AP ENGLISH LITERATURE & COMPOSITION



4AP ENGLISH LITERATURE & COMPOSITION 2007-2008 *

Course Theme: The Individual’s Place in Society

1st Quarter: Sept. 4-Nov. 2 1st Quarter Theme: Outside Determining Forces & One’s Role in Society: The structure and dynamics of society and our personal role are influenced by outside forces. Poverty, racism, gender, historical incidents, geography, and a plethora of human emotions and cosmic accidents can play determining roles in what society is and our role within it. Essential questions are: What outside forces shape society and our role? How can we successfully confront these forces? What happens if we fail?

| |Major Texts & Related Poetry |Short Stories & Related Poetry |Graded Assessments |In-Class Activities |

| | | | | |

| |(Notes: * refers to works discussed in class / |(Notes: Page numbers refer to Kennedy textbook / “HO” refers to |(Notes: “AR” refers to Accelerated Reader |(Notes: “M/C” refers to multiple choice quizzes / |

| |“HO” refers to handout) |handout / * refers to works discussed in class / “STWW” refers to Steps|Programs / “T&N” refers to Tooth & Nail / |“US” refers to Understanding Style / “T&N” refers |

| | |to Writing Well) |“E.g.” gives one of several examples of |to Tooth & Nail / In-Class Graded Assessments |

| | | |essay & oral presentation prompts used in |listed in adjacent column are not duplicated in |

| | | |the activity) |this column to save space) |

| | | | | |

|Sept. |*Shakespeare: Othello (summer assignment) |Reading Poetry (697-703, 788-789, 931-932, 715-716, 882 & HO) |AR Comprehension Test: Othello |Field trip to Folger or Shakespeare Theatre |

| |*Shakespeare: “Let Me Not…” (HO) | | | |

| |*Wroth: “This Strange Labyrinth” (HO) |Plot & Short Stories (12-15) / Myth (974-976, 987, & 995-996) |“Card Report”/Summary of Othello (2170-2173)|AP practice tests: |

| |Shakespeare: “Since There is no Help” (HO) |*Grimm: “Godfather Death” (9-12) | |. Shakespeare: “Let Me Not…” (essay) |

| |Stivers: “Chelsea” (HO) | |Timed Essay: Othello (E.g., explain how the |. Shakespeare: “Then Hate Me…” (M/C) |

| |Jones: “The Loft” (HO) |Death Personified |final death scene contributes to the meaning|. “King Richard” (M/C) |

| | |*Dickinson: “Because I Would Not” (1103) |of the complete work.) |. Hardy: “On Moonlit Heath” (essay) |

| | |*Collins: “My Number” (HO) | |. Millay: “Now Goes Under” (M/C) |

| | |*Donne: “Death Be Not Proud” (1162) |Group Oral Debates: Othello (E.g., what |(Note: The AP practice tests listed above and below|

| | |*cummings: “Buffalo Bill’s” (938) |motivates Iago?) |under this In-Class Activities column for other |

| | | | |quarters are given for homework and discussed in |

| | |Point of View (23-28) / Analyzing Imagery (808-812) |Timed Essay: “The Dead”. Multiple rewrites.|class.) |

| | |*Faulkner: “A Rose for Emily” (29-36) |(Prompt: discuss Gabriel’s character, | |

| | |*Sexton: “Her Kind” (730)(a witch) |referring to imagery, point of view, motif, |Read & discuss model Othello essays (1800-1804) and|

| | |*Chesterton: “The Donkey” (1157)(animal) |diction and/or syntax.) |HO). (Note: Best student essays are anonymous.) |

| | |*Wordsworth: “A Slumber Did…” (865)(imagery) | | |

| | |*Housman: “The Night is Freezing Fast” (HO)(imagery) |Test: Literature Terms & Concepts using |Draft and discuss thesis statements and approach to|

| | | |McCarthy’s The Crossing & Shakespeare’s “My |essay on “Let Me Not…” relating to diction, syntax,|

| | | |Mistress’ Eyes are Nothing…” |imagery &/or structure. |

| | |Point of View (Continued)(gender issues) | | |

| | |*Gilman: “The Yellow Wallpaper” (571-584) |Vocabulary quiz: T&N Chs. 1-11 |Develop & discuss rubric for class essay |

| | | | |assignments using AP released essays on Blake’s |

| | |Gender Issues |Journal: 7 entries. (E.g., discuss your |“Chimney Sweep” & Chopin’s “The Awakening” |

| | |*Browning: “My Last Duchess” (712) (dramatic) |personal experience in facing a moral | |

| | |*Mew: “The Farmer’s Bride” (1210) |dilemma.) |Discuss plot, personification, point of view, and |

| | |*Rose: “Julia” (HO) (understanding context) | |gender issues in play, short stories & related |

| | |Rilke: “A Woman’s Fate” (HO) | |poetry (see left & 2nd from left columns). |

| | | | | |

| | |*Williams: “The Red Wheelbarrow)(731)(understanding context) | |Discuss & study literature terms & concepts (HO) |

| | | | | |

| | | | |Discuss/study T&N vocabulary Chs. 1-11 |

* AP English Literature Syllabus prepared by Scott Ferguson. 2007

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|Oct. |* Morrison: Song of Solomon |Character (91-94) |AR Comprehension Test: Song of Solomon |See Antwone Fisher video & discuss |

| | |*Carver: “Cathedral” (111-121) | |similarities/differences with Song of Solomon’s |

| |Tradition / Racial Issues | |Group Oral Presentations: Song of Solomon |bildungsroman. |

| |Hughes: “Mother to Son” (1117) |Blindness / Disability |(E.g., explain what Morrison is saying about | |

| |Crane: “My G’ndmother’s Love Letters” (1160) |*Milton: “When I Consider…” (1212) |race & race relations.) |AP practice tests: |

| |Merwin: “Utterance” (HO) |*Rilke: “Going Blind” (HO) | |. “Station wagons” (M/C) |

| |Klein: Heirloom” (HO) |Dickinson: “We Grow Accustomed…” (HO) (graded essay) |Personal genealogy assignment for Song of |. “Journey” (essay) |

| |Blake: “Little Black Boy” (HO) |Frost: “Acquainted with the Night” (919) (graded essay) |Solomon |. “Sestina” (M/C) |

| |Solomon: “Song of Songs” (HO) | | |. Macleish: “End of the World” (M/C) |

| | |Setting (124-126) & Connotation/Denotation (776-778) |Timed Essay: Song of Solomon (E.g., explain |. “Sunday morning service…” (M/C) |

| | |*Poe: “Masque of Red Death” (386-390) |Milkman’s search to find himself, assess his |. Wright: “Albuquerque Graveyard” (MC) |

| | | |success & how his search contributes to the |. Ellison: Invisible Man (M/C) |

| | |End of the World |meaning of the work.) | |

| | |*Frost: “Fire & Ice” (784)(diction) | |Read & discuss model Song of Solomon essays (HO) |

| | |*Frost: “Once by the Pacific” (HO) |Research/Annotated Bibliography on “How to | |

| | |Frost: “On Looking up by Chance” (HO) |write a good college essay” |Discuss character development, blindness motif, |

| | |Macleish: “End of the World” (HO) (practice M/C test) | |setting, tone, style, & isolation, religion & |

| | |Momaday: “The Burning” (HO) |Homework Essay: college application. Peer |tradition subjects in novel, short story & poetry |

| | | |Review & multiple rewrites. |(see left & 2nd from left columns). |

| | |Tone / Style (170-174) | | |

| | |*Hemingway: “A Clean, Well-Lighted Place” (174-178) |Timed Essay: Compare/contrast point of view, |Discuss/study vocabulary Ch .12 |

| | | |imagery & structure in Frost/Dickinson poems | |

| | |Isolation | |Throughout the year, students receive instruction &|

| | |*Frost: “Stopping by Woods” (1177) |Timed Essay: Compare/contrast poetic techniques|practice in writing. This entails the following |

| | |*Frost: “Desert Places” (876) |in Blake/Wordsworth poems |training: Word Use (STWW 141-159), including |

| | |Lowell: “Skunk Hour” (1206) | |diction & clichés (US 65-75 & 76-78). Vocabulary |

| | | |Vocabulary quiz: #12 |expansion through T&N is vital. Sentence |

| | | | |Construction (STWW 115-139), including structure, |

| | | |Journal: 4 entries (E.g., describe your first |variety, subordination & transitions (US 157-177 & |

| | | |experience with death.) |102-110, & STWW 70-71). Paragraph Construction |

| | | | |(STWW 59-62) including topic sentences, critical |

| | | | |thinking making arguments, transitions, repetition |

| | | | |and emphasis (US 111-114 & 175-177). Essay |

| | | | |Construction, including thesis statements (STWW |

| | | | |32-45), argument development (STWW 273-285)98-100),|

| | | | |transitions (STWW 77), use of evidence (STWW 59-62 |

| | | | |& 179-185), comparison & contrast (STWW 211-215), |

| | | | |writing about poetry (Kennedy 2147 & STWW 430-433) |

| | | | |& other literature (STWW 407-413, 421-424 & |

| | | | |437-439), tone & voice (US 3-25), research (Kennedy|

| | | | |2179-2193 & STWW 355-406). Readings and lessons are|

| | | | |incorporated into daily instruction, homework, |

| | | | |comments on essays, and discussion on models. |

| | | | | |

|Nov. | | | |Essentially the same as above |

2nd Quarter: Nov. 3-Jan. 24 2nd Quarter Theme: Social Barriers to Personal Fulfillment & Happiness: We all wrestle with the question of what will make us happy, but so often find that society is a barrier to our goals. Even apart from economic, family, moral, and structural limitations on personal choices, there is the fundamental challenge of what constitutes a well-spent life. Essential questions include: What will best give us happiness and fulfillment? What responsibilities to we have to society? What answers are provided by society, including organized religion and philosophy?

| |Major Texts & Related Poetry |Short Stories & Related Poetry |Graded Assessments |In-Class Activities |

| |(See Notes under 1st Quarter) |(See Notes under 1st Quarter) |(See Notes under 1st Quarter) |(See Notes under 1st Quarter) |

| | | | | |

|Nov. |*Kingsolver: Poisonwood Bible |Irony (192-193)(gender issues) |AR Comprehension Test: Poisonwood Bible |AP practice tests: |

| | |*Chopin: “The Story of an Hour” (552-553) | |. Addison: The Spectator (essay) |

| |Religion |*Hardy: “The Ruined Maid” (764)(irony) |Group Oral Presentations: Poisonwood Bible (E.g., |. Laurence: “affair” (M/C) |

| |Herbert: “Love” (1190) |Kooser: “Carrie” (968)(irony) |describe and analyze the character of Orleanna |. Defoe: Moll Flanders (M/C) |

| |cummings: “i thank you God” (HO) |Rich: “Aunt Jennifer’s Tigers” (707)(lyric) |Price & “what things they carried” (the chapter 1 |. Fielding: Tom Jones (essay) |

| |Hopkins: “Thou Art Indeed Just” (HO) |Olds: “Rites of Passage” (734) |title)) |. Fielding: Tom Jones (M/C) |

| | | | |. “Criticism” (M/C) |

| | | |Timed Essay: Poisonwood Bible (E.g., explain the | |

| | | |title’s significance & how it is developed through |Discuss irony, & gender & religion issues in novel,|

| | | |the author’s use of contrast, repetition, allusion |short story & related poetry (see left 2nd from |

| | | |&/or point of view.) |left columns). |

| | | | | |

| | | |Vocabulary Quiz #13 |Read & discuss model Poisonwood essays. |

| | | | | |

| | | | |Discuss/study T&N vocabulary Ch .13 |

| | | | | |

|Dec. |* Martel: Life of Pi |Tone / Style (Continued) |Timed Essay: Life of Pi (E.g., What motivates |AP practice test: |

| | |*Hurston: “Sweat” (594-604) |Piscine deliberately taking on the name Pi and how |. Heart of Darkness (M/C) |

| | |*Herrick: “Upon Julia’s Clothes” (761)(diction) |does this relate to themes of the novel?) | |

| | |*Hopkins: “The Windhover” (1193)(diction) | |Read & discuss model Life of Pi essays. |

| | | |Vocabulary Quiz #14 | |

| | | | |Discuss style, tone, & approach to essay on AP |

| | | | |practice prompt for prose passage (“Once in a dry |

| | | | |season…”) |

| | | | | |

| | | | |Discuss tone & style in short story & related |

| | | | |poetry (see 2nd from left column). |

| | | | | |

| | | | |Discuss/study T&N vocabulary Ch .14 |

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|Jan. |* (continued) | |Timed Essay: Compare/contrast the styles of 2 |Discuss/study T&N vocabulary Ch .15 |

| | | |Faulkner & Hemingway passages | |

| | | | | |

| | | |Vocabulary Quiz #15 | |

3rd Quarter: Jan. 25-Apr. 10 3rd Quarter Theme: Society’s Impact on Individual Independence: A defining characteristic of civilized society is its system of rules and expectations. A continuing challenge is squaring this encompassing, sometimes oppressive force with our need for personal independence. Literature explores the limits of this on-going tension, sometimes advocating the importance of stability and structure, at other times society’s destructive effects on individualism. Essential questions are: What are the contours of social expectations? What personal freedom do we have to challenge society? What happens when we rebel?

| |Major Texts & Related Poetry |Short Stories & Related Poetry |Graded Assessments |In-Class Activities |

| |(See Notes under 1st Quarter) |(See Notes under 1st Quarter) |(See Notes under 1st Quarter) |(See Notes under 1st Quarter) |

| | | | | |

|Jan. |*Irving: Prayer for Owen Meany |Figurative Language (814-815) |AR Comprehension Test: Owen Meany |AP practice tests: |

| | |*Walker: “Everyday Use” (102-109) | |. “Habit of Perfection” (M/C) |

| |Fate / Free Will |*Donne: “Batter My Heart” (753) (religious metaphor) |Oral Presentations: Owen Meany issues (E.g., how |. “Reunion” (essay) |

| |*Frost: Design” (2149) |*Hirsch: “A Fundamentalist” (HO) (religious metaphor) |does Irving use symbolism in the novel & invest |. “There Was a Boy” (M/C) |

| |*Thiel: “Memento Mori…” (985) |Frost: “Silken Tent” (830) (metaphor) |it in the story?) |. “The Most of It” (M/C) |

| |Updike: “Ex-Basketball Player (1253) |Phillips: “Running on Empty” (1221) (metaphor) | | |

| |Pushkin: “I Loved You” (HO) | |Timed Essays (3): Owen Meany (E.g., |Discuss figurative language, symbolism & fate/free |

| | |Symbols (251-253 & 279) |compare/contrast “At the San Francisco Airport” |will issues in novel, short stories & related |

| | |*Steinbeck: “Chrysanthemums” (254-262) |with Owen Meany, discussing imagery, details & |poetry (see left & 2nd from left columns). |

| | |Frost: “Mending Wall” (symbolism) |figurative language.) | |

| | |Wordsworth: “There Was a Boy” (practice M/C) | |Read & discuss model Owen Meany essays. |

| | |Frost: “The Most of It” (practice M/C) | | |

| | | | |Entire AP practice test “A”. (Note: Practice tests|

| | | | |referenced here and below come from College Board &|

| | | | |commercial sources.) |

| | | | | |

|Feb. |*Austin: Pride & Prejudice |Imagery (790-792) |AR Comprehension Test: Pride & Prejudice |View Pride & Prejudice video & discuss issues |

| | |Eliot: “The Winter Evening” (792) | |(e.g., how the video differs from the text). |

| |Social Manners / Gender Issues |Yeats: “The Second Coming” (982)(see also “Myth”) |Timed Essay: Pride & Prejudice. (E.g., take a | |

| |Cofer: “The Changeling” (HO) |Yeats: “Lake Isle…” (703) |position and argue whether Pride & Prejudice is |AP practice tests: |

| |Chudleigh: “To the Ladies” (HO) |Coleridge: “Kubla Khan” (1158) |relevant to people today.) Multiple rewrites. |. “Blackberry Picking” (essay) |

| |Mazur: “Desire” (HO) |Heaney: “Blackberry Picking” (HO) (practice essay) | |. “The Centaur” (essay) |

| | |Sevenson: “The Centaur” (HO) (practice essay) |Research & Essay, with MLA citation, on | |

| | | |biographical & historical criticism in analysis |Read & discuss model P&P essays. |

| | | |of Pride & Prejudice. | |

| | | | |Discuss imagery & social manners/gender issues in |

| | | |Timed Essay: “Domby & Son” (Prompt: analyze how |novel & selected poetry (see left & 2nd from left |

| | | |Dickens’ use of language creates a vivid image of|columns). |

| | | |Domby.) | |

| | | | |Complete AP practice test: “B” |

| | | |Vocabulary Quizzes #16 & 17 | |

| | | | |Discuss/study T&N vocabulary Chs. 16 & 17 |

| | | | | |

|Mar. |*Miller: Death of a Salesman |Theme (212-214) |AR Comprehension Test: Death of a Salesman |View Death of a Salesman video & discuss issues |

| | |*Baldwin: “Sonny’s Blues” (53-76) | |(e.g., how the video differs from the text). |

| |Family / Personal Relationships | |Timed Essay: Death of a Salesman (E.g., discuss | |

| |Tagliabue: “The Bare Arms of Trees” (HO) |Music |Willy Lowman’s tragic flaw(s) & how it/they |AP practice test: “Facing It” (M/C) |

| |Jonson: “On My First Son” (1196) |Hughes: “The Weary Blues” (1119) |relate to the play as a tragedy.) | |

| |Haden: “Those Winter Sundays” (1185) |Collins: “The Blues” (HO) | |Read & discuss model Death of a Salesman essays. |

| | |Lawrence: “Piano” (706) |Cumulative Vocabulary Quiz #16-18 | |

| | |Rilke: “From a Childhood” (HO) | |Discuss theme, music motif, and personal |

| | | | |relationship/family issues in novel, short story & |

| | | | |related poetry (see left & 2nd from left columns). |

| | | | | |

| | | | |Discuss/study T&N vocabulary Ch .18 |

| | | | | |

|April |*Death of a Salesman (continued) | | |Essentially the same as above |

4th Quarter: Apr. 11-June 17 4th Quarter Theme: Intersections Between a Materialistic Society & Our Spiritual Lives: We all face the challenge of reconciling society’s material focus and our personal spiritual needs, especially our perceptions, interests, dreams, and values. Literature can help us understand the tension between society and our personal identity. Essential questions are: Who am I? What gives us our identity? What happens when our spiritual and society’s materialistic sides collide? How do we make moral choices? What are good and evil?

| |Major Texts & Related Poetry |Short Stories & Related Poetry |Graded Assessments |In-Class Activities |

| |(See Notes under 1st Quarter) |(See Notes under 1st Quarter) |(See Notes under 1st Quarter) |(See Notes under 1st Quarter) |

| | | | | |

|April |*Camus: The Stranger | |AR Comprehension Test: The Stranger |AP practice tests: |

| | | | |. Shaw: “Cremation” (essay) |

| |Alienation / Existentialism | |Timed Essay: The Stranger (E.g., take a position |. Poe “To Science” (M/C) |

| |Frost: “Out, Out” (710)(narrative) | |& argue whether Meursault is/is not “a monster” &|. “Eros” (essay) |

| |Shakespeare: “Sound & Fury” monologue (HO) | |who is at fault.) |. “Crossing the Swamp” (essay) |

| |Shakespeare: “The Stuff as Dreams…” (HO) | | | |

| |McFee: “Shooting Rats” (HO) | |Cumulative Test: Literature Terms & Concepts |Complete AP practice tests: |

| |*Arnold: “Dover Beach” (1141) | | |. “2004” |

| |Wagoner: “Lost” (HO) | |Timed Essay: “The Subway” (Prompt: discuss |. “F” |

| | | |character development, referring to poetic | |

| | | |devices, tone, imagery &/or organization) |Read & discuss model Stranger essays. |

| | | | | |

| | | |Executive Summary/Oral Presentation on novel or |Discuss alienation & Existentialism issues in novel|

| | | |play read this year |& related poetry (see left column). |

| | | | | |

|May |Hesse: Siddhartha (Extra Credit) |Myth & Allusions |AP Exam (Thursday 5/8/08) |Oral presentations: Compositions |

| |Auden: “Musee des Beaux Arts” (1146) |Yeats: “Leda & the Swan” (874) | | |

| | |Yeats: “Second Coming” (982) |Group original composition designed to reflect | |

| |Steinbeck: Cannery Row (Extra Credit) |Roberts: “Myth” (946) |concepts of course. | |

| | |“Hunting the Phoenix” (HO) | | |

| |Workers / Poverty | | | |

| |Toomer: “Reapers” (797) | | | |

| |Frost: “Mowing” (HO) | | | |

| |Fillery: “No Place Like Home” (HO) | | | |

| |Clifton: “Miss Rosie” (HO) | | | |

| | | | | |

|June | | |End of Grading Period: 6/17/08 |Oral presentations: Compositions (Continued) |

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