6th grade summer reading choices - piscataway township schools
TRANSCRIPT
presents our
"I have always imagined that paradise will be a kind of library."
— Jorge Luis Borges
Dear Parents and/or Guardians,
This summer Piscataway Township School District is happy to announce our Summer Reading
Program for 2013.
Incoming Sixth Grade Students will pick one novel or non-fiction book to read from the available
list of choices described. Students will complete one of the two available projects as an
assessment of their reading. In addition, students will read one non-fiction article for which they
will respond to Essential Questions and be prepared to discuss upon return to school in
September. Students will hand in their responses to the Essential Questions on the first day of
school. For your convenience, we have alerted the public libraries and local book stores of this
year’s selections.
We encourage you to use this list at a starting point for summer reading. Take your student to the
public library this summer, and help your student explore a new genre of literature. Just as books
can hold a mirror up to our souls to allow us to explore within, so too can books be windows to
another world, one we may never have explored without the help of a book. Offer your students
both mirrors and windows and watch them grow!
Enjoy your summer!
Carrie Anne Thomas
Interim District Supervisor of Humanities K-12
6th Grade Summer Reading Choices
The following novels and non-fiction texts have been selected because they connect with the themes that will be explored
throughout the year in language arts class. Please pick one of the following four novels to read over the summer and
complete one of the two projects described on the main page.
1. Flipped by Wendelin Van Draanen
Julianna is so crazy about her neighbor Bryce, she can't think straight. Have you ever been so crazy about a certain guy
or gal that you just can't think straight? That's exactly how Julianna Baker has felt about Bryce Loski... since she was
seven. She's chased him around and daydreamed about sharing her first kiss with him for more than six years now but
does that mean Bryce feels the same way? Nope. Bryce has wanted nothing to do with Juli and has spent the past six
years scheming to get away from her. Flipped is a book that's written in a really unique way. Each chapter switches
narration from Bryce talking to Juli talking, so you really do get both sides of the story. It's fun because each character
has a very distinctive voice, and you soon feel as though you have known Juli and Bryce your whole life.
2. Bad Boy by Walter Dean Myers
As a boy, Walter Dean Myers was quick-tempered and physically strong, always ready for a fight. He also read
voraciously-he would check out books from the library and carry them home, hidden in brown paper bags in order to
avoid other boys' teasing. He aspired to be a writer. But growing up in a poor family in Harlem, his hope for a successful
future diminished as he came to realize fully the class and racial struggles that surrounded him. He began to doubt himself
and the values that he had always relied on, attending high school less and less, turning to the streets and his books for
comfort.
In a memoir that is gripping, funny, and ultimately unforgettable, Walter Dean Myers travels back to his roots in the
magical world of Harlem during the 1940s and 1950s. Here is the story of one of the strongest voices in young people's
literature today.
3. How I Came to be a Writer by Phyllis Reynolds Naylor
This is the story of Newbery Medalist Phyllis Reynolds Naylor's beginnings -- successes and failures, reviews and
rejection slips -- things that mark the stages of a writer's life. Illustrated with photographs, and including samples of her
earlier writing, this book will show you the inner workings of the writing process, from the spark of an idea to a book's
actual publication.
5. Z is for Zeus by Helen Wilbur
Whose face launched a thousand ships? Who dropped an apple to win a race? What creature has the head of a woman, the
body of a lion, the wings of an eagle, and always wakes up on the wrong side of the bed? The Oracle knows and so will
young readers after they encounter the strange creatures, exotic gods, and exciting stories in Z is for Zeus: A Greek
Mythology Alphabet. Human endeavors are often at odds with the whims and the will and the ways of the gods. Although
they're up in Olympus without any cares, they just can't stop meddling in human affairs.
6. Call of the Wild by Jack London
Part St. Bernard, part Scotch shepherd, Buck is a sturdy crossbreed canine accustomed to a comfortable life as a family
dog—until he's seized from his pampered surroundings and shipped to Alaska to be a sled dog. There, the landscape is as
harsh as life itself during the gold rush of the 1890s. Forced to function in a climate where every day is a savage struggle
for survival, Buck adapts quickly. Traces of his earlier existence are obliterated and he reverts to his dormant primeval
instincts, encountering danger and adventure as he becomes the leader of a wolf pack and undertakes a journey of nearly
mythical proportions. Superb details, taken from Jack London's firsthand knowledge of Alaskan frontier life, make this
classic tale of endurance as gripping today as it was over a century ago.
Sixth Grade Summer Reading Project
Choose ONE of the two following options:
Option#1 Persuasive Book Review
Now that you have completed your reading for the summer, write an essay to persuade an audience of 5th grade students to
read the book that you selected. Remember that you should include three reasons and evidence to support your reasoning.
As part of this essay you must also research a quote that supports the theme or message of the book you selected and
incorporate this quote into your essay. Explain how the quote you selected relates to the theme or message of the book
that you read.
Option #2 Book Map
On poster board paper, create a “map” of the book that you read. This map should give the viewer an idea of the major
parts of the text. Your map will have a beginning and an end, but take any directional path you choose.
You must use symbols to represent important parts of the text. The symbols you choose should represent characters,
objects, animals, etc. that are important in the text.
You will add road signs to the map as well. (Things like stop signs, yield signs, etc. which reflect the action, important
events, or turning points in the text.) These signs should be used to represent places in the text where the viewer of the
map should slow down, spend time and focus.
You should also place scenic emblems on the map to indicate their importance. For example, if something significant
takes place at night, then you might draw a moon. If a major event takes place near a lake, then you might draw the water
or a boat—something to represent the importance of the setting.
You should include at least ONE QUOTE from the text that is significant and explain why you chose that quote. Overall,
your map should leave the viewer with a clear understanding of the story and the desire to read more about the author or
the author’s works. You should also leave the viewer with a question to consider about the text.
Remember to be neat and whenever possible use color. You can use original drawings, pictures, or other items to create
your map.
Option #1 Persuasive Book Review Rubric
Persuasive Book Review Rubric
CATEGORY 4–Excellent 3–Average 2–Below Average 1–Minimal Response...
Thesis Statement The thesis statement
provides a clear, strong
statement of the author's
position on the topic.
The thesis statement
provides a clear
statement of the author's
position on the topic.
A thesis statement is
present, but does not
make the author's
position clear.
There is no thesis statement.
Support/Content All of the evidence and
examples are specific,
relevant and
explanations are given
that show how each
piece of evidence
supports the author's
position.
Most of the evidence and
examples are specific,
relevant and explanations
are given that show how
each piece of evidence
supports the author's
position.
At least one of the pieces
of evidence and
examples is relevant and
has an explanation that
shows how that piece of
evidence supports the
author's position.
Evidence and examples are
NOT relevant AND/OR are not
explained.
Quotes/Direct
Evidence
Includes 3 or more pieces
of evidence (facts about
the book, reasons you
recommend the book,
examples of why it is a
good read, how it relates
to real-life experiences)
that support the position
statement. Writer
anticipates the reader's
concerns, biases or
arguments and has
provided at least 1
counter-argument.
Includes 3 or more pieces
of evidence (facts about
the book, reasons you
recommend the book,
examples of why it is a
good read, how it relates
to real-life experiences)
that support the position
statement.
Includes 2 pieces of
evidence (facts about the
book, reasons you
recommend the book,
examples of why it is a
good read, how it relates
to real-life experiences)
that support the position
statement.
Includes 1 or fewer pieces of
evidence (facts about the
book, reasons you
recommend the book,
examples of why it is a good
read, how it relates to real-life
experiences)
Organization Arguments and support
are provided in given
format that makes it easy
and interesting to follow
the author's train of
thought.
Arguments and support
are provided in given
format that makes it
reasonably easy to follow
the author's train of
thought.
A few of the support
details or arguments are
not in an expected or
logical order, distracting
the reader and making
the essay seem a little
confusing.
Many of the support details or
arguments are not in an
expected or logical order,
distracting the reader and
making the essay seem very
confusing.
Introductory
Paragraph
The introductory
paragraph has a strong
hook or attention
grabber that is
appropriate for the
audience. This could be a
strong statement, a
relevant quotation,
statistic, anecdote or
question addressed to
the reader.
The introductory
paragraph has a hook or
attention grabber, but it
is weak, rambling or
inappropriate for the
audience.
The author has an
interesting introductory
paragraph but the
connection to the topic is
not clear.
The introductory paragraph is
not interesting AND is not
relevant to the topic.
Closing paragraph The conclusion is strong
and leaves the reader
solidly understanding the
writer's position.
Effective restatement of
the position statement is
found in the closing
paragraph.
The conclusion is
recognizable. The
author's position is
restated within the
closing paragraph, but
could have been done
more effectively.
The author's position is
restated within the
closing paragraph. New
information is
introduced.
There is no conclusion - the
paper just ends.
Grammar Prose is cohesive and
content rich. Use of
transitions is seamless.
Prose organized contains
good content. Use of
transitions is evident.
Prose is somewhat
unorganized. May lack
content. Little use of
transitions.
Prose is unorganized. Lacks
key content. No use of
transitions.
Use of a quote Successfully incorporates
a quote related to the
theme or main idea of
the book which enhances
understanding of the
book.
Successfully incorporates
a quote related to the
theme or main idea of the
book.
Attempts to incorporate
a quote related to the
theme or main idea of
the book.
Attempts to incorporate a
quote but is unrelated to the
theme or main idea of the
book.
TOTAL POSSIBLE 32
TOTAL RECEIVED
COMMENTS
Student Name_______________________________________________
Option #2 Book Map Rubric
Book Map Rubric
On your own you will create a “Book Map.” Your map should:
(10 Points each)
________ Have a beginning and an end, but take on any directional path that the creator feels. But, it must make sense
to the traveler who will be using your map.
________ Use symbols to represent the key parts of the text, being sure to cover it from beginning to end. These may
include symbols to represent characters, objects, animals, colors, etc. that are important in the text.
________ Introduce the “road” signs of the text—that is find a way to mark portions of the text where you want the
travelers reading your map to slow down and dwell in the map—places where the reader should stop and spend time and
focus. These would be the important events, action, or turning points of the text.
________ Place scenic emblems from the text: items that the reader should consider as important to his or her
understanding of the text. For example: A moon to represent the importance of night, or an umbrella to let us know that
rainy weather was significant.
________ Include important language (direct words/quotes) from your text on your map. Explain the significance of the
text that you selected.
(20 Points)
Your map should leave the viewer with a clear sense of the story and the desire to read more about the author or the
author’s works. You should also leave your reader with
A sense of direction
A question to consider
(10 points) Be neat and where possible, include color.
Use the checklist above to make sure you have included all necessary components.
Total Points Possible:________ Total Received:________
Non-fiction Reading Requirement
In addition to one of the titles listed in the Summer Reading Choices section, students must read the following
article and answer the essential questions. Your responses to these questions will be handed in on the first day of
school.
The Art of Being Still by Silas House
In the article, the author discusses what it means to him to be a writer.
What does it mean to be a writer?
Where can people “write”?
How can you learn to channel the writer within you?
*Remember to incorporate quotes from the article in your response .*
This will be scored according to the Open Ended Rubric below.
4 A 4-point response clearly demonstrates understanding of the task, completes all requirements, and
provides an insightful explanation and/or opinion that links to or extends aspects of the text.
3 A 3-point response demonstrates an understanding of the task, completes all requirements, and provides
some explanation and/or opinion using situations or ideas from the text as support.
2 A 2-point response may address all of the requirements, but demonstrates a partial understanding of the
task, and uses text incorrectly or with limited success resulting in an inconsistent or flawed explanation.
1 A 1-point response demonstrates little understanding of the task, does not complete the requirements, and
provides only a mention of, or no use of the text.
0 A 0-point response is irrelevant, off-topic, or missing altogether.