2015 Keyport High School Summer Reading List
English I - Theme: Tolerance
Fiction:
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Autobiography of My Dead Brother by Walter Dean Myers
The Berlin Boxing Club by Robert Sharenow
The Curious Incident of the Dog in the Night-Time by Mark Haddon
Generation Dead by Daniel Waters
How the Garcia Girls Lost Their Accents by Julia Alvarez
How I Found the Strong: A Civil War Story by Margaret McMullan
Incantation by Alice Hoffman
Nonfiction:
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
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The Boy Who Harnessed the Wind: Creating Currents of Electricity and Hope by Bryan Mealer and William
Kamkwamba
Chinese Cinderella: The True Story of an Unwanted Daughter by Adeline Yen Mah
Jackie Robinson: Race, Sports, and the American Dream by Joseph Dorinson and Joram Warmund
Outcasts United: A Refugee Team, an American Town by Warren St. John
ASSIGNMENT:
Over the summer you should use active reading strategies and note taking methods that you have learned in class and
that you find useful (post-its, margin notes, t-charts, dialectical journal, etc) while reading. The assignment, as detailed
below, will be done in class at the beginning of the 2015-2016 school year. However, you can prepare notes and use
these notes so that you are successful on the assignment as it will count as your first major grade (rubric on reverse) of
the year. Make sure you complete the assignment for the English class you will be taking in the 2015-2016 school year.
English I: All students entering English I must read one book from the list above. As you read, take notes, create postits, or use another way to record ideas and incidents from the book that will help you develop an essay on its given
theme of tolerance during the first few days of the 2015-2016 school year. You should gather notes that will enable
you to write a five paragraph analysis (an introduction/thesis paragraph, three support paragraphs, and a closing
paragraph) with textual support. You cannot arrive in class with a completed essay. You MUST write the assignment in
class, but you can use any and all of the notes you take this summer to help you.
English I Honors: All ninth grade students entering English I Honors must read two books from the list above. One
should be from the fiction list, and the second from the nonfiction list. As you read, take notes, create post-its, or use
another way to record ideas and incidents from the book that will help you develop an essay comparing the theme of
tolerance as it is shown throughout both books. Textual evidence is required to support your ideas in each body
paragraph. During the first few weeks of school, you will be asked to craft this theme analysis which will count as a
major grade. You should gather notes that will enable you to write a strong analysis (an introduction/thesis
paragraph, three support paragraphs, and a closing paragraph) with textual support. You cannot arrive in class with a
completed essay. You MUST write the assignment in class, but you can use any and all of the notes you take this
summer to help you.
Name: ___________________________________________
Rubric for Summer Reading Assignment
(Students Entering English I and English I Honors)
Common Core Standards:
CCSS.ELA-Literacy.RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text
says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RL.8.2 Determine a theme or central idea of a text and analyze its development over the
course of the text, including its relationship to the characters, setting, and plot; provide an objective summary
of the text.
CCSS.ELA-Literacy.RI.8.3 Analyze how a text makes connections among and distinctions between individuals,
ideas, or events.
CCSS.ELA-Literacy.W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts,
and information through the selection, organization, and analysis of relevant content.
CCSS.ELA-Literacy.W.8.4 Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.W.8.9 Draw evidence from literary or informational texts to support analysis, reflection,
and research.
Approaching Standards (C)
 Response may lack an
opening and/or closing.
 Response makes little to
no attempt to cite
textual evidence to
support theme.
 Response shows only a
minimal understanding
of the task.
 Response contains
incomplete or incorrect
sentence structure.
 Response is minimal or
disorganized.
 Patterns of mechanical
errors evident.
 Assignment not
completed as assigned.
Meeting Standards(B)
 Response contains an
opening and closing
statement.
 Response cites textual
evidence to support
theme.
 Response shows an
understanding of the
task.
 Response is organized,
developed, and uses
transitions between
ideas.
 Sentence structure
errors are few, and don’t
interfere with meaning.
 No consistent pattern of
mechanical errors.
Exceeding Standards(A)
 Response contains an
opening and closing
statement.
 Response cites multiple
pieces of textual
evidence and
explanation of evidence.
 Response is organized in
multiple paragraphs with
use of transitional words
and/or phrases.
 Response extends
understanding of the
task with the use of an
extension.
 Sentence structure
contains few, if any
errors.
 Very few, if any, errors in
mechanics.
2015 Keyport High School Summer Reading List
English II -- Theme: Self-Discovery
Fiction:
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




The Alchemist by Paulo Coelho
American Born Chines by Gene Luen Yang
The Future of Us by Jay Asher and Carolyn Mackler
The Good Thief by Hannah Tinti
Marcelo in the Real World by Francisco X. Stork
The Perks of Being a Wallflower by Stephen Chbosky
Resolver by Marcus Sedgwick
A Step from Heaven by An Na
What I Saw and How I Lied by Judy Blundell
Nonfiction:
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

The Boy Who Would Be Shakespeare: A Tale of Forgery and Folly by Doug Stewart
The Boys of Winter: The Untold Story of a Coach, a Dream, and the 1980 U.S. Olympic Hockey Team by Wayne
R. Coffey
In the Heart of the Sea: The Tragedy of the Whaleship Essex by Nathaniel Philbrick
The Last Lecture by Randy Pausch
ASSIGNMENT:
Over the summer you should use active reading strategies and note taking methods that you have learned in class
and that you find useful (post-its, margin notes, t-charts, dialectical journal, etc) while reading. The assignment, as
detailed below, will be done in class at the beginning of the 2015-2016 school year. However, you can prepare notes
and use these notes so that you are successful on the assignment as it will count as your first major grade (rubric on
reverse) of the year. Make sure you complete the assignment for the English class you will be taking in the 20152016 school year.
English II: All students entering English II must read one book from the list above. As you read, take notes, create
post-its, or use another way to record ideas and incidents from the book that will help you develop an essay on its
given theme of tolerance during the first few days of the 2015-2016 school year. You should gather notes that will
enable you to write a five paragraph analysis (an introduction/thesis paragraph, three support paragraphs, and a
closing paragraph) with textual support. You cannot arrive in class with a completed essay. You MUST write the
assignment in class, but you can use any and all of the notes you take this summer to help you.
English II Honors: All students entering English II Honors must read two books from the list above. One should be
from the fiction list, and the second from the nonfiction list. As you read, take notes, create post-its, or use another
way to record ideas and incidents from the book that will help you develop an essay comparing the theme of
tolerance as it is shown throughout both books. Textual evidence is required to support your ideas in each body
paragraph. During the first few weeks of school, you will be asked to craft this theme analysis which will count as a
major grade. You should gather notes that will enable you to write a strong analysis (an introduction/thesis
paragraph, three support paragraphs, and a closing paragraph) with textual support. You cannot arrive in class
with a completed essay. You MUST write the assignment in class, but you can use any and all of the notes you take
this summer to help you.
Name: _______________________________
Rubric for Summer Reading Assignment
(Students Entering English II and English II Honors)
Common Core Standards:
CCSS.ELA-Literacy.RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RI.9-10.2 Determine a central idea of a text and analyze its development over the course of
the text, including how it emerges and is shaped and refined by specific details; provide an objective summary
of the text.
CCSS.ELA-Literacy.RI.9-10.3 Analyze how the author unfolds an analysis or series of ideas or events, including
the order in which the points are made, how they are introduced and developed, and the connections that are
drawn between them
CCSS.ELA-Literacy.W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective selection, organization, and analysis of
content.
CCSS.ELA-Literacy.W.9-10.4 Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1–3 above.)
CCSS.ELA-Literacy.W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection,
and research.
Approaching Standards (C)
 Response may lack an
opening and/or closing.
 Response makes little to
no attempt to cite
textual evidence to
support theme.
 Response shows only a
minimal understanding
of the task.
 Response contains
incomplete or incorrect
sentence structure.
 Response is minimal or
disorganized.
 Patterns of mechanical
errors evident.
 Assignment not
completed as assigned.
Meeting Standards(B)
 Response contains an
opening and closing
statement.
 Response cites textual
evidence to support
theme.
 Response shows an
understanding of the
task.
 Response is organized,
developed, and uses
transitions between
ideas.
 Sentence structure
errors are few, and don’t
interfere with meaning.
 No consistent pattern of
mechanical errors.
Exceeding Standards(A)
 Response contains an
opening and closing
statement.
 Response cites multiple
pieces of textual
evidence and
explanation of evidence.
 Response is organized in
multiple paragraphs with
use of transitional words
and/or phrases.
 Response extends
understanding of the
task with the use of an
extension.
 Sentence structure
contains few, if any
errors.
 Very few, if any, errors in
mechanics.
2015 Keyport High School Summer Reading List
English III-- Theme: Conformity / Nonconformity
Fiction:
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
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
Big Mouth & Ugly Girl by Joyce Carol Oates
The Bluest Eye by Toni Morrison
The Disreputable History of Frankie Landau-Banks: A Novel by E. Lockhart
Divergent by Veronica Roth
The Fault in Our Stars by John Green
Girl in Translation by Jean Kwok
Half Broke Horses by Jeannette Walls
Nonfiction:
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


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The Color of Water: A Black Man’s Tribute to His White Mother by James McBride
Into the Wild by Jon Krakauer
Learning Joy from Dogs Without Collars: A Memoir by Lauralee Summer
The Overachievers: The Secret Lives of Driven Kids by Alexandra Robbins
Where Men Win Glory: The Odyssey of Pat Tillman by Jon Krakauer
Zeitoun by Dave Eggers
ASSIGNMENT:
Over the summer you should use active reading strategies and note taking methods that you have learned in class
and that you find useful (post-its, margin notes, t-charts, dialectical journal, etc) while reading. The assignment, as
detailed below, will be done in class at the beginning of the 2015-2016 school year. However, you can prepare notes
and use these notes so that you are successful on the assignment as it will count as your first major grade (rubric on
reverse) of the year. Make sure you complete the assignment for the English class you will be taking in the 20152016 school year.
English III: All students entering English III must read one book from the list above. As you read, take notes, create
post-its, or use another way to record ideas and incidents from the book that will help you develop an essay on its
given theme of tolerance during the first few days of the 2015-2016 school year. You should gather notes that will
enable you to write a five paragraph analysis (an introduction/thesis paragraph, three support paragraphs, and a
closing paragraph) with textual support. You cannot arrive in class with a completed essay. You MUST write the
assignment in class, but you can use any and all of the notes you take this summer to help you.
English III Honors: All students entering English III Honors must read two books from the list above. One should be
from the fiction list, and the second from the nonfiction list. As you read, take notes, create post-its, or use another
way to record ideas and incidents from the book that will help you develop an essay comparing the theme of
tolerance as it is shown throughout both books. Textual evidence is required to support your ideas in each body
paragraph. During the first few weeks of school, you will be asked to craft this theme analysis which will count as a
major grade. You should gather notes that will enable you to write a strong analysis (an introduction/thesis
paragraph, three support paragraphs, and a closing paragraph) with textual support. You cannot arrive in class
with a completed essay. You MUST write the assignment in class, but you can use any and all of the notes you take
this summer to help you.
Name: _______________________________
Rubric for Summer Reading Assignment
(Students Entering English III and English III Honors)
Common Core Standards:
CCSS.ELA-Literacy.RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RI.9-10.2 Determine a central idea of a text and analyze its development over the course of
the text, including how it emerges and is shaped and refined by specific details; provide an objective summary
of the text.
CCSS.ELA-Literacy.RI.9-10.3 Analyze how the author unfolds an analysis or series of ideas or events, including
the order in which the points are made, how they are introduced and developed, and the connections that are
drawn between them
CCSS.ELA-Literacy.W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective selection, organization, and analysis of
content.
CCSS.ELA-Literacy.W.9-10.4 Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1–3 above.)
CCSS.ELA-Literacy.W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection,
and research.
Approaching Standards (C)
 Response may lack an
opening and/or closing.
 Response makes little to
no attempt to cite
textual evidence to
support theme.
 Response shows only a
minimal understanding
of the task.
 Response contains
incomplete or incorrect
sentence structure.
 Response is minimal or
disorganized.
 Patterns of mechanical
errors evident.
 Assignment not
completed as assigned.
Meeting Standards(B)
 Response contains an
opening and closing
statement.
 Response cites textual
evidence to support
theme.
 Response shows an
understanding of the
task.
 Response is organized,
developed, and uses
transitions between
ideas.
 Sentence structure
errors are few, and don’t
interfere with meaning.
 No consistent pattern of
mechanical errors.
Exceeding Standards(A)
 Response contains an
opening and closing
statement.
 Response cites multiple
pieces of textual
evidence and
explanation of evidence.
 Response is organized in
multiple paragraphs with
use of transitional words
and/or phrases.
 Response extends
understanding of the
task with the use of an
extension.
 Sentence structure
contains few, if any
errors.
 Very few, if any, errors in
mechanics.
2015 Keyport High School Summer Reading List
English IV --- Theme: Memoir
Fiction:
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
In the Sea There Are Crocodiles: A Novel: Based on the True Story of Enaiatollah Akbari by Fabio Geda
A Thousand Splendid Suns by Khaled Hosseini
Nonfiction:








The Complete Persepolis by Marjane Satrapi
The Immortal Life of Henrietta Lacks by Rebecca Skloot
Little Princes: One Man’s Promise to Bring Home the Lost Children of Nepal by Conor Grennan
Marzi: A Memoir by Marzena Sowa
The Reading Promise: My Father and the Books We Shared by Alice Ozma
Senior Year: A Father, a Son, and High School Baseball by Dan Shaughnessy
Touching the Void by Joe Simpson
Zen and the Art of Motorcycle Maintenance: An Inquiry into Values by Robert M. Pirsig
ASSIGNMENT:
Over the summer you should use active reading strategies and note taking methods that you have learned in class
and that you find useful (post-its, margin notes, t-charts, dialectical journal, etc) while reading. The assignment, as
detailed below, will be done in class at the beginning of the 2015-2016 school year. However, you can prepare notes
and use these notes so that you are successful on the assignment as it will count as your first major grade (rubric on
reverse) of the year. Make sure you complete the assignment for the English class you will be taking in the 20152016 school year.
English IV: All students entering English IV must read one book from the list above. As you read, take notes, create
post-its, or use another way to record ideas and incidents from the book that will help you develop an essay on its
given theme of tolerance during the first few days of the 2015-2016 school year. You should gather notes that will
enable you to write a five paragraph analysis (an introduction/thesis paragraph, three support paragraphs, and a
closing paragraph) with textual support. You cannot arrive in class with a completed essay. You MUST write the
assignment in class, but you can use any and all of the notes you take this summer to help you.
English IV Honors: All students entering English IV Honors must read two books from the list above. As you read,
take notes, create post-its, or use another way to record ideas and incidents from the book that will help you
develop an essay comparing the theme of tolerance as it is shown throughout both books. Textual evidence is
required to support your ideas in each body paragraph. During the first few weeks of school, you will be asked to
craft this theme analysis which will count as a major grade. You should gather notes that will enable you to write a
strong analysis (an introduction/thesis paragraph, three support paragraphs, and a closing paragraph) with
textual support. You cannot arrive in class with a completed essay. You MUST write the assignment in class, but
you can use any and all of the notes you take this summer to help you.
Name: ______________________________
Rubric for Summer Reading Assignment
(Students Entering English IV and English IV Honors)
Common Core Standards:
CCSS.ELA-Literacy.RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text, including determining where the text leaves matters
uncertain.
CCSS.ELA-Literacy.RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and build on one another to produce a
complex account; provide an objective summary of the text.
CCSS.ELA-Literacy.W.11-12.2 Cite several pieces of textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.W.11-12.4 Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1–3 above.)
CCSS.ELA-Literacy.W.11-12.9 Draw evidence from literary or informational texts to support analysis,
reflection, and research.
Approaching Standards (C)
 Response may lack an
opening and/or closing.
 Response makes little to
no attempt to cite
textual evidence to
support theme.
 Response shows only a
minimal understanding
of the task.
 Response contains
incomplete or incorrect
sentence structure.
 Response is minimal or
disorganized.
 Patterns of mechanical
errors evident.
 Assignment not
completed as assigned.
Meeting Standards(B)
Response contains an
opening and closing
statement.
 Response cites textual
evidence to support
theme.
 Response shows an
understanding of the
task.
 Response is organized,
developed, and uses
transitions between
ideas.
 Sentence structure
errors are few, and don’t
interfere with meaning.
 No consistent pattern of
mechanical errors.

Exceeding Standards(A)
 Response contains an
opening and closing
statement.
 Response cites multiple
pieces of textual
evidence and
explanation of evidence.
 Response is organized in
multiple paragraphs with
use of transitional words
and/or phrases.
 Response extends
understanding of the
task with the use of an
extension.
 Sentence structure
contains few, if any
errors.
 Very few, if any, errors in
mechanics.