7th Summer Reading 2026

Dear Students and Families,

Welcome to 7^th grade! Over the summer, students are expected to complete a required summer reading assignment. This assignment is designed to help students stay engaged with reading, prepare for the upcoming school year, and practice important reading and writing skills.

Book Selection

Students must choose ONE of the following books from the Archdiocese of Philadelphia's approved list to read over the summer:

Among the Hidden by Margaret Peterson Haddix

Luke has never been to school. He’s never had a birthday party, or gone to a friend's house for an overnight. In fact, Luke has never had a friend. Luke is one of the shadow children, a third child forbidden by the Population Police. He’s lived his entire life in hiding, and now, with a new housing development replacing the woods next to his family's farm, he is no longer even allowed to go outside. ©1998 Grade Level 7-8

Fever 1793 by Laurie Halse Anderson

It’s late summer 1793, and the streets of Philadelphia are abuzz with mosquitoes and rumors of fever. Down near the docks, many have taken ill, and the fatalities are mounting. Now they include Polly, the serving girl at the Cook Coffeehouse. South Carolina Book Award Nominee for Junior Book, Manitoba Young Readers' Choice Award Nominee for Sundogs, Rebecca Caudill Young Readers' Book Award Nominee  ©2002 Grade Level 8-9

The Wednesday Wars by Gary D. Schmidt

A poignant coming-of-age story involving the funny misadventures of Long Island, New York, seventh-grader Holling Hoodhood and his unlikely discovery of Shakespeare in the turbulent academic year of 1967-1968. ©2007 Grade Level 5-9. 2008 Newbery Honor

Students should choose the book they feel is most appropriate for their reading level and interest. All books will be used for the same type of assessment and project when school begins.

Assessment Overview

This summer reading assignment will be worth a total of 50 points, divided into two parts:

1. Reading Test (25 points)

Students will take an open-book test during the first week of school based on their selected book.

• The test will include:
  • Multiple choice questions
  • Short response questions

• The purpose of the test is to assess comprehension and skills, including:
  • Plot
  • Characters
  • Conflict
  • Setting
  • Theme

2. Project (25 points)

Students will complete ONE project from the options listed below.

Students will demonstrate understanding of the novel by using textual evidence and showing thoughtful engagement with the book. Textual evidence means including quotes and a page number.

Project Options (Choose ONE)

Students will select one of the following:

1. Alternative Scenario Essay
2. Character Diary / Journal (6 entries)
3. Double Entry Journal (10 entries)
4. Slideshow (10 slides)
5. Written Comprehension Questions (10 responses)

All projects must:

• Be clearly organized
• Include references to the text (events, details, or quotes)
• Show understanding of the novel’s characters, plot, and themes

Typed and printed work is strongly preferred.

Handwritten work is acceptable only if it is clearly legible. Illegible work may not be accepted/graded.

1. Alternative Scenario Essay

Write a well-developed essay (1–2 pages) exploring one “what if” scenario from the novel.

Suggested Ideas:

• What if a character made a different decision?
• What if a major event happened differently?
• What if the story took place in a different setting or time period?
• What if the beginning or ending were different?
• What if a character was not in the book; how would that affect the plot?

Requirements:

• Clearly explain the alternative scenario and its importance
• Describe how the plot would change
• Include at least 3 specific references to the novel
• Organized paragraphs with an introduction, body, and conclusion
• Effort and thoughtful engagement with the book must be evident
• Times New Roman 12, double space, indented paragraphs

2. Character Diary / Journal

Write 6 diary entries from the perspective of a character in the novel.

Requirements:

• Each entry must include a date
• Each entry should reflect the character’s thoughts, feelings, and experiences
• Entries must reference actual events from the story
• Entries should show how the character changes over time
• Each entry must be a minimum of 5 sentences
• Effort and thoughtful engagement with the book must be evident

3. Double Entry Journal

Create a chart with 10 entries total.

Format:

• Column 1: A quote or important passage from the novel (include the chapter and page number)
• Column 2: Your reaction, explanation, or analysis of the quote (2-3 sentences)

Requirements

• Entries must be spread throughout the novel, not taken from just one chapter.
• Your journal should reflect reading from beginning, middle, and end of the book.
• Entries should demonstrate your understanding of how fictional elements, ideas, characters, and events develop over time.
• Avoid choosing all entries from the same chapter.
• Quotes should represent different moments in the story, showing progression rather than repetition.
• Effort and thoughtful engagement with the book must be evident

Response Expectations:

• Do not simply summarize the quote.
• Explain its significance (character development, conflict, theme, or important event).
• Show thoughtful thinking about why the quote matters in the context of the story.

4. Slideshow:

• Slide 1: Title of book, a picture of the book’s cover, book’s author, your name.
• Slide 2: Genre: What type of fiction book is this (realistic fiction, fantasy, mystery, historical fiction, science fiction, adventure, etc.)? Explain why this book fits that genre.
• Slide 3: Summary: Summarize the book in your own words. Include the main characters, the setting, and the most important events. Avoid paragraphs.
• Slide 4: Characters: Describe 3–5 important characters. Include personality traits, relationships, strengths, weaknesses, or changes they go through during the story.
• Slide 5: Setting: Describe where and when the story takes place. Explain how the setting affects the story, characters, or events.
• Slide 6: Conflict/Problem: What is the main problem or challenge in the story? Explain the conflict and how it is solved. Are the conflicts internal or external? Include examples from the book.
• Slide 7: Themes/Lessons: What important message, lesson, or theme does the author want readers to understand? Provide 3–5 examples or explanations.
• Slide 8: Quotes: Provide 3–5 important quotes from the book and explain why each quote is important. Include page numbers.
• Slide 9: Connections: What connections can you make to this book? Did it remind you of another book, movie, historical event, personal experience, or something happening in today’s world?
• Slide 10: Evaluation: Did you enjoy reading this book, why or why not? How would you rate this book? Explain your rating. Would you recommend others read this book, why or why not?

5. Written Comprehension Questions

Answer 10 questions about the novel in complete sentences:

1. Who is the protagonist of the novel? What kind of person is the protagonist? Describe the main character and explain their role in the story. Provide at least two character traits and support them with evidence from the text.

2. What is the main conflict in the novel? Identify the central problem and explain why it is important to the story.

3. How is the conflict developed and resolved? Explain how the conflict begins, develops over time, and is ultimately resolved (or not resolved).

4. Which other characters play an important role in the conflict? Explain how at least one additional character helps or hinders the main character or plot.

5. What is the setting of the novel? Describe the time and place of the story and explain how the setting affects the events of the novel.

6. Who tells the story (point of view)? Is the narrator a character in the story or an outside observer? How does this point of view affect the reader’s understanding? Clearly state if the story is told in first-person (I, me) or third-person (he, she, they).

7. What do you consider the climax of the novel? Identify the most intense or important moment and explain why it is the climax.

8. What is a central theme of the novel? State a theme and explain how the author develops this theme throughout the story. Theme is the moral or lesson of the story. What do you think the author expected the reader to learn or understand after reading this book?

9. Did the protagonist change over the course of the novel? Explain how the character changed (or did not change), using evidence from the text.

10. What questions or predictions did you have while reading, and were they answered?

Requirements:

• Responses must be thorough (3–5 sentences each)
• Include textual evidence or specific references (quote and page number)
• Demonstrate understanding of fictional elements.
• Effort and thoughtful engagement with the book must be evident

Summer Reading Rubric (25 Points – Project)

1. Literacy Understanding (5 points)

• Demonstrates a clear understanding of the novel
• Includes accurate details about plot, characters, setting, conflict, and/or theme
• Uses textual evidence appropriately

2. Following Directions (5 points)

• Completes all parts of the chosen project
• Follows instructions carefully
• Meets all stated requirements of the assignment

3. Content and Textual Evidence (5 points)

• Ideas are supported with specific references to the book
• Shows thoughtful engagement with the text
• Responses are relevant and accurate

4. Writing Quality (5 points)

• Writing is clear and organized
• Little to no grammar, spelling, punctuation, or usage errors
• Appropriate sentence structure and academic tone

5. Effort and Presentation (5 points)

• Work reflects time, effort, and care
• Neat, complete, and easy to read
• Project is organized

Important Notes

• Students should complete their own work independently.
• Students should take pride in their work and choices.
• Projects must be original. No copying, plagiarizing, or using automated-generated applications.
• The reading test must be taken during the first two weeks of school.
• Projects are due on an assigned due date at the start of the school year.

If you have any questions about the assignment, please contact the teacher before the start of the school year.

Thank you.