AP English Literature and Composition



AP English Literature and CompositionCourse OverviewM. AscorbeJohn A. Ferguson Senior High SchoolAP English Literature and Composition is an annual course, providing a survey of the major literary periods, genres, and critical theories. Apart from surveying literature, students will be deepening their understanding of how writers use various literary techniques to produce meaning. Students are expected to perform careful analyses of key works in various genres and time periods from selected authors. Students will: understand and avoid plagiarism.discuss and analyze literature in accordance with the College Board standards.read a different outside novel of literary merit or of a complex nature (multifaceted, possessing ambiguity and/or contractions, dynamic) as part of a reading circle for 2nd to 4th quarters. The reading circles will offer opportunities for differentiated instruction.discuss the structure, style, and themes of their selected work. They are expected to present their novel project to the class, creatively introducing the novel, teaching selected passages, and writing sample multiple choice and essay questions.receive preparation for the AP Exam via the writing process including extensive teacher feedback and peer editing and timed and un-timed writing exercises. practice a variety of modes of writing, including writing to understand, explain, and evaluate.practice planning, annotating and organizing sample AP essays. They will practice scoring AP essays using AP scoring plete all reading assignments and participate fully in all group work. Additionally, students are expected to maintain a reading log of their assigned novels, making a minimum of four entries a week.analyze examples and non-examples of good writing, which will allow them to see both what to do and what not to do. receive teacher feedback on their writing assignments. Analytical strategies will be reviewed, as well as tone and voice, and the new scoring rubric will be used to instruct them on the writing expectations of the AP Literature test.Essential QuestionsWhat role does literature play in society?How can the same work of literature be read and interpreted in multiple ways?How does style and structure affect the meaning of a work as a whole?How can one evaluate the merit or complexity of a literary work?Summer ReadingJane Eyre by Charlotte Bronte OR The Picture of Dorian Gray by Oscar WildeTextbook: Jago, Carol, Shea, Renee H., ed., et al. Literature & Composition: Reading, Writing, Thinking, 2nd edition. New York: Longman, Boston/New York, 2017.Workbook: Ehrenhaft, George, ed. AP English Literature and Composition, Barron’s 5th Edition, New York, 2014.See Unit Based Pacing Guide for the 2019 AP Course Framework**Textbook will be used throughout the year alongside the Barron’s workbook and supplemental material.First QuarterQuestions about summer reading projectsDistribution of Barron’s (consumable) workbook – signature requiredIntroduction to MLA Style and Editing vs. Proofreading Introduction to textbook and workbookPlagiarism: what is it, how to avoid it, and its consequencesDiscussion Questions for Jane Eyre/The Picture of Dorian GrayScoring, Overview of AP TestIntroduction to new scoring guide and rubric -- what differentiates a 7, 8, or 9 from a 2, 3, or 4? Review 40-minute essay structure on p. 45 (Workbook)Annotation (refer to handouts on My Pages on website)AP pretest – Barron’s Workbook, p. 79-95 (questions 1-55)Summer Reading Project DueUnit 1 – Short Fiction (highlight literary terms on workbook and refer to Pacing Guide)Character – Chapter 2, pp. 19-22Setting – Chapter 2, pp. 22-27Structure – Chapter 2, pp. 16-19Perspective – Chapter 2, pp. 28-36Figurative Language (simile, metaphor, rhyme: free verse/internal rhyme/near rhyme/slant rhyme/quatrain, sound elements: alliteration/assonance/cadence/onomatopoeia – Chapter 3, pp. 86-88Literary Analysis (Writing) – Chapter 2, pp. 59-77Unit 2 – Poetry (highlight literary terms on workbook and refer to Pacing Guide)Character – Chapter 4, pp. 107-115Structure – Chapter 4, pp. 113-120Figurative Language – Chapter 4, pp. 115-126Literary Analysis (writing) – Chapter 4, pp. 126-138_________________SUMMER READING PROJECT 2019-2020Students will choose ONE of the two novel choices and will take a test on it novel (2 grades). They will also complete a two-part Summer Reading Project based on their novel. All students will use —instructions will be provided in class. If you do not have an account—create one IMMEDIATELY. It is IMPERATIVE that you have a perfectly constructed MLA-style heading on page one! Essays should be at least 3-4 pages long. SEE DUE DATES ON WEBSITE!! 1) Choose ONE essay option – you will received six (6) grades for entire project, to include test. I—assignment name: Dorian Essay for A Picture of Dorian Gray (1 grade: content, 1 grade: conventions)1. A critic has said that one important measure of a superior work of literature is its ability to produce in the reader a healthy confusion of pleasure and disquietude. Write an essay in which you explain the sources of the “pleasure and disquietude” experienced by the readers of the work. 2. The 18th century British novelist Laurence Sterne wrote, “Nobody, but he who has felt it, can conceive what a plaguing thing it is to have a man’s mind torn asunder by two project of equal strength, both obstinately pulling in a contrary direction at the same time.” Choose a character whose mind is pulled in conflicting directions by two compelling desires, ambitions, obligations, or influences. Then, in a well-organized essay, identify each of the two conflicting forces and explain how this conflict within one character illuminates the meaning of the work as a whole. Choose two key excerpts from novel (make photo copies of them). Annotate them and write a short defense for each (reasons why you think they are important).* (2 grades)II—assignment name: Jane Essay for Jane Eyre (1 grade: content, 1 grade: conventions)Write an essay on Jane Eyre as a gothic novel OR about Jane Eyre as the ideal Victorian woman and ideal modern feminist. The British novelist Fay Weldon offers this observation about happy endings. “The writers, I do believe, who get the best and most lasting response from their readers are the writers who offer a happy ending through moral development. By a happy ending, I do not mean mere fortunate events—a marriage or a last minute rescue from death—but some kind of spiritual reassessment or moral reconciliation, even with the self, even at death.” In a well-written essay, identify the “spiritual reassessment or moral reconciliation” evident in the ending and explain its significance in the work as a whole.Choose two key excerpts from novel (make photo copies of them). Annotate them and write a short defense for each (reasons why you think they are important).* (2 grades) You will receive four (4) grades for your essay based on the following:Essays 1. Did it address the main points of prompt? Is the thesis clearly stated and reasonable? 2. Conventions/ MLA (3rd person, double-spaced, proper heading and title, Times New Roman #12) * Annotation/explanation of key excerpts needs to be from different parts of novel.Test Date: Period 7 -- Period 8 – Project Due Date: Period 7 – Period 8 – _______________________Second Quarter Unit 3 – Longer Works of Fiction (& Drama) (refer to Pacing Guide)*Option 1: text Chapter 5, pp. 195-225, The MetamorphosisCharacterSettingStructurePerspective Figurative LanguageWriting (Lit. Analysis)**Option 2: text Chapter 2, pp. 518-555, The Importance of Being ErnestCharacterSettingStructurePerspective Figurative LanguageWriting (Lit. Analysis)Additional Material:AP pretest essay – handouts and workbook practice Review and discuss practice test and essayThesis statement overview and small group practice with samples from released AP testsUnit 4 – Short Fiction (refer to Pacing Guide)Character (pp. 79-95)Setting (pp. 79-95)Structure (pp.79-95)Perspective -- Chapter 2, pp. 33-34; Chapter 5, pp. 626-628; Chapter 8, pp. 827-829; Chapter 9, pp. 1059-1061)Writing (Lit. Analysis) -- Chapter 3, pp. 96-104Unit 5 – Poetry (refer to Pacing Guide)Structure -- Chapter 4, pp. 118-122)Figurative Language -- Chapter 5, p. 303; Chapter 6, pp. 479-480; Chapter 10, pp. 1236-1240)Writing (Lit. Analysis)Third QuarterUnit 6 – Longer Works of Fiction (& Drama) (refer to Pacing Guide)*Option 1: text Chapter 8, pp. 651-731, HamletCharacter (pp. 736-757)Structure Perspective Figurative LanguageWriting (Lit. Analysis)**Option 2: text Chapter 9, pp. 852-965), FrankensteinCharacter Structure Perspective Figurative LanguageWriting (Lit. Analysis)Unit 7 – Short Fiction (refer to Pacing Guide)Character Structure Perspective Figurative Language -- Chapter 6, pp. 479-480; Chapter 10, pp. 1236-1240Writing (Lit. Analysis)Fourth QuarterUnit 8 – Poetry (refer to Pacing Guide)StructureFigurative LanguageWriting (Lit. Analysis) Unit 9 – Longer Works of Fiction (& Drama) (refer to Pacing Guide)*Option 1: text Chapter 5, pp. 151-191, FencesCharacter Structure Perspective **Option 2: text Chapter 6, pp. 327-382, Heart of DarknessCharacter Structure Perspective ***Option 3: text Chapter 10, pp. 1086-1155, OthelloCharacter Structure Perspective ___________________Outside Reading Novel Options: (Reading Log, AP Essay and Own Your Novel Project)Brave New WorldGreat ExpectationsThe Joy Luck ClubAs I Lay DyingOne Flew Over the Cuckoo’s NextThe Awakening Snow Falling on CedarsThe Things They Carried The Adventures of Huckleberry FinnThe Color Purple The Kite Runner1984Rebecca ................
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