dear parents and students, · dear parents and students, dr. ricardo lópez, mission cisd...
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Dear Parents and Students,
Dr. Ricardo López, Mission CISD Superintendent, said, “…reading plays an integral part of
learning in all subject areas. We are hoping to transform our community through improving
literacy. I am excited to see how our Read to Lead efforts begin to take root in our homes in
the coming months.” Pre-AP/AP/Dual English class summer reading is an integral part of
Mission CISD’s Read to Lead Program.
Good readers possess lifelong survival skills. Mission C.I.S.D. actively promotes all
activities that support our mission to help our students Learn to Read and Read to Learn
throughout the calendar year. Summer Reading, a very important component of the program,
gives students an opportunity to practice school-learned literacy skills while reading at a time
and place of their own choosing.
Regardless of grade level, please keep the following in mind:
Reading alone or listening to someone else model good reading leads to
improvements in reading and writing skills (word knowledge, spelling, reading
comprehension, etc.). Students should set aside at least a half hour every day to read
a variety of print media - newspapers, magazines, etc. – in addition to fiction or
nonfiction books. Reading aloud to someone is a very valuable experience for the
reader and the listener, especially when the listener is able to learn new vocabulary
and be exposed to new ideas previously not experienced. Again, students should
read at least 30 minutes a day.
For secondary students enrolling in Pre-AP/AP/Dual English in MCISD, summer reading
offers an opportunity for enrichment and is an essential part of the academic experience.
Reading and interacting with literature during the summer enables students to be prepared
for the first day of Pre-AP/AP/Dual English. Reading as much as possible enables students
to develop critical and creative thinking skills and prepares them to be future college students,
so all Pre-AP/AP/Dual English students are required to READ a specific novel during the
summer. All incoming 6th-9th grade students pre-registered in Pre-AP/AP/Dual English
Language Arts are provided the required novel, while all incoming 10th –12th grade students
pre-registered in Pre-AP/AP/Dual English Language Arts are expected to download the
selected novel onto their Google Chromebooks.
From the first day of school, the required summer reading novel is the focus of Pre-
AP/AP/Dual English classroom discussions. Summer Reading Assignments vary by grade
level. All Pre-AP/AP/Dual students are expected to have the corresponding assignments
completed and be prepared to begin classroom discussions on the first day of class! The
required reading novel is assessed during the first few weeks of school. In addition to the
required reading, additional novels are suggested by grade level; students should read at least
two of the suggested books.
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To prepare for participation in the secondary Pre-AP/AP/Dual English program for
the coming year, Pre-AP/AP/Dual English students will be required to read ONE
assigned book which will be thoroughly discussed during the first 6-weeks of the
2016-2017 school year. To be successful, students must read the book and complete
the assignments prior to the first day of school.
A variety of books must be read to be successful on Advanced Placement (AP) exams
in English 3 and English 4, so in addition to the required reading, students are
encouraged to read at least two additional books from the Suggested Reading List
based upon grade level.
Cry, the Beloved Country by Alan Paton
Bless Me, Ultima by Rudolfo A. Anaya The Cay by Theodore Taylor Anne Frank: Diary of a Young Girl by Anne Frank The Secret Garden by Frances Hodgson Burnett The Mysterious Adventures of Sherlock Holmes by Arthur Conan Doyle The Hobbit by J. R. R. Tolkien Walk Two Moons by Sharon Creech The Chronicles of Narnia by C. S. Lewis
The Lion, the Witch and the Wardrobe Prince Caspian: The Return to Narnia The Voyage of the Dawn Treader The Silver Chair The Horse and His Boy The Magician’s Nephew The Last Battle
Students should read at least two of the novels on
the suggested Summer Reading list.
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And Then There Were None by Agatha Christie
Little Women by Luisa May Alcott
The Invisible Man by Ralph Ellison
Treasure Island by Robert Louis Stevenson
Alice’s Adventures in Wonderland by Lewis Carroll
A Tree Grows in Brooklyn by Betty Smith
Roll of Thunder, Hear my Cry by Mildred D. Taylor
In the Time of Butterflies by Julia Alvarez
The Secret Life of Bees by Sue Monk Kidd
The Light in the Forest by Conrad Richter
Adventures of Tom Sawyer by Mark Twain
Treasure Island by Robert Louis Stevenson
The Time Machine by H. G. Wells
20,000 Leagues Under the Sea by Jules Verne The Grapes of Wrath by John Steinbeck Gulliver’s Travels by Jonathan Swift
The Chosen by Chaim Potok
The Three Musketeers by Alexandre Dumas
A Separate Peace by John Knowles
Anne of Avonlea by L. M. Montgomery
Kidnapped by Robert Louis Stevenson
The Sea Wolf by Jack London
The Good Earth by Pearl S. Buck
The Hunchback of Notre Dame by Victor Hugo
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Romeo and Juliet by William Shakespeare
The Adventures of Augie March by Saul Bellow
Portrait of the Artist as a Young Man by James Joyce
Great Expectations by Charles Dickens
Catch-22 By Joseph Heller
Jane Eyre by Charlotte Bronte
True Colors by Kristin Hannah
Pilgrim’s Progress by John Bunyon
Lord Jim by John Conrad
The Crucible by Arthur Miller
The Count of Monte Cristo by Alexandre Dumas
Charlotte Gray by Sebastian Faulks
A Death in the Family by James Agee
Fast Food Nation by Eric Schlosser
Into Thin Air by Jon Krakauer
Moby Dick by Herman Melville
David Copperfield by Charles Dickens
A Farewell to Arms by Ernest Hemingway
The Age of Innocence by Edith Wharton
Whose Body? by Dorothy Sayers
To Kill a Mockingbird by Harper Lee
Lord of the Flies by William Golding
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Crime and Punishment by Fyodor Dostoevski
The Narrative of the Life of Frederick Douglass By Frederick Douglass
A Testament of Hope: The Essential Writings of Martin Luther King, Jr. by James Washington (ed.)
All Over But the Shoutin' by Rick Bragg
An American Childhood by Annie Dillard
Ellen Foster by Kaye Gibbons
Anna Karenina by Leo Tolstoy
Walden by Henry David Thoreau
hat are People For? by Wendell Berry
e Scarlet Letter by Nathaniel Hawthorne
The Metamorphosis by Franz Kafka
A Doll's House by Henrik Ibsen
Frankenstein by Mary Shelley
Billy Budd by Herman Melville
Pride and Prejudice by Jane Austen
The Bluest Eye by Toni Morrison
Their Eyes Were Watching God by Zorah Neale Hurston
Wuthering Heights by Emily Bronte
The Canterbury Tales by Geoffrey Chaucer
Picture of Dorian Gray by Oscar Wilde
MacBeth by William Shakespeare
A Tale of Two Cities by Charles Dickens
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6th Grade Summer Reading
A.R. Level 5.9/Worth 12 points
73,675 words
“In this Newbery Honor-winning novel, Gary D. Schmidt offers an unforgettable antihero. The Wednesday
Wars is a wonderfully witty and compelling story about a teenage boy’s mishaps and adventures over the
course of the 1967–68 school year in Long Island, New York.
“Meet Holling Hoodhood, a seventh-grader at Camillo Junior High, who must spend Wednesday afternoons
with his teacher, Mrs. Baker, while the rest of the class has religious instruction. Mrs. Baker doesn’t like
Holling—he’s sure of it. Why else would she make him read the plays of William Shakespeare outside class?
But everyone has bigger things to worry about, like Vietnam. His father wants Holling and his sister to be on
their best behavior: the success of his business depends on it. But how can Holling stay out of trouble when he
has so much to contend with? A bully demanding cream puffs; angry rats; and a baseball hero signing
autographs the very same night Holling has to appear in a play in yellow tights! As fate sneaks up on him again
and again, Holling finds Motivation—the Big M—in the most unexpected places and musters up the courage
to embrace his destiny, in spite of himself.”
- Taken from amazon.com
Summer Reading Project
Your sixth grade ELAR teachers want to see your creativity at work. You are required to create a product of your choice based upon the novel. Let your ingenuity, talent, and skill
shine! Some possible products are listed below; however, if you have something else in mind, by all means, create it!
Scrapbook Book report PowerPoint Presentation Essay 3-D Models Create a video Photo Essay Diary Puppet Show (with script and puppets) Movie
Display Board Graphic Novel Story Board Comic Strips …the possibilities are endless!!
We look forward to seeing how you choose to display your knowledge of the
novel.
*You will also be required to take the A.R. test as soon as testing is
ready.*
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Annotation
Annotation is a way to help you read a text closely so that you may better understand what you have read
both while you read and after you read. Annotation provides a purpose for reading and gives you an
opportunity to practice reading skills you have been taught. Throughout middle school, high school and into
college, annotation is a vital skill to help you through the challenging texts you will encounter, not just in your
English Language Arts and Reading classes, but other subjects as well.
Annotation Guidelines
As you complete your summer reading, use the following guidelines to annotate the text. If you are unable
to or unwilling to write in your book, you may use sticky notes to make your notes. Otherwise, all the steps
listed below should be written directly on the pages of the book.
1. Box words or phrases that identify main characters, setting, conflict, and
complications.
2. Circle keywords or phrases that are confusing or unknown.
3. Use a question mark ( ? ) for questions you have while reading. Write your question.
4. Identify tone/mood.
5. Use an exclamation mark ( ! ) for things that surprise you and briefly note what it was that
caught your attention.
6. Use an asterisk ( * ) to identify figurative language and write the type of figurative language
used (simile, metaphor, personification, hyperbole, idiom).
7. Make connections to self—how you can personally connect to a character or event in the
text?
8. Make connections to other texts—how can you connect your reading to another book or
story you’ve read? How can you connect your reading to a movie you’ve seen?
9. Make connections to the world—how can you connect your reading to an event in the
world?
10. Bracket ( { } ) key passages you may want to quote or cite later.
11. Use arrows ( ) that point to key ideas or themes you notice while reading (especially if
they are being repeated throughout the text).
12. Summarize each chapter by writing a short paragraph that consists of 3-5 sentences.
Jeremy Fink and the Meaning of Life By Wendy Mass
2016-2017 Summer Reading Assignment for
7th Grade Pre-AP ELAR
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Annotation
Annotation is a way to help you read a text closely so that you may better understand what you have read
both while you read and after you read. Annotation provides a purpose for reading and gives you an
opportunity to practice reading skills you have been taught. Throughout middle school, high school and into
college, annotation is a vital skill to help you through the challenging texts you will encounter, not just in your
English Language Arts and Reading classes, but other subjects as well.
Annotation Guidelines
As you complete your summer reading, use the following guidelines to annotate the text. If you are unable
to or unwilling to write in your book, you may use sticky notes to make your notes. Otherwise, all the steps
listed below should be written directly on the pages of the book.
1. Box words or phrases that identify main characters, setting, conflict, and
complications.
2. Circle keywords or phrases that are confusing or unknown.
3. Use a question mark ( ? ) for questions you have while reading. Write your question.
4. Identify tone/mood.
5. Use an exclamation mark ( ! ) for things that surprise you and briefly note what it was that
caught your attention.
6. Use an asterisk ( * ) to identify figurative language and write the type of figurative language
used (simile, metaphor, personification, hyperbole, idiom).
7. Make connections to self—how you can personally connect to a character or event in the
text?
8. Make connections to other texts—how can you connect your reading to another book or
story you’ve read? How can you connect your reading to a movie you’ve seen?
9. Make connections to the world—how can you connect your reading to an event in the
world?
10. Bracket ( { } ) key passages you may want to quote or cite later.
11. Use arrows ( ) that point to key ideas or themes you notice while reading (especially if
they are being repeated throughout the text).
12. Summarize each chapter by writing a short paragraph that consists of 3-5 sentences.
Of Mice and Men by John Steinbeck
2016-2017 Summer Reading Assignment for
8th Grade Pre-AP ELAR
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English I Pre-AP Summer Reading Assignment
Fahrenheit 451 by Ray Bradbury
Part I – Annotate the text (highlight and make notes in the margins)
Things you should annotate:
Words and phrases that stand out to you
Important scenes
Character descriptions, motivations, and flaws
Key decisions characters make
Sections that are confusing for you
Questions that pop into your head as you are reading
Inferences you make while reading
Symbols, themes
Literary devices used (flashback, foreshadowing, plot)
Figurative language used (allusions, alliteration, metaphors, similes, etc.)
Part II – Dialectical Journal
A dialectical journal shows your conversation with the text. It is used to question, make connections, and explore ideas you had as you read. Below is an example.
“Candy cried, ‘Everybody wants a little
bit of land, not much. Jus’som’thin that
was his. Somethin’he could live on and
there couldn’t nobody throw him off
of it. I never had none. I planted crops
for damn near ever’body in this state,
but they wasn’t my crops, and when I
harvested ‘em, it wasn’t none of my
harvest. But we gonna do it now, and
don’t make no mistake about it’”
Candy has lived a difficult life and has
nothing to show for it. For him, land
symbolizes independence from having
to work for others and the freedom to
live as he would like. George’s plan
gives him hope that he will soon have
the respect and dignity that comes
from being self-sufficient and not
under anyone else’s control.
Quote from Text Commentary
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Part III – Poster
Things you should include:
Title and Author
3 important quotes. Write them down anywhere on your poster but use different colors or writing style to make each one stand out
A visual image which creates a “visual focus” on your poster. Your picture should represent what you have visually in mind about the reading.
A personal statement about what you have read. What did the reading mean to you? What is your opinion, final thought, big question, or personal connection?
A thematic statement
A border on the edge of your poster that represents the ideas and themes in the selection.
Be CREATIVE. Make your poster colorful and interesting to look at. Everything on the poster should communicate your understanding and interpretation of the reading. NO WHITE SPACE! Fill the entire poster.
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PART I – Written Assignment
Part I should be typed. Both parts are mandatory and due on the first day of school for a grade. Bring a copy
of your work, or be ready to submit it by email.
Introduction
Title: ___________________________________________________
Author: __________________________ Genre-Fiction or Nonfiction: ______________
Biographical information (minimum of 2 or 3 facts about the author)
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Literary Elements
Brief Summary (Include a short summary of the book, highlighting the most interesting, or significant events)
Setting Characters (Add more lines to your notes as needed.)
1. ________________________________________
Traits:
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2. ________________________________________
Traits:
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3. ________________________________________
Traits:
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Conflicts or Significant Events:
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Themes
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The War of the Worlds — H. G. Wells
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Important Quotes (discuss these quotes as you discuss the literary elements during the book talk.)
A quote to show a personal connection to the text.
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Significance (not what it means, but why it is important):
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Connection:
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A quote to highlight a major conflict:
________________________________________________________________________
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______________________________________________________________ (pp. _______) Significance:
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Conflict revealed:
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CONCLUDING REMARKS
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Please note: This outline is to be used to help you prepare the book talk. You must decide what you will
say, practice the book talk and use the information on this outline to help you. Reading the outline to the
class or group is not appropriate book talk and it will not receive full credit. Be prepared enough to simply
talk about the book you read!
The War of the Worlds — H. G. Wells
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Part II - Project
You must choose ONE of the projects below to complete your summer reading assignment. Part
II is mandatory and due on the first day of school along with your Written Assignment (Part I).
Part II will count as a grade also, as a presentation that you must complete within the first two
weeks of school.
A. Choose five items from the book and share what they represent from the book
B. Create a book jacket about your book to show to the class
C. Create a picture book by writing a sentence summary of each chapter and illustrating each sentence
D. Create a brochure advertising your book (you may want to have copies for everyone)
E. Select a favorite part of the book and illustrate it
F. Create a collage about one of the main characters in your book. Include a picture of the main character
or a picture of something that represents the main character. Also, include phrases from the book to
describe the character's personality or actions (minimum eight (8) phrases). Include page numbers at the
end of each phrase.
G. Make a map with illustrations of the places in the book
H. Make a timeline with illustrations showing the order of events in the book
I. Create a sculpture of a character in the book
J. Write and perform an original song about the book
K. Make a children’s picture book that tells the story of the book you read.
You may create one of these assignments via Prezi, Google Slides, or PowerPoint (if suitable) if
you prefer, which you may then submit electronically as well.
NOTE: BOTH Parts I and II are mandatory and due on the first day of school. Movies and Spark Notes will not suffice to give you the whole meaning of the book, so beware not to utilize these as your source of “reading.” You will also have an objective test within the first two weeks of school, so, again, please be sure to READ the book!!
The War of the Worlds — H. G. Wells
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The Great Gatsby by F. Scott Fitzgerald
Write your answer to open response question 1 in the space provided on the answer sheet.
1. Why does Nick tell Gatsby’s story? Fitzgerald could have chosen any perspective for his point of view—he
primarily used third person for the short stories leading up to the novel—but he chose first person narration, and he
developed Mr. Carraway for a purpose. Why? Based on what you’ve read so far, what do you think Nick’s role is?
Can we trust him? Later in the novel, Nick claims, “I am one of the few honest people that I have ever known”
(59). Some literary critics, however, consider him hopelessly dishonest and hypocritical.
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The Great Gatsby by F. Scott Fitzgerald
The Things They Carried by Tim O’Brien
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The Great Gatsby by F. Scott Fitzgerald
Write your answer to open response question 2 in the space provided on the answer sheet.
2. When Gatsby sees Daisy again for the first time in five years, he is noticeably nervous and accidently knocks a
clock off of Nick’s mantelpiece “whereupon he turned and caught it with trembling fingers” (86). Even before
Gatsby almost drops it, the clock was “defunct” according to Nick. Explain how the imagery in this scene is relevant
to the novel as a whole. Support your views with evidence from the text.
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The Things They Carried by Tim O’Brien
Significance of Title:
Name and Pertinent Facts about Author:
Historical Period:
Setting/Significance:
Genre/Characteristics:
Significance of Opening Scene:
Protagonist/Name and Describe: Protagonist’s motivation. What does he want
and why? Base your insight on textual evidence.
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The Things They Carried by Tim O’Brien
List other Characters and Describe:
Relationship of the protagonist with each of the
characters you listed. How does each character
influence the decisions or feelings of the
protagonist?
List and explain at least two external conflicts
that the protagonist faces.
List and explain at least two internal conflicts
that the protagonist faces.
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The Things They Carried by Tim O’Brien
Symbols/Motifs
Explain their Significance:
Themes and author’s purpose for utilizing
them in novel.
Memorable Quote #1: Significance:
Memorable Quote #2: Significance:
Memorable Quote #3 Significance:
Plot Summary:
Write at least two questions that you would have liked to ask Tim O’Brien about The Things They
Carried.
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The Things They Carried by Tim O’Brien
Short Essay Questions
Directions: Write a one page(typed) response to the following questions. We will expand on these questions
in class.
1. Many works of literature deal with political or social issues. The Things They Carried is a novel that
focuses on a political or social issue. Write an essay in which you analyze how the author uses literary
elements to explore this issue and explain how the issue contributes to the meaning of the work as a
whole. Do not merely summarize the plot.
2. Critic Roland Barthes has said, “Literature is the question minus the answer.” The Things They Carried
considers Barthes’ observation. Write an essay in which you analyze a central question the work raises
and the extent to which it offers any answers. Explain how the author’s treatment of this question
affects your understanding of the work as a whole. Avoid a more plot summary.
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2016-2017 Summer Reading Assignment for English 4 AP/Dual
1984 by George Orwell
Significance of Title: Name and Pertinent Facts about Author:
Historical Period: Setting/Significance:
Genre/Characteristics: Significance of Opening Scene:
Protagonist/Name and Describe: Protagonist’s motivation. What does he
want and why? Base your insight on textual
evidence.
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2016-2017 Summer Reading Assignment for English 4 AP/Dual
1984 by George Orwell
List other Characters and Describe: Relationship of the protagonist with each of the
characters you listed. How does each character
influence the decisions or feelings of the
protagonist?
List and explain at least two external
conflicts that the protagonist faces.
List and explain at least two internal conflicts
that the protagonist faces.
Symbols/Motifs
Explain their Significance:
Themes and author’s purpose for utilizing them
in novel.
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2016-2017 Summer Reading Assignment for English 4 AP/Dual
1984 by George Orwell
Memorable Quote #1: Significance:
Memorable Quote #2: Significance:
Memorable Quote #3 Significance:
Plot Summary:
Write at least two questions that you would have liked to ask George Orwell about 1984.
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2016-2017 Summer Reading Assignment for English 4 AP/Dual
1984 by George Orwell
Short Essay Questions
Directions: Write a ½ page response to two of the following questions. We will expand on
these questions in class.
(Based on the 2005 AP English Literature and Composition Free-Response Question)
1. Explain how the protagonist Winston Smith conforms outwardly while questioning
inwardly. Provide specific examples from the novel.
(Based on the 1994 AP English Literature and Composition Free-Response Question)
2. In some works of literature, a character that appears briefly, or does not appear at all, is
a significant presence. Choose a character from the novel that fits this description and
explain how this character functions in the work. You may wish to discuss how the
character affects action, theme, or the development of other characters.
(Based on the 2009 AP English Literature and Composition Free-Response Question)
3. A symbol is an object, action, or event that represents something or that creates a range
of associations beyond itself. In literary works a symbol can express an idea, clarify
meaning, or enlarge literal meaning. Select a symbol from the novel and analyze how
that symbol functions in the work.
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For more information, contact your
child’s English teacher
or
Advanced Academic Services
at 956-323-5506
Dr. Sharon Roberts, Coordinator
or
Ms. Chris Villarreal