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Fever 1793 - Writing Prompt PDF

This document outlines the summer reading requirements for students entering grades 6-8. [1] All students must read one required non-fiction text and one student choice fiction book, completing assignments for each. [2] The assignments include an essay analyzing leadership in the fiction text using evidence from the book and a mind map summarizing the non-fiction text. [3] The requirements are meant to prepare students for the upcoming school year.

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540 views3 pages

Fever 1793 - Writing Prompt PDF

This document outlines the summer reading requirements for students entering grades 6-8. [1] All students must read one required non-fiction text and one student choice fiction book, completing assignments for each. [2] The assignments include an essay analyzing leadership in the fiction text using evidence from the book and a mind map summarizing the non-fiction text. [3] The requirements are meant to prepare students for the upcoming school year.

Uploaded by

YenThiLe
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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SUMMER READING REQUIREMENTS 2016-2017

Every student entering Julia Landon is required to complete the summer reading and
corresponding assignments, which are due on the first day of school, unless otherwise
requested by your child’s specific Language Arts teacher (check the blogs close to the start
of school for up-to-date information on the due date).

All students are required to read the selected Required Reading novel listed
for each grade level. This is a non-fiction text.
Students are required to read one of the student choice books (fiction) in
addition to the non-fiction reading for each grade level.
Students at each grade level will read two books total.
There is an assignment for each book.
Adhere to the FSA Informative/Explanatory writing rubric for the essay:
http://www.fsassessments.org/resources/

6th GRADE 7th GRADE 8th GRADE

Hana’s Suitcase Freedom Walkers I Am Malala: How One Girl


by Karen Levine By Russell Freedman Stood Up for Education and
Changed the World (Young
or Or
Readers Edition)
Required
Bomb: The Race to The Poet Slave of Cuba By Malala Yousafzai
Reading
Build – and Steal – the by Margarita Engle
or
World’s Most
Dangerous Weapon Brown Girl Dreaming
by Steve Sheinkin By Jacqueline Woodson

Student Skink, No Surrender One Crazy Summer The Eighth Day


Choice 1 by Carl Hiaasen by Rita Williams-Garcia By Dianne K. Salerni

Student Fever 1793 Among the Hidden Seeing Red


Choice 2 by Laurie Halse by Margaret Peterson Haddix By Kathryn Erskine
Anderson
Assignment #1 (ALL GRADE LEVELS MUST COMPLETE THIS TASK):

This is the assignment for the student choice fiction novel (Skink, No Surrender or Fever 1793 for 6th grade,
One Crazy Summer or Among the Hidden for 7th grade, The Eighth Day or Seeing Red for 8th grade).

After you have read the required fiction novel, think about how one of the characters in the book
demonstrates leadership. Write an essay about that person’s leadership, using the prompt below and
the sample essay framework to guide your writing. Remember to use quotes from the book as support
for your ideas, and to cite the page numbers. The essay may be handwritten (neatly) or typed (12 font,
black ink).

ESSAY PROMPT: After reading, think about how a character in your fiction text demonstrates
leadership abilities and displays leadership characteristics. In an essay, explain how this person
shows these abilities and characteristics AND how his or her leadership leads to or contributes to
either a positive or a negative outcome.

A well-written essay will include: A well-written essay will be:


 A thesis (controlling idea) that addresses the  Focused on the prompt throughout the essay
prompt  Organized in a way that shows a logical
 Evidence from the text (quotes and examples) that progression of ideas
is integrated into your writing and cited  Free of grammatical and spelling errors
 Thorough explanations for the evidence

Suggested Informative/Explanatory
ESSAY FRAMEWORK
Introductory Paragraph:
Engaging beginning (Hook)
Transition from the engaging beginning to the thesis
Thesis statement (controlling idea)

Body Paragraph: (Leadership trait #1)


Topic Sentence Statement (Main Idea Statement)
Support sentence
Facts/Details/Quotes from the novel to support the topic
Elaboration/Explanation of the support
Details/closure/transition

Body Paragraph: (Leadership trait #2)


Topic Sentence Statement (Main Idea Statement)
Support sentence
Facts/Details/Quotes from the novel to support the topic
Elaboration/Explanation of the support
Details/closure/transition

Body Paragraph: (the positive or negative effect/s of the traits above)


Topic Sentence Statement (Main Idea Statement)
Support sentence
Facts/Details/Quotes from the novel to support the topic
Elaboration/Explanation of the support
Details/closure/transition

Closing Paragraph
Restate Thesis (controlling idea)
Summarize your main points with a satisfying conclusion
Assignment #2 (ALL GRADE LEVELS MUST COMPLETE THIS TASK):

Follow the directions below to create a mind map for your “required reading” non-fiction novel. You may
create the mind map on a blank piece of paper, on a poster, or on the computer, whichever you desire.

MIND MAP
A Mind Map is another way of “making notes” on a subject or a book, and it includes words, pictures, colors, and
lines.

1. Write the title of the book you've read in the center of the page, and draw a circle around it. Think of this as
your central subject.
2. As you think of major or important facts or events, draw lines out from this circle. Label these lines with a
phrase or sentence or drawing. Think of these lines as your major headings.
3. As you think deeper about the book and uncover more details, themes, etc. which belong to the major event
lines you’ve already created, draw these smaller events/details as lines linked to the major event lines. The
smaller events/details are your subheadings.
4. Finally, for individual facts or ideas, draw lines out from the appropriate subheading line and label them.
5. As you think about the book and look over your map, new information may come to mind; link it to the Mind
Map appropriately.

NOTE: A complete Mind Map may have main topic lines radiating in all directions from the center. Sub-topics and
facts will branch off these, like branches and twigs from the trunk of a tree. You do not need to worry about the
structure produced, as this will evolve as you develop your mind map.

KEYS TO A GREAT MIND MAP:

 Use single words or simple phrases for information: In your Mind Map, single strong words and meaningful
phrases can convey the meaning more clearly than full sentences. Excess words just clutter the Mind Map.

 Print rather than write in cursive.

 Use color to separate different ideas: This will help you to separate ideas where necessary. It also makes
your Mind Map easier to remember. Color also helps to show the organization of the subject.

 Use symbols and images: Where a symbol or picture means something to you, use it. Pictures can help you
to remember information more effectively than words.

 Using cross-linkages: Information in one part of the Mind Map may relate to another part. Here you can draw
lines to show the cross-linkages. This helps you to see how one part of the subject connects with another.

Please go to the following website to view a sample mind map. This website is the source of this compiled
information and can provide additional information as well.
http://www.mindtools.com/pages/article/newISS_01.htm.

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