Revised Summer Reading, Grades 6-12: Altered Book Project
General Guidelines: (All students need this page plus the page(s) explaining their grade-level book
& project.)
Students will read the book assigned to their grade level and create an altered book (interactive
notebook for 7th graders) based on the following guidelines:
 For interactive notebook assignments, you must follow the ISBN number located on the
instruction sheet for the interactive notebooks. For altered book assignments, you may purchase a
hard copy of your book or read an “e-book.”
 For information and ideas on how to make an altered book, “google” altered books and you will
find many, many ideas and tutorials, etc. The website www.alteredbooks.com is a good
beginning.
 Use an old book from a thrift store that is in poor condition that is ready to be discarded, or go to
the Dollar Tree and buy a “new” book to use as your canvas.
 Using techniques (such as painting or using scrapbook paper for backgrounds, pasting magazine
pics/words/collages, creating 3-D effects such as pockets, pop-ups, “carved out”
images/windows, word clouds/wordless, etc.), represent the literary elements as described in your
grade levels instructions.
 There is an example of an altered book in Mrs. Stone’s reception area. If you have questions,
please email me at pbeal@windstream.net or call me at 919-478-1347.
Students should choose the book from the following list that matches their grade level:
Rising 6th: Trouble at Silver Pines Inn by Gloria Repp (NO altered book assignment for the 6th grade)
Rising 7th: The Clay Marble by Minfong Ho
Rising 8th: The Call of the Wild by Jack London
Rising 9th: The Diary of Anne Frank by Anne Frank
Rising 10th: The abridged version of Les Miserables by Victor Hugo.
Rising 11th: A Separate Peace by John Knowles
Rising 12th: Read the narrative poem “The Rime of the Ancient Mariner” by Coleridge. Go to
www. bartleby.com to read an annotated version that will help you understand it. Read the novel
Frankenstein by Mary Shelley.
Grading: The altered book grade will count as a test grade. The assessment rubric will include the
following criteria: (1) Overall Professional Presentation, including Cover; (2) Required Elements; (3)
Artistic Enhancements and/or Additional Elements ; (4) Organization, Attention to Detail; (5) Academic
Growth & Understanding of Novel as Reflected in Altered Book and Responses to Reflection Questions.
(The Reflection Questions will be handed out when we review the novel at the beginning of the school
semester.) Each student will present the book to the class, assess his/her own book, have a peer
assessment and a teacher assessment of the book.
*The teacher may also include review questions, quizzes, and other assessments when the novel is
addressed in class. This novel may be used as the first unit of study of the semester, so it is imperative
that students finish the reading and altered book before school begins. The altered book is due on
Monday, August 17. This due date applies to all students; no matter whether you have English class
during 1st semester or 2nd semester, your summer reading altered book is due on August 17.
Students who enroll August 1 or after will be required to do the reading and altered book, also. The due
date will be at the discretion of the English teacher.
Revised Summer Reading, Grades 6-12: Altered Book Project
12th grade
Page 1 of 2
Notes on Frankenstein by Mary Shelley
 Dispelling the myth that Frankenstein is a monster—Frankenstein, actually Dr. Victor
Frankenstein, is the protagonist in the novel and the creator of the “creature.”
 Essential Questions addressed by the novel: (1) What does it mean to be human? (2) Where
should we draw the line so that we do not overstep our bounds in scientific advancement and
technology and end up “playing God”? (See cartoon above) (3) What are the rights of a living
being, human or otherwise (in this case, a “creature,” but what about animals)? (4) What
contributes most to a person’s development, nature (inherited traits) or nurture (environment)?
 How did Mary Shelley get the idea for the novel? In the summer of 1816, she was a member of a
group of writers who were challenged to write a ghost story. That night she had a nightmare about
a monster; her story was born from that vision and fear of hubris in human nature so extreme,
represented by the protagonist, that he would “mock the stupendous Creator of the world [God].”
 Subtitle of the novel: A Modern Prometheus, based on the Greek myth that Prometheus was
arrogant enough to steal fire from the chief of the gods [Zeus] and give it to man. Prometheus
meant well but the gods judged him as going too far, thus condemning him to being chained to a
rock where an eagle came each day and ate his liver. He had to be punished for his hubris. Victor
Frankenstein is like Prometheus. His intentions are good but does he go too far?
 Genres: (1) FRAME STORY: story within a, a structure that echoes the search for something
deep, dark, hidden in the heart of man; resembles the psychoanalytic process of uncovering
unconscious motives behind conscious actions. The frame becomes a conceit, an extended
metaphor, whereby multiple stories and/or points of view can be shared; (2) EPISTOLARY
NOVEL: narrative structure based on letter writing; (3) Science fiction: supernatural horror.
 Style: Gothic Romanticism: 1n 18/19th c. movement characterized by (1) emotional intensity and
imagination; (2) beauties and mysteries of nature; (3) exotic or remote settings; (4) protagonist
who rebels against social norms and asserts individuality and worth; (5) interest in realms of
dreams, superstitions, legends, ghosts, monsters.
BACKGROUND of the Story
Revised Summer Reading, Grades 6-12: Altered Book Project
The Arctic: When the novel opens, an explorer named Robert Walton is organizing an expedition through
the Arctic, the area around and within the Arctic Circle and near the North Pole. The Arctic Ocean covers
most of this region, and more than half of the ocean’s surface is frozen at all times. Travel by ship is
extremely dangerous. Huge sheets of ice float through the frigid waters, threatening to crush the vessels
that appear in their paths.
12th Grade p.2 of 2
In the letters, which set the stage for the novel, Robert Walton says he has been deeply affected by the
narrative poem The Rime of the Ancient Mariner, written by Samuel Taylor Coleridge, a leading poet of
the Romantic era. In the poem, an old sailor, or mariner, tells the story of a horrific sea voyage that
changed his life.
Illustrate the following in your altered book:
For “The Rime of the Ancient Mariner”
1. A cover page.
2. Illustrate the old mariner telling his story to the wedding guest. Use a quote on this page, also.
3. Illustrate a scene with the albatross.
4. Choose one more vivid scene from the mariner’s story and illustrate it. Suggestions: the water
snakes or the zombie sailors.
For Frankenstein:
1. A cover page.
2. First, illustrate the fact that this novel is a frame narrative.
3. Illustrate a Gothic element of this novel. , Gothic novels are characterized by the use of intense
emotion, the characterization of nature as a powerful and destructive force, the use of weather and
atmosphere to depict mood, and the evocation of terror and horror. The survival of the gothic
tradition can be seen in modern movie monsters such as Nightmare on Elm Street’s Freddy
Kruger and Silence of the Lambs’s Hannibal Lecter, Michael Jackson’s “Thriller” song and
video, and Edgar Allan Poe stories.
4. Three characters—2 must be Victor Frankenstein and the “creature.”
5. Two themes—Choose from (1) a ruthless pursuit of knowledge results in danger and disaster; (2)
the natural world ( this novel is one of Romanticism) can offer emotional solace in times of trial
and stress but it can also serve as a symbol of man’s struggle against natural forces; (3) selfish
ambition, hubris, and playing God will lead to a troublesome life and one’s downfall; only God
can create; (4) no man or woman has the right to attempt to usurp God’s power of creation; (5)
parents have a responsibility to nurture and protect their children; (6) monsters are not born; they
are made, created within man himself.
6. Three Symbols and/or motifs: ice, thunder/lightning, light and fire, Biblical allusions, quest for
adventure, quest for knowledge, the mix of beauty and terror (called the “sublime” in literary and
philosophical contexts of Romanticism), death/funerals, deformities & hideousness, isolation &
loneliness.
7. Six vocabulary words that are new to you. Illustrate them in the context in which they are used in
the novel.
8. Five important quotes.
The above requirements total 26 elements illustrated. You may add as many more as you wish to
enhance your altered book artistically and to demonstrate your understanding of the story. In
some cases, it may take 2 pages in your book to do a complete illustration; in other cases, it may
take only one page of your book.
Revised Summer Reading, Grades 6-12: Altered Book Project
11th Grade p.1 of 1
A Separate Peace by John Knowles is based on his personal experience at a boys’ prep school in New
England. Knowles says he put a part of himself into the characters of Gene, Finny, Leper, and Brinker.
These characters represent the kinds of inner struggles everyone experiences that lead to the realization
that the most challenging battles in life are often the battles within a person’s heart, mind, and spirit.
The point of view is that of a first person narrator who is also a character in the story which is told in
flashback. First person narrators may interpret the meaning of events, misunderstand other characters’
motivations, and lack the self-insight necessary to understand their own motivations. This is true of Gene.
The time: the year 1942 just after Americans have become involved in World War II.
The place: Devon School, a New England boarding school for boys
Essential Questions and Themes: (1) Does competition bring out the best or the worst in people?
(2) What feelings are associated with growing older and leaving one’s youth behind? (3) What does it
mean to be at peace with yourself? What kinds of things interfere with peace of mind? (4) Can a true
friend feel jealousy toward his/her best friend; if so, does that negate the “trueness” of the friendship?
(5) Why do people deny things they know are actually true in their personal lives? How do emotional
factors influence our memories or events? (6) What factors cause a young person to feel insecure about
his/her own ability and intelligence? (7) What determines a person’s identity? (8) Why do people “create”
evil? Why do human beings need evil and danger in their lives?
Altered Book Requirements:
1. A cover page
2. Illustrate the structure of this novel; in other words, create a page that shows that Gene is telling
the story in flashback.
3. Illustrate a minimum of 4 symbols/motifs: (1) the two rivers (contrasted, fresh water & salt
water); (2) the tree; (3) the jumping out of the tree; (4) Finny’s pink shirt & wearing the school tie
as a belt; (5) war games & blitzball; (6) Super Suicide Society of the Summer Session; (7) the
north woods; (8) secret breaking of a school’s swimming record; (9) Finny’s two major rules;
(10) the marble stairs; (11) the winter carnival;(12) the marrow of the bone.
4. Four characters—Gene & Finny required; then choose from Leper, Brinker, Chet Douglas,
Quakenbush, Mr. Prud’homme, Dr. Stanpole, Mr. Hadley.
5. Six vocabulary words you did not know
6. War vs. peace as both personal and national motifs
7. Two themes: (1) Friendship and (2) your choice.
8. Four important quotes
9. The title interpreted. This is different from your cover page.
The above requirements total 24 elements illustrated. You may add as many more as you wish to enhance
your altered book artistically and to demonstrate your understanding of the story. . In some cases, it may
take 2 pages in your book to do a complete illustration; in other cases, it may take only one page of your
book.
Revised Summer Reading, Grades 6-12: Altered Book Project
10th Grade, p. 1 of 1
Les Miserables by Victor Hugo is a story of sacrifice and redemption on many levels. It is also a story
about revenge and injustice, forgiveness, agape love, integrity and respect, and freedom vs. oppression.
The above mentioned are, of course, major themes in the novel.
*Be sure that you are reading the abridged version which has 394 pages. If you get the original text, you
are in for over 1400 pages!
Historical Setting: 1789-1832 in France during the Restoration, the post-French Revolutionary period of
great oppression and unrest.
Characters: There are so many! The major ones are, as follows: (1) The Bishop; (2) Jean Valjean;
(3) Javert; (4) Fantine; (5) Cosette; (6) Marius Pontmercy; (7) Eponine; (8) Gavroche; (9) Madame and
Monsieur Thenadier.
Altered Book Requirements:
1. A cover page
2. Four characters—They must include Valjean, Javert, and Cosette. You choose the 4th.
3. Two specific settings (not a map of France)—(1) the galleys in Toulon; (2) the sewers in Paris;
(3) the Bishop’s house in Digne, France; (4) the Thenadiers’ inn/tavern in Montfermeil; (5) the
garden of the convent of Petit-Picpus; (6) the Gorbeau house or the Saint-Germain house where
Valjean and Cosette live for a while; (7) the jet-works factory in Montreuil-sur-mer; (8) the
Luxembourg Gardens where Marius and Cosette meet; (9) the barricade of the revolutionaries;
4. Three themes
5. Four important quotes
6. Six vocabulary words you did not know
7. Three symbols/motifs (Incorporate specific characters, settings, and/or quotes to demonstrate
their use as symbols): Choose from (1) the bishop’s candlesticks; (2) Valjean’s yellow passport;
(3) flag of the revolutionaries; (4) various symbols of resurrection; (5) snakes, insects, birds used
in various settings as symbols; (6) disguises and pseudonyms.
The above requirements total 23 elements illustrated. You may add as many more as you wish to
enhance your altered book artistically and to demonstrate your understanding of the story.. In some cases,
it may take 2 pages in your book to do a complete illustration; in other cases, it may take only one page of
your book.
Revised Summer Reading, Grades 6-12: Altered Book Project
Summer Reading Grades 6-12
9th Grade part 1 of 1
“How wonderful it is that nobody need wait a single moment before starting to improve the world.”
Anne Frank
The Diary of Anne Frank: Anne Frank was a Jewish teenager whose diary was her one true friend and
confidant. In it, she records the thoughts of a typical teen-- only set against a backdrop of encroaching
evil in Amsterdam during World War II. Stowed away behind a bookcase in a secret annex with her
family and others to flee the Nazis, Anne experiences her time in hiding as an adventure. And, amidst
closed quarters and random bomb blasts, Anne faces friction with family, a desire for independence and
the first stirrings of young love. As Anne’s identity solidifies, so does her resolve to be a writer—her
diary a tangible and remarkable record of a young woman’s first-hand observations of the Holocaust, and
the innate goodness she still sees in people.
Historical setting: The secret annex in German-occupied Amsterdam, Holland during World War II.
(1942-1944)
Characters: Anne Frank, Otto Frank, Edith Frank, Margot Frank, Albert Dussel, (Fritz Pfeffer)Mr. and
Mrs. Van Daan, Peter van Daan, (van Pels- last name changed in the diary) and Miep Gies
Altered Book Requirements:
1. Cover page
2. Five characters- They must include Anne, Otto Frank, and Edith Frank. You choose two more
from the above list.
3. Setting: The secret annex or Amsterdam.
4. Three themes: Isolation, youth, mortality, identity, family, warfare, love, selfishness, and
religion.
5. Four important quotes
6. Six vocabulary words you did not know.
7. Three literary elements such as symbol, allusion, or metaphor.
The above requirements total 23 elements illustrated. You may add as many more as you wish to
enhance your altered book artistically and to demonstrate your understanding of the story. In some
cases, it may take 2 pages in your book to do a complete illustration; in other cases, it may take only
one page of your book.
Revised Summer Reading, Grades 6-12: Altered Book Project
Summer Reading Grades 6-12
8th Grade part 1 of 1
The Call of the Wild: If your life of luxury was stripped away, and you were taken away from your
family, could you survive in the harsh, primal wilderness of Alaska? In The Call of the Wild by Jack
London, Buck, the main character, is forced to do this. The Call of the Wild is about the epic journey of
Buck as he faces the hardships of both man and nature. Throughout the book, Buck is drawn to a
primitive “call” of the wild. This call wakens his instincts and helps him connect to nature and his
ancestors. As Buck answers this call, he changes from a pampered, civilized dog of the South to a
primitive, wild, and free dog of the North.
Historical setting: Klondike Gold Rush of 1897-98 in Canada’s Yukon Territory and Alaska.
Characters: Judge Miller, Buck, Manuel, the man in the red sweater, Perrault and Francois, Charles,
Mercedes, Hal, John Thornton, Curly, Spitz, Dave, Billee, Joe, Sol-leks, Dolly, Pike, and Dub.
Altered Book requirements:
1. Cover page
2. Five characters—They must include Buck, the man in the red sweater, and John Thornton, you
choose two more from the list above.
3. Setting: Canada’s Yukon Territory, Alaska, John Thornton’s camp
4. Three themes: Primitivity, Man and the Natural World, Knowledge and Wisdom, Perseverance,
Suffering, Loyalty, Respect and Reputation, Pride, Fate and Free Will, Defeat, Competition, and
Friendship.
5. Four important quotes
6. Six vocabulary words you do not know.
7. Two literary elements such as symbol, allusion, or metaphor.
The above requirements total 23 elements illustrated. You may add as many more as you wish to
enhance your altered book artistically and to demonstrate your understanding of the story. In
some cases, it may take 2 pages in your book to do a complete illustration; in other cases, it may
take only one page of your book.
Revised Summer Reading, Grades 6-12: Altered Book Project
7th Grade Summer Reading Assignment
The Clay Marble
By Minfong Ho
ISBN: 13: 978-0-374-41229-6
ISBN: 10: 0-37-41229-4
You will create an Interactive Notebook based on your reading of the book. You will do one of these for
each unit we study during the school year, so this is your chance to explore the use of an interactive
notebook as you read. Read the instructions for the Interactive Notebooks carefully. Then do the
following:
 Follow the instructions and make a creative title page for The Clay Marble.
 Follow instructions for what goes on the right side and what goes on the left side. Left side
pages are always numbered with even numbers; right side pages with odd numbers.
 On the right side pages, do the following:
o Find three words you do not know in each “section”. Copy the word, copy the sentence
in which you found it and give page number, and define it. Draw a chart like the one
below on each right side page and record the vocabulary there.
o
WORD
SENTENCE
PAGE #
DEFINITION
o
For each section of reading, find two examples of figurative language (literary devices
such as similes, metaphors, symbols, idioms, hyperboles, personification or sensory
images). Again, make a chart to record your examples. (See literary device sheet for
help with this.)
o
SENTENCE

PAGE #
LITERARY DEVICE
On the left side pages, do the following:
o Cut out the study questions for each section. Paste them onto your left side page.
Answer the questions below the pasted questions.
Draw a colored “vision” line, to mark where your answers end. In the space below the “vision” line,
draw a sketch to represent a character or a setting or one of your literary device examples. (Simple
“stick art” is fine.) USE COLOR to make it interesting
Revised Summer Reading, Grades 6-12: Altered Book Project
_____________________________________ 2
Left side pages with even #s- Students output
This side will act as a work page. You will work to
answer questions posed to you with thoughtful,
meaningful answers.
This side will also serve as your journal in which
you will record personal reflections.
What do you do on the left side?
 Homework
 Writing/paragraphs or any brainstorming
and pre-writing for compositions.
 Answer study questions
 Do artistic interpretations- cartoons,
scenes, silhouettes, etc.
 Venn Diagrams, Analogies, Similes and
Metaphors
____________________________________1
First page of each unit notebook:
Your name
Mrs. Murr
English Grade Level
2013-2014
Unit Title (Title of book)
Cover Page
You will design a cover page at the end of each
unit. Cover should always reflect an overall
impression or theme of the unit and should reflect
your own personal interest and involvement in the
unit.
_____________________________________ 3
Right side pages with odd #s- Teacher’s input
This side will act as a storehouse of accumulated
knowledge during class discussions.
What do you do on the right side?
 Class notes or class work
 Vocabulary
 Answer who, what, where, when, why,
how?
 Character descriptions
Professionalism and the Interactive Notebooks
You must maintain and present your notebook in a
professional manner. This is not a suggestion but a
requirement.
 Your handwriting must be neat and legible
 Always use color, for it helps the brain
acquire and organize information
 Under no circumstances are you to submit
sloppy work!
 Respect both the left and the right margins
of each page.
 Do not doodle or scribble in your interactive
notebook.
 All writing is practice and should follow the
rules of grammar and Standard English,
mechanics, punctuation, etc.
 Never, never, misplace or lose this
notebook!
 Use only for this class.
 Take pride in your product. It reflects your
attitude and character as well as your work.
Grading
Always refer to your rubric so you are clear about
what is expected of you.
The cumulative notebook is a test grade.
Revised Summer Reading, Grades 6-12: Altered Book Project
The Clay Marble
Guided Study Questions
Section One: Pg. 1-36
1.
2.
3.
4.
5.
6.
7.
8.
What is the name of the young girl who hears the cowbell?
Who is Sarun?
What is the setting for this story? (Setting: where the story takes place)
What had happened to Dara’s father?
What is the name of the refugee camp they are going to?
What is the name of the girl who shared her rice with Dara’s family?
How old is Jantu?
Why is the rice seed so important to the families?
Section Two: Pg. 37-63
9. What was Jantu able to do that fascinated Dara?
10. What happened to the mobile Jantu made?
11. Jantu refused to be discouraged by Chnay and created something new from a lump of mud.
What was it and what made it special?
12. What do you think Jantu means when she says “we don’t even have real families anymore.
Only bits and pieces of one” on pg. 45
13. Who do the clay dolls Jantu creates resemble?
14. What does sad story does Jantu share with Dara?
15. What were the soldiers trying to persuade Sarun to do?
16. How do Jantu, her baby brother, and Dara get separated from the rest of the families?
Section Three: Pg. 64-93
17. Who does Dara find to help Jantu and the baby?
18. What does Jantu tell Dara she must do?
19. What does Jantu do that gives Dara the strength, patience and courage to go find their
families?
20. Dara makes her way back to the stone beam but what does she find?
21. Who does Dara find at the stone beam?
22. Where does Chnay say Dara’s family has gone?
23. Who does Dara invite to go with her to search for her family?
24. What is Chnay caught stealing?
25. How does this end up working in their favor?
Revised Summer Reading, Grades 6-12: Altered Book Project
Section Four: Pg. 94-128
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
What does Chnay do during the day while Dara is working?
Who does Dara see marching with the soldiers?
Who grabs Dara from behind?
What does Dara attribute her good fortune to?
What wonderful news does Dara find out concerning Sarun and Nea?
How has Sarun changed?
What does Dara suggest they do without telling Sarun?
Nea says Dara has changed also. How has Dara changed?
Who goes with Dara to get Jantu and the baby?
What happens when the girls get confused about which trail to take back to the camp?
Why does Sarun insist they wait until the next morning to take Jantu back to the hospital?
What does Jantu tell Dara she must do?
Jantu tells Dara she shouldn’t believe in magic marbles. What does she say she should
believe in?
What does Jantu ask Dara to do?
Dara stands up to her brother and displays her courage by stating she is going to go home
and plant the rice. Who joins her?
What does Chnay bring to Dara before the family leaves?
What does Dara lose along the journey home?
What did Dara come to realize?