Elements: 1. Project s written content is the most important element, is essay level writing, and has references to and explanations of: Plot structure Setting Characterizations Themes SUPPORTING QUOTATIONS AS EVIDENCE with specific details from the book. Let us know your book! Score: 100 total pts. 50. pts. 2. Written text is preferably: typed. Pencil is for rough drafts. double-spaced, is Times New Roman, Arial, or Calibri font 12 point font size. 3. Edited for MUGS! (Mechanics, Usage, Grammar, Spelling) If needed, get help from me. 10. pts. 10. pts. 4. Project is neat, carefully planned, shows effort, entertains, and attractive to the eye. Project is in the correct form For example: letters are in proper format; storybooks, dioramas, and timelines have your own artwork; diorama boxes are fully decorated with careful construction; diaries have separate entries. 20. pts. 5. Written Clearly ON the project and any papers: Book title, author s name, your name This rubric must also be attached to the project with the top filled out. Teacher Comments: 10 pts. Total:

Mr. McKenna ELA 9 & 10 Email: kmckenna@hampdencharter.org Summer Reading: ELA 9 & 10 The summer reading program at HCSS is designed not only to maintain reading skills during summer vacation, but also to foster the enjoyment of reading outside of school. The titles selected are grade-appropriate texts that should also be enjoyable for high school students. Book Selections: 9 th Grade The Pearl by John Steinbeck Ender s Game by Orson Scott Card A Wrinkle in Time by Madeleine L Engle Into Thin Air by John Krakauer The Outsiders by S.E. Hinton 10 th Grade The Hobbit by J.R.R. Tolkien The Road by Cormac McCarthy A Farewell to Arms by Ernest Hemingway Life of Pi by Yann Martel Of Mice and Men by John Steinbeck CD Playlist Summer Reading Project 1. Students will select one book to read from the selections provided. 2. Throughout the book, students should write down any quotations (with page numbers) that reveal something significant about a character, an event important to the plot, or a central theme of the book. Students need at least eight strong quotations. 3. Students will then find a song or poem that connects with each quotation in some way. On the handout provided, students will write down each quotation and related song/poem with a short paragraph (3-5 sentences) for each. Thus, each handout should have 8 quotations, 8 songs/poems, and 8 short paragraphs. 4. Finally, students will create a creative CD cover for the book on a separate sheet of paper that relates to the central themes or main characters in some way. Students should feel free to do create these covers either by freehand or by using computer software. These should be neat AND creative. Please staple these to the handout provided.

Name: Book: CD Playlist Summer Reading Project Directions: While you are reading, choose at least 8 passages (with page numbers) that reveal something significant about a character, an event important to the plot, or a central theme of the book. Record these passages in the left-hand column. In the right-hand column, write down the title of a song/poem that connects to the passage in some way and the name of the artist or poet. Then write a short paragraph (3-5 sentences) that explains how the song/poem relates to the passage and text as a whole. Passage Page Song/Poem and Analysis Paragraph Sample: p. 94 Society Eddie Vedder I ate civilization. It poisoned me; I was defiled. And then," he added in a lower tone, "I ate my own wickedness. Brave New World In this song, Eddie Vedder sings about a man who alienates himself from society, which he considers a crazy breed, and he wonders if it will be lonely without (him). This song relates to the passage because in this part of the story, John recognizes the corruptive nature of society. Both the passage and song describe the paradoxical pain of an individual wanting to be a member of society while simultaneously wishing to separate himself from it.

Mrs. Gullett American Literature Email: sgullett@hampdencharter.org Summer Reading: American Literature The summer reading program at HCSS is designed not only to maintain skills during vacation, but also to foster the enjoyment of reading as a leisure activity. The titles selected are designed to connect to the high school curriculum for that grade level (American Literature for 11 th grade and British Literature for 12 th grade). These assignments will be 10% of your first quarter grade. Requirement #1 Read two (2) books Read two (2) books. The first book will be assigned to all students to read. The other book will be chosen from a designated list of titles. Use a calendar to determine the number of pages you ll need to read each day or week, and then stick to your plan. Don t wait until the week before school starts and try to cram it all in! Requirement #2 Complete active reading notes for each book On the first day of school, submit the active reading notes. The format for the active reading notes is attached. Students are expected to have at least 15 active reading notes per book. Purchase a spiral notebook and record all active reading notes in the notebook and turn in the notebook on the first day of school. Requirement #3 Write an in-class essay the first week of school Within the first week of school, students will be asked to write an in-class essay about the book that all students have read. This writing test will be given the first week of school. Students will be able to use their active reading notes to complete the assignment. Without details and specific quotes from the novel, it will be difficult to properly do this assignment.

Required Reading for all students My Antonia by Willa Cather AND HCSS Summer Reading List American Literature Choice List A (choose 1 title from this list) Roots by Alex Haley The Poisonwood Bible by Barbara Kingsolver Freedom by Jonathan Franzen As I Lay Dying by William Faulkner I Know Why the Caged Bird Sings by Maya Angelou Their Eyes Were Watching God by Nora Zeale Houston Native Son by Richard Wright Grapes of Wrath by John Steinbeck The Bean Trees by Barbara Kingsolver The Joy Luck Club by Amy Tan The Catcher in the Rye by JD Salinger

Active Reading Notes Format Dialectical Note-taking Sheet (Fiction Book) DIRECTIONS: While you are reading, choose at least 10 passages that stand out to you and record them in the left-hand column. In the right-hand column, write your response to the text. (3-5 sentences) Look for passages from the novel that address the following: A theme or central idea developed over the course of the novel, including how it emerges and is shaped and refined by specific details How complex characters develop, interact with other characters, advance the plot or develop the theme. Passages that strongly support an analysis of what the novel says explicitly as well as inferences drawn from the text. *This sheet is the template only. Use this format in your spiral notebook* Quotation sample When the key of the store- shed was lost, the whole farm was convinced that Snowball had thrown it down the well. Curiously enough, they went on believing this even after the mislaid key was found under a sack of meal. 1. Page: 45 This Shows how the author uses irony to demonstrate a human weakness. The animals blame a scapegoat for something that goes wrong and cling to this mistaken belief even when the truth is obvious. This seems like clear evidence to me that often- times people are more interested in their own beliefs than in the truth. 2.

Mrs. Gullett British Literature Email: sgullett@hampdencharter.org Summer Writing: British Literature Seniors will have a summer writing assignment in lieu of a summer reading assignment. Students are expected to begin research for their Senior Thesis project and read academic articles found on databases and in the library. These assignments will be 10% of first quarter grade (5% each). Requirement #1 Senior Thesis Topic proposal Complete all of the requirements for the senior thesis topic proposal (attached). Type all responses into a Google docs file and share with Mrs. Gullett and Mrs. Trudeau (ltrudeau@hampdencharter.org) by September 2, 2016. Requirement #2 Revise Common App essay Make your revisions to your common app essay based on Mrs. Gullett s feedback and share your completed essay in Google docs with Mrs. Gullett by September 2, 2016. We will have a peer review session and teacher conference within the first week of school to finalize your college essays. Essays must be between 250 650 words. 2016-2017 Common App Essay Prompts: 1. Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story. 2. The lessons we take from failure can be fundamental to later success. Recount an incident or time when you experienced failure. How did it affect you, and what did you learn from the experience? 3. Reflect on a time when you challenged a belief or idea. What prompted you to act? Would you make the same decision again? 4. Describe a problem you've solved or a problem you'd like to solve. It can be an intellectual challenge, a research query, an ethical dilemma - anything that is of personal importance, no matter the scale. Explain its significance to you and what steps you took or could be taken to identify a solution. 5. Discuss an accomplishment or event, formal or informal, that marked your transition from childhood to adulthood within your culture, community, or family.

DUE: Friday, September 2, 2016 Hampden Charter School of Science Senior Thesis Proposal For your senior thesis, you will choose one of the following types of projects: 1. Experiment Must have a real world application Follows scientific method Must include proper data and analysis of the data Must show evidence of data collection process (still pictures or video may be used) 2. Engineering Design Must have a real world application Actual product must be demonstrated in a video (NO still pictures) Must show evidence of engineering design process (which should include a prototype) The goal of the Project Topic Proposal is to outline the concept of your senior thesis and state your goals. Your responses need to be detailed. Please provide detailed responses to these questions. Create a document for your typed responses to each question and share the final document with both Mrs. Gullett and Mrs. Trudeau by September 2, 2016. 1. Project Title Provide a short, descriptive title for your project. 2. Project Description Provide a general summary of your project, making sure to include your final product, event or goal. 3. Reasons for Selecting Topic Explain the reasons you selected your project topic. 4. Knowledge or Experience of Topic Describe what you knew or had experienced about the topic before you selected it. 5. New Learning What new learning do you hope to acquire? Be sure to include new skills, knowledge and mental habits. 6. Preliminary Research Results/Annotated Bibliography Summarize the results of your research into this project so far. Using the annotated bibliography format, list at least 3 sources you have read and summarize their content. 7. Main Project Tasks Summarize the main tasks your project will require you to do. This is NOT a general summary, but the beginning of the more specific development that is required for your Project Plan. 8. Potential Risks & Challenges Describe the risks and challenges you believe you might encounter while doing your project. For example, not being able to find the right community expert to help you, money constraints, physical dangers, etc. Please read and sign below and return to Mrs. Gullett no later than Monday, June 20, 2016 The scope of the senior thesis project requires that your parents are aware of your intentions, actions and challenges. I understand the following: Passing Senior Thesis is a graduation requirement I must write a background research paper I must either conduct an experiment or create an engineering design This is an independent project My research must be based on scientific based evidence Both portions of the project will be graded using the grading rubrics posted on the HCSS website All submissions must be electronic only through your HCSS email address Failure to show up to office hours previously signed up for may result in no longer having access to office hours This will be a 3 rd quarter grade If you fail, the failure will remain on your transcript Failure will result in not being able to participate in any 4 th quarter senior activities (prom, Senior Trip, etc.) PARENT/GUARDIAN NAME SIGNATURE Student Name Signature

Mrs. Gullett AP English Language and Composition Email: sgullett@hampdencharter.org Course Description Summer Reading: AP English Language and Composition An AP course in English Language and Composition engages students in becoming skilled readers of prose written in a variety of rhetorical contexts, and in becoming skilled writers who compose for a variety of purposes. Both their writing and their reading should make students aware of the interactions among a writer s purposes, audience expectations, and subjects, as well as the way genre conventions and the resources of language contribute to effectiveness in writing. (AP Course Description, College Board, p7) The AP course prepares students for college level coursework. Students are expected to read clearly, think analytically, and communicate clearly in both written and oral communication. Students in this college-level course are expected to meet the demands of a rigorous curriculum, carefully analyze a broad range of literary works, and deepen their awareness of rhetoric and how language works. Through close reading and frequent writing, students develop their ability to work with language and text with a greater awareness of purpose and strategy, while strengthening their own writing and rhetorical abilities. Course readings feature expository, analytical, personal, and argumentative texts from a variety of authors and historical contexts. Students examine and work with essays, letters, speeches, images, and imaginative literature. All authors chosen for the course come from a list that is predominantly nonfiction. Summer Reading Requirement AP English Language and Composition is a challenging and rigorous college-level course. In order to prepare the student for the material and skills we will encounter throughout the year, students are required to complete the summer reading assignment. Completion of the assignment is mandatory. This assignment will be 20% of your Quarter 1 grade. Assignments are 20% of your first quarter grade. If you do not turn in the summer assignments on the first day of school you will be withdrawn from the AP course.

ASSIGNMENT 1: Close Reading Your assignment will be to keep a dialectical journal of two non-fiction books you read (choose 2 from the attached list). See attached instructions and be sure to bring your completed journal to class in August. If you work steadily, you ll find that the work is not too demanding. If you wait until the weekend before school starts, you will find yourself overwhelmed. Complete at least 1-3 entries for each chapter, and please organize all journal entries in a spiral bound notebook. You do not need to type them. ASSIGNMENT 2: Writing about argument and style You will write a multi-paragraph essay based on one of the non-fiction books you read over the summer. Your essay will be due IN PRINTED FORM on the first day of school. Set up your paper according to MLA guidelines (heading in top left corner, unique title, double spaced 12-point font). You can find MLA guidelines easily online. Do not arrive the first day of class and say you will email me the file. Do not email me the file over the summer. Find a way to print the file and bring it to class on Day One. Prompt: Works of non-fiction, whether implicitly or explicitly, present an argument to the reader and support this argument with different types of evidence and rhetorical techniques. Select one of the two works of nonfiction that you read and briefly identify the work's central argument. Then, analyze the evidence and techniques the author uses to support his or her argument. Finally, in the conclusion, evaluate the argument as a whole. Avoid summarizing the text and focus on analyzing and evaluating the evidence. ASSIGNMENT #3: Writing your own argument with style Using one of the non-fiction books you read, write an essay to defend or challenge an assertion the author makes in the book using applicable evidence and logical reasoning. Avoid summary. You may use outside research material in addition to the text itself to help support your points, but be sure to cite properly using MLA format. Your paper should be 2-3 typed, double-spaced pages, in 12-point font.

Non-fiction titles: The Overachievers by Alexandra Robbins Freakonomics by Malcolm Gladwell Kabul Beauty School by Deborah Rodriguez, Kristin Ohlson How Starbucks Saved My Life by Michael Gates Gill Teacher Man: A Memoir by FrankMcCourt Nickel and Dimed:On (Not) Getting by in America by Barbara Ehrenreich Sugar Changed The World by Marc Aronson, Marina Budhos A Long Way Gone: Memoirs of a Boy Soldier by Ishmael Beah The Shallows: What the Internet is Doing to Our Brains by Nicholas Carr Profiles in Courage by John F. Kennedy Amusing Ourselves to Death: Public Discourse in the Age of Show Business by Neil Postman, Andrew Postman Freedom Riders: 1961 and the Struggle for Racial Justice by Raymond Arsenault The Great Influenza: The Story of the Deadliest Pandemic in History by John Barry Flags of Our Fathers by James Bradley The Boys in the Boat: Nine Americans and Their Epic Quest for Gold at the 1936 Berlin Olympics by Daniel James Brown The Shallows: What the Internet Is Doing to Our Brains by Nicholas Carr Tom s River: A Story of Science and Salvation by Dan Fagin Nickel and Dimed: On (Not) Getting By in America by Barbara Ehrenreich Outliers by Malcolm Gladwell Team of Rivals: The Political Genius of Abraham Lincoln by Doris Kearns Goodwin The Swerve: How the World Became Modern by Stephen Greenblatt Unnatural Selection: Choosing Boys over Girls, and the Consequences of a World Full of Men by Mara Hvistdendahl

Active Reading Notes Format Dialectical Note-taking Sheet DIRECTIONS: While you are reading, choose at least 10 passages that stand out to you and record them in the left-hand column. In the right-hand column, write your response to the text. (3-5 sentences) Look for passages from the novel that address the following: A theme or central idea developed over the course of the novel, including how it emerges and is shaped and refined by specific details How complex characters develop, interact with other characters, advance the plot or develop the theme. Passages that strongly support an analysis of what the novel says explicitly as well as inferences drawn from the text. *This sheet is the template only. Use this format in your spiral notebook* Quotation sample When the key of the store- shed was lost, the whole farm was convinced that Snowball had thrown it down the well. Curiously enough, they went on believing this even after the mislaid key was found under a sack of meal. 1. Page: 45 This Shows how the author uses irony to demonstrate a human weakness. The animals blame a scapegoat for something that goes wrong and cling to this mistaken belief even when the truth is obvious. This seems like clear evidence to me that often- times people are more interested in their own beliefs than in the truth. 2.