Accelerated English 8 Summer Assignment Sacajawea Middle School

2020/2021 SAC 1

Throughout your summer vacation, you will need to read the following books and complete the attached assignments. This summer work will be due in your language arts class on the first day of class. The Giver By Lois Lowery Jonas' world is perfect. Everything is under control. There is no war or fear or pain. There are no choices. Every person is assigned a role in the Community. When Jonas turns twelve, he is singled out to receive special training from The Giver. The Giver alone holds the memories of the true pain and pleasure of life. Now, it is time for Jonas to receive the truth. There is no turning back. Summary from www.goodread.com

Notable Book. Newbery Honor Book.

https://archive.org/stream/TheGiverFullBook/The%20Giver%20%28Full%20Book%29_djvu.txt

Throughout your summer, it is important to fuel your mind with good literature. Summer reading will help increase your reading fluency, vocabulary and comprehension and will give a jump start on 8th grade.

Tasks to Complete 1. Read The Giver • The Concept of Heroism Defining Heroism

• Challenges and Character Traits Maintaining a Dialectical Journal

• Be ready to AR test the first week of school. • Hero paragraph

2. Read Johnny Tremain. • Be ready to take an AR Test on this book during the first days of school.

3. Read a traditional classic or a book from a college-bound reading list. You may refer to the list of AP classics on the following website http://www.lakeholcombe.k12.wi.us/uploads/1/0/4/0/10408064/college_boustnd_recommended_reading.pdf

• Be ready to take an AR test on this book during the first days of school.

4. Greek & Latin Roots • Memorize the definitions of all 160 Greek and Latin Roots and be ready to test.

5. Grammar • Memorize the definitions of the parts of

speech. • Memorize the linking and helping verbs. • Memorize the list of prepositions

Accelerated English 8 Summer Assignment Sacajawea Middle School

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Activity 1: The Giver - The Concept of Heroism Defining Heroism Student Target: To reflect on statements about heroes and create a definition of heroism Instructions: At the beginning of the school year, you will explore the concept of heroism. Read the following statements. Mark down whether you agree or not with the statement. Go with your first thought. Agree/Disagree? 1. All heroes are brave. 2. Heroes are created by the events around them. 3. You cannot fail and still be considered a hero. 4. You must decide to be a hero. 5. If you perform a heroic deed, then you are a hero. 6. A hero overcomes physical challenges. 7. To be a true hero, a person would have to risk his or her life.

8. Heroes deserve fame and fortune.

1. How do you define a hero? When you hear the word “heroes,” what images and thoughts come to your mind?

2. Name at least three of your heroes. They can be fictional or nonfictional. They can be someone from real life such as a well‐known historical figure, or a character from a book, movie or TV show. Write down at least three reasons why you consider these people heroes.

Hero #1 ‐ Hero #2 – Hero #3 ‐

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Activity 2: The Giver - Challenges and Character Traits- Maintaining a Dialectical Journal Student Target: To critically read a text for the specific purpose and to respond to a specific passage with comments, questions, or insights to foster active involvement with a text. Instructions: Review the following working definitions of challenges and character traits. Maintain a Dialectical Journal while you read your selected novel. Have a minimum of 20 journal entries. Sample Character Traits: able active adventurous affectionate afraid alert ambitious angry annoyed anxious apologetic arrogant attentive average bad blue bold bored bossy brainy brave bright brilliant busy calm careful careless cautious charming cheerful childish clever clumsy coarse concerned confident confused considerate

cooperative courageous cowardly cross cruel curious dangerous daring dark decisive demanding dependable depressed determined discouraged dishonest disrespectful doubtful dull dutiful eager easygoing efficient embarrassed encouraging energetic evil excited expert fair faithful fearless fierce foolish fortunate foul fresh friendly frustrated

funny gentle giving glamorous gloomy good graceful grateful greedy grouchy grumpy guilty happy harsh hateful healthy helpful honest hopeful hopeless humorous ignorant imaginative impatient impolite inconsiderate independent industrious innocent intelligent jealous kindly lazy leader lively lonely loving loyal

lucky mature mean messy miserable mysterious naughty nervous nice noisy obedient obnoxious old peaceful picky pleasant polite poor popular positive precise proper proud quick quiet rational reliable religious responsible restless rich rough rowdy rude sad safe satisfied scared

secretive selfish serious sharp short shy silly skillful sly smart sneaky sorry spoiled stingy strange strict stubborn sweet talented tall thankful thoughtful thoughtless tired tolerant touchy trusting trustworthy unfriendly unhappy upset useful warm weak wicked wise worried wrong

Accelerated English 8 Summer Assignment Sacajawea Middle School

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Dialectical Journal Book Title: Character: Text Page # Character Trait Insight/Reaction/Question/Interpretation Cite specific examples of challenges faced by a variety of characters. Include page numbers.

Explain how the quote demonstrates the character traits. What does it establish about the character?

“I wanted to follow her down into the darkness. I wanted to see the court of Poseidon. But I looked up at the sunset darkening on the surface. My friends were waiting. We had so little time…I kicked upward toward the shore.” (273).

Dependable Percy is clearly being tempted by the possibly once in a lifetime chance to see Poseidon’s kingdom. Most kids would go a take a quick peek. Unlike most kids, Percy’s friend can count on him to remember that they had things to do and they needed him to return.

Turn in your completed dialectical journal on the first day of school.

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Activity 3: Read Johnny Tremain Read the background provided below for Johnny Tremain prior to reading the book. Chapters 1-5 Time and Place In the 1770s, the city of Boston was almost an island. It projected out into Boston Harbor, con- nected to the mainland by a thin strip of land called “the Neck.” This was both good and bad for Bostonians. It was good because it provided easy access to Boston Harbor, while the Neck’s guarded gates helped protect the city from attack. It was bad because it meant that the city could be easily isolated from communities on the mainland. The city itself was a fairly typical eighteenth-century British-style town. A main feature was the Common, which still exists today. This land was shared by all and was used for pastureland, military training, horse-riding, and general recreation. People gathered at the Common to exchange news, as they did at the many water pumps scattered throughout the city. Did You Know? Johnny Tremain, like many poor boys of his time, was apprenticed to a master craftsman to learn his trade: silversmithing. Apprentices worked and usually lived with their masters for a period of about seven years. In exchange for the boy’s efforts, the master would train, house, and feed him. Paul Revere, whom Johnny consults for advice on a difficult smithing task, was a very tal- ented and well-regarded silversmith in Boston. He learned the trade during an apprenticeship with his own father. Revere was particularly famous for his ability to keep the basic beauty of a design, while adding many decorative frills that were popular at the time

Chapters 6-8 Time and Place As early as 1767, the British were taxing the tea that was shipped to the American colonies. Some colonists began boycotting British tea; as a result, tea exporters such as The East India Company lost a great deal of money. To help this important business, the British government gave it exclusive rights to sell tea in the American Colonies, under The Tea Act of 1773. In September of that year, the East India Company filled seven ships with tea bound for the colonies. These ships, carrying hundreds of thousands of pounds of tea, were headed for Boston, New York, Philadelphia, and Charleston. Protests broke out in all these cities, and several of the ships turned back to England. The ships bound for Boston reached their destination in November 1773. The Patriots responded with a dramatic protest called the Boston Tea Party. Did You Know? In the 1770s, Boston was a key American shipping port, both because of the fine ships built there and the many different products traded on the Boston wharves. Most Bostonians were somehow connected to the shipping trade or to the fishing industry: a variety of craftspeople built ships; unskilled workers loaded and unloaded merchandise from ships and warehouses; other Bostonians

Accelerated English 8 Summer Assignment Sacajawea Middle School

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made a living catching and selling fish and oysters. Many of Boston’s wealthy families had made their money through shipping and trade. Chapters 9-12 Time and Place Bostonians responded with outrage to the closing of their port and the arrival of British soldiers and warships. The Committees of Correspondence that Sam Adams began in the early 1770s evolved to play an even more active role. In September 1774, all the colonies except Georgia sent representatives to the First Continental Congress in Philadelphia. The Congress decided on a boycott of British goods and promised to stand together in defense of Boston. One result of this promise was the forming, arming, and training of colonial militias. The Congress also prepared a summary of its complaints for King George. The king, however, was not interested in reviewing these complaints and sent more soldiers and ships to Boston. Did You Know? Like many soldiers in America's early conflicts, the common Continental was, on average, quite young. One historian found that in nine New Jersey towns nearly 75 percent of boys who were fifteen and sixteen at the onset of hostilities served in the army or the militia. Thousands more were under twenty.

Many may have been drawn, at least initially, by the adventure of it all. Many were poor and had little or no property or marketable skill. Pay was poor and often delayed or deferred, discipline was harsh, food meager and sometimes rotten, and clothing and shelter often insufficient. But for some men the army was a better and more dependable way of life than the lives they were used to.

Activity 4: Is the Protagonist a Hero? Hero Paragraph Reflecting on the definition of a hero Please type this assignment using Ariel 12 pt. font, double spaced. Turn this document in on the first day of school.

Student Target: In a paragraph reflect on your definition of a hero. Choose a character from one your three summer books and decide if the protagonist fits your definition of a hero. Instructions: Write a paragraph that explains how the protagonist has the qualities of a hero. Explain the challenges your character faced and how these challenges defined or changed the character. Begin your response with a strong topic sentence that states your answer to the prompt. Then, support your topic sentence with evidence from the text and thoughtful commentary. Planning Your Time

Good time management and the ability to plan your time is an essential skill to have that will serve you well into adulthood. Students who excel do this on a daily basis and achieve their goals! You CAN NOT leave this assignment till the last minute – there is too much to do.

Accelerated English 8 Summer Assignment Sacajawea Middle School

2020/2021 SAC 7

8th Grade Greek and Latin Roots ROOT DEFINITION ROOT DEFINITION

1. BIBLIO book 25. CYCLO circle

2. DICT word 26. GRAPH/GRAM write/draw

3. SCRIPT write/draw 27. -ENCE Makes a noun

4. JUV youth 28. DEMOS people

5. -OUS Makes an adj. 29. PRO before

6. CONTRA against 30. CERT true

7. FIDE faith/trust 31. AUDIO sound

8. -FUL Makes an adj. 32. ANTHROP mankind

9. BIO life 33. -ARY Makes an adj.

10. PHIL love 34. -OLOGY the study of

11. –ABLE, -IBLE

Makes an adj. 35. MISO hate

12. CEDE move/ withdraw 36. -ISH Makes an adj.

13. SCOP look/see/examine 37. -ATE Makes a verb

14. CHRON time 38. ALT high/height

15. METER measure 39. DECI ten

16. CENTI one hundred 40. GEO earth

17. MIL one thousand 41. PERI through, around

18. KILO one thousand 42. -AL Makes an adj.

19. -MENT Makes a noun 43. THEO god

20. PHYS nature/growth 44. PSYCH mind

21. PYR fire 45.-er Makes a noun

22. GRAT please 46. INTRA/INTRO within

23. -ITY Makes a noun 47. -IST Makes a person

24. -IZE makes a verb 48. –IVE Makes an adj.

Accelerated English 8 Summer Assignment Sacajawea Middle School

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ROOT DEFINITION ROOT DEFINITION

49. ANTE before 77. AQUA water

50. ANTI against 78. AUDI hear

51. BI two 79. BELL war

52. CIRCUM around 80. CAP take

53. COM together 81. CISE cut

54. CON together 82. BIO life

55. DE down 83. AUTO self

56. DIS away 84. PORT carry

57. EQUI equal 85. SCRIB write

58. EXTRA beyond 86. LOGY science

59. INTER between 87. CRED believe

60. INTRA within 88. NEO new

61. INTRO into 89. AD to

62. MAL bad 90. MISS send

63. MIS bad 91. CENTRI center

64. NON not 92. HOMO same

65. POST after 93. SPECT look

66. PRE before 94. DUCT lead

67. SEMI half 95. FER carry

68. SUB under 96. PEND hang, weigh, pay

69. SUPER above 97. MICRO small

70. SYN together 98. HYDRO water

71. TRI three 99. PHOTO light

72. UN not 100. PAN all

73. ARCHY government 101. PENTA five

74. ARD always 102. TELE far; distant

75. CIDE kill 103. VID look

76. ICIAN specialist 104. OMNI All

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ROOT DEFINITION ROOT DEFINITION

105. EX out 133. PHOBIA fear

106. POLY many 134. ORTHO straight

107. RE again 135. PUT think

108. HYPO under 136. VER truth

109. PSEUDO false 137. MATRI mother

110. NEURO nerve 138. MEGA large

111. -TOMY cut 139. POP people

112. HEMA blood 140. SANGUI blood

113. PROTO first 141. PATER father

114. PHON sound 142. VITA life

115. MONO one 143. DEMO people

116. VIV life 144. STEREO solid

117. MORPH shape 145. ISM doctrine

118. VEST clothes 146. COGN know

119. BENE good; well 147. SUR over

120. POND weight 148. ALTER other

121. CORP body 149. ASTR star

122. DORM sleep 150. DYNA power

123. NOV new 151. HYPER over

124. PUNCT point 152. LUNA moon

125. JECT throw 153. OCTA eight

126. -TION act or state 154.GYRO turn

127. LOCO place 155. AMAT love

128. DOX opinion 156. HELIO sun

129. AMPHI both 157. TETRA four

130. MAGNA great 158. SON sound

131. EU good 159. DEC ten

132. ENDO within 160. STELL star

Accelerated English 8 Summer Assignment Sacajawea Middle School

2020/2021 SAC 10

Parts of Speech

1. Noun is a word that names a person, place, thing, or ideas

2. Pronoun is a word used in place of one or more than one noun. It may stand for a person, place, thing

or idea.

3. Adjective is a word that modifies (describes) a noun or pronoun.

4. Preposition is a word that shows the relation of a noun or pronoun to some other word in the

sentence.

5. Verb is a word that expresses action or otherwise helps to make statement.

6. Adverb is a word that modifies (describes) a verb, adjective or another adverb.

7. Conjunction is a word that joins words or groups of words.

8. Interjection is an exclamatory word that expresses strong emotion and has no grammatical

relationship to the rest of the sentence.

9. Subject is the part of the sentence about which something is being said and must contain a noun or

pronoun.

10. Predicate is the part of the sentence that says something about the subject must contain a verb a word

that names a person, place, thing or idea.

Accelerated English 8 Summer Assignment Sacajawea Middle School

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Action Verbs

(@25,000 mental and physical actions)

Helping Verbs

do

does

did

has

have

had

is

am

are

was

were

be

being

been

may

must

might

could

should

would

shall

will

can

Linking Verbs

be

is

am

are

was

were

being

been

Prepositions

aboard behind during

about below except

above beneath for

across beside from

after besides in

against between inside

along beyond into

among like around

by near at

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concerning of before

down off on

throughout until out

till up over

to upon past

toward with since

under within through

underneath without