SOUTHERN REGIONAL MIDDLE SCHOOL. Summer Reading Program 2016

SOUTHERN REGIONAL MIDDLE SCHOOL Summer Reading Program 2016 1. You must read at least THREE books this summer. TWO must be written by the authors fro...
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SOUTHERN REGIONAL MIDDLE SCHOOL

Summer Reading Program 2016 1. You must read at least THREE books this summer. TWO must be written by the authors from the attached list. One may be a book of your own choosing. All books selected should be appropriate for your reading level and have literary value. 2. Check out the books in your local library or bookstore. To get the most benefit from this assignment, choose a book you have not read. You are only cheating yourself if you don’t. Why not challenge yourself and choose a classic to read as one of your selections this summer? 3. Plan to read the entire book! If you don’t, your answers will show it. 4. Complete the written assignment which follows for ONE of the books. The book you choose to report on should be a fiction book. You will need to be ready to discuss the other two books when you return to school. They can be nonfiction. 5. This assignment is also posted on the www.srsd.net website. Your responses should be typed and submitted to your language teacher by Friday, September 9, 2016. 6. There are computers for your use this summer at the local libraries. You may also plan to stay after school on September 8th and/or 9th to use the school computer lab should it be necessary, although waiting until that late date is not encouraged. The assignment can be turned in until 3 pm on Friday, September 9. 7. This summer reading assignment will be part of your grade for MP1. Do your best. This assignment introduces you to your language teacher. 8. Consider the typing.com assignment on the reverse side of this paper. Just 15 minutes a day will help you develop lifelong word processing skills.

TEACH YOURSELF WORD PROCESSING THIS SUMMER WHY? #1 Hunt-and-peck typing is inefficient! #2 Hunt-and-peck typing takes your focus away from your ideas because you are instead focusing on how to type those ideas. #3 After time, you will make fewer errors if you know the position of the keys. Plan to practice for 15 minutes daily this summer and you will be much more competent with word processing by fall!

Lessons are Free! Go to: https://www.typing.com/typinglessons

Response Requirements Your Name Book Title Author Each response requires 8-10 sentences.

1. Choose two quotes, scenes, bits of dialogue and/or descriptions. Copy the text and page # for each, then discuss how it made you think or feel. Your discussion response should be 8-10 sentences for each.

2. In 8-10 sentences, explain why you would or would not recommend this book. Use examples to support your response.

3. In 8-10 sentences, explain what you think is the most important event in the book? Support your response with details from the story.

4. In 8-10 sentences discuss what you learned from the book that you can apply to your own life. Use examples to tell how.

5. Choose a symbol to represent the book. In 8-10 sentences, explain what the symbol is and why you chose that symbol.

SOUTHERN REGIONAL MIDDLE SCHOOL

Summer Reading Program 2016 Authors of the Classics Alcott, Louisa May Asimov, Isaac Bradbury, Ray Burnett, Frances Hodgson Carroll, Lewis DeFoe, Daniel Dickens, Charles Doyle, Sir Arthur Dumas, Alexandre Henry, O. Lewis, C.S.

London, Jack Montegomery, L.M. Scott, Sir Walter Spryi, Johanna Stevenson, Robert Louis Tolkein, J.R. Twain, Mark Verne, Jules Wells, Orson Wyss, Johann David

Author List Adams, Douglas Alvarez, Julia Avi Bauer, Joan Bruchac, Joseph Card, Orson Scott Chrichton, Michael Christopher, John Cisneros, Sandra Colfer, Eoin Collins, Suzanne Cooney, Caroline Coy, John Creech, Sharon Farmer, Nancy Feinstein, John Grisham, John Haddix, Margaret P. Hamilton, Virginia Hinton, S.E. Horowitz, Anthony Hughes, Dean Jacques, Brian Klages, Ellen

Kormon, Gordon Krakauer, Jon L’Engle, Madeline Lisle, Janet Taylor Lowry, Lois Lupica, Mike Myers, Walter Dean Napoli, Donna Jo O’Roark Dowell, Frances Paolini, Christopher Paterson, Katherine Paulsen, Gary Peck, Richard Pullman, Phillip Reiss, Kathryn

Rowling, J.K. Rylant, Cynthia Soto, Gary Spinelli, Jerry Taylor, Mildred Taylor, Theodore Woodson, Jacqueline Yep, Laurence Yolen, Jane

4 - Outstanding

3 - Great

2 – Good Try

1 – Needs Work

0 – Get Em’ Next Time

ALL parts of EVERY question thoroughly answered in 8-10+ well-constructed sentences.

MOST parts of EVERY question thoroughly answered in 6-7 well-constructed sentences

SOME parts of EVERY question thoroughly answered in 4-5 well-constructed sentences

FEW parts of EVERY question thoroughly answered in 2-3 well-constructed sentences

Parts left unanswered.

All work is presented well, is legible, and neat.

Most work is presented well, is legible and neat.

Some work is presented well, is legible and/or neat.

Little work is presented well, is legible and/or neat.

The student’s work is not presented well, is not legible, and/or neat.

ALL spelling, grammar, and punctuation are correct.

Most spelling, grammar, and punctuation are correct.

Some spelling, grammar, and punctuation are correct.

Little attention to spelling, grammar, and punctuation is apparent.

All answers show evidence of the student having read and comprehended the text, providing insightful responses, and making strong inferences based on the text.

Most answers show evidence of the student having read and comprehended the text, provide insightful responses, and make inferences based on the text.

Some answers show evidence of the student having read and comprehended the text, provide thoughtful responses, and attempt to make inferences based on the text.

Few answers show evidence of the student having read and/or comprehended the text, attempt to provide thoughtful responses, but may fail to make inferences based on the text.

No answers show evidence of the student having read and/or comprehended the text. No attempt is made to provide thoughtful responses. Student fails to make inferences based on the text. There is little to no evidence that the student read the book.

Student work was typed and submitted on or before the assigned due date of 9-9-16.

Student work was typed and submitted ONE day beyond the assigned due date of 9-9-16.

Student work was typed and submitted TWO days beyond the assigned due date of 9-9-16.

Student work was typed and submitted THREE days beyond the assigned due date of 9-9-16.

Student work was typed and submitted FOUR days beyond the assigned due date of 9-9-16.

No attention to spelling, grammar, and punctuation is apparent.