Summer Reading

Our Foundations program serves students in grades 6-12 with a primary diagnosis of dyslexia or other language learning-based difference. If your student is not registered for our Foundations program, please see the summer reading tabs for the standard classes.

As you read, take notes on and then choose one of the following to write/type a 5-paragraph essay:

1. Any event, character, action, system etc. in the book that goes against our current culture in some way (whether positively or negatively). Explain the instance thoroughly and what about it runs counter to our current culture. Provide page numbers for the things you describe.
2. A Christian lesson or application that can be drawn from the book. This could be a direct modern application of a character’s Christ-like actions in the book or a more metaphorical lesson. 

This essay, or essays, will be due the first Friday of school, August 16th.

Non-Foundations 6th grade students have no summer reading assignment.

Please read two books from the list below. Do not read two books by the same author and
read two different genres. If you have read the first book in a series before this summer, you
may choose one of the sequel books.

Realistic Fiction

• Peak (Book 1), The Edge (Book 2), Ascent (Book 3) by Roland Smith
• Ungifted, Swindle series, Restart, The Unteachables by Gordon Korman
• Unstoppable, Left Out, Pinch Hit, Touchdown Kid, or Baseball Genius by Tim Green
• Drums, Girls, and Dangerous Pie or Falling Over Sideways by Jordan Sonnenblick
• Blooming at the Texas Sunrise Motel by Kimberly Willis Holt
• Three Times Lucky by Sheila Turnage
• Zebra Forest by Adina Rishe Gewirtz
• All Rise for the Honorable Perry T. Cook by Leslie Connor
• Where the Watermelons Grow by Cindy Baldwin

Historical Fiction

• Into the Killing Seas, The Enemy Above by Michael Spradlin
• My Louisiana Sky or The Water Seeker by Kimberly Willis Holt

Nonfiction

• Lincoln’s Grave Robbers, Bomb, The Notorious Benedict Arnold, Born to Fly, Undefeated by Steve Sheinkin
• Chasing Lincoln’s Killers by James Swanson

Science Fiction/Fantasy

• Beneath (Book 1), Above (Book 2), Cryptid Hunters, Sasquatch by Roland Smith
• Wizard for Hire (Book 1), Wizard for Hire: Apprentice Needed (Book 2) by Obert Skye
• Killer Species by Michael Spradlin
• Loot (Book 1) or Sting (Book 2) by Jude Watson
• Steelheart (Book 1), Firefight (Book 2), or Calamity (Book 3) by Brandon Sanderson
• Magnus Chase: The Sword of Summer (Book 1), The Lightning Thief (Book 1) by Rick Riordan

If you have any questions over the summer, feel free to email English Department Chair barnold@cacmustangs.org.

As you look over the diverse list of summer reading options, I encourage you to focus on selecting books that pique your interest and excite you. Pick TWO books from the list below that you have not already taken an AR test over. One book can be your choice, but the second must be a nonfiction book. When you return from summer break, you will take AR tests over the two books you chose and complete a symbolism project over one of your reading selections. Take notes about the characters, settings, and important events as you read to aid in comprehension for the AR tests and your assignment.

Historical Fiction

• Allies or Prisoner B-3087 or Projekt 1065 or Ground Zero by Alan Gratz
• Lions of Little Rock by Kristin Levine
• Between Shades of Gray, Salt to the Sea, Fountains of Silence or I Must Betray You by Ruta Sepetys
• The Light in Hidden Places by Sharon Cameron
• Echo by Pam Munoz Ryan
• Chains or Fever 1793 by Laurie Halse Anderson
• Rescue by Jennifer A. Nielsen
• Iqbal by Francesco D’Adamo

Non-Fiction

• I am Malala (Young Adult Adaptation) by Malala Yousafzai
• Just Mercy (Young Adult Adaptation) by Brian Stevenson
• Unbroken (The Young Adult Adaptation) by Laura Hillenbrand
• Guts and Glory: WWII by Ben Thompson

Fantasy/Dystopian

• The Hunger Games, Catching Fire, Mockingjay or Ballad of Songbirds and Snakes by Suzanne Collins
• Scythe by Neal Schusterman
• Eragon series by Christopher Paolini
• Michael Vey series by Richard Paul Evans
• Greenglass House by Kate Milford

Graphic Novel

• New Kid by Jerry Craft
• School Trip by Jerry Craft

Fiction/Thriller

• Alex Rider series or by Anthony Horowitz
• The Westing Game by Ellen Raskin
• The Mysterious Benedict Society by Trenton Lee Stewart

If you have any questions over the summer, feel free to email English Department Chair barnold@cacmustangs.org.

All students entering the 9^th grade will need to read Tuesdays with Morrie by Mitch Albom. A test will be given over the book on Friday, August 16.  The test will check for completion of the reading as well as comprehension. We will spend the first few days looking at lessons from this book.

An AR test will also be given on Monday, August 19. This can be any book of your choice! So find a book that you love and start reading! This is a great time to start a new series that you can finish with other AR book assignments throughout the year.  The requirements for 9th grade AR books are 6.0 reading level, 5 points.  Check to see if your book has a test or check book level and points here: AR Book Finder

If you have any questions over the summer, feel free to email English Department Chair barnold@cacmustangs.org.

All students entering the 9^th grade will need to read Tuesdays with Morrie by Mitch Albom. A test will be given over the book on Friday, August 16. The test will check for completion of the reading as well as comprehension. We will spend the first few days looking at lessons from this book.

An AR test will also be given on Monday, August 19. This can be any book of your choice! So find a book that you love and start reading! This is a great time to start a new series that you can finish with other AR book assignments throughout the year. The requirements for 9th grade AR books are 6.0 reading level, 5 points. Check to see if your book has a test or check book level and points here: AR Book Finder

Students taking Honors English must also read Animal Farm by George Orwell. Be ready to take a test over the book on Wednesday, August 23. The test will check for completion of the reading as well as comprehension. It will be the first piece of literature we will study as the new school year resumes. 

If you have any questions over the summer, feel free to email English Department Chair barnold@cacmustangs.org.

All students entering the 10^th grade will read David and Goliath: Underdogs, Misfits, and the Art of Battling Giants by Malcolm Gladwell. A test will be given over the book on Thursday, August 15th. The test will check for completion of the reading as well as comprehension. You will spend the first few days looking at lessons from this book. All students must bring a copy of David and Goliath: Underdogs, Misfits, and the Art of Battling Giants on the first day of class. Click here if you would like to purchase a copy from Amazon. 

A theme in Gladwell’s David and Goliath is that a perceived weakness can actually be a person’s strength. As you read, annotate specific examples throughout the book that develop that theme. In addition, think about how this theme relates to your own experiences or observations, and in the margins or on sticky notes, write down any personal connections you can make. 

Be prepared to share your thoughts and observations through class discussion and an in-class essay. 
Parents, if you have never read a Malcolm Gladwell book, you may want to read this one along with your child. It may provide some insightful talking points. His other books include Blink, Talking to Strangers, Outliers, and Tipping Point.

If you have any questions over the summer, feel free to email English Department Chair barnold@cacmustangs.org.

All students entering the 10^th grade will read David and Goliath: Underdogs, Misfits, and the Art of Battling Giants by Malcolm Gladwell. A test will be given over the book on Thursday, August 15th. The test will check for completion of the reading as well as comprehension. You will spend the first few days looking at lessons from this book. All students must bring a copy of David and Goliath: Underdogs, Misfits, and the Art of Battling Giants on the first day of class. Click here if you would like to purchase a copy from Amazon. 

A theme in Gladwell’s David and Goliath is that a perceived weakness can actually be a person’s strength. As you read, annotate specific examples throughout the book that develop that theme. In addition, think about how this theme relates to your own experiences or observations, and in the margins or on sticky notes, write down any personal connections you can make. 

Be prepared to share your thoughts and observations through class discussion and an in-class essay. 
Parents, if you have never read a Malcolm Gladwell book, you may want to read this one along with your child. It may provide some insightful talking points. His other books include Blink, Talking to Strangers, Outliers, and Tipping Point.

In addition to David and Goliath, students taking Honors English will also read A Separate Peace by John Knowles. Be ready to take a test over the book on Wednesday, August 21. The test will check for completion of the reading as well as comprehension. It will be the first piece of literature you will study as the new school year resumes. This Reading Guide provides background to the novel and will help direct your reading. Click here if you would like to purchase a copy from Amazon.

If you have any questions over the summer, feel free to email English Department Chair barnold@cacmustangs.org.

This summer, in preparation for a survey of American literature, you will catch up on some classics of American children’s literature. All of the books below have a 5th-8th grade reading level. Browse through the list, find a book on a topic that interests you, and enjoy reading any one of these delightful classic books. You may read a second book and complete the same assignment below for optional bonus points. If you would like to purchase the book on Amazon, links are provided below.

• The Adventures of Tom Sawyer (Mark Twain)
• Cheaper By the Dozen (Frank Gilbreth)
• Pollyanna (Eleanor H. Porter)
• Eight Cousins (Louisa May Alcott)
• The Witch of Blackbird Pond (Elizabeth George Speare)
• Fahrenheit 451 (Ray Bradbury)
• The Red Badge of Courage (Stephen Crane)
• The Pearl (John Steinbeck)
• Call of the Wild (Jack London)
• Roll of Thunder, Hear My Cry (Mildred D. Taylor)
• Their Eyes Were Watching God (Zora Neale Hurston)
• Black Beauty (Anna Sewell)
• Caddie Woodlawn (Carol Ryrie Brink)
• The Wonderful Wizard of Oz (L. Frank Baum)
• Freckles (Gene Stratton Porter)
• Island of the Blue Dolphins (Scott O’Dell)

Assignment:

As you read, take notes on: 

1. Any event, character, action, system etc. in the book that goes against our current culture in some way (whether positively or negatively). Explain the instance thoroughly and what about it runs counter to our current culture. Provide page numbers for the things you describe.
2. A Christian lesson or application that can be drawn from the book. This could be a direct modern application of a character’s Christ-like actions in the book or a more metaphorical lesson. 

You should finish reading your book and be ready to discuss both of the topics above in class as soon as you return to school. You will also write a thoughtful 1-2 page in-class essay based on these topics, the first week of school. You will take an AR test over your selected book on Friday, August 16. 

For questions regarding Summer Reading, please contact the English Department Head, Brittany Arnold at barnold@cacmustangs.org.

Welcome to AP Language and Composition! As this is not a typical English class, your summer reading will look different from the standard “read this book and take a test” format from years before. AP Lang is a nonfiction course, and we will spend the summer training our minds to read nonfiction texts. Due dates are assigned throughout the summer, and assignments will be submitted in Google Classroom. There will be no test when we return to school; therefore, your summer reading grade will consist of the work turned in on Google Classroom.

Each assignment will consist of a group of essays divided by theme. The essays are posted in Google Classroom and should be printed so that you can annotate them. The annotated essays will be submitted back to Google Classroom. Also due for each assignment is your response to each group of essays in which you answer the prompt given in the assignment. 

In Google Classroom, you will see one assignment where you will upload your annotations and another to submit your responses. To upload your annotations clearly, you will need to scan them in using your phone or a scanning app (i.e. TurboScan).

If you have trips or camps scheduled, either submit your work in advance or make arrangements with Mrs. Arnold prior to leaving.

AP LANG 2024-2025 Google Classroom join code – yxvkamv

Due Dates: 

• June 20 – Education and Learning
• June 27 – Family
• July 11 – Nature
• July 18 – United States
• July 25 – Minorities
• August 1 – NACIREMA

If you have questions, email me (barnold@cacmustangs.org) or send me a note through Google Classroom.

Education and Learning – June 20

Read and comment on these four essays; let me know you actually read the essays by including “quotes” from the essays as you write about them. Write about your own feelings and impressions concerning learning.  What have been your best learning experiences so far?  If time, money, and grades were not a factor, what new thing would you like to learn?

Do you agree with any of these authors? Disagree with them? Do any of these texts have similar or different ideas about education? What can we learn from any of these texts today? Do any of the authors provide details of characters that you can connect to?

• “Of Studies” by Francis Bacon
• “Learning to Read and Write” by Frederick Douglass
• from “Listening” by Eudora Welty
• “Mother Tongue” by Amy Tan

Family – June 27

Read and comment on these four essays; let me know you actually read the essays by including “quotes” from the essays as you write about them.   Write about your own feelings and impressions concerning family; what does family mean to you personally?  What is your favorite childhood memory and why?  Consider how the entertainment industry portrays the American family.  Name your favorite movie or television show about family and explain what makes it your favorite.

Do you agree with any of these authors? Disagree with them? Do any of these texts have similar or different ideas about family? Perhaps these essays remind you of a family memory you wish to comment on. Have families changed over time? Do any of the authors provide details of characters that you can connect to?

• “Growing Up” by Russell Baker
• “Marrying Absurd” by Joan Didion
• “The Company Man” by Ellen Goodman

Nature – July 11

Read and comment on these three essays; let me know you actually read the essays by including “quotes” from the essays as you write about them.   Write about your own feelings and impressions concerning nature.  What activities do you enjoy in “the great outdoors?”  Where is your favorite place in nature and why do you like this particular place?  Describe the sights, sounds, smells, and feel of your favorite place in nature; use details to create a vicarious experience for me.

Do you agree with any of these authors? Disagree with them? Do any of these texts have similar or different ideas about nature? Perhaps these essays remind you of a time you spent in nature that you wish to comment on.

• “Why I Went to the Woods” by Henry David Thoreau
• “The Death of the Moth” by Virginia Woolf
• “Heaven and Earth in Jest” by Annie Dillard

United States of America – July 18

Read and comment on these three essays; let me know you actually read the essays by including “quotes” from the essays as you write about them. Write about your own feelings concerning the United States of America. Are we the greatest country in the world? How have we changed since the time of our founding fathers and first-generation immigrant ancestors? Relate the events of one recent news story that back up your opinion; give the details of the news story and how they prove your point.

Do you agree with any of these authors? Disagree with them? Do any of these texts have similar or different ideas about government and the USA? 

• “The Declaration of Independence” by Thomas Jefferson
• “The Gettysburg Address” by Abraham Lincoln
• “More Than Just a Shrine—Ellis Island” by Mary Gordon

Minorities – July 25

Read and comment on these four essays; let me know you actually read the essays by including “quotes” from the essays as you write about them. Write about your own feelings concerning minorities.  How do you relate to the experiences minority Americans have faced?   How might you be considered a minority based on your ethnicity, your gender, your religion, your wealth, your education, your height/weight, or your region/residence?  Why do so many authors seem to focus on racial issues?

Do you agree with any of these authors? Disagree with them? Do any of these texts have similar or different ideas about prejudice, racism or minorities today? Perhaps these essays remind you of a memory or situation you wish to comment on. Do any of the authors provide details of characters that you can connect to?

• “How It Feels to Be Colored Me” by Zora Neale Hurston
• “Just Walk On By:  Black Men and Public Spaces” by Brent Staples
• “Landscape, History, and the Pueblo Imagination” by Leslie Marmon Silko
• “The Way to Rainy Mountain” by N. Scott Momaday

Nacirema – August 3

Read and comment about the Nacirema.   Do a quick google search and find out more about this culture, then write to me about what other things you learned about them (other than what the essay told you) and what things about the Nacirema surprised you. Write and comment on the other essays as well; let me know you actually read the essays by including “quotes” from the essays as you write about them.

Do you agree with any of these authors? Disagree with them? Do any of these texts have similar or different ideas about Nacirema? Perhaps these essays remind you of a memory or situation you wish to comment on. Do any of the authors provide details of characters that you can connect to?

• “Shooting an Elephant” by George Orwell
• “The Body Language of the Nacirema” by Horace Miner
• “Road Warrior” by Dave Barry
• “Living with Music” by Ralph Ellison
• “Arriving at Perfection” by Benjamin Franklin
• “Naps” by Barbara Holland

For questions regarding Summer Reading, please contact the English Department Head, Brittany Arnold at barnold@cacmustangs.org.

English 12/College English will use readings from a combination of nonfiction sources and classic world literature to help you develop critical thinking skills and learn to express your ideas clearly and in a style that is appropriate to the writing situation.

We will begin this summer by reading portions of some of the oldest known written texts in the world—and two much more recent texts. Begin by reading the first nine chapters of Genesis, hopefully not for the first or the last time. After carefully reading Genesis 1-9, you will read two probably less familiar texts, noticing similarities and differences between each and the chapters in Genesis.

The first is The Magician’s Nephew by C.S. Lewis. Maybe you read The Chronicles of Narnia as a child (or it was read to you). I hope so! However, this is the 6th (not the 1st) book in a series that can be read on many levels. This time I want you to read it like an adult; enjoy the story, but also look for layers of meaning — and, of course, for similarities to Genesis.

The second comparison text is a portion of The Epic of Gilgamesh, an epic poem that was written long before the events of Genesis were written down.

Both of these stories culminate in segments that will be clearly reminiscent of Genesis. Be ready to discuss both the obvious similarities and differences, as well as some point of comparison that you think others might not have noticed.

Finally, you will read C.S. Lewis’s “Myth Became Fact” from a collection of Lewis’s lectures that we will use as a text throughout the fall semester, God in the Dock. Be prepared to give Lewis’s definition of “myth” and to explain why you believe this lecture-essay was assigned in connection with the previous three readings.

You will take a test on The Epic of Gilgamesh and The Magician’s Nephew and a quiz on “Myth Became Fact” as soon as we return to school. An essay on all of the summer reading will be assigned that same day.

For questions regarding Summer Reading, please contact the English Department Head, Brittany Arnold at barnold@cacmustangs.org.

English 12/College English will use readings from a combination of nonfiction sources and classic world literature to help you develop critical thinking skills and learn to express your ideas clearly and in a style that is appropriate to the writing situation.

We will begin this summer by reading portions of some of the oldest known written texts in the world—and two much more recent texts. Begin by reading the first nine chapters of Genesis, hopefully not for the first or the last time. After carefully reading Genesis 1-9, you will read two probably less familiar texts, noticing similarities and differences between each and the chapters in Genesis.

The first is The Magician’s Nephew by C.S. Lewis. Maybe you read The Chronicles of Narnia as a child (or it was read to you). I hope so! However, this is the 6th (not the 1st) book in a series that can be read on many levels. This time I want you to read it like an adult; enjoy the story, but also look for layers of meaning — and, of course, for similarities to Genesis.

The second comparison text is The Epic of Gilgamesh, an epic poem that was written long before the events of Genesis were written down.

Both of these stories culminate in segments that will be clearly reminiscent of Genesis. Be ready to discuss both the obvious similarities and differences, as well as some point of comparison that you think others might not have noticed.

Finally, you will read C.S. Lewis’s “Myth Became Fact“ from a collection of Lewis’s lectures that we will use as a text throughout the fall semester, God in the Dock. Be prepared to give Lewis’s definition of “myth” and to explain why you believe this lecture-essay was assigned in connection with the previous three readings.

You will take a test on The Epic of Gilgamesh and The Magician’s Nephew and a quiz on “Myth Became Fact” as soon as we return to school. An essay on all of the summer reading will be assigned that same day

For questions regarding Summer Reading, please contact the English Department Head, Brittany Arnold at barnold@cacmustangs.org.

Senior AP Literature and Composition will use readings from classic as well as modern literature to help you develop critical thinking, practice close reading and analysis, and hone your writing skills in preparation for the AP Literature Exam. 

We will begin by reading Emily Bronte’s Wuthering Heights and Charles Dickens’s Great Expectations. I recommend accompanying your reading of Great Expectations with the audiobook read by Martin Jarvis. It will help you pick up on the humor, irony, and characterization in the book. You are welcome to listen to Wuthering Heights as well. You will, however, need a hard copy of both novels and good notes on the names of characters, places, major events, and any themes you notice along the way. 

In addition, you should choose one of the titles on the list of works Most Frequently Cited 1970-2015 on the AP Literature & Composition Exam that you have not read before (the list begins on page 11 of the pages linked above). This is a chance to expand your exposure to works that the College Board considers worthy and that are likely to appear in some form on the exam. Before making a selection, ensure that AR also considers your choice worthy: AR Book Finder. 
You will take AR tests over all three of your summer reading assignments on Friday, August 16. In addition, we will practice AP-style questions and writing prompts over Wuthering Heights and Great Expectations throughout the fall semester.

For questions regarding Summer Reading, please contact the English Department Head, Brittany Arnold at barnold@cacmustangs.org.