presents our

"I have always imagined that paradise will be a kind of library."

— Jorge Luis Borges

Dear Parents and/or Guardians,

This summer Piscataway Township School District is happy to announce our Summer Reading

Program for 2013.

Incoming Sixth Grade Students will pick one novel or non-fiction book to read from the available

list of choices described. Students will complete one of the two available projects as an

assessment of their reading. In addition, students will read one non-fiction article for which they

will respond to Essential Questions and be prepared to discuss upon return to school in

September. Students will hand in their responses to the Essential Questions on the first day of

school. For your convenience, we have alerted the public libraries and local book stores of this

year’s selections.

We encourage you to use this list at a starting point for summer reading. Take your student to the

public library this summer, and help your student explore a new genre of literature. Just as books

can hold a mirror up to our souls to allow us to explore within, so too can books be windows to

another world, one we may never have explored without the help of a book. Offer your students

both mirrors and windows and watch them grow!

Enjoy your summer!

Carrie Anne Thomas

Interim District Supervisor of Humanities K-12

6th Grade Summer Reading Choices

The following novels and non-fiction texts have been selected because they connect with the themes that will be explored

throughout the year in language arts class. Please pick one of the following four novels to read over the summer and

complete one of the two projects described on the main page.

1. Flipped by Wendelin Van Draanen

Julianna is so crazy about her neighbor Bryce, she can't think straight. Have you ever been so crazy about a certain guy

or gal that you just can't think straight? That's exactly how Julianna Baker has felt about Bryce Loski... since she was

seven. She's chased him around and daydreamed about sharing her first kiss with him for more than six years now but

does that mean Bryce feels the same way? Nope. Bryce has wanted nothing to do with Juli and has spent the past six

years scheming to get away from her. Flipped is a book that's written in a really unique way. Each chapter switches

narration from Bryce talking to Juli talking, so you really do get both sides of the story. It's fun because each character

has a very distinctive voice, and you soon feel as though you have known Juli and Bryce your whole life.

2. Bad Boy by Walter Dean Myers

As a boy, Walter Dean Myers was quick-tempered and physically strong, always ready for a fight. He also read

voraciously-he would check out books from the library and carry them home, hidden in brown paper bags in order to

avoid other boys' teasing. He aspired to be a writer. But growing up in a poor family in Harlem, his hope for a successful

future diminished as he came to realize fully the class and racial struggles that surrounded him. He began to doubt himself

and the values that he had always relied on, attending high school less and less, turning to the streets and his books for

comfort.

In a memoir that is gripping, funny, and ultimately unforgettable, Walter Dean Myers travels back to his roots in the

magical world of Harlem during the 1940s and 1950s. Here is the story of one of the strongest voices in young people's

literature today.

3. How I Came to be a Writer by Phyllis Reynolds Naylor

This is the story of Newbery Medalist Phyllis Reynolds Naylor's beginnings -- successes and failures, reviews and

rejection slips -- things that mark the stages of a writer's life. Illustrated with photographs, and including samples of her

earlier writing, this book will show you the inner workings of the writing process, from the spark of an idea to a book's

actual publication.

5. Z is for Zeus by Helen Wilbur

Whose face launched a thousand ships? Who dropped an apple to win a race? What creature has the head of a woman, the

body of a lion, the wings of an eagle, and always wakes up on the wrong side of the bed? The Oracle knows and so will

young readers after they encounter the strange creatures, exotic gods, and exciting stories in Z is for Zeus: A Greek

Mythology Alphabet. Human endeavors are often at odds with the whims and the will and the ways of the gods. Although

they're up in Olympus without any cares, they just can't stop meddling in human affairs.

6. Call of the Wild by Jack London

Part St. Bernard, part Scotch shepherd, Buck is a sturdy crossbreed canine accustomed to a comfortable life as a family

dog—until he's seized from his pampered surroundings and shipped to Alaska to be a sled dog. There, the landscape is as

harsh as life itself during the gold rush of the 1890s. Forced to function in a climate where every day is a savage struggle

for survival, Buck adapts quickly. Traces of his earlier existence are obliterated and he reverts to his dormant primeval

instincts, encountering danger and adventure as he becomes the leader of a wolf pack and undertakes a journey of nearly

mythical proportions. Superb details, taken from Jack London's firsthand knowledge of Alaskan frontier life, make this

classic tale of endurance as gripping today as it was over a century ago.

Sixth Grade Summer Reading Project

Choose ONE of the two following options:

Option#1 Persuasive Book Review

Now that you have completed your reading for the summer, write an essay to persuade an audience of 5th grade students to

read the book that you selected. Remember that you should include three reasons and evidence to support your reasoning.

As part of this essay you must also research a quote that supports the theme or message of the book you selected and

incorporate this quote into your essay. Explain how the quote you selected relates to the theme or message of the book

that you read.

Option #2 Book Map

On poster board paper, create a “map” of the book that you read. This map should give the viewer an idea of the major

parts of the text. Your map will have a beginning and an end, but take any directional path you choose.

You must use symbols to represent important parts of the text. The symbols you choose should represent characters,

objects, animals, etc. that are important in the text.

You will add road signs to the map as well. (Things like stop signs, yield signs, etc. which reflect the action, important

events, or turning points in the text.) These signs should be used to represent places in the text where the viewer of the

map should slow down, spend time and focus.

You should also place scenic emblems on the map to indicate their importance. For example, if something significant

takes place at night, then you might draw a moon. If a major event takes place near a lake, then you might draw the water

or a boat—something to represent the importance of the setting.

You should include at least ONE QUOTE from the text that is significant and explain why you chose that quote. Overall,

your map should leave the viewer with a clear understanding of the story and the desire to read more about the author or

the author’s works. You should also leave the viewer with a question to consider about the text.

Remember to be neat and whenever possible use color. You can use original drawings, pictures, or other items to create

your map.

Option #1 Persuasive Book Review Rubric

Persuasive Book Review Rubric

CATEGORY 4–Excellent 3–Average 2–Below Average 1–Minimal Response...

Thesis Statement The thesis statement

provides a clear, strong

statement of the author's

position on the topic.

The thesis statement

provides a clear

statement of the author's

position on the topic.

A thesis statement is

present, but does not

make the author's

position clear.

There is no thesis statement.

Support/Content All of the evidence and

examples are specific,

relevant and

explanations are given

that show how each

piece of evidence

supports the author's

position.

Most of the evidence and

examples are specific,

relevant and explanations

are given that show how

each piece of evidence

supports the author's

position.

At least one of the pieces

of evidence and

examples is relevant and

has an explanation that

shows how that piece of

evidence supports the

author's position.

Evidence and examples are

NOT relevant AND/OR are not

explained.

Quotes/Direct

Evidence

Includes 3 or more pieces

of evidence (facts about

the book, reasons you

recommend the book,

examples of why it is a

good read, how it relates

to real-life experiences)

that support the position

statement. Writer

anticipates the reader's

concerns, biases or

arguments and has

provided at least 1

counter-argument.

Includes 3 or more pieces

of evidence (facts about

the book, reasons you

recommend the book,

examples of why it is a

good read, how it relates

to real-life experiences)

that support the position

statement.

Includes 2 pieces of

evidence (facts about the

book, reasons you

recommend the book,

examples of why it is a

good read, how it relates

to real-life experiences)

that support the position

statement.

Includes 1 or fewer pieces of

evidence (facts about the

book, reasons you

recommend the book,

examples of why it is a good

read, how it relates to real-life

experiences)

Organization Arguments and support

are provided in given

format that makes it easy

and interesting to follow

the author's train of

thought.

Arguments and support

are provided in given

format that makes it

reasonably easy to follow

the author's train of

thought.

A few of the support

details or arguments are

not in an expected or

logical order, distracting

the reader and making

the essay seem a little

confusing.

Many of the support details or

arguments are not in an

expected or logical order,

distracting the reader and

making the essay seem very

confusing.

Introductory

Paragraph

The introductory

paragraph has a strong

hook or attention

grabber that is

appropriate for the

audience. This could be a

strong statement, a

relevant quotation,

statistic, anecdote or

question addressed to

the reader.

The introductory

paragraph has a hook or

attention grabber, but it

is weak, rambling or

inappropriate for the

audience.

The author has an

interesting introductory

paragraph but the

connection to the topic is

not clear.

The introductory paragraph is

not interesting AND is not

relevant to the topic.

Closing paragraph The conclusion is strong

and leaves the reader

solidly understanding the

writer's position.

Effective restatement of

the position statement is

found in the closing

paragraph.

The conclusion is

recognizable. The

author's position is

restated within the

closing paragraph, but

could have been done

more effectively.

The author's position is

restated within the

closing paragraph. New

information is

introduced.

There is no conclusion - the

paper just ends.

Grammar Prose is cohesive and

content rich. Use of

transitions is seamless.

Prose organized contains

good content. Use of

transitions is evident.

Prose is somewhat

unorganized. May lack

content. Little use of

transitions.

Prose is unorganized. Lacks

key content. No use of

transitions.

Use of a quote Successfully incorporates

a quote related to the

theme or main idea of

the book which enhances

understanding of the

book.

Successfully incorporates

a quote related to the

theme or main idea of the

book.

Attempts to incorporate

a quote related to the

theme or main idea of

the book.

Attempts to incorporate a

quote but is unrelated to the

theme or main idea of the

book.

TOTAL POSSIBLE 32

TOTAL RECEIVED

COMMENTS

Student Name_______________________________________________

Option #2 Book Map Rubric

Book Map Rubric

On your own you will create a “Book Map.” Your map should:

(10 Points each)

________ Have a beginning and an end, but take on any directional path that the creator feels. But, it must make sense

to the traveler who will be using your map.

________ Use symbols to represent the key parts of the text, being sure to cover it from beginning to end. These may

include symbols to represent characters, objects, animals, colors, etc. that are important in the text.

________ Introduce the “road” signs of the text—that is find a way to mark portions of the text where you want the

travelers reading your map to slow down and dwell in the map—places where the reader should stop and spend time and

focus. These would be the important events, action, or turning points of the text.

________ Place scenic emblems from the text: items that the reader should consider as important to his or her

understanding of the text. For example: A moon to represent the importance of night, or an umbrella to let us know that

rainy weather was significant.

________ Include important language (direct words/quotes) from your text on your map. Explain the significance of the

text that you selected.

(20 Points)

Your map should leave the viewer with a clear sense of the story and the desire to read more about the author or the

author’s works. You should also leave your reader with

A sense of direction

A question to consider

(10 points) Be neat and where possible, include color.

Use the checklist above to make sure you have included all necessary components.

Total Points Possible:________ Total Received:________

Non-fiction Reading Requirement

In addition to one of the titles listed in the Summer Reading Choices section, students must read the following

article and answer the essential questions. Your responses to these questions will be handed in on the first day of

school.

The Art of Being Still by Silas House

In the article, the author discusses what it means to him to be a writer.

What does it mean to be a writer?

Where can people “write”?

How can you learn to channel the writer within you?

*Remember to incorporate quotes from the article in your response .*

This will be scored according to the Open Ended Rubric below.

4 A 4-point response clearly demonstrates understanding of the task, completes all requirements, and

provides an insightful explanation and/or opinion that links to or extends aspects of the text.

3 A 3-point response demonstrates an understanding of the task, completes all requirements, and provides

some explanation and/or opinion using situations or ideas from the text as support.

2 A 2-point response may address all of the requirements, but demonstrates a partial understanding of the

task, and uses text incorrectly or with limited success resulting in an inconsistent or flawed explanation.

1 A 1-point response demonstrates little understanding of the task, does not complete the requirements, and

provides only a mention of, or no use of the text.

0 A 0-point response is irrelevant, off-topic, or missing altogether.