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English IV/AP Syllabus2013-2014Course DescriptionAn AP English Literature and Composition is a freshman college level course that engages students in the careful reading and critical analysis of imaginative literature. Through the close reading of selected texts, students deepen their understanding of the ways writers use language to provide both meaning and pleasure for their readers. As they read, students consider a work’s structure, style (diction, syntax, mechanics) and themes, as well as such smaller-scale elements as the use of figurative language, imagery, symbolism and tone. The course includes intensive study of representative works from various genres and periods, concentrating on works of recognized literary merit. Students in an AP English Literature and Composition course read actively and deliberately. The approach to analyzing and interpreting the material involves students in learning how to make careful observations of textual detail, establish connections among their observations, and draw from those connections a series of inferences leading to an interpretive conclusion about the meaning and value of a piece of writing. Writing assignments focus on the critical analysis of literature and include expository, analytical and argumentative essays. Although critical analysis makes up the bulk of student writing for the course, well-constructed creative writing assignments may help students see from the inside how literature is written. The goal of both types of writing assignments is to increase students’ ability to explain clearly, cogently, even elegantly, what they understand about literary works and why they interpret them as they do. As students write, they will have to opportunity to examine their conscious choice of diction and various syntactical structure, to revise for coherence and organization, to balance generalizations with specific details, and to utilize rhetorical processes.LiteratureTextbook: Perrine’s Literature: Structure, Sound, and SenseOthello by ShakespeareFrankenstein by Mary ShelleyWuthering Heights by Emily BronteHeart of Darkness by Joseph Conrad Invisible Man by Ralph EllisonHuck Finn by Mark TwainTheir Eyes Were Watching God by Zora Neale HurstonThe Awakening by Kate ChopinWritingStudents will be writing critically in every unit as well as creative writing pieces. Critical writing essays will include timed essays that follow the AP Literature exam essay format, short essays to explicate poetry and drama, short essays that follow close reading of novels, and extended research papers that analyze the historical and social influences on literature. Essays will be based on close textual analysis of structure, style, and diction and will include generalizations that are supported with specific and illustrative details from the texts being evaluated/analyzed. Creative writings will include short stories, re-written drama scripts, character journals, and a sonnet in which the literary techniques studied will be applied to the creative writing. Students will demonstrate an ability to produce essays that show revision, grammatical compliance, organization, and textual support. Students will meet conference with the teacher as well as engage in writing workshops for extended unit essays.Quizzes and ExamsStudents will complete a diagnostic test in the beginning of the school year that will be derived from released AP Literature exams. This diagnostic exam will create a baseline for further study and student awareness of success. Throughout each unit, students will take applied practice multiple choice quizzes and essays specific to the text for that unit that will be derived from the AP Literature exam format.GradingAs this is a college level class, late work will not be accepted unless there are extenuating circumstances, such as a severe illness, death in the family, or loss of limb. For essays and other homework worth 30 points or more, the grade will be reduced by one letter grade per day that it is late.? Other class policies will be discussed on the first day of school.?Unit One: Introduction to Reading and Writing – 1 weekStudents will demonstrate an understanding of thesis statement, genre, Students will take a diagnostic test in the format of the AP Literature exam, analyze the AP Literature essay rubric, write an timed essay, discuss genre, will read the introduction to Perrine’s Literature “Why Write About Literature,” and review and critique their own writing and in peer review.Unit Two: Literary Analysis and the Short Story – approx. 3 weeksStudents will demonstrate an understanding of sentence fragment, comma splice, point of view, structure, characterization, humor, irony, and theme.Students will read the following stories:“Beowulf” excerpts from the English IV text“Canterbury Tales – Prologue and Wife of Bath’s Tale” from the English IV text“Rose for Emily” by Faulkner? “Metamorphosis” by Kafka??T“Desiree’s Baby” by Chopin? “Gulliver’s Travels” excerpts from the English IV text“The Stranger” by Camus? “Eveline” by Joyce ? “Araby” by Joyce ?? During the unit, students will use?Perrine’s Literature?to take notes on point of view, structure, characterization, humor, irony, and theme.? Students will complete timed essays using released AP Lit exam prompts and prose prompts on specific short stories, create analytical questions on specific rhetorical and syntactical devices, participate in Socratic seminars, participate in fishbowl discussions, annotate texts, and take a test on literary terms. Students will also continue to work on their Graduation Project product and e-portfolio.Unit Essay: Students will write two college entrance narrative essays at home and complete student workshops and revision in class.Unit Three: The Tragic FigureOthello?and Shakespearean sonnets – 2 weeksHow does Shakespeare use figurative language to explore the tragic hero?Students will demonstrate an understanding of exposition, Machiavellian characters, Tragic Hero, Tragedy, Foil, Soliloquy, Monologue, anagnorisis, Archetype, Poetic Device, Irony, Imagery, Theme, Foreshadowing, Iambic Pentameter, and Formalist and Structuralism literary theory.Students will research historical background on?Othello?including definitions of a tragedy and tragic hero as well as historical background, discuss Shakespearean drama and its classical models, take notes on Formalist and Structuralism literary theory, study a Shakespearean play focusing on the tragic figure, complete short in-class writing assignments to show their understanding of the text, annotate the text, read Shakespearean sonnets, create their own sonnet using standard conventions of a Shakespearean sonnet, write a timed essay on the text analyzing Othello as a tragic hero, and take a test on?Othello.*Prior to Day One students will have been given the?Othello?Research handout and done the preliminary researchIntroduction of?Othello?Historical Research handout ??Frankenstein, Aeschylus “Myth of Prometheus,” “Rime of the Ancient Mariner,” and “Paradise Lost”? – 4 weeksHow does Shelley use structure to enhance the tragedy of her characters?Students will demonstrate an understanding of frame narrative, Character types:?round, flat, static, dynamic,?Literary allusion, syntax, Symbol, Epistolary, Romantic Movement, Gothic Literature, Theme, Motif, Feminist and Historical literary theory.Students will explore and evaluate authorial choices and style (structure, figurative language, setting, characterization, and syntax) in comparing the texts of?Frankenstein, “Myth of Prometheus,” “Rime of the Ancient Mariner,” and “Paradise Lost.”Students will participate in group discussions comparing and analyzing the text from a historical and feminist literary theory, keep a reader’s journal, and write an essay analyzing authorial choices and theme using the writing process and revision after teacher feedback.What are the consequences when the wishes of God or nature are defied? Which fate is worse—to die or to live and suffer?Wuthering Heights?and “Porphyria’s Lover”-?2 weeksHow does Bronte use language (style, tone, voice, diction, and syntax) to advance her theme and characterization?Students will demonstrate an understanding of characterization, antihero, irony, diction, unreliable narrator, tone, syntax, voice, Marxist and Formalist literary theory, write a timed prose response on?Wuthering Heights?from a released AP Lit exam, and conduct a Socratic seminar on the novel.During this time, students will be completing their e-portfolios for the graduation project.? At home, they will read Wuthering Heights?and keep a reader’s journal.?Heart of Darkness, “Hollow Men,” and Achebe essay –?1 weekHow has the tragic figure changed from the 17th?century to the late 19th?century?Students will demonstrate an understanding of roman a clef, symbol, motif, allegory, allusion, apostrophe, syntax, psychoanalytical and reader-response literary theory.Students will read analyze the text, maintain a reader’s journal for reader-response and collecting quotes for various literary devices, and complete an applied practice released AP exam for multiple choice and timed literary analysis.Unit Essay: Students will write a 4-5 page essay that compares the tragic figure in two texts with Aristotle’s definition of a tragic hero.Unit Four: The Search for IdentityInvisible Man and “Booker T. and W.E.B.” – 4 weeksHow do external forces impact the search for identity?Students will demonstrate an understanding of motif, alliteration, anaphora, and antithesis.Students will read The Invisible Man at home over winter break and exam weeks. Students will complete online blogs postings throughout the reading by following an assigned motif and analyzing the impact of that motif on the development of the theme. Students will also read the poem “Booker T and W.E.B.” by Dudley Randall and compare/contrast the voices and ideas of the two characters in the poem.The Adventures of Huck Finn, “Bamboozled,” “Campus Racism,” and “Just Walk on By” – 2-3 weeksHow does Twain use irony and satire to advance a social message?Students will demonstrate an understanding of a bildungsroman, appositives, colloquial language, satire, irony, character types, diction, Marxist and Structuralist literary theory.Students will complete in class assignments on sentence and paragraph openers and in class assignments on appostives, complete applied practice quizzes on Huck Finn, write in class assignments on metaphor and symbolism, analyze the multiple uses of satire and irony as a means of connecting to the theme, and write a creative interpretation from an alternative point of view maintaining the colloquial diction in Huck Finn.Their Eyes Were Watching God and “How It Feels to be Coloured Me” – 3 weeksHow does Hurston use diction and figurative language to illuminate the search for identity and understanding race during the Harlem Renaissance?Students will demonstrate an understanding of bildungsroman, juxtaposition, colloquial language, dialect, connotation and denotation, anecdote, convention, euphemism, paradox, Historical and Feminist Literary Theory. Students will read the novel, complete a dialectical journal, blog responses to critical questions and participate in online critical discussions, read the autobiographical text “How It Feels to be Coloured Me” and compare the fiction to the nonfiction, create and present a multimedia presentation of significant scenes in the novel, and complete a writing assignment analyzes the historical and social values of the Harlem Renaissance influence the central idea in the work. The Awakening and “White Heron,” and “The Yellow Wallpaper”How does Chopin use ambiguity in order to analyze the larger social movement of feminism?Students will demonstrate an understanding of characterization, epiphany, ambiguity, exposition, denouement, and Psychoanalytical and Feminist Theory.Students will read The Awakening and “White Heron,”and “The Yellow Wallpaper”and compare the protagonists and conflicts, trace the developments of the themes, and complete an applied practice on the novel. Students will write an in class assignment that compares the rise of feminism with the ending of the novel. The student will argue whether or not the protagonist upheld those social mores or abandoned them.Unit Essay: Students will write a 4-5 page essay that analyzes how social and historical influences affect the search for identity in two texts from this unit.Unit Five: Poetry – 4 weeksHow do poets use poetic devices to illuminate the human condition?Assorted poems from Robert Frost, Emily Dickinson, Yeats, Plath, Eliot, Byron, Keats, Dove, Thomas, Herrick, Blake, Tennyson, and other student choice poets.Students will demonstrate an understanding of rhyme scheme, blank verse, alliteration, assonance, consonance, enjambment, figurative language- simile, metaphor,? overstatement (hyperbole), understatement (litote), metonymy, synecdoche, apostrophe, onomatopoeia, oxymoron,? personification, ode, mood, tone, and syntax.Students will read, annotate, analyze, and do in class writing activities including creating their own original poems using extended metaphors, writing comparative essays, revising essays in response to teacher feedback, complete a research project on a chosen poet, and take applied practice poetry quizzes.Unit Essay: Students will write an essay where they perform close readings of 2-3 poems by a chosen poet and analyze the form & use of literary devices that influence and contribute to the artistry of the poems. Examining and analyzing a selection of poems from a poet of the student’s choosing (among offered selected poets) – explore what poetic devices and common poetic forms the poet is using consistently.? How do these devices shape meaning and purpose and how can?they be compared/contrasted across a variety of works. ................
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