ࡱ>  ]Lbjbj$$ eF|F|]DXX$j$$$$$E6xxx6$$Kxj$$x{$03 x~Ja0~p k66RxxxxX x: AP English Literature and Composition Course Overview AP English Literature and Composition is an annual course, providing a survey of the major literary periods, genres, and critical theories. Apart from surveying literature, students will be deepening their understanding of how writers use various literary techniques to produce meaning. Students are expected to perform careful analyses of key works in various genres and time periods from selected authors. Students will: understand and practice the three levels of analytical thinking. understand and avoid plagiarism. discuss and analyze literature using teacher-lead Socratic seminars and working informally in groups. read a different outside novel of literary merit as part of a reading circle every quarter. The reading circles will offer opportunities for differentiated instruction. discuss the structure, style, and themes of their selected work. They are expected to present their novel to the class, creatively introducing the novel, teaching selected passages, and writing sample multiple choice and essay questions. receive preparation for the AP Exam via the writing process including extensive teacher feedback and peer editing and timed and un-timed writing exercises. practice a variety of modes of writing, including writing to understand, explain, and evaluate. practice planning, annotating and organizing sample AP essays. They will practice scoring AP essays using AP scoring guides. Students will also practice literary analysis in their homework assignments. complete all reading assignments and participate fully in all group work. On occasion, pop quizzes may be given to ensure students are keeping up with their reading. Additionally, students are expected to maintain a reading log, making a minimum of four entries a week. analyze examples and non-examples of good writing, which will allow them to see both what to do and what not to do. receive teacher feedback on their writing assignments both before and after they revise their work. Rhetorical strategies will be reviewed, as well as tone and voice, and the scoring rubric will be used to instruct them on the writing expectations of the AP Literature test. Essential Questions How does language shape our perceptions of the world? What role does literature play in society? How can the same work of literature be read and interpreted in multiple ways? How does style and structure affect the meaning of a work as a whole? How can one evaluate the merit of a literary work? Summer Reading Jane Eyre by Charlotte Bronte and The Picture of Dorian Gray by Oscar Wilde Textbook: Kennedy, X.J. and Giola, Dana, ed. Literature: An Introduction to Fiction, Poetry, and Drama, 9th edition. New York: Longman, 2005. First Quarter Weeks 1-2 Questions about summer reading projects Introduction to MLA Style Reading Log instructions Teacher modeled annotation techniques Plagiarism: what is it, how to avoid it, and its consequences Discussion of Jane Eyre and The Picture of Dorian Gray Scoring, Overview of AP Test Essay pretest Summer reading project 1 due. (The Picture of Dorian GrayTwo AP open ended essays, selection of two passages with annotations and explanation of importance) Literary Focus: Denotation/connotation Tone Imagery Theme Setting Mood Character Plot/Conflict Symbol/motif Social/historical values Weeks 3-4 Assignment of reading circle groups/books. Acquire 4 novels from list, new or used, or from media center/library. (check out Amazon.com) Review Editing vs. Proof-reading Thesis statement overview and small group practice with samples. Homework: read and take two column notes on Point of View 23-28, Character 91-94, Setting 124-126, Tone and Style 170-174, Theme 212-214 (be sure to note questions and ensure you can defend your future statements of theme by answering these questions), Symbol 251-253. Two timed AP practice essays. Literary Focus: Imagery Tone Theme Conflict Character Symbol/motif Social/historical values Week 4 Summer reading project 2 due. ( Jane Eyre Two AP open-ended essays, selection, annotation, and defense of two key excerpts) Reading circle meeting Monday. Be sure to bring novel. Please have read at least the opening 20 pages prior to your meeting. Plan the rest of your reading and assign jobs for the presentation due in five weeks. Read further and discuss novel in terms of point of view, character, setting, tone and style, theme, and symbolism. Use your notes. Recorder tracks findings of group. Homework: continue reading novel and making reading log entries. Introduction to scoring guide, practice scoring sample essays in small groups. Students explain what differentiates a 7, 8, or 9 from a 2, 3, or 4. In small groups, students score essays not graded by teacher and have the option to rewrite if theirs scores a five or lower. They will receive feedback on their writing and rhetorical strategies, tone and diction will be reviewed. Practice multiple choice test (two passages). Analyze and classify types of questions. Discuss answers. Test on style chart and notes. Literary Focus: Point of View Tone and Style Theme Character Symbol/motif Weeks 5-7 Short stories for close reading Edgar Allan Poe, The Tell-Tale Heart, p. 382 Alice Walker Everyday Use, p. 102 Kate Chopin, The Storm, p. 127 Ernest Hemingway, A Clean, Well-Lighted Place, p. 174 Shirley Jackson, The Lottery, p. 262 Sandra Cisneros, The House on Mango Street, ouse of p. 554 Gabriel Garcia Marquez, Handsomest Drowned Man in the World, p. 566 Charlotte Perkins Gilman, The Yellow Wallpaper, p. 571 Zora Neale Hurston, Sweat, p. 594 Jamaica Kincaid, Girl, p. 617 Teacher-modeled discussion of one story Discussion through Socratic Seminar. Syntax: sentence structure and punctuation (examine authors syntax, model sentences, examine effect of different structures) Two AP timed essays (scored and reviewed with rubric/teacher feedback and rubric) Peer and teacher writing conferencesusing support: paraphrase and quotation marks AP multiple choice practice Reading Circle Meeting, week 6 (discuss reading logs) Analytical homework: For each short story, articulate theme in one sentence that expresses a universal truth about the human condition. State the manner in which the author creates theme (diction, tone, etc). Provide one example of each. Essay Exam: Students will write a 45 minute essay exam on a short story or short story excerpt, emulating an AP Prose Topic. Literary Focus: Syntax/punctuation Imagery Point of View Tone and Style Theme Character Genre study Symbol/motif Social/historical values Weeks 8-10 Reading circle meeting, last one before presentations! Introduction to literary theory: jigsaw formalist, biographical, historical, sociological, psychological, gender, and reader-response criticism. In groups, students locate examples of criticism and commentary of each type and read the related literary work. Turn in one paragraph summary of each article. Jigsaw novels/short stories already studied. Which literary theory(ies) yield the most worthwhile analysis of the stories? Which elements would each type of critic focus on, specifically? Small group and whole group discussion. Reading circle presentations Annotated novel presented to teacher for grade. First Quarter Reading Circle Novel List: Students will read one of the following novels with approximately 4-5 other students. They will discuss the text biweekly, exploring syntax and diction, setting, character, theme, mood, point of view, and other appropriate literary elements. One member of each group will be responsible for synthesizing the members comments as they discuss their ideas. Upon completion of the reading, students will present their novels using a creative, mood-setting introduction, an explication of two key passages of the book, and a third passage with student-generated AP style questions. Additionally, students will create a visual product representing key elements of the book. 1984 Of Mice and Men Rebecca The Count of Monte Cristo The House of the Spirits The Scarlet Letter To Kill a Mockingbird Wuthering Heights Second Quarter Weeks 1-4 Introduction to poetry Take power notes on Reading a Poem 701-705, Lyric Poetry 706, Narrative Poetry 708, Dramatic Poetry 711. Be sure to read the poems used as examples and the accompanying commentary. Take power notes on Listening to a Voice: Tone 717, Words: Literal Meaning 749, The Value of a Dictionary 754, and Word Choice and Word Order 758, Figures of Speech 814. Be sure to read the poems used as examples and the accompanying commentary. Homework: Complete Writing Assignment and one of the two Further Suggestions for Writing exercises on p. 836. Reading circle meetings weeks 2 and 4. Discuss works by featured and supplemental poets Maintain reading logs Carefully annotate student-chosen poems chosen Use two column chart to outline one student-chosen essay Groups closely analyze selected poems and present their findings to the class. Write two AP Poetry Essays (refer to sample given by teacher) Go over essays with AP scoring rubric; review rhetorical strategies, diction and tone. Practice two AP poetry multiple choice; analyze question types Featured Poets: Students will study multiple poems written by each of the following poets, supplemented with individual poems by additional poets ranging from the 16th through 21st Century. Anne Bradstreet, The Author to Her Book, p. 719 Elizabeth Barrett Browning, How do I Love Thee? P. 1154 Emily Dickinson, p. 1098-1104 (selected poems) Dylan Thomas, Do Not Go Gentle p. 927, Fern Hill, p. 1252 Gwendolyn Brooks, WeReal Cool, p. 889, The Mother, p. 1152 John Donne, Death Be Not Proud, p. 1162, The Flea, p. 1163, A Valedictionp. 1164 John Keats, Ode to A Grecian Urn, p. 1197, When I Have Fears, p. 1200, Langston Hughes, I, Too, p. 1118, Harlem, p. 1124, Mother to Son, p. 1117, Theme for English B, p. 1122 Percy Bysshe Shelley, Ozymandias, p. 1078 Andrew Marvel, To His Coy Mistress, p. 1208 William Butler Yeats, The Second Coming, p. 982 Robert Burns, Oh, My Love is Like a p 833 Silvia Plath, Daddy, p. 1222 Robert Frost, Fire and Ice, p. 784, The Road not Taken, p. 962 William Blake, The Chimney Sweeper, p. 1789, The Tyger, p. 1149 William Shakespeare, Let not to the Marriage of True Minds, p. 917, My Mistress Eyes are Nothing Like the Sun, p. 1238 William Wordsworth, ,The World is too Much With Us, p. 978, My Heart Leaps, p. 770 D.H.Lawrence, The Piano, p. 706 Literary Focus: Syntax/punctuation Imagery Tone and Style Theme Symbol/motif Figures of Speech Connotation/Denotation Genre study Voice Poetic forms Literary Criticism Weeks 5-7 Reading circle meeting week 6 Othello, p. 1502-1600 Overview of play Read and discuss all Actsafter each Act, answer questions on p.1601 pertaining to appropriate Act. Visualizing Othello: comparing and contrasting selected scenes from two filmed versions. Keep reading logs on all Acts Students will read literary criticism about the text and discuss the extent to which they agree and disagree with the critic. Timed AP open ended essay prompt on Othello (students will revise/review their essays with teacher feedback and the AP scoring rubric. Students will rewrite their timed essay, concentrating on greater precision in their vocabulary, organization, and development of ideas. Essential Questions: What issues arise when ones closest associate is diseased, evil? How can a man with Renaissance intelligence and sensitivity survive in a Medieval Society? How does language shape our perceptions of the world? How does one cope with disloyalty? Dishonesty? Literary Focus: Imagery Tone Theme Symbol/motif Character Conflict Genre study Social/historical values Literary criticism Weeks 8-10 Reading circle presentations Student-led midterm review Midterm exam (AP multiple choice test, AP essay prompt) Review of exam answers Second Quarter Reading Circle Novel List: Students will read one of the following novels with approximately 4-5 other students. They will discuss the text biweekly, exploring syntax and diction, setting, character, theme, mood, point of view, and other appropriate literary elements. One member of each group will be responsible for synthesizing the members comments as they discuss their ideas each week. Upon completion of the reading, students will present their novels using a creative, mood-setting introduction, an explication of two key passages of the book viewed through the lens of at least two different literary theories per passage, and a third passage with student-generated AP style questions. Additionally, students will write an essay, based on past AP open topics. Brave New World Frankenstein Pride and Prejudice Song of Solomon The Color of Water The Great Gatsby A Handmaids Tale Third Quarter Week 1 Time period research project assignment (In groups, students research a particular time period, including a social/historical overview of the time period, major literary figures and an explanation of why they deserve their reputations of literary greatness, and the representative literature of the period. Prepare to teach it to the class. Outline of presentation in MLA format, annotated poems/excerpts, AP-style multiple choice questions.) Weeks 2-4 The Glass Menagerie, p. 1972 Socratic Seminar For each of the major characters of the play, write a simile or metaphor that represents the characters personality. Visually represent your comparisons. AP take home essay (essay will be scored and teacher feedback provided on rhetorical strategies, diction and tone, using AP scoring rubric) Essential Questions What defines madness? What is the difference between fantasy and reality? What are the characteristics of the Old South and the New South? How are they in conflict? Is the role of women in the play the same as today? Literary Focus: Imagery Tone Setting Theme Symbol/motif Character Conflict Genre study Social/historical values Literary criticism Reading circle meeting weeks 2 and 4. Weeks 5-7 Read The Metamorphosis, p. 336-370 Maintain reading log Focused discussion: discuss the mixture of comic and tragic elements in the story. Is everything in the story sad and horrifying or are there grotesquely funny moments as well? What effect does this have? Analytical homework: Explore how Gregor Samsas metamorphosis into a giant insect is symbolic of his earlier life and relations with his family. Research project presentations Literary Focus: Setting Theme Symbol/motif Character Conflict Social/historical values Literary criticism Weeks 8-10 A Dolls House, p. 1809-1866 Maintain reading log Socratic Seminar Compare/contrast Nora and Jane Eyre. 2 timed AP essays 1 passage practice AP multiple choice Third Quarter Reading Circle Novel List: Students will read one of the following novels with approximately 4-5 other students. They will discuss the text biweekly, exploring syntax and diction, setting, character, theme, mood, point of view, and other appropriate literary elements. One member of each group will be responsible for synthesizing the members comments and ideas. Upon completion of the reading, students will present their novels using a creative, mood-setting introduction, an explication of two key passages of the book, and a third passage with student-generated AP style questions. Additionally, students will create a brief film or skit representing key elements. As I Lay Dying One Flew Over the Cuckoos Nest Snow Falling on Cedars The Adventures of Huckleberry Finn The Color Purple The Things They Carried Great Expectations Fourth Quarter Weeks 1-4 Maintain reading log. Hamlet, p. 1603 Overview of play Read and discuss all Actsafter each Act, answer questions on p.1710 pertaining to appropriate Act. Visualizing Hamlet: comparing and contrasting selected scenes from two filmed versions. Keep reading logs on all Acts Students will read literary criticism about the text and discuss the extent to which they agree and disagree with the critic. Timed AP open ended essay prompt on Hamlet Students will rewrite their timed essay, concentrating on greater precision in their vocabulary, organization, and development of ideas. Literary Focus: Imagery Tone Setting Theme Symbol/motif Character Conflict Diction Voice Social/historical values Culminating activity: Select one work we have studied this year that has seemed the most impressive. Explain why, citing examples from the book. Weeks 5-6 AP post test, review answers, AP EXAM! Weeks 7-9 Film Review Watch movies based on novels or plays read in class; write a comparing/contrasting essay about major work and movie. NOTES: Two Column Notes: Read closely for thorough understanding of the plot details, the setting, the characters, etc. On the left hand column, list specific events, quotations, or other noteworthy items that you highlighted or used sticky notes for. Also, point out questions that occur to you as you read. In the right hand column, write an analysis of the details on the left. MLA Formatting: All work should be typed and MLA formatted. Refer to the Owl at Perdue MLA Formatting Guide at  HYPERLINK "http://owl.english.purdue.edu/owl/resource/747/01/" http://owl.english.purdue.edu/owl/resource/747/01/. 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