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Summer Reading

Summer Reading

Letter to Parents

Choice Reading Initiative Summer Reading Edition Final_2018

Summer Reading-GTEnglish I

Summer Reading-GTEnglish II

Summer Reading-GTEnglish III

Summer Reading-GTEnglish IV

April 18, 2018

Dear Parents/Guardians, In an effort to fulfill its commitment to develop North East ISD students into fully-realized critical readers, thinkers, and writers, students must continuously be given opportunities to take ownership of their reading choices throughout the year. The goal of the NEISD Summer Reading Program is to promote student choice in reading. Research indicates that choice reading enhances students’ reading comprehension, language, vocabulary development, general knowledge, and empathy for others, as well as their self-confidence as readers, motivation to read throughout their lives, and positive attitudes toward reading. Each grade level has adopted a thematic topic to promote reading in academic and personal settings. The selected titles on each reading list represent a variety of voices, cultures, perspectives, and ideologies. The goal is to provide students with an abundance of choice in the texts they interact with in an effort to develop their understanding, perspective, and appreciation for the people, places, and ideas that comprise their world. During the summer, the expectation is for students to read their choice text(s). Students may find annotating their text helpful, but it is not a requirement. Upon returning to school, grades/assessments over Summer Reading may not occur prior to the third week of the year. The text chosen by the student will be referenced throughout the school year as a foundational text. (Please note that the texts on the summer reading lists are intended for advanced English courses and some of the texts may contain mature language or situations. We strongly encourage parents and/or guardians to preview the text/s).

Stakeholder Roles: Parents/Guardians:

● Encourage reading and model the enjoyment of reading

● Review and monitor your child’s text choices.

● Partner with school and libraries for access to a wide range of topics and genres for your children Students:

● Choose a text

● Read the text

● Talk about the text

● Write about the text

● Repeat all year Thank you for your continuous support!

There is a story or poem to raise a goosebump on the toughest skin, and we are well advised to help each child find it. A child who has never thrilled to words will remain indifferent to reading and writing them. (Sloan, 2003, p. 12)

 

Choice Reading Initiative: Summer Reading Component

Vision: North East ISD is a community of confident and competent readers.

Mission Statement: NEISD’s Choice Reading Initiative encourages students to select texts to read for pleasure, analyze for deeper meaning, and engage in authentic conversations with fellow readers throughout the year.

Rationale: In an effort to fulfill its commitment to develop NEISD students into fully-realized critical readers, thinkers, and writers, students must continuously be given opportunity to take ownership of their reading choices throughout the year. The goal of the NEISD Summer Reading Program is to promote student choice in reading. Choice reading is defined as pleasure reading, free voluntary reading, and independent reading for a wide range of personal and social purposes. It can take place in and out of school, at any time. Research shows that choice reading enhances students’ reading comprehension, language, vocabulary development, general knowledge, and empathy for others, as well as their selfconfidence as readers, motivation to read throughout their lives, and positive attitudes toward reading.

Key Components: Through a collaborative effort amongst English/Language Arts teachers from across the district, each grade level has adopted a thematic topic and list of accompanying texts to promote reading in academic and personal settings. The selected titles on each reading list represent a variety of voices, cultures, perspectives, and ideologies. The goal is to provide students with an abundance of choice in the texts they interact with in an effort to develop their understanding, perspective, and appreciation for the people, places, and ideas that comprise their world.

District Guidelines: During the summer, the expectation is for students to read their choice text(s). Students may find annotating their text helpful, but it is not a requirement. Upon returning to school, grades/assessments over Summer Reading may not occur prior to the third week of the year and no later than the end of the first nine weeks grading period. The text chosen by the student will be used throughout the year to anchor new learning. (Please note that the texts on these lists are intended for advanced English courses and some of the texts may contain mature language or situations. We strongly encourage parents and/or guardians to preview the text/s).

Options for Authentic Assessment:

One of the driving forces behind our new initiative is to continue forging connections between Summer Reading and in-class and out-of-class reading throughout the year; in the past, both students and teachers felt the Summer Reading assignment lacked authenticity and longevity, resulting in a finite product rather than an on-going process. Some authentic ideas for interacting with and making connections to Summer Reading and class coursework are as follows:

 Blog/forums for students to have discussions about their Summer Reading selection throughout the year

 Discussions based on common grade-level themes

 Comparative analyses between in-class reading and Summer Reading

Created by HS ELAR Final Draft 4/7/2017

Access to Texts:

Texts may be checked out through public and school libraries (either digitally or print) or parents/guardians may choose to purchase the texts on their own. Additionally, since several of the texts have appeared on our previous Summer Reading list, many campuses have extra copies that may be checked out from the high school English department.

Stakeholder Roles:

District leadership:

● HS ELAR Support – provide guidance and leadership for implementation of choice initiative and the availability of texts for students

● Library Services – provide greater access to texts both print and electronic

● ITS Support - facilitate forums for online discussion

Librarians:

● Availability of texts from a wide range of topics and genres

● Assistance creating lists of varied and appropriate books

ELAR Teachers:

● Provide strategies for effective reading in all platforms, both in class and beyond the classroom

● Teach students how to self-select texts based on interest and goals

● Forge connections between classroom content and self-selected texts

● Model and share own reading experiences

● Provide opportunities for ongoing dialogue about self-selected texts

Parents:

● Encourage reading and model the enjoyment of reading

● Review and monitor your child’s texts choices

● Partner with school and libraries for access to a wide range of topics and genres for your children

Students:

● Choose a text

● Read the text

● Talk about the text

● Write about the text

● Repeat all year

Community Members:

● Support with time and funding

● Volunteer at schools and libraries

There is a story or poem to raise a goosebump on the toughest skin, and we are well advised to help each child find it. A child who has never thrilled to words will remain indifferent to reading and writing them. (Sloan, 2003, p. 12)

Created by HS ELAR Final Draft 4/7/2017

English I Pre-AP

Coming of Age

How do childhood experiences shape/impact identity?

How does the past shape/inform the future?

A Hitchhiker's Guide to the Galaxy - Douglas Adams

A Long Way Gone: Memoirs of a Boy Soldier - Ismael Beah

A Separate Peace - John Knowles

All the Bright Places - Jennifer Niven

American Born Chinese - Gene Luen Yang

An Abundance of Katherines - John Green

Aristotle and Dante Discover the Secrets of the Universe - Benjamin Alire Saenz

Carry On - Rainbow Rowell

Dawn - Elie Wiesel

Ender’s Game - Orson Scott Card

Everything is Illuminated - Jonathan Safran Foer

The Fault in Our Stars - John Green

First They Killed My Father: A Daughter of Cambodia Remembers - Loung Ung

Fun Home: A Family Tragicomic - Alison Bechdel

The House on Mango Street - Sandra Cisneros

I Am Malala - Malala Yousafzai

The Impossible Knife of Memory - Laurie Halse Anderson

It’s Kind of a Funny Story - Ned Vizzini

The Joy Luck Club - Amy Tan

The Kite Runner - Khaled Hosseini

Life of Pi - Yann Martel

March: Book Three – John Lewis

The Member of the Wedding - Carson McCullers

Perks of Being a Wallflower - Stephen Chbosky

Persepolis - Marjane Satrapi

Rookie Yearbook One - Tavi Gevinson

Secret Life of Bees - Sue Monk Kidd

Created by HS ELAR Final Draft 4/7/2017

 

English II Pre-AP

Where We Are Shapes Who We Are

What is the individual’s responsibility to his/her ‘home’?

What is the individual’s responsibility to his/her environment?

The Absolutely True Diary of A Part-Time Indian - Sherman Alexie

The Alchemist - Paul Coelho

Alice’s Adventures in Wonderland - Lewis Carroll

American Born Chinese - Gene Luen Yang

An American Childhood - Annie Dillard

Americanah - Chimamanda Ngozi Adichie

Antigone - Sophocles

The Blind Assassin - Margaret Atwood

Blue Highways - William Least Heat-Moon

Catcher in the Rye - J. D. Salinger

Crazy Brave - Joy Harjo

The Curious Incident of the Dog in the Night-Time - Mark Haddon

Drowned City: Hurricane Katrina and New Orleans - Don Brown

Dune - Frank Herbert

Emma - Jane Austen

Enchanted Air: Two Cultures, Two Wings: A Memoir - Margarita Engle

Fahrenheit 451 - Ray Bradbury

Gone with the Wind - Margaret Mitchell

Herland - Charlotte Perkins Gilman

The House of the Spirits - Isabel Allende

How I Killed Pluto and Why It Had It Coming - Mike Brown

Howl’s Moving Castle - Diana Wynne Jones

How the Garcia Girls Lost Their Accents - Julia Alvarez

I Know Why the Caged Bird Sings - Maya Angelou

Interview with a Vampire - Anne Rice

Jane Eyre - Charlotte Bronte

League of Denial: The NFL, Concussions, and the Battle for the Truth – Mark Fainuru-Wada

Les Miserables - Victor Hugo

Life of Pi - Yann Martel

Little Women - Louisa May Alcott

Lord of the Flies - William Golding

The Metamorphosis - Franz Kafka

Most Dangerous: Daniel Ellsberg and the Secret History of the Vietnam War - Steve Sheinkin

My Name is Asher Lev - Chaim Potok

My Sister’s Bones - Cathi Hanauer

Never Let Me Go - Kazuo Ishiguro

The Pelican Brief - John Grisham

Pet Sematary - Stephen King

The Phantom of the Opera - Gaston Leroux

Places Left at the Time of Creation - John Phillip Santos

The Princess Bride - William Goldman

A Raisin in the Sun - Lorraine Hansberry

A Separate Peace - John Knowles

The Smartest Kids in the World: and How They Got That Way - Amanda Ripley

Spare Parts - Joshua Davis

Sula - Toni Morrison

Symphony for the Dead: Dmitri Shostakovich and the Siege of Leningrad - M. T. Anderson

Their Eyes Were Watching God - Zora Neale Hurston

The Things They Carried - Tim O’Brien

This Side of Paradise - F. Scott Fitzgerald

To Kill A Mockingbird - Harper Lee

The Wall: Growing Up Behind the Iron Curtain - Peter Sis

White Fang - Jack London

White Teeth - Zadie Smith

Woman Warrior - Maxine Hong Kingston

Zoot Suit - Luis Valdez

1984 - George Orwell

Created by HS ELAR Final Draft 4/7/2017

English III AP

Nonfiction Selections by Genre

Journalism

13 Hours - Mitchell Zuckoff

Beyond Magenta: Transgender Teens Speak Out - Susan Kuklin

Enrique’s Journey - Sonia Nazario

Into the Wild - Jon Krakauer

Narrative Nonfiction

Band of Brothers - Stephen Ambrose

Behind the Beautiful Forevers: Life, Death, and Hope in a Mumbai Undercity - Katherine Boo

The Blind Side - Michael Lewis

The Boys in the Boat - Daniel James Brown

Dead Wake - Erik Larson

The Devil in a White City - Erik Larson

Friday Night Lights - H.G. Bissinger

Junction Boys - Jim Dent

In Cold Blood - Truman Capote

Must Win - Drew Jubera

A Narrative of the Life of Frederick Douglass - Frederick Douglass

Unbroken - Lauren Hillenbrand

Biography

Alexander Hamilton - Ron Chernow

Cheaper by the Dozen - Frank Bunker Gilbreth, Jr. and Ernestine Gilbreth Carey

The Immortal Life of Henrietta Lacks - Rebecca Skloot

Same Kind of Different as Me - Ron Hall

Steve Jobs - Walter Isaacson

Memoir/Autobiography/Personal Narrative

12 Years a Slave - Solomon Northup

Angela’s Ashes - Frank McCourt

Becoming Maria: Love and Chaos in the South Bronx - Maria Nelsony

Between the World and Me - Ta-Nehisi Coates

Eat, Pray, Love - Elizabeth Gilbert

Enchanted Air: Two Cultures, Two Wings: A Memoir - Margarita Engle Farewell to Manzanar - Jeanne Wakatsuki Houston and James D. Houston.

Dust Tracks on a Road - Zora Neale Hurston

The Glass Castle - Jeannette Walls

Her - Spike Jonze

In My Skin - Kate Holden

The Lone Survivor - Marcus Luttrell

Love is a Mix Tape - Rob Sheffield

The Making of a Navy Seal - Brandon Webb

Me Talk Pretty ONE Day - David Sedaris

My Life on the Road - Gloria Steinem

No Easy Day - Mark Owen

The Other Wes Moore - Wes Moore

They Call Me a Hero: A Memoir of My Youth - David Hernandez

The Turquoise Ledge - Leslie Marmon Silko

A Walk in the Woods - Bill Bryson

Wave - Sonali Deraniyagala

Wild - Cheryl Strayed

The Year of Magical Thinking - Joan Didion

Philosophy/Religion  

Being Mortal:  Medicine and What Happens in the End - Atal Guwande

Blink - Malcolm Gladwell

The Hero with a Thousand Faces - Joseph Campbell

The Last Lecture - Randy Pausch

Life after Death - Deepak Chopra

The Name of God is Mercy - Pope Francis      

The Path:  What Chinese Philosophers Can Teach Us about the Good Life – Michael Puett and       Christine Gross-Loh

The Seven Spiritual Laws of Yoga - Deepak Chopra

 

English IV AP

Comparative Analysis

What makes a work of literature worthy to be considered a work of literary merit?

(Choose one AP Title AND one Contemporary Selection from one of the themes below)

Theme - DYSTOPIAN SOCIETY

AP Titles                                       

1984 - George Orwell

Brave New World - Aldous Huxley

A Clockwork Orange - Anthony Burgess

Fahrenheit 451 - Ray Bradbury

The Handmaid’s Tale - Margaret Atwood

Contemporary Selections

Divergent - Veronica Roth

The Giver - Lois Lowry

Legend - Marie Lu

Maze Runner - James Dashner

Never Let Me Go - Kazuo Ishiguro

Oryx and Crake - Margaret Atwood

Red Queen - Victoria Aveyard


Theme - INDIVIDUAL VERSUS SOCIETY

AP Titles

Beloved - Toni Morrison

The Color Purple - Alice Walker

The Joy Luck Club - Amy Tan

Pride and Prejudice - Jane Austen

The Scarlet Letter - Nathaniel Hawthorne

Things Fall Apart - Chinua Achebe

Contemporary Selections

The Game of Love and Death - Martha Brockenbraugh

Girls Like Us - Gail Giles 

Middlesex - Jeffrey Eugenides

No Safe Place - Deborah Ellis

Persepolis, Volume 1 - Marjane Satrapi

Silence of Our Friends - Mark Long

A Yellow Raft in Blue Water - Michael Dorris

 

Theme - BETRAYAL/SUFFERING/TRAGEDY                            

AP Titles 

A Farewell to Arms - Ernest Hemingway

A Passage to India - E.M. Forster

Frankenstein - Mary Shelley

Medea - Euripides

Mrs. Dalloway - Virginia Woolf

Sister Carrie - Theodore Dreiser

Trojan Women - Euripedes

Contemporary Selections 

Atonement - Ian McEwan

Bitter End - Jennifer Brown

The Boy in the Black Suit - Jason Reynolds

The Lake in the Woods - Tim O’Brien

Salt to the Sea - Ruta Sepetys

World War Z: An Oral History of the Zombie War     - Max Brooks

 

Theme - INTERNAL STRUGGLES

AP Titles                                                                                                 

The Awakening - Kate Chopin                                

Crime and Punishment - Fyodor Dostoevsky                

Hard Times - Charles Dickens                                   

The Kite Runner - Khaled Hosseini                             

 The Namesake - Jhumpa Lahiri                                        

Contemporary Selections                                                                                             

 Anya’s Ghost - Vera Brosgol                                                                                            

 Breath, Eyes, Memory - Edwidge Danticat                                                                                         

 Extremely Loud and Incredibly Close - Jonathan Safron Foer                                                                                         

 I’ll Give You the Sun - Jandy Nelson

Simon vs. the Homo Sapiens Agenda - Becky Albertalli

Speak - Laurie Halse Anderson

Uglies - Scott Westerfeld