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Summer Academic Work


Summer Reading Assignments

All students entering grades 6 to 12 have a reading assignment for English.

Grades 6 to 9

Summer Reading Assignments

2018-19 School Year, Grades 6 to 9

The way to get better at anything is to practice.  This is true for reading. For anyone to get better at reading, they must continue to read—all the time, during the school year and also when school is not in session. Reading has many benefits (see below). Therefore, we are asking all our students to read over the summer.


Why should you read?

(see the graphic, right)

1. Reading is rewarding.

2. Reading Builds a Mature Vocabulary (fights word poverty).

3. Reading makes you a better writer.

4. Reading is hard and “hard” is necessary.

5. Reading makes you smarter.

6. Reading prepares you for the world of work.

7. Reading is financially rewarding.

8. Reading opens the door to college and beyond.

9. Reading arms you against oppression.


Before school ends, you will:

  • Help to create an online summer reading book list of possible titles to read.  Here it is!

  • Set your own summer reading goals.

  • Set up a list where you will record what you read over the summer.

Grades 6 to 9 Book List

Over the summer, you will:

  • Read like crazy!

  • Keep track of the books you read in your Google doc.  If you are a new student to Dock, you can keep track in your own google document or on a piece of paper.  You will bring the paper or share the electronic file with your teacher in the fall. Here is a sample.

  • Think about the books you’re reading and the ways you are growing as a reader.


In the first couple days of school, you will:

  • Review your reading goals.

  • Reflect back on your reading achievements, disappointments, and your lives as readers over the summer.

  • Talk to your classmates and teacher about your reading.

  • Teachers will also set goals and report back.


Questions to consider (and for you to discuss with your classmates) as you read:

  • What’s something that surprised you about your reading this summer?

  • What was your reading goal for this summer and how did it work out?

  • What one book that you read this summer would you recommend that everyone read?

  • How would you describe your life as a reader this summer?


(P.S. Your reading teacher will be doing all of these things too, including setting goals and reading!)

Grades 10 to 12

Summer Reading Assignments

2018-19 School Year, Grades 10 to 12

Dock is adopting a new approach to summer reading for the 2018-19 school year, one that we hope will inspire students to read a book they love, and come to school in the fall prepared to discuss it with their peers and faculty. 

Faculty and staff members from across the school will select a book they are interested in reading. During the first week of school in the fall, faculty and staff will lead group discussions about the books. 

Your list of summer reading choices is here.

Students need to read the book of their choice and be ready to discuss the book and their experience reading it on All School Orientation day on August 29.  Reading groups will consist of 2-15 students and one teacher or staff person.

View the summer reading list

Select your book

AP Courses

AP Physics

Contact Mrs. Mast for your assignments. These should also be posted on Schoology.

Mrs. Mast
Description: In this project you will complete an independent unit on Electricity and Magnetism. You will read, watch videos and fill in conceptual worksheet packet on the topic and will demonstrate your knowledge using an Audio PPT presentation mode. This means once you made your PPT, you can go to Record Slide Show from any PPT app and record your own voice explaining the concepts and each slide as if you were presenting it in class.
1) The RESOURCES in our Schoology Group is titled: Electrostatic Unit. The unit contains:
A Folder called Electrostatic and Current which contains:
Notes and Objectives on the necessary topics in CLEAR AND EASY outline form Videos from the Khan Academy to aid your learning
A folder called Electrostatic and Current Worksheets which contains:
i. Sample problems (some with answers) on each topic for you to use
and practice

ii. You have to be able to solve those problems, there will be a test when you come back.
1) Completion of the conceptual packet (separate attachment) – will be handed in on the due date beginning of school. PRINT OUT AND COMPLETE
2) AUDIO PPT – 15-25 min with following requirements
a. AT LEAST 1 slide for each of the 14 topics in your conceptual packet (listed below)
Each slide needs at least ONE Visual representation of the principle
Definition/Description of the concept
At least ONE sample problem (mathematical or conceptual)
Audio explanations of both the visual and the written problem/example
3) Principles/laws covered and MUST be included are:
Coulomb’s Law
Electric Field
Electric Potential
Electric Current
Ohm’s Law
Electric Power
Series Circuits
Parallel Circuits
Compound Circuits
Faraday’s Law




Length 2 pts
PPT with at least 15 slides, one topic per slide 30 pts
Definition/description of topic 15 pts
Sample problem present AND explained/per topic 15 pts
At least ONE visual per slide 5 pts
Audio is clear and provides a good comprehensive explanation for each topic 3 pts
Conceptual packet — complete and correct 25 pts
TOTAL and comments 65 pts


  • PROJECTS WILL BE SUBMITTED TO SCHOOLOGY by 7:00 am first Thursday of school.
  • Late projects will receive 1⁄2 credit only up to one week past due
  • Work that is not original and is not produced by you will receive a 0 and you will be asked to leave the AP level


Download a PDF of this document here



AP Biology

Contact Mrs. Mast for your assignments. These should also be posted on Schoology.


Summer Work Big Idea #4


DUE 1st day of school


Mrs. Mast


General Comments:

1. All attachments and resources are in a SCHOOLOGY group called AP BIOLOGY

2. Answer all questions in detail and to the point. DO NOT spend time being descriptive. It's more important WHAT you say than HOW you say it.

3. DO NOT WRITE IN ANY OF THE BOOKS. Please type or write the answers out in a notebook

4. Your work must be original and completely your own. Any copied answers or written explanations that were just taken from other sources instead of being well thought out and written by you will result in your excuse from this class next year.

5. You will be tested on this material 1st week back from school.

DO NOT WAIT till last minute, this will get overwhelming!




PART I: Overview (40 pts)

1. Please start with looking at the following Prezi to get an overview of the BIG IDEA 4 unite for AP BIOLOGY, which is the unit the summer work is based on and what we will be starting with:

- The 2nd link is for some vocab terms you need to know to understand this unit. You may want to run through those several times to get familiar.

2. Read chapters 51, 52, 53 and 55 in your TEXTBOOK.

a. Complete the READING GUIDES for each chapter (located in Schoology)

b. Please print them out and hand write the answers

c. Be ready to hand all 4 reading guides 1st day of school

PART II: Essential Questions for this unit (10 pts)

1. On a separate sheet of paper, answer each part of the question below. Each part is 5 points, so you must have at least 5 different details for part a and part b. Make sure each part of the question gets answered!!

PART III: Virus Study (60 pts)

1. Read Chapter 19

2. Complete chapter 19 Reading Guide

3. Create a PPT covering the life cycle of a Flavivirus

a. PPT must include

i. Visuals on every slide!

ii. Overview of the Flavivirus

iii. What type of virus is it?

iv. What is its structure?

v. What type of genetic material does it contain? Describe the genetic material in detail

vi. How does it enter the host?

vii. What does it do as soon as it enters the host cells?

viii. How does it take over the body’s machinery and start replicating?

ix. What are the symptoms of the virus?

x. What are the long-term effects of the virus?

xi. Include any work cited in correct MLA format on the last slide.

4. Case Study: ZIKA VIRUS

a. READ the following article (also on Schoology):

b. Answer the following questions on a SEPARATE sheet of paper

c. Use your OWN WORDS and supplement with statements and/or quotes from the article

i. What is the central question the article addresses?

ii. What are teratogens?

iii. What are the critical questions that need to be answered for prevention and response to be mounted?

iv. What are the patterns and timing of the Zika virus’ spread (use the following link to answer:


v. Why is a review of the evidence linking Zika virus infection and adverse pregnancy and birth outcomes needed?

vi. What two approaches are used to identify potential teratogens?

vii. Which number criteria is necessary for causation relationship to be established. Explain why those three specifically are essential?

viii. Explain which criteria the Zika virus transmission fulfills and which ones still require more research

ix. What are the symptoms of both the fetal (pre-born) and baby born and carried to term when Zika infection is present?

x. What tests were performed for a pregnant woman used to assess the Zika virus progression and causation?

xi. Why the last three criteria are not considered essential?

xii. What are specific effects of the Zika virus that causes microcephaly?

xiii. Are there alternative hypotheses for the symptoms of the brain abnormalities?

xiv. What are the 3 critical issues we can focus on now that the causation has been established?

AP Environmental Science

Contact Miss Metzler for your assignments. These should also be posted on Schoology.

Miss Metzler's AP Environmental Science students should read Chapter 2 of the online textbook and create a narrated PowerPoint. Look to the Testing Comprehension questions on page 45 as a guide for the content to include. This will be used as a review of the content for yourself when the class begins before taking the Ch. 2 test. Second, you will research 3 species that live in our region and make a 5-10 minute video with footage of these species, giving information about where they are originally from and how they interact with other living things in the environment- have fun with this! If you have any questions about how to this summer work, contact me at