Table of Contents
Elementary School Supply List
Kindergarten
The following items should be sent in for the beginning of the school year. Please label bolded items with your child’s first and last name.
- Backpack
- (4) Boxes of 24 count Crayola crayons
- (1) Pair of Fiskar’s scissors
- (1) Folder (with horizontal pockets)
- Hard plastic pencil box – Dimensions: 8 ½ x 5 ¾ x 2 ½
- Wired Headphones – No earbuds or rechargeable headphones
- (1) Binder 1”
- (4) Glue sticks (Large)
- (24) #2 Yellow Pencils (Ticonderoga preferred)
- (4) Dry Erase Markers (thin/fine point – Black)
- (2) White Hi-Polymer Erasers
- Box of tissues – last names A – M
- Baby Wipes – last name N – Z
*Please put the following in your child’s pencil box to begin the year:
- (1) Glue stick
- (1) Eraser
- (2) Pencils
- (1) Box of crayons
Art Class
- Wet Wipes or Ziploc Bags
First Grade
The following items should be sent in for the beginning of the school year. Please label bolded items with your child’s first and last name.
- Pencil box
- (1) Pair of Fiskar’s scissors
- (3) – Plastic folders – Red, Blue & Green
- Wired Headphones – no earbuds
- (2) Boxes of tissues
- (1) Pack of baby wipes
- (12) Glue sticks
- (4) Expo dry erase markers (thin/fine point – Black)
- (24) #2 Yellow Pencils (Ticonderoga preferred)
- (2) White Hi-Polymer Erasers
- (3) Boxes of 24 count Crayola crayons
- (1) Pack of Crayola markers (thick)
- (1) Box of Crayola colored pencils
- (1) Binder 1” (*Mrs. Mylott & Miss Barnett’s classes only)
Art Class
- (1) Box of 24 count Crayola crayons
Second Grade
The following items should be sent in for the beginning of the school year. Please label bolded items with your child’s first and last name.
- (1) Pack of Crayola washable markers (thick)
- (1) Box of colored pencils (optional)
- (2) Boxes of 24 count Crayola crayons
- (1) Plastic pencil box
- (1) 1 Subject wide ruled spiral notebook
- (6) Elmer’s glue sticks
- (24) #2 Yellow Pencils sharpened (Ticonderoga preferred)
- (1) Pair of child size scissors
- (4) Pocket folders
- (4) Expo Dry Erase Markers
- (2) White Hi-polymer Erasers
- Wired headphones – no earbuds
- (2) Packages of pink erasers (not pencil tops) (*Miss Hilt’s class only)
- (1) Black and white composition notebook (wide ruled)
Art Class
- (1) Pack of markers (thick or thin)
Third Grade
The following items should be sent in for the beginning of the school year. Please label bolded items with your child’s first and last name.
- (1) Pencil box
- (1) Boxes of 24 count Crayola crayons
- (1) Pack of color pencils
- (1) Pair of scissors
- (1) Pack of pencil top erasers
- (1) Pack of block erasers
- (24) #2 Yellow Pencils (Ticonderoga preferred)
- (6) Glue sticks
- (4) Dry Erase Markers (thin/fine point – Black)
- (4) Highlighters – Blue, Yellow & two of your choice
- Wired headphones or earbuds (*Please label in a Ziploc bag)
- (1) Pack of sticky notes
- (1) Binder 1.5”
- (5) Two pocket folders – any colors
- (1) Package of loose leaf paper (wide ruled)
- (1) Box of Ziploc bags – any size
- (1) Box of tissues
- (1) Composition notebook – wide ruled (*Mrs. Murray and Mrs. Nizolek’s classes only)
Art Class
- (1) 12-count pack of #2 Pencils
Fourth Grade
The following items should be sent in for the beginning of the school year. Please label bolded items with your child’s first and last name.
- (4) 2 Pocket folders
- (2) Composition notebooks
- (4) Single subject spiral notebooks
- (1) Package of wide ruled lined paper
- (1) Dry erase marker
- (24) #2 Yellow Pencils sharpened (Ticonderoga preferred)
- (2) White Hi-Polymer Erasers
- (1) Pair of Fiskar scissors
- (1) Box of 24 count Crayons or Colored pencils
- (4) Glue sticks
- (1) Pencil box or pouch – Dimensions: 8 ½ x 5 ½ x 2 ½
- Wired headphones or earbuds
Optional/Suggested:
- Ziploc bags – any size
- Tissues
- Computer mouse
- Pencil top erasers
- (1) Set of multiplication & division flashcards (*for home use)
Art Class
- Crayola glue sticks
Fourth Grade – Mrs. Johnston, Mr. Coogan and Mrs. Schuette
Some supplies will need to be replenished during the year! Thank you for your support!
Math & Science:
- 2 pocket folders
- (2) 1-inch binders (with pockets)
- 4 Expo dry-erase markers
- 1 pack of sheet protectors
ELA & Social Studies:
- 2 pocket folders
- 3 marble composition notebooks
- 2 pkgs of wide ruled loose leaf paper
- 4 packs of 3×3 sticky notes
General supplies for all subjects (shared between the classrooms):
- 24 Ticonderoga pencils sharpened
- 2 white polymer erasers
- 4 highlighters
- Fiskars scissors
- 1 box 24-count crayons or colored pencils
- 1 pencil box or pouch (8 ½ x 5 ½ x 2 ½)
- 4 glue sticks
Optional:
- Antibacterial hand wipes or hand sanitizer
- 2 boxes of Kleenex
- 1 container of Clorox Wipes
- 1 set of multiplication and division flashcards (for home use)
- Earbuds or headphones
Art Class:
- 1-pkg. Colored pencils
Fifth Grade
The following items should be sent in for the beginning of the school year. Please label bolded items with your child’s first and last name.
General Supplies
- (1) Pencil box or pouch
- Pencil top erasers
- (1) Pack of colored pencils
- (1) Black sharpie
- (1) Pair of scissors
- (4) Highlighters – Different colors
- (8) Packs of sticky notes
- (36) #2 Yellow Pencils sharpened (Ticonderoga preferred)
- (4) Packs of glue sticks – 4 or 6 count
- Wired headphones or earbuds
- (4) Expo Dry Erase markers
- (1) Box of 24 count crayons
Math/Science:
- (15) Binder tab dividers
- (1) One-subject notebook- wide ruled
- (2) Two Pocket Folders
- (1) Pack of binder hole reinforcement stickers
- (1) Binder 2”
ELA/Social Studies:
- (2) Two Pocket folders
- (1) Two-subject notebook- wide ruled
- (1) Binder 2”
Optional:
- Clorox wipes
- Paper plates
- Ziploc bags – sandwich, quart or gallon size
- Tissues
Art Class:
- Crayola Glue Sticks
Mrs. Yakubec’s iCAN Classroom
The following items should be sent in for the beginning of the school year. Please label bolded items with your child’s first and last name.
- Backpack (large enough to fit a lunch box, water bottle & folder)
- Lunchbox (if your child is not buying)
- (2) Plastic folders – Yellow & Red
- Hard plastic pencil box
- (8) Yellow highlighters
- (2) Boxes of 16 count Crayola crayons
- (6) Elmer glue sticks
- (4) Dry Erase Markers (thin/fine point – Black)
- (1) Pack of washable markers (Thin)
- Wired headphones – no earbuds
- (1) Pack of 12 count colored pencils
- (2) 3 oz. plastic containers of Play-doh
Self-Care
- Full change of clothes in a Ziploc bag – shirt, pants, socks & underwear
- (1) Package of diapers/pull ups and wipes (if applicable)
- (1) Child size plastic cup (no lid)
- Toothbrush and Toothpaste
- Nail scrub brush
- Comb or Hairbrush
Mrs. Hewitt’s Class: Grades K-2
The following items should be sent in for the beginning of the school year. Please label bolded items with your child’s first and last name.
- Backpack (large enough to fit a lunch box, water bottle & folder)
- Lunchbox (if your child is not buying)
- (3) Plastic folders – Yellow, Red & Blue
- Hard plastic pencil box
- (8) Yellow highlighters
- (6) Elmer’s glue sticks
- (4) Dry Erase Markers (thin/fine point – Black)
- (1) Pack of washable markers (Thick)
- Wired headphones – no earbuds or rechargeable headphones
- (1) Pack of 12 count colored pencils
- (2) 3 oz plastic containers of Play-doh
- (12) #2 Yellow Pencils (Ticonderoga preferred)
- (2) Boxes of 24 count Crayola crayons
Self-Care
- Full change of clothes in a Ziploc bag – shirt, pants, socks & underwear
- (1) Package of diapers/pull ups and wipes (if applicable)
Ms. Koenigsberg’s Class: Grades 3-5
The following items should be sent in for the beginning of the school year. Please label bolded items with your child’s first and last name.
- Hard plastic pencil box
- Wired headphones – no earbuds or wireless headphones
- (2) Elmers glue sticks
- (2) Yellow highlighters
- (2) Black Sharpies
- (2) Block erasers
- (1) Pack of sticky notes
- (1) Pair of scissors
- (1) Box of 24 count Crayola crayons
- (1) Box of Crayola colored pencils
- (1) Pack of Crayola markers (thick)
- (24) #2 Yellow Pencils sharpened (Ticonderoga preferred)
- (1) Pack of Dry Erase Markers (thin/fine point – Black)
- (1) 1 Subject wide ruled spiral notebook
- (1) Binder 1”
- (1) Pack of 5 Tab binder dividers
- (6) Plastic two pocket folders – 1 of each color
- Red, Orange, Yellow, Green, Blue & Purple
Optional:
- Ziploc bags – any size
- Clorox wipes
- Baby wipes
- Tissues
- Paper towels
Middle School Supply List and Summer Reading
Incoming Sixth Grade Students
Summer Reading – Grade 6
Dear Incoming Sixth Graders,
We are so excited to welcome you to middle school. Sixth grade is a big transition, and we know you want to be ready! One of the expectations we have for our new sixth graders is that you read a book over the summer. It can be any book of your choice that has not been made into a movie. All you have to do is choose one (Choose lots more, if you’d like!) and come to school in September ready to share your thoughts on it. (You’ll find information on how to access books online included with this letter.)
Here are a few great choices for sixth graders:
- Half Moon Summer, K. Vickers
- Impossible Creatures, K. Rundell
- New Kid, J. Craft
- Maizy Chen’s Last Chance, L. Yee
- Resistance, J. Nielsen
- Ground Zero, A. Gratz
- The Hidden Oracle, R. Riordan
- Alone, M. Freeman
- Ghost, J. Reynolds
- Lions & Liars, K. Beasley
So choose a great book, find a shady spot, and enjoy! We’ll see you in September!
Warm regards,
Mrs. Decker, Ms. Fridholm, Mrs. Wlazlo
SORA Instructions
With Sora, you can get free ebooks and audiobooks from your school.
- Install the Sora app from the Apple App Store or Google Play Store, or go to soraapp.com.
- In Sora, find your school (or enter your school’s setup code), then sign in. Stillwater Middle/High (use your @scsd.org email and password to sign in)
- Browse the Explore tab and borrow a book. Your book will open so you can start reading right away.
- Close the book and go to your Shelf to see all your books (including assignments). From there, you can:
- Tap Open Book or Open Audiobook to read or listen to the book.
- Tap Options to renew or return the book, get to your notes and highlights, and more.
Please contact Mrs. Carpenter with any questions.
Supply List – Grade 6
- Backpack
- Sturdy Earbuds/Headphones (used often; important to have)
- (2) 2-inch Binders (for Math/Sci AND SS/ELA)
- (6) Pocket Folders- (1 for each subject and HW folder)
- (18) Tabbed Dividers
- (1) Zipper Pouch (to clip into binder for pencils)
- (2) Composition Notebooks – (for Math & French)
- (2) Spiral Notebooks – (for Math & ELA Workshop)
- Pens (blue/black)
- (3) Dozen Pencils (will need to replenish through the year; teacher will collect 1 dozen per child)
- Colored Pencils (labeled with name)
- Highlighters
- Loose-leaf, Lined Paper
- 3×3 Post-it Notes – several packs
- 3×5 Index Cards
- Texas Instruments TI-30XIIS Scientific Calculator (Available at Wal-Mart or Target)
- Refillable water bottle
- Optional: Sanitizing wipes, hand sanitizer, paper towels
Incoming Seventh Grade Students
Summer Reading – Grade 7
June 2025 Summer Reading
This summer, all incoming 7th grade students are expected to read the graphic novel version of The Lightning Thief.
Please be prepared to discuss the book when you return in the fall. It’s important to understand the story, as we will begin the school year with the second book in the series, The Sea of Monsters.
If you prefer to read the original novel, you’re welcome to do so. A limited number of original and graphic novel paperback copies are available to borrow over the summer. If you would like to check one out, please ask your teacher to contact me.
Enjoy your summer.
Mrs. Mamone
Supply List – Grade 7
- Backpack
- Sturdy Ear Buds/Headphones
- Refillable Water Bottle
- Pens, pencils and highlighters
Social Studies
- Colored Pencils
ELA
- College-ruled composition notebook
French
- 1″ Binder with (5) dividers and loose leaf paper (used ONLY for French)
- Dry Erase Marker (any color except yellow)
- or
Spanish
- Folder
- Dry Erase Markers
- Index cards
Science 7/7A
- 1″ Binder with Paper
Tech:
- Loose leaf paper
- 1/2″ 3-Ring Binder (or can be placed in the back of another binder)
Math 7/7A
- Scientific Calculator (TI-30XIIS)
- Folder
- Erasers
- 2″ Binder (*for Math 7A only)
Band
- 1″ Binder with (5) dividers
Chorus
- ½” Black binder
General Music
- Sturdy Pocket Folder
Incoming Eighth Grade Students
Summer Reading – Grade 8
Welcome to eighth grade! In order to get an understanding of your reading comprehension and writing skills, I am asking you to pick a book to read over the summer. You will have an in-class writing assignment based on your book our first full week of class.
For this assignment, you can choose anything that you find engaging. You can select any genre of book for this assignment. Your book can be a novel, graphic novel, manga, memoir, fiction, non-fiction, history, sci-fi, etc. Your book should be something that is interesting for you but is at your reading level. If you are unsure what you would like to read, I have attached a list of books that would work for this assignment and are great reads.
While you are reading, you should take at least 10 active reading notes. These active reading notes can be written on a separate sheet of paper or on sticky notes. You should bring these active reading notes as well as your book to class that week. Your active reading notes can be direct quotes or just events that happen in the story. Each of your active reading notes should include a page number in order to help you with your written response. These notes will help you to remember events from your book. When taking notes, focus on:
- What are the most important plot events?
- Who are the main characters and how do they develop throughout the story (protagonist and antagonist)?
- What theme or themes are developed over the course of the story?
You must have at least 15 active reading notes and your book the first full week of school.
Have a great summer,
Mr. Bushnell
Book Recommendation List:
- Mrs. Peregrine’s Home for Peculiar Children by Ransom Riggs
- The Crossover by Kwame Alexander
- Hatchet by Gary Paulsen
- The Hidden Oracle by Rick Riordan
- The Maze Runner by James Dashner
- A Boy at War by Harry Mazer
- Artemis Fowl by Eoin Coffer
- Harry Potter and the Sorcerer’s Stone by J. K. Rowling
- Downriver by Will Hobbs
- A Wrinkle in Time by Madeleine L’Engle
- Treasure Island by Robert Louis Stevenson
- Esperanza Rising by Pam Munoz Ryan
- The City of Ember by Jeanne DuParu
- Rules by Cynthia Lord
- Scat by Carl Hiaasen
- Flush by Carl Hiaasen
- Hoot by Carl Hiaasen
- Holes by Louis Sachar
Supply List – Grade 8
- Backpack
- Sturdy Earphones or Headphones
- Homework Folder to be used for all classes
- Refillable Water Bottle
- Pens, pencils and highlighters
Social Studies
- 1″ Binder with (5) dividers
- Colored Pencils
ELA
- Folder
Science
- 1″ Binder with (3) dividers and paper
Math 8
- Scientific Calculator – Texas Instruments TI-30XIIS
- or
Algebra 1
- TI-84 Plus Graphing Calculator to be kept at home (we have a class set for daily use)
French
- 1″ Binder with (5) dividers and paper (used ONLY for French)
- Dry Erase Marker (any color except yellow)
- or
Spanish
- 2″ Binder and paper
- Dry erase markers
- Index Cards
Health
- 1″ Binder
Tech
- Loose leaf paper
- 1/2″ Binder (or can be placed in the back of a shared binder)
Band
- 1″ Binder with (5) dividers
Chorus
- ½” Black Binder
High School Supply List
Grade 9 Supply List
English 9 (Chesney)
- 3″ Binder
- Loose leaf paper
- (5) Dividers
- Highlighters
- Colored Pencils
- Post-It Notes
- Pens
English 9 Advanced (Luskin/Reid)
- 3-Subject Notebook (neat rip edges) or Binder with (3) sections
- Pocket Folder
- Marble Notebook (journal)
- Highlighters (at least 2 colors)
- Colored Pencils
- Post-It Notes
- Pens (blue or black)
Global 9 (Crowley)
- 3″ Binder – ONLY for Global
- (2) Pocket Folders
- Pens (blue or black)
- #2 Pencils
- (5) Dividers
- Highlighter
- Index cards (200)
Geometry (Martin)
- Large Binder to keep materials organized at home
- Small binder or folder to carry to/from school daily
- TI-84 Graphing Calculator (*optional)
- Geometry Compass (*optional)
- Straightedge (*optional)
- *Optional items would not be needed during the first weeks of school
Life Science: Biology (Smith)
- 3″ Binder
- (4) Dividers (Do Nows, Notes, Homework, Tests & Quizzes)
- Pens (blue or black)
- Pencils
Earth and Space Sciences (Baker)
- 2″ Binder
- (5) Dividers
- Loose leaf paper (part of a package works)
- Basic Calculator
- Colored Pencils
- Pens and pencils
IED (Gregoire)
- 2″ Binder
- Loose leaf paper
- Bound composition notebook (journal)
- Basic Calculator
- Ruler
- Glue Stick
- Colored Pencils
- Pens and pencils
Spanish 1 (Whitford)
- 1-2 packages of loose leaf paper
Spanish 2
- (1) 5-Subject Notebook to be used ONLY for Spanish class
- Blue and black pens
- 1-2 Highlighters
French (Heflin)
- (1) Notebook (minimum of 100 pages, college-ruled preferred) that is intended only for French
- (1) Folder
Algebra 1 (Dunn)
- (3) Durable Folders
- 2″ Binder
- Pens and pencils
Grades 10-12 Supply List
Below is a general supply list for high school students. Requirements for course specific supplies will be provided by each teacher during the first week of school in September.
- One large binder for each core course (English, Math, Science, Social Studies and LOTE)
- 2-3 packages of dividers
- 2-3 spiral notebooks
- 2-3 pocket folders
- Loose leaf paper
- Pens and pencils
- Colored pencils
- Highlighter
- Index cards
- Graph paper
- Book covers
- Ruler
- Graphing Calculator (TI-84 Plus or TI-84 Plus Silver Edition Graphing Calculator)
- Agendas or student planners are provided to all students
Summer Reading – English 9
Welcome to the ninth grade! To get a baseline for your reading comprehension and writing skills, please pick a book to read over the summer. You will have to complete an in-class writing assignment based on reading your book on Friday, Sept. 19.
While this is a book you choose, I encourage you to avoid poetry anthologies and short story collections, but any other genre is open to you: novel, memoir, graphic novel, Manga, novella, fiction, non-fiction, history, war, romance, sci-fi, etc. I want you to read something that interests and engages YOU, but has a connected story and message.
While you are reading, you need to take a total of twenty active reading notes. They can be in the form of post-its, marginal notes (if the book is your own), or notes on separate paper (with the page numbers), but I will be reviewing your notes as part of your summer reading grade.
When taking notes, it would be beneficial to focus your ideas and insights on these four questions/topics:
- What are the most important plot moments in the story and why?
- Analyzing the protagonist’s (main character’s) development through the story?
- What theme(s) does the author develop throughout the story?
- What craft moves (literary terms/devices) do you notice the author using?
You must have twenty active reading notes and book in class on Friday, Sept. 19.
You can email me throughout the summer if you have any questions. Stay well, and we look forward to meeting you!
Mrs. Chesney
jchesney@scsd.org
Summer Reading – English 9 Advanced
Assignment #1
Please choose one fiction or nonfiction book to read over the summer and complete the Dialectical Journal Assignment. The book must be at least 200 pages, and it cannot be a graphic novel, novel in verse, poetry anthology, or short story collection. You may choose any genre, so please find something of interest. Also, make sure that the level is appropriate for you (YA or Adult). This assignment will be due on Monday, Sept. 15.
*In addition to the book you choose for your summer reading assignment, I strongly encourage you to read at least one other full-length text this summer. This will help to build the stamina that you will need for the advanced English courses.
I look forward to meeting you and working with all of you in September.
Mrs. Luskin
Lluskin@scsd.org
Dialectical Journal Assignment
dialectical (die-uh-LEKT-i-cuhl), n.: relating to the logical discussion of ideas and opinions.
What is a dialectical journal? A dialectical journal is another name for a double-entry journal or a reader-response journal. It’s a journal that records a dialogue, or conversation, between the ideas in the text (the words being read) and the ideas of the reader (the person who is doing the reading). This journal will help you think critically about the text you are reading and offer your own interpretations.
How do I keep a dialectical journal? Please complete this assignment in a marble notebook. You may use the same notebook for your in-class journal in 9th grade. As you read through your book, you will copy down quotes or passages (at least 10) that you find significant and respond to them in your journal. Make sure that you choose quotes from different sections of the text. You may want to divide the number of pages by 10 and then complete a journal for each section. For example, if your book is 250 pages, you can complete a journal every 25 pages.
Look for content/quotes that seem significant, powerful, thought-provoking or puzzling. For example:
- Effective and/or creative use of figurative language or literary devices (tone, similes, metaphors, etc.)
- Passages that remind you of something you’ve read or learned before
- Shifts or turns in the plot
- A passage that makes you realize something you hadn’t seen before
- Examples of patterns: recurring images, ideas, colors, symbols
- Passages with confusing language or unfamiliar vocabulary
- Events you find surprising or confusing
- Passages that illustrate a particular character or setting
How do I respond to each text entry? Please respond to the text in a variety of ways. The most important thing to remember is that your observations should be specific and detailed. There is no limit to how much you can write, but each response should be at least 1 paragraph (5 sentence minimum).
*Response Types
- (Q) Question – Ask about something in the passage that is not clear to you (something that you are confused about) or something that you are wondering. You may even question some rhetorical choices. For example, why does the author use particular words, phrases or structures?
- (C) Connect – Make a connection to the world or to another text. You may connect some aspect of the book to music, films, a specific person, setting, or situation in our society. There are many ways to make connections.
- (P) Predict – Make a prediction about what you think will occur based on your own inferences. Explain in detail why you made this prediction.
- (CL) Clarify – Answer earlier questions or confirm/disaffirm a prediction.
- (A) Analyze – Deeply examine a specific element of the text: the role of a character, the meaning of a symbol, the influence of the setting, the importance of a theme, etc.
- (R) Reflect – Think deeply about what the passage is trying to convey about the world, about human nature, or about the way things work around us.
- (E) Evaluate – Make a judgment about what the author is trying to say; then agree or disagree with their message and explain WHY.
How will my dialectical journal be graded?
The minimum for full credit is to write 10 journal entries. Each journal response must be at least five sentences long, not including the quoted text on the left side of the page. All of the following will be taken into consideration:
- Number of entries- meets or exceeds requirement
- Chosen text- appropriately challenging level for his/her demonstrated abilities
- Passage selection- meaningful quotes/passages
- Format- title, author, page numbers are included/ presented neatly in a notebook
- Length of responses- at least five sentences long
- Quality of responses- thoughtful, insightful interpretation of, and/or commentary on, the text.
- Response variety- includes a variety of response types
Expectations and Template for Dialectical Journal Entries
(Save this handout for reference and create your own table in your notebook.)
TITLE OF TEXT READ _______________________________________
AUTHOR OF TEXT _______________________________________
Page #: _______
Quote: _______________________________________
Student Response: _______________________________________
_______________________________________________________
Sample Dialectical Journal Entries
Sample #1
Title of Text Read: The House on Mango Street
Author of Text: Sandra Cisneros
Page #: 10-11
Quote: “But my mother’s hair, my mother’s hair, like little rosettes, like little candy circles all curly and pretty because she pinned it in pin-curls all day, sweet to put your nose into when she is holding you, holding you and you feel safe, is the warm smell of bread before you bake it, is the smell when she makes room for you on her side of the bed.”
Student Response: The list of similes and metaphors describing Esperanza’s mother’s hair emphasizes the connection that the narrator has with her mom. She obviously thinks of her mother very fondly when she mentions the smell of her hair as her mother is holding her, and she describes the smell as “sweet.” It is interesting that she doesn’t describe her other family members the same way. The “warm smell of bread before you bake it” reminds me of the comforts of home. Also, the fact that she makes room for her in bed demonstrates the love and care that her mother has for her. I almost wonder, at this point, if something is going to happen to her mother, or if their relationship will undergo a change in the novel.
Sample #2
Title of Text Read: Brave New World
Author of Text: Aldous Huxley
Quote: “‘And there’s always soma to calm your anger, to reconcile you to your enemies, to make you patient and long-suffering. In the past you could only accomplish these things by making a great effort and after years of hard moral training. Now, you swallow two or three half-gramme tablets, and there you are. Anybody can be virtuous now. … Christianity without tears—that’s what soma is.’”
Student Response: This sounds too good to be true. Mustapha is telling John how wonderful soma is, and saying it’s an easy shortcut to more moral behavior. But is it? If people are only acting patient and forgiving because they’re under the influence of this drug, then their morals aren’t really better. Mustapha says, “Anyone can be virtuous now,” but the soma is actually brainwashing the people not to question their leaders. Could the tears he considers part of Christianity be tears of sadness and guilt at how hard it is for humans to remain virtuous?
Assignment #2
In addition to your choice reading assignment, you are required to read Richard Connell’s short story, “The Most Dangerous Game.” I will provide you with a copy of the text, but it can also be easily found online. After finishing the short story, you will complete two of the following short answer questions about the text. Your responses should be detailed, display proper writing conventions, and demonstrate a complex understanding of the text. Each response should be at least 250 words and should be typed. These questions will be due on Tuesday, Sept. 9.
Questions
- Consider Rainsford’s original thoughts on hunting. How does his perspective change throughout the story?
- How does Connell build suspense throughout the story? Identify specific examples. Also, identify an example of foreshadowing.
- Compare and contrast Rainsford and Zaroff in terms of their skills, motivations, and morals. What are some key similarities and differences?
- What do you believe to be the overall theme of the text?
- How do instinct and reason play a role in the story, especially in the context of survival? Which one triumphs?
- What do the characters’ choices say about human nature and survival? What happens to morality when survival is on the line?
Summer Reading – English 10 Regents
*All incoming 10th graders must choose one fiction or nonfiction book to read over the summer. This is an opportunity to find something that interests you. Any genre is fine; just make sure that the level is appropriate for you (YA or Adult). This should not be a book that you have read in the past.
Dear Students,
Dear Students,
The book you choose to read over the summer will serve as a basis for an in-class assignment that you will have at the start of the school year. Along with the reading of the text, please complete the following 2 tasks on a separate sheet of paper:
- What is the central idea of the text? (minimum of 1 well-developed paragraph; 6+ sentences in length)
- Find 10 quotes from the story that stand out while reading. What literary elements or devices were used in the quote? Include page numbers. For each quote, you should have a paragraph explanation of why the quote seemed important to you.
*You will need to bring the book and evidence of active reading to class on Sept. 17, 2025.
*All work should be done in pen (no pencil) or typed.
I look forward to meeting you and working with all of you in September. Have a wonderful
summer!
Mrs. Eggleston
eeggleston@scsd.org
Summer Reading – English 10 Advanced
Welcome to 10th Grade Advanced English! Throughout this year, we will be reading classic novels to prepare for AP Literature next year.
During the summer, you will be required to read Fahrenheit 451 and Anthem. We will be jumping right into the first two texts in September. These novels are both dystopian societies: A dystopia is a community or society that is undesirable or frightening. It is translated as “bad place” and is an antonym of utopia, a term that was coined by Sir Thomas More and figures as the title of his best-known work, published in 1516, a blueprint for an ideal society with minimal crime, violence and poverty (Dictionary.com). Keep this in mind as you read and look for clues that this society, which is supposed to show a “perfect society,” is actually the opposite of a utopia.
In Anthem, the narrator uses “we” when referring to himself, as a singular character. Keep this in mind while reading (it is confusing at first).
In Fahrenheit 451, the firemen are tasked with burning books, instead of putting out fires.
In both cases, things are not what we would expect them to be in our society. Keep track of quotes/ passages (active reading) that highlight reasons why the society justifies its behavior/ decisions. What led society to embrace these new versions of structure in their culture? Use post-it notes (or you may purchase your own copies to highlight/take notes) to take notes while reading. You should also make connections between the texts and modern society (keep in mind the novels are exaggerations of what both authors feared society would become – in what ways are we similar and in what ways are we different?). This will help you with discussions and activities in September. Also, use post-it notes for questions you may have for me. It helps to jot it down while reading. For each text, you need to have at least 10 quotes that you have marked off (post-it note).
In addition to active reading, you need to answer (in pen) the questions for each novel while reading. Questions for Fahrenheit 451 are due on Sept. 8. Anthem questions are due on Sept. 15. I will create a Google Classroom and post these assignments if you prefer to type your answers.
***We will be doing other work when we get back into class. I would strongly encourage you to finish the summer reading before we get back in September, so you may focus on lessons and activities that will be assigned when school starts.
I look forward to working with you next year. Do not hesitate to reach out with any questions while you are reading. I always enjoy talking about literature!
Mrs. Eggleston
eeggleston@scsd.org
Summer Reading – English 11
“Doing the best at this moment puts you in the best place for the next moment.” – Oprah Winfrey
Dear Eleventh Graders:
This coming school year is one where doing your best matters more than ever before – your effort is essential in academics, friendships, athletics, extracurriculars, college visits, outside jobs and activities, and even in becoming the best and healthiest version of yourself!
To get warmed up for Grade 11 English, read as much as possible this summer, but focus on ONE book of your choice that aligns to this essential question: To what extent, if any, can humanity surface in the face of darkness?
At the end of September, you will be participating in a Socratic Seminar. Each student will be sharing their views and ideas based on the book they read. A Socratic Seminar reflection will follow the discussion as an in-class assignment that counts in your first quarter grade.
In order to complete this task, you will need to do the following before 9/19/25:
_____ Read ONE text of your choice that aligns with the above essential question.
_____ Use a notebook or sticky notes to keep track of your thoughts and ideas about the book.
**You will need your notes on 9/19/25, so please keep them in a notebook or a Google Doc you can turn in on that date.
_____ Prepare to participate in a Socratic Seminar in late September by completing these in class after 9/19/25:
_____ Selecting 3-4 quotes from the text that made an impact and support your answers with to the essential question.
_____ Selecting 1-2 meaningful passages from the beginning, middle and end of the text (3-6 in total) and analyzing and reacting to them in complete sentences.
**As you read, ask yourself, “In what way do these passages speak to me?”
**Use these thoughts to help you frame your response to the essential question above.
Looking forward to seeing you in September!
Mrs. Brown
rbrown@scsd.org
Summer Reading – AP Literature and Composition
Welcome to AP Literature and Composition! This summer is a warm up for the reading, writing, and thinking we will be doing in class this school year – a year where doing your best is important.
You will be starting Dialectical Journal entries for two books: Snow Falling on Cedars by David Guterson and Extremely Loud and Incredibly Close, by Jonathan Safran Foer.
For each book you need:
- At least 10 quotes (20+ total)
- These quotes need to be from various parts of the book and be
- Meaningful or striking quotations or important passages
- Confusing or difficult quotations or passages
- Evidence of theme, tone, mood, character development, plot
complication, setting significance, etc. - Vocabulary work in context
- Figurative language (metaphors, similes, personification, etc.)
- Effective &/or creative use of stylistic or literary devices
- Passages that remind you of your own life or something you’ve
seen before - Structural shifts or turns in the plot
- A passage that makes you realize something you hadn’t before
- Examples of patterns: recurring images, ideas, colors, symbols or
motifs. - Passages with confusing language or unfamiliar vocabulary
- Events you find surprising or confusing
- Passages that illustrate a particular character or setting
- Passages that relate to society
- Connections to other books or pieces of literature
- These quotes need to be from various parts of the book and be
- Please type your answers in a Google Doc so you can add to them in school.
You need to have these quotes with you the SECOND day of school (09/05/25) so we can start the analysis part of the journal assignment in class.
***As a general rule, please do not use anyone’s thoughts but your own, do not use ChatGpT or any other AI generator, and do not plagiarize from outside sources or other people. Ever. If you do, your grade will be a 0, and there can be other academic consequences, such as removal from NHS. Just do your own work, honestly.
Finally, I would also suggest reading as much as you can over the summer, and always!
Any questions? Email me at rbrown@scsd.org and/or rbrown909@hotmail.com with the subject line AP Student.
Have a great summer!
Mrs. Brown
Summer Reading – English 12
Due Date: Tuesday, Sept. 16, 2025
You are required to read one book of choice this summer and then complete the assignment below. The book can be fiction or nonfiction, and it should be at least 150 pages.
Assignment
You will complete four reader response journal entries for your book. These journals should be done in a Google Doc. and will be submitted through Turnitin in September. Each response should be at least 200 words.
Select four writing prompts from the list below. You may do them in any order you choose.
- Language Recognition: Analyze a writing technique(s) used by the author and evaluate how it adds to the text. You may notice strong usage of sensory details, figurative language, persuasive appeals, tone of voice, etc. You may use any technique or element of writing.
- Select an important quote or passage from the text. Choose your favorite quote from the book and explain why it is your favorite. You may also choose a quote that you feel is significant and explain your reasoning.
- Choose your favorite scene from the book. Describe the scene and explain why you liked it.
- Make a connection. Relate some part of the book (a character, a setting, a conflict, etc.) to you and your life. How are they similar or different? You may also connect some aspect of the book to a song, poem, film, TV show, person, current event, historical event, etc.
- Choose your favorite or least favorite character from the book and explain your reasoning.
- Analyze a relationship in the text. This could be the most important relationship, the best relationship or the most toxic relationship. Explain your reasoning.
- Evaluate the ending of the book. Does the book end the way you expected it to end? Why or why not? Explain. What would you change?
- Choose a theme song for your book. If you could pick a theme song for this book, what song would you choose? Explain.
- Examine the purpose of the text. What does the writer’s purpose seem to be for writing this book? Explain your reasoning.
- Evaluate the book as a whole. Did you enjoy the book? Would you recommend it? Why or why not?
AP Language Summer Reading Assignment
Click here to open the Google Drive folder containing the documents for the assignment.