Download Dear Parents,

Welcome Incoming 8th Graders (and Parents),
I am excited to meet you and to begin learning with you in August! We have the
wonderful but important task of preparing you for high school and for a life of reading, writing,
and communicating effectively. This summer practice will help you review and improve your
English skills to ensure that you are ready to succeed in 8th grade English!
Please make sure that you read the information below carefully, as all of these review
assignments will be the foundation for the start of the year, and I want everyone to be prepared!
Use the checklist and the suggested planning guide to help you stay focused.
Warmly,
Ms. Zacuto
1) ______Read ONE classic novel that you have not already read from the following list
of novels. *Look online for descriptions or browse the library or book store. Find one that fits
your reading level. Also, make sure that your parent approves your book choice. Not all
books will be appropriate for all families!
The Count of Monte Cristo by Dumas
Treasure Island by Robert Louis Stevenson
The Call of the Wild by Jack London
A Separate Peace by John Knowles
Anne of Green Gables by LM Montgomery
Little Women by Louisa May Alcott
A Secret Garden by Frances H. Burnett
A Little Princess by Frances H. Burnett
Heidi by Johanna Spyri
20,000 Leagues Under the Sea by Jules Verne
The Princess Bride by William Goldman
The Book Thief by Markus Zusak
The Hobbit by J.R.R. Tolkien
Oliver Twist OR David Copperfield by Dickens
Rumble Fish by S.E. Hinton
My Brother Sam is Dead by James Collier
Actively reading the novel is optional; however, everyone must TYPE the following
information on a separate piece of paper AND be prepared to write about the novel when
we return to school. (You will need to bring this novel to class during the first few weeks
of school and be prepared to write a formal, short essay on it.)
2) ______ TYPE YOUR ANSWERS to the questions below in COMPLETE SENTENCES that
show me your best writing. Please use the format of the attached handout as a model.
a) Identify a protagonist, an antagonist, and one other major character. Write 2 sentences of
CHARACTERIZION for each one. (Appearance, beliefs, personality, changes, etc..…)
b) Find and write down THREE different examples of FIGURATIVE LANGUAGE (metaphor,
simile, personification, hyperbole, symbol). Write the example, explain what it MEANS and explain
HOW or WHY you think the author used it. Write at least 2 sentences for each one.
c) Identify and write down one major THEME of the novel. *A theme should be expressed in a
complete sentence! In 5-7 sentences, explain how you see the theme throughout the novel.
d) Identify and explain TWO DEFINING MOMENTS in the novel. Explain why each one is a
defining moment in at least 3 sentences for each one.
e) All of the books on this list have become classics. Whether or not you personally would rate
it a “10,” explain why you think this novel has become a classic, meaning why people
continue to read it. Then give your own opinion of the novel. Write 6-10 sentences for your
entire explanation. DO NOT use quotes, but refer to the story to support your ideas.
Everything above is required for all students. Everything below is suggested depending
on your current level of mastery of the 7th grade skills. We will have assessments on the
7th grade skills during the first weeks of school. Review any skills you have not yet
mastered using the suggestions below.
1) Grammar: Review the grammar parts of speech and make flashcards for any on the
following list that you have not already mastered. Study them! We will have an assessment
of these 7th grade skills during the first weeks of school.
3) Literary Devices: Review the literary devices on the following list and make flashcards for
any that you have not already mastered. Study them! We will have an assessment of these
7th grade skills during the first weeks of school.
4) Vocabulary: Look over the required Wordly Wise words and the commonly confused
words. Make sure you know at least these ones. Make flashcards and study if needed.
5) Active Reading: Actively read your novel if you need to practice these skills. We will have
an assessment of these 7th grade skills during the first weeks of school.
6) MLA Writing: Use the graphic organizer that is attached to practice writing MLA essays.
You can choose any thesis and write about any novel.
7) General Writing: If you need to practice writing, just doing any regular writing will help. Start
a journal of daily writing. You can write on any topic.
8) Typing: Practice typing until you can type at least 55 words per minute. You will have a
typing test in the first few weeks of school. You also need to be prepared to write timed, inclass essays on the computer.
http://www.learninggamesforkids.com/keyboarding_games.html (free practice website)
9) READ, READ, READ for pleasure!!!! Keep track of the books that you read on the log that
I have provided. (Reading is the BEST way to improve your writing, fluency and
comprehension skills!) (Do not read the following books as we will be reading them together
in class next year: Edgar Allan Poe Stories, Twelve Angry Men, To Kill a Mockingbird.)
Suggested Planning
*Try to read for pleasure daily and keep a journal to practice writing in an
informal way.
Week 1: 1) Read a fourth of your novel. 2) Make flashcards for the grammar parts of speech
that you need to study. 3) Practice typing for at least 20 minutes.
Week 2: 1) Read another fourth of your novel. 2) Make flashcards for the literary devices that
you need to study. 3) Practice typing for at least 20 minutes.
Week 3: 1) Read another fourth of your novel. 2) Make flashcards for the vocabulary words
you need to study. 3) Practice typing for 20 minutes.
Week 4: 1) Read the final fourth of your novel. 2) Study your flashcards for at least 20
minutes. 3) Practice typing for at least 20 minutes.
Week 5: 1) Type half of the answers to the questions about the novel. 2) Study your
flashcards for at least 20 minutes. 3) Practice typing for at least 20 minutes.
Week 6: 1) Type the final half of the answers to the questions about the novel. 2) Study your
flashcards for at least 20 minutes. 3) Practice typing for at least 20 minutes.
REQUIRED ASSIGNMENT:
Use this model.
Novel Questions: Type these answers and use complete sentences
that show your best writing. Avoid tired words.
Name:
Book and Author:
1) Identify a protagonist, an antagonist, and one other major character. Write 2 sentences of
CHARACTERIZION for each one. (Appearance, beliefs, personality, changes, etc..…)
A. Protagonist:
B. Antagonist:
C. One other character:
2) Find and write down THREE different examples of FIGURATIVE
LANGUAGE (metaphor, simile, personification, hyperbole, symbol). Write the
example, explain what it MEANS and explain HOW or WHY you think the author
used it. Write at least 2 sentences explaining each one.
Example:
I found an example of metaphor on page 197. I have written the example here: “I saw
Atticus in the yard with another knot of men.”
This example creates a metaphor in which the group of men is being compared to a knot tied
from string. The author uses this metaphor to show how the men looked so intertwined
with one another to outside observers. Also, the author uses this metaphor to show that the
men are close friends.
A. I found an example of ___________________________________ on page ________. I have written the
example in the space below:
_________________________________________________________________________________________________________
Explain the device or comparison and explain HOW the author uses it:
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
B. I found an example of ___________________________________ on page ________. I have written the
example in the space below:
_________________________________________________________________________________________________________
Explain the device or comparison and explain HOW the author uses it:
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
C. I found an example of ___________________________________ on page ________. I have written the
example in the space below:
____________________________________________________________________________________________________
Explain the device or comparison and explain HOW the author uses it:
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
3) Identify and write down 1 major theme of the novel. In 5-7 sentences
explain how you see the theme throughout the novel.
Theme Reminder:
-The story’s main message that the author intends to communicate by telling the story.
-These messages are “universal,” meaning they can be found in many pieces of literature, poems,
movies, songs, etc…, and they must be communicated in a full sentence.
“Friendship” is not a theme. What is the author saying about friendship?
The author implies that the bonds of true friendship can withstand any hardship.
Theme: The author implies that _______________________________________________________________
Explain how you see the theme in the novel in at least 3 places.
________________________________________________________________________________________________________
4) Identify and explain TWO defining moments in the novel. Explain why each one is a
defining moment in 3 sentences for each.
5)
All of the books on this list have become classics. Whether or not you personally would rate
it a “10,” explain why you think this novel has become a classic, meaning why people
continue to read it. Then give your own opinion of the novel. Write 6-10 sentences for
your entire explanation. DO NOT use quotes, but refer to the story to support your ideas.
*The 7th grade literary devices, grammar parts of speech, and
vocabulary are on the next few pages.
7th grade Literary Devices
Story Elements
Narrator
Point of View
-Type of
narration
- The
perspective
from which a r
story is told.
The speaker who tells the story. If the narrator is also a character who
participates in the story, it is important not to confuse the narrator with the
author—who may, in fact, hold a very different attitude toward the story.
First Person: A character in the story tells the story using first person
pronouns (I, me, my, mine, we…) .
Third Person Limited: One person tells the story and uses the pronouns “he,”
“she,” and “it.” The reader only knows what this one character is thinking,
seeing, and feeling. The story is told only from this perspective.
Third Person Omniscient: The narrator uses the pronouns “he,” “she,” and
“it.” The narrator is all-knowing and, therefore, knows what all of the
characters are seeing, thinking, and feeling.
Plot
-The sequence
of events in the
story.
Exposition: The author gives background information about the characters,
setting, and sometimes the problem.
Rising Action: The writer sets up a main conflict or a problem and the tension
in the story rises.
Climax: The moment when the rising action comes to its highest point of
dramatic conflict. Usually this moment occurs before the actual ending of the
story.
Falling Action: The part of the story following the climax and leading to the
resolution.
Resolution/ Denouement: The outcome of the events in a story.
Protagonist: The central/main character around which the action takes place
Characters
-the “people” or (often the “good guy” but not always.)
“personalities”
within a story
Antagonist: The character who tries to interfere with the actions of the
protagonist (often the “bad guy”)
Characterization: The methods a writer uses to communicate information
about characters to readers.
(What the character says, does, thinks, feels, believes, etc…When the author
tells the readers directly, it is called direct characterization. When an author
shows the character in action, and allows readers to draw their own
conclusions, it is called indirect characterization.)
Conflict: The
central source
of tension and
drama in the
story. (It’s
sometimes
called the story
problem.)
Setting
Mood/Tone
Internal: A conflict between a character and him or herself
External: A conflict between a character and an outside force (another person,
an animal, a storm, etc…)
The environment--time and place—of the story.
The overall feeling of the story created by the author’s choice of words. (light
and happy, dark and brooding, Serious, suspenseful, humorous, ironic etc…)
Literary Devices: Techniques that the author uses to create a particular effect
in the story.
Figurative
Language
Figurative language uses "figures of speech" to describe something in a nonliteral way.
Imagery
Vivid language and details used to describe in a way that creates a picture in
the mind of the reader.
Metaphor
A figure of speech that compares two unlike objects without using “like” or
“as.”
An exaggeration used to make a point or for emphasis.
Hyperbole
A figure of speech in which an idea, object, or animal takes on human
Personification characteristics.
A figure of speech that compares two unlike objects using the words “like” or
“as.”
Simile
Symbol
An image, object, character or action that stands for an idea beyond its literal
meaning.
Idiom
Phrase or expression meaning something different from what the words
actually say
Suspense
Techniques used by the author to keep the reader interested in the story and
wondering what will happen next.
Flashback
A past event remembered clearly and which affects the development of the
story – usually interrupts or is inserted within the chronological development
of the story.
Foreshadow
A writing technique that gives readers hints or clues about events that will
happen later in the story.
Dialogue
The actual words the characters speak.
Onomatopoeia
The use of words to imitate the sounds they describe as in zip, buzz, bang,
hiss, and swish.
-The story’s main message that the author intends to communicate by telling
the story.
-These messages are “universal,” meaning they can be found in many pieces
of literature, poems, movies, songs, etc…, and they must be communicated in
a full sentence.
Theme (s)
“Friendship” is not a theme. What is the author saying about friendship?
The author implies that the bonds of true friendship can withstand any
hardship.
The author implies that love is blind.
The author implies that people are afraid of change.
*Do not give themes as rules: “Don’t judge a book by its cover” is too
elementary.
Alliteration
Allusion
A more sophisticated theme for 8th grade would be…
The author implies that people are not always what they seem.
The repetition of beginning sounds of two or more words in a sentence;
emphasizes a description or point.
A reference in a literary work to a person, place, or thing in history or another
work of literature. Allusions are often indirect or brief references to wellknown characters or events.
(The most famous references are to Greek/Roman mythology, Shakespeare,
history, or the Bible.)
Literary Genres: Types of Writing
Non-fiction
Informational text dealing with an actual, real-life subject.. (Biography,
Autobiography, Articles, Historical Essays, Speeches)
A story of someone’s life written by a different person.
Biography
A story of one’s own life written by the person featured.
Autobiography
Stories that are totally invented or imagined; content based on the imagination
Fiction
and not necessarily on fact.
Fantasy
Fiction with strange or other worldly settings or characters; fiction which
invites suspension of reality. (J. R. R. Tolkien's The Hobbit)
Historical
Fiction
Stories that are made up but are based in historically significant and accurate
periods.
Story with fictional characters and events in a historical setting.
ScienceFiction
A form of fiction that draws imaginatively on actual, imagined or potential
scientific knowledge. It is often set in the future or on other planets.
Mystery
Fiction dealing with the solution of a crime or the unraveling of secrets.
(Sometimes called detective fiction — in other words a novel or short story in
which a detective, either professional or amateur, investigates and solves a
crime.
A made up story that could actually happen and is true to life.
Realistic
Fiction
Poetry
Verse and rhythmic writing with imagery that creates emotional responses in
the reader.
7th Grade Grammar Parts of Speech
Part of
Speech
Noun
Common vs.
Proper
Collective vs.
Plural
Definition
A word that
names a person,
animal, place,
thing, idea, or
feeling
Lower case
general noun
vs. capitalized
specific name
A singular noun
that refers to a
group vs.
A plural noun
Other Important
Information/ Hints
1)The three articles (a,
an, the) signal that a
noun follows
Common
Suffixes
-tion
-sion
-ence
-ance
Examples
man
Tom
independence
history
boy vs. Jack
team vs. boys
Concrete vs.
Abstract
Verb
Action
Linking
A noun that can
be seen and
touched
Vs.
An idea or
concept noun
1) action verb
shows action (run,
fly, think)
2) linking verb
shows state of
being verb (is,
appear, seem, be)
Helping
3) helping comes
before another
verb
(could, would)
Adjective
A word that
describes
(modifies) or
limits a noun or
pronoun
desk vs.
education
pencil vs.
happiness
1) It tells what the
subject is doing.
-ate
-ize
dictate
attained
moisten
ponder clarify
-ible
-able
-ous
-ent
-ant
incredible
territorial
important
dependent
spectacular
relevant
malevolent
curious
reliable
2) Two are more verbs
working together are
called a verb phrase.
1) Answers the
questions
Which one?
What kind?
How many?
How much?
2) The three articles
(a, an, the) always
function as adjectives.
Adverb
is a word that
describes
(modifies) or
limits a verb,
adjective or other
adverb
Answers the questions
How?
When? Where? To
what extent?
Common
Suffixes:
-ly
-ward
-wise
fluently
homeward
timewise
Pronoun
a word that takes
the place of a
noun
The word that it
replaces, its
antecedent, is always a
noun.
Types of
pronouns:
Subject
Object
Possessive
Demonstrative
He, she, it
Him, her
His, their
This, that,
these, those
Interjection
A word that
expresses sudden
or strong emotion
It has no
grammatical
relation to other
words in the
sentence.
1) An interjection
usually comes at
the beginning of a
sentence.
2) An interjection
must be followed
by either a comma
or an exclamation
point.
A word that
shows a
relationship (often
position) between
a noun or a
pronoun and some
other word (noun)
in the sentence.
1. Think relation to a
fence, the stairs, and
lunch…
through the fence
up the stairs
after lunch
2. It always begins a
prepositional phrase
and has an object.
Conjunction
A word that joins
sentence parts
Coordinating
Conjunction
A single word
Two nouns
Two verbs
Two sentences
Two prep phrases,
Etc..
1. They work ALONE
Preposition
Correlative
Conjunction
that joins sentence
parts of the same
type
a pair of words
that joins sentence
parts of the same
type
Wow!
Ouch,
Yippee!
2. They always work
with a “relative.”
Memorize those
that do not
follow the rule
or that you do
not naturally
notice!
Of
With
Follow the
Rule:
Over
Under
Around
Through
Beside
Into
Before
During
If you see this
Fanboys:
conjunction, you For, and, nor,
have two of
but, or, yet, so
something!
If you see these
conjunctions,
you have two of
something!
neither…nor,
either…or,
both…and, not
only…but
also,
whether…or,
7th Grade Wordly Wise Words
(Use your book or www.wordlywise3000.com)
Make sure you know at least these words.
Abode
Acknowledge
Adequate
Administer
Admonish
Agent
Agitate
Allege
Annihilate
Antagonize
Aquatic
Acquire
Aspire
Assert
Astute
Attribute
Authentic
Authority
Benefactor
Beseech
Bestow
Bias
Blatant
Bleak
Buoyant
Candid
Capitulate
Capricious
Casualty
Clamber
Climax
Competent
Complement
Component
Compromise
Conclusive
Confront
Congested
Cope
Correspond
Delicacy
Derogatory
Detach
Devastate
Devious
Devour
Dilapidated
Dismal
Disrupt
Distraught
Docile
Dumfound
Dwindle
Eerie
Emphasize
Endorse
Enlighten
Epidemic
Era
Estimate
Evict
Exotic
Exuberant
Flourish
Fluster
Haughty
Headlong
Heed
Hoard
Hovel
Hurdle
Illiterate
Impartial
Impede
Impetuous
Impromptu
Impunity
Incident
Incline
Indifferent
Inevitable
Infuriate
Initiate
Intensify
Intervene
Intimidate
Invincible
Irate
Irrelevant
Lavish
Lax
Legendary
Lethal
Commonly Confused Words
5 -7 grade Skills (Make sure you know these.)
th
th
Accept, except
1. Sarah will accept the offer.
2. Samuel liked the house except the basement
Affect, effect
1. The storm will affect the school field trip.
2. The effects will probably disappoint students.
Borrow, lend
1. My friend asked if he could borrow my new book.
2. I will lend it to him this week.
Capital, capitol
1. Sacramento is the capital of California.
2. The reports gathered in front of the capitol building.
Desert, dessert
1. The desert does not receive much rain.
2. Last night we had ice cream for dessert.
It’s, its
1. It’s time to take the dog to the vet.
2. Its shots are due.
Lay, lie
1. Lay the book on the shelf.
2. If you lie down to read, you might fall asleep.
Loose, lose, loss
1. The lion got loose.
2. The zoo cannot lose the lion.
3. It would be a terrible loss.
Passed, past
1. I passed my English test.
2. I spent the past two weeks studying for it.
Peace, piece
1. There was a peace march at the corner.
2. I wrote a story on a piece of paper.
Principal, principle
1. Our school principal is a leader.
2. He thought the most important principle was honesty.
Then, Than
1. I am taller than my sister.
2. We will walk to the park, and then we will play the game.
Their, there, they’re
1. Where should the students study for their test?
2. Over there is a good place to study.
3. They’re going to be studying every afternoon.
To, two, too
1. I am going to the store.
2. I would like two cookies.
3. I am going to the movies too.
Weather, whether
1. The weather outside is stormy.
2. I don’t know whether run or walk around the park.
Where, were
1. Where are you going on vacation?
2. They were doing their homework after school.
Whose, who’s
1. Do you know whose phone this is?
2. Who’s calling?
Your, you’re
1. Is your house on the corner?
2. So you’re not going to be home
Right, write
1. This is not the right dress.
2. I love to write book reports.
On the next pages you will find support for MLA Writing Practice. I
have provided a Graphic Organizer and Model Essay.
SHORT ESSAY OUTLINE
Topic Sentence (story title, author, and argument (thesis)  what you are proving)
Evidence #1 (The Quote Context and the Quote)
Explanation #1 (In 2-4 sentences, explain how your quote proves your first supporting statement and
thesis)
Transition Sentence (Also, In addition, Furthermore, Likewise, However, Meanwhile, Moreover, etc.. )
(Transition from your first example into the second way you will prove your thesis.)
Evidence #2 (The Quote Context and the Quote)
Explanation #2 (In 2-4 sentences, explain how your quote proves your second supporting statement and
thesis.)
Concluding Sentence (Pull together your thesis and the two ways you proved it.)
Model Essay
In Avi’s adventure novel The True Confessions of Charlotte Doyle, the
protagonist, Charlotte Doyle, changes externally in ways that represent other
internal changes . When describing herself at the start of her journey, Miss Doyle
explains that her “family dressed [her] as a young woman, bonnet covering [her]
beautiful hair, full skirts, high button shoes, and, you may be sure, white gloves”
(Avi 1). Charlotte’s bonnet, full skirts, and high shoes reveal that she is dressed
like a proper woman from the upper class in society. Also, the descriptions of her
hair and gloves as beautiful and white suggest that she takes care of herself and her
clothing to ensure that she appears well-groomed. As Charlotte travels upon the
Seahawk, however, her physical appearance undergoes great change. Alone in her
small dark cabin, “with nervous hands, [Charlotte puts] on the seaman’s clothing.
The trousers and shirt felt stiff, heavy, like some skin not [her] own. [Her] bare
toes curled upon the wooden floor” (Avi 113). Charlotte alters her physical
appearance from head to toe. She replaces flowing skirts with a stiff shirt, and she
removes the tall, buttoned shoes and leaves her feet bare. Charlotte’s physical
change reveals an internal shift. She would rather prove her loyalty to the sailors
than maintain her proper, upper class appearance. The once proper young woman
raised by wealthy American parents, sheds her former clothing to adopt the look of
a common sailor in an act that reveals an internal transformation.
Summer Reading Log
How many books can you read?
Book Title and Author
Overall Rating
Summer Reading Log
How many books can you read?
Book Title and Author
Overall Rating