2016 Summer Reading
Transcript of 2016 Summer Reading
May 2016
Dear Parents:
During the summer months all students should continue to learn and grow academically. Reading is an exceptionally important component for all students’ academic progress.
Research tells us children who do not read during the summer may lose a month or more of the reading progress they made in school. Therefore, it is imperative that students are engaged in summer reading activities.
This summer, students should select two books to read from our reading list. Upon returning to school, students will be required to complete the Summer Reading Tic Tac Toe Board and pass a MyOn Reader test on one of the books selected. In addition to sustaining reading growth, it is also important to continue the development of written communication. The instructional team has identified skill building activities that will assist students with strengthening their grammar. Students should complete ALL grammar exercises and respond to one of the two writing prompts (Informative or Argumentative) associated with their grade level.
Students shall turn in their completed activities during the first week of school (August 2016-2017) to their English teacher for the first three grades of the year.
Additionally, for free access to the suggested books please visit our local library “North Dade Regional Library” 2455 NW 183 St., Miami Gardens, FL 33056 305-625-6424
If there are any questions feel free to contact the school @
3737 Northwest 188th Street Miami Gardens, FL 33055 (305) 624-2652 Please have a pleasant summer, be safe, and see you in August!
Sincerely,
Carol City Middle School Instructional Team
Carol City Middle School
2016 Summer Reading List
Incoming Grade 6 Lexile Level
Read two of the following books:
The Beast by Walter Dean Myers 680
The Hunger Games by Suzanne Collins 810
The Lightening thief 470
The Skin I’m in 670
Thirteen Reasons Why 550
Incoming Grade 6 Honors/Gifted
Read two of the following books:
The House on Mango Street by Sandra Cisneros 800-890
Island of the Blue Dolphins by Scott O’Dell 1000
Bad Boy: A Memoir by Walter Dean Myers 970
Before Columbus by Charles C. Mann 1080
Sojourner Truth: Ain’t I a Woman? by Pat McKissack 960
Superstars by David Aguilar 1160
Incoming Grade 7 Regular
Read two of the following books:
Tears of a Tiger 700
The Outsiders 750
The Color Purple 670
Thirteen Reasons Why 550
The Maze Runner 770
We Beat the Streets 860
The Giver
The Pack- Three young men make a promise….. 940
Incoming Grade 7 Honors/Gifted
Read two of the following books:
Witness by Karen Hesse
Parrot in the Oven: Mi Vida by Victor Martinez 1000
White Lilacs by Carolyn Meyer 990
The Red Pony by John Steinbeck 810
The Sword in the Stone by T.H. White 1120
Farewell to Manzanar by Jeanne Houston and James D. Houston 1040
Boy: Tales of Childhood by Roald Dahl 1090
Incoming Grade 8
Read two of the following books:
To Kill A Mocking Bird 870
The Giver 760
Black Boy 950
The Skin I’m In 670
Incoming 8 Honors/Gifted
Read two of the following books:
Douglass, Frederick. Narrative of the Life of Frederick Douglass
an American Slave, Written by Himself 1080
Steinbeck, John. Travels with Charley: In Search of America 1010
Alcott, Louisa May. Little Women 950
Paterson, Katherine. The Tale of the Mandarin Ducks 930
Sutcliff, Rosemary. Black Ships Before Troy: The Story of the Iliad. 1300
Fletcher, Louise. Sorry, Wrong Number
*** A Lexile text measure represents a text’s difficulty level on the Lexile scale. When used together, they can help a reader choose a book or other reading material that is at an appropriate difficulty level.
Carol City Middle School Summer Reading Tic-‐Tac-‐Toe
DIRECTIONS: Complete this assignment for each of your assigned reading novels. Choose 3 activities that form a tic-‐tac-‐toe pattern across the grid below. Complete detailed drafts of your chosen activities as they relate to the reading of your books. You will be asked to finalize and present your work during the first week of school. Extra activities will give you extra credit points.
ACTIVITY 1 Novel Playlist: Choose at least three songs that would match the mood of your novel and copy down the lyrics that applies. The song can apply to a character, group of characters, scene, chapter, or entire novel (your choice). Make sure that you can explain the relevance of your chosen song when asked to do so.
ACTIVITY 2 Poster Advertisement: Create a persuasive advertisement for your chosen novel that you would see displayed at a local bookstore that would encourage people to buy the book. Include pricing and detailed information for buyers.
ACTIVITY 3 Compare and Contrast: Choose any one character from your chosen novel and compare and contrast that character to a real life person. List a minimum of 5 characteristics per each and display your product in the form of a Venn Diagram.
ACTIVITY 4 Figuratively Speaking: Choose any three forms of Figurative Language/Figures of Speech (alliteration, assonance, cliché, hyperbole, idiom, metaphor, onomatopoeia, personification, and simile) and locate at least one example of each as it is used in your chosen novel. Make sure to document the pages and/or paragraphs where you located the Figurative Language and that you can explain how it functions as such.
ACTIVITY 5 Poem: Write a 10 line (minimum) poem from the perspective of any character in your novel that clearly expresses how he/she feels in a particular part of the novel.
ACTIVITY 6 Storyboard: Create a four squared storyboard of a specific chapter from the story. Make sure to include both images and dialogue and to label your scenes accordingly using page numbers.
ACTIVITY 7 Illustrated Vocabulary: Locate at least 15 vocabulary words that are new to you from your reading and illustrate visually what they mean (draw them in action). Include the sentence and page number where the word is used as a reference.
ACTIVITY 8 Character Analysis: Choose any character from your story and illustrate what he/she might look like. Include a “thought bubble” for your character and write what he/she would be thinking. Make sure to label your choices using direct references from the story.
ACTIVITY 9 Author Information: Use images and text to introduce your author to readers. After conducting research, attempt to answer this question based on your understanding of the novel: · “What did I learn about the author that could influence his/her choice to delve into the themes and characters of this novel?” Your activity can be written in paragraph form or bullet form.
Your Name: ________________________________
Too, To, and Two
© Brought to you for classroom (not commercial) use by ASU students in English Education
These three words are called homophones, meaning that they sound alike even though they historically come from different sources and have different meanings. To is the word we use when we talk about going towards something. It might help you to remember its spelling, if you think of it as the beginning letters of towards. We also use to as part of infinitive verbs as when we say such things as to run, to rain, to consider, to tell. people who make TO DO lists (they write down all the things they need to do) have a head start in remembering this sense. Too is used to mean more than enough, as in, “I am too tired to stay for refreshments.” Some people remember this spelling by thinking that the two o’s in its spelling are too many. Two is the way to spell the name of the number 2. One way to remember that the word with the w in it is the number is to think of other words starting with tw that mean two. Twins is one such word, and so it twice and twain. Tweezers have two parts, twilight has light from the day and the night, and if you are betwixt and between, you are caught between two choices. PRACTICE EXERCISE
In the following sentences that tell the story of an ill-fated shopping trip, write the correct two, too, or to in the blank spaces. 1. The other day I went _________ the post office.
2. While I was there I bought a shirt and _________ pairs of shoes.
3. I went ________ the cash register _________ pay and to have the items put in a bag.
4. As I was leaving the store the bag broke open because it was _________ thin.
5. _________ store employees ran over _________ help me but it was ________ late.
6. The shoes and shirt fell through the hole in the bottom of the bag and crashed onto the
floor. Customers tried _________help, but there was nothing they could do when someone
accidentally stepped on the shirt and got it dirty.
7. The manager came over_________ talk _________ me and explain that their new plastic
bags are _________ thin ________ use for heavy items like shoes.
8. He said it was a good idea _________ double-bag bigger packages.
9. Now when I go _________ the mall to shop, I am always ready ______ make
sure that the employees use ______ bags instead of one, just _________be safe.
Lesson created by Kristen MacKenzie
Your Name:_____________________________
Choosing Between Affect and Effect
© Brought to you for classroom (not commercial) use by ASU students in English Education Here are some rules and examples that will help you understand the difference between the words affect and effect. Although there are a few exceptions, you will be right more than 90% of the time if you remember to use affect as a verb as shown in these first three examples. Affect (ALWAYS A VERB)
1. To have an influence on
EXAMPLE: The price of gasoline affects the economy.
2. To respond to the emotions of; touch or move.
EXAMPLE: The news of his wife’s affair did not affect the husband.
3. To attack or infect, as a disease
EXAMPLE: High cholesterol can affect the heart.
In contrast, effect is nearly always used as a noun. Some people help themselves remember this by thinking of the special effects in some of their favorite films. See how in these examples effect is used as a noun. Effect (NEARLY ALWAYS A NOUN) 1. Something brought about by a cause
EXAMPLE: The effect of his missing class was getting assigned to Saturday detention.
2. The power to produce an outcome or achieve a result; influence
EXAMPLE: The effects of the Tylenol should be felt within twenty minutes.
3. A scientific law, hypothesis, or phenomenon
EXAMPLE: The Greenhouse Effect is the rise in temperature that the Earth experiences because certain gases in the atmosphere trap energy from the sun. PRACTICE EXERCISE A. In the four sentences below, fill in the blank spaces with either affect or effect. If you are using one of them as a verb you may need to change its tense. 1. The D.A.R.E. program had a great ____________ on the student population.
2. Smoking cigarettes can _________ the lungs and possibly be the cause of death.
3. My best friend was greatly __________ by his mother’s recent death.
4. Drowsiness can be a side _________ of cold medicine.
B. In the four sentences below, circle the correct word to complete the sentence.
1. The senior class prank had a major affect/effect on the entire student body.
2. Studying for quizzes and exams can affect/effect a student’s final grades.
3. Carpooling can affect/effect the environment in a positive manner.
4. Some vitamins can have an instant affect/effect on the immune system.
C. Make up two sentences on your own, using affect in the first sentence and effect in the second
sentence.
1. _________________________________________________
2. _________________________________________________
Lesson created by Kendra VanNorman
Your Name:___________________________
Choosing Between A and An
© Brought to you for classroom (not commercial) use by ASU students in English Education A and An are both indefinite articles. In contrast to the, which is used to refer to a particular thing, a and an are used with general nouns. For example, if we say, “Take this to the car,” we have a particular car in mind, but if we say, “Take this to a car,” we mean any car. American speakers use a when the following noun begins with a consonant (letters that are not vowels), and an with nouns that begin with a vowel (a,e,i,o,u). Examples of a used with words beginning with consonants:
a book a towel a football player a screaming meemie a total failure a wicked form of punishment
Examples of an used with words beginning with vowels:
an apple an inquiry an invitational tournament an oval shaped table an indefinite answer an inhumane form of punishment
The difference between a and an is one of pronunciation, and so we also use an in front of a silent h because judging only by sound, the word begins with the vowel that follows the h. Examples: an hour, an honor, an herb American speakers treat breathy-sounding h’s as consonants and so use a. Examples: a historical book, a hoped-for outcome, a house We also use a in front of vowels when their pronunciation sounds like you. Examples: a European, a unit, a university If you read these examples of incorrect and correct usage aloud, you will probably be able to hear how the sentences on the right sound more like the language you hear on television and read in print.
WRONG RIGHT 1. John had a egg for breakfast. 1. John had an egg for breakfast. 2. I drank an glass of water. 2. I drank a glass of water. 3. I forgot to bring a umbrella. 3. I forgot to bring an umbrella. 4. Olivia is a honor’s student. 4. Olivia is an honor’s student. 5. We are going to a opera in May. 5. We are going to an opera in May. PRACTICE EXERCISE Circle the correct form of the indefinite article and then read the sentences to yourself to see if they sound “right.” 1. We have to leave for the concert in (a, an) hour.
2. I will have (a, an) orange with my breakfast.
3. I have to mail (a, an) letter at the post office.
4. Can I please have (a, an) slice of cake?
5. (A, An) man and (a, an) woman walked slowly across the street.
6. Beth and Sarah are meeting at (a, an) English tea room for lunch.
7. The title of the book is, “(A, An) Wrinkle in Time.”
8. We went to (a, an) movie and shared (a, an) ice cream cone.
9. I would like to attend (a, an) university after graduating from high school.
10. Hannah told (a, an) interesting story about her childhood.
11. The group had (a, an) presentation to attend last Tuesday.
12. I saw (a, an) elephant sunbathing at the San Diego Zoo.
13. The documentary showed (a, an) Eskimo building (a, an) igloo.
14. (A, An) yellow canary flew across the room and out the window.
15. Would you like (a, an) glass of milk to go with your cookies?
Lesson created by Lesley Schaefer
Your Name: ________________________________
THEY’RE, THEIR, and THERE
© Brought to you for classroom (not commercial) use by ASU students in English Education English has three words that sound the same, but are actually quite different. They’re seems as though it could mean many things. Actually, it is a contraction of they are. The confusion probably relates to the fact that people are unsure about using apostrophes. When you write they're, ask yourself whether you can substitute they are. If not, you have made a mistake. Their and Theirs are possessive pronouns similar to her and hers and our and ours. The fact that heir (referring to a person who inherits something) is hidden in the words their and theirs might help you remember that these are possessive pronouns. Another thing to remember with their and theirs is that possessive pronouns do not take apostrophes as shown in these sentences: They eat their hamburgers with ketchup. I think the car is theirs. Because of the old rule about “I before e except after c,” people sometimes misspell this word as t-h-i-e-r. You can avoid this problem by remembering that all three of these words (they, their, and there) begin with the same three letters: T-H-E. There is the most common of these three words. It is used in such sentences as: There goes the ball--out of the park! Put it right there! There are not many home runs hit like that. Another helpful hint is that here is buried inside there. The phrase “here and there” might help you remember that T-H-E-R-E is the word that people sometimes use to point to a place.
PRACTICE EXERCISE Fill in the blanks in these sentences with the appropriate form: they’re, their, there. 1. _______ dog is an annoying mutt.
2. _______ once was a bird called a Dodo.
3. My aunt and uncle are arriving tomorrow. ___________ coming from California.
4. Many years ago __________ were not any cars, so people used to travel by horse and carriage.
5. My neighbors have bought a second car. ________ new one is candy apple red.
6. Surprisingly, both of __________ cars are 4WD.
7. If you look over ____________ you will see the beautiful sunset.
8. Have you seen where __________ building that new road?
9. I think __________ address is 1171 Newlands Road.
10. Do you know what ____________ phone number is?
Lesson created by Brendan Wydra
Your Name: ________________________________
Making Verbs Agree with Their Subjects
© Brought to you for classroom (not commercial) use by ASU students in English Education You probably have little trouble in figuring out how to make your verbs agree with your subjects when the subjects are clearly singular or plural as in these examples. SINGULAR SUBJECTS PLURAL SUBJECTS Marie plays the piano. My friends play soccer. This book is poorly bound. These books are poorly bound. A city is a good place to buy gas. Cities are good places to buy gas. The boy skips school all the time. The boys skip school all the time. However, it is not so easy when there are complications in the way the subject is presented as with these kinds of statements: COMPLICATION RULE Use of either…or and Neither…nor Make the verb agree with the closer subject.
Ex. Neither my aunt nor my cousins are coming.
Use of each, either, neither, anyone, Use a singular verb. anybody, everybody, everything, Ex. Neither wants to get up at 7:00 a.m. another, little, much Nobody is here. Use of such compound subjects as Use a plural verb. Sam and Angie or Indefinite plural Ex. Sam and Angie are going. pronouns such as several, few, many, Several of us are angry. most, others, both The use of an appositive or parenthetical Make the verb agree with the main subject. phrase, set off by commas and such The appositive is something extra that does not words as plus or as well as. affect the verb.
Ex. My nephew, plus two or three friends, is
coming with us.
PRACTICE EXERCISE Follow these rules to figure out which verb should be used in the following sentences. Circle the appropriate form of the verb in each sentence. For extra practice, revise the subject of the sentence and then rewrite the sentence on the line using the alternate form of the verb. Examples: Either player (know, knows) how to pitch a curve ball. (Circle knows)
One of the two teachers (is, are) eligible for promotion this year. (Circle is) Rewrite: Both players know how to pitch a curve ball. 1. Someone (sing, sings) a solo in the talent show.
______________________________________________________________.
2. Spaghetti and pizza (is, are) his favorite foods.
______________________________________________________________.
3. The senior judge, as well as three junior judges, (is, are) to attend the seminar.
______________________________________________________________.
4. There (was, were) a flat tire on the bicycle.
______________________________________________________________.
5. Neither Max nor Clara (use, uses) catsup on hamburgers and French fries.
______________________________________________________________.
6. The team, including the coach, (host, hosts) the pep rally each spring.
______________________________________________________________.
7. Violet, Mia and Devon’s teams (play, plays) well under pressure.
______________________________________________________________.
8. His favorite meal (is, are) spaghetti and meatballs.
______________________________________________________________.
Lesson created by Rachel Collay
Your Name: ________________________________
Avoiding Double (or Multiple) Negatives
© Brought to you for classroom (not commercial) use by ASU students in English Education A rule of formal grammar is that speakers should avoid using double negatives because if we say something like, “I don’t see no paper,” a logical interpretation could be that since the speaker does NOT see NO paper, then the speaker must be looking at some paper. If there is actually no paper, it would have been better for the speaker to have said, “I don’t see any paper,” or “I see no paper.” Speakers probably make the mistake of using double negatives because it seems like a natural way to emphasize negation as when we tell a baby who is about to touch something dangerous, “No, no!” or “No, Stop!” Another reason that speakers make the mistake is that they use not with such words as:
hardly scarcely barely
These words already communicate a negative sense, so if you say, “I can’t hardly understand you,” the interpretation could be that you fully understand the person. A clearer sentence would be, “I can hardly understand you,” or “I cannot understand you.” One way to help discover whether or not you have used double negatives in a paper is to read your paper aloud. Reading contractions as the two separate words that they are may help you to see if you have used two negatives. For example, you would probably be more likely to recognize the double negatives in “I would not do no drugs, ” than you would in “I wouldn’t do no drugs.” PRACTICE EXERCISE Rewrite the following sentences so that they do not use double negatives. 1. I didn’t hardly notice you cut your hair.
____________________________________________________________________________
2. I didn’t get no beans.
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3. She wouldn’t get no credit for her answers.
_____________________________________________________________________________
4. She is not barely old enough to be a mother.
_____________________________________________________________________________
5. You didn’t hardly finish your beans.
______________________________________________________________________________
6. Her handwriting wasn’t scarcely legible.
______________________________________________________________________________
7. Her answers were not incorrect.
______________________________________________________________________________
8. The gas truck was not inflammable.
______________________________________________________________________________
9. The teacher didn’t think she deserved no credit.
______________________________________________________________________________
10. I’m surprised that you won’t get no money.
______________________________________________________________________________
Lesson Created by Jennifer Ann Parsons
Grade 6th Grade Expository Prompt
Directions: Select one of the prompts to respond to.
Science Grade 6th
Essential Standard Addressed
Content Assignment
6.L.2 Scenario: The results of this years’ census report shows that your hometown is rapidly growing, with the population increasing by 25% a year over the last five years. Unfortunately, there is limited space available to meet the increase in housing demand. The town council has proposed a plan to build a 20-story housing complex near the town’s park. A local environmental advocacy group is protesting the plan citing that once built, the building will block much of the sunlight that has enabled many of the plants to survive in the park. What should your town do?
6.L.2; RST.6. 1,7& 10; WHST.6.1
Research common plants and animals that live in a park near your community. After reading information from multiple texts about the importance of sunlight, and other abiotic factors, to plants and animals write an opinion piece about: Argument: Which do you think your town should invest in – smaller buildings that will not interfere with sunlight but may not satisfy all of the housing demands or allow the building to block the sun from the park’s plants and replant non-native plants in the park? Explain your choice providing evidence of the pros and cons of your decision.
6.L.2; RST.6.1; WHST.6.2
After reading information from multiple texts about the flow of energy through an ecosystem and the response of living things to biotic & abiotic factors in an ecosystem write an informational piece about the following: Informational/Explanatory: Write an informational text for your town council explaining why sunlight is essential to the growth and survival of the plants native to your community and explain what may happen when components of their ecosystem change and nonnative plants are introduced.
Grade 7th Writing Prompt
Directions: Select one of the prompts to respond to.
Social Studies Grade 7
Grade 7
Essential Standard and Standard for Literacy in History/Social Studies Addressed
Social Studies Content Assignment
RH.7.1 WHST.7.2 7.C&G.1.1 7.H.2.3
Informational /Explanatory How did Enlightenment writers influence the French Revolution? After reading excerpts from various Enlightenment writers (i.e., Locke, Rousseau, Voltaire, and Montesquieu), construct an essay that discusses their views on equality. Describe how the popularity of these ideas influenced French revolutionaries. Be sure to support your discussion with evidence from your research.
RH.7.1 WHST.7.1 7.E.1.4
Argument What is the best way to pay for college? After researching various college savings plans and types of student loans, write an essay that compares the pros and cons of each method of payment. Decide which is best for you and support your position with evidence from your research.
Directions: Select one of the prompts to respond to.
Social Studies Grade 8
Essential Standard and Standard for Literacy in History/Social Studies Addressed
Content Assignment
RH.8.1 WHST.8.1 8. C&G.1.2
Argument After studying various historical documents from North Carolina and the United States, write a speech to argue which historical documents you’ve studied that do or do not reflect adherence to democratic ideals. Support your position with evidence from the texts.
RH.8.1 WHST.8.2 8.C&G.1.4
Informational /Explanatory Is a democracy always democratic? Given what you know about the history of American Indians in North Carolina and the United States; write an essay explaining the extent to which you believe American Indians were adequately included in the democratic process. Be sure to cite specific examples in your essay.