Students must read one (1) book from the list below for the grade level in which they will be enrolled at the beginning of the school year. Students should also respond to the literature by completing one of the assignments on the attached assignment sheet. The summer reading assignments will be taken for a grade in the student’s English Language Arts class within the first two weeks of school. As a means of recognizing the student’s efforts, each assignment will be graded and counted as a performance task grade for the first marking period of the 2014-2015 school year. 9th  The Catcher in the Rye Salinger, J.D.  I Know Why the Caged Bird Sings Angelou, Maya  The Secret Life of Bees Kidd, Sue Monk  Lord of the Flies Golding, William  The Alchemist Cohelo, Paulo  * The Chocolate War Cormier, Robert  The Book Thief Zusak, Markus 10th  The Life of Pi Martel, Yen  Cry, the Beloved Country Paton, Alan  * The House of Spirits Allende, Isabel  A Bridge over the River Kwai Boulle, Pierre  The Stranger Camus, Albert  Wandering Warrior Chen, Da  Year of Impossible Goodbyes Choi, Cook Nyul  *A Thousand Splendid Suns Hosseini, Khaled 11th  The Color Purple Walker, Alice  *Song of Solomon Morrison, Toni  The Scarlet Letter Hawthorne, Nathaniel  Animal Dreams Kingsolver, Barbara  A Lesson Before Dying Gaines, Ernest J.  All the Pretty Horses  McCarthy, Cormac  The Awakening Chopin, Kate  *Cold Mountain Frazier, Charles  Cold Sassy Tree Burns, Ann Olive  All the King’s Men Warren, Penn Robert 12th         The Story of the Shipwrecked Sailor Marquez, Gabriel Garcia The Joy Luck Club Tan, Amy Nothing but the Truth Avi A Yellow Raft in Blue Water Dorris, Michael House of Sand and Fog Dubus, Andre Beet Queen Erdrich, Louise Chocolat Harris, Joanne The Poisonwood Bible Kingslover, Barbara Additional Selections: Any award-winning book or book from the list above that is within the student’s Lexile range. Helpful Links: Lexile Levels: www.Lexile.com/fab/GA *Book contains mature content ebooks: www.gutenberg.org/wiki/Main_Page The summer reading assignments will be taken for a grade in the student’s English/Language Arts class within the first two weeks of school. As a means of recognizing the student’s efforts, each assignment will be graded and counted as a performance task grade for the first marking period of the 2014-2015 school year.   All students need to keep a metacognitive log as they read the novel of their choice. All students need to complete a reader response project of their choice after reading the novel. Metacognitive Log: Metacognitive means to think about your thinking. As you read, record your thoughts as you read the book. In the reading log, you need to have an entry for each of the required questions below: Reading Strategy: As you read, you may want to keep a double entry journal (DEJ) to help you answer the required questions. The DEJ is NOT required but strongly suggested. A DEJ is simply a piece of notebook paper folded long ways to record your thoughts in two different columns. In the first column, you record the page number and the text you were reading, and in the second column, you record your thoughts about the passage. Students should record any thoughts that go through their mind as they read. For your thoughts, you can use the guided sentences provided on the chart. See the example below from a student who completed a DEJ while reading To Kill a Mockingbird. Page Number and Passage Page 35: You are starting to act more like a girl everyday… Page 20: The kids are making fun of a character by acting a play with him in it. Your Thoughts I wonder…This reminds me of…I visualize…I’m confused because… Jem tells his sister this when she is a girl. I wonder how this makes her feel when she disappoints him and doesn’t act like the little brother he may like to have. I visualize a group of kids making fun of another person without him realizing he is the one being made fun of. Required Questions: Please answer each of these on a separate sheet of notebook paper.  What has been challenging for you so far? (Be specific.)  Have you gotten stuck at all? What have you done to get unstuck? What strategies did you use that you have learned in past English classes.  What has been interesting for you so far?  What things are you doing (re-reading, asking questions, talking to friends, predicting, drawing pictures, summarizing, taking notes, etc) to help you understand the book?  Is there anything you understand better now than you did earlier in the book?  What are you noticing about the plot, characters, style, plot/conflict, or theme? What are you wondering? Reader Response Project: Choice 1 Create a piece of artwork (painting, sculpture, or other medium) that represents your understanding of the major themes, ideas, or messages in the novel. Include a typed 1-page reflection that shows your thorough understanding of the entire novel and makes a clear connection between your artwork and the novel. Choice 2 Create a scrapbook (10 pages minimum) filled with objects and captions such as pictures, postcards, etc. that relate to events, characters, plot details, messages, and themes in the book. This scrapbook should include sufficient detail to demonstrate that you have read and understood the whole novel. Choice 3 Twitter. Create at least 40 tweets from one character to another at pivotal external or internal events. Be sure to caption each tweet with what part of the book this tweet would have taken place and what was happening in the novel at that time. Choice 4 Create a queue of 10 Netflix movies for the protagonist. Explain why the character wants to view each movie. How are character’s thoughts, struggles and triumphs mirrored in the movie choices? Choice 5 Create a soundtrack to go with your novel. Choose up 10 songs you feel represent specific times throughout the novel. Write a description for each song that explains why you chose the song and what part of the book it pertains to. Choice 6 Write a narrative describing a dinner party in which the characters from the novel are in attendance. Using inferences and implications developed from the text, be sure to discuss the setting, the menu, the appearance and demeanor of the characters, their topics of discussion, etc. Use textual evidence to back up the choices that you have made for your dinner party. Choice 7 Write a response-to-literature essay analyzing how the writer uses at least two literary devices and/or stylistic techniques to convey meaning or theme. Be sure the essay meets the following requirements for writing an effective multi-paragraph response-to-literature essay.           Presents effective introductory and concluding paragraphs. Analyzes literature and extends beyond a summary or literal analysis. Contains a controlling idea or thesis. Provides evidence from the text using embedded quotes. Analyzes the aesthetic effects of an author’s use of stylistic or rhetorical devices. Includes relevant information and valid inferences. Uses an organizing structure appropriate to purpose, audience, and context. Uses a variety of rhetorical devices. Uses transitions between paragraphs. Uses a variety of sentence structures. Metacognitive Log: CONTENT Reader Response Project Exemplary Proficient Emerging The student answered all of the required questions with depth and knowledge of the novel. The student spent time thinking about each question before writing and captured the thinking process of reading in the writing. The student seemed to rush in completing the reading logs. The questions may all be answered on one sheet of paper and some thought is given to each question. The student didn’t answer all of the required questions. He/she was rushed in completing the log and little to no thought was given on the reading process. Well-crafted; Seems rushed; Intriguing/original. Shows understanding but little originality. Incomplete or carelessly done; Assignment goes beyond the stated requirements related to presentation. Student demonstrates pride in his/her work regarding content and/or presentation. Conventions None or almost no errors in spelling, punctuation, and grammar. Assignment meets most of the stated requirements related to content and presentation but may be partially incomplete or may fall short in the area of neatness and/or formatting. Minimal errors in spelling, punctuation, and grammar; errors do not interfere with meaning. Shows incomplete understanding. Assignment does not meet all of the stated requirements related to content and presentation; may be largely incomplete or have severe problems with neatness and/or formatting. Excessive errors in spelling, punctuation, and grammar; or errors interfere with meaning in a major way.