English 10 Honors



AP Language and Composition Summer Assignment

OVERALL ASSIGNMENT:

• READ Fast Food Nation by Eric Schlosser

• ANNOTATE YOUR BOOK. Your ANNOTATED BOOK IS DUE ON THE FIRST DAY OF CLASS. You may purchase a new or unmarked used copy of the book so you can annotate directly in the text or check out a copy from the Shadle bookroom and use sticky notes to annotate.

• Be prepared to discuss the text and complete assignments related to the text when school begins. If you have any questions, contact Mrs. Farnsworth at hollyf@.

DIRECTIONS:

1. Obtain a copy of the book and write your name on the inside cover (on sticky note if not purchasing).

2. Read all of the attached project directions carefully.

3. Read and thoroughly annotate the introduction. Once you are done with the introduction, reread the annotations rubric. (You should have a variety of annotations, but a majority should be level 2.)

Add to them as necessary, and use what you learn to improve your remaining annotations.

You can find additional sample annotations of the introduction to Fast Food Nation under the AP Assignments section on Mrs. Farnsworth’s website at .

Annotation: the act of making notes in/on a text as you read so that it shows your critical thinking and analysis of the text. Think of annotation as writing notes for your future self, notes that make your thinking obvious to an outside observer, and notes that preserve the thoughts you had while you were reading.

4. Read and thoroughly annotate the entire book, including the epilogue and the afterword.

5. Turn in your book on the first day of school.

Students are encouraged to read the book with their parents/guardians. Discussing the book with your parents and friends can enrich your experience with the text. Be sure to maintain academic honesty throughout this assignment. Conversations you may have with parents or friends are meant to enhance your understanding and are not a substitute for your own thinking and reading.

Your annotations should attend to all three levels of thinking as listed below:

|All of my annotations are: |

|1. Legible |

|2. Understandable to my future self and to my teacher |

|Level 1 |Level 2 |Level 3 |

|Literal—found directly in the text |Interpretive/Analytical—found by making |Universal/Thematic—found outside of the |

| |inferences |text |

|Questions/notes that check for |Questions/notes about the author’s choices |Questions/notes about how the text relates |

|understanding | |to the world outside the text, including |

| | |how it relates to my life and what I know. |

|L1 Annotations… |L2 Annotations… |L3 Annotations… |

|are factual |are inferential |are reflective |

|identify main points/events in the text |speculate about motive/purpose of author |link text to prior knowledge, other texts, |

|lead to an accurate and thorough summary of|follow patterns and identify relationships |or personal experiences |

|the text |among parts of the text | |

EXAMPLE ANNOTATIONS FOR EACH LEVEL:

Summer Reading Annotations Rubric for the scope of the text

(based on the 9-point Advanced Placement College Board Scoring Scale)

|1-2 Below standard, Unsuccessful |3-4 Approaching standard, Inadequate |5 |6-7 Adequate, meets standard |8-9 |

| | | | |Effective |

| | |Inconsi| | |

|The student annotates too few |The student LEGIBLY annotates some of|stent |The student LEGIBLY annotates |The student LEGIBLY annotates and |

|sections of the text and/or the |the scope of the text though some | |the majority of the scope of the|identities all of the items listed in|

|annotations are ILLEGIBLE. |lapses in legibility may occur. | |text on a variety of levels. |the 6-7 category with clear, thorough|

| | | | |insight and apt observations. |

|The meanings of the student’s |The student’s annotations are | |The annotations make clear to | |

|annotations are not clear to the |sometimes difficult for a reader to | |the reader what the writer was |All of the annotations are easily |

|reader. |understand what he/she thinking as | |thinking as he/she read: |interpreted by the reader. |

| |he/she read. | | |The student pays particular attention|

|The student’s notes do not show | | |The annotations attend to a |to analyzing the function of |

|understanding of the text in a way |The student’s annotations are limited| |variety of levels of thinking. |figurative/rhetorical strategies at |

|that is clear to the reader |to personal responses or paraphrase | |For instance, the student: |work in the passage. |

|The students notes are limited to |more than analysis | | |The student recognizes patterns and |

|highlighting without annotating the |The student does not note some | |Level one: |identifies complicated themes at work|

|highlights |obvious strategies used by the | |defines unknown vocabulary |in the text |

|The student’s annotations are limited|writer. | |notes important main | |

|to personal responses |The student does not attend to main | |points/claims over the scope of | |

| |points/claims over the scope of the | |the whole work. | |

| |whole work. | |notes tone/connotatively charged| |

| |Student does not identify some | |diction | |

| |obvious figurative | |identifies most of the | |

| |language/rhetorical strategies at | |figurative language/rhetorical | |

| |work in the passage. | |strategies in the passages | |

| | | |comments on the | |

| | | |form/format/structure and shifts| |

| | | |in style/structure | |

| | | |determines point of view | |

| | | |lists character traits | |

| | | | | |

| | | |Level two: | |

| | | |identifies the function of | |

| | | |language/rhetorical strategies | |

| | | |in the passages | |

| | | |identifies the function of the | |

| | | |style/structure | |

| | | |makes inferences | |

| | | |makes predictions and hypotheses| |

| | | |notes patterns/motifs | |

| | | |evaluates the author/character’s| |

| | | |arguments/claims and may | |

| | | |challenge these claims | |

| | | | | |

| | | |Level 3: | |

| | | |notes personal | |

| | | |responses/emotional connections | |

| | | |asks questions and theorizes | |

| | | |answers | |

| | | |makes connections outside of the| |

| | | |text | |

| | | |notes universal human behaviors,| |

| | | |themes | |

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English Summer Reading Assignment Rationale

The summer assignment has many purposes and values:

1. Coming to class having read the same text allows students to begin with a common focus and it allows the class to begin deep instruction on the first day of class. It’s like getting a two-week head start on school.

2. This common reference point is used throughout the first few weeks to enhance the practice of active reading and teaching of deep text analysis.

3. The assignment rekindles the higher thought processes that we will begin using in earnest on the first day of class.

4. The project is NOT an “audition” for the honors program. Instead, it is a diagnostic tool for teachers, allowing us to assess a student’s ability to understand and annotate texts as well as to follow directions.

5. The project adds more award-winning and critically-acclaimed books to the students’ high school reading repertoire, building skills to analyze challenging and thought-provoking texts at a high level.

6. The project prepares students for college experiences, now that many universities assign a common book to incoming freshmen.

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