Stephen Decatur Middle School
Summer Reading Fun Packet
Grade-level selected books for required reading - Summer, 2011
The grade-level selections below are from Townsend Press at http://www.townsendpress.com
6th – Harriet Tubman: Freedom Leader
7th – The Prince and the Pauper
8th – The Adventures of Tom Sawyer
Packet contents:
 Directions and expectations for Stephen Decatur Middle School students (page 3)
PART ONE:
 Reading log to complete as books are read (page 4)
 Story map chart to complete after reading each book (page 5)
 A calendar of grade-level Study Island activities to complete at the following link:
http://www.studyisland.com. This is required for students already enrolled in Stephen Decatur
Middle School. Students should use current login and password. (pages 6-8)
 Rubric for evaluating completed summer reading projects (page 9)
PART TWO:
 Three “fun” activities in which you should choose and complete ONE after reading the required
grade-level titles listed above (pages 11-37)
PART THREE:
 A chart of summer reading response option blocks in which students choose at least ONE option
to complete after reading a choice selection from the P.G. County Memorial Library System lists
for Rising 6th, 7th, and 8th grade students – see next bullet (see lists on page 39).
 A list of other book titles for rising 6th, 7th, and 8th grade students to choose from for additional
summer reading. This list is from the Prince George’s County Memorial Library System lists of
suggested titles at http://www.prge.lib.md.us/kids-GradedBkLists (pages 40-48)
R. Betts - Literacy Coach, O. Pabon – Assistant Principal, T. Tate and R. Thornton, RELA Teachers
Stephen Decatur Middle School, 2011-2012
Page 1
SUMMER READING DIRECTIONS AND EXPECTATIONS FOR STUDENTS
For entering 6th graders, and rising 7th and 8th grade students:
1. You are expected to read TWO novels this summer. The first book you are to read for 6th-grade
is “Harriet Tubman: Freedom Leader.” For 7th grade the first book title is “The Prince and the
Pauper,” and for 8th grade the title is “Tom Sawyer.” These books have been purchased for you
by Stephen Decatur Middle School. If you are in 6th grade, you should receive your book before
the end of the 2011 school year at your elementary school. If you are 7th or 8th grade, you will
receive a copy of your book before the end of the school year. The second book will be your
choice, based on the Prince George’s County Memorial Library System’s lists of book titles for
Rising 6th, 7th, and 8th Graders (see pages 40-48 in packet). Look over the lists of titles for your
grade level and choose ONE title. Then, visit your local public library to check it out.
2. First, read your required grade-level novel: 6th - Harriet Tubman: Freedom Leader, 7th - The
Prince and the Pauper, or 8th - Tom Sawyer.
3. Each day you read, please record details on your reading log (see page 4 in packet). If you run
out of spaces on the logs that are provided in the packet, please use your own writing paper to
create more. Have a parent or guardian to sign your logs when they are completed.
4. After reading your novel, complete the Story Map chart (see page 5 in packet).
5. If you had access to Study Island at your school, please log in and complete activities listed on
the Study Island summer calendars for your grade level (pages 6-8). Specific grade-level
activities are listed on the calendar for each week of the summer in June, July, and August. This
will help reinforce skills necessary for proficiency on the specified objectives. Check off calendar
boxes when activities are completed. If necessary, please check with your reading teacher,
media specialist, or technology person for your log in and password information. Sixth-grade
students, if you did not have access to Study Island at your elementary school, just complete the
summer reading novel activities. You will gain access to Study Island when you start the 20112012 school year at Stephen Decatur Middle School.
6. After reading your required grade-level novel (6th - Harriet Tubman” Freedom Leader, 7th – The
Prince and the Pauper, or 8th – Tom Sawyer), complete ONE of the 3 “fun” activities explained in
PART TWO of the packet (pages 11-37). These include the “HIT” album cover, the “OUCH”
report, and the HOW TO WIN BOOKLET for an arcade game.
7. Read your book choice from the Prince George’s County Public Library lists in PART THREE of this
packet (pages 40-48).
8. Complete entries on your Reading Log each day you read your book choice novel.
9. Complete your Story Map chart for your book choice title.
10. Choose and complete at least ONE activity from the “Summer Reading Response Options Blocks”
chart (page 39).
11. Please return your County book choice title to your local public library by the due date.
12. Organize all of your summer reading activities in a folder (or something to keep it together), with
your name and grade level printed on the front or a cover sheet. Read the details on the Rubric
(page 9) to self-assess your work before submitting it. Bring your work and your book to school
when you arrive the first day. Submit your work to your Reading, English Language Arts teacher
for credit and possible display in our Literature Festival. Several samples of students’ work will
be placed on display for all to see during a beginning of the school year Literature Festival. We
will conduct one or more Literature Festivals, featuring activities completed from our 25-books
campaign, during the 2011-2012 school year.
R. Betts - Literacy Coach, O. Pabon – Assistant Principal, T. Tate and R. Thornton, RELA Teachers
Stephen Decatur Middle School, 2011-2012
Page 2
PART
ONE
R. Betts - Literacy Coach, O. Pabon – Assistant Principal, T. Tate and R. Thornton, RELA Teachers
Stephen Decatur Middle School, 2011-2012
Page 3
Name: _________________________________________________
Grade:_________
MY SUMMER READING LOG
Date
Title and author
of book
Genre (such as
autobiography,
biography, historical
fiction, realistic
fiction, science
fiction, fantasy,
mystery, informative)
Pages
read
7-12 word summary of today’s
reading (just from portion of text read
today)
from page
_____ to
page _____
from page
_____ to
page _____
from page
_____ to
page _____
from page
_____ to
page _____
from page
_____ to
page _____
from page
_____ to
page _____
from page
_____ to
page _____
from page
_____ to
page _____
from page
_____ to
page _____
NOTE: Please add entries each day you read your summer reading titles AND any other books of your choice. If additional
pages are needed, use your own writing paper, or write on the back of each log.
R. Betts - Literacy Coach, O. Pabon – Assistant Principal, T. Tate and R. Thornton, RELA Teachers
Stephen Decatur Middle School, 2011-2012
Page 4
STORY MAP OF COMPLETED NOVEL (complete a story map for each novel read)
Title and author:
Main Setting
Characters
Plot
Main Problem:
Where:
When:
Minor
Major
1.
1.
Main events
Other setting details:
2.
2.
3.
3.
4.
4.
1.
2.
3.
4.
Overall
Theme
The message or lesson the author wants you to remember as a result of reading
this novel:
5.
6.
7.
8.
Describe an example of a real-life application based on the theme of this novel:
Outcome/resolution
R. Betts - Literacy Coach, O. Pabon – Assistant Principal, T. Tate and R. Thornton, RELA Teachers
Stephen Decatur Middle School, 2011-2012
Page 5
STUDY ISLAND SUMMER CALENDAR OF ACTIVITIES FOR JUNE
Topics in black font are State Reading Objectives students need to reinforce
Topics in parentheses below are listed as the STUDY ISLAND lesson at study island.com
Scroll down the studyisland.com list of topics online and find that topic
Place a checkmark in boxes when objective is completed for the week
Mon
June 2011
Wed
Tue
NOTES:
1
Thu
2
Fri
3
ALL GRADES – complete pre-test if not done so already.
ALL GRADES - 1D3a: Use context to determine word
meanings (multiple meaning words)
6
7
8
9
10
16
17
ALL GRADES - 3A3b: Analyze the events of the plot and 3A3g: Analyze internal and/or
external conflicts that motivate characters and those that advance the plot (plot and
conflict)
ALL GRADES: 3A6d: Reflect on and explain personal connections to the text (making
connections)
13
14
15
ALL GRADES: 2A3b: Explain how the organizational pattern clarifies and reinforces
meaning and supports the author's/text's purpose (organizational patterns)
ALL GRADES: 2.A.4.a: Identify and explain the author's/text's purpose and intended
audience (text purpose)
20
21
22
23
24
ALL GRADES - 1E4c: Identify and explain what is not directly stated in the text by drawing
inferences (inferences and conclusions)
ALL GRADES: Analyze main ideas and universal themes (theme)
27
28
29
30
ALL GRADES - 2.A.6.f: Identify and explain language and other
techniques intended to persuade the reader (persuasive techniques)
ALL GRADES: 2.A.5.b: Analyze specific language choices that create
tone (author’s use of language)
R. Betts - Literacy Coach, O. Pabon – Assistant Principal, T. Tate and R. Thornton, RELA Teachers
Stephen Decatur Middle School, 2011-2012
Page 6
STUDY ISLAND SUMMER CALENDAR OF ACTIVITIES FOR JULY
Topics in black font are State Reading Objectives students need to reinforce.
Topics in parentheses below are listed as the STUDY ISLAND lesson at study island.com
Scroll down the studyisland.com list of topics online and find that topic
Place a checkmark in boxes when objective is completed for the week
Mon
July 2011
Wed
Tue
Thu
NOTES:
4
Fri
1
5
6
7
8
14
15
21
22
ALL GRADES: 2A4d: Summarize or paraphrase (summarize)
ALL GRADES: 3A4c: Analyze sound elements that contribute to meaning (poetry)
11
12
13
ALL GRADES: 3.A.3.i: Identify and explain the point of view (point of view)
ALL GRADES: 1E4d: Confirm, refute, or make predictions (making predictions)
18
19
20
ALL GRADES: 3.A.3.e: Analyze relationships between and among characters, setting,
and events (character)
ALL GRADES: 2.A.5.a: Analyze specific words or phrases that contribute to the
meaning of a text (figurative language)
25
26
27
28
29
ALL GRADES: 2.A.4.a: Identify and explain the author's/text's purpose and intended
audience (author’s opinion)
ALL GRADES: 3A3c: Analyze details that provide information about the setting, the
mood created by the setting, and the role the setting plays in the text (setting)
R. Betts - Literacy Coach, O. Pabon – Assistant Principal, T. Tate and R. Thornton, RELA Teachers
Stephen Decatur Middle School, 2011-2012
Page 7
STUDY ISLAND SUMMER CALENDAR OF ACTIVITIES FOR AUGUST
Topics in black font are State Reading Objectives students need to reinforce.
Topics in parentheses are topics listed as the STUDY ISLAND lesson at study island.com
Scroll down the studyisland.com list of topics online and find that topic
Place a checkmark in boxes when objective is completed for the week
Mon
1
August 2011
Wed
Tue
2
3
Thu
4
Fri
5
ALL GRADES: 2A2f: Analyze the relationship between the text features and the
content of the text as a whole (5 lessons: graphic aids, print features, online features,
informational aids, and organizational aids)
8
9
10
11
12
ALL GRADES: 2A4c: State and support the main idea (main ideas and supporting details)
ALL GRADES: 2A1a: Read, use, and identify the characteristics of non-fiction materials
(characteristics of informational texts)
15
16
17
18
19
ALL GRADES: 3A3a: Identify and distinguish among types of narrative texts (narrative
texts)
ALL GRADES: 3A5d: Identify and explain stage directions and dialogue that help create
characters (drama)
22
23
24
25
26
ALL GRADES: 2A4g: Synthesize ideas across texts (3 lessons: compare and contrast,
cause and effect, sequence and chronology)
29
30
31
NOTES:
ALL GRADES: Study Island post test to be administered at school
R. Betts - Literacy Coach, O. Pabon – Assistant Principal, T. Tate and R. Thornton, RELA Teachers
Stephen Decatur Middle School, 2011-2012
Page 8
RUBRIC FOR SUMMER-READING ACTIVITIES
Exceeds the Standard
3







2 or more novels read (one
from grade-level required list
and one or more from County
library choice list)
Reading logs completed with a
parent or guardian signature;
logs show evidence of weekly
reading from June 18 until the
day before returning to school
For returning students, weekly
Study Island calendar boxes
are checked off to indicate
completion of assigned
activities (retrieved data will
verify)
A story map is fully completed
for each novel read
All 3 “fun” activities fully
completed for required gradelevel title
ONE OR MORE activities from
the “Summer Reading
Response Option Blocks” are
fully completed
ALL completed work is
submitted the first day of
school (or within the first 2
days of school)
Meets the Standard
2







2 novels read (one from
grade-level required list and
one from County library
choice list)
Reading logs completed
may/may not have a parent
or guardian signature; logs
show evidence of weekly
reading from June 18 until
the day before returning to
school
For returning students,
weekly Study Island
calendar boxes are checked
off to indicate completion of
assigned activities (retrieved
data will verify)
A story map is completed
for each novel read
All 3 “fun” activities
completed for required
grade-level title
ONE activity from the
“Summer Reading
Response Option Blocks” is
completed
ALL completed work is
submitted the first day of
school (or within the first 3
days of school)
R. Betts - Literacy Coach, O. Pabon – Assistant Principal, T. Tate and R. Thornton, RELA Teachers
Stephen Decatur Middle School, 2011-2012
Approaches the Standard
1







At least ONE novel read (either
one from grade-level required
list or one or more from County
library choice list)
Evidence of reading indicated
by some details completed on
Reading logs; may/may not
have a parent or guardian
signature
For returning students, there
may/may not be evidence of
weekly Study Island completion
of assigned activities (retrieved
data will verify)
A story map is completed or
partially completed for novel(s)
read
Attempt is made to complete at
least 1 of the 3 “fun” activities
for required grade-level title
Attempt may be made to
complete ONE activity from the
“Summer Reading Response
Option Blocks”
ALL completed work is
submitted within the first week
of school
Page 9
PART
TWO
R. Betts - Literacy Coach, O. Pabon – Assistant Principal, T. Tate and R. Thornton, RELA Teachers
Stephen Decatur Middle School, 2011-2012
Page 10
FUN ACTIVITY ONE
HIT!
Introduction
Welcome to HIT! You will work to complete a task based on the analysis of your grade-level assigned
literary work. How well you remember that work, how imaginative you are, and how skillfully you follow
instructions will determine your success. The premise is that a character from your novel becomes a
popular singer/songwriter who is preparing a first release. You are responsible for designing the album
or CD cover for this release. The cover includes an introduction to the character, titles of songs based on
the character’s experiences, a cover design, and the lyrics of a “hit single” from the album.
HIT! Gives students an opportunity to explore and discuss literary characters in a context known to
them. Students are encouraged to draw inferences from known facts about their character. (What kind
of music, for example, would Hamlet write and perform?) What experiences would he draw on to
express himself in music?)
In addition, this activity asks students to respond to literature in a literary form: poetry. Writing song
lyrics allows students to work in the poetic form best known to them.
Instead of completing this project in the traditional paper format, students may choose to use a
software program to create the album/CD cover and even to record the music and lyrics to the hit single.
The Situation
Imagine that the main character you have just read about in your grade-level assigned novel has recently
begun a new career as, of all things, a popular singer and songwriter. This new recording star has just
put out a first album which is already rising to the top of the charts. It has gotten an excellent review
and is selling very well. In addition, it contains a hit single that is being played on major radio stations
across the nation.
Your Task
Your job is to design and write a CD cover for this singer/songwriter’s first album. It’s a big task, but you
can complete it successfully if you follow the steps below.
Step 1

Discuss your singer/songwriter to get to know him/her better. Do this by completing the
QUESTIONNAIRE and by collecting other facts and impressions from your novel. Then, decide
R. Betts - Literacy Coach, O. Pabon – Assistant Principal, T. Tate and R. Thornton, RELA Teachers
Stephen Decatur Middle School, 2011-2012
Page 11

what kind of music this person would probably write and sing (for example - rock, soul, gospel,
heavy metal, rhythm and blues, country, rap…).
This singer/songwriter composes songs based on personal experiences. Review questions 1-6 on
the QUESTIONNAIRE to recall people, places, objects, and events from the book, and then make
up a title for the album which captures the spirit and background of this new performer. Make
your title clever and original.
Step 2
Now it’s time to design, illustrate, and write the album or CD cover for this record. First, cut out, glue
back-to-back, and then fold the two ALBUM MODEL sheets in order to form an example of what you are
to create. Notice how the album cover now opens like a book. As a result, it has 4 sides that need to be
filled in. Here is what needs to go on each of the 4 sides:

Front cover - The front cover, of course, should contain an appealing sketch or design that
captures the theme and spirit of the album. The name of the singer/songwriter and the album
title should appear here. The title of the hit single from this album should be copied on the line
in the upper right-hand corner of the cover.

Page 2 – Because your character is new to popular music, page 2 contains a paragraph
introducing him or her. This paragraph may be written by the performer (in first person) or by
someone else (third person). It might contain background biographical information from the
work, an explanation of why this person became a singer/songwriter, a description of the kind of
music contained in the album, and a component on why this performer has suddenly become so
popular. (Again, use question 2 of the QUESTIONNAIRE for ideas). Make your paragraph lively
and original.) A space may be reserved on this page for a sketch of the singer/songwriter if you
desire.

Page 3 – Remember that one of the songs on this album has also become a hit single. Choose
which title will be the hit, and on page 3 of the album jacket, write out the lyrics (words) of that
song. Don’t panic. Song lyrics aren’t that hard to write. You’ve heard lots of them, and you
know how they work. Usually they describe a person, place, or thing important to the
songwriter, or they tell the story of an experience he or she had. Often they sound like poetry.
They may rhyme (but don’t have to), may have stanzas or verses, and may include refrains
(repeated parts at the end of each verse). See ALBUM MODEL.

Back cover – This album contains eight songs, all written and performed by your main
character, and all about his or her own experiences. In fact, the people, places, objects, and
events you named in questions 3-6 of the QUESTIONNAIRE are the topics for these eight songs.
The back cover of your album jacket should list the titles of the eight songs written on these
topics. Think up titles which are imaginative and which fit the personality of the songwriter.
(Remember what kind of music you decided he or she writes and performs). Also, be sure that
the titles reveal something about the contents of the songs. The title should make clear who or
what the song is about. See ALBUM MODEL.
R. Betts - Literacy Coach, O. Pabon – Assistant Principal, T. Tate and R. Thornton, RELA Teachers
Stephen Decatur Middle School, 2011-2012
Page 12
NOTE: Obtain appropriate heavy paper so that you can create your own ALBUM COVER. You may
want to use your creative talents to add color and/or other artistic medium. You may also want to use a
word processing program like Microsoft Word to create your ALBUM COVER. The model in this packet
was done using Word and clip art images. The details in the ALBUM COVER model represent the novel,
Anthony Burns: The Defeat and Triumph of a Fugitive Slave, by Virginia Hamilton. If you use a word
processing program, as with the model, you may want to add some color and other creative features to
it after it’s printed. If you have musical talent and feel really creative, you may want to use a recording
software program or digital device to compose and record the music and lyrics to the hit single on your
CD. Of course, this would be exceptional – BUT it is optional.
As you can see, there’s much to do. Use scratch paper to plan your work and your rough drafts. When
you finish planning and composing, copy your work neatly onto the ALBUM COVER SHEET.
Proofread your ALBUM COVER. Then, fill out the MEMORANDUM. Print your name and fill in the name
of your album and of your singer/songwriter (main character from novel).
R. Betts - Literacy Coach, O. Pabon – Assistant Principal, T. Tate and R. Thornton, RELA Teachers
Stephen Decatur Middle School, 2011-2012
Page 13
“HIT” QUESTIONNAIRE
1. Title of literary work/novel:
2. Name of the main character (choose only one character):
3. Brainstorm details about the main character and write them below:
a. Physical description
b. Personality characteristics (traits)
c. Interests
d. Other details
4. List two important details from your literary work that the main character experiences (this may
be conflicts or other situations):
a.
b.
5. Based on the character’s personality and experiences, which type of music would he/she sing or
write (circle one): rock, soul, heavy metal, country, gospel, rhythm and blues, rap, pop, hip-hop
6. Name two or more other characters in the work and describe the main character’s relationship
with each one
a.
b.
7. Name two important, non-living objects or things in the work:
a.
b.
7. Name two important places in the literary work:
a.
b.
R. Betts - Literacy Coach, O. Pabon – Assistant Principal, T. Tate and R. Thornton, RELA Teachers
Stephen Decatur Middle School, 2011-2012
Page 14
“HIT” MEMORANDUM
To: President, _____________________ Record Company
From:
Message:
Here is the cover I designed for the first album by the literary character__________________________.
I know you’ll like it.
The title of the album is ____________________________________________________________.
R. Betts - Literacy Coach, O. Pabon – Assistant Principal, T. Tate and R. Thornton, RELA Teachers
Stephen Decatur Middle School, 2011-2012
Page 15
R. Betts - Literacy Coach, O. Pabon – Assistant Principal, T. Tate and R. Thornton, RELA Teachers
Stephen Decatur Middle School, 2011-2012
Anthony Burns
Caged
Featuring
the hit
rhythm and
blues single
Album model for FRONT AND BACK COVERS. This is an example of an album cover (the front
and back). Create your own, then cut out and glue to the back of the inside pages.
Unshackled
Records, 1854
1. No Promises
2. Caged
3. Decisions
4. Friend or Foe?
5. Am I Just Property?
6. Only the Lonely
7. Trial of Denial
8. Slavocracy
Album Model (covers)
Page 16
R. Betts - Literacy Coach, O. Pabon – Assistant Principal, T. Tate and R. Thornton, RELA Teachers
Stephen Decatur Middle School, 2011-2012
Caged, enraged - still a slave!
No longer a man!
Caught, I am!
As they reply with despair in painful harmony
The heavy shackles and wrist irons all agree
Is this some cruel trick being played on me?
I thought that I was free
Lord, here I be
Caged, enraged - still a slave!
No longer a man!
Caught, I am!
The stench, the sickness; is there no end?
Like a starved pig in his pen
Iron bars cast shadows of stripes that restrain me
Darkness enclosed all around me
Album model for INSIDE PAGES. This is an example of an album cover (the inside pages.) Create
your own, then cut out and glue to the back of front and back covers.
New to the blues scene, Anthony Burns
dedicates this album to The Boston
Vigilance Committee, whose sworn duty is
to defend (without fee) all black inhabitants
of Boston and the vicinity against slavers
and bounty hunters.
and his jailhouse – courthouse blues
BURNS
ANTHONY
Introducing
CAGED
Album Model (inside pages)
Page 17
FUN ACTIVITY 2
OUCH!
Welcome to OUCH. You will conduct research on characters from the class literary works and report the
finding of that research. How well you remember those characters, how imaginative you are, and how
skillfully you follow instructions will determine your success.
Instead of completing this project in the traditional paper format, students may choose to use a
software program to write the report.
Part 1: Literary Review
Your task is to collect the reactions of characters for the class literary works to questions concerning
their values, attitudes, and beliefs. This will be done by role-playing those characters and answering a
questionnaire as you think the characters themselves would answer it. To complete Part 1, follow these
steps:
Step 1
At the top of the SURVEY TALLY FORM, you will list 3 or more characters from your literary work. NOTE:
If you read the required novel and at least one other book from the P.G. County Library titles you could
choose from, create a list of 6 or more characters – including at least 3 from the required novel and 3
from your chosen selection.
Step 2
Once you have your list of characters, answer an ATTITUDE QUESTIONNAIRE for each of your
characters. The survey should be answered as if the characters themselves were responding to the
questions. Don’t, in other words, answer with your own opinions, but rather report the opinions you
think the characters would have.
Part 2: Analysis of Questionnaires
Once you have completed filling out all questionnaires, it is time to change roles in order to work on Part
2. Instead of being characters from the literary works who are responding to an attitude questionnaire,
you are now an investigator whose job it is to study the results of the questionnaires.
R. Betts - Literacy Coach, O. Pabon – Assistant Principal, T. Tate and R. Thornton, RELA Teachers
Stephen Decatur Middle School, 2011-2012
Page 18
The Situation
One of the federal government’s newest agencies is OUCH (Office to Undermine Cheer and Happiness).
OUCH was founded several years ago when government officials began to suspect that people today
were becoming too happy and too optimistic about life. Happy people, they reasoned, were lazy and
complacent people. They believed that for a society to develop and advance, people had to experience
more suffering and unhappiness. Thus, OUCH was created to make people more miserable. OUCH’s
mottos is: “Down With Up.”
You work for a division of OUCH called SOREHEAD, the Social Research Headquarters. SOREHEAD’s job
is to measure the mood of the country in various ways in order to locate pockets of optimism that OUCH
can attack. One of OUCH’s newest theories is that literature today is making people overly happy and
optimistic because so many literary works have happy endings or describe people filled with hope and
noble virtues. OUCH is interested in determining whether its theory is correct, and so it has asked your
division, SOREHEAD, to conduct a survey of literary characters. The purpose of the survey is to discover
what attitudes characters have at the ends of their stories. Are characters usually happy? Are they
optimistic or pessimistic about life in general and about their futures? The questionnaire survey which
you just worked on was designed to answer those questions.
You have been given the job of evaluating the results of that survey and reporting your finding to the
director of OUCH. As always, the government wants the job done right away. Follow the steps below to
complete your job and submit your report.
Step 1
Your first job is to tally the responses made on the questionnaires. To do this, use the SURVEY TALLY
FORM. First, count the number of times each response was given to each item in question 1 of the
survey. For example, perhaps 2 of 3 characters responding to the question answered “yes” on item 1a
and 1 answered “no.” Put those numbers in the blanks of the tally form. Do the same with the rest of
the items in question 1.
Tally the responses to questions 2-5 in another way. Your goal here is to locate evidence in those
responses of either an optimistic or a pessimistic attitude. You have permission to quote directly from
the questionnaires for your report, so you might write down direct quotes as well as general ideas that
reveal attitudes that the characters have expressed. Try to write down on the SURVEY TALLY FORM one
or two pieces of evidence from each character.
Step 2
Now it is time to look over the results you’ve collected on the tally sheet and draw conclusions from that
information. What attitude seems to appear most often on the form? Are these characters as a group
generally optimistic or pessimistic? Are they happy or unhappy? What are their philosophies of life and
their attitudes about the future? What evidence do you have to support those conclusions?
R. Betts - Literacy Coach, O. Pabon – Assistant Principal, T. Tate and R. Thornton, RELA Teachers
Stephen Decatur Middle School, 2011-2012
Page 19
Step 3
Now write up a report of your findings for the director of OUCH. You may wish to write a rough draft of
your report first on scratch paper. Then write out a final copy of the repost on the enclosed OUCH
REPORT FORM. This form should, as fully as possible, report the following:




A brief description of your study – How was the investigation conducted? What kinds of
questions were the characters asked to answer?
Report on your findings – Are characters in literature generally happy or unhappy, optimistic or
pessimistic? Do the literary works seem to have happy or tragic endings? Use statistics,
examples, and direct quotes to provide evidence for your conclusions. Report your findings as
completely and convincingly as possible. The more direct evidence you can give of characters’
attitudes and beliefs (both majority and minority viewpoints), the more convincing your
conclusions will be.
Statement of recommendations – Based on your findings, what action should OUCH take in this
matter? Be as specific and imaginative as possible in making your suggestions. What might
OUCH do to get the optimistic characters in these books to change? How might some of the
endings be made more pessimistic? In general, what could OUCH do to these books to carry out
its motto: “Down With Up”?
Appendix of tables, charts, and diagrams (optional) – If you have time, you might want to draw a
table, chart, or diagram on the back of the REPORT FORM. This visual aid should illustrate or
help to explain the results of your study. Be imaginative in putting it together, and, if
appropriate, refer to it in the text of your report.
Step 4
Your last step is to prepare your report for delivery to the director of OUCH. First, complete the
MEMORANDUM by writing in your name. Then make up a title for your report, and write it both on
the MEMORANDUM and at the top of your OUCH REPORT FORM. Finally, proofread your report
one last time, and then turn it in.
R. Betts - Literacy Coach, O. Pabon – Assistant Principal, T. Tate and R. Thornton, RELA Teachers
Stephen Decatur Middle School, 2011-2012
Page 20
“OUCH” ATTITUDE QUESTIONNAIRE: Character #____ of _____characters
NOTE:
Remember to complete one questionnaire for each separate character.
A government agency is conducting an attitude survey of important characters from literary works.
Role-playing one of these characters, please complete the questions below.
Name (name of character):______________________________________________________
Gender (M or F)
Age (actual or approximate):_________________
Occupation (what you do):_________________________________________________________
1. Self-image (How do you see yourself?)
Answer the questions below by circling one of the two answers. Are you…
a. More yes or no?
b. More like clouds or sunshine?
c. More like a chicken or a chicken hawk?
d. More like a crab apple or a watermelon?
e. More like a soaring bird or an earthworm?
f. More like a politician or a voter?
g. More like rap music or a symphony?
h. More like a stapler or a paper clip?
2. Identify your greatest accomplishment:
3. Identify your greatest failure:
4. State your philosophy of life in one sentence:
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
5. Write the epitaph you would want to be carved on your tombstone: (What do you want people
to remember about you?)
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
R. Betts - Literacy Coach, O. Pabon – Assistant Principal, T. Tate and R. Thornton, RELA Teachers
Stephen Decatur Middle School, 2011-2012
Page 21
“OUCH” SURVEY TALLY FORM
Characters
List below the 3 or more characters from your reading(s), and the title of the book(s) they are in:
Tally instructions
Examine all of the ATTITITUDE QUESTIONNAIRES and tally each question’s responses below by
marking a hash mark in the proper space. When finished, count the hash marks and place a
number by them in the response space.
Question 1
a.
b.
c.
d.
e.
f.
g.
h.
______ more yes
______ more like clouds
______ more like a chicken
______ more like a crab apple
______ more like a soaring bird
______ more like a politician
______ more like rap music
______ more like a stapler
______ more no
______ more like sunshine
______ more like a chicken hawk
______ more like a watermelon
______ more like an earthworm
______ more like a voter
______ more like a symphony
______ more like a paper clip
Questions 2-5
What evidence of optimism and pessimism is apparent in characters’ responses to questions 2-5?
List evidence below.
Evidence of optimism
R. Betts - Literacy Coach, O. Pabon – Assistant Principal, T. Tate and R. Thornton, RELA Teachers
Stephen Decatur Middle School, 2011-2012
Evidence of pessimism
Page 22
“OUCH” REPORT FORM
Subject of Study: To investigate the attitudes of characters in books.
Title of Report:
Report:
(Write your report below and on the back of this form if you need more room.)
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
R. Betts - Literacy Coach, O. Pabon – Assistant Principal, T. Tate and R. Thornton, RELA Teachers
Stephen Decatur Middle School, 2011-2012
Page 23
“OUCH” MEMORANDUM
To: Director of OUCH
From: (Print your name)
Message:
I have completed an extensive investigation of the attitudes of characters in literature. Attached are my
ATTITUDE QUESTIONNAIRES, SURVEY TALLY FORM, and my REPORT on that matter. I have entitled the
report as follows:
____________________________________________________________________________________
I hope this report will help OUCH conduct an even better “Down With Up” campaign for our
government.
R. Betts - Literacy Coach, O. Pabon – Assistant Principal, T. Tate and R. Thornton, RELA Teachers
Stephen Decatur Middle School, 2011-2012
Page 24
FUN ACTIVITY 3
ARCADE
ARCADE is an activity in which students design video games modeled after literary works they have read.
They select a conflict or conflicts from the work which translate well into a visual game, design “boards”
or “screens” based on the settings in the work and choose appropriate characters and objects to appear
in various parts of the game.
Since all video games are built upon struggles, they provide the perfect metaphor for teaching about the
element of conflict in narrative literature. In creating literary video games, students are likely to
understand better the variety of conflicts which occur in literature and the various ways in which
conflicts arise and then are resolved.
Instead of completing this project in the traditional paper format, students may choose to use a
software program to write their report.
In Part 1, students choose a conflict or conflicts in a literary work they have read and brainstorm details
about those conflicts – who is involved in them, where did they occur, why they arose, how they are
resolved, etc. In Part 2, students design a video game based on that story and then write a “How to
Win” booklet which explains how the game is played and offers a strategy about how to play it well.
Part 1
Complete the CONFLICT QUESTIONNAIRE. NOTE: If your book has a second important conflict or
struggle, complete the section under “conflict 2” on the CONFLICT QUESTIONNAIRE.
Part 2 - Construction of the game
The Situation
You are a game inventor and you work for Playbook, Inc., a company which specializes in making games
and toys based on popular works of literature. Among your company’s most popular products are video
arcade games which recreate the dramatic struggles occurring in some of the most exciting stories read
by young people. Along with each arcade game, Playbook also publishes and sells in bookstores a “How
to Win” booklet which gives information and tips about how to score high on the game.
The Task
You are to design the newest addition to the Playbook arcade line, a video game based on the literary
work you analyzed in the questionnaire. Your goal is to plan this game and to write the “How To Win”
booklet for it. It is a big task, but you can complete it successfully if you follow the steps below.
R. Betts - Literacy Coach, O. Pabon – Assistant Principal, T. Tate and R. Thornton, RELA Teachers
Stephen Decatur Middle School, 2011-2012
Page 25
Step 1
All video games have one or more boards (or screens or stages) of action, each one presenting the
player with a different struggle or challenge. In Jungle Hunt, for example, the player swings on vines in
the first board, swims past alligators and other dangers in the second, leaps over and under rocks and
boulders in the third, and jumps over natives to rescue the girl in the last. The game you design will
have one or two boards, each dramatizing one of the conflicts you brainstormed in Part 1 of this activity.
Plan your game now by deciding what each board will look like. Who will appear on the board? What
will the background or setting look like? What action will take place? Make your game exciting, but also
make it consistent with the struggles or conflicts in the book. Use scratch paper to take notes and
preliminary sketches of what each board will look like.
Step 2
Once you have a good idea of what your game will look like, write the “How to Win” booklet for it. Look
over the “How to Win” booklet pages you have been given. Fold these sheets into haves and put them
together to form an 8-page booklet. Do the same with the MODEL GAME BOOKLET.
Using the MODEL GAME BOOKLET as a guide, develop your booklet following these directions for each
part:
 Front cover – Write the name of your video game in the space at the top and the title of your
book on the line near the bottom. You may also decorate the front cover with sketches or
graphics if you have time.
 Introduction (page 2) – Introduce your video game by telling about the book it came from. In
your brief summary of the book, pay particular attention to those episodes, conflicts, settings,
and characters which appear in your video game. If you have trouble starting the introduction,
follow this pattern: “(Name of your game) is based on the exciting book (title) by (author). The
book is about…”
 Scenario (pages 3-4) – Explain the situation of your game. Describe what the player is looking at
on each board and what happens when the game is played. In reporting this, you might want to
keep in mind the five Ws of the journalist (who, what, where, when, and why). Refer to your
brainstorming notes in Part 1 of the game for help. Use as many vivid details as possible to
report the conflict(s) or struggle(s) which occur in the game. Use lively action verbs.
 Sketches of boards (pages 5-6) – Draw a picture of what each board or screen looks like while
the game is being played. Use the key below each sketch, if necessary, to identify important
people, places, or objects in it.
 Scoring and rules (page 7) – Explain here how to play the game. What controls (joystick, firing
button, etc.) does the player use? What does each control do? How do you score points? How
do you get from the first board to the second? How is the game won or lost?
 Strategy (page 8) – Give some strategy tips to the players of your game. These tips might include
suggestions about what to work on first in the game, what dangers to especially watch out for,
whether to try to finish each board quickly or to work slowly and try to pile up lots of points,
what to concentrate on if you are a beginning or advanced player, etc. Try to make these
strategy suggestions lively and imaginative, but also make them consistent with the facts,
characters, and situations in the book your video game is based on.
R. Betts - Literacy Coach, O. Pabon – Assistant Principal, T. Tate and R. Thornton, RELA Teachers
Stephen Decatur Middle School, 2011-2012
Page 26
Step 3
When you finish, proofread your booklet carefully. Then take a minute to fill out the MEMORANDUM
cover sheet. Print your name and fill in the name of your video game and the title of the book that it is
based on.
Step 4
You are done! Give your teacher your “How to Win” booklet and memo sheet. Also, turn in all the
instructions and CONFLICT QUESTIONNAIRES.
R. Betts - Literacy Coach, O. Pabon – Assistant Principal, T. Tate and R. Thornton, RELA Teachers
Stephen Decatur Middle School, 2011-2012
Page 27
“ARCADE” CONFLICT QUESTIONNAIRE
1. Title of literary work:
2. Write down the names of some of the work’s main characters:
3. All literary works contain conflicts. Sometimes these struggles occur between characters.
Sometimes they are between a character and the elements of nature, society, or the
supernatural. Sometimes conflicts arise within a character as he or she tries to decide what
actions to take. One the lines below, identify one or two conflicts which occur in your literary
work and answer the questions below:
Conflict 1:
Identify one important conflict in your literary work:
a. Who is involved in this conflict?
b. What happened?
c. When does this conflict occur?
d. Where does this conflict occur?
e. Why does the conflict occur?
f. How is this conflict resolved?
Conflict 2:
If your literary work has a second important conflict or struggle, brainstorm it by answering the
questions below:
Identify a second important conflict in your literary work:
a. Who is involved in this conflict?
b. What happened?
c. When does this conflict occur?
d. Where does this conflict occur?
e. Why does the conflict occur?
f. How is this conflict resolved?
R. Betts - Literacy Coach, O. Pabon – Assistant Principal, T. Tate and R. Thornton, RELA Teachers
Stephen Decatur Middle School, 2011-2012
Page 28
“ARCADE” MEMORANDUM
To: President, Playbook, Inc.
From: (Print your name)
Message:
Here is my “How to Win” booklet for the new video arcade game I designed.
The game is called:______________________________________________________________
It is based on the literary work: __________________________________________________________
by ______________________________________________________________
R. Betts - Literacy Coach, O. Pabon – Assistant Principal, T. Tate and R. Thornton, RELA Teachers
Stephen Decatur Middle School, 2011-2012
Page 29
_______________
By: ____________
_______________
_______________
The exciting new PLAYBOOK, INC. literature-based
arcade game based on the popular book:
_______________
PLAYBOOK, Inc.
Literature-based
Arcade Games
HOW TO WIN
GAME BOOKLET (page 8 and cover)
8
STRATEGY
----------------------------------------------------------------------------------------------------------------------------------
R. Betts - Literacy Coach, O. Pabon – Assistant Principal, T. Tate and R. Thornton, RELA Teachers
Stephen Decatur Middle School, 2011-2012
Page 30
7
SCORING AND RULES
GAME BOOKLET TEMPLATE (pages 2 and 7)
2
INTRODUCTION
--------------------------------------------------------------------------------------------------------------------------------
R. Betts - Literacy Coach, O. Pabon – Assistant Principal, T. Tate and R. Thornton, RELA Teachers
Stephen Decatur Middle School, 2011-2012
Page 31
Key to Board 1
BOARD 1
5
GAME BOOKLET TEMPLATE (pages 4 and 5)
4
(continued)
SCENARIO
---------------------------------------------------------------------------------------------------------------------------------
R. Betts - Literacy Coach, O. Pabon – Assistant Principal, T. Tate and R. Thornton, RELA Teachers
Stephen Decatur Middle School, 2011-2012
Page 32
SCENARIO
3
GAME BOOKLET TEMPLATE (pages 6 and 3)
6
Key to Board 2
BOARD 2 (optional)
--------------------------------------------------------------------------------------------------------------------------------
R. Betts - Literacy Coach, O. Pabon – Assistant Principal, T. Tate and R. Thornton, RELA Teachers
Stephen Decatur Middle School, 2011-2012
Page 33
R. Betts - Literacy Coach, O. Pabon – Assistant Principal, T. Tate and R. Thornton, RELA Teachers
Stephen Decatur Middle School, 2011-2012
8
The faster you go, the stronger Hank’s power will
appear. If Hank fades, he will be out of Camelot
and back in the future in 19th-century America but not as a profitable mechanic. He will be a
suffering amnesiac in a mental ward (apparently
from that drastic hit on the head). Then, of
course, you will have to start the game again!
Here is a key strategic tip that should help you
play this arcade game. The best thing for you to
do is to jump over the astral books. Don’t try to
confront them and then beat them with Hank’s
power. Remember…Wisdom is stronger than
the supernatural.
STRATEGY
The exciting new PLAYBOOK, INC. literature-based
arcade game based on the popular book: A Connecticut
Yankee in King Arthur’s Court, by Mark Twain.
Literature-based
Arcade Games
PLAYBOOK, Inc.
ASTRAL KONG
HOW TO WIN
GAME BOOKLET MODEL (pages 8 and cover)
--------------------------------------------------------------------------------------------------------------------------------
Page 34
R. Betts - Literacy Coach, O. Pabon – Assistant Principal, T. Tate and R. Thornton, RELA Teachers
Stephen Decatur Middle School, 2011-2012
2
ASTRAL KONG encourages you to recall the challenges
faced by Hank Morgan and how he was able to resolve
them – ultimately, saving his hide each time.
The novel explains the tale of Hank Morgan, a 19thcentury resident of Hartford, Connecticut who, after a
blow to the head, awakens to find himself transported
back in time to early medieval England at the time of
the legendary King Arthur. Hank is ridiculed at King
Arthur's court for his strange appearance and dress,
and sentenced by King Arthur's court (and particularly
by the magician Merlin) to burn at the stake. Hank
uses his wit and 19th-century wisdom to escape death,
and many other peculiar or dangerous situations.
Hank “TWAINS” his way from being ridiculed, to being
a hero, to even being a slave.
ASTRAL KONG, from the makers of READ TO WIN, is
based on the ever popular book, A CONNECTICUT
YANKEE IN KING ARTHUR’S COURT, by Mark Twain.
This game is similar to DONKEY KONG, but it is much
better because it focuses on the conflict between a
protagonist and several antagonists, and between the
natural and supernatural worlds.
Introduction
7
You win if you are able to go all the way and defeat
Merlin before he weaves a final spell on you. Then you
will rule over Camelot and live a good life ever after.
There are 60 seconds on the clock, and if time runs
out, Hank Morgan fades away.
You will use your astral stick to move Hank throughout
Camelot. Push your TWAIN button to twine
(maneuver) yourself through castles, forests, the
round table, and sometimes treacherous terrain, so
that you can hide from and escape the astral books,
charms, and opposing forces (such as the meanest and
nastiest of the Authurian characters – like Merlin and
Morgan le Fey).
Scoring and Rules
GAME BOOKLET MODEL (pages 2 and 7)
--------------------------------------------------------------------------------------------------------------------------------
Page 35
Key to Board 1
BOARD 1
5
GAME BOOKLET MODEL (pages 4 and 5)
4
Scenario (continued)
--------------------------------------------------------------------------------------------------------------------------------
R. Betts - Literacy Coach, O. Pabon – Assistant Principal, T. Tate and R. Thornton, RELA Teachers
Stephen Decatur Middle School, 2011-2012
Page 36
R. Betts - Literacy Coach, O. Pabon – Assistant Principal, T. Tate and R. Thornton, RELA Teachers
Stephen Decatur Middle School, 2011-2012
6
Key to Board 2
Board 2
Note: The scenario is concluded on page 4.
It’s your job to face and resolve each challenge
using your knowledge of 19th-century technology
(as described in the novel). For example, using a
pump to fix the leak in the famous Valley of
Holiness fountain that Merlin proclaimed to be
demon possessed. In addition, you must debunk
and diminish the power and authority of Merlin.
Knowing the plot of the story is important in
winning this game. If you need to revisit details in
the novel to save your skin – so be it!
BEWARE! Merlin throws astral projection books
and charms, and he may also try to cast magical
spells as you try to defeat him.
As the game player, you must move Hank Morgan
through several challenges and all the way to
defeat Merlin.
Scenario
3
GAME BOOKLET MODEL (pages 6 and 3)
--------------------------------------------------------------------------------------------------------------------------------
Page 37
PART
THREE
R. Betts - Literacy Coach, O. Pabon – Assistant Principal, T. Tate and R. Thornton, RELA Teachers
Stephen Decatur Middle School, 2011-2012
Page 38
SUMMER READING RESPONSE OPTION BLOCKS
Select ONE of the following activities to complete after reading ONE of the choice titles
listed on the County Library list of grade-level books on pages 40-48.
NOTE: You may choose to read more than one title and complete at least one activity for
each title read. If so, this “Exceeds the Standard,” according to the Rubric on page 9.
Create a “soundtrack” for the book.
What 5 songs would you choose? Give
an explanation why you chose each song
and how it connects to the events or
characters in the book. Include the title,
artist, and lyrics for each song.
Created a “WANTED” poster for a
character in the book. Include a picture,
a written physical description, the crime
committed and whom to call with
information
OR
Create an Outstanding Award for the
hero, or protagonist, of the book.
Describe the characteristics of the hero
and why those characteristics were
deserving of this special award.
Write a review of your book for
Amazon.com. Give 2 opinions about it
and cite examples using quotations from
the book to support why you think it is
an interesting book or not. Include
whether you would recommend it to a
friend and say why or why not.
Think of an incident in your personal life
that connects to an event in the story.
What event from the story will you
connect to your life? Think about the
sequence of action during this event
that led to a resolution. Now, create a
comic strip that has at least 3 panels in
it. Illustrate in each panel how your
personal incident began, continued, and
led to a resolution. Be sure to include
characters, speech bubbles, a conflict,
and the sequence of events from
beginning to resolution.
Write a proposal to have the book
you’ve read made into a movie.
Include which actors will play the main
characters in the movie and why, and
the location where the movie will be
filmed and why. Create the movie
poster for the book. It should include
elements from a real movie poster such
as slogan, actors, and rating.
Pretend you are a talk show host and a
character from the book will be the
special guest on your show. Create a
transcript of the interview which
includes an introduction of the
character to the audience and 5 “why”
and “how” questions that you, the
host, would ask the character. Then,
answer each question in the character’s
voice (perspective).
Create a timeline of 10 events
for the book, including an
illustration and a caption for
each event.
Pretend you could put yourself in the
book. Write a short essay explaining
where you would put yourself and why.
How would your being there change
the story?
Imagine that you are the
author of the book. In a short
essay, describe what happens
to a character years before or
years after the story takes
place.
Create a board game based on your
story. Include game pieces
(characters), cards (events of the plot),
and a spinner or die. Be sure to include
cards that create conflicts or
consequences to make the game
interesting. Write the purpose, how to
win, and directions so that those
playing the game will understand how
to.
Step into the role of a
newspaper reporter. You are
to write a feature article about
the story you read. Be sure to
include the elements used by
good journalists - answer the
“who, what, where, why,
when, and how” details from
the book. Also, include
biographical information
about the author and details
from the story that describe
the author’s style.
R. Betts - Literacy Coach, O. Pabon – Assistant Principal, T. Tate and R. Thornton, RELA Teachers
Stephen Decatur Middle School, 2011-2012
On a poster or a PowerPoint
presentation, draw 4 objects
or symbols to represent the
book. Explain what each
object or symbol represents
and explain how the symbol is
important to the book.
Page 39
Prince George’s County Memorial Library System Grade-Level Reading Lists
Rising 6th Graders
Titles may be available in Spanish, on audiobook or in large print.
FICTION
How Tía Lola Came to (Visit) Stay by Julia Alvarez
Miguel is worried about making friends in his new school. His Tía Lola is visiting from the Dominican Republic and
he is sure his new classmates will think she is a nut case.
Chasing Vermeer by Blue Balliett
A valuable painting has been stolen, setting off a worldwide search. Petra and Calder both like solving puzzles. Will
they be the ones to find it?
Some Friend by Marie Bradby
Pearl wishes she had a best friend to talk to—someone like Lenore, who always looks good and is the most
popular girl in her class.
Halfway to the Sky by Kimberly Brubaker Bradley
Her brother is dead; her parents are divorced. Dani can’t stand her life anymore, so she runs away to hike the
Appalachian Trail. It should take about six months.
The Boggart by Susan Cooper
Boggarts are invisible and full of mischief at home in Scotland. When one finds himself in Canada, he discovers
chocolate, pizza and the tricky possibilities of electricity.
Lionboy, a trilogy by Zizou Corder
Charlie Ashanti has always been able to talk to cats. When his parents are kidnapped, he takes off after them. His
ability to talk Cat comes in handy as he attempts to rescue them.
Bud, Not Buddy by Christopher Paul Curtis
Bud runs away from a terrible foster home. Join him as he sets out on a journey to find his father.
The London Eye Mystery by Siobhan Dowd
Ted and Kat watch their cousin, Salim, get on the huge Ferris wheel. When the ride is over, Salim is gone.
The City of Ember by Jeanne DuPrau
The underground City of Ember was built for people to live in for 200 years. Now it is year 241 and the lights are
going out.
Zeely by Virginia Hamilton
It might be the truth or it might be Elizabeth's imagination. Is Zeely Tayber just a girl who tends hogs or is she an
African queen?
Letters from Rifka by Karen Hesse
Rifka and her family are looking forward to their new life in America after escaping the brutal treatment of Jews in
their Russian homeland. When the doctors refuse to let Rifka board the ship, her family must leave her behind. Will
she ever see them again?
Middle School Is Worse Than Meatloaf by Jennifer L. Holm
Learn all about Ginny’s year in seventh grade by reading her stuff—letters, notes, report cards, IMs and more.
R. Betts - Literacy Coach, O. Pabon – Assistant Principal, T. Tate and R. Thornton, RELA Teachers
Stephen Decatur Middle School, 2011-2012
Page 40
Ella Enchanted by Gail Carson Levine
It starts with a foolish fairy who can't tell a gift from a curse. Before it is done, Ella finds adventure with ogres,
giants, stepsisters, fairy godmothers and a very entertaining prince.
In the Year of the Boar and Jackie Robinson by Bette Lord
Brooklyn is very different from China. It's hard to make friends when you don't speak English, but Shirley Temple
Wong is determined to make America her country.
A Single Shard by Linda Sue Park
An orphan boy and an old man live under a bridge just trying to survive. One day, the boy sees something that
makes him yearn for more and nothing will be the same again.
The Legend of Bass Reeves by Gary Paulsen
Based on the real life of Bass Reeves who escaped slavery and lived with the Creek Indians for many years before
he was a free man. He became one of the greatest law men of the old west.
A Long Way from Chicago or A Year Down Yonder by Richard Peck
For Joey and Mary Alice, summer vacation means one thing—a visit with Grandma Dowdel that is sure to be full of
unpredictable and wild adventures.
Becoming Naomi Leon by Pam Muñoz Ryan
Naomi and her brother are happy living with their Gram at the Avocado Acres Trailer Rancho. All of that changes
one day when their mother, who left them 7 years ago, knocks at the door.
The Invention of Hugo Cabret by Brian Selznick
Hugo is trying to survive alone and undetected in a Paris train station in this story told partly in words but mostly
through pictures.
Loser by Jerry Spinelli
Zinkoff has always been slow and clumsy, but the teacher chooses him to run the anchor in the relay race anyway.
He loses a big lead, the race and the entire championship. His classmates are angry. They call him Loser.
The Secret of Gumbo Grove by Eleanora E. Tate
What is the big mystery that no one in town wants to talk about? Old Miss Effie knows and Raisin is determined to
find out.
The Gold Cadillac by Mildred D. Taylor
An African American family travels through segregated Mississippi in their beautiful 1950 gold Cadillac.
The Red Rose Box by Brenda Woods
While visiting her aunt in California, Leah is excited to experience a world different from her small Louisiana town. A
family tragedy forever changes life for Leah and her sister.
Millicent Min, Girl Genius by Lisa Yee
Millie is an 11-year-old going into twelfth grade. She wants to spend her summer studying poetry. Why are her
parents making her join a summer volleyball league?
NONFICTION
From Rags to Riches by Leslie Sills J 391.2
Take a look at hoop skirts, bloomers, shirtwaists and bustles. Retro is in, so one of these styles might come back.
Go Figure! by Johnny Ball J 510.76
Even if math is not your favorite subject, you will have fun with the magic tricks, brainteasers, puzzles and weird
stuff about numbers in this book.
Team Moon by Catherine Thimmesh J 629.454
In July 1969, half a billion people around the world watched Neil Armstrong and Buzz Aldrin land on the moon. Two
astronauts moonwalked that day, but 400,000 people made it possible.
R. Betts - Literacy Coach, O. Pabon – Assistant Principal, T. Tate and R. Thornton, RELA Teachers
Stephen Decatur Middle School, 2011-2012
Page 41
ER Vets: Life in an Animal Emergency Room by Donna M. Jackson J 636.089
They swallow bottle caps, have asthma attacks and are hit by cars. People aren’t the only ones who need
emergency care. Go behind the scenes to see how dogs, cats, snakes, birds and other pets are cared for. Great
photos!
101 Ways You Can Help Save the Planet Before You're 12! by Joanne O'Sullivan J 640
Seventeen million barrels of oil are used each year to make disposable water bottles. Tip #4—get a reusable water
bottle and help save the earth.
Emeril’s There’s a Chef in My Soup! (or other cookbooks) by Emeril Lagasse J 641.59
Cook muffins or meatballs, corndogs or casseroles. Don’t forget dessert!
To Dance: A Memoir by Siena Cherson Siegel J Graphix 792.8
By age nine, Siena knew she wanted to be a ballerina. Practices, studies, rehearsals and injuries did not diminish
her passionate love of dance.
¡Béisbol! Latino Baseball Pioneers and Legends by Jonah Winter J 796.357
Who do you think is the greatest baseball player of all time? Did you say Martin Dihigo? He could play every
position, including pitcher, and was voted to the Baseball Hall of Fame in four countries!
The Oxford Illustrated Book of American Children’s Poems J 811.008
Old poems and new for reading quietly and out LOUD!
Langston Hughes by Langston Hughes J 811.52
He died in 1967, but his poetry still speaks out loud and clear. It speaks of freedom and dreams, the past and the
future. Read a few poems by Langston Hughes and let him speak to you.
Natural Disasters by Claire Watts J 904.5
Tsunamis, hurricanes and other natural disasters are explored in this Eyewitness favorite.
Kickoff! by Tiki Barber J Bio Barber
Twins Ronde and Tiki are worried about the start of 7th grade. They will be in different classes for the first time ever
and will be trying out for the football team with much bigger kids.
Maritcha: A Remarkable Nineteenth-Century American Girl by Tonya Bolden J Bio Lyons
“Born free in a nation stained by slavery, where free blacks had few rights and rare respect, here was a girl
determined to rise, to amount to something, determined to overcome.”
The Wright Brothers: How They Invented the Airplane by Russell Freedman J Bio Wright
On December 17, 1903, the world’s first successful airplane flight took place. The Wright brothers had finally done
it.
ADVANCED READERS
Are you looking for something more challenging?
The Prince George’s County Public Schools Talented and Gifted and Elementary Reading Offices suggest these titles:
Ruby Holler by Sharon Creech
The Watsons Go to Birmingham--1963 by Christopher Paul Curtis
Yolonda's Genius by Carol Fenner
The Planet of Junior Brown by Virginia Hamilton
The Call of the Wild by Jack London
The Giver by Lois Lowry
Airborn by Kenneth Oppel
The Westing Game by Ellen Raskin
Where the Red Fern Grows by Wilson Rawls
Esperanza Rising by Pam Munoz Ryan
Baseball in April and Other Stories by Gary Soto
Sammy Keyes (a series) by Wendelin Van Draanen
R. Betts - Literacy Coach, O. Pabon – Assistant Principal, T. Tate and R. Thornton, RELA Teachers
Stephen Decatur Middle School, 2011-2012
Page 42
Rising 7th Graders
Titles may be available in Spanish, on audiobook or in large print.
Several can be found in both the Children’s and Teen collections.
FICTION
Chains by Laurie Halse Anderson
As the Revolutionary War heats up, Isabel and her sister are sold as slaves to a hateful, loyalist couple living in
New York City. Offered the chance to spy for the rebels, Isabel agrees—walking a dangerous path she hopes will
lead to freedom.
Storm Warriors by Elisa Carbone
When ships crash at sea, it is the men of the Life-Saving Service that rescue survivors. Nathan dreams of some
day joining them—a hard dream to realize for an African American in 1895.
Waiting for Normal by Leslie Connor
Addie lives with her unpredictable mother in a tiny trailer, but most of the time she is left alone. She has friends to
help her, but longs to live with her stepfather and stepsisters where life would feel normal. Is that a dream that will
ever come true?
Al Capone Does My Shirts by Gennifer Choldenko
It is 1935 and Moose and his family have just moved to Alcatraz Island where his father is a guard at the famous
prison. He misses his friends, but hopes he will meet the famous gangster, Al Capone.
The Ear, the Eye and the Arm by Nancy Farmer
The year: 2194; the place: Zimbabwe, Africa. Three mutant detectives use their powers to try to rescue three
kidnapped children.
Shadow Spinner by Susan Fletcher
If Shahrazad runs out of stories to tell the sultan, she will die. Can Marjan the storyteller save Shahrazad's life
without losing her own?
The Thief Lord by Cornelia Funke
Two brothers run away and live with a group of children in an abandoned movie theater.
Princess Academy by Shannon Hale
Miri and other girls from her village are sent to school to learn to be princesses so one can be chosen by the prince
to be his bride. Miri is homesick and her teacher is harsh, but as time goes on, she begins to discover the strength
of her talent and heart.
Out of the Dust by Karen Hesse
Billie Jo's Oklahoma is blowing away, bit by dusty bit and a horrible accident leaves her wounded inside and out.
Only Billie Jo can cure herself.
Hoot by Carl Hiaasen
On Roy’s first day of school in Coconut Grove, Florida, he sees a boy running barefoot beside the school bus. Roy
follows him and becomes involved in a plan to save a colony of owls.
Ghost Canoe by Will Hobbs
No survivors! That is what everyone says about the crew of the sailing ship that crashed on the rocks one foggy
night. Nathan doesn’t believe it. He has noticed some strange and unexplained clues that lead him to believe that
someone has survived.
Journey to the River Sea by Eva Ibbotson
Maia has been living in an English boarding school since her parents died. She is excited to begin her new life with
relatives in the Amazon jungle—until she meets her nasty twin cousins.
R. Betts - Literacy Coach, O. Pabon – Assistant Principal, T. Tate and R. Thornton, RELA Teachers
Stephen Decatur Middle School, 2011-2012
Page 43
Redwall (or other Redwall books) by Brian Jacques
Brave mice and their friends are tested to their limits as they do battle to defend the animals of Redwall from evil
rats and weasels.
The Color of My Words by Lynn Joseph
Ana Rosa wants to be a writer. In her village in the Dominican Republic, it is difficult just to get a piece of paper.
Travel Team by Mike Lupica
Danny’s father was a basketball legend. Danny is too short to even make the team.
Agnes Parker...Girl in Progress by Kathleen O'Dell
At camp the summer before seventh grade, Agnes is not so happy that she and her best friend Prejean are
assigned different cabins. When she hears how the other girls idolize Prejean, she starts to wonder if their
friendship will change.
Walking to the Bus-Rider Blues by Harriette Robinet
The Montgomery bus boycott, started by Mrs. Rosa Parks, means Alfa stays off the bus and can’t get to work. Alfa
must do something because his family relies on the money he makes.
Holes by Louis Sachar
The family curse has struck Stanley Yelnats. He spends his days digging holes, 5 feet wide by 5 feet deep, at a
detention camp for bad boys run by an evil warden. If only Stanley could figure out why they are digging those
holes, maybe his luck would change.
The Wednesday Wars by Gary D. Schmidt
Every Wednesday afternoon, Holling will be alone with his teacher while all of his classmates attend religious
instruction. He isn’t happy, especially since he thinks his teacher hates him.
Out from Boneville (or other Bone books) by Jeff Smith
The adventure begins after Fone Bone and his cousins, Phoney Bone and Smiley Bone are thrown out of Boneville
in this first book in a graphic novel series.
Taking Sides by Gary Soto
Lincoln Mendoza has moved from the city to the suburbs. Now he’s not sure which side he wants to be on when he
plays basketball against his old school.
Library Card by Jerry Spinelli
It's a small blue library card that changes the lives of Mongoose the cool, Brenda the TV addict, Sonseray the
homeless and April the adventurous.
Locomotion by Jacqueline Woodson
Lonnie Collins Motion (aka Locomotion) was 7 years-old when his parents were killed in a house fire. Now he and
his sister are living in separate foster homes and Lonnie is learning to express his feelings about life.
NONFICTION
Are You Afraid Yet?: The Science Behind Scary Stuff by Stephen James O'Meara J 001.944
Why do spines tingle and hearts race during a scary movie? What explains vampires, haunted houses and UFOs?
Read about all kinds of scary stuff, if you dare!
Every Minute on Earth by Steve Murrie J 031.02
What happens in a minute? 55,555 Hershey’s Kisses are produced; 1,900 iTunes songs are downloaded; 5
earthquakes occur and 51 acres of tropical forests are cut down.
A Dream of Freedom by Diane McWhorter J 323.1196
Explore the defining moments of the civil rights movement from 1954, when the Supreme Court heard the case for
school integration, to 1968, when Martin Luther King, Jr. was assassinated
R. Betts - Literacy Coach, O. Pabon – Assistant Principal, T. Tate and R. Thornton, RELA Teachers
Stephen Decatur Middle School, 2011-2012
Page 44
The New 50 Simple Things Kids Can Do to Save the Earth J 363.7
From your own neighborhood to the faraway rain forests, find out what is happening to our planet and what you can
do about it.
Albino Animals by Kelly Milner Halls J 572.59
You’ve probably seen an albino rabbit or rat, but did you know that there are albino alligators?
Shark Life by Karen Wojtyla J 597.3
Picture yourself in a flimsy cage in icy cold water watching a shark swim towards you, mouth wide open. Peter
Benchley, the author of Jaws, shares his experiences with dangerous sea creatures.
The New Way Things Work by David Macaulay J 600
Most people watch TV every day. Most people don’t know how that TV works. Hundreds of machines are explained
in this well-illustrated book.
An American Plague by Jim Murphy J 614.541
It is 1793 and the deadly disease, yellow fever, has shut down Philadelphia, the capital of the new United States.
Children's Quick & Easy Cookbook by Angela Wilkes J 641.5123
Cook everything from chocolate truffles to Turkish meatballs. Mmmm!
Top Secret: A Handbook of Codes, Ciphers, and Secret Writing by Paul B. Janeczko J 652.8
Write a secret code. Break a secret code. The tips and tricks are all here for future agents, spies or anyone who is
furtive, sly and clever.
A Kick in the Head J 811.008
You might know the rules of basketball, checkers and other games, but do you know the rules of poetry?
Shipwreck at the Bottom of the World by Jennifer Armstrong J 919.89
Imagine yourself stranded in Antarctica, “the most hostile place on earth.”
5000 Miles to Freedom by Judith Bloom Fradin J Bio Craft
The Crafts had a bold and daring plan to escape slavery. The wife would pose as a wealthy Southern man while
her husband would pose as her slave. Could it work?
The Voice That Challenged a Nation: Marian Anderson and the Struggle for Equal Rights by Russell
Freedman J Bio Anderson
It was said that a voice like hers “is heard once in a hundred years."
Phineas Gage: A Gruesome But True Story About Brain Science by John Fleischman J Bio Gage
In a terrible accident, a 3-foot-long iron rod went through the head of Phineas Gage. He was knocked to the ground
but sat up, talked to his co-workers and lived for 12 more years.
Helen Keller: Rebellious Spirit by Laurie Lawlor J Bio Keller
She became blind and deaf before the age of 2, but Helen Keller went on to graduate from college, write books and
travel the world.
ADVANCED READERS
Are you looking for something more challenging?
The Prince George’s County Public Schools Talented and Gifted and Elementary Reading Offices suggest these titles.
Rising Seventh to Ninth Graders
Kit's Wilderness by David Almond
Tangerine by Edward Bloor
Fahrenheit 451 by Ray Bradbury
2001, a Space Odyssey by Arthur C. Clarke
R. Betts - Literacy Coach, O. Pabon – Assistant Principal, T. Tate and R. Thornton, RELA Teachers
Stephen Decatur Middle School, 2011-2012
Page 45
Elijah of Buxton by Christopher Paul Curtis
Great Expectations by Charles Dickens
Inkheart (or Inkspell or Inkdeath) by Cornelia Funke
Anne of Green Gables (a series) by Lucy Maud Montgomery
The Glory Field by Walter Dean Myers
Around the World in Eighty Days by Jules Verne
Briar Rose by Jane Yolen
Rising 8th Graders
Titles may be available in Spanish, on audiobook or in large print.
Several can be found in both the Children’s and Teen collections.
FICTION
Rules of the Road by Joan Bauer
Chauffeuring old Madeline Gladstone across the country turns out to be more than just a humorous adventure to
16-year-old Jenna Boller.
Ask Me No Questions by Marina Tamar Budhos
When their father is detained at the Canadian border, teenage sisters Nadira and Aisha are sent back to Queens,
New York to try and live "normal" lives while keeping their illegal status a secret.
Red Kayak by Priscilla Cummings
Brady realizes he must tell the truth about his friends' involvement in a prank gone tragically wrong.
Silverfin: A James Bond Adventure (or others in the Young Bond series) by Charles Higson
What does it take to become the greatest secret agent the world has ever known? A young boy’s determination and
inquisitive mind set him on the path that will one day put him in pursuit of the most dangerous criminals of all time.
Schooled by Gordon Korman
Homeschooled on a hippie commune, Capricorn has no idea what it means to be an average middle school kid.
When he’s forced to enter 8th grade, Cap must learn society’s “rules” or risk becoming a joke.
The Night Tourist by Katherine Marsh
Jack, grief-stricken over the death of his mother, is sent to New York City to see a doctor. There he meets Euri, a
ghost girl who takes him on a tour of the Underworld–in the dark underground of Grand Central Station.
Red Midnight by Ben Mikaelsen
After guerilla soldiers kill their family, Santiago and his sister leave Guatemala in a kayak–hoping to reach the
United States and the promise of a new life.
The Other Side of Truth by Beverly Naidoo
After their mother's murder, Sade and her younger brother are smuggled to London. Abandoned and afraid for
themselves and for their father in Nigeria, they struggle to survive.
Soldier's Heart by Gary Paulsen
The glamour of war causes 15-year-old Charley to lie about his age in order to join the Union Army, but as the
battles begin, glamour turns to nightmares, fear, terror and death.
Lady Knight (or others in the Protector of the Small series) by Tamora Pierce
Eighteen-year-old Kel has become a knight and she finds herself commanding an outpost of refugees, battling the
forces of the evil Balyce.
Edgar Allan Poe’s Tales of Death and Dementia by Edgar Allan Poe
R. Betts - Literacy Coach, O. Pabon – Assistant Principal, T. Tate and R. Thornton, RELA Teachers
Stephen Decatur Middle School, 2011-2012
Page 46
As gothic and gruesome as the originals, these four Poe classics have been adapted and chillingly illustrated for
the true horror fan.
Under the Blood-Red Sun by Graham Salisbury
After the bombing of Pearl Harbor, Tomi's Japanese-born father and Grampa are arrested. Only his baseball
buddies, The Rats, stay his friends when others look at him with suspicion.
The Schwa Was Here by Neal Shusterman
Eighth-grader Antsy Bonano discovers classmate Calvin Schwa, a kid who is so unnoticeable teachers have been
marking him absent for years. The Schwa’s “invisibility” makes him the perfect accomplice for pranks, until they
choose the wrong victim.
Crash by Jerry Spinelli
Football star Crash has always bullied Penn Webb, an all-around dork, but Crash begins to rethink his attitude
when his grandfather becomes ill and a friend's joke goes too far.
The Hobbit by J. R. R. Tolkien
Bilbo Baggins, his friend the wizard, Gandalf, and thirteen dwarves set out to recover a stolen hoard of treasure
from the greedy dragon, Smaug.
The Thief by Megan Whalen Turner
If Gen the thief, imprisoned for life, can steal a legendary stone hidden in a mysterious temple, the king will set him
free.
Flipped by Wendelin Van Draanen
Bryce Loski has always been bothered by Juli Baker. But his feelings change after his grandfather shares some
insights into her family and their own.
Climbing the Stairs by Padma Venkatraman
In British-occupied India, Vidya’s dreams of attending college are dashed when her father is injured. She is forced
to live with relatives who have traditional views of what a woman should do and seek to arrange her marriage.
Dealing with Dragons (or others in The Enchanted Forest Chronicles) by Patricia Wrede
Princess Cimorene and Kazul, the dragon, have a bargain: Cimorene cooks and cleans for Kazul and Kazul keeps
the knights from rescuing her.
NONFICTION
Teens Cook: How to Cook What You Want to Eat by Jill Carle YA 641.5083
Cinnamon Rolls, Chicken Empanadas and Cream Cheese Brownies are just a few of the things you’ll learn to make
in this cookbook written by teen sisters Megan and Jill.
Gifted Hands: The Ben Carson Story by Ben Carson PB NFC & Bio Carson
From his start in life as an inner-city kid, Ben Carson becomes a world-famous neurosurgeon who does the
impossible in the operating room to save desperately ill children.
Soul Surfer: A True Story of Faith, Family and Fighting to Get Back on the Board by Bethany Hamilton PB
NFC & Bio Hamilton
Thirteen-year-old surfer Bethany Hamilton doesn’t let a shark attack keep her from returning to the sport she loves.
Women of Hope: African Americans Who Made a Difference by Joyce Hansen YA 920.7
Take a look at these inspiring photographs of 13 African American women who blazed trails in journalism, politics,
law, science and the arts.
Red Scarf Girl: A Memoir of the Cultural Revolution by Ji-Li Jiang PB NFC
Must Ji-Li give up hope of being a gymnast when the Cultural Revolution interrupts her happy life in communist
China?
R. Betts - Literacy Coach, O. Pabon – Assistant Principal, T. Tate and R. Thornton, RELA Teachers
Stephen Decatur Middle School, 2011-2012
Page 47
The Teen Guide to Global Action: How to Connect with Others (Near & Far) to Create Social Change by
Barbara A. Lewis YA 303.484
Whether your issue is education, homelessness or the environment, it’s never been easier to find others who
support the same things as you.
Bad Boy: A Memoir by Walter Dean Myers PB NFC
Author Walter Dean Myers grew up in Harlem, raised by a loving foster family but went through a difficult
adolescence filled with trouble.
First in Space by James Vining YA Graphix 629.454
Follow the adventures and dangers of the chimps and their trainers as they prepare for space flight in the 1950s.
ADVANCED READERS
Are you looking for something more challenging?
The Prince George’s County Public Schools Talented and Gifted and Elementary Reading Offices suggest these titles.
Rising Seventh to Ninth Graders
Kit's Wilderness by David Almond
Tangerine by Edward Bloor
Fahrenheit 451 by Ray Bradbury
2001, a Space Odyssey by Arthur C. Clarke
Elijah of Buxton by Christopher Paul Curtis
Great Expectations by Charles Dickens
Inkheart (or Inkspell or Inkdeath) by Cornelia Funke
Anne of Green Gables (a series) by Lucy Maud Montgomery
The Glory Field by Walter Dean Myers
Around the World in Eighty Days by Jules Verne
Briar Rose by Jane Yolen
R. Betts - Literacy Coach, O. Pabon – Assistant Principal, T. Tate and R. Thornton, RELA Teachers
Stephen Decatur Middle School, 2011-2012
Page 48