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SIOUX FALLS SCHOOL DISTRICTAP ENGLISH LITERATURE AND COMPOSITION

SEPTEMBER 2011

COURSE DESCRIPTION: This is a yearlong integrated course designed to improve student skills in language/composition, reading/literature, speaking and listening.

COURSE GUIDE:1ST SEMESTER

For a complete listing of 1st semester activities, see attached syllabi. Significant Task: Literary criticism project

2ND SEMESTER

For a complete listing of 2nd semester activities, see attached syllabi. Significant Task: Writing reflection project

AP ENGLISH LITERATURE AND COMPOSITION MEETS ALL THE NATIONAL COMMON CORE STANDARDS AS FOLLOWS:

Reading Standards for Literature 6–12RL 1. Cite strong and thorough textual evidence to support analysis of what the textsays explicitly as well as inferences drawn from the text, including determiningwhere the text leaves matters uncertain.RL 2. Determine two or more themes or central ideas of a text and analyze theirdevelopment over the course of the text, including how they interact and buildon one another to produce a complex account; provide an objective summary ofthe text.RL 3. Analyze the impact of the author’s choices regarding how to develop andrelate elements of a story or drama (e.g., where a story is set, how the action isordered, how the characters are introduced and developed).RL 4. Determine the meaning of words and phrases as they are used in the text,including figurative and connotative meanings; analyze the impact of specificword choices on meaning and tone, including words with multiple meanings orlanguage that is particularly fresh, engaging, or beautiful. (Include Shakespeareas well as other authors.)RL 5. Analyze how an author’s choices concerning how to structure specific parts ofa text (e.g., the choice of where to begin or end a story, the choice to provide acomedic or tragic resolution) contribute to its overall structure and meaning aswell as its aesthetic impact.RL 6. Analyze a case in which grasping point of view requires distinguishing what isdirectly stated in a text from what is really meant (e.g., satire, sarcasm, irony, orunderstatement).RL 7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or liveproduction of a play or recorded novel or poetry), evaluating how each versioninterprets the source text. (Include at least one play by Shakespeare and oneplay by an American dramatist.)

Curriculum Services 1

RL 10. By the end of grade 12, read and comprehend literature, including stories,dramas, and poems, at the high end of the grades 11–CCR text complexity bandindependently and proficiently.

Reading Standards for Informational Text 6–12RI 1. Cite strong and thorough textual evidence to support analysis of what the textsays explicitly as well as inferences drawn from the text, including determiningwhere the text leaves matters uncertain.RI 2. Determine two or more central ideas of a text and analyze their developmentover the course of the text, including how they interact and build on one anotherto provide a complex analysis; provide an objective summary of the text.RI 3. Analyze a complex set of ideas or sequence of events and explain how specificindividuals, ideas, or events interact and develop over the course of the text.RI 4. Determine the meaning of words and phrases as they are used in a text,including figurative, connotative, and technical meanings; analyze how an authoruses and refines the meaning of a key term or terms over the course of a text(e.g., how Madison defines faction in Federalist No. 10).RI 5. Analyze and evaluate the effectiveness of the structure an author uses in his orher exposition or argument, including whether the structure makes points clear,convincing, and engaging.RI 6. Determine an author’s point of view or purpose in a text in which the rhetoric isparticularly effective, analyzing how style and content contribute to the power,persuasiveness, or beauty of the text.RI 7. Integrate and evaluate multiple sources of information presented in differentmedia or formats (e.g., visually, quantitatively) as well as in words in order toaddress a question or solve a problem.RI 10. By the end of grade 12, read and comprehend literary nonfiction at the high endof the grades 11–CCR text complexity band independently and proficiently.

Writing Standards 6–12W 1. Write arguments to support claims in an analysis of substantive topics or texts,using valid reasoning and relevant and sufficient evidence.a. Introduce precise, knowledgeable claim(s), establish the significance of theclaim(s), distinguish the claim(s) from alternate or opposing claims, andcreate an organization that logically sequences claim(s), counterclaims,reasons, and evidence.b. Develop claim(s) and counterclaims fairly and thoroughly, supplying themost relevant evidence for each while pointing out the strengths andlimitations of both in a manner that anticipates the audience’s knowledgelevel, concerns, values, and possible biases.c. Use words, phrases, and clauses as well as varied syntax to link the majorsections of the text, create cohesion, and clarify the relationships betweenclaim(s) and reasons, between reasons and evidence, and between claim(s)and counterclaims.d. Establish and maintain a formal style and objective tone while attending tothe norms and conventions of the discipline in which they are writing.e. Provide a concluding statement or section that follows from and supportsthe argument presented.W 4. Produce clear and coherent writing in which the development, organization,and style are appropriate to task, purpose, and audience.W 5. Develop and strengthen writing as needed by planning, revising, editing,rewriting, or trying a new approach, focusing on addressing what is mostsignificant for a specific purpose and audience.


W 6. Use technology, including the Internet, to produce, publish, and updateindividual or shared writing products in response to ongoing feedback,including new arguments or information.W 10. Write routinely over extended time frames (time for research, reflection, andrevision) and shorter time frames (a single sitting or a day or two) for a range oftasks, purposes, and audiences.

Speaking and Listening Standards 6–12SL 1. Initiate and participate effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics,texts, and issues, building on others’ ideas and expressing their own clearly andpersuasively.a. Come to discussions prepared, having read and researched material understudy; explicitly draw on that preparation by referring to evidence from textsand other research on the topic or issue to stimulate a thoughtful, wellreasonedexchange of ideas.b. Work with peers to promote civil, democratic discussions and decisionmaking,set clear goals and deadlines, and establish individual roles asneeded.c. Propel conversations by posing and responding to questions that probereasoning and evidence; ensure a hearing for a full range of positions on atopic or issue; clarify, verify, or challenge ideas and conclusions; and promotedivergent and creative perspectives.d. Respond thoughtfully to diverse perspectives; synthesize comments, claims,and evidence made on all sides of an issue; resolve contradictions whenpossible; and determine what additional information or research is requiredto deepen the investigation or complete the task.SL 2. Integrate multiple sources of information presented in diverse formats andmedia (e.g., visually, quantitatively, orally) in order to make informed decisionsand solve problems, evaluating the credibility and accuracy of each source andnoting any discrepancies among the data.

Language Standards 6–12L 1. Demonstrate command of the conventions of standard English grammar andusage when writing or speaking.a. Apply the understanding that usage is a matter of convention, can changeover time, and is sometimes contested.b. Resolve issues of complex or contested usage, consulting references (e.g.,Merriam-Webster’s Dictionary of English Usage, Garner’s Modern AmericanUsage) as needed.L 2. Demonstrate command of the conventions of standard English capitalization,punctuation, and spelling when writing.a. Observe hyphenation conventions.b. Spell correctly.L 3. Apply knowledge of language to understand how language functions indifferent contexts, to make effective choices for meaning or style, and tocomprehend more fully when reading or listening.a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences)for guidance as needed; apply an understanding of syntax to the study ofcomplex texts when reading.

AP ENGLISH LITERATURE & COMPOSITIONTHE UNEXAMINED LIFE IS NOT WORTH LIVING – SOCRATES


COURSE DESCRIPTIONThe purpose of this course is to improve the ability of participants to write critically, to read critically, and to think critically. Repeatedly, students who take this course will be asked why: Why does the poet incorporate imagery in certain stanzas and not in others? Why does the author of the novel tell the story from a first-person point of view? Why does the student choose to arrange her essay in the way she does? Students who take this course will be asked other questions as well: What is the author suggesting in her novel about the value of loyalty and friendship? When it is appropriate to use one’s own experiences to support one’s arguments in a paper? Where in the play does the playwright seem to draw on his own life?

Through literature and composition we gain a better understanding of the world in which we live. Each is a powerful medium. In fact, there is perhaps none more potent. Reaping the benefits of literature and composition, however, takes some doing. It is not enough for students in this course to be curious. They also must be willing to work. So let’s talk about that.

READING ASSIGNMENTSIn this course students read an array of works: novels; non-fiction works; plays; poetry. Some of the works are old. Some are new. Some of the works are relatively easy to grasp. Some are extremely dense and inscrutable. Some of the works will be assigned. Some of the works will be, to a degree, of one’s own choosing. Frequently, students will be reading two novels at once – an in-class novel and an independently read novel. Since critical reading and critical thinking are two of the over-arching goals of this course, what students read in this course will lend themselves to those endeavors. Steamy romance novels, murder mysteries, and pulp fiction – while entertaining and, in the eyes of some, worthy of study – are nowhere to be found on the reading list of this course. Because of the sheer amount of it that occurs in this course, participants must enjoy reading. Their affinity need not border on zeal, but for students who find reading to be akin to school lunches, this course will be anathema.

WRITING ASSIGNMENTSDid I say students read a lot in this course. Well, they write just as much. In this course students write persuasive essays, expository essays, narrative essays, literary analysis essays, and other kinds of papers as well. While the genres of the papers are changeable, one characteristic constant among all of them is the need to be well-conceived and well-written. Students learn to be true to the writing process in this course. Writing is revised … and revised … and revised again prior to submission. Papers written the night before they are due, or the day before they are due, or sometimes even the week before they are due, are punished. Papers painstaking in their pursuit of polish are rewarded. Writing is evaluated in terms of the originality, the creativity, and the depth of its ideas. Do introductions capture reader interest? Are arguments sufficiently evidenced? Is the research in a paper credible and current? Writing also is evaluated in terms of its organization, its voice, its sentence fluency, its word choice, and its conventions. Writing is critiqued closely. Papers receive ample amounts of instructor feedback. Writing is like most skills: The more one practices it, the better one becomes. For whatever reason [they’ve written more, they’ve read more, their parents are more literate, they have a natural talent if such a thing exists], some students are more skilled than others at writing, at expressing themselves thoroughly and coherently. By working hard, a less-skilled writer can close that gap until the time comes when his or her skills are equal to those of the more-skilled writer. It’s not a question of ability. It’s a question of effort. If this course has a mantra, that is it. Students should note there is no opportunity for traditional forms of creative writing in this course. No fiction. No poetry. There are periodic group projects that lend themselves to creative thought in film and other medias. In addition, in preparation for the Advanced Placement Literature & Composition exam, some timed writing occurs now and then during this course.


Finally, grammar instruction in this course occurs in the context of composition. Explicit grammar instruction is the providence of other courses at this high school. This course does feature, however, explicit vocabulary instruction. Students are given 60 words a month to learn and then are tested. One important caveat: Following the first vocabulary exam, each subsequent exam includes that month’s 60 words as well as the previous month’s – or months’ – words. The fifth vocabulary exam, for instance, features a possibility of 300 words. Yes, these exams can be bearcats.

REQUIRED TEXTS

Here is a partial list of novels, plays, and anthologized materials for this course:

Hamlet [William Shakespeare] The Kite Runner [Khaled Hosseini] The Things They Carried [Tim O’Brien] The Oedipus Plays of Sophocles The Glass Menagerie [Tennessee Williams] King Lear [William Shakespeare] Siddhartha [Hermann Hesse] A Doll’s House [Henrik Ibsen] Sound and Sense: An Introduction to Poetry Story and Structure Heart of Darkness [Joseph Conrad] 1984 [George Orwell] Long Day’s Journey into Night [Eugene O’Neill]

SEMESTER ONE

WEEKS ONE, TWO, THREE & FOUR: THE SHORT STORYStory and Structure and assorted readingsThe big picture: The elements of literature – plot, setting, character, theme, and others – discussed collectively and broadly. Writing Assignment: Choose two of the short stories read during this unit and compare them thematically, stylistically and rhetorically.

First Independent Novel Literary Analysis Due

WEEKS FIVE & SIX: THEMESiddhartha by Hermann HesseWhat importance, what effect does the setting of the novel and the author’s own experiences have on the theme of the novel? What influence does our own ideology, our own ideas and beliefs have on our interpretation and understanding of the novel? Writing Assignment: Argumentative Essay – What is the purpose of life?

WEEKS SEVEN & EIGHT: CHARACTERIZATIONThe Things They Carried by Tim O’BrienWhat methods does O’Brien use to develop the characters in his novel? How does he employ point of view, dialogue, and imagery in the making of his characters? Which charcter[s] best represent the theme of the novel? How is the novel relevant in the context of today’s political environment? Writing Assignment: Narrative Essay – Tell the story of an incident in your life that left an indelible impression upon you, of an event that you cannot wash from your memory.

Second Independent Novel Literary Analysis Due First Vocabulary Exam


WEEKS NINE, TEN & ELEVEN: PLOT AND IRONYHamlet by William ShakespeareWhat complication[s] are evident in the plot of the play and at what point and in what way are they resolved? How does irony manifest itself in the play? In what way does Hamlet’s own resolution suggest an answer to the question he raises in his soliloquy in Act 3, Scene 1? Writing Assignment: Narrative Essay – Tell the story of a conflict you have faced, of some struggle you have met. Perhaps the conflict was internal. Or, perhaps, it was external. It may be a past conflict. It may be a resolved conflict. But it need not be either, and, perhaps, being neither, it may be a better story.

Second Vocabulary Exam

WEEKS TWELVE, THIRTEEN & FOURTEEN: SETTING AND SYMBOL1984 by George OrwellWhat is the effect of setting in the novel? How does it shape plot, characterization, and theme? In addition to Big Brother and Room 101, what symbols are contained in this novel? Assignment: 1984 Small Group Research Project & Paper – Each group will be responsible for explaining a philosophical construct or contemporary political issue and its significance to the rest of the class. Your explanation will take two forms:

A creative means. A research paper.

Third Independent Novel Literary Analysis Due

WEEKS FIFTEEN, SIXTEEN, SEVENTEEN & EIGHTEEN: DRAMAOedipus Rex by Sophocles; A Doll’s House by Henrik Ibsen; The Glass Menagerie by Tennessee Williams; Long Day’s Journey into Night by Eugene O’NeillIn which ways is the playwright’s palette similar to the novelist’s? In which ways is it different? Choose two of the plays read during this unit and compare them thematically, stylistically and rhetorically.

Third Vocabulary Exam Fourth Independent Novel Literary Analysis Due First Semester Exam

SEMESTER TWO

In addition to more of the usual fare, this semester features an in-depth examination of poetry. As part of that examination, we will learn rhetorical techniques often found in poetry but found in other kinds of works as well. And as part of that examination, you will be asked to memorize the definitions of 90 rhetorical techniques. That test will occur at the end of Week 9.

WEEK ONE: POETRYSound and Sense and assorted readingsThe big picture: The elements of poetry – theme, structure, tone, imagery, and others – discussed collectively and broadly.

WEEK TWO: POETRY – DENOTATION AND CONNOTATIONSound and Sense and assorted readingsHow do the poets use denotation and connotation to convey meaning?

First Timed-Writing Poetry Response


WEEK THREE: POETRY – IMAGERYSound and Sense and assorted readingsImagery has an assortment of guises. What are they?

Second Timed-Writing Poetry Response

WEEK FOUR: POETRY – SYMBOL AND ALLEGORYSound and Sense and assorted readingsThe winter winds blow sharp. It must be time to read Robert Frost and to discuss symbol and allegory.

Third Timed-Writing Poetry Response Third Vocabulary Exam Fifth Independent Novel Literary Analysis Due

WEEK FIVE: POETRY – STRUCTURE, RHYTHM AND METERSound and Sense and assorted readingsThe manner in which poems are built – their structure – is often significant.

Fourth Timed-Writing Poetry Response

WEEK SIX: POETRY – PARADOX AND HYPERBOLESound and Sense and assorted readingsThe best week of the year! You will remember it the rest of your lives.

Fifth Timed-Writing Poetry Response

WEEK SEVEN: POETRY – IRONY AND ALLUSIONSound and Sense and assorted readingsAt this point you may be feeling you have suffered enough of poetry’s slings and arrows, but not so fast. There is more.

Sixth Timed-Writing Poetry Response

WEEK EIGHT: POETRY – TONESound and Sense and assorted readingsAll the poetic devices come together as the discussion turns to tone.

Seventh Timed-Writing Poetry Response Fourth Vocabulary Exam Sixth Independent Novel Literary Analysis Due

WEEK NINE: POETRY – THE KITCHEN SINKSound and Sense and assorted readingsWhatever was left out, or at least some of it – anaphora, antithesis, assonance, you get the idea – merits our attention.

Eighth Timed-Writing Poetry Response Rhetorical Technique Definition Exam

WEEKS TEN, ELEVEN & TWELVE: THE NOVELThe Kite Runner by Khaled HosseiniAlthough its Afghanistan setting is exotic, the topics in The Kite Runner – loyalty, cowardice, redemption – are common in literature. Where else during these past weeks and months have we


encountered these topics? Where have you encountered them in your own lives? One beauty of literature is it has the ability to help us to better understand ourselves. Writing Assignment: Argumentative Essay – American culture has always valued the individual, but this esteem perhaps has never been more pronounced than it is today. In business, in politics, in society in general, many suggest the nation’s mantra seems to be: Always look out for No. 1. Is this good? Or is it bad? Or is it a mixture of both? [0R] Narrative Essay – Loyalty is one of the best and rarest of human characteristics. Tell the story of a time when you were disloyal to a friend or of a time when a friend was disloyal to you.

Fifth Vocabulary Exam Seventh Independent Novel Literary Analysis Due

WEEKS THIRTEEN, FOURTEEN & FIFTEEN: THE NOVEL CONT.Heart of Darkness by Joseph ConradIn its exploration of the human condition, this novel has it all: theme, setting, characterization, symbol, etc. With the Advanced Placement Literature and Composition exam looming, the novel, I hope, will tie up some of the loose ends in your understanding of literature and composition. Writing Assignment: Choose two of novels either we read collectively or you read individually this year and compare them thematically, stylistically and rhetorically.

Eighth Independent Novel Literary Analysis Due

WEEKS SIXTEEN, SEVENTEEN & EIGHTEEN: SAVING THE BEST FOR LASTKing Lear [or some other play] by William ShakespeareParting is such sweet sorrow, so what better way to end our time together than with the Bard and, of course, our final exam [that’s the tragic part].

Second Semester Exam

AP ENGLISH LITERATURE AND COMPOSITON

Course Overview


The AP English Literature and Composition course designed to prepare students for the advanced placement examination and/or advanced placement in college. This course involves in-depth analysis of literature, critical thinking skills, research, and extensive writing.

Literary Experience:The course will focus on a variety of genres. Selections may include but are not limited to the following titles:

1984 Literature: The Human Experience Hamlet King Lear Twelfth Night Metamorphosis Heart of Darkness Crime and Punishment A Doll’s House Return of the Native Far from the Madding Crowd A Streetcar Named Desire Accidental Tourist Dinner at Homesick Restaurant Oedipus Rex The Stranger Mythology Contemporary novels Poetry Short Stories Essay,,,,

Writing Experiences:Students will focus on fine-tuning the various elements of advanced writing. Opportunities may include:

Troubleshooting Guide for Writers Free writing Reader response paper Creative writing Essays – both in-class and out-of-class assignment format AP Timed writing Literary criticism Comparison-contrast essays Characterization papers Literary analysis Senior scrapbook

Vocabulary:

Students will take weekly vocabulary quizzes, but are also responsible for vocabulary in literary selections.

A pocket dictionary is strongly encouraged.


Grammar:

Grammar is visited as part of the revision process in student writing and as problems arise.

Semester One

Summer Reading

1984, George Orwell Return of the Native or Far from the Madding Crowd, Thomas Hardy

During the month of August, we review the summer reading, visit expectations and format of the AP exam, read student example essays, read teacher rubric, and begin a vocabulary study.

Week 1: 1984 with emphasis on language, characters, style, and societal message.

Week 2: Return of the Native or Far from the Madding Crowd with emphasis on importance of setting, societal message, time period.

Summative assessment: for each of these works, students write one essay modeled on the free-response question of the AP exam. Students read and assess a model paper with a classroom discussion. Students then read and assess their own work and turn in a written reflection focusing on writing strengths and weaknesses to work on in future writings. After looking over the sentence structure handout, students look for variety of sentence structure, counting the number of simple sentences, compound sentences, and complex sentences in their essay. Students then revise first essay based on syntax and clarity of answering the AP prompt.

Weeks 3 – 9 Drama Unit.

Oedipus Rex (Sophocles) Hamlet (Shakespeare) A Doll’s House (Ibsen) Mythology (Hamilton)

Drama Unit begins with student research on specific mythological gods and creatures that will help in understanding allusions found in Sophocles’ work and Shakespeare’s works.

Introduction of Greek theater and Greek Drama. Quick review of basic characteristics of the tragic figure as outlined by Aristotle in The Poetics.

Students are given one week to read and discuss Oedipus Rex, four weeks to read and write a scholarly research paper on Hamlet, and two weeks to read and discuss A Doll’s House.

Oedipus Rex leads to a discussion of Aristotle’s definition of tragedy. Focus on writer’s technique to build suspense in the audience, knowledge comes through suffering, fatal flaw, free will vs. fate.

The Tragedy of Hamlet

Study begins with Shakespeare’s world, great chain of being, Shakespeare’s language, and function of tragedy.


Discussion includes the relationships of fathers and sons, the tragic hero, Hamlet’s ego, the role of women, Hamlet’s madness, and our belief in the supernatural.

After taking a position on one of the topics discussed in class, students write a research paper using literary criticism and scholarly journals to reinforce their position. Papers are 7 – 10 pages in length and are sent by e-mail to fellow students and to Turnitin.com. Daily discussion of papers takes place in a classroom seminar environment. All students are responsible for reading and commenting on peer papers. Seminar ends with a synthesis of paper presentations. Students create a list of commonalities which lead to depth of understanding.

In class we further discuss the elements of drama, writer’s techniques, symbolism, social issues.

Assessments: In class discussions and questions.

Summative: Research paper and AP style essay writing.

A Doll’s House

Background on Ibsen is given before play is read aloud in class. Students take a role and perform the play aloud. Daily class begins with student free writing about previous day’s production and discussion focusing on symbolism, playwright’s techniques, and effectiveness unities ensues.

Formative: students create questions and comments during free writing that show an understanding of the deeper meanings of the text.

Summative: In-class essays patterned after the free-response AP essay question.

First Quarter Benchmark – Students should be able to write and recognize a well-organized essay that answers the AP prompt and shows a deeper understanding of the text.

Weeks 10 – 13 Short Fiction Unit

75 Short Masterpieces (ed. Goodman) Welcome to the Monkey House (Vonnegut) additional pieces that focus on satire and/or irony.

After a review of literary analysis, each student selects one short fiction for the class to read. The list is compiled and all students are required to read and write an analysis for two short stories per day. Randomly chosen students present one short story to the class and lead a 15minute discussion using the literary analysis guideline. Unit focuses on symbols, imagery, diction, and organization with an emphasis on point of view and tone

Assessments:

Formative: students prepare analysis and present analysis to the class. Students turn in written analysis for each short story at the end of the unit.

Summative: Two in-class essays patterned on the AP Question one. Interpretive writing and writing based on close reading of details and short story elements. Timed writing using a satirical or ironic piece.


Weeks 14 – 16

Novel Unit

Heart of Darkness (Conrad) Orwell “Shooting an Elephant”

Unit focus on impressionistic writing, frame narrative, inference, and symbolism.

Unit includes class discussion of style and theme. After reading the novel, small groups work to trace one motif throughout the novel, relate to the meaning of the work as a whole, and present a thoughtful, entertaining, and documented piece to the class.

Essay “Shooting an Elephant” read and discussed as it relates to Heart of Darkness

Assessment: Formative – in-class discussion and small group work.

Summative – presentations of motif. In-class essays patterned after the free-response AP essay question.

Weeks 17 – 18

Modern Novel Unit

Metamorphosis (Kafka).

Unit discussion of symbols, style including dream-like state mixed with common ordinary life. Students delve into novel through guided questions and student generated questions formulated through free writing and classroom discussion responses. Small group focus on literary criticism.

Assessment: Formative – in-class discussion and small group work.

Summative – presentations of literary criticism of Kafka’s Metamorphosis.

In-class essay writing patterned after the free-response AP essay question.

End of Semester revision writing. Choosing one in-class timed essay response, students revise using literary analysis guidelines and working to improve sentence variety and word choice.

Semester one test review. Semester one test.

Semester Two

Weeks 19 - 23 - Novel Unit

Crime and Punishment (Dostoyevsky)

Novel discussion begins with the definition of the word crime and the word punishment. Students explore guides for making judgments about people and/or about actions. Students begin discussions with questions about close reading and questions about what author is saying about


human nature. Short readings of Hegel and Nietzsche to elaborate on question: “Is anyone above the law?”. Discussions tend to focus on author’s idea of punishment, society’s role or importance, women, religion, justice, and friendship. Unit ends with a mock trial of Roskolnikov . The two-day trial serves as a review of characters as well as a student reflection on the role of punishment.

Formative Assessment: Multiple choice reading quizzesContributions to daily discussions

Summative Assessment: In class timed writing Comparison/Contrast characters in novel. In class timed writing fashioned on open AP question.

Weeks 21 – 27 Poetry Unit

Sound and Sense, Laurence Perrine, Thomas Arp, Greg Johnson–

This is six-week long unit that explores understanding and appreciation of poetry. Focus on literary meaning as well as figurative meaning. Poetic terms are introduced/reviewed: symbolism, allusion, tone, musical devices, metaphor, simile, paradox, and imagery. Focus is to push students beyond simply identifying poetic terms to relating terms to meaning of the poem. The unit includes two assigned essays and additional AP style timed writings. In additions, students will work in a small group to edit and revise one student paper focusing on sentence variety, depth of analysis, and word choice. Students also work with a partner to create an AP style multiple-choice test for Wallace Steven’s poem.

Walt Whitman – Reading assignments: “ Song of myself”, “Crossing Brooklyn Ferry”, “I sing the Body Electric”, “Out of the Cradle Endlessly Rocking”, “A Glimpse”, “When I Heard at the Close of Day”, “When Lilacs Last in the Dooryard Bloom’d”, “The Wound-Dresser, Reconciliation”, “As I Sit Writing Here”, “As I Ebb’d with the Ocean of Life”, “Cavalry Crossing A Ford”.

Two out of class writing assignments analyzing single and multiple poetic techniques:

Writing Assessment out of class essay on selected Whitman poem.

Wallace Stevens “The Idea of Order at Key West” Write a well-developed essay in which you analyze how the author’s use of imagery and diction helps to convey the poem’s most important ideas.

After taking a sample, multiple-choice exam. Students identify the types of questions asked. After reading “The Idea of Order at Key West” students write AP multiple-choice questions.

AP style in-class essays responding to one poem or comparing and contrasting two poetic styles.

Quarter 3 Assessment: Vocabulary tests, assigned essays, and AP style timed writing, multiple choice test practice. Quarter 4

Review of texts covered this year. Three or four students prepare in-depth reports to share with class.


Student practice for multiple-choice section on the AP exam. Essay questions practiced weekly and returned with comments. Explicit review for AP exam out side of class.

Weeks 28 – 29 Novel Unit Stranger (Camus)

Discussion focus literary time periods and characteristics of each time period. Comparison of paragraphs from previous works looking for comparisons and contrasts. Existentialism, black comedy discussed in this unit.

Assessment: AP open question style timed writingAP Multiple choice assessment.

Weeks 30 – 32 Contemporary Novel Unit

Dinner at Homesick Restaurant (Anne Tyler) Or The Bonesetters Daughter (Tan) Or The Blind Assasin (Atwood) or Accidental Tourist (Anne Tyler)

Students read and discuss essays on determinism and relate to novel. Student discussion of style, humor, characters, theme.

Summative Assessment: Multiple-choice reading exam. AP open question style timed writing.

Weeks 33 – 34 Shakespeare comedy Twelfth Night.

Play is performed in class. Student led discussions of comedy begin and each class period.

Assessment – Multiple-choice exam.

Final week – Scrapbook presentations in class and AP English Open House to present books to junior AP students, school faculty, and staff.

Advanced Placement English Literature & CompositionUnits and reading may be modified in any particular year, based on teacher discretion.Semester OneThe Poisonwood Bible by Barbara Kingsolver and poetry by Emily Dickinson – summer reading assignment

Students take an objective test that tests knowledge of the book. Students write a personal reaction to the book. Students read the poetry of Emily Dickinson alluded to in the novel and write about it. Lessons from The Poisonwood Bible Curriculum Unit support class discussion. Students write an in-class AP style essay


Students write a meta-cognitive process piece about their essays, examining their actions during reading, discussion, and/or writing the exam to explore their own thinking and behaviors.

Greek Tragedy Unit: Oedipus the King and/or Antigone - Sophocles Student materials for this unit include Hamilton’s Mythology; The Oedipus Plays of

Sophocles: Oedipus the King, Oedipus at Colonus, Antigone, translated by Roche. Handouts focus on terms related to the structure of Greek theater, questions that demonstrate the conditions of the performance as an influence on the text, questions for comprehension and analysis of the plays, questions for discussion about stylistic differences between episodes and odes, and Aristotle’s Poetics.

Students write with a variety of strategies, and they regularly present their writing to the class during this unit.

Short Story Unit, primarily from Literature: The Human Experience The focus in this unit is on the use of language (diction, tone, style, simile, metaphor,

personification, exaggeration, understatement, syntax, sentence structure, connotation, repetition, alliteration, onomatopoeia), as well as the elements of humor.

Shakespeare Unit: One or more of the following: Hamlet, The Merchant of Venice, Twelfth Night, King Lear

o Student materials for this unit include the Folger Library edition of the text and a study guide packet with questions and important quotations to help reading comprehension and discussion of the elements of tragedy and comedy.

o Student activities and writing include a variety of annotative responses, essays, performances, and cooperative group work.

College Application Essay Unit Students create resumes to think about their accomplishments and interests and to

prepare for essay writing. Students study and discuss essay models. Students write short answer essays. Students write an extended college application essays, responding to a real prompt from

an actual college the student wishes to pursue. Literary criticism project

After reading a number of literary works, students will produce a research paper and presentation based on literary criticism and scholarly journals.

Semester TwoPoetry Unit

o An extensive study of poetry with emphasis on the use of poetic and literary devices as they contribute to meaning and purpose.

o Student writing and activities during the unit may include a poetry portfolio of student analysis of a variety of poems, in-class, timed AP style analysis essays, and other writing activities.

Novel unit: May include Heart of Darkness, Ceremony, The Color Purple, Wuthering Heights or other textsIndependent Novel Reading Unito Students select a book from the suggested list works of accepted literary merit and form small

book club groups of 3 to 5 students interested in reading the same novel. o Students select a format to demonstrate their thinking and learning. A single project

presented from each group will show the quality of original thinking and discussion that the group completes.

o Students write an AP style essay based on an “open question” prompt.Writing Reflection Projecto After examining their AP English Literature writing portfolio, students will choose one paper to

polish to publication quality. Following the revision, students will produce a reflection of the writing process and the improvements they made. Students will present their reflections to the class.


AP Exam Preparation To help students prepare for the A.P. Literature and Composition Exam, part of the course work will involve frequent practice A.P. tests. These tests will help students concentrate on building the skills that they will need to be successful not only on the test but also in the reading, thinking, and writing assignments that they will face in college next year.Vocabulary, Grammar, Writing ConventionsStudents complete series of 15 vocabulary development units during the course of the year.Grammar and writing conventions are taught in context with mini-lessons based on the errors found in student writing.


AP ENGLISH LITERATURE AND COMPOSITION CURRICULUM

CONTENT STANDARD

ESSENTIAL QUESTIONS

ENDURING UNDER-

STANDING

IMPORTANT TO KNOW AND DO

WORTH BEING

FAMILIAR WITH

VOCABULARY TEXTS

SUPPORTING MATERIALS

SIGNIFICANT TASKS

COMMON ASSESSMENT

W 4. Produce clear and coherent writing in which the

development,

organization,

and style are

appropriate to task,

purpose, and

audience

How will writing increase students’ ability to explain clearly, cogently, even elegantly

what they understand about literary works and why they interpret them as they do?

Generate and appraise

correspond-ence for

workplace or academic settings

Incorporate quotes into an

essay effectively

Clarity of purpose

Literature: The Human Experience

A Trouble- shooting Guide:

Strategies and Process for Writers

Sadlier-Oxford

Vocabulary Workshop Level G

Choice novels –

determined at each building

Literary criticism project

Portfolio writing project

Literary criticism

project rubric Portfolio

writing project rubric

AP Literature

and Composition

national exam

W 1. Write arguments to support

claims in an analysis of substantive

topics or texts,

using valid reasoning

and relevant

and sufficient evidence

How do students develop stylistic maturity in their

writing?

Write a research

document that uses the

defense of a position to organize a

plan of action

Write a coherent and logical essay to a prompt

Modern Language

Association American

Psycho-logical

Association


W 6. Use technology,

including the

Internet, to produce,

publish, and update

individual or shared

writing products in response to

ongoing feedback,including

new arguments

or information

How does the writing students do

reinforce their reading?

Revise and edit a

document to meet

publication criteria

Produce essays that

use literature to substantiate

ideas

Revise Edit


W 5. Develop

and strengthen writing as needed by planning, revising, editing,

rewriting, or trying a

new approach,

focusing on addressing

what is most

significant for a

specific purpose

and audience

What are the rules for conventions in

writing?

Edit a document for

all conventions

Evaluate content of

resources for accuracy, currency, reliability,

usefulness, scope, and intended audience


Write an interpretation of a piece of literature that is based on a

careful observation of textual details, considering the

work's structure, style,

and themes; the social and

historical values it

reflects and embodies; and such elements as the use of

figurative language, imagery,

symbolism, and tone

Annotation Free-writing Response /

reaction paper


W 10. Write routinely

over extended

time frames (time for research, reflection,

andrevision)

and shorter time frames

(a single sitting or a day or two) for a range

oftasks,

purposes, and

audiences

Understand and

incorporate a variety of sentence

structures, including

appropriate use of

subordination and

coordination

Make meaningful connections

between classroom learning,

information skills, and real-life situations

Expository Analytical

Argu-mentation Sub-ordination

Coordi-nation


RL 4. Determine

the meaning of words and phrases as they are

used in the text,

including figurative

and connotative meanings; analyze the impact of specific

word choices on meaning and tone, including

words with multiple

meanings or

language that is

particularly fresh,

engaging, or beautiful.

(Include Shakespear

eas well as

other authors.)

Are students engaged in the careful reading

and critical analysis of imaginative literature?

Analyze context clues

to extend vocabulary;

know the meaning of words from

previous vocabulary programs;

understand / know spelling, pronunciation,

synonyms, antonyms

Understand and apply a

variety of literary

criticism

Develop an appreciation

for a variety of challenging

literature

Literary criticism


RL 3. Analyze the impact of

the author’s choices

regarding how to develop

andrelate

elements of a story or

drama (e.g., where a

story is set, how the action isordered, how the

characters are

introduced and

developed)

Through the close reading of

selected texts, do students deepen

their understanding of the ways writers use language to

provide both meaning and

pleasure for their readers?

Alter the author’s style

to demonstrate its effect on the

text

Compare the historical

backgrounds of pieces

Interpret Understand

Context clues

Affects Style Text

Fluency Accuracy

Rate Expression Phrasing


RL 10. By the end of grade 12, read and

comprehend literature,

including stories,dramas,

and poems, at the high end of the grades 11–CCR text

complexity band

independently and

proficiently

How does grade-level reading

fluency contribute to

comprehension?

Read fluently to comprehend above grade-

level text

Consider worldview through literature


RL 5. Analyze how an author’s choices

concerning how to

structure specific parts of

a text (e.g., the choice of where to

begin or end a story, the choice

to provide acomedic or

tragic resolution) contribute

to its overall

structure and

meaning aswell as its aesthetic impact

Are students reading both

widely and deeply, continuing to build on reading done in previous English

courses?

Analyze author’s style

in different genres


RL 7. Analyze multiple

interpretations of a story,

drama, or poem (e.g., recorded or

liveproduction of a play or recorded novel or poetry),

evaluating how each version

interprets the source

text. (Include at least one play by

Shakespeare and oneplay by an American

dramatist.)

Are students reading works from several genres and

periods -- from the 16th to the 21st centuries – and

getting to know a few works well?

How do readers become aware of literary tradition and the complex

ways in which imaginative

literature builds upon the ideas,

works, and authors of

earlier times?

Relate human experience depicted in

literary works to current cultural contexts


RL 2. Determine

two or more themes or

central ideas of a text and analyze

theirdevelopment over the course of the text, including how they

interact and build

on one another to produce a complex account;

provide an objective

summary ofthe text

Are students reading

deliberately and thoroughly, taking time to understand

a work’s complexity, to

absorb its richness of meaning, and to analyze how that

meaning is embodied in literary form?

Evaluate information

from multiple sources to

analyze issues to make

decisions for research

In addition to considering a work’s literary

artistry, how are students reflecting on the social and historical values it

reflects and embodies?

Increase reading

comprehension through synthesis,

analysis, and evaluation of

literature


Define, identify and analyze the following literary terms, including but not limited to:

alliteration, autobiography,

biography, character-

ization, round / flat / dynamic /

static characters,

internal conflict, external conflict, contrast,

flashback, foil, foreshadowing, imagery, irony,

metaphor, mood, motif,

paradox, personification, point of view,

scene, setting, simile, style, symbolism, theme, tone and a variety

of poetic devices

Alliteration Auto-biography

Biography Character-

ization Round / flat / dynamic

/ static characters Internal

conflict External

conflict Contrast

Flashback Foil

Fore-shadowing

Imagery Irony

Metaphor Mood Motif

Paradox Personi-

fication Point of

view Scene Setting Simile Style

Symbolism Theme Tone


SL 2. Integrate multiple

sources of information presented in diverse

formats andmedia (e.g.,

visually, quantitatively, orally) in

order to make

informed decisionsand solve problems, evaluating

the credibility

and accuracy of each source

andnoting any discrepancies among the data

As they read, how do 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?

Evaluate the relationships of diction, tone, and syntax to purpose and

context

Evaluate interactions

between society and

media

Diction Tone

Syntax Evaluate


SL 1. Initiate and participate effectively in a range

of collaborativ

e discussions

(oneon-one, in

groups, and teacher-led) with diverse partners on grades 11–12 topics,texts, and

issues, building on

others’ ideas and expressing their own

clearly andpersuasivel

y

How will students gain awareness that the English language that

writers use has changed

dramatically through history, and that today it exists in many

national and local varieties?

Evaluate the interactions

between diverse

societies and media

Diversity Interactions

Media Society


SL 2. Integrate multiple

sources of information presented in diverse

formats andmedia (e.g.,

visually, quantitatively, orally) in

order to make

informed decisionsand solve problems, evaluating

the credibility

and accuracy of each source

andnoting any discrepancies among the data

How do the elements of multimedia

presentations combine to reflect,

to inform, to persuade, or to

entertain?

Create and narrate a

multimedia presentation

that combines

text, images, and sounds to reflect, to inform, or to

persuade Use a wide-

ranging vocabulary

appropriately and

effectively

Participate fully in cooperative

groups

Narrate Reflect Inform

Persuade


Demonstrate an effective

use of rhetoric, including

controlling tone,

establishing and

maintaining voice, and achieving

appropriate emphasis

through diction and sentence

structure

Rhetorical strategies

Rhetoric

Construct logical

organization enhanced by

specific techniques to

increase coherence

such as repetition,

transitions, and emphasis

Coherence Repetition Transitions Emphasis

9.12.CP.1.1 Collaborate with external

peers, experts, and others by

using technology to

compile, synthesize,

produce, and disseminate information, models, and

other creative works

How will one use literacy criticism to

analyze literary elements?

Develop skills of collaboration and research

synthesis


9.12.IL.2.1 Independently evaluate the

accuracy, relevance,

appropriate-ness,

comprehen-siveness, and

bias of electronic

information sources

How do electronic information

sources build critical thinking

skills?

Produce a research

product using electronic sources

9-12.CT.1.1 Incorporate

knowledge and enhanced-

usage skills to create a product

How does one use technology to

respond to literature?

Incorporate technology to

respond to literature


AP ENGLISH LITERATURE AND COMPOSITIONSIGNIFICANT TASKS

1ST SEMESTER

LITERARY CRITICISM PROJECTDESCRIPTION

After reading a literary work, students will produce a research paper and presentation based on literary criticism and scholarly journals.

PROCESS Students will read a literary work, developing their own interpretation. Students will research the literary work using library materials. Students will use one scholarly journal and at least two pieces of literary criticism in the

production of their research paper. Students should find critics who confirm and who dispute their interpretation. Students will document sources they use and attribute ideas and quotations appropriately

in their research paper. Students will choose a partner for their presentations. On the day of their assigned presentation, each student and his or her partner will teach

their passage to the entire class, connecting it to the larger concerns of the text. For their presentations students should prepare a series of questions and comments to

lead the class in an animated discussion. Students will have 20 minutes to give their presentations. Students and their partners will turn in two questions and answers in any format except

true/false that they think students should remember from their presentations. A common rubric will be used to evaluate the research paper and presentation.

STANDARDS W 1. Write arguments to support claims in an analysis of substantive topics or

texts, using valid reasoning and relevant and sufficient evidence. W 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. RL 1. Cite strong and thorough textual evidence to support analysis of what

the text says explicitly as well as inferences drawn from the text, including

determining where the text leaves matters uncertain. RL 7. Analyze multiple interpretations of a story, drama, or poem (e.g.,

recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) SL 1. Initiate and participate effectively in a range of collaborative discussions

(oneon- one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly

and persuasively. 9-12.CT.1.1 Incorporate knowledge and enhanced-usage skills to create a product

2ND SEMESTER


WRITING REFLECTION PROJECTDESCRIPTION

After examining their AP English Literature writing portfolio, students will choose one paper to polish to publication quality. Following the revision, students will produce a reflection of the writing process and the improvements they made. Students will present their reflections to the class.

PROCESS Students will assess their writing portfolios. Students will choose one paper to polish. With peer collaboration, students will revise the paper to publication quality. Following the revision, students will produce a reflection of what they learned about the

writing process and the improvements they made. Students will present their reflections to the class. A common rubric will be used to evaluate the reflection.

STANDARDS W 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. W 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. RL 7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) RL 10. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently. SL 2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. 9-12.CT.1.1 Incorporate knowledge and enhanced-usage skills to create a product

AP ENGLISH LITERATURE AND COMPOSITIONCOMMON ASSESSMENTS

LITERARY CRITICISM PROJECT RUBRIC1ST SEMESTER SIGNIFICANT TASK


PAPER

INCORPORATES LITERARY CRITICISM FROM MULTIPLE SOURCESHigh Average Below average

ORGANIZATIONHigh Average Below average

CONTENTHigh Average Below average

FORMATTING AND CONVENTIONSHigh Average Below average

PRESENTATION

CREATIVEHigh Average Below average

INFORMATIVEHigh Average Below average

DELIVERYHigh Average Below average

WRITING REFLECTION PROJECT RUBRIC2ND SEMESTER SIGNIFICANT TASK

PAPER SHOWS IMPROVEMENT BASED ON SIX-TRAIT WRITING SKILLSHigh Average Below average

COLLABORATIVE SKILLS EFFECTIVELY DEMONSTRATEDHigh Average Below average

REFLECTION OFFERS CONCRETE IDEAS FOR IMPROVED WRITINGHigh Average Below average


Documents

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