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CurriculumRationales:APLiterature
Willis English 11—AP Lit. Course Rationales
ThiscourseisdesignedtocomplywiththecurricularrequirementsdescribedintheAPEnglishCourseDescription.Assuch,thereadingsareprimarilyselectedfromalistofworksthathavepreviouslybeenontheAPEnglishexams.Thereadingsareselectedbytheircultural,historicaland/orsocialcontext,theirgenre(oruniquenessofwritingstyle),studentengagement,teacherexpertise,andtheirappearanceonpreviousAPexams(CollegeBoard).Usingtheabovestatedcriteria,theEnglishDepartmenthascarefullyevaluatedtheAPbooklistasawholeanddeemeditworthyfortheAPLiteratureandCompositioncurriculum.
Beowulf translation by Seamus Heaney (700 AD)
TheEnglishDepartmenthascarefullyevaluatedBeowulfasawholeanddeemeditworthyforthe11thgradeEnglishcurriculum.
I. Plot Summary
Beowulf,anAnglo-Saxonepicpoem,focusesontheeponymousheroasheattemptstodestroythemonsterterrorizingtheDanishtownofHeorot.Beowulfisabletodefeattheterriblemonster,Grendel,butasaconsequenceheprovokesanothermonsterintoseekingrevenge.Thetalerecountsthecrucialbattletodefeatthissecondmonster,andtherewardBeowulfearnsforendingtheterrorhauntingthekingdom.ButBeowulf’sjourneytohelpHrothgar’sbeleagueredkingdomonlyprefigureshisonlylifeanddeathastheleaderofhisownlands,providingalooknotonlyatajourneyacrossthesea,butalsothroughlife.
II. Rationale and Learning Objectives
Thestudentwillbechallengedtoevaluatetheformandmeaningofthepoem;delvingintothepsychologicalimpactsofwarastheyaccompanyBeowulfthroughhisepicbattles.Thecharacteristicsofheroismandsacrificewilloccupythestudentinourstudyofthisdemandingnarrative.Asevenintranslation,thefeaturesofOldEnglishchallengeevenadvancedreaderswiththeirsymbolicandmetaphoriccomplexities.Studentswillhaveanopportunitytostudypoeticform,foreshadowing,digression,epicformula,pointofview,andjuxtaposition.
III. Common Core Standards
ReadingStandardsforLiterature
KeyIdeasandDetails Grades11-12
1.Readcloselytodeterminewhatthetextsaysexplicitlyandtomakelogicalinferencesfromit;citespecifictextualevidencewhenwritingorspeakingto
1.Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext,includingdeterminingwherethetextleavesmattersuncertain.
CurriculumRationales:APLiterature
supportconclusionsdrawnfromthetext.
2.Determinecentralideasorthemesofatextandanalyzetheirdevelopment;summarizethekeysupportingdetailsandideas.
2.Determinetwoormorethemesorcentralideasofatextandanalyzetheirdevelopmentoverthecourseofthetext,includinghowtheyinteractandbuildononeanothertoproduceacomplexaccount;provideanobjectivesummaryofthetext.
3.Analyzehowandwhyindividuals,events,andideasdevelopandinteractoverthecourseofatext.
3.Analyzetheimpactoftheauthor’schoicesregardinghowtodevelopandrelateelementsofastoryordrama(e.g.,whereastoryisset,howtheactionisordered,howthecharactersareintroducedanddeveloped).
CraftandStructure Grades11–12
4.Interpretwordsandphrasesastheyareusedinatext,includingdeterminingtechnical,connotative,andfigurativemeanings,andanalyzehowspecificwordchoicesshapemeaningortone.
4.Determinethemeaningofwordsandphrasesastheyareusedinthetext,includingfigurativeandconnotativemeanings;analyzetheimpactofspecificwordchoicesonmeaningandtone,includingwordswithmultiplemeaningsorlanguagethatisparticularlyfresh,engaging,orbeautiful.(IncludeShakespeareaswellasotherauthors.)
5.Analyzethestructureoftexts,includinghowspecificsentences,paragraphs,andlargerportionsofthetext(e.g.,asection,chapter,scene,orstanza)relatetoeachotherandthewhole.
5.Analyzehowanauthor’schoicesconcerninghowtostructurespecificpartsofatext(e.g.,thechoiceofwheretobeginorendastory,thechoicetoprovideacomedicortragicresolution)contributetoitsoverallstructureandmeaningaswellasitsaestheticimpact.
6.Assesshowpointofvieworpurposeshapesthecontentandstyleofatext.
6.Analyzeacaseinwhichgraspingpointofviewrequiresdistinguishingwhatisdirectlystatedinatextfromwhatisreallymeant(e.g.,satire,sarcasm,irony,orunderstatement).
IntegrationofKnowledgeandIdeas Grades11-12
7.Integrateandevaluatecontentpresentedindiverseformatsandmedia,includingvisuallyandquantitatively,aswellasinwords.
7.Analyzemultipleinterpretationsofastory,drama,orpoem(e.g.,recordedorliveproductionofaplayorrecordednovelorpoetry),evaluatinghoweachversioninterpretsthesourcetext.(IncludeatleastoneplaybyShakespeareandoneplaybyanAmericandramatist.)
9.Analyzehowtwoormoretextsaddresssimilarthemesortopicsinordertobuildknowledgeortocomparetheapproachestheauthorstake.
9.Demonstrateknowledgeofeighteenth-,nineteenth-andearly-twentieth-centuryfoundationalworksofAmericanliterature,includinghowtwoormoretextsfromthesameperiodtreatsimilarthemesortopics.
RangeofReadingandLevelofTextComplexity
Grades11-12
10.Readandcomprehendcomplexliteraryandinformationaltextsindependentlyandproficiently.
10.Bytheendofgrade11,readandcomprehendliterature,includingstories,dramas,andpoems,inthegrades11–CCRtextcomplexitybandproficiently,withscaffoldingasneededatthehighendoftherange.Bytheendofgrade12,readandcomprehendliterature,includingstories,
CurriculumRationales:APLiterature
dramas,andpoems,atthehighendofthegrades11–CCRtextcomplexitybandindependentlyandproficiently.
IV. Addressing Sensitive Subjects
PossiblesensitivetopicscontainedinBeowulf:graphic,violentdepictionsofbattle.Thestudentisencouragedtofeelcomfortableexpressinghis/herbeliefsandviewsopenlywithintheclassroomenvironment.Ifthestudentisuncomfortableatanytime,thestudentshouldmeetwiththeteachertodiscusshis/herconcerns.
WhilesomefeaturesofBeowulfareuniquetothisancientwork,sadlytheviolencecontainedwithintheworkisnotoutsidetheexperienceofthemodernaudience.SeamusHeaney,thetranslator,saysofthework,“Itsnarrativeelementsmaybelongtoapreviousagebutasaworkofartitlivesinitsowncontinuouspresent.”Studentsmaybedisturbedbytheviolence,butasanessentialcommentaryonitstime,aswellasourown,thisisavaluableexperience.
Othello by William Shakespeare (1603)
With Film Adaptation (1995)
TheEnglishDepartmenthascarefullyevaluatedOthelloasawholeanddeemeditworthyfortheAPLiteratureandCompositioncurriculum.ThefilmadaptationisratedR,forsomesexuality,butexplicitsexisnotshownintheclassroom.Thisdramawasmeanttobeseenandheard;theEnglishdepartmentfeelsthattheliterarymeritofthisadaptationmorethancompensatesfortheinclusionofthissensitivesubjectmatter.
I. Plot Summary
WilliamShakespeare’stragedy,Othello,isaplayaboutlove,hate,jealousy,envy,andlust.Intheopeningscene,IagoannounceshisintentiontoavengethewrongdonehimbyOthelloandCassio.HedeviseselaborateschemestoturnOthelloagainstCassiobyimplicatingCassiointrystwithDesdemona,Othello'sbride.TheplayconcludeswiththerevelationsofIago’sdeceptions,butnotintimetostopthemurderofDesdemonaandthesubsequentsuicideofOthello.
II. Rationale and Learning Objectives
ThisclassicShakespeareanplaywillserveasafocalpointforthestudyofdramaand,inparticular,tragedy.Theplaywillbereadaloudinclass,withfrequentpausestoanalyzebothplotandtheliterarydevicesemployedbyShakespearetocommunicatehiscomplexmessage.StudentswillcarefullyexamineIago’sschemingandintentions,withaparticulareyetowardpersuasivespeechandtechniques.Studentswillhaveanopportunitytostudysonnetform,irony,setting,characterization,andmotivation.
CurriculumRationales:APLiterature
III. Common Core Standards
ReadingStandardsforLiterature
KeyIdeasandDetails Grades11-12
1.Readcloselytodeterminewhatthetextsaysexplicitlyandtomakelogicalinferencesfromit;citespecifictextualevidencewhenwritingorspeakingtosupportconclusionsdrawnfromthetext.
1.Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext,includingdeterminingwherethetextleavesmattersuncertain.
2.Determinecentralideasorthemesofatextandanalyzetheirdevelopment;summarizethekeysupportingdetailsandideas.
2.Determinetwoormorethemesorcentralideasofatextandanalyzetheirdevelopmentoverthecourseofthetext,includinghowtheyinteractandbuildononeanothertoproduceacomplexaccount;provideanobjectivesummaryofthetext.
3.Analyzehowandwhyindividuals,events,andideasdevelopandinteractoverthecourseofatext.
3.Analyzetheimpactoftheauthor’schoicesregardinghowtodevelopandrelateelementsofastoryordrama(e.g.,whereastoryisset,howtheactionisordered,howthecharactersareintroducedanddeveloped).
CraftandStructure Grades11–12
4.Interpretwordsandphrasesastheyareusedinatext,includingdeterminingtechnical,connotative,andfigurativemeanings,andanalyzehowspecificwordchoicesshapemeaningortone.
4.Determinethemeaningofwordsandphrasesastheyareusedinthetext,includingfigurativeandconnotativemeanings;analyzetheimpactofspecificwordchoicesonmeaningandtone,includingwordswithmultiplemeaningsorlanguagethatisparticularlyfresh,engaging,orbeautiful.(IncludeShakespeareaswellasotherauthors.)
5.Analyzethestructureoftexts,includinghowspecificsentences,paragraphs,andlargerportionsofthetext(e.g.,asection,chapter,scene,orstanza)relatetoeachotherandthewhole.
5.Analyzehowanauthor’schoicesconcerninghowtostructurespecificpartsofatext(e.g.,thechoiceofwheretobeginorendastory,thechoicetoprovideacomedicortragicresolution)contributetoitsoverallstructureandmeaningaswellasitsaestheticimpact.
6.Assesshowpointofvieworpurposeshapesthecontentandstyleofatext.
6.Analyzeacaseinwhichgraspingpointofviewrequiresdistinguishingwhatisdirectlystatedinatextfromwhatisreallymeant(e.g.,satire,sarcasm,irony,orunderstatement).
IntegrationofKnowledgeandIdeas Grades11-12
7.Integrateandevaluatecontentpresentedindiverseformatsandmedia,includingvisuallyandquantitatively,aswellasinwords.
7.Analyzemultipleinterpretationsofastory,drama,orpoem(e.g.,recordedorliveproductionofaplayorrecordednovelorpoetry),evaluatinghoweachversioninterpretsthesourcetext.(IncludeatleastoneplaybyShakespeareandoneplaybyanAmericandramatist.)
9.Analyzehowtwoormoretextsaddresssimilarthemesortopicsinordertobuildknowledgeorto
9.Demonstrateknowledgeofeighteenth-,nineteenth-andearly-twentieth-centuryfoundationalworksofAmericanliterature,includinghowtwoormoretextsfromthesameperiodtreatsimilarthemesor
CurriculumRationales:APLiterature
comparetheapproachestheauthorstake.
topics.
RangeofReadingandLevelofTextComplexity
Grades11-12
10.Readandcomprehendcomplexliteraryandinformationaltextsindependentlyandproficiently.
10.Bytheendofgrade11,readandcomprehendliterature,includingstories,dramas,andpoems,inthegrades11–CCRtextcomplexitybandproficiently,withscaffoldingasneededatthehighendoftherange.Bytheendofgrade12,readandcomprehendliterature,includingstories,dramas,andpoems,atthehighendofthegrades11–CCRtextcomplexitybandindependentlyandproficiently.
IV. Addressing Sensitive Subjects
PossiblesensitivetopicscontainedinOthello:sexuality,murder,andsuicide.Intheclassroom,sensitivetopicswillbedealtwithinamaturefashion,towardanunderstandingofwhythismaterialisincludedinthework.TheEnglishdepartmentfeelsthattheliterarymeritofthisclassicmorethancompensatesfortheinclusionofthissensitivesubjectmatter.Thestudentisencouragedtofeelcomfortableexpressinghis/herbeliefsandviewsopenlywithintheclassroomenvironment.Ifthestudentisuncomfortableatanytime,thestudentshouldmeetwiththeteachertodiscusshis/herconcerns.
WhileShakespeareantragedydemandsaliterarycategoryallitsown,theuniversalityofShakespeare’svillainsandtragicheroesextendsacrosstime,community,andcountry.Andasthecharactersaregrapplingwithjealousy,ambition,dishonesty,race,thesesameconcernsoccupythedailylivesofstudents.
Pride and Prejudice by Jane Austen (1813)
With Film Adaptation (2005)
TheEnglishDepartmenthascarefullyevaluatedPrideandPrejudiceasawholeanddeemeditworthyfortheAPLiteratureandCompositioncurriculum.ThefilmadaptationisratedPGforsomemildthematicelements.
I. Plot Summary
Asanovelofsocialcritique,PrideandPrejudiceiscenteredontheBennetfamily,whosematriarchisdeadestonfindingsuitablespousesforeachofherfivedaughters.Asmarriageisoneofthefewrespectableoptionsavailabletowomenatthetime,andthefamilyisinprecariousfinancialandsocialstraits,thistaskismadeespeciallydifficult.Butperhapsanevengreaterchallengeliesinthereluctanceofherdaughterstomarryforanythinglessthantrueloveandpassion.
CurriculumRationales:APLiterature
II. Rationale and Learning Objectives
ThestudentwillcompareandcontrastAusten’snovelwithMaryWollstonecraft’s,AVindicationoftheRightsofWomen,evaluatingtheroleofwomeninthe19thcentury.Inaddition,thestudentwillanalyzeAusten’scritiqueofsocialclass.Finally,thestudentwillidentifycharacter,setting,plot,pointofview,andtheme,demonstratingdeeperunderstandingthroughbothpersonalandfocusedwrittenresponses.AsoneoftheearliestnovelsinEnglishliterature,thisworkservesasapointofreferenceinthestudyofmanyotherworksinthecourse.
III. Common Core Standards
ReadingStandardsforLiterature
KeyIdeasandDetails Grades11-12
1.Readcloselytodeterminewhatthetextsaysexplicitlyandtomakelogicalinferencesfromit;citespecifictextualevidencewhenwritingorspeakingtosupportconclusionsdrawnfromthetext.
1.Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext,includingdeterminingwherethetextleavesmattersuncertain.
2.Determinecentralideasorthemesofatextandanalyzetheirdevelopment;summarizethekeysupportingdetailsandideas.
2.Determinetwoormorethemesorcentralideasofatextandanalyzetheirdevelopmentoverthecourseofthetext,includinghowtheyinteractandbuildononeanothertoproduceacomplexaccount;provideanobjectivesummaryofthetext.
3.Analyzehowandwhyindividuals,events,andideasdevelopandinteractoverthecourseofatext.
3.Analyzetheimpactoftheauthor’schoicesregardinghowtodevelopandrelateelementsofastoryordrama(e.g.,whereastoryisset,howtheactionisordered,howthecharactersareintroducedanddeveloped).
CraftandStructure Grades11–12
4.Interpretwordsandphrasesastheyareusedinatext,includingdeterminingtechnical,connotative,andfigurativemeanings,andanalyzehowspecificwordchoicesshapemeaningortone.
4.Determinethemeaningofwordsandphrasesastheyareusedinthetext,includingfigurativeandconnotativemeanings;analyzetheimpactofspecificwordchoicesonmeaningandtone,includingwordswithmultiplemeaningsorlanguagethatisparticularlyfresh,engaging,orbeautiful.(IncludeShakespeareaswellasotherauthors.)
5.Analyzethestructureoftexts,includinghowspecificsentences,paragraphs,andlargerportionsofthetext(e.g.,asection,chapter,scene,orstanza)relatetoeachotherandthewhole.
5.Analyzehowanauthor’schoicesconcerninghowtostructurespecificpartsofatext(e.g.,thechoiceofwheretobeginorendastory,thechoicetoprovideacomedicortragicresolution)contributetoitsoverallstructureandmeaningaswellasitsaestheticimpact.
6.Assesshowpointofvieworpurpose6.Analyzeacaseinwhichgraspingpointofviewrequiresdistinguishingwhatisdirectlystatedinatextfromwhatisreallymeant(e.g.,satire,
CurriculumRationales:APLiterature
shapesthecontentandstyleofatext. sarcasm,irony,orunderstatement).
IntegrationofKnowledgeandIdeas Grades11-12
7.Integrateandevaluatecontentpresentedindiverseformatsandmedia,includingvisuallyandquantitatively,aswellasinwords.
7.Analyzemultipleinterpretationsofastory,drama,orpoem(e.g.,recordedorliveproductionofaplayorrecordednovelorpoetry),evaluatinghoweachversioninterpretsthesourcetext.(IncludeatleastoneplaybyShakespeareandoneplaybyanAmericandramatist.)
9.Analyzehowtwoormoretextsaddresssimilarthemesortopicsinordertobuildknowledgeortocomparetheapproachestheauthorstake.
9.Demonstrateknowledgeofeighteenth-,nineteenth-andearly-twentieth-centuryfoundationalworksofAmericanliterature,includinghowtwoormoretextsfromthesameperiodtreatsimilarthemesortopics.
RangeofReadingandLevelofTextComplexity
Grades11-12
10.Readandcomprehendcomplexliteraryandinformationaltextsindependentlyandproficiently.
10.Bytheendofgrade11,readandcomprehendliterature,includingstories,dramas,andpoems,inthegrades11–CCRtextcomplexitybandproficiently,withscaffoldingasneededatthehighendoftherange.Bytheendofgrade12,readandcomprehendliterature,includingstories,dramas,andpoems,atthehighendofthegrades11–CCRtextcomplexitybandindependentlyandproficiently.
IV. Addressing Sensitive Subjects
PossiblesensitivetopicscontainedinPrideandPrejudice:referencetoacouplelivingoutofwedlock.Intheclassroom,sensitivetopicswillbedealtwithinamaturefashion,towardanunderstandingofwhythismaterialisincludedinthenovel.TheEnglishdepartmentfeelsthattheliterarymeritofthisnovelmorethancompensatesfortheinclusionofthissensitivesubjectmatter.Thestudentisencouragedtofeelcomfortableexpressinghis/herbeliefsandviewsopenlywithintheclassroomenvironment.Ifthestudentisuncomfortableatanytime,thestudentshouldmeetwiththeteachertodiscusshis/herconcerns.
Frankenstein by Mary Shelley (1818)
TheEnglishDepartmenthascarefullyevaluatedFrankensteinasawholeanddeemeditworthyfortheAPLiteratureandCompositioncurriculum.
I. Plot Summary
Frankenstein,orTheModernPrometheus,istheclassicGothicnovelaboutman’sstruggletoplayGodandcreatetheperfecthumanbeing.Ambitionovercomesthegoodnessofhisoriginalmedicalimplications,andDr.VictorFrankenstein’sfiendishcreaturetormentshiscreator.Thereasonforrevengeissimple-noonelovestheabomination.Societytakesonelookatthe
CurriculumRationales:APLiterature
creature,judgeshisnaturewrongly,andturnshimintothemonsterrepresentedinmoviesandTVtoday.
II. Rationale and Learning Objectives
Victorandhismonsterpresentauniqueopportunityforstudentstoconsiderthenatureofparentandchild.TheethicalimplicationsofthechoicesmadebyDr.FrankensteinandhiscreationtoindulgetheirpassionsandmeettheirneedswilloccupytheconversationaboutShelley’sclassicnovel,asstudentsexaminehowFrankenstein’sactionshavetragicinfluenceonthelivesoffamily,friends,andacquaintances.Thestudentwillconsiderallusion,framenarrative,setting,epistolarydevelopment,andthemeastheycomposeAPpracticeessays.
III. Common Core Standards
ReadingStandardsforLiterature
KeyIdeasandDetails Grades11-12
1.Readcloselytodeterminewhatthetextsaysexplicitlyandtomakelogicalinferencesfromit;citespecifictextualevidencewhenwritingorspeakingtosupportconclusionsdrawnfromthetext.
1.Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext,includingdeterminingwherethetextleavesmattersuncertain.
2.Determinecentralideasorthemesofatextandanalyzetheirdevelopment;summarizethekeysupportingdetailsandideas.
2.Determinetwoormorethemesorcentralideasofatextandanalyzetheirdevelopmentoverthecourseofthetext,includinghowtheyinteractandbuildononeanothertoproduceacomplexaccount;provideanobjectivesummaryofthetext.
3.Analyzehowandwhyindividuals,events,andideasdevelopandinteractoverthecourseofatext.
3.Analyzetheimpactoftheauthor’schoicesregardinghowtodevelopandrelateelementsofastoryordrama(e.g.,whereastoryisset,howtheactionisordered,howthecharactersareintroducedanddeveloped).
CraftandStructure Grades11–12
4.Interpretwordsandphrasesastheyareusedinatext,includingdeterminingtechnical,connotative,andfigurativemeanings,andanalyzehowspecificwordchoicesshapemeaningortone.
4.Determinethemeaningofwordsandphrasesastheyareusedinthetext,includingfigurativeandconnotativemeanings;analyzetheimpactofspecificwordchoicesonmeaningandtone,includingwordswithmultiplemeaningsorlanguagethatisparticularlyfresh,engaging,orbeautiful.(IncludeShakespeareaswellasotherauthors.)
5.Analyzethestructureoftexts,includinghowspecificsentences,paragraphs,andlargerportionsofthetext(e.g.,asection,chapter,scene,orstanza)relatetoeachotherandthewhole.
5.Analyzehowanauthor’schoicesconcerninghowtostructurespecificpartsofatext(e.g.,thechoiceofwheretobeginorendastory,thechoicetoprovideacomedicortragicresolution)contributetoitsoverallstructureandmeaningaswellasitsaestheticimpact.
CurriculumRationales:APLiterature
6.Assesshowpointofvieworpurposeshapesthecontentandstyleofatext.
6.Analyzeacaseinwhichgraspingpointofviewrequiresdistinguishingwhatisdirectlystatedinatextfromwhatisreallymeant(e.g.,satire,sarcasm,irony,orunderstatement).
IntegrationofKnowledgeandIdeas Grades11-12
7.Integrateandevaluatecontentpresentedindiverseformatsandmedia,includingvisuallyandquantitatively,aswellasinwords.
7.Analyzemultipleinterpretationsofastory,drama,orpoem(e.g.,recordedorliveproductionofaplayorrecordednovelorpoetry),evaluatinghoweachversioninterpretsthesourcetext.(IncludeatleastoneplaybyShakespeareandoneplaybyanAmericandramatist.)
9.Analyzehowtwoormoretextsaddresssimilarthemesortopicsinordertobuildknowledgeortocomparetheapproachestheauthorstake.
9.Demonstrateknowledgeofeighteenth-,nineteenth-andearly-twentieth-centuryfoundationalworksofAmericanliterature,includinghowtwoormoretextsfromthesameperiodtreatsimilarthemesortopics.
RangeofReadingandLevelofTextComplexity
Grades11-12
10.Readandcomprehendcomplexliteraryandinformationaltextsindependentlyandproficiently.
10.Bytheendofgrade11,readandcomprehendliterature,includingstories,dramas,andpoems,inthegrades11–CCRtextcomplexitybandproficiently,withscaffoldingasneededatthehighendoftherange.Bytheendofgrade12,readandcomprehendliterature,includingstories,dramas,andpoems,atthehighendofthegrades11–CCRtextcomplexitybandindependentlyandproficiently.
IV. Addressing Sensitive Subjects
PossiblesensitivetopicscontainedinFrankenstein:violence,murder.Intheclassroom,sensitivetopicswillbedealtwithinamaturefashion,towardanunderstandingofwhythismaterialisincludedinthenovel.TheEnglishdepartmentfeelsthattheliterarymeritofthisnovelmorethancompensatesfortheinclusionofthissensitivesubjectmatter.Thestudentisencouragedtofeelcomfortableexpressinghis/herbeliefsandviewsopenlywithintheclassroomenvironment.Ifthestudentisuncomfortableatanytime,thestudentshouldmeetwiththeteachertodiscusshis/herconcerns.
Jane Eyre by Charlotte Bronte (1847)
With Film Adaptation (2011)
TheEnglishDepartmenthascarefullyevaluatedJaneEyreasawholeanddeemeditworthyforthe11thgradeEnglishcurriculum.ThefilmadaptationisratedPG-13forsomethematicelementsincludinganudeimageinapaintingandbriefviolentcontent.
CurriculumRationales:APLiterature
I. Plot Summary
Bronte’snovelfollowsthedifficult,butultimatelytriumphant,lifeofJaneEyre.Anorphanedgoverness,EyrestrugglesagainstthesocialmoresofVictorianEngland,thelimitationsofherfamilyconnections,andthecomplicatednatureofheraffectionforheremployerRochester.ThenovelfollowsJanethroughoutherlife:fromherchildhooddeprivationsatthehandsofherfamilytoherownlifeasamother.WhileEyre’slifeisfilledwithtragedyandimpediments,sheultimatelyprevailsandmanagesaratherunconventional“happilyeverafter.”
II. Rationale and Learning Objectives
Coveringthespectrumofanineteenthcenturylifeforwomen,Brӧnte’snovelisauniquecombinationofthesemi-autobiographical,Victorian,Gothic,andBildungsroman.Assuch,thenovelpresentsanopportunityforstudentstoexperienceawiderangeofliteraryformswithinitsbounds.Thethemesofthenovelaretimeless,anditsformisarchetypal.
Questionsofloyalty,forgiveness,andfaithdominatethisrealisticnovelasJanestrugglestonavigatethesometimesrigidmoralstandardsofVictorianEngland.Janerejectsmanyoftherequirementsandexpectationsofwomenduringthisperiod,consequentlythenovelisconsideredbymanytobeaproto-feministtext.StudentsnaturallyrespondtoJane’sindependenceandpersonalfortitudeinthefaceofoppression.Janefitsthemoldoftransgressivefemalenarratorsstudentshavealreadyencountered,havingreadPrideandPrejudiceandispredictiveofthetypesofnarratorsstudentswillencounterintheremainderofthecoursecurriculum.
III. Common Core Standards
ReadingStandardsforLiterature
KeyIdeasandDetails Grades11-12
1.Readcloselytodeterminewhatthetextsaysexplicitlyandtomakelogicalinferencesfromit;citespecifictextualevidencewhenwritingorspeakingtosupportconclusionsdrawnfromthetext.
1.Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext,includingdeterminingwherethetextleavesmattersuncertain.
2.Determinecentralideasorthemesofatextandanalyzetheirdevelopment;summarizethekeysupportingdetailsandideas.
2.Determinetwoormorethemesorcentralideasofatextandanalyzetheirdevelopmentoverthecourseofthetext,includinghowtheyinteractandbuildononeanothertoproduceacomplexaccount;provideanobjectivesummaryofthetext.
3.Analyzehowandwhyindividuals,events,andideasdevelopandinteractoverthecourseofatext.
3.Analyzetheimpactoftheauthor’schoicesregardinghowtodevelopandrelateelementsofastoryordrama(e.g.,whereastoryisset,howtheactionisordered,howthecharactersareintroducedanddeveloped).
CurriculumRationales:APLiterature
CraftandStructure Grades11–12
4.Interpretwordsandphrasesastheyareusedinatext,includingdeterminingtechnical,connotative,andfigurativemeanings,andanalyzehowspecificwordchoicesshapemeaningortone.
4.Determinethemeaningofwordsandphrasesastheyareusedinthetext,includingfigurativeandconnotativemeanings;analyzetheimpactofspecificwordchoicesonmeaningandtone,includingwordswithmultiplemeaningsorlanguagethatisparticularlyfresh,engaging,orbeautiful.(IncludeShakespeareaswellasotherauthors.)
5.Analyzethestructureoftexts,includinghowspecificsentences,paragraphs,andlargerportionsofthetext(e.g.,asection,chapter,scene,orstanza)relatetoeachotherandthewhole.
5.Analyzehowanauthor’schoicesconcerninghowtostructurespecificpartsofatext(e.g.,thechoiceofwheretobeginorendastory,thechoicetoprovideacomedicortragicresolution)contributetoitsoverallstructureandmeaningaswellasitsaestheticimpact.
6.Assesshowpointofvieworpurposeshapesthecontentandstyleofatext.
6.Analyzeacaseinwhichgraspingpointofviewrequiresdistinguishingwhatisdirectlystatedinatextfromwhatisreallymeant(e.g.,satire,sarcasm,irony,orunderstatement).
IntegrationofKnowledgeandIdeas Grades11-12
7.Integrateandevaluatecontentpresentedindiverseformatsandmedia,includingvisuallyandquantitatively,aswellasinwords.
7.Analyzemultipleinterpretationsofastory,drama,orpoem(e.g.,recordedorliveproductionofaplayorrecordednovelorpoetry),evaluatinghoweachversioninterpretsthesourcetext.(IncludeatleastoneplaybyShakespeareandoneplaybyanAmericandramatist.)
9.Analyzehowtwoormoretextsaddresssimilarthemesortopicsinordertobuildknowledgeortocomparetheapproachestheauthorstake.
9.Demonstrateknowledgeofeighteenth-,nineteenth-andearly-twentieth-centuryfoundationalworksofAmericanliterature,includinghowtwoormoretextsfromthesameperiodtreatsimilarthemesortopics.
RangeofReadingandLevelofTextComplexity
Grades11-12
10.Readandcomprehendcomplexliteraryandinformationaltextsindependentlyandproficiently.
10.Bytheendofgrade11,readandcomprehendliterature,includingstories,dramas,andpoems,inthegrades11–CCRtextcomplexitybandproficiently,withscaffoldingasneededatthehighendoftherange.Bytheendofgrade12,readandcomprehendliterature,includingstories,dramas,andpoems,atthehighendofthegrades11–CCRtextcomplexitybandindependentlyandproficiently.
IV. Addressing Sensitive Subjects
PossiblesensitivetopicscontainedinJaneEyre:childabuse,violence,sexuality,andreferencestoadulterousaffairs.Thestudentisencouragedtofeelcomfortableexpressinghis/herbeliefsandviewsopenlywithintheclassroomenvironment.Ifthestudentisuncomfortableatanytime,thestudentshouldmeetwiththeteachertodiscusshis/herconcerns.
CurriculumRationales:APLiterature
SexualityintheVictorianworldiscarefullygoverned,anddiscussionofthistopicmaybeofconcerntosomereadersandparents.ThisaspectofthenovelisessentialtounderstandingJane,whograppleswithmoralityandloyaltybeforedecidingsexualityshouldbecontainedbymatrimony.Byraisingthefundamentalimportanceofpersonalrelationshipstomorality,thebookhelpsstudentstoexploretheirownemergingsenseofvirtueasitrelatestothistopic.
Studentscan,andshould,beforewarnedaboutthepotentiallyupsettingdiscussionofsexualitycontainedinthenovel.Consideringthesexualextremesdepicteddailyontelevision,studentsneedavehicletodiscusstheimportanceofindividualmoralityinthisareaoftheirlives.AsJanesays,““Iamnobird;andnonetensnaresme:Iamafreehumanbeingwithanindependentwill.”Brӧnte’snovelprovidesstudentsanopportunitytoseekforthemselvesthefreedompromisedbyindependentwill.
Of Mice and Men by John Steinbeck (1937)
With Film Adaptation (1992)
TheEnglishDepartmenthascarefullyevaluatedOfMiceandMen asawholeanddeemeditworthyforthe11thgradeEnglishcurriculum.ThefilmadaptationisratedPG-13forsomescenesofviolence.Tofurtherunderstandingofsettingasaliterarydevicethestudentwillcomparethenovelwiththeperformance.
I. Plot Summary
Steinbeck'sclassicdepression-eranoveltracesthejourneyoftwooutsidersinsearchoftheAmericandream:asmallplotoflandtocalltheirownandanindependentlife.Thenovellahingesonthefriendshipbetweenthesetwo,whichrequiresGeorgeprovideleadership,guidance,andcaretakingforhisfriend.Asacountertotheirbleakmigrantexistence,GeorgetellsLennieastoryabouttheirfuture,embroideredwithstability,safety,andcalmthattheirdonotandwillnothaveintheirlives.
II. Rationale and Learning Objectives
OfMiceandMenservestoilluminatethehistoricalconditionofacriticalmomentinAmericanhistoryandprovidesoneofthemostpowerfulnarrativesinAmericanliterature.Thecentralquestionoftheworkisconnectedtoourconceptionsofjustice,anissuethatstudentshavetracedfromtheearliestmomentsofthecourse.InordertoprotectLenniefromtheworld,Georgemustmakeaheartbreakingdecisiontokillhim.Thismomentchallengesstudentstoconsiderthegreyinaworldofblackandwhite.
III. Common Core Standards
ReadingStandardsforLiteratureKeyIdeasandDetails Grades11-12
1.Readcloselytodeterminewhatthetextsaysexplicitlyandtomakelogical
1.Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext,including
CurriculumRationales:APLiterature
inferencesfromit;citespecifictextualevidencewhenwritingorspeakingtosupportconclusionsdrawnfromthetext.
determiningwherethetextleavesmattersuncertain.
2.Determinecentralideasorthemesofatextandanalyzetheirdevelopment;summarizethekeysupportingdetailsandideas.
2.Determinetwoormorethemesorcentralideasofatextandanalyzetheirdevelopmentoverthecourseofthetext,includinghowtheyinteractandbuildononeanothertoproduceacomplexaccount;provideanobjectivesummaryofthetext.
3.Analyzehowandwhyindividuals,events,andideasdevelopandinteractoverthecourseofatext.
3.Analyzetheimpactoftheauthor’schoicesregardinghowtodevelopandrelateelementsofastoryordrama(e.g.,whereastoryisset,howtheactionisordered,howthecharactersareintroducedanddeveloped).
CraftandStructure Grades11–12
4.Interpretwordsandphrasesastheyareusedinatext,includingdeterminingtechnical,connotative,andfigurativemeanings,andanalyzehowspecificwordchoicesshapemeaningortone.
4.Determinethemeaningofwordsandphrasesastheyareusedinthetext,includingfigurativeandconnotativemeanings;analyzetheimpactofspecificwordchoicesonmeaningandtone,includingwordswithmultiplemeaningsorlanguagethatisparticularlyfresh,engaging,orbeautiful.(IncludeShakespeareaswellasotherauthors.)
IntegrationofKnowledgeandIdeas Grades11-12
7.Integrateandevaluatecontentpresentedindiverseformatsandmedia,includingvisuallyandquantitatively,aswellasinwords.
7.Analyzemultipleinterpretationsofastory,drama,orpoem(e.g.,recordedorliveproductionofaplayorrecordednovelorpoetry),evaluatinghoweachversioninterpretsthesourcetext.(IncludeatleastoneplaybyShakespeareandoneplaybyanAmericandramatist.)
9.Analyzehowtwoormoretextsaddresssimilarthemesortopicsinordertobuildknowledgeortocomparetheapproachestheauthorstake.
9.Demonstrateknowledgeofeighteenth-,nineteenth-andearly-twentieth-centuryfoundationalworksofAmericanliterature,includinghowtwoormoretextsfromthesameperiodtreatsimilarthemesortopics.
RangeofReadingandLevelofTextComplexity
Grades11-12
10.Readandcomprehendcomplexliteraryandinformationaltextsindependentlyandproficiently.
10.Bytheendofgrade11,readandcomprehendliterature,includingstories,dramas,andpoems,inthegrades11–CCRtextcomplexitybandproficiently,withscaffoldingasneededatthehighendoftherange.Bytheendofgrade12,readandcomprehendliterature,includingstories,dramas,andpoems,atthehighendofthegrades11–CCRtextcomplexitybandindependentlyandproficiently.
IV. Addressing Sensitive Subjects
PossiblesensitivesubjectsinOfMiceandMen:referencetoadulteryandsexuality,vulgarlanguage,manslaughter,mercykilling.Thestudentisencouragedtofeelcomfortableexpressinghis/herviews
CurriculumRationales:APLiterature
openlyintheclassroom.Ifthestudentisuncomfortableatanytime,thestudentshouldmeetwiththeteachertodiscusshis/herconcerns.
Theconclusionofthisnovelisdifficult.Intheend,inordertoprotectLennie,somethinghehasdonemanytimesoverthecourseofthework,Georgemustkillhim.Whilethismomenthasbeenforeshadowed,thistakesmanystudentsbysurprise.Inordertoprocessthistragedy,studentshavebuiltarapportandavenue.Steinbecksaid,"Itistruethatwe[humanity]areweakandsickanduglyandquarrelsomebutifthatisallweeverwere,wewouldmillenniumsagohavedisappearedfromthefaceoftheearth."TheconversationaboutLenniehelpsstudentsconsiderthisdichotomyandallitscomplexities.
The Great Gatsby by F. Scott Fitzgerald (1925) With Film Adaptation (2013)
TheEnglishDepartmenthascarefullyevaluatedTheGreatGatsby,anditsmodernadaptationasawholeanddeemedbothworthyfortheAPLiteratureandCompositioncurriculum.ThefilmisratedPG-13forsomeviolentimages,sexualcontent,smoking,partyingandbrieflanguage.
I. Plot Summary
Fitzgerald’sclassicnovelbringstolifetheexuberanceandvitalityoftheJazzAge,withitselaborateparties,sparklingpersonalities,andcarelesspeople.NickCarawaynarratesasthemysteryofGatsbyunfolds,andthenovelcapturesthenostalgia,narcissism,corruption,socialclimbing,hedonismandhopetiedupintheera.Gatsby’sAmericandreamistheenginethatdrivesitall,butthecrushingimpactofWWIandthehollowheartofTheLostGenerationproveinescapable.
II. Rationale and Learning Objectives
ThenovelisoccupiedwithquintessentiallyAmericanthemesrelatedtomeritocracyandregret.StudentswillhaveanopportunitytoexploretheimpactofpastactionandfutureintentionsonthelivesandmotivationsofFitzgerald’scharacters.Ashortstoryandpoetryexplorationwillprovidestudentswithalookthewaydifferenttextsaddressasimilartheme.Thestudentwillconsidersymbol,foreshadowing,irony,paradox,andthemeastheycomposeAPpracticeessays.
III. Common Core Standards
ReadingStandardsforLiterature
KeyIdeasandDetails Grades11-12
1.Readcloselytodeterminewhatthetextsaysexplicitlyandtomakelogicalinferencesfromit;citespecifictextualevidencewhenwritingorspeakingtosupportconclusionsdrawnfromthe
1.Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext,includingdeterminingwherethetextleavesmattersuncertain.
CurriculumRationales:APLiterature
text.
2.Determinecentralideasorthemesofatextandanalyzetheirdevelopment;summarizethekeysupportingdetailsandideas.
2.Determinetwoormorethemesorcentralideasofatextandanalyzetheirdevelopmentoverthecourseofthetext,includinghowtheyinteractandbuildononeanothertoproduceacomplexaccount;provideanobjectivesummaryofthetext.
3.Analyzehowandwhyindividuals,events,andideasdevelopandinteractoverthecourseofatext.
3.Analyzetheimpactoftheauthor’schoicesregardinghowtodevelopandrelateelementsofastoryordrama(e.g.,whereastoryisset,howtheactionisordered,howthecharactersareintroducedanddeveloped).
CraftandStructure Grades11–12
4.Interpretwordsandphrasesastheyareusedinatext,includingdeterminingtechnical,connotative,andfigurativemeanings,andanalyzehowspecificwordchoicesshapemeaningortone.
4.Determinethemeaningofwordsandphrasesastheyareusedinthetext,includingfigurativeandconnotativemeanings;analyzetheimpactofspecificwordchoicesonmeaningandtone,includingwordswithmultiplemeaningsorlanguagethatisparticularlyfresh,engaging,orbeautiful.(IncludeShakespeareaswellasotherauthors.)
5.Analyzethestructureoftexts,includinghowspecificsentences,paragraphs,andlargerportionsofthetext(e.g.,asection,chapter,scene,orstanza)relatetoeachotherandthewhole.
5.Analyzehowanauthor’schoicesconcerninghowtostructurespecificpartsofatext(e.g.,thechoiceofwheretobeginorendastory,thechoicetoprovideacomedicortragicresolution)contributetoitsoverallstructureandmeaningaswellasitsaestheticimpact.
6.Assesshowpointofvieworpurposeshapesthecontentandstyleofatext.
6.Analyzeacaseinwhichgraspingpointofviewrequiresdistinguishingwhatisdirectlystatedinatextfromwhatisreallymeant(e.g.,satire,sarcasm,irony,orunderstatement).
IntegrationofKnowledgeandIdeas Grades11-12
7.Integrateandevaluatecontentpresentedindiverseformatsandmedia,includingvisuallyandquantitatively,aswellasinwords.
7.Analyzemultipleinterpretationsofastory,drama,orpoem(e.g.,recordedorliveproductionofaplayorrecordednovelorpoetry),evaluatinghoweachversioninterpretsthesourcetext.(IncludeatleastoneplaybyShakespeareandoneplaybyanAmericandramatist.)
9.Analyzehowtwoormoretextsaddresssimilarthemesortopicsinordertobuildknowledgeortocomparetheapproachestheauthorstake.
9.Demonstrateknowledgeofeighteenth-,nineteenth-andearly-twentieth-centuryfoundationalworksofAmericanliterature,includinghowtwoormoretextsfromthesameperiodtreatsimilarthemesortopics.
RangeofReadingandLevelofTextComplexity
Grades11-12
10.Readandcomprehendcomplexliteraryandinformationaltextsindependentlyandproficiently.
10.Bytheendofgrade11,readandcomprehendliterature,includingstories,dramas,andpoems,inthegrades11–CCRtextcomplexitybandproficiently,withscaffoldingasneededatthehighendoftherange.Bytheendofgrade12,readandcomprehendliterature,includingstories,dramas,andpoems,atthehighendofthegrades11–CCRtextcomplexity
CurriculumRationales:APLiterature
bandindependentlyandproficiently.
IV. Addressing Sensitive Subjects
PossiblesensitivetopicscontainedinTheGreatGatsby:violence,sexuality,alcohol,murder,suicide.Intheclassroom,sensitivetopicswillbedealtwithinamaturefashion,towardanunderstandingofwhythismaterialisincludedinthenovel.TheEnglishdepartmentfeelsthattheliterarymeritofthisnovelandfilmadaptationmorethancompensatesfortheinclusionofthissensitivesubjectmatter.Thestudentisencouragedtofeelcomfortableexpressinghis/herbeliefsandviewsopenlywithintheclassroomenvironment.Ifthestudentisuncomfortableatanytime,thestudentshouldmeetwiththeteachertodiscusshis/herconcerns.
The Awakening by Kate Chopin (1899)
TheEnglishDepartmenthascarefullyevaluatedTheAwakeningasawholeanddeemeditworthyfortheAPLiteratureandCompositioncurriculum.
I. Plot Summary
SetinNewOrleansandSouthernLouisianalateinthenineteenthcentury,TheAwakeningtellsthestoryofEdnaPontellierandherviewsonfemininityandmotherhood.Ednabeginsajourneyofself-discoverythatleadstoanunderstandingofthelimitationsonwomenatthistimeperiod;her“solitarysoul”andherneedforbothsolitudeandindependence;thepleasureshediscoversinmusicandthecreationofart;andherromanticattachmenttoayoungman.
II. Rationale and Learning Objectives
Throughaseriesofpersonalandfocusedwritingexercises,thestudentwillanalyzetheauthor’scraftthroughuseofdialogueandvariousrhetoricaltechniquesincludingdiction,themedevelopmentandanalysisofcharacterdevelopment.Thestudentwillalsoanalyzethesocialandcontextualaspectsofthesettingandtheirinfluenceoncharactersandevents,alongwithanexaminationoffeministtheoriesandconsiderationofthejourneytoself-discovery.Further,thestudentwillevaluatetheinfluencesofRomanticism,Realism,Naturalism,andLocalColor.
III. Common Core Standards
ReadingStandardsforLiterature
KeyIdeasandDetails Grades11-12
1.Readcloselytodeterminewhatthetextsaysexplicitlyandtomakelogicalinferencesfromit;citespecifictextualevidencewhenwritingorspeakingto
1.Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext,includingdeterminingwherethetextleavesmattersuncertain.
CurriculumRationales:APLiterature
supportconclusionsdrawnfromthetext.
2.Determinecentralideasorthemesofatextandanalyzetheirdevelopment;summarizethekeysupportingdetailsandideas.
2.Determinetwoormorethemesorcentralideasofatextandanalyzetheirdevelopmentoverthecourseofthetext,includinghowtheyinteractandbuildononeanothertoproduceacomplexaccount;provideanobjectivesummaryofthetext.
3.Analyzehowandwhyindividuals,events,andideasdevelopandinteractoverthecourseofatext.
3.Analyzetheimpactoftheauthor’schoicesregardinghowtodevelopandrelateelementsofastoryordrama(e.g.,whereastoryisset,howtheactionisordered,howthecharactersareintroducedanddeveloped).
CraftandStructure Grades11–12
4.Interpretwordsandphrasesastheyareusedinatext,includingdeterminingtechnical,connotative,andfigurativemeanings,andanalyzehowspecificwordchoicesshapemeaningortone.
4.Determinethemeaningofwordsandphrasesastheyareusedinthetext,includingfigurativeandconnotativemeanings;analyzetheimpactofspecificwordchoicesonmeaningandtone,includingwordswithmultiplemeaningsorlanguagethatisparticularlyfresh,engaging,orbeautiful.(IncludeShakespeareaswellasotherauthors.)
5.Analyzethestructureoftexts,includinghowspecificsentences,paragraphs,andlargerportionsofthetext(e.g.,asection,chapter,scene,orstanza)relatetoeachotherandthewhole.
5.Analyzehowanauthor’schoicesconcerninghowtostructurespecificpartsofatext(e.g.,thechoiceofwheretobeginorendastory,thechoicetoprovideacomedicortragicresolution)contributetoitsoverallstructureandmeaningaswellasitsaestheticimpact.
6.Assesshowpointofvieworpurposeshapesthecontentandstyleofatext.
6.Analyzeacaseinwhichgraspingpointofviewrequiresdistinguishingwhatisdirectlystatedinatextfromwhatisreallymeant(e.g.,satire,sarcasm,irony,orunderstatement).
IntegrationofKnowledgeandIdeas Grades11-12
7.Integrateandevaluatecontentpresentedindiverseformatsandmedia,includingvisuallyandquantitatively,aswellasinwords.
7.Analyzemultipleinterpretationsofastory,drama,orpoem(e.g.,recordedorliveproductionofaplayorrecordednovelorpoetry),evaluatinghoweachversioninterpretsthesourcetext.(IncludeatleastoneplaybyShakespeareandoneplaybyanAmericandramatist.)
9.Analyzehowtwoormoretextsaddresssimilarthemesortopicsinordertobuildknowledgeortocomparetheapproachestheauthorstake.
9.Demonstrateknowledgeofeighteenth-,nineteenth-andearly-twentieth-centuryfoundationalworksofAmericanliterature,includinghowtwoormoretextsfromthesameperiodtreatsimilarthemesortopics.
RangeofReadingandLevelofTextComplexity
Grades11-12
10.Readandcomprehendcomplexliteraryandinformationaltextsindependentlyandproficiently.
10.Bytheendofgrade11,readandcomprehendliterature,includingstories,dramas,andpoems,inthegrades11–CCRtextcomplexitybandproficiently,withscaffoldingasneededatthehighendoftherange.Bytheendofgrade12,readandcomprehendliterature,includingstories,
CurriculumRationales:APLiterature
dramas,andpoems,atthehighendofthegrades11–CCRtextcomplexitybandindependentlyandproficiently.
IV. Addressing Sensitive Subjects
PossiblesensitivetopicscontainedinTheAwakening:suicideandsexualrelations.Intheclassroom,sensitivetopicswillbedealtwithinamaturefashion,towardanunderstandingofwhythismaterialisincludedinthenovel.TheEnglishdepartmentfeelsthattheliterarymeritofthisnovelmorethancompensatesfortheinclusionofthissensitivesubjectmatter.Thestudentisencouragedtofeelcomfortableexpressinghis/herbeliefsandviewsopenlywithintheclassroomenvironment.Ifthestudentisuncomfortableatanytime,thestudentshouldmeetwiththeteachertodiscusshis/herconcerns.
The Stranger by Albert Camus (1942)
TheEnglishDepartmenthascarefullyevaluatedTheStrangerasawholeanddeemeditworthyfortheAPLiteratureandCompositioncurriculum.
I. Plot Summary
AlbertCamus’TheStrangerisanovelaboutanunintendedmurderandthetrialthatfollows.Meursaultisayoungmanwhoappearstobeindifferenttotheworldaroundhimandisforcedtofacehisownidentityandultimately,hisownmortality.
II. Rationale and Learning Objectives
Camus’complextext,anexampleofexistentialismandabsurdism,challengesthereadertoevaluatetheconceptsofalienation,spirituality,morality,andchoice,encouragingcomparisonandevaluationofone’sindividualbeliefs.Studentswillidentifycharacter,setting,plot,pointofview,andtheme,demonstratingdeeperunderstandingthroughbothpersonalandfocusedwrittenresponses.
III. Common Core Standards
ReadingStandardsforLiterature
KeyIdeasandDetails Grades11-12
1.Readcloselytodeterminewhatthetextsaysexplicitlyandtomakelogicalinferencesfromit;citespecifictextualevidencewhenwritingorspeakingtosupportconclusionsdrawnfromthetext.
1.Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext,includingdeterminingwherethetextleavesmattersuncertain.
CurriculumRationales:APLiterature
2.Determinecentralideasorthemesofatextandanalyzetheirdevelopment;summarizethekeysupportingdetailsandideas.
2.Determinetwoormorethemesorcentralideasofatextandanalyzetheirdevelopmentoverthecourseofthetext,includinghowtheyinteractandbuildononeanothertoproduceacomplexaccount;provideanobjectivesummaryofthetext.
3.Analyzehowandwhyindividuals,events,andideasdevelopandinteractoverthecourseofatext.
3.Analyzetheimpactoftheauthor’schoicesregardinghowtodevelopandrelateelementsofastoryordrama(e.g.,whereastoryisset,howtheactionisordered,howthecharactersareintroducedanddeveloped).
CraftandStructure Grades11–12
4.Interpretwordsandphrasesastheyareusedinatext,includingdeterminingtechnical,connotative,andfigurativemeanings,andanalyzehowspecificwordchoicesshapemeaningortone.
4.Determinethemeaningofwordsandphrasesastheyareusedinthetext,includingfigurativeandconnotativemeanings;analyzetheimpactofspecificwordchoicesonmeaningandtone,includingwordswithmultiplemeaningsorlanguagethatisparticularlyfresh,engaging,orbeautiful.(IncludeShakespeareaswellasotherauthors.)
5.Analyzethestructureoftexts,includinghowspecificsentences,paragraphs,andlargerportionsofthetext(e.g.,asection,chapter,scene,orstanza)relatetoeachotherandthewhole.
5.Analyzehowanauthor’schoicesconcerninghowtostructurespecificpartsofatext(e.g.,thechoiceofwheretobeginorendastory,thechoicetoprovideacomedicortragicresolution)contributetoitsoverallstructureandmeaningaswellasitsaestheticimpact.
6.Assesshowpointofvieworpurposeshapesthecontentandstyleofatext.
6.Analyzeacaseinwhichgraspingpointofviewrequiresdistinguishingwhatisdirectlystatedinatextfromwhatisreallymeant(e.g.,satire,sarcasm,irony,orunderstatement).
IntegrationofKnowledgeandIdeas Grades11-12
7.Integrateandevaluatecontentpresentedindiverseformatsandmedia,includingvisuallyandquantitatively,aswellasinwords.
7.Analyzemultipleinterpretationsofastory,drama,orpoem(e.g.,recordedorliveproductionofaplayorrecordednovelorpoetry),evaluatinghoweachversioninterpretsthesourcetext.(IncludeatleastoneplaybyShakespeareandoneplaybyanAmericandramatist.)
9.Analyzehowtwoormoretextsaddresssimilarthemesortopicsinordertobuildknowledgeortocomparetheapproachestheauthorstake.
9.Demonstrateknowledgeofeighteenth-,nineteenth-andearly-twentieth-centuryfoundationalworksofAmericanliterature,includinghowtwoormoretextsfromthesameperiodtreatsimilarthemesortopics.
RangeofReadingandLevelofTextComplexity
Grades11-12
10.Readandcomprehendcomplexliteraryandinformationaltextsindependentlyandproficiently.
10.Bytheendofgrade11,readandcomprehendliterature,includingstories,dramas,andpoems,inthegrades11–CCRtextcomplexitybandproficiently,withscaffoldingasneededatthehighendoftherange.Bytheendofgrade12,readandcomprehendliterature,includingstories,dramas,andpoems,atthehighendofthegrades11–CCRtextcomplexitybandindependentlyandproficiently.
CurriculumRationales:APLiterature
IV. Addressing Sensitive Subjects
PossiblesensitivetopicscontainedinTheStranger:murder(violence)andsexualtopics.Intheclassroom,sensitivetopicswillbedealtwithinamaturefashion,towardanunderstandingofwhythismaterialisincludedinthenovel.TheEnglishdepartmentfeelsthattheliterarymeritofthisnovelmorethancompensatesfortheinclusionofthissensitivesubjectmatter.Thestudentisencouragedtofeelcomfortableexpressinghis/herbeliefsandviewsopenlywithintheclassroomenvironment.Ifthestudentisuncomfortableatanytime,thestudentshouldmeetwiththeteachertodiscusshis/herconcerns.
To Kill a Mockingbird by Harper Lee (1960)
With Film Adaptation (1962)
TheEnglishDepartmenthascarefullyevaluatedToKillaMockingbirdasawholeanddeemeditworthyforthe11thgradeEnglishcurriculum.Thefilmadaptationisunrated,butparentsareadvisedthattherecommendedratingisPG-13forthematicmaterial,somelanguage,andreferencestorape.
I. Plot Summary
Lee’snovelisnarratedbyScoutFinchandfollowsherfamilyastheystruggleagainsttheentrenchedracismof1930sAlabama.Scout’sfatherAtticusisalocalpublicdefender,calledtoconfrontbigotryanddiscriminationdirectlyastheattorneyforablackmannamedTomRobinson.Tomhasbeenfalselyaccusedofrapeandbecausethenarrationisprovidedfromtheperspectiveofachild,thecrimeinquestionisbewilderingonmanylevels.
II. Rationale and Learning Objectives
ToKillaMockingbirdisvitaltoanystudyofliterature.Thenovel,itscharacters,andLeeherselfarefrequentlyalludedtoinpopularcultureandacademia.Butthevalueofthenovelisnotlimitedtoitsexistenceasatouchstone,theframeworkprovidedbyLee’sworkisidealforthestudyofliteraryelementsandstoryarchetypes.Theme,motif,andallusionareparticularlyevidentandeasilyaccessibleforstudents.
Themotifofchildhoodthatinfusesthefirstportionofthenarrativemakesthenovelparticularlyappealingtohighschoolstudents.ReadersnaturallysympathizewithScout’sescapadesandtheaccessibilityofLee’sprosemakesthecomplexitiesofthenovelmanageableforstudents.
III. Common Core Standards
ReadingStandardsforLiterature
CurriculumRationales:APLiterature
KeyIdeasandDetails Grades11-12
1.Readcloselytodeterminewhatthetextsaysexplicitlyandtomakelogicalinferencesfromit;citespecifictextualevidencewhenwritingorspeakingtosupportconclusionsdrawnfromthetext.
1.Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext,includingdeterminingwherethetextleavesmattersuncertain.
2.Determinecentralideasorthemesofatextandanalyzetheirdevelopment;summarizethekeysupportingdetailsandideas.
2.Determinetwoormorethemesorcentralideasofatextandanalyzetheirdevelopmentoverthecourseofthetext,includinghowtheyinteractandbuildononeanothertoproduceacomplexaccount;provideanobjectivesummaryofthetext.
3.Analyzehowandwhyindividuals,events,andideasdevelopandinteractoverthecourseofatext.
3.Analyzetheimpactoftheauthor’schoicesregardinghowtodevelopandrelateelementsofastoryordrama(e.g.,whereastoryisset,howtheactionisordered,howthecharactersareintroducedanddeveloped).
CraftandStructure Grades11–12
4.Interpretwordsandphrasesastheyareusedinatext,includingdeterminingtechnical,connotative,andfigurativemeanings,andanalyzehowspecificwordchoicesshapemeaningortone.
4.Determinethemeaningofwordsandphrasesastheyareusedinthetext,includingfigurativeandconnotativemeanings;analyzetheimpactofspecificwordchoicesonmeaningandtone,includingwordswithmultiplemeaningsorlanguagethatisparticularlyfresh,engaging,orbeautiful.(IncludeShakespeareaswellasotherauthors.)
5.Analyzethestructureoftexts,includinghowspecificsentences,paragraphs,andlargerportionsofthetext(e.g.,asection,chapter,scene,orstanza)relatetoeachotherandthewhole.
5.Analyzehowanauthor’schoicesconcerninghowtostructurespecificpartsofatext(e.g.,thechoiceofwheretobeginorendastory,thechoicetoprovideacomedicortragicresolution)contributetoitsoverallstructureandmeaningaswellasitsaestheticimpact.
6.Assesshowpointofvieworpurposeshapesthecontentandstyleofatext.
6.Analyzeacaseinwhichgraspingpointofviewrequiresdistinguishingwhatisdirectlystatedinatextfromwhatisreallymeant(e.g.,satire,sarcasm,irony,orunderstatement).
IntegrationofKnowledgeandIdeas Grades11-12
7.Integrateandevaluatecontentpresentedindiverseformatsandmedia,includingvisuallyandquantitatively,aswellasinwords.
7.Analyzemultipleinterpretationsofastory,drama,orpoem(e.g.,recordedorliveproductionofaplayorrecordednovelorpoetry),evaluatinghoweachversioninterpretsthesourcetext.(IncludeatleastoneplaybyShakespeareandoneplaybyanAmericandramatist.)
9.Analyzehowtwoormoretextsaddresssimilarthemesortopicsinordertobuildknowledgeortocomparetheapproachestheauthorstake.
9.Demonstrateknowledgeofeighteenth-,nineteenth-andearly-twentieth-centuryfoundationalworksofAmericanliterature,includinghowtwoormoretextsfromthesameperiodtreatsimilarthemesortopics.
CurriculumRationales:APLiterature
RangeofReadingandLevelofTextComplexity
Grades11-12
10.Readandcomprehendcomplexliteraryandinformationaltextsindependentlyandproficiently.
10.Bytheendofgrade11,readandcomprehendliterature,includingstories,dramas,andpoems,inthegrades11–CCRtextcomplexitybandproficiently,withscaffoldingasneededatthehighendoftherange.Bytheendofgrade12,readandcomprehendliterature,includingstories,dramas,andpoems,atthehighendofthegrades11–CCRtextcomplexitybandindependentlyandproficiently.
IV. Addressing Sensitive Subjects
PossiblesensitivetopicscontainedinToKillaMockingbird:profanityorvulgarlanguage,referencetorape,andviolence.Thestudentisencouragedtofeelcomfortableexpressinghis/herbeliefsandviewsopenlywithintheclassroomenvironment.Ifthestudentisuncomfortableatanytime,thestudentshouldmeetwiththeteachertodiscusshis/herconcerns.
Bigotrycanbeasensitiveissueintheclassroom,andtheundercurrentofviolencethatpervadesthenoveladdsadditionalcomplexity.Whiletheracismandinjusticethatfeatureinthenarrativemayseeminglyhaverecededoutofthepublicconsciousness,certainlytheseissuesremainrelevantforstudents.HarperLeehasremainedsteadfastlysilentonthebookanditsinfluence,butsheoncenoted,“Thebooktoreadisnottheonewhichthinksforyou,buttheonewhichmakesyouthink.”Totheextantthestudentswillhaveanopportunitytothinkaboutcrucialissuesandconductdifficultliteraryanalysisthisisthebooktoread.