ADVANCED ACADEMICS SUMMER READING PROGRAM GRADES 6-9 PROMOTING LITERACY, DEVELOPING FLUENCY, CREATING LIFE-LONG LEARNERS

“There are many little ways to enlarge your child’s world. Love of books is the best of all.” Jacqueline Kennedy Onassis

McAllen Independent School District Advanced Academics Grades 6-9 Summer Reading Guidelines Overview McAllen Independent School District recognizes the importance of building literacy and increasing fluency in students to ensure the development of strong reading, writing and thinking skills. Research strongly supports the idea that students who remain engaged in reading throughout the summer demonstrate significant academic gains and therefore improved performance in the following school year. It is the goal of MISD to provide students with the opportunity to engage in more reading experiences that help build a passion for reading and learning and success in all future rigorous academic endeavors. This version of the Summer Reading Program for Advanced Academics Flyer contains the book titles and summer reading assignments for students who will be in grades 6-9 in MISD in 20162017. Each campus has posted the relevant assignments on their individual websites and the entire document will be available on McAllen ISD’s Advanced Academics page at (www.mcallenisd.org). Please note that in the future additional texts may be added as well as different assignments to best meet the needs of our students. While there is a selected book(s) for students at each particular grade level, we strongly encourage students to read other materials in addition to the assigned readings. Non-fiction, fiction, graphic novels, news articles, poetry are all great ways to keep reading pleasurable while still building those essential reading and writing skills that are essential for future academic successes.

6th GRADE ADVANCED ACADEMICS SUMMER READING ASSIGNMENT 2016-2017

Wonder By RJ Palacio

Available at Barnes and Noble, McAllen Public Library, Amazon.com, Kindle

Wonder Assignment #1 Students entering MYP Year 1 are expected to read Wonder by RJ Palacio before the beginning of the school year. The following assignments are due on the first Friday of the school year (the end of the first week of school). Supplies: Spiral or Composition Book Pen or Pencil

Grade Weight: Assignments 1 & 2 will will both be taken as a major grade.

Reflection Journal (as you read) Journal writing encourages students to explore their thoughts and ideas. It engages students in the process of brainstorming and organizing ideas. It teaches them to articulate themselves through writing, and it encourages them to share these ideas with teachers and other students. Students are expected to include the following in the reflection journal: Eight journal entries, one for each part of the book, written in response to the readings (Part One-August, Part Two-Via, Part Three-Summer, Part Four-Jack, Part Five-Justin, Part SixAugust, Part Seven-Miranda, Part Eight-August). The entries should be written after the readings for each section have been completed, or as soon as possible after finishing each section. Requirements for Journal: • Entries should be a minimum of 3-5 sentences in length. • Entries should address questions, feelings, comments, concerns-anything that shows you have read the material and are thinking about what it means to you. • Do not simply summarize the story; write about thoughts and feelings that may not be addressed in the study questions below. Assignment #2 Comprehension Questions As you read the novel, please stop after each bolded section and answer the questions. Your response should restate the question and should be answered in complete sentences. Use the same spiral/composition book as in assignment #1; just skip at least a page in between the two assignments.

Part One-August Pages 3 to 23 1. Why do people look quickly away when they first see August? 2. In this section, August discusses the issue of him going to school. Why has he never gone to school? Do you think he should? Pages 24 to 42 3. August goes on the tour of the school and meets three students. In your opinion, which one would turn out to be a bully? 4. How would you describe the other students’ reaction to August in homeroom? Pages 42 to 60 5. What does September’s precept, “When given the choice between being right or being kind, choose kind,” mean? 6. Why does August use a simile to compare himself and Summer to “Beauty and the Beast”? Pages 61 to 80 7. Why is Halloween a positive thing for August? 8. What were Jack and Julian talking about? Part Two-Via Pages 81 to 99 9. Do you think Via is jealous of all the attention August gets? 10. Did Via have a good first day of high school? (Pages 100 to 117) 11. Who is Miranda and why did she call? 12. August decided to change his costume. How do you think mom reacted to this? Part Three-Summer Pages 118 to 132 13. Would you describe Summer as a good person? Why or why not? 14. Do you think Summer thinks Jack is a good friend? Part Four-Jack Pages 133 to 150 15. Jack seems to struggle with how he feels about August. What are the positive and negative reasons he gives about being ex-friends with him? 16. Who says, “Sometimes you don’t have to mean to hurt someone to hurt them,” and what does he or she mean by that?

Pages 151 to 185 17. Who does something to the class picture and what character traits does it show about that person? 18. What is the war that is beginning? What role does Julian play in it? Part Five-Justin Pages 186 to 204 19. While at dinner Justin has many tics. What are tics and why do they stop? 20. Justin and Olivia are in a play, but Olivia (Via) has not told her parents about it yet. Why do you think she has not told them? Part Six-August Pages 205 to 234 21. August gets hearing aids in this section. How does he feel about them in the beginning and towards the end of pages in this section? 22. Daisy is August’s dog, who has been sick for a while. Why hasn’t August noticed this? Part Seven-Miranda Pages 235 to 248 23. Miranda and Via used to be good friends. Why did their relationship change? What does Miranda miss about having Via as a friend? 24. Miranda pretends to be sick on opening night. In your opinion, why do you think she did that? Part Eight-August Pages 250 to 270 25. How does August feel about going on the Fifth Grade Nature Retreat? 26. Jack and August find themselves in trouble. What is the trouble and who helps them? Pages 271 to 309 27. August lies to the teachers about not being able to remember the seventh graders’ faces. Why do you think he did this? 28. What animal does August use to represent him? Do you think it is a good choice? 29. There is a ceremony at school. What happens at the ceremony that shows a change from the beginning to the end of the school year? 30. Mr. Tushman says, “Always try to be a little kinder than necessary.” What does that mean to you? In your opinion, what character demonstrates this best?

7th Grade ADVANCED ACADEMICS SUMMER READING ASSIGNMENT 2016-2017

Zen and the art of faking it by Jordan Sonnenblick

Available at Barnes and Noble, McAllen Public Library, Amazon.com, Kindle

Zen and the art of faking it Independent Summer Reading Log Name:_______________________________ Date Due:_______________ Grade Weight: 1 test grade (2nd day of 1st week of school) Directions: As you read the novel, use 10 chapters to analyze with the following chart. For each of the 10 chapters, complete one choice from the chart. Fill in the information for “The Basics” and complete the “Written Response” using complete sentences. The chapters you choose for the 10 entries do not have to be in any particular order. NUMBER THE BASICS WRITTEN RESPONSE If the author added another paragraph to the end of the section/chapter you just read, CHOICE 1 Chapter Title:

what would it say? Write it here. (Paragraphs need to be at least 5-7 sentences long!!):

Page Number:

CHOICE 2

Chapter Title:

Page Number:

CHOICE 3

Chapter Title:

Find a word you do not know from the section you just read. New vocabulary word:_____________________________ Sentence it’s used in the book:_________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ What it means:________________________________________________________________ ______________________________________________________________________ Your own, original sentence using the word:_________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Stop reading every five minutes in this chapter and fill in the statements. 1.

I noticed __________________________________________________ __________________________________________________________

2.

I wonder____________________________________________________

Page Number: ___________________________________________________________ 3. This reminds me of_______________________________________________because________ _____________________________________________________________ 4.

I think _________________________________________________________ will happen next.

CHOICE 4

Chapter Title:

Think about what this story says about people in general. In what ways does it remind you of people you have read about? In what ways does it remind you of people you know? Support your answer with evidence from the section of the story you just read. (Minimum of 5 complete sentences number your sentences.)

Page Number:

CHOICE 5

Chapter Title:

What type of person is the main character of the story? How would you describe him/her in this section of the story using only one adjective? Use details from the chapter to support your answer. (Minimum of 5 complete sentences, number your sentences.)

Page Number:

CHOICE 6

Chapter Title:

Imagery is the use of words that make the reader imagine what the characters see, hear, taste, touch, or smell. Choose two words or phrases from the chapter you just read that activate your senses with the detail/imagery they provide. Describe the imagery, the senses involved, and the way the imagery enriches the story. (Minimum of 5 complete sentences, number your sentences.)

Page Number:

CHOICE 7

Chapter Title:

Page Number:

Choose a significant setting from any chapter of this book. Describe the time and place and explain how it affects the plot. (Minimum of 5 complete sentences, number your sentences.)

CHOICE 8

Chapter Title:

Identify a conflict in the chapter. What kind of conflict is it? (circle one) Man vs. Man

CHOICE 9

Man vs. Self

Man vs. Nature

Man vs. Society

Page Number:

Describe the conflict and explain how this is an example of that type of conflict. Support your answer with evidence from the text. (Minimum of 5 complete sentences, number your sentences.)

Chapter Title:

Pick an event from the chapter and write about a time in your life that was similar.

Page Number:

CHOICE 10

Chapter Title:

Find one of the following literary elements: simile, metaphor, alliteration, foreshadowing, and personification. Fill in the following information.

Page Number:

Text (use quotation marks):

This is an example of: ___________________________(literary element) I know this because: _________________________________________________ ____________________________________________________________________ This made me think about:_______________________________________________ _____________________________________________________________________ _____________________________________________________________________ This quotation means:___________________________________________________ ____________________________________________________________________ ____________________________________________________________________

8th GRADE ADVANCED ACADEMICS SUMMER READING ASSIGNMENT 2016-2017

A GOOD LONG WAY By Rene Saldana, Jr.

Available at Barnes and Noble, McAllen Public Library, Amazon.com, Kindle

The Summer Reading Assignments for A Good Long Way are designed to promote the interaction between what a student is reading and what they are thinking. They capture the relationship a good reader has with the text. Use the template provided to complete the assignments as you read. Consult the example pages that follow the assignment template for guidance if you have never done a dialectical journal or character chart before. It is very important that you do not wait to do this until after you have read the book. When you stop and write down your thoughts and questions and insightfully analyze them, this process makes the reading much more meaningful. When you look back over what you wrote at the beginning and compare it to the end of the book, it allows you to see the process you experienced as the reader digesting the writer’s words and ideas and making it all meaningful. How to complete the Dialectical Journal: • Left side of the journal is text from the book that you are analyzing. • This can include quotes, paraphrasing, and words. • Right side of the journal is your analysis, thoughts, examples of author’s style, and questions about the text on the left. • Analysis means that your comments/responses should be insightful. • There should be a minimum of 15-20 entries on the dialectical journal. • Find the example page included and review it for guidance. **Remember to complete the journal as you are reading and not after. Write legibly so that your thoughts are clearly understood and there is no trouble grading it. **Grade Weight- this assignment is for a test grade. **Due Date- due to the teacher on the first day of school.

How to complete the Character Chart: • Choose the main character and think of the main character’s main personality trait. The main trait would be the characteristic that remains largely constant throughout the novel or that was always there but never completely realized until the end of the novel. • Put the adjective that best describes that trait in the center circle. • Find textual evidence that supports your choice and either paraphrase or directly quote it on the lines provided. • Include the page number where you found the evidence.

Assignment #1

Character Trait Chart Character:____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

___________________________ ___________________________ ___________________________ ___________________________ ___________________________

Main Character Trait:

__________________________ __________________________ __________________________ __________________________ __________________________

___________________________ ___________________________ ___________________________ ___________________________ ___________________________

Directions: Write the character’s main personality trait or attribute in the center of the circle. Use a descriptive adjective. Find four pieces of evidence in the text that reveal the trait or attribute. Write the evidence on the lines provided. (Included the page number on which you found the evidence.)

Assignment #2

Dialectical Journal Name:_____________________________

Date:________________

Title of Text:________________________

Author:_____________________________

Quotes, Paraphrases, Words

Meaning, Personal Connections

DIALECTICAL JOURNAL EXAMPLE Name:______________________ Date:___________________ Title of Text: Tangerine Author: Edward Bloor

Quotes, Paraphrases, Words

Meaning, Personal Connections

There were two small groups of guys karate-kicking at each other… Menacing looking gangs…

Paul seems afraid of what he has gotten into. This school is tough and Paul feels isolated.

“As we headed west on Route 22, I began to feel a real sense of hope about Tangerine school. Middle School.” Page _____

Paul is happy that his mom lost his IEP. Now he believes he has a chance to fit in at this

Osprey (vocabulary)

It must be some kind of bird because Paul says Maybe his IEP is feathering some Osprey nest.

Paul’s uniform

When he compares his torn up uniform to his friend’s new uniform we realize this is a symbol for Paul’s life and how tough he has had it.

This also shows he has struggled before.

Literary Terms for 8th graders This is a list of literary terms that as eighth graders, you should be familiar with. Please read over the list and look up other definitions of the ones that you do not know. Find multiple examples of them so that you better understand how they are used. From this list, challenge yourself to use at least four different ones as entries in your dialectical journal. Literary Element

Definition

allusion

an explicit or implicit reference, in a work of literature, to a person, place, or event, or to another literary work or passage

antagonist

character or force in direct conflict with the protagonist

flashback

a section of the story that interrupts the sequence of events to relate an event from an earlier time; used to give additional information to the reader to help him/her understand the story better

foreshadowing

the writer's hints and clues that suggests events that may still occur

inference

to "take out of" or to draw a conclusion based on that which is implied; a conclusion or opinion that draws on known facts, evidence, or intuition to fill in missing information

mood

symbol

the atmosphere or feel of the story, it may be serious, humorous, satiric; the overall feeling you get when reading a story a person, place, or object that has meaning in itself, but suggests other meanings as well; a concrete object used to represent an abstract idea/concept

tone

the author's attitude toward the subject, reader, or character; could be light-hearted, distant, humorous, creepy, mysterious

irony

when the outcome or action is unexpected or opposite of what you would expect

narrator

person or character telling the story

English I (9th Grade) PRE-AP SUMMER READING ASSIGNMENT 2016-2017

Of Mice and Men by John Steinbeck ISBN: 0140177396 Available at Barnes and Noble, McAllen Public Library, Amazon.com, Kindle

Parent/Student Information about the Grade 9-12 Summer Reading Assignment

Welcome! We are excited that you have chosen to be part of our Pre-AP (Advanced Placement) program. The McAllen School District encourages all students to read throughout the summer. Each grade level has a recommended book list with titles selected specifically for the students entering that grade. The district also has a required high school reading assignment for students entering grades 9 to 12. After completion of the assigned reading, each student will complete the included assignments to facilitate their understanding of the book. Of Mice and Men was chosen as the summer reading book because it exemplifies all necessary components in preparation for Advanced Placement classes. The literary merit of the novel has withstood the test of time and will be an extremely relevant teaching tool in the classroom.

Expectations and Assessment Week One and Two: • Discussion over novel • Reading Guide Questions • Thematic Chart • Article of choice (that parallels a thematic idea) • Objective Test • Writing Assignments Due Dates and Grading: • The Summer Reading Assignment will be due the second Monday of the new school year. District late work policy will be enforced! • The entire packet will be worth a test grade. o Thematic Chart 50% o Reading Guide Questions 40% o Article 10% • Your assignment must be typed in a 12 pt. font (no fancy fonts please) and arranged in order (chart, questions, article) with a cover page that includes: o Your Name, Class & Period, Teacher’s Name and Date Cheating and Plagiarism: • MISD will not tolerate academic cheating or plagiarism in any form. It will result in a score of a zero on the assignment and may result in disciplinary action. • Learning to think and work independently is part of the educational process.

Of Mice and Men Study Guide Background Information: Author Biography John Steinbeck (1902-1968) was born in Salinas, California. He came from a middle class family. His father was the county treasurer, and his mother was a former schoolteacher. She inspired and encouraged his love of books and reading. He attended Stanford University, but he did not graduate. In his twenties, he traveled to New York City with the dream of supporting himself as a freelance writer. When his efforts failed, he went home to California. He then began to work seriously on novels and short stories. When Steinbeck was a young adult, he spent his summer vacations working as a hired hand on local ranches. His interactions with the people he met during those summers greatly influenced the characters he created throughout his career. In an interview following the publication of Of Mice and Men, Steinbeck revealed that all the characters in the novel are composites based on real people. Steinbeck said in his essay “Advice for Beginning Writers” (1963) that he still felt afraid every time he began writing a story, even though he had a long successful writing career behind him. He went on to say that a writer who does not experience this fear may not have an appropriate respect for the art of writing. Book Summary Of Mice and Men was published in 1937. The story epitomizes the themes and ideas that Steinbeck propounded throughout his novels: the plight of the laborers, the perils of isolation, and the hope for a better future. Set in California during the Great Depression, Of Mice and Men is an excellent vehicle to learn about the life and times of migrant works in the 1930s. With its beautiful descriptive passages, easily accessible dialogue, and fast-paced timeline, it is very easy to follow along. The memorable characters that, ironically, represent a segment of society that was largely ignored in its day draw in readers. Analyzing the balance of power, the importance of friendship, and the role of dreams in our lives allows readers to gain a deeper understanding of the text while applying valuable lessons to their own lives. Character List • • • • • • •

Lennie Small: a nondescript, hulking creature of a man whose childlike mentality continually gets him into scrapes with men who neither respect nor understand him. George Milton: a small, lean man, used to fighting for his place in the world. He oversees and protects Lennie. Slim: a tall skinner (a highly skilled mule-driver) that serves as a counselor to the ranch hands. Candy: The one-handed ranch worker who has lived past his prime. Curley’s wife: a woman who is not respected by the men on the ranch. Crooks: the African-American stable buck is called Crooks because of a spinal injury inflicted by a kicking horse. Curley: the boss’s son, he possesses a jealous, cruel streak.

Thematic Chart Complete the chart using your book. Responses must be typed and written in complete sentences. Thematic Idea

Family

Loyalty

Isolation

Friendship

The American Dream

Thematic Statement

Quotation

Commentary

(What does Steinbeck say about the topic?)

(Provide evidence from the novel that supports the statement.)

(Why is this important in society today?)

Of Mice and Men Study Guide Questions Answer these questions as you read your book. Responses must be typed and written in complete sentences. Chapter 1 1. Identify and give a physical description of both Lennie and George using information from the text. George:

Lennie:

2. What trouble did George and Lennie have in Weed? Explain the connection between Lennie's mouse and what happened in Weed?

3. What does the dead mouse in Lennie's pocket reveal about him?

4. Why are George and Lennie different from the other "guys like us that work on ranches?"

5. Before they go to sleep, George tells Lennie to hide in the bush near their campsite and wait for him to come if he gets into any trouble. This is an example of foreshadowing. What prediction can readers draw from George's instructions?

6. Why does Steinbeck describe Lennie in animalistic terms? What animals is Lennie compared to in this chapter? Explain why Steinbeck might have made that choice.

Chapter 2 7. Describe Curley's personality. Why do you think he acts the way he does?

8. Why does Carlson suggest shooting Candy's dog? How does Candy respond?

9. How is Candy's connection to his dog similar to George's relationship with Lennie?

10. How do George and Lennie react to seeing Curley's wife for the first time? What is her name? Why do you think Steinbeck chose to name her this way?

Chapter 3 11. Slim and George have a long conversation in which George tells Slim about the mean-spirited jokes he used to play on Lennie. What happened that made George want to change the way he treated Lennie?

12. What card game does George play? How might this be symbolic?

13. The discussion of Curley's wife leads Whit to invite George to come with the other men "to old Suzy's place." What is "old Suzy's place," and what purpose does it serve in the novel? Why doesn't George invite Lennie to come along?

14. In what way is Candy similar to his dog? How does this further explain his reluctance to do what Carlson suggests?

15. Why did Curley fight with Lennie? What happened?

Chapter 4 16. Curley's wife is lonely because she's the only woman on the ranch. Candy is lonely because of his age. Why is Crooks so lonely?

17. Why does Lennie wander into Crook's room? What is Crooks initial reaction to the intrusion? 18. What is Curley's wife's reaction to the dream of the farm with rabbits? 19.What does Curley's wife threaten to do to Crooks?

Chapter 5 20. Why did Curley's wife come to see Lennie? What does she end up telling him about herself? 21. What ends up happening to her in the barn? Is she personally responsible, in any way, for what happens to her in this chapter? Explain your answer.

22. What might happen to Lennie if Curley catches him? Do you think he deserves the punishment he might receive? Explain your response.

Chapter 6 23. How is George and Lennie's conversation in the river valley similar to the one they had in chapter one?

24. Why does George struggle with the details of the farm when describing it to Lenny on the riverbank?

25. Does the ending of this novel show the strength of George's love for Lennie, or the weakness of his love for his friend? Explain your response.

Article Assignment

Find an article of at least 500 words that appeals to you and that parallels any of the thematic ideas presented on your Thematic Chart. You must provide a printed copy, and be prepared to discuss it in class. • • •

The article can be from the local, state, national or world newspaper/magazine. *** NO entertainment, gossip or advertisement kinds of articles. Read the article to understand what it's about and the connection to one or several of the novel's themes/big ideas.

ESTUDIOS ACADÉMICOS AVANZADOS PROGRAMA DE LECTURA DE VERANO GRADOS 6-8 PROMOCIÓN DE LA ALFABETIZACIÓN, DESARROLLO DE LA FLUIDEZ, CREANDO APRENDICES PARA TODA LA VIDA

“There are many little ways to enlarge your child’s world. Love of books is the best of all.”Jacqueline Kennedy Onassis

Distrito Escolar Independiente de McAllen Estudios Académicos Avanzados Delineamientos para la Lectura de Verano - Grados 6-8 Resumen El Distrito Escolar Independiente de McAllen reconoce la importancia de avanzar la alfabetización y mejorar la fluidez en los alumnos para asegurar el desarrollo de las destrezas de lectura, escritura y del pensamiento. Los estudios de investigación apoyan la idea que los alumnos que siguen participando en la lectura a lo largo del verano demuestran significantes recompensas académicas y por lo tanto un mejor desempeño durante el siguiente ciclo escolar. MISD tiene como meta proporcionarle a los alumnos la oportunidad para participar en más experiencias de lectura que inculquen una pasión en la lectura y el aprendizaje y últimamente poder disfrutar del éxito en futuros esfuerzos académicos desafiantes. El Programa de Lectura de Verano ofrece libros y tareas de lectura para los grados 3-12 en todas las escuelas de MISD. Cada escuela publicará las tareas en sus respectivas páginas de internet así como en la página de la Oficina de Estudios Académicos Avanzados de MISD (www.mcallenisd.org). Tenga en mente que textos adicionales se pueden añadir así como diferentes tareas para cumplir con las necesidades de nuestros alumnos. Aunque se han seleccionado libros para los alumnos en cada nivel académico, les recomendamos que lean otros textos aparte de las lecturas encargadas. La lectura de poesía, artículos de periódico, novelas gráficas y obras de ficción y no-ficción son estupendas maneras de mantener el interés en la lectura y la misma vez desarrollar esas destrezas esenciales de lectura y escritura que son importantes para el éxito académico en el futuro.

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TAREA DE LECTURA GT para el 6o GRADO 2016-2017

Wonder Escrito por RJ Palacio

Disponible en Barnes and Noble, la biblioteca pública de McAllen, Amazon.com, Kindle

Wonder Tarea #1 Se espera que los alumnos entrando al programa MYP lean Wonder escrito por RJ Palacio antes del inicio del ciclo escolar. Las siguientes tareas se entregarán el primer viernes del ciclo escolar (al final de la primera semana de clases). Útiles: Cuaderno esprial o libro de composición Pluma o lápiz

Valoración de la nota: Las tareas 1 & 2 contarán como una mayor parte de la calificación

Cuaderno de Reflexión (mientras lees) El uso de un cuaderno/diario impulsa a los alumnos a que exploren sus pensamientos e ideas. Los alumnos pueden proponer y organizar sus ideas. Les enseña a expresarse a través de la escritura y los anima a compartir sus ideas con los maestros y sus compañeros. Se espera que los alumnos incluyan lo siguiente en sus cuadernos de reflexión: Ocho anotaciones en el cuaderno, una para cada parte del libro, escritas en respuesta a lo leído (Parte Una-August, Parte Dos-Vía, Parte Tres-Summer, Parte Cuatro-Jack, Parte Cinco-Justin, Parte Seis- August, Parte Siete-Miranda, Parte Ocho- August). Las anotaciones deben ser escritas después de leer cada sección o lo más pronto posible después de terminar cada sección. Requisitos para el cuaderno: • Las anotaciones deben ser de un mínimo de 3-5 oraciones de largo. • Las anotaciones deben abordar preguntas, sentimientos, comentarios y preocupaciones cualquier indicación que muestra que leíste el material y que estas pensando en lo que significa para ti. • No hagas simplemente un resumen de la historia; escribe acerca de tus pensamientos y sentimientos que las siguientes preguntas de estudio no cubren. Tarea #2 Ejercicios de comprensión Contesta las preguntas después de cada sección en negro al leer la novela. Tu respuesta debe volver a plantear la preguntar y la debes contestar en oraciones completas. Usa el mismo cuaderno/libro de composición que usaste en la Tarea #1; solo deja por lo menos una página en blanco entre las dos tareas. Parte Una-August

Páginas 3 a 23 1. ¿Por que las personas miran rápidamente hacia otro lado cuando ven a August por primera vez? 2. En esta sección, August habla sobre el tema de ir a la escuela. ¿Por qué nunca ha asistido a la escuela? ¿Piensas que debe asistir? Páginas 24 a 42 3. August hace un recorrido de la escuela y conoce a tres alumnos. En tu opinión, ¿cual resultará ser un acosador? 4. ¿Cómo describirías la reacción de los otros alumnos a August en el salón principal? Páginas 42 a 60 5. ¿Qué significa el lema de September, "Cuando se te da la opción de elegir entre tener la razón o ser amable, elige ser amable"? 6. ¿Por qué usa August un símil para compararse él y Summer con la "Bella y la Bestia"? Páginas 61 a 80 7. ¿Por qué Halloween es algo positivo para August? 8. ¿De qué hablaban Jack y Julián? Parte Dos - Vía Páginas 81 a 99 9. ¿Crees que Vía envidia la atención que recibe August? 10. ¿Disfrutó Vía de su primer día en la preparatoria? (Páginas 100 a 117) 11. ¿Quién es Miranda y por qué habló? 12. August decidió cambiar su disfraz. ¿Cómo crees que reaccionó su mama? Parte Tres - Summer Páginas 118 a 132 13. ¿Describirás a Summer como una buena persona? ¿Por qué o por qué no? 14. ¿Crees que Summer piensa que Jack es un buen amigo? Parte Cuatro-Jack Páginas 133 a 150 15. Parece ser que Jack lucha con lo que siente por August. ¿Cuáles son razones positivas y negativas que da por ser ex-amigo de August? 16. ¿Quién dice, "A veces no tienes que ser cruel para herir a alguien" y que quiere decir esto?

Páginas 151 a 185 17. ¿Quién le hace algo a la foto de la clase y que dice esto del carácter de esta persona? 18. ¿Cuál es la guerra que empieza? ¿Qué papel tiene Julián en ella? Parte Cinco-Justin Páginas 186 a 204 19. Justin demuestra muchos tics durante la cena. ¿Qué es un tic y por qué se reprimen? 20. Justin y Olivia son parte de una obra de teatro pero Olivia (Vía) no le ha dicho a sus padres. ¿Por qué crees que no les ha dicho? Parte Seis-August Páginas 205 a 234 21. August recibe aparatos auditivos en esta sección. ¿Qué piensa de ellos al principio y después en las últimas páginas de esta sección? 22. Daisy es la perra de August que ha estado enfermo por un tiempo. ¿Por qué no se ha dado cuenta August? Parte Siete-Miranda Páginas 235 a 248 23. Miranda y Vía eran buenas amigas. ¿Por qué cambió su relación? ¿Qué es lo que extraña Miranda de su amiga Vía? 24. Miranda finge estar enferma en la noche de estreno. En tu opinión, ¿por qué crees que hizo eso? Parte Ocho-August Páginas 250 a 270 25. ¿Cómo se siente August acerca del retiro de naturaleza del quinto grado? 26. Jack y August se encuentran en problemas. ¿Cuál es el problema y quién los ayuda? Páginas 271 a 309 27. August le mienta a las maestra acerca de no poder recordar las caras de los alumnos de séptimo grado? ¿Por qué crees que hizo esto? 28. ¿Cuál animal usa August para representarlo? ¿Crees que es buena opción?

29. La escuela tiene una ceremonia. ¿Qué pasa en la ceremonia que muestra un cambio del principio a finales del ciclo escolar? 30. El Señor Tushman dice, "Traten de siempre ser más amables que lo que es necesario." ¿Que significa esto para ti? En tu opinión, ¿cuál personaje mejor demuestra esto?

TAREA DE LECTURA GT Para el 7o Grado 2016-2017

Zen and the art of faking it Escrito por Jordan Sonnenblick

Disponible en Barnes and Noble, la biblioteca pública de McAllen, Amazon.com, Kindle Zen and the art of faking it Registro de Lectura Independiente para el Verano Nombre: _______________________________ Valoración de la nota: 1 nota de examen

Fecha de entrega:_______________ (2o día de la 1a semana de clases)

Instrucciones: Mientras lees la novela, usa 10 capítulos para analizar en la siguiente tabla. Para cada uno de los 10 capítulos, complete una opción de la tabla. Llena los datos en la columna "Lo Básico" y completa "La Respuesta Escrita" usando oraciones completas. Los capítulos que elijas para las 10 anotaciones no tienen que estar en ninguna orden en particular. NÚMERO LO BÁSICO RESPUESTA ESCRITA Título del capítulo: Si el autor le agrega otro párrafo al final de la sección/capitulo que acabas de leer, ¿qué OPCIÓN 1 diría? Escríbelo aquí. (¡¡Los párrafos deben ser un mínimo de 5-7 oraciones de largo!!)

Número de página:

OPCIÓN 2

Título del capítulo:

Número de página:

OPCIÓN 3

Título del capítulo:

Busca una palabra en esta sección que acabas de leer que no reconoces. Palabra nueva:_____________________________ La oración del libro donde se escuentra:_____________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Lo que significa:______________________________________________________________ ______________________________________________________________________ Tu propia oración original usando esta palabra:_______________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Deja de leer cada cinco minutos en este capítulo y completa las siguientes declaraciones. 1.

Note que __________________________________________________

Número de página:

__________________________________________________________ 2.

Quiero saber____________________________________________________ ___________________________________________________________

3. Esto me recuerda a _______________________________________________por que___________________________________________________________ 4.

OPCIÓN 4

Título del capítulo:

Creo que _______________________________________________________ sucederá después.

Reflexiona acerca de lo que esta historia dice de las personas en general. ¿De qué manera te recuerda a personas de quien has leído? ¿De qué manera te recuerda a personas que conoces? Apoya tus respuestas con pruebas de la sección que acabas de leer. (Escribe un mínimo de 5 oraciones completas. Numera tus oraciones.)

Número de página:

OPCIÓN 5

Título del capítulo:

¿Qué tipo de persona es el protagonista de esta historia? ¿Cómo lo(a) describirías en esta sección utilizando sólo un adjetivo? Usa detalles del capítulo para apoyar tu respuesta. (Escribe un mínimo de 5 oraciones completas. Numera tus oraciones.)

Número de página:

OPCIÓN 6

Título del capítulo:

Número de página:

Imaginería es el uso de palabras que le permiten al lector imaginar lo que los personajes ven, escuchan, saborean, tocan o huelen. Escoge dos palabras o frases del capítulo que acabas de leer que estimulan tus sentidos con los detalles/imaginería que utilizan. Describe la imaginería, los sentidos involucrados y la manera en la que la imaginería realza la historia. (Escribe un mínimo de 5 oraciones completas. Numera tus oraciones.)

OPCIÓN 7

Título del capítulo:

Escoge un escenario significante de cualquier capítulo en el libro. Describe el tiempo y sitio que explica cómo afecta el argumento. (Escribe un mínimo de 5 oraciones completas. Numera tus oraciones.)

Número de página:

OPCIÓN 8

Título del capítulo:

Identifica un conflicto en este capítulo. ¿Qué tipo de conflicto es? (circula uno) El hombre contra hombre El hombre contra sí mismo El hombre contra la naturaleza El hombre contra la sociedad

Número de página: Describe el conflicto y explica cómo es un ejemplo de ese tipo de conflicto. Apoya tu respuesta con pruebas del texto. (Escribe un mínimo de 5 oraciones completas. Numera tus oraciones.)

OPCIÓN 9

Título del capítulo:

Escoge un acontecimiento del capítulo y escribe acerca de un tiempo de tu vida que fue similar.

Número de página:

OPCIÓN 10

Título del capítulo:

Encuentra uno de los siguientes elementos literarios: símil, metáfora, aliteración, prolepsis y personificación. Llena la siguiente información.

Número de página:

Texto (usa comillas):

Esto es un ejemplo de: ___________________________(elemento literario) Esto lo sé por qué: _________________________________________________ ____________________________________________________________________ Esto me hizo pensar acerca de:____________________________________________ _____________________________________________________________________ _____________________________________________________________________ Esta cita significa:___________________________________________________ ____________________________________________________________________ ____________________________________________________________________

TAREA DE LECTURA GT para el 8o GRADO 2016-2017

A GOOD LONG WAY Escrito por Rene Saldaña, Jr.

Disponible en Barnes and Noble, la biblioteca pública de McAllen, Amazon.com, Kindle

Las Tareas de Lectura para el Verano para el libro A Good Long Way están diseñadas para promover la interacción entre lo que el alumno está leyendo y lo que está pensando. Capturan la relación que un buen lector tiene con el texto. Usa el formato proporcionado como guía si nunca has hecho un cuaderno dialéctico o una tabla para personajes. No esperes hasta terminar de leer el libro para hacer esto. Deja de leer y escribe tus pensamientos y preguntas y analízalas profundamente. Este proceso hace que la lectura sea más significante. Cuando miras lo que escribiste al principio y lo comparas con el fin del libro te permite ver el proceso que tuviste como lector absorbiendo las palabras e ideas del escritor y hace la lectura más significante. Instrucciones para completar el cuaderno dialéctico: • El lado izquierdo del cuaderno incluye texto del libro que estas analizando. • Esto incluye citas, paráfrasis, palabras. • El lado derecho del cuaderno incluye tu análisis, pensamientos, ejemplos del estilo del autor, o preguntas acerca del texto que se encuentra en el lado izquierdo. • El análisis significa que tus comentarios/respuestas deben ser profundos. • Debe haber un mínimo de 15-20 anotaciones en el cuaderno dialéctico. • Encuentra la página de ejemplo incluida y repásala como guía **Recuerda que debes llenar el cuaderno mientras estás leyendo y no después. Escribe en letra clara para que tus pensamientos se comprendan claramente y no habrá problemas al calificar tu trabajo. **Valoración de la nota - esta tarea es para una nota de examen **Fecha de entrega - entregar a la maestra el primer día de clases

Instrucciones para completar la tabla del personaje: • Elige el protagonista y reflexiona acerca del rasgo de personalidad principal del protagonista. El rasgo de personalidad principal sería el rasgo que permanece constante a lo largo de la novela o el que siempre estuvo presente pero nunca se realizó hasta el final del libro. • Anota el adjetivo que describe mejor el rasgo en el círculo del centro. • Encuentra evidencia textual que apoya tu selección y parafrasea o directamente cita la evidencia en las líneas indicadas. • Incluye el número de la página donde encontraste la evidencia.

Tarea #1

Tabla de Rasgos de Personalidad Personaje:____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

___________________________ ___________________________ ___________________________ ___________________________ ___________________________

Rasgo de Personalidad Principal:

__________________________ __________________________ __________________________ __________________________ __________________________

___________________________ ___________________________ ___________________________ ___________________________ ___________________________

Instrucciones: Escribe el rasgo de personalidad principal o cualidad del personaje en el centro del círculo. Usa un adjetivo descriptivo. Busca cuatro pruebas en el texto que revelan el rasgo o la cualidad. Escribe la evidencia en las líneas indicadas. (Incluye el número de página donde encontraste la evidencia.)

Tarea #2

Cuaderno Dialéctico Nombre:_____________________________ Título del texto:________________________ Citas, Paráfrasis, Palabras

Fecha:________________ Autor:_____________________________ Significado, Conexiones personales

CUADERNO DIALÉCTICO EJEMPLO Nombre:______________________ Fecha:___________________ Título del texto: Tangerine Autor: Edward Bloor

Citas, Paráfrasis, Palabras

Significado, Conexiones Personales

There were two small groups of guys karate-kicking at each other… Menacing looking gangs…

Paul seems afraid of what he has gotten into. Parece que Paul se asustó al darse cuenta en lo que se metió. This school is tough and Paul feels isolated. Esta escuela es difícil y Paul se siente aislado.

Había dos pequeños grupos de tipos que estaban dándose patadas de karate uno al otro. Pandillas con apariencia amenazadora… “As we headed west on Route 22, I began to feel a real sense of hope about Tangerine Mientras viajábamos rumbo al oeste en la Ruta 22, empecé a sentir un poco de esperanza acerca de Tangerine. Middle School.” Page _____ "Escuela Secundaria" Página ____

Paul is happy that his mom lost his IEP. Now he believes he has a chance to fit in at this school. Paul está alegre porque su mamá perdió su IEP. Ahora piensa que tiene una oportunidad para poder adaptarse en esta escuela. This also shows he has struggled before. Esto también demuestra que ha tenido dificultades antes.

Osprey (vocabulary) Águila pescadora

It must be some kind of bird because Paul says Maybe his IEP is feathering some Osprey nest. Debe ser algún tipo de ave porque Paul dice que a lo mejor su IEP esta tapizando un nido de osprey.

Paul’s uniform El uniforme de Paul

When he compares his torn up uniform to his friend’s new uniform we realize this is a symbol for Paul’s life and how tough he has had it. Nos damos cuenta que las dificultades que ha pasado Paul en su vida se reflejan como símbolo cuando Paul compara su uniforme roto al uniforme nuevo de su amigo.

Términos literarios para alumnos de 8o grado Esto es una lista que términos literarios que alumnos de octavo grado deben reconocer. Repasa la lista y busca las definiciones de las otras palabras que no reconoces. Encuentra varios ejemplos de los términos para que comprendas mejor su uso. Con esta lista, acepta como reto usar por lo mínimo cuatro diferentes términos como anotaciones en tu cuaderno dialéctico. Elemento Literario Definición

alusión antagonista analepsis (flashback/retrospectiva)

prolepsis (predecir/prefigurar)

Una referencia explícita o implícita, en una obra de literatura, a una persona, sitio o acontecimiento o a otra obra literaria o pasaje Personaje o fuerza en conflicto directamente con el protagonista Una sección de la historia que interrumpe la secuencia de acontecimientos para referirse a un acontecimiento anterior; se utiliza para proporcionarle al lector información adicional para que comprenda la historia mejor Las pistas y sugerencias del escritor que sugieren acontecimientos que aun pueden ocurrir

inferencia

"sacarle" o hacer una conclusión basada en lo que se implicó; una conclusión u opinión que toma de los datos conocidos, evidencia o intuición para completar la información que falta

ambiente

El clima o el estado de ánimo de la historia, puede ser serio, chistoso, satírico; la sensación que sientes al leer una historia

símbolo

tono

ironía narrador

Una persona, sitio u objeto que significa algo por si mismo pero también sugiere otros significados; un objeto concreto se usa para representar una idea/concepto indefinido La actitud del autor hacia el tema, el lector o el personaje; puede ser alegre, distante, chistoso, escalofriante, misterioso Cuando el resultado o acción es inesperada u opuesto a lo que se esperaba Persona o personaje que relata la historia