WAGNER MIDDLE SCHOOL
SUMMER READING PROGRAM
8th Grade Summer Reading Assignment
1.) Read and respond to two texts selected by the ELA department:
A. Everyone must read the mandated novel:
Tuesdays with Morrie by Mitch Albom
Non-fiction Memoir
B. Choose at least one of the following novels based on your levels. Do not choose a book that you have
already read.
Levels T-W
Just as Long as We’re Together by Judy Blume Level T
Fire from the Rock by Sharon Draper Level V
Maniac Magee by Jerry Spinelli Level W
Slam! By Walter Dean Myers Level W
Levels X-Z
Teen Angst? Naah… by Ned Vizzini Level Y
My Sister’s Keeper by Jodi Picoult Level X
When I Was Puerto Rican Level Z
A Long Way Gone Level Z+ (Note: this book contains mature content)
13 Reasons Why by Jay Asher Level Z
After reading two of the above books, students must respond to the essay prompt below:
In most texts the protagonist (main character) faces a conflict (problem) that he or she has struggles to
overcome. In the novel Tuesdays with Morrie the protagonist Mitch Albom faces many internal conflicts. Chose
the protagonist from one of the novels from the list above and compare the conflict he or she faces with that
of Mitch Albom’s. Be sure to explain how their conflicts are similar as well explain how they both deal with their
conflicts.
In your essay be sure to:
 Explain the conflict that Mitch Albom faces and his response
 Explain the conflict that the protagonist (from the other novel you selected) faces and his response
 Explain how their conflicts are similar
Students are encouraged to type their papers, using 12 point Times New Roman font, with a one-inch margin
on all sides. The rubric for Grade 8 Literary Essays (base don the Common Core Standards for Argument Writing)
is attached for reference
2.) Students must also select a THIRD text of their choice. It can be fiction or non-fiction but should be at their
level and appropriately challenging.
Grade 8 Literary Essay Rubric Based on Common Core for Argument Writing
4

Thesis is an argument that
may be simplistic or missing
important elements.

Thesis is not an argument
or it is missing the topic.

Introduction mostly
includes an engaging
hook, relevant short
summary, overview of
main ideas and a thesis.

Introduction may include a
weak hook, incomplete
summary, overview of
main ideas and a thesis,
but not all 4.

Introduction may not
include a hook, short
summary, overview of
main ideas or a thesis.


Body paragraphs each
have a main idea/topic
sentence

Most of the body
paragraphs have a main
idea/topic sentence.

Some body paragraphs
have a main idea/topic
sentence.
Few or none of my body
paragraphs have a main
idea/topic sentence.

Conclusion clearly
summarizes argument
and makes a
link/connection to other
texts or ideas.
Body paragraphs all
have sufficient accurate,
relevant and well-chosen
quotes/examples to
support specific ideas.

Conclusion summarizes
argument and tries to
make a link/ connection to
other texts or ideas.


Conclusion does not
summarize argument or
brings up new ideas
without explanation.

Body paragraphs include
sufficient accurate,
relevant examples/quotes
to support specific ideas.

Conclusion almost
summarizes argument,
though it fails to make a
connection or there are
“loose ends.”
Body paragraphs include
examples or quotes that
may be somewhat
relevant or accurate to
support ideas.

Body paragraphs do not
clearly include evidence
or the evidence is not
relevant.

Each piece of evidence
has some context.

Very little evidence has a
context, or context is
inaccurate or a re-telling.

There is an explanation of
how the evidence
supports the main ideas.

May include mostly a
summary, inaccurate
evidence without an
analysis or interpretation
that explains how it
supports the thesis.
Thesis
Structure of Essay
1
Thesis is a clear argument,
which clearly states the
topic and claim.

Evidence
2


Language Use and Editing
3
Thesis is a thoughtful,
unique and clear
argument, which clearly
states the topic and
claim.
Introduction clearly
includes a sophisticated
hook, a relevant
summary, overview of
main ideas and thesis.


Each piece of evidence
has a complete or
meaningful context

There is a thorough
analysis/interpretation of
how evidence supports
the main ideas and
thesis.

Final draft has fewer than
3 errors in spelling,
grammar, or
punctuation.

Whole essay flows
smoothly with varied
transitions between
thoughts


Tense consistent
throughout the essay.
Consistently and
accurately used MLA
citation format for
quotes.
Grading Scale:
(4-) - (4+) = 91 – 99
(3-) - (3+) = 81 – 89
(2-) - (2+) = 71 – 79
(1-) - (1+) = 60 – 69

Some evidence has a
context, or context is
irrelevant

There is an attempt to
explain the evidence but
analysis needs more
development.

Final draft has between 3
to 6 errors in spelling,
grammar, or punctuation.

Final draft has more than 6
errors in spelling, grammar,
or punctuation.

Errors in spelling, grammar,
or punctuation affect
readability.

Essay flows well with
transitions between
paragraphs

Inconsistent use of
transitions interrupts the
flow.

Lack of transitions or
inconsistent use affects
readability.

Tense mostly consistent
throughout the essay.

Some errors in tense
consistency.

Many errors in tense
consistency.

Accurately used MLA
citation for quotes.

Has some inaccuracies in
MLA citation for quotes.

Does not use MLA citations
for quotes.
Final Score: ___________