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At Long Trail School,  we believe that summer reading is meant to encourage the enjoyment of reading and to develop our students’ abilities to choose books for themselves. During the school year, students have little choice in what is read within our classrooms (besides reading on their own for pleasure). During the summer months, we want our students to be able to read and explore topics of their own interest and genres. By allowing the students to practice choosing books, self-regulating when and where they read, and sustaining that reading over the summer, we hope students’ identities as readers will continue to grow throughout the summer months. The students’ choice of reading will also foster a vibrant and diverse community of readers upon their return to school in the fall. Their summer reading experience will stimulate an exciting conversation about books both with their peers and with their teachers.

Studies have shown that students who choose to read on their own and find reading a pleasant experience are far more likely to experience the benefits of reading, such as improved vocabulary, wider background knowledge, greater reading comprehension, and increased likelihood of becoming a lifelong reader. Through research, we know that students need a choice of reading materials that correspond to student interests and reading level, time and opportunity for sustained reading, and the opportunity to interact socially around reading. Parents are encouraged to assist students in choosing age-appropriate books at or a little above your child’s reading level.  We have included a recommended reading list which will give families ideas to chose from.

ALL ASSIGNMENTS ARE DUE TO YOUR ENGLISH TEACHER ON THE FIRST DAY OF SCHOOL.

GRADE 6 & 7

  • All 6th and 7th grade students must read Wonder, by R.J. Palacio.  In one or two paragraphs describe which character you most identify with and why.

AND choose ONE of the following options:

  • Your choice of a book, could be one you choose or one from the Summer Reading List. Write a brief (no more than two paragraphs) summary of the book so that you are able to discuss the book with your peers.
  • Complete a summer project that has been approved by the Dean of Academics.  A Summer Learning Program Proposal form must be submitted prior to approval.

GRADE 8

  • All 8th grade students must read Seedfolks by Paul Fleischman and complete the GRAPHIC ORGANIZER.

AND 

GRADE 9

  • All 9th grade students must read Seedfolks by Paul Fleischman and complete the GRAPHIC ORGANIZER.

AND choose ONE of the following options:

  • Your choice of a book, could be one you choose or one from the Summer Reading List. Write a brief (no more than two paragraphs) summary of the book so that you are able to discuss the book with your peers.
  • Complete a summer project that has been approved by the Dean of Academics.  A Summer Learning Program Proposal form must be submitted prior to approval.

GRADE 10

  • All 10th grade students must read Seedfolks by Paul Fleischman and complete the GRAPHIC ORGANIZER.

AND

  • Students taking Advanced Modern World History must read A Little History of the World by E.H. Gombrich (pick up a copy from Tess) and answer the REFLECTION QUESTIONS.
  • Students taking Advanced American Literature or American Literature must read The Crucible by Arthur Miller and complete the ANALYTIC WORKSHEET.

Students NOT taking one of the above course should choose ONE of the following in addition to reading Seedfolks:

  • Your choice of a book, could be one you choose or one from the Summer Reading List. Write a brief (no more than two paragraphs) summary of the book so that you are able to discuss the book with your peers.
  • Complete a summer project that has been approved by the Dean of Academics.  A Summer Learning Program Proposal form must be submitted prior to approval.

GRADE 11

  • All 11th grade students must read Seedfolks by Paul Fleischman and complete the GRAPHIC ORGANIZER.

AND

  • Students in HL and SL Biology 1 read Topic 2.1-2.6: Molecular Biology/ Biochemistry, Biozone and complete workbook pages: 51-73 (See Scott W for copies of materials).
  • Students HL and SL History of the Americas read Don’t Know Much About History by Kenneth Davis and define the terms on the TERMS LIST.
  • Students in Local Lore read chapter on Marble (pages 127-152) in Dorset by Tyler Resch and use two to three details from the reading to write a one paragraph summary of the importance of the marble industry to Dorset’s history.
  • IB Diploma Candidates should begin work on Extended Essay Research. Be prepared to share at  least three ideas for a topic for your Extended Essay.

Students NOT taking one of the above course should choose ONE of the following in addition to reading Seedfolks:

  • Your choice of a book, could be one you choose or one from the Summer Reading List. Write a brief (no more than two paragraphs) summary of the book so that you are able to discuss the book with your peers.
  • Complete a summer project that has been approved by the Dean of Academic.  A Summer Learning Program Proposal form must be submitted prior to approval.

Grade 12

  • Students in HL and SL 20th Century History should work on researching and writing a draft of your Internal Assessment.
  • IB Diploma Candidates should work on Extended Essay research and completed rough draft.
  • Students in SL and HL Biology 2 are expected to complete the conclusion and evaluation section of their independent investigation.  Any improvements to the Evaluation and Analysis section are also recommended as a finished draft version of your lab will be submitted within the first few weeks of the 2017-2018 school year for teacher feedback.  Review of course content from the 2016-2017 school year is also highly recommended.  Please utilize your IB Biology Study Guides.
  • SL Language & Literature read How the Garcia Girls Lost Their Accents by Julia Alvarez
  • Students in Local Lore read chapter on Marble (pages 127-152) in Dorset by Tyler Resch and use two to three details from the reading to write a one paragraph summary of the importance of the marble industry to Dorset’s history.

 

 

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