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AP Literature and CompositionOVERVIEW This course is designed to provide students with a learning experience equivalent to the introductory year of college literature course work. Although this course fulfills the requirement for a fourth year of high school English, its contents are dictated not at the local or state level but are guided by the regulations of the National College Board. Thus, a statement of purpose that issues from that body follows:An Advanced Placement English course in Literature and Composition should engage 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, and themes as well as such smaller-scale elements as the use of figurative language, imagery, symbolism, and tone.Writing is an integral part of the AP English Literature and Composition course and exam. Writing assignments focus on the critical analysis of literature and include expository, analytical, and argumentative essays.Course Goals: Students will . . .develop an intellect capable of articulating abstract concepts in relation to the reading and writing assigned.understand the use of literary devices essential to the articulation of ideas.use a wide-ranging vocabulary with denotative accuracy and connotative resourcefulness.read with understanding and appreciation for stylistic elements used in a variety of genre and authors.analyze the linguistic and rhetorical choices of an author.analyze and employ syntax, figurative language, diction, and tone.identify and apply appropriate literary terminology to readings and writings.show how diction, syntax, and paragraph structure are essential tools to develop author’s purpose.The BIG Questions:What is the human condition and how do various literary genres help us define, experience, challenge, and celebrate the universal qualities in mankind?How can we negotiate challenging literary texts—with comprehension—for life?Reading:Readings in translation may be included, but because the course should stress close attention to an author’s own language and style, most of the assigned reading will be in texts originally written in English. By the end of the AP course you will have studied works from both the American and English tradition and from various periods from the sixteenth century on—with a few selections from world literature. You should read works of recognized literary merit that are likely to be taught in an introductory college literature course, works that are worthy of scrutiny because of their richness of thought and language that challenges the reader.Writing:AP students in English Literature and Composition are involved in the study and practice of writing as well as in the study of literature. Students will be expected to write clearly and persuasively, taking Aristotle’s elements of rhetoric as their guide, within the confines of the National College Board guidelines. While much of the writing in the course will be about literature in exposition or argument, occasionally the writing of personal narratives or reflections, stories, poems, or plays may be appropriate. Writing will include formal essays, timed in-class essays, responses to various readings, college essays, critical analyses, entrance/exit slips, among others.“Re-thinking” a paper is an ongoing process: to reconsider arguments, review evidence, refine purpose, and reorganize presentation are avenues to thoughtful, mature writing. I will comment on all formal assignment drafts, and students will analyze their own writing using “A Closer Look at my Writing” or a similar review tool. While students are peer reviewing each other’s papers, they can see some of their strengths and weaknesses through the writing of others. I am available before and after school for extra conferencing as needed. Minilessons will focus on the particular needs of the class, especially if there are certain challenges. They will likely include using correct MLA citation, varying sentence structure, writing with appropriate tone and voice, and using a cohesive structure. Remember that you’re building on what you’ve learned in AP Language; you’re still writing well-supported arguments with a clear sense of audience using appropriate tone and voice. In the final stage, writing assignments will be scored according to the AP rubric, wherein the point value may be calibrated according to the length/depth of the paper. Writing Exercises include: Poetry responses. Choose a poem from the provided packet every week to read and respond to in writing. Take into account the language used, imagery, symbolism, tone, structure, style, and themes as you read. Notice what stands out to you and make connections with what you’ve read and what you know. These responses are informal and are intended to provide experience with poetry interpretation at your own pace and with poems of your own choosing. Make comparisons, notice patterns, and form conclusions about the poet’s words to their meaning and effect. Timed, in-class essays. Several times through the class you will have the opportunity to produce on-demand type writings under a time limit. Before and after writing, we will discuss best practices regarding time management, annotation, and organization of the essay. With nearly every assignment you’ll get to see exemplars of released items in order to make comparisons and reflect on your own successes and areas of growth. Out-of-class essays. Two times throughout the semester, you’ll be writing a formal, extended analysis of a piece of literature. In order to provide the most helpful feedback, we will have paced due dates for the assignment, and I’ll be able to see your work in progress. The only time we’ll spend in class on it will be with these brief checkpoints to keep you on track and allow us to conference about your writing. Short Story essay. As a culminating assessment for the short story unit, you will choose a short story of sufficient depth and complexity to write about. This essay will be a close reading of the poem in which you’ll examine the textual details of a poem and make connections to its overall effect. This assignment is simply your own formal, written version similar to our in-class discussions during the short story unit. Historical values essay. With every novel we read, we’ll touch on how its social, historical, and/or cultural values impact the work. Choosing either Othello or Native Son, write a formal, extended analysis of how the social, historical, or cultural values of the work impact the text. You may include outside sources to help supplement your argument, citing them using MLA style. Character analysis essay. After completion of the Shakespearean play (either Othello or Hamlet), choose a character to analyze and supporting your claim for the reasons for your character’s behavior. Use evidence from the text and a minimum of two outside sources, citing them using MLA style. Reading responses in literature journals. In the first week of class, sutdents will be asked to bring a journal to document their reactions to the works we read in AP lit. We will be using the forum section as a means of class discussion, dialectical journaling, and further textual analysis. Most, if not all, responses on the ning will require you to cite particular passages from a text that help prove your claim about a particular aspect of what we’re reading. I will also be responding to your claims and asking questions – so make sure you can support what you’ve written Main examples include (but are not limited to):The Kite Runner: Choose two criteria of the archetypal hero’s journey and explain how Khaled Hosseini’s plot in The Kite Runner represents this archetypal journey and embed two quotes to support your ideas.Othello: Choose any character in the play and comment on his/her moral compass.? Give enough detail to SHOW how you have come to your conclusions. How can the reader understand or sympathize with that character’s sense of right and wrong? Through characterization, what is Shakespeare saying, thus far, about human nature? Cite two brief passages which support your claim.Native Son: 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. Native Son produces this “healthy confusion.” Explain the sources of the “pleasure and disquietude” experienced by the readers of Part 1: Fear. Please embed two quotes that support your claim in your response. DO NOT use quotes that other posters have already used. This will require that you read all posts previous to yours!Heart of Darkness: Pick a passage or scene from the third section of Alias Grace that you think is significant.? Tell us what you found interesting about it and show how it connects to the rest of the book thus far.? Then, add new insight into someone else's post.? Please make two separate posts: one for your passage and connection; one to comment on another's passage. Read everyone's post carefully so that you do not choose the same passage as any of your classmates, and please respond thoughtfully.? (Do not simply agree with an analysis)Papers: Writing will include formal essays, timed in-class essays, responses to various readings, college essays, critical analyses, entrance/exit slips, among others.Revision: “Re-thinking” a paper is an ongoing process: to reconsider arguments, review evidence, refine purpose, and reorganize presentation are avenues to thoughtful, mature writing. I will comment on all formal assignment drafts, and students will analyze their own writing using “A Closer Look at my Writing” or a similar review tool. While students are peer reviewing each other’s papers, they can see some of their strengths and weaknesses through the writing of others.In that final stage, writing assignments will be scored according to the AP rubric, wherein the point value may be calibrated according to the length/depth of the paper. Projects:Projects will include critical analyses of the literature studied, a poetry response notebook, a Renaissance/Shakespeare real-world project, a poetry presentation, good writing file, power-point presentation, Prezi, video presentation, among others that may be assigned throughout the semester. Each project introduction and explanation includes a specific scoring rubric with various levels of mastery.Social/Cultural/Historical Values Assignment. Literature isn’t created in a vacuum – and with this assignment you’ll be focusing on the idea that it reflects larger social, cultural, and historical contexts. While we will touch on this idea several times through the class, and with nearly every major work we read, you will be delving more into this more formally during the metaphysical poetry unit. In addition to examining multiple poems from one poet for this project, your presentation will demonstrate how your poet’s work (themes, imagery, style) is a reflection of its social context. Poetry Podcast. Students will work in small groups to record and produce a poetry podcast, providing an auditory version of a close reading and discussion of a poem they’ve chosen. These will be uploaded to the ning to be shared with the class. Native Son Group Project. Students will choose a historically relevant topic over Native Son. Students will then be grouped based on their interests over the following 4 topics: Jim Crow Laws, Sigmund Freud and the Id, Ego, and Superego, The Age Old Debate: Nature vs. Nurture, or The Origins of Slavery. Students will research their designated topic using credible sources and they will be expected to correctly cite their information utilizing MLA citation rules. Students will begin researching after drafting 3-4 guiding questions about their topic to narrow their focus. These questions have to be relevant to the novel and will be approved by me. Furthermore, students must find 4-5 passages from Native Son that correlate with their topic. These passages should be explicated for the class to explain their relevance to the novel and give into how their historical topic might have impacted Wright’s writing. Choice Novel Assignment/ Final Novel Assignment. The overall goal with AP literature is for students to develop the tools they need to discern the meaning and purpose of literature of high caliber. Therefore, it is essential for students to be practicing theses skills outside of the classroom. In order to successfully complete these projects, students must complete 4 components. The first is the stylistic prose techniques in which students select 10 literary devices, figurative language terms etc. and explain how they are used in the novel, provide an example, and analyze how it affects the work as a whole. The second aspect is the reader response journal entries. Students divide the novel into four sections and record their responses to the events of the plot and the development of the conflict. The third is the prose analysis in which students pretend to be a member of the AP English Literature and devise a test question that might be found on the free response essays of the AP test. Students must select a passage from the novel and write a question modeled off of the AP test that is geared toward their chosen passage. Then, they must write an essay that answers their question. The last portion of the project is a commercial, in which students create a 1-2 minute advertisement of their novel in order to encourage their peers to read the book and also showcase the highlights of the novel. For the first choice novel assignment students will be given the choice of reading the of reading Sue Monk’s The Secret Life of Bees, Khaled Hosseini’s The Kite Runner, Chinua Achebe’s Things Fall Apart, or Nathaniel Hawthorne’s The Scarlet Letter. I narrow the selection for the first independent novel assignment in order to offer more guidance as students read their work independently. Furthermore, this allows me to do in-class lit. circles with the class, and I group them by their chosen novel. The last choice novel assignment consists of a list of 60 plays and novels that are AP approved for students to choose from. More freedom is allowed on this project as students have been in the course for more time and have had more time to practice close reading and analyzing difficult texts. Assessment :Tests and quizzes will assess preparedness, content knowledge, and understanding of literary elements and their application to works studied in the classroom, works assigned outside of the classroom, and new works not previously studied. Due to the nature of the class, there will not be a multitude of daily grades, but rather important project and long-term assessment grades. Committed participation in all activities is essential for success in this class and will be evaluated accordingly. Students are expected to prepare thoroughly for class, participate actively in class discussions and seminars, think critically, and stay focused on the learning over the letter grade. I use a point system to calculate grades, but percentages are taken into account, as well. Essays, projects, and tests are worth 70% of a student’s grade while homework, quizzes, and other “daily work” makes up 30% of the total grade. Typically, formal writing assignments, tests, projects, and seminars are worth 50 – 100 points and are weighted more that quizzes, journal entries, poetry responses, and daily/homework assignments, which range in value from 20 – 40 points.Grading Scale:90 – 100 A80 – 89 B70 - 79 C65 – 70 D64 – 0 FWeekly Schedule Monday: Multiple choice practice. In-class, focusing on types of questions asked and the skills needed to correctly answer at least 50% of the questions correctly. Every Monday. Tuesday: Poetry Response due on weeks noted in semester plan. Always due at beginning of class. Must be printed before you get to class. Rest of class: literature study/activities/chunking Wednesday: In-Class Timed Writing. On weeks noted on schedule. Will be scored holistically according to AP Rubric. Thursday: Literature study. Socratic seminars will be utilized to discuss items the entire class has read or is reading such as poetry, short stories, Native Son and “Othello.” Friday: Discuss in-class writing from Wednesday, examine released items. Reading selections will be added/deleted according to the needs of the class and time permitted. Please note the novels listed in the semester plan. If you consider any novel inappropriate for your child, you may request another at no consequence. WeekIn-Class ReadingWritingOut of Class18/13-15Intro, syllabusDeath of Icarus, discussionIcarus poems, discuss Poetry Response requirementsMultiple Choice AP Practice Pre- TestNative Son 28/18-22Poetry StudyGuiding Question: What is poetry?Explanation of SOAPSToneMiscellaneous American Lit: Harlem Renaissance and Modernists“Since There’s No Help”“Youth’s Progress”“When in Rome”“We Wear the Mask”“Ballad of Birmingham” “Sympathy” “Those Winter Sundays”“To A Stranger”“After Apple Picking”“My Poppa’s Waltz”“Since There’s No Help”“Stopping by Woods on a Snowy Evening”British Lit: Renaissance and Carpe Diem Poetry(Medieval) “The Daemon Lover”“Whoso List to Hunt”“To His Coy Mistress” “The Flea” Sonnet 119 “My Mistress’ Eyes” Sonnet 116 “Let me not to the marriage”“Easter Wings” “The Collar”Poetry Response #1 (“Those Winter Sundays”)Native Son 1st Check Friday, August 22 1-9338/25-29Romantic PoetryExcerpts from Songs of Innocence and Experience“The Tables Turned”“We are Seven”“Simon Lee” Victorian Poetry“Goblin Market”“Porphyria’s Lover”“My Last Duchess”“Charge of the Light Brigade”“The White Man’s Burden” Poetry AssessmentPoetry Response #2 College Essay Final Draft Due (Graded)In-Class Essay #1 (Scored) over“To His Coy Mistress” by Andrew Marvell (8/25) Native Son2nd Check94-184Friday, Aug. 294 Labor Day 9/2-5Short Story StudyPlot/Structure“A Rose for Emily” and written response“A Worn Path”“August 2026: There Will Come Soft Rains” and written responsePoint of View“Hills Like White Elephants” and written response“Paul’s Case”“Eleven”“The Celebrated Jumping Frog of Calaveras County”Poetry Response #3Discuss grading for “To His Coy Mistress” essaysIn Class Response: Write a paragraph describing the tone of Faulkner’s short story, “A Rose for Emily.” How does Faulkner’s use of figurative language establish a tone for the work?In Class Response: In Hemingway’s “Hills Like White Elephants,” the author utilizes a voice of a detached narrator. Explain the purpose of this type of point of view. Also, analyze the symbolism of the short story and explain how it helps us understand what happens to the couple after the short story ends. Native Son 3rd Check152-250Friday, Sept. 5Poetry Podcast Group Presentations: Sept. 3-559/8-12 Character“Miss Temptation” and written response“A&P”“Everyday Use”“The Chrysanthemums” Poetry Response #4In-Class Essay #2 (Scored) over“Thou Blind Man’s Mark”In Class Response: Native Son4th CheckThursday, Sept. 11250-32569/15-19Theme“The Bride Comes to Yellow Sky”“Once Upon A Time”“Mrs. Brill”“The Exiles” Poetry Response #5In-Class Essay #3 (Scored) over choice poem (“Charge of the Light Brigade,” “London,” “Love (III),” or “Porphyria’s Lover”-students will provide connection in essay of how poem’s historical context affects the subject, themes, and literary devices explored in this essayNative Son 325-375 79/22-25Symbol/Allegory“The Hand”“Young Goodman Brown”“Where Are You Going, Where Have You Been?”“A Good Man is Hard to Find” Poetry Response #6 In class writing assignment: In what way can Oates’ short story, “Where Are You Going, Where Have You Been” serve as an example of a cautionary tale? What is Oates’ purpose in writing the story by utilizing characters that we, as an audience, have trouble empathizing with. Native Son group research project (assigned 9/22) presentations that relate Native Son and the novel’s historical content to the following topics: -Jim Crow Laws-The Origins of Slavery-Sigmund Freud and the Id, Ego, and Super Ego-The age old argument: Nature vs. Nurture-Education and the concept of “separate but equal” in the early 20th century(Present 9/25) Choice Novel Assignment: The Kite Runner, The Secret Life of Bees, Things Fall Apart, or The Scarlet LetterAssigned Friday, Sept. 2589/29- 10/3Irony“The Boarding House”“Eveline”“Story of an Hour” “Greenleaf”“A Good Man is Hard to Find”Short Story AssessmentPoetry Response #7In class writing assignment: A moral code is a set of beliefs that affect the actions and decisions a person makes One’s moral code may determine how they perceive the actions of others and society in general. This set of beliefs affects what motivates the individual overall. Identify a character from O’Conner’s “A Good Man is Hard to Find” and explain how his or her moral code affects his or her paradigm, motivations, and actions.Final discussion Native Son 10/3Choice Novel ProjectThursday, Oct. 2Fall Break 10/6-10/10Finalize Choice Novel assignments 9 10/13-10/17Chapter Five: Figurative Language: Simile, Metaphor, Personification, Apostrophe, Metonymy“A Valediction: Forbidding Mourning” 84“The Clod and the Pebble” handout“More Light! More Light” handoutChapter Six: Figurative Language: Symbol, Allegory (90-99)“Acquainted with the Night” 255“The Haunted Palace” handoutChapter Seven: Figurative Language: Paradox, Overstatement, Understatement, Irony (112-21)“Batter my Heart! Three-Personed God” 122“The History Teacher” 125“Afterward” 131Chapter Eight: Allusion (135-38)“Miniver Cheevy” 142“Journey of the Magi” 143Chapter Seven: Figurative Language: Paradox, Overstatement, Understatement, Irony (112-21)“Batter my Heart! Three-Personed God” 122“The History Teacher” 125“Afterward” 131Chapter Eight: Allusion (135-38)“Miniver Cheevy” 142“Journey of the Magi” 143Poetry Response #8In-Class Essay #4 (Scored)utilizing free response AP prompts from 1982, 1983, and 1995. Students chose a prompt to write about using textual evidence to defend their response from Native Son.Choice Novel Assignment due 10/171010/20-24Shakespeare Drama Study: Othello: Acts 1-210/17 present choice novel assignment projects and turn in essays and response sheetsIn-Class Essay 6: 2009 AP Question 1 released prompt from 2009 test over Shakespeare’s Henry VIIIComplete Othello blog entries on (ongoing assignment throughout unit) 1110/27-31Othello: Acts 2-3Poetry Response #11Short Story Analysis Essay Assigned 10/15/ 2014Continue Othello blog entries using 1211/3-11/7Election dayOthello: Finish Othello (Acts 4-5)Short Story Essay Due 10/29/2014MWDS due for Othello1311/10-11/14Poetry ReviewChapter Seven: Figurative Language: Paradox, Overstatement, Understatement, Irony (112-21)“Batter my Heart! Three-Personed God” 122“The History Teacher” 125“Afterward” 131Chapter Eight: Allusion (135-38)“Miniver Cheevy” 142“Journey of the Magi” 143Poetry Response #11In Class Essay 7: over OthelloFinal novel assignment: Students choose from a released list of AP novels for their final novel project. 1411/17-21Poetry Response #12 In-Class Essay #8Short Story Essays returned 11/11… students may revise and edit essays after conferencing with me to improve grade(2nd draft due 11/22/2014)Historical values essay assigned 11/1511/18-22Thanksgiving1511/24-28Short Drama and/ or Short Fiction StudyShort DramaA Doll’s House by IbsenWaiting for Godot by BecketDeath of a Salesman by MillerOedipus Rex by SophoclesFaust by GoetheShort Fiction Study: Novellas and Metaphysical PoetrySelections include: Heart of Darkness by Conrad Candide by Voltaire The Stranger by Camus The Dead by Joyce Metamorphosis by Kafka Billy Budd by MelvillePoetry Response #131612/1-5In-Class Essay #9Practice prose responseover 2011 AP released prompt over Eliot’s Middlemarch Historical values essay due 12/61712/8-12Poetry Response #14Character analysis essay and reader response project due over final novel.Final novel project presentations due 12/61812/15-12/19Poetry Response #15In-Class Essay #10Poetry Response #16Character Analysis Essay DueResources/Textbooks:Arp, Thomas R. and Greg Johnson. Perrine’s Sound and Sense: An Introduction to Poetry. 11th Ed. Boston: Thomson-Wadsworth, 2005.Arp, Thomas R. and Greg Johnson. Perrine’s Story and Structure. 11th Ed. Boston: Thomson-Wadsworth, 2006.Barton, Edwin J. and Glenda A. Hudson. A Contemporary Guide to Literary Terms with Strategies for Writing Essays About Literature. 2nd Ed. Boston: Houghton Mifflin Company, 2004. (Classroom set) Burchers, Sam, et al. Vocabulary Cartoons II. Punta Gorda, FL: New Monic Books, 2000. (Classroom set)Glenn, Cheryl, et al. Hodges’ Harbrace Handbook. 15th Ed. Boston: Thomson-Wadsworth, 2004. Kennedy, X.J., and Dana Gioia. Literature: An Introduction to Fiction, Poetry, Drama, and Writing. 5th Ed. New York: Pearson, 2009. ................
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