ELA Summer Reading Assignment - Grades 9-12
Medical Professions and Teacher Prep Academy
“Reading is to the mind what exercise is to the body.” - Joseph Addison
Overview
All students entering grades 9-12 are required to select and read TWO books of their choice over the summer. There is no particular, assigned title students must
read. Students are encouraged to select a book that is widely-read, celebrated, award-winning, newsworthy, and/or of high personal interest. Please see resources
provided to assist with the selecting of books. NOTE: Any student entering into AP next year will NOT do this assignment; there is a separate assignment for
students taking AP next year.
Students should use the following guidelines when selecting a book:
 MUST BE A NEW READ! SOMETHING YOU HAVE NOT READ BEFORE FOR SCHOOL OR PLEASURE!
 Minimum length of 100 pages
 May be fiction or non-fiction but must tell a story. Avoid books that do not tell the story of a character(s), the author, or a person being written about. Avoid poetry
anthologies, short story collections, essays, comic books, etc. While worthwhile reads, these do not fit the aims of summer reading.
 Should be written at a high-school reading level. If in doubt, select a book that will challenge you as a reader! Avoid picking something easy. Summer reading should help
you grow as a reader and thinker. Difficult books often provide the most meaningful reading experiences.
 This is your chance to read for pleasure, interest, and growth. Pick a book you’ve heard about or are intrigued by. Visit the book store or a library, including your school
library. Ask friends, family, librarians, or teachers. Look online for great reads. There’s a world to be read! Explore it!
Assignments:
At the start of the school year you will be expected to come to class with the following items: Due Date Friday September 11, 2015
A. Answers (approximately one paragraph each) to ALL of the questions listed on the next page. There are two different assignments and you may
select which of the books you read will be used for each of the assignments. You may handwrite (so long as it is legible) or type your responses. Be
specific, detailed, and thorough in your answers. While you don’t necessarily need to quote the book, you do need to prove, through your
responses, that you have spent time reflecting on the text before, during, and after reading it. You may also submit your assignment early or email
your English teacher for feedback/clarification throughout the summer if necessary.
B. Design a creative project that you will present to the class. The creative project will be based on the book you DO NOT write about in the Part A
assignment. You are to select from the creative options and prepare a visual project about your novel. The project will be presented to class when
you return to school in the fall.
C. A signed and self-scored copy of the rubric included in this packet. Your parent’s signature counts as 10% of your summer reading grade. Signed
rubrics will be kept on file for the duration of your time at MPTPA. Your English Language Arts teacher will score the remaining 90% of your summer
reading grade according to the rubric. Teachers will consider student’s self-scores in determining their rubric grades.
Part A: Reading Questions
Answer each of the following questions in a single paragraph. You should provide specific details (i.e. understanding of plot, conflict, characters, author’s word
choice, themes and motifs) from your text to support your thoughts. You will be producing five total paragraphs to answer the following five questions below.
Answer the questions in the order indicated below (before, during, and after reading):
Before Reading your Book:
1. What led you to select this book versus another piece of literature?
When answering this question consider the following questions: Why did it stand out? Did someone recommend it? Was it the synopsis on the
back cover? The cover? Read another book by the same author?
Approximately Halfway through your Book:
2. How is this book meeting your expectations? Explain.
When answering this question consider the following questions: Do you find the book predictable? What makes the characters realistic or
unrealistic? What makes the text thought-provoking and engaging or what does the story lack? What makes the plot or conflicts traditional or
unique/innovative?
3. At this point, how is this book challenging you as a reader? Explain.
When answering this question consider the following: your reading ability, the depth of the plot, the author’s writing style, vocabulary, subject
material, the themes, and the organization.
Once Finished Reading your Book:
4. What did you learn from this work? What did the book make you want to learn about?
When answering this question, consider topics, time period, social conditions, human behavior, and values in the text.
How does the work speak to issues of race, gender, and/or class?
5. How did this work affect you as a reader? What would you say to someone else about this book?
When answering this question consider the following questions: Do you feel successful having finished the text? Do you want to read another
piece of literature by this author? Do you think you need to read more challenging texts?
CREC Summer Reading/Independent Reading Rubric
The rubric below will be used to score your summer reading work and will be used during the school year to score your independent reading work. Because summer reading is an
assignment that focuses on your reading process, your written responses will not be scored as much for technical aspects of writing (beyond using textual support for your ideas) as
much as how well your answers speak to your work and progress as a reader. The expectation with summer and independent reading, as indicated below, is that you are able to
reflect on the type of reader you are and how a chosen text challenges, improves, and informs you as a reader. Do your best!
10
Above Standard
9.5
9
At Standard
8.5
8
Near Standard
7.5
7
6.5
Below Standard
5.5
0
Student
Score
Teacher
Score
PreReading
Reflection
Student responses demonstrate careful
consideration in selecting a text and
insightful reflection on the text selection
prior to reading. Responses clearly
indicate that the text was selected for
reasons of personal relevance, interest,
and/or familiarity.
Student responses indicate
thoughtful consideration in
selecting a text and reflection on
the text selection prior to
reading. Responses point to
specific reasons why the text was
selected.
Student responses indicate some
consideration in selecting a text and
some reflection on the text
selection prior to reading.
Responses suggest there are
specific reasons why the text was
selected.
Student responses do not
indicate consideration in
selecting a text and lack
reflection on the text selection
prior to reading. Answers
suggest text selection was
random.
_______
_______
During
Reading
Reflection
Student’s answers meaningfully and
specifically speak to how the text aligns
to the reader’s expectations and ability
level. Student honestly, insightfully, and
personally speaks to his/her thought
process as a reader while reading,
referencing specific aspects of the text
to support his/her ideas.
Student’s answers speak to how
the text aligns to the reader’s
expectations and ability level.
Student speaks to his/her
thought process as a reader while
reading, at times referencing
specific aspects of the text to
support his/her ideas.
Student’s answers somewhat speak
to how the text aligns to the
reader’s expectations and ability
level. Student speaks to his/her
thought process as a reader while
reading but does so in a generally
vague way, not often referencing
specific, supporting textual details.
Student’s answers do not
meaningfully speak to how the
text aligns to the reader’s
expectations and ability level.
Student does not write about
his/her thought process as a
reader while reading.
_______
_______
PostReading
Reflection
Student’s responses indicate thoughtful
consideration of the text after reading.
Responses contain supported critical
opinion and deep reflection on personal
growth and learning as a result of the
reading experience.
Student’s responses show
consideration of text after
reading. Responses contain
supported opinions about the
text. Student comments on how
he/she changed/grew as a result
of reading.
Student’s responses show some
consideration of text after reading.
Responses contain 1-2 opinions of
the text but are generally
unsupported. Student vaguely
explores how he/she changed/grew
through reading.
Student’s responses show little
to no consideration of text after
reading. Responses contain
only unsupported, vague
opinions of the text. Student
does not explore personal
growth from reading.
_______
_______
Overall
Effort and
Specificity
Student answers all parts of all
questions, providing rich textual details
to support insightful, original ideas.
Student’s work reflects concerted
reading experience and reflection.
Student answers all parts of all
questions, providing textual
details to support most ideas.
Student’s work reflects
engagement with the text.
Student answers most parts of most
questions, providing textual details
at times to support ideas. Student’s
work reflects some effort in reading
and reflecting.
Student fails to answer parts of
questions or entire questions.
Very little textual support is
provided to support ideas.
Work reflects little to no effort
or engagement.
_______
_______
_______
_______
Final
Grade
Overall
Grade
______
out of 50
_______
out of 50
SUMMER READING PARENTAL/GUARDIAN SIGN-OFF – Weighted Once (10%)
By signing below, I attest that my child, ___________________________________________________ (name), has read the book below and completed the assigned
written responses required of each student entering grades 9-12 at Medical Professions and Teacher Preparation Academy.
Book Title: ___________________________________________ Signature: ____________________________________________ Date: ___________
Parent Email: _______________________________________________ Parent Phone: _______________________________
Part B: Creative Project/Presentation:
The following project will be based on the book you DO NOT write about in the part A assignment. You are to select from the options below and prepare a visual
project based on your novel. Please read each of the options carefully since they are multistep and differ based on the creative project you select. Remember, for
each of these assignments you need to convince the teacher and audience that you have read the book by including specific examples and details from the book.
The project will be presented to class when you return to school in the fall. Good luck and have fun!
Creative Project Choices (Pick ONE):
*Container
Choose a container (be creative!) for your project and decorate it with details that are appropriate to the book. The inside of the container should include the
following items:
 TEN questions that could be answered by reading the book. Five of these should be easy, fact-based questions; the other five should be harder, with answers
that require more thought or interpretation of the story (i.e. relation to theme, characters, symbols and understanding of the novel).
 TEN items that depict the story in some way. These may be actual items or facsimiles. Explain what each item represents in the book. (Examples: a miniature
diary for Anne Frank; a vial of FAKE poison for Romeo and Juliet)
 Each “item” that you include should include an explanation or questions explaining its significance to the story.
*Song/Rap/Poem
This project involves exactly what it sounds like!
Requirements:
1. Pick a certain event, character, or theme from your independent reading book and compose a song, rap, or poem about your subject.
2. Your creation must not be merely a summary of events, but an analysis of characterization and theme. You must then explain (1 page response) your rap
or poem and discuss what you are trying to get across.
*Dear Abby
Write a Dear Abby column for two characters in the story.
Requirements:
1. Choose a character from the story. Write a letter to Abby explaining the problem that the character is facing. Make sure to address the letter to Abby
and then write the character’s name at the end of the letter. The letter must be at least one paragraph.
2. Write a response letter to the character by giving advice and possible solutions to the problem. Make sure to address the letter to the character and then
write Abby’s name at the end of the letter. The letter must be at least one paragraph.
3. Follow the same procedures for another character in the story.
*Soundtrack
Select five songs that relate to the book – characters, theme, events, etc.
Requirements:
1. Include the title, author, and lyrics to the song.
2. Write a paragraph that explains why you chose each song and how it relates to the book – use specific details from the novel.
3. Each song with all the information goes on a separate piece of paper.
4. Cover page for the soundtrack must include a detailed and colored picture to represent the book and the soundtrack and the title of the book.
*Design a scrapbook
Select a main character from your book and design a scrapbook.
Requirements
1. It should be created on scrapbook-sized paper. Include pictures, a character description, and at least three quotes from the story (either something
that your character said, something that another character said, and/or something stated in the narration of the novel).
2. Be creative with this project! You may use stickers, embellishments of any kind, and most importantly, your imagination! For instance, if your
character is a high school student, you might include information about the sports/activities that he/she participates in; you might also create a school
mascot/colors, etc.
3. Find or draw pictures of someone who looks like your character and his/her friends. Use your imagination! 
*Artist in Residence
 Create a sculpture, painting, or drawing that represents one of the characters at a significant moment in the story.
 You may choose to do a drawing that is a collection of symbolism throughout your novel.
 This must be accompanied by a written explanation of what your artwork is showing (1-2pages). You may select an important quotation from the novel
or significant scene that shows a culminating part of the novel.
CREC Summer Reading/Independent Reading Rubric
Interpretation
Weighted
TWICE (20%)
Creativity
Presentation
Above Standard
10
9.5
9
At Standard
8.5
Near Standard
8
7.5
Student responses demonstrate
careful consideration in selecting
a text and insightful reflection on
the text. Demonstrates
understanding by thoroughly
summarizing and identifying key
ideas, themes, and details from
text
Exceptional and rich creative
opening to engage reader.
Visuals exhibit creativity, and
creative ways of delivering
information are seen.
Student responses indicate
thoughtful consideration in
selecting a text and reflection
on the text. Demonstrates
understanding by accurately
summarizing and identifying
most key ideas, themes, and
details from text
Thoughtful and acceptable
creative opening. Visuals
exhibit creativity and there is
some evidence of creativity in
delivering information
Presentation and delivery of topic
was informative. Presentation is
well organized with a beginning,
middle, and end
Has some success defining
purpose and subject. Some
examples, facts, and/or
statistics support the subject.
May need to refine summary
7
Below Standard
6.5
5.5
0
Student responses indicate
some consideration in selecting
a text and some reflection on
the text. Demonstrates general
understanding by summarizing
and identifying some key ideas,
themes, and details from text
Student responses do not
indicate consideration in
selecting a text. Demonstrates
limited understanding by
summarizing and identifying
very few if any key ideas,
themes, and details from text
Weak or no creative opening.
Visuals are mildly creative and
there is little evidence of
creative delivery of information.
Delivery of content is
occasionally interesting to
peers.
Presentation shows little
organization, unclear purpose,
and/or unclear relationships or
transitions.
No creative opening. There is
little evidence of creativity in
visuals or delivery. The
presentation does not hold
students’ attention.
Student
Score
Teacher
Score
__x2 =
__x2=
______
______
_______
_______
_______
_______
_______
_______
Final
Grade
Overall
Grade
_______
out of 50
_______
out of 50
Student does not present on
the topic at hand.
Student answers all parts of all
Student answers all parts of
Student answers most parts of
Student fails to answer parts
questions, providing rich textual
all questions, providing
most questions, providing
of questions or entire
details to support insightful,
textual details to support
textual details at times to
questions. Very little textual
original ideas. Student’s work
most ideas. Student’s work
support ideas. Student’s work
support is provided to support
reflects concerted reading
reflects engagement with the
reflects some effort in reading
ideas. Work reflects little to
experience and reflection.
text.
and reflecting.
no effort or engagement.
SUMMER READING PARENTAL/GUARDIAN SIGN-OFF
By signing below, I attest that my child, ___________________________________________________(name), has read the book below and completed
the assigned written responses required of each student entering grades 9-12 at Medical Professions and Teacher Preparation Academy.
Overall Effort
and Specificity
Book Title: ___________________________________________ Signature: ____________________________________________ Date: ___________
Parent Email: _______________________________________________ Parent Phone: _______________________________
Book Suggestions
Printz Award Winners and Honors:
Newbery Medal and Honors:
I’ll Give you the Sun – Jandy Nelson
The Crossover – Kwame Alexander
And We Stay – Jenny Hubbard
Brown Girl Dreaming – Jacqueline Woodson
The Carnival at Bray – Jessie Ann Foley
Doll Bones – Holly Black
Grasshopper Jungle – Andrew Smith
One Came Home – Amy Timberlake
Midwinterblood – Marcus Sedwick
The One and Only Ivan – Katherine Applegate
Eleanor & Park – Rainbow Rowell
Splendors and Glooms – Laura Amy Schlitz
Kingdom of Little Wounds – Susann Cokal
Bomb: The Race to Build-and Steal-the World’s Most
Dangerous Weapon – Steven Sheinkin
Maggot Moon – Sally Gardner
Navigating Early – Calre Vanderpool
In Darkness – Nick Lake
Aristotle and Dante Discover the Secrets of the Universe – Benjamin Alire Saenz
Code Name Verity – Elizabeth Wein
Dodger – Terry Pratchett
The White Bicycle – Beverley Brenna
Three Times Lucky – Sheila Turnage
American Library Association Graphic Novels & Notable Titles:
American Library Association Audiobooks & Recommended Listening:
El Deafo – Cece Bell – Newbery Medal
The 5th Wave – Rick Yancey
This One Summer – Mariko Tamaki – Michael L. Printz Award
Dodger – Terry Pratchett
In Real Life - Cory Doctorow
Ship Breaker – Paolo Bacigalupi
We Were Liars – E. Lockhart
The Shadow Hero - Gene Luen Yang
The Running Dream – Wendelin Van Draanen
Through The Woods - Emily Carroll
Jerk California – Jonathan Friesen
Coraline: The Graphic Novel – P. Craig Russell
Every Day – David Levithan
Miss Peregrine’s Home for Peculiar Children: The Graphic Novel – Jean Saddandra
The Graveyard Book – P. Craig Russell
March. Book One – John Lweis
Laika – Nick Abadzis
Dogs of War – Sheila Keenan
Persepolis – Marjane Satrapi
Scowler – Daniel Kraus
William Shakespeare’s Star Wars – Ian Doescher
Etiquette & Espionage – Gail Carriger
Zombie Baseball Beatdown – Paolo Bacigalupi
Just Listen – Sarah Dessen
Paper Towns – John Green
***All titles are on Accelerated Reader***