The Scholars Academy
An Accelerated College Preparatory School for Grades 6-12
27Q323, A Teaching and Learning Organization
Technology Today, Smarter Tomorrow: Removing Time and Place from Teaching and Learning
320 Beach 104 Street, Rockaway Park, NY 11694
www.schools.nyc.gov/schoolportals/27/Q323
Tel: (718) 474-6918
Fax: (718) 945-8958
Principal: Brian OConnell
Assistant Principals:
ToniMarie Sorrentino, Michele Smyth, Scott Milczewski, Dannielle Colleran
Welcome to Grade Eight Humanities
Summer Performance Based Task
Focus Question: How do peoples life experiences shape their definition of family?
Course: 8th Grade Humanities
Performance Based Task Description: Defining and redefining family is at the heart of the two summer
reading novels Shades of Gray and A Long Walk to Water. Students will write a thematic response to literature
in September that examines the question "How do William and Salvas experiences shape how they define
family?" What is the common central theme that both novels share regarding family and its role in their lives?
Explain how the two characters come to their definition of family at the end of each novel, including a
discussion of the similarities and differences in their experiences. To prepare for that, this summer students will
complete a note taking graphic organizer as well as answer several answer questions. This assignment will be
due Sept. 12, 2016 and count in your first marking period humanities grade.
Task Steps:
This summer we expect you to read for 30 minutes every day to remain a strong and fluent reader
Read the novels A Long Walk to Water and Shades of Gray
Complete the note-taking graphic organizer
Complete the short answer questions. The short response should be completed on loose-leaf or typed.
Use bullet point notes to record textual evidence, citing page numbers of evidence
Abbreviations and sentence fragments are permissible for the graphic organizer only
The completed graphic organizer and questions are due September 12, 2016.
Key Common Core Standards:
CCSS RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says
explicitly as well as inferences drawn from the text.
CCSS RL.8.2 Determine a theme or central idea of a text and analyze its development over the text
including its relationship to the characters, setting and plot.
CCSS W8.11 Create a presentation, artwork, or text in response to a literary work with a commentary
that identifies connections and explains divergences from the original.
a. Make well-supported personal, cultural, textual, and thematic connections across genres.
b. Create poetry, stories, plays, and other literary forms (e.g. videos, art work).
Materials
Copies of the novels: A Long Walk to Water and Shades of Gray
Reading Schedule
Graphic organizer
Short response questions
Student Outcomes
Students will be able to analyze how a characters point of view changes through varied experiences by
analyzing excerpts of the summer reading texts.
Students will be able to answer various short response questions to demonstrate comprehension of the
texts.
Students will be able to organize their ideas in a coherent manner in order to write a response to
literature for the Term 1 writing assignment. This summer assignment will count for 15% of your first
marking period grade (project).
Dear
Students:
Below
you
will
find
both
the
rubric
and
a
suggested
pacing
calendar
to
help
guide
you
through
this
assignment.
The
rubric
will
be
used
to
assess
the
work
you
complete
for
the
8th
Grade
Humanities
Summer
Assignment.
Please
review
it
prior
to
completing
the
graphic
organizer
and
short
response
questions
so
that
you
are
aware
of
the
expectations
of
this
task.
Once
you
have
completed
the
task,
complete
the
student
reflection
portion
to
reflect
on
the
challenges
or
obstacles
that
you
faced
during
this
assignment.
Sincerely,
The
8th
Grade
Humanities
team
Short Response:
Demonstrates an
understanding of the
question and texts.
Uses QBBW to
construct their
response.
Note taking Page:
Demonstrates an
Understanding of the
Focus Question:
How do peoples life
experiences shape
their definition of
family?
Spelling, Grammar
and Mechanics
Legibility/
Neatness
Level 4
Level 3
Level 2
Level 1
Students demonstrate
a through
understanding of the
question/texts and
provide a clearly
articulated answer that
is supported with 3-4
relevant text based
details.
Scholars include at
least 5 relevant and
specific details in each
box to show how each
of the protagonists
defines family at the
beginning of their
story and how they
define family at the
end of the story, as
well as what caused
the definition to
change.
Both the graphic
organizer and notetaking sheet are
virtually error-free.
Students demonstrate
a concrete
understanding of the
question/texts and
provide a correct
answer that is
supported with 2-3
relevant text based
details.
Scholars include 3-4
relevant and specific
details in each box of
how each of the
protagonists defines
family at the
beginning of their
story and how they
define family at the
end of the story, as
well as what caused
the definition to
change.
The graphic organizer
and note-taking sheet
contain 2-3 errors, but
the errors do not
interfere with
meaning.
Both documents are
fairly neat with 1-2
areas that are difficult
to read.
Students demonstrate
an uneven
understanding of the
question/texts and
provide a partially
correct answer that is
supported with 1-2
details that are
somewhat relevant.
Scholars include 1-2
relevant and specific
detail in each box of
how each of the
protagonists defines
family at the
beginning of their
story and how they
define family at the
end of the story, as
well as what caused
the definition to
change.
The graphic organizer
and note-taking sheet
contain 4 -5 errors in
spelling, mechanics,
and grammar.
Students demonstrate a
complete lack of
understanding of the
question/texts and
provide an incorrect
correct answer that
may or may not be
supported with text
detail.
Details of how each of
the protagonists
defines family at the
beginning and end are
either too general or
missing. Explanation
of how the
protagonists
definition changed is
incomplete or missing.
Both documents are
typed or neatly
handwritten.
Both documents lack
neatness and are
difficult to read.
Score
The graphic organizer
and note-taking sheet
contain more than 6
errors that interfere
with meaning and
comprehension.
Both documents lack
neatness making it
virtually impossible to
read.
Suggested
Pacing
Calendar
Week
of
June
26th:
Week
of
July
3rd:
Week
of
July
10th:
Week
of
July
17th:
Week
of
July
25th:
Shades
of
Gray
Read
and
annotate
the
task
card
for
required
tasks,
review
rubric
Read
chap.
1-3
of
SOG,
fill
out
first
box
of
column
1
of
graphic
organizer
Read
chap.
4-7
of
SOG,
continue
filling
in
first
box
in
column
1
of
graphic
organizer
Read
chap.
8-11
of
SOG,
start
filling
in
second
box
of
graphic
organizer
Read
chap.
12-14
of
SOG,
continue
filling
in
second
box
of
the
first
column
of
graphic
organizer
Read
chap.
15
-17
of
SOG.
Finish
the
column.
Review
column
1
by
using
rubric
to
assess,
consider
answering
1-2
of
the
short
response
questions
if
they
pertain
to
SOG
Week
of
August
1st:
A
Long
Walk
to
Water
Start
ALWW
by
reading
chap
1-3,
fill
in
first
box
of
column
two
in
graphic
organizer
Week
of
August
8th:
Read
chap.
4-8
of
ALWW,
continue
to
fill
out
first
box
of
column
2
of
graphic
organizer
Week
of
August
15th:
Read
chap.
9-12
of
ALWW,
start
filling
out
second
box
in
column
2
of
graphic
Organizer.
Week
of
August
22nd:
Read
chap.
13-15;
continue
to
fill
out
column
2
of
graphic
organizer
Week
of
August
29th:
Finish
ALWW.
Complete
the
graphic
organizer
and
answer
remaining
short
response
questions.
Week
of
Sept.
5th:
Evaluate
all
work
prior
to
the
start
of
school
using
the
attached
rubric
and
make
changes
as
needed.
Sept.
12,
2016
Summer
Project
is
due.
The Scholars Academy
Date:
Name:
Class:
Directions: As you read the assigned novels, keep in mind the following focus question: How do peoples life
experiences shape their definition of family? Use this note-taking page while you are reading the summer
reading books A Long Walk to Water by Linda Sue Park and Shades of Gray by Carolyn Reeder. Be sure to
include text evidence (with page numbers) to help support your ideas. You may use additional paper if needed
and an electronic version of this form can be found at:
Shades of Gray
What details from the text show how William initially
defines family?
A Long Walk to Water
What details from the text show how Salva initially
defines family?
What details from the text show that Williams
definition of family is changing/has changed? What
details reveal the causes for this change change?
What details from the text show that Salvas definition
of family is changing/has changed? What details
reveal the causes for this change?
The Scholars Academy
Date:
Name:
Class:
Directions: After reading the two texts, respond to the following, 2-point, short response questions using
QBBW (question as answer, back it up, back it up, wrap it up). The answers should be supported with relevant
text based evidence.
1. Based on this excerpt from Shades of Gray, explain what this quote reveals about Uncle
Jeds character? Use relevant text based detail to support your answer (quote taken from
page 107) (CCLS R.L 8.3)
They said at the store he should ask to stay here. Dont you see, they figured
youre the only one around whod be willing to take in a Yankee. And if you do it, youll
lose all the respect you gained by fixing the millworks!
Uncle Jed looked down at him quizzically. After a few moments he said, I do what
I think is right without worrying as to whether it will cause me gain or loss. A man
doesnt want to have to stop and try to figure out what everybody else might think or do
each time he has to make a decision.
2. What is the impact of having two different points of view (narrative voices) in A Long
Walk to Water? Use relevant text based detail to support your answer. (CCLS RL 8.6)
3. Choosing one of the texts, explain how the title connects to a central idea of the story.
(CCLS RL 8.2)
4. Choose one of the following statements and create an argument for or against the claim
presented. Support that claim with evidence from the text.
Claim 1: Uncle Jed is a courageous man.
Claim 2: Salva Dut is a victim.
5. Create
your
own
question
about
one
or
both
of
the
books.
It
should
address
one
of
the
following:
theme,
characterization,
central
conflict
or
setting.
Then
answer
your
question
providing
relevant
text
evidence.
Write
your
question
here:
