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Preap English 10: Summer Work Packet and Course Information
Preap English 10: Summer Work Packet and Course Information
Preap English 10: Summer Work Packet and Course Information
High School
2014-15
Summer Work Packet and
Course Information
PreAP English 10
(World Lit. for sophomores)
Is
Pre-‐AP
Right
for
You?
The
Advanced
Placement
(AP)
curriculum,
developed
by
an
international
organization
called
the
College
Board,
consists
of
highly
rigorous
courses
in
which
high
school
students
can
earn
college
credit.
Each
high
school
AP
course
has
an
equivalent
AP
exam
that
is
given
at
the
end
of
the
course.
To
earn
college
credit,
the
student
must
perform
well
not
just
in
the
class,
but
also
on
the
exam.
Because
of
the
difficulty
of
AP
exams,
only
the
top
students
typically
register
for
AP
classes.
These
students
often
experience
a
much
easier
transition
from
high
school
to
college
because
of
the
skills
and
confidence
developed
in
AP
courses.
At
Mingus,
we
offer
AP
Language
and
Composition,
typically
taken
in
the
junior
year,
and
AP
Literature,
usually
taken
in
the
senior
year.
Many
educators
believe
that
more
students
could
reap
the
benefits
of
participation
in
AP
courses
if
they
are
exposed
earlier
to
the
skills
and
habits
of
mind
required
for
success
in
an
AP
program
of
studies.
In
response
to
this
belief,
the
College
Board
has
developed
a
program
called
Pre-‐AP.
This
program
is
designed
as
a
set
of
content-‐specific
instructional
strategies
to
teach
students
AP-‐related
skills,
concepts,
and
assessment
methods.
Each
course
is
rigorous
and
will
help
to
prepare
students
for
expectations
of
an
AP
curriculum.
Pre-‐AP
courses
at
MUHS
are
the
equivalent
of
what
was
once
referred
to
as
“Honors”
courses.
Pre-‐AP
courses
allow
students
to
develop
higher-‐level
skills
as
well
as
experience
less
“culture
shock”
when
they
begin
their
first
AP
course.
Pre-‐AP
courses
differ
from
AP
courses
in
that
they
are
considered
entry-‐level,
skill-‐building
courses
for
the
AP
Program.
College
credit
is
not
awarded
for
Pre-‐AP
courses.
Instead,
Pre-‐AP
participation
functions
as
a
pre-‐requisite
to
AP
enrollment.
To
determine
whether
you
should
participate
in
Pre-‐AP,
please
consider
the
following
characteristics
of
students
likely
to
succeed:
For
Prospective
Students:
What
will
I
gain
from
taking
Pre
AP?
I
know,
I’m
pretty
good
at
English
but
really,
it’s
my
parents
who
are
making
me
take
this
course.
They
act
like
it’s
their
life,
not
mine.
Lucky
you.
The
predictable
news
is
that
parents
are
supposed
to
shine
a
little
light
on
your
path.
Besides
the
Ben
&
Jerry’s
Chunky
Monkey
in
the
freezer,
it’s
what
they
live
for:
you.
How
flattering.
The
other
true
thing
about
parents
(because
they
are
old)
is
that
they
have
a
lot
of
experience,
good
and
bad.
Your
mom
may
be
a
city
planner,
the
lady
behind
the
deli
counter
at
Walmart,
a
cardiologist,
or
a
yoga
instructor,
but
one
thing
she
has
is
experience.
When
she
tells
you
that
after
she
read
that
innocuous-‐
looking
little
book
Of
Mice
and
Men
she
cried
for
three
days
and
adopted
four
stray
dogs
at
the
pound,
she
means
it.
Adults
have
been
out
there
making
a
living,
fighting
with
landlords,
buying
expensive
leather
couches
for
you
to
sit
on,
and
paying
for
those
flute
lessons.
They
know
how
valuable
it
can
be
to
have
just
the
right
words
at
just
the
right
time—and
how
frustrating
it
can
be
when
you
don’t.
As
Ludwig
Wittgenstein
said,
“The
limits
of
my
language
mean
the
limits
of
my
world.”
Don’t
fence
yourself
in,
cowboy.
But
I
don’t
want
to
do
school
work
and
read
that
big,
fat,
honkin’
book
East
of
Eden
this
summer.
I’m
just
so
exhausted
right
now…
No,
“exhausted
“is
what
people
are
after
walking
across
the
Gobi
Desert.
“Tired”
is
what
you
are
after
you
swim
the
English
Channel.
But
just
what
else
did
you
have
in
mind?
A
week
at
the
hot
springs?
A
time-‐share
at
the
villa
in
Monaco?
Afternoons
swallowing
Shirley
Temples
at
the
Ritz
Carlton?
All
these
things
are
overrated
(maybe
not
the
villa);
but
East
of
Eden
is
top-‐drawer.
It’s
got
big-‐hearted
love,
nasty
back-‐stabbing,
Western
adventure,
sibling
rivalry,
death-‐bed
forgiveness,
poison,
ladies
of
the
evening,
murder—all
the
good
stuff.
Plus,
you
won’t
believe
the
ending.
When
you
really
look
at
your
summer,
adding
a
fantastic
book
to
your
free
time
is
a
little
bit
of
brain
candy.
Start
in
early
June
and
nibble
away
at
it.
Or
put
your
whole
face
in
the
box-‐-‐
I
don’t
care.
The
reading
logs
are
not
onerous,
AND
they
don’t
have
to
be
typed,
just
legible
and
intelligently
done.
I
just
want
to
take
something
easier
and
get
an
A
in
regular
English
so
my
GPA
will
look
better
even
though
I
will
probably
not
learn
as
much
and
go
on
writing
long
stringy
sentences
like
this
one
without
commas
never
knowing
if
maybe
I
should
use
a
semicolon.
Or
a
period.
This
is
the
down
side
of
ignorance:
it’s
expensive.
Ignorance
is
like
a
credit
card
on
which
you
don’t
have
to
pay
for
the
first
four
years.
Then
you
go
to
college
and
start
to
pay…
and
pay…
and
pay
some
more.
Mr.
and
Ms.
AP
Student
are
like
those
people
on
fabric
softener
commercials
who
are
riding
around
in
convertibles,
dancing
in
hot
Latin
night
clubs,
or
chuckling
merrily
as
they
watch
the
lights
of
Miami
from
the
yacht.
Mr.
and
Ms.
I-‐
Mistook-‐
High-‐School
-‐for
-‐a
-‐
Vacation
are
the
couple
mopping
up
at
the
all-‐
night
diner
while
they
enjoy
a
yummy
can
of
Spam.
Nice.
What
the
College
Board
tells
us
every
time
we
teachers
go
to
an
AP
conference
is
that
over
50
percent
of
college
freshmen
do
not
graduate
from
college
in
six
years
because
they
can’t
handle
the
rigor
of
university
studies.
It’s not so hard to get in to
college; it’s graduating that’s the problem. Colleges also prefer a B in a demanding course over an A in
Fun with Sea Shells, anyway, ‘tis true, ‘tis true.
My friends are taking PreAP, but they’re all smarter than I am. I just don’t
think I’m going to do very good in this class.
First, it’s “I don’t think I’m going to do very well in this class,” not good. Well is an adverb that tells how
you do something. Good is an adjective. Look, taking on a challenge and making some progress at
conquering it is a boost to your self-esteem. It feels wonderful to find out that you can learn and grow
beyond what you imagined for yourself. I don’t know anyone who thinks, Wow, I should have stayed just
like I was at 15. I was darn near perfec.
1. Read
East
of
Eden
by
John
Steinbeck.
(Any
unabridged
edition
is
acceptable.)
2. Annotate
the
text
as
you
read.
(It
is
highly
recommended,
although
not
mandatory,
that
you
purchase
your
own
copy
of
the
text.
It
is
much
easier
to
make
annotations
directly
on
the
pages
of
the
book.
However,
annotations
can
be
made
on
sticky
notes
or
lined
paper
as
well.)
3. Complete
three
reading
logs,
dividing
the
book
into
approximate
thirds.
(Reading
Logs
attached)*
Write
about
that
entire
third
of
the
novel
in
your
log,
not
just
a
single
chapter
from
that
third.
4. Be
prepared
to
engage
in
critical
discussion
of
the
book
the
first
How
to
Annotate
Text:
(YOU
MUST
ANNOTATE
TEXT,
even
though
you
are
also
submitting
reading
logs.)
.
You
will
bring
these
annotations
to
class
during
the
first
two
weeks
as
your
admission
ticket
to
Harkness
or
Socratic
Seminar.
Reading
comprehension
requires
you
to
connect
with
the
reading
assignment.
Marking
and
annotating
the
text
gets
you
to
engage
and
interact
with
it
in
a
physical
way.
This
type
of
close
reading
helps
you
to
develop
a
deeper
understanding
of
the
text.
Your
pencil,
pen,
and
highlighter
are
terrific
tools
you
can
use
to
improve
reading
comprehension
and
remember
the
assigned
text.
Get
the
most
out
of
a
reading
assignment
by
marking
it
up.
Use
Post-‐It
Notes,
paperclips,
Cornell
Notes—whatever
format
works
well
for
you.
1. Circle
unknown
and
unfamiliar
words
as
you
read.
You
may
need
to
come
back
and
reread
the
sentences
before
and
after
the
word
to
get
at
the
meaning
of
the
word.
Write
a
brief
definition
in
the
margin.
2. Underline,
highlight
or
circle
sentences
that
provide
you
with
definitions
of
key
terms.
Write
"Def"
in
the
margin
so
you
can
locate
the
definition
quickly.
3.
Mark
an
X
or
an
asterisk
next
to
a
sentence
that
provides
an
important
example
or
a
main
topic.
Mark
an
S
for
simile,
and
M
for
metaphor,
an
SY
for
symbol,
etc.
4. Draw a question mark beside a point that is confusing. You may need to research this
further or ask your instructor about it.
6. Make notes in the margins. As you read, write any questions or comments that crop up in
your mind in the margin next to the passage. Use these annotations in class discussions,
essay writing, or exams.
7. Keep it simple. Remember, you are trying to connect with the reading in some way. Mark
no more than 15 percent of the text.
Reading
Log
Explanation
These reading logs lay the groundwork and refresh your memory for class discussions. All three
Reading
Logs
must
be
complete
on
the
first
day
of
class.
Complete
your
logs
neatly.
I
will
not
struggle
to
decipher
illegible
handwriting.
It
is
imperative
that
you
read
East
of
Eden
in
its
entirety
and
complete
the
logs
immediately
after
(or
during)
each
section
of
reading.
DO
NOT
WAIT
TO
WRITE
THE
LOGS
TILL
AFTER
YOU
FINISH
THE
WHOLE
NOVEL;
COMPLTETE
THEM
AS
YOU
READ.
Do
not
be
tempted
to
use
websites
that
summarize
the
material
and
do
the
thinking
for
you.
Quite
frankly,
I
am
familiar
with
these
sites
and
will
wonder
why
you
plagiarized
from
them
if
you
really
wanted
to
challenge
yourself
with
Pre-‐AP
coursework.
I
do
encourage
you,
however,
to
look
up
biographical
facts
about
the
author.
If
you
know
that
Steinbeck
wrote
about
the
common
man,
for
example,
you
could
easily
follow
that
thread
through
his
work.
Remember
that
you
are
not
expected
to
be
an
expert
on
your
book,
but
you
are
expedcted
to
have
brought
your
curiosity
and
careful
reading
to
it.
I
also
encourage
you
to
discuss
this
book
with
others
as
you
read
it.
Talk
about
it
with
family
and
friends.
Please see the following page for an example of a completed Reading Log.
Possible Symbols/Motifs The radio: Represents and escape, a glamorous world beyond Marin’s small front yard.
• Physical
description
Attractive,
sexy
green
eyes
“like
two
green
apples.”
Longs
for
escape.
Tutors
girls
in
how
to
• Attitude
/
Personality
attract
boys.
Craves
job
downtown
where
life
is
glamorous.
Acts
mature
but
is
actually
not
–
• Actions
sneaks
cigarettes
when
aunt
goes
to
bed.
• Idiosyncrasies
• Likes
/
Dislikes
nd
2
Character:
• Interactions
with
other
characters
Significant
Quote/Passage
(Copy
Below)
Quote
Reaction:
(Comment
on
importance,
style,
plot
development,
change
in
character,
etc.)
Page
#__27___
speaker:Esperanza
Marin
seems
oblivious
to
the
gossip
that
says
she’ll
be
packing
her
bags
back
to
Puerto
Rico
“But
next
year
Louie’s
parents
are
going
to
soon.
She
does
not
live
in
the
here
and
now,
in
reality.
She
lives
in
a
world
of
escape
and
send
her
back
to
her
mother
with
a
letter
dreams.
saying
she’s
too
much
trouble…”
Quote
Reaction:
Page
#___26__
speaker:Esperanza
Esperanza
(narrator)
doesn’t
get
it
that
Marin’s
future
looks
bleak.
It
looks
like
selling
bath
“She
says
her
boyfriend
in
Puerto
Rico
bubbles
and
cherry
chap
stick
will
have
to
carry
Marin
across
the
Chicago
nights
and
into
the
didn’t
get
a
job
yet,
but
she’s
saving
the
land
of
her
dreams.
Pitiful,
depressing.
We
know
the
boyfriend
will
never
materialize…
money
she
gets
from
selling
Avon
and
taking
care
of
her
cousins.”
WRITE
LEGIBLY
Possible Symbols/Motifs
st
Character
Notes
1
Character:
• Physical
description
• Attitude
/
Personality
• Actions
• Idiosyncrasies
nd
• Likes
/
Dislikes
2
Character:
• Interactions
with
other
characters
• Etc.
Significant
Quote/Passage
(Copy
Quote
Reaction:
(Comment
on
importance,
style,
plot
development,
change
in
character,
Below)
etc.)
Page #_____Speaker________
Quote
Reaction:
Page #_____Speaker________
Name:
_________________________________________
Per:____________________
WRITE
LEGIBLY
Possible Symbols/Motifs
st
Character
Notes
1
Character:
• Physical
description
• Attitude
/
Personality
• Actions
• Idiosyncrasies
nd
• Likes
/
Dislikes
2
Character:
• Interactions
with
other
characters
• Etc.
Significant
Quote/Passage
(Copy
Below)
Quote
Reaction:
(Comment
on
importance,
style,
plot
development,
change
in
character,
etc.)
Page
#_____Speaker________
Quote
Reaction:
Page
#____Speaker_________
Name:
_________________________________________
Per:____________________
WRITE
LEGIBLY
Possible
Symbols/Motifs
• Physical
description
• Attitude
/
Personality
• Actions
• Idiosyncrasies
• Likes
/
Dislikes
• Interactions
with
other
characters
• Etc.
nd
2
Character:
Significant
Quote/Passage
(Copy
Below)
Quote
Reaction:
(Comment
on
importance,
style,
plot
development,
change
in
character,
etc.)
Page
#_____Speaker________
Quote
Reaction:
Page
#____Speaker_________
DUE MARCH 3 DUE MARCH 3 DUE MARCH 3 to Ms. Meyer, room
117
_____________________________________
Student’s email:___________________________________________
Current (9th Grade) English Grade: _____________ Would Recommend: Yes _____ No _____
Comments: __________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
• I
am
aware
that
the
Pre-‐AP
English
course
is
rigorous
and
demanding.
I
believe
that
I
have
the
necessary
academic
background,
commitment,
and
motivation
to
succeed.
• I
am
prepared
to
make
a
commitment
to
stay
in
the
class
for
one
year.
I
understand
that
the
master
schedule
is
built
around
student
enrollment,
and
that
if
I
wish
to
drop
PreAP
English
to
move
in
to
a
regular
class,
there
may
not
be
room
in
other
classes
for
me
to
do
that.
I
must
wait
until
the
first
quarter
is
finished
if
I
want
to
move
to
a
regular
English
class.
• I
recognize
that
success
in
this
course
requires
that
I
prioritize
academic
work
and
extra-‐
curricular
activities.
(Extra
effort
will
be
necessary
if
I
participate
in
activities
that
require
time
commitments
during
the
evening
or
that
may
cause
me
to
miss
school.)
• I
am
aware
that
summer
homework
is
required
in
Pre-‐AP
English
and
will
become
part
of
my
semester
grade.
• I
understand
that
NOT
completing
summer
homework
will
result
in
my
removal
from
the
Pre-‐AP
English
course.
• I
have
discussed
my
decision
for
enrollment
in
Pre-‐AP
English
with
my
current
teacher
and
my
parents.