Your child has requested the to be in a Language Arts Pre-AP English class for the upcoming school year. The purpose of this course is to offer promising students challenging work that will prepare them for Advanced Placement courses.
Advanced Placement English courses are offered to eleventh and twelfth grade students. Upon successful completion of coursework, students may take AP examinations administered each year in May, and if successful, they will be awarded college English credit accepted by most universities. The Pre-AP courses offered in grades 6-10 develop reading, writing, and thinking skills necessary for success in AP courses. Reading selections for these courses represent concepts and/or reading selections frequently cited on Advanced Placement examinations.
The 2017 Alvin ISD Pre-AP Summer Reading assignment will allow students to choose their own novels from a wide range of titles and lists. As a district, Alvin ISD believes that choice reading:
Promotes a love of reading by allowing students to engage with texts that align with their interests, tastes, and values.
Encourages students to interact with each other about their books in order to create rich literacy communities.
Combats the gap in achievement most students incur due to summer reading loss.
Gives students an incentive to read more which is the best known predictor of high reading success.
Students will be expected to choose and read a grade-level appropriate novel that has not been previously read. Then, students will select and complete a project from a list of options and present this project to their class at the beginning of the school year.
Pre-AP courses are more rigorous than on-level courses and are meant to prepare students for Advanced Placement courses in high school, so students should make every attempt to choose a novel that challenges them in some way. If you are unsure of whether or not a novel meets this criteria, these tools can help you and/or your student make a grade-level appropriate novel choice:
Lexile level http://www.lexile.com (middle school/junior high lexile level should be between 860 and 1185)
Please encourage your child to complete this reading assignment in order to be prepared for their project presentation at the beginning of the school year.
Thank you for your cooperation and continuing interest in your student’s education.
Charlotte Liptack Glen Russell
Secondary ELA Director of Curriculum and Instruction Secondary ELA Curriculum Coordinator
Summer Reading Assignment
The assignment will be broken up into two parts: a project to accompany the book, and a book talk that the student will share with their class in the first weeks of the school year.
Part A - Book Project:
The student will be able to choose any of the following projects to complete, but they will all be assessed with the same rubric. Be sure to carefully read the rubric for specific expectations and elements that need to be included with all projects. Choose one of the following projects to complete:
Book Jacket - Create a new book jacket for the book. Include an attractive cover, an engaging description of the book, information about the author, and other features to help advertise the book.
Book Review - Write a review of the book. Your review should include personal insights about the book as well as two reviews from other sources and your commentary on those reviews.
Book Trailer - Create a digital book trailer advertising the book. The goal of a book trailer, like the goal of a movie trailer, is to make the audience want to read the book. The student can use any technology they feel comfortable with, but it should include video, text, and music in an engaging way.
Breaking News Report - Based on an important and exciting part of the book, create a “Breaking News Report” video acting like a newscaster reporting the event. The news report should reference important characters, background events, and other relevant information.
Collage - Create a collage of a wide range of images connected to characters, events, themes, and other important aspects of the book. The collage should be accompanied by a written description of the piece, explaining the rationale for why different parts were included.
Diary/Journal - From the point-of-view of one of the characters in the book, write several journal entries telling their perspective of the events of the story over time. Entries should be insightful, going beyond simple summaries of the events.
Front Page of a Newspaper - Create a newspaper front page for the book. Creatively develop a name of the paper, date, price, location, articles with headlines, pictures, advertisements, classified ads, and other newspaper elements that relate to the book.
Paper Bag Book Report - Fill a paper bag with at least 10 items that connect to characters, events, themes, or other important aspects of the story. Write a rationale for why each item was included and how it connects to the book.
Poetry Collection - Write or find at least 5 poems which relate to a character, event, theme or other aspect of the book you have read. For each poem, write a one paragraph rationale regarding why you wrote or selected the poem.
Soundtrack - Find at least 10 songs which relate to a character, event, theme or other aspect of the book you have read. For each song, write a one paragraph rationale regarding why you wrote or selected the song.
Part B - Book Talk:
During the first several weeks of school, the student will be expected to do a book talk for their class. With students presenting their book talks a couple at a time over these early weeks, all students will get to hear about a wide range of books that may interest them and lead to further reading. The book talk assignment will be described in further detail by the classroom teacher at the beginning of the year, but all book talks will include basic information about the book, what makes it worth reading, and the type of reader it would appeal to. The goal of an effective book talk is to make others want to read the book without spoiling it. For many students, sharing their book projects will be an effective way to also accomplish their book talk.
Due Date: August 28, 2017
Please sign and return to your student’s current English teacher.
My child and I have received notice of the summer assignment for 8th GradePre-AP and will comply. We understand that the completion date for this assignment is August 28, 2017, the second Monday of school.
In the fall of 2017, my child will attend:
_____ Alvin Jr. High _____ Fairview Jr. High _____ Harby Jr. High
_____ Manvel Jr. High _____ Nolan Ryan Jr. High _____ Rodeo Palms Jr. High
Parent Printed Name _____________________________________________________
Parent Signature ________________________________________________________
Student Printed Name ____________________________________________________
Student Signature _______________________________________________________
Current English Teacher’s Name ____________________________________________
Current Campus _________________________________________________________
*** NOTE: If you do not wish to have your child enrolled in Pre-AP or AP English Language Arts, please contact the guidance counselor at your child’s school.
There are infinite ways you can design gameplay to enhance both entertainment value and educational outcomes. The more imaginative, the better.
You can test students on formulas or facts when the game is over or use the game as your assessment method.
You can design the game to reinforce facts learned in a previous lesson, such as recognizing parts of speech or elements in the periodic table.
You can add to students’ understanding of Shakespeare by writing clues in Early Modern English.
You can require students to solve mathematics equations to come up with padlock combinations or to answer questions about a book they’ve read to move on to the next step.
Or you can use clues to lead students toward the discovery of previously unknown information.
For example, a history teacher could task students with finding out what happened to Prince Edward V and his brother in 1483. Provide clues that lead students on the same path historians have followed, ultimately revealing that the case goes cold. Such an exercise would provide not only a lesson in history, but in historical research as well.