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AP ENGLISH LITERATURE AND COMPOSITION SYLLABUS

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RESEARCH THE CONCEPT OF MODERNISM IN THE ARTS AND PREPARE FOR A SOCRATIC SEMINAR DISCUSSION BASED ON THE TEXTS STUDIED IN CLASS IN RELATION TO MODERNISM AND ...

    AP English Literature and Composition Syllabus

    Course Description:

    Advanced Placement Literature and Composition is a rigorous full-year course emphasizing the development of skills in critical reading and in writing about literature and related ideas. The course is designed to fulfill the curricular requirements of the AP English Course Description and it is intended for students who are willing to devote the time and energy necessary to succeed in a college-level class.

    Students will gain skills that will enable them to understand and analyze stylistic elements, rhetorical devices, and structural techniques. Students will compose timed in-class essays, formal, extended analyses outside of class, response papers and dialectical notebooks, and will revise and rewrite papers extensively. Students will read. Students will read various works by many different authors from different time periods and genres. This

    overall study of literature will provide students with the experience, the interpretation, and the evaluation of prose and poetry.

    Course Objectives: Students will…

    Reading Component Composition Component

    Study representative works from various genres and periods.

    Analyze how social and historical values are reflected in a work. Engage in active reading strategies and interpretations

    through dialectical journals and informal written activities.

    Engage in active reading strategies and interpretations through

    dialectical journals and informal written activities. Compose formal expository and argumentative essays

    evaluating textual artistry, quality, and extended

    Read closely with paraphrasing, explicating, annotating, analyzing, and interpretations.

    synthesizing.

    Compose timed essays for each unit based on previous AP Research the historical and cultural significance of works and authors. Exam questions.

    Apply close reading skills to Applied Practice and retired College Board Rewrite and revise each timed essay after teacher multiple-choice tests. feedback.

    Participate in literature circles, Socratic seminars, and class discussions Compose creative writing assignments including poems and involving selections. narratives.

    Apply various analytical tools and strategies such as SOAPStone, TP-Engage in writing workshops that include developing criteria CASTT, etc. for assessment, peer editing, and stylistic maturity.

    Analyze the structure and form of poetry. Compose a literary Research Paper using MLA format

    including proper parenthetical documentation. Analyze stylistic elements of text including figurative language, imagery,

    symbolism, archetypes, and tone. Demonstrate a wide ranging vocabulary used with

    denotative accuracy and connotative resourcefulness in Interpret literature through observation of a work’s structure, style, and writing. theme (universal meaning).

    Demonstrate an effective use of rhetoric, including

    controlling tone, maintaining a consistent voice, and Vocabulary Component achieving emphasis through parallelism and antithesis.

    Study, apply, and be tested over vocabulary from the following Participate in grammar minilessons which focus on categories: individual weaknesses in writing.

    Literary vocabulary - literary terms with which they must be familiar in Participate in a teacher conference after each formal essay order to analyze, explicate, and evaluate works read as well as define in and revise essays based on word choice, sentence context of AP multiple choice exams. structure, logical organization, rhetorical structure, tone,

    voice, and detail. Content vocabulary - study vocabulary from the works themselves

    learning unfamiliar words, analyzing word choice, and determining tone. Write various informal responses to literature to show

    understanding of ideas presented in class. Word study - complete vocabulary lessons that include the study of

    Greek and Latin roots and words from classical mythology and history.

    Required Texts Supplemental Texts

    How to Read Literature like a Professor Foster The Elements of Style Strunk and White

    The Canterbury Tales Chaucer 5 Steps to a 5: AP English Literature McGraw Hill

    Literature: An Introduction to Fiction, Poetry, and Drama Vocabulary for the College-Bound Student

    X.J.Kennedy/ Dana Gioia (see course schedule for specific texts) Levine

    Hamlet Shakespeare Applied Practice for each major work

    Rosencrantz and Guildenstern are Dead Stoppard Edith Hamilton’s Mythology

    The Stranger Camus Voice Lessons Dean

    Waiting for Godot Beckett Advanced Placement English Center for Learning

    Jane Eyre Bronte Advanced Placement Poetry Center for Learning

    Wide Sargasso Sea Rhys Advanced Placement Writing Center for Learning

    Invisible Man Ellison British Literature Center for Learning

    The Awakening Chopin A Rookie’s Guide to Research Mills and Stiles

    AP English Crash Course Hogue *See Choice novel / drama list

Semester 1 Course Schedule

    Course Introduction: (1 week)

    Text: How to Read Literature like a Professor

    Essential Questions: What is the “language of reading”? What are the patterns and archetypes often present

    throughout literature?

    Unit Expectations/Objectives: The student will

    Discuss the use of symbolism in literature, choose an object that symbolizes his/her identity, and write an essay explaining the connections. Present symbols in an oral presentation.

    Outline assigned chapter of How to Read Literature like a Professor, upload outline to class website, millsenglish.com,

    and contribute specific knowledge of analysis in class discussions for each text we read throughout the year.

Unit 1: The Middle English Period of Literature (2 weeks)

    Texts: The Canterbury Tales (General Prologue & selected Tales)

    Essential Questions: How is our understanding of culture and society constructed through and by language? How does literature reveal the values of a given culture or time period?

    Unit Expectations/Objectives: The student will

    Consider the changes in language from the Medieval period. Research the social and historical values of the Middle Ages and show how those values are reflected by Chaucer’s works.

    Compose a timed essay using an AP exam question followed by a teacher conference and a revision by the student focusing on improving sentence structure, logical organization, and selection of detail. Collaborate in groups to analyze one pilgrim’s prologue and tale (not discussed in class). Write an interpretation based on the work’s structure, style, and themes and present a sketch, using Chaucer’s language, of an original pilgrim based on modern society.

    Complete various activities to enhance understanding of the text including: “A More Than Courteous Knight,” “Name That Pilgrim,” “Chaucer’s Genius for Description,” and “Feudal Class Structure.”

    Improve vocabulary through lessons in Vocabulary for the College-Bound Student, through relevant literary terms (frame

    tales, characterization, satire, irony, symbol, allegory) and through content vocabulary.

Unit 2: Drama Comparison: The Tragedy and The Absurd (3 weeks)

    Texts: Hamlet, Rosencrantz and Guildenstern are Dead, passages by Machiavelli and Bacon

    Essential Questions: How are aspects of human nature revealed through characterization? What role does predestination have in life? How is mankind driven by power and ambition? What is the significance of loyalty? Unit Expectations/Objectives: The student will

    Compare and contrast the ways in which each play reflects the values of the contexts (historical, social, and religious) in which they were written.

    Analyze Hamlet’s internal conflict as expressed in his soliloquies, examining his philosophy of life as he develops an

    understanding of providence.

    Memorize a passage, deliver the passage orally in class, and write a short analysis explaining the passage’s significance.

    Explore how Stoppard gives insight into the Theater of the Absurd and existentialism.

    Explore the themes of perception vs. reality, corruption, revenge, and forgiveness and examine subtext and motifs. Interpret passages relating to characterization, tone, mood, diction, syntax, and imagery.

    Interpret both plays in a dialectical journal with emphasis on style, theme, and symbolism.

    Write and rewrite a timed, in-class response based on previous AP tests.

    Compose a formal analytical essay comparing and contrasting the two plays, developing a topic and creating a strong thesis through class discussions. Participate in peer review sessions, show growth and improvement through the revision process in relation to stylistic maturity, and rewrite essay after teacher feedback.

    Improve vocabulary through lesson in Vocabulary for the College-Bound Student, relevant literary terms (related to

    drama), and content vocabulary.

Unit 3: Research British Literature (3 weeks)

    Essential Questions: How does literature reflect the values of a particular culture and time period? How do different genres explore similar ideas? What strategies can be used to synthesize information effectively? Unit Expectations/Objectives: The student will

    Choose a literary movement to research.

    Read and analyze three different genres of literature (by different authors) written during this chosen movement. Write an analytical, argumentative essay showing how each work reflects the social, historical, and cultural values related to the movement

    Synthesize information from primary and secondary sources for research, review MLA style, requirements and format, and discuss avoiding plagiarism.

    Participate in writing workshops practicing skills in rhetorical structures, logical organization, graphic organizers, and revising.

    Practice using appropriate tone and voice through various activities.

    Review literary timeline and major concepts of the following: the Renaissance, the Neoclassical Period, the Romantic Period, the Victorian Period, the Edwardian Period, the Modernist Period, and the Postmodernist Period. Improve vocabulary through lesson in Vocabulary for the College-Bound Student, relevant literary terms (related to literary

    movements), and content vocabulary.

Unit 4: Poetry Introduction Forms and Devices (3 weeks)

    Essential Questions: Why is imagery and symbolism important to the understanding and appreciation of poetry? How does a poet use language and stylistic elements to convey tone? How does a poet use sound, rhythm, and rhyme in poetry to create meaning? What is the significance of form to the effect of a poem?

    Unit Expectations/Objectives: The student will

    Read poems critically with a focus on poetic devices.

    Discuss the technical features of the poem in the following order, as organized by chapters in our anthology: Voice (types

    of irony), Words (diction, vulgate, colloquial, dialect, connotation, denotation), Imagery, Figures of Speech (apostrophe,

    hyperbole, metonymy, synecdoche, paradox, pun), Song and Sound (rime scheme, refrains, ballads, meter, euphony,

    cacophony, alliteration, assonance, consonance), Rhythm (stress, caesura, prosody, scansion, types of feet), Forms, and

    Symbols.

    Analyze different types of sonnets, establish thematic implications in sonnets by Shakespeare, Donne, E.B. Browning, Drayton, Frost, and Millay, and compose an original sonnet.

    Explicate a poem not discussed in class using the TP-CASTT method as a starting point. Interpretation should focus on figurative language, imagery, symbolism and tone.

    Write an in-class essay using an AP exam question with an unfamiliar poem and rewrite essay after teacher conference. Practice AP poetry objective questions.

    Improve vocabulary through lesson in Vocabulary for the College-Bound Student, relevant literary terms (related to poetry),

    and content vocabulary.

Unit 5: Gender and Society (4 weeks)

    Texts: Jane Eyre, Wide Sargasso Sea

    Essential Questions: How does one's perspective shape or alter truth? How does one preserve a sense of

    independence or individualism in society and human institutions?

    Unit Expectations/Objectives: The student will

    Read novels critically with a focus on annotation and the identification of elements such as structure, style, and theme. Explore the romantic influences of the Gothic novel and the Byronic hero.

    Evaluate and discuss social, historical, and cultural values as they relate to each novel and compare and contrast these influences in each novel.

    Apply close reading skills to Applied Practice: Jane Eyre multiple-choice exam.

    Create a dialectical journal for each novel with attention to style, symbolism, theme, point of view, setting, and character. Write and revise a formal expository response essay with textual support. Submit topic ideas to the class for discussion, participate in peer review sessions, and show growth and improvement through the revision process in relation to stylistic maturity.

    Improve vocabulary through lesson in Vocabulary for the College-Bound Student, relevant literary terms (related to

    novels), and content vocabulary.

Semester 2 Course Schedule

Unit 6: Existentialism (3 weeks)

    Texts: The Stranger, The Metamorphosis, Waiting for Godot

    Essential Questions: Is reality subjective? If so, to whom? In what ways do authors present the differences between illusion and reality? What is truth? How do ethics and morals contribute to choice as an individual, community and society? What is the price for not conforming to society’s expectations?

    Unit Expectations/Objectives: The student will

    Relate literary techniques to each author’s purpose and philosophy.

    Compare the treatment of existentialism in different genres and identify elements of absurdism. Create a dialectical journal for each text focusing on characterization, thematic implications, and symbolism. Select a passage from each work that illustrates the use of language and contributes to the universal meaning of the work. Compare the openings of each work to determine the distinctive writing style of each author. Write and rewrite a timed, in-class response based on previous AP tests.

    Research the concept of modernism in the arts and prepare for a Socratic seminar discussion based on the texts studied in class in relation to modernism and existentialism.

    Improve vocabulary through lesson in Vocabulary for the College-Bound Student, relevant literary terms, and content

    vocabulary.

Unit 7: British Poetry (3 weeks)

    Essential Questions: Who are the prominent British poets representative of each literary movement? How did literature echo the shift toward empirical fact and back to the mystery of natural events? What do modernism and post-modernism reflect in terms of culture and types of societies from which they emerge?

    Unit Expectations/Objectives: The student will

    Analyze poems from Metaphysical to Modern British poets including:

    Metaphysical and Cavalier: Donne, Herbert, Marvell, Jonson, Herrick

    19th Century (Romantics and Victorians): Keats, Shelley, Coleridge, Blake, Wordsworth, Byron, Tennyson,

    Browning, Arnold, Hopkins th20 Century: Hardy Yeats, Graves, Lawrence, de la Mare, Sassoon, Auden, Owen, Thomas, and Larkin Read and annotate Metaphysical, Romantic, Victorian, Modern, and Post-Modern poems focusing on the relationship between structure and meaning.

    Consider how poems speak from a particular culture.

    Compose an in-class essay in response to previous AP essay prompts.

    Compare and contrast two poems from different movements, making judgments drawing upon textual details about the works’ artistry and quality.

    Improve vocabulary through lesson in Vocabulary for the College-Bound Student, relevant literary terms (related to poetry),

    and content vocabulary.

Unit 8: Independent Study (3weeks)

    Texts:

    Choice Novel for Literature Circles Group Play

    Wise Blood O’Connor The Glass Menagerie Williams

    The Things they Carried O’Brien Death of a Salesman Miller

    A Portrait of the Artist as a Young Man Joyce A Doll’s House Ibsen

    Light in August Faulkner Hedda Gabler Ibsen

    Catch-22 Heller A Streetcar Named Desire Williams

    Beloved Morrison Equus Shaffer

Unit Expectations/Objectives: The student will

    Create a dialectical journal for each work.

    Complete group assigned role in literature circles.

    Read chosen play aloud in group, determine the most significant scenes, perform and explain these scenes to the class. Create and present a lesson to the class including a visual and handouts which will provide a brief overview of the parts of plot, highlight important passages, consider universal themes, evaluate stylistic elements, explain recurrent images and symbols, and outline the historical and cultural significance of the work.

    Write and rewrite a timed, in-class response based on previous AP tests.

    Write a formal literary paper evaluating, using textual details, an extended interpretation of each text. Review and show growth in the writing process in relation to sentence structures, organization, rhetorical structure, illustrative detail and using appropriate tone.

    Improve vocabulary through lesson in Vocabulary for the College-Bound Student, relevant literary terms, and content

    vocabulary (glossary created by students).

Unit 9: The Forging of American Identity (4 weeks)

    Texts: Invisible Man, The Awakening, American Poetry, various short stories

    Essential Questions: How and why is the search for self an essential pattern in literature? Why is this search so critical to the African-American experience? What elements of society act against an individual’s search for an understanding of self? What makes the American “voice”?

    Unit Expectations/Objectives: The student will

    Consider the use of physical setting and the ways description of the places in which events occur expand or deepen the themes of the novel.

    Consider attitudes toward women in society, with a focus on imagery, allusions, and symbols.

    Consider Chopin’s concern with females’ roles and the cult of domesticity and discuss the contemporary critical reception of the novel upon its publication.

Apply close reading skills to Applied Practice: The Awakening and Applied Practice: Invisible Man multiple-choice exams

    and timed essays.

    Create a dialectical journal on Invisible Man with a focus on uses of recurrent images and symbols.

    Read and annotate poems by the following American poets: Whitman, Dickinson, Frost, Poe, Eliot, Pound, Stevens, Cummings, Bishop, Hughes, Williams, Moore, Roethke, Plath, and Sexton.

    Write and rewrite a timed, in-class response based on previous AP tests.

    Improve vocabulary through lessons in Vocabulary for the College-Bound Student, relevant literary terms, and content

    vocabulary.

Unit 10: AP Exam Review (2 weeks)

    Unit Expectations/Objectives: The student will

    Explore approaches to multiple-choice strategies.

    Consider requirements of three AP essay types and receive tips for preparation.

    Review major works studied and techniques for analysis.

    Read closely and practice multiple-choice tests.

    Complete practice tests and discuss reasoning for answer choices.

    Review grading criteria and student responses along with grading comments from past tests. Analyze sample student essays through the following steps: analyze the prompt, paraphrase the task, annotate the passage, write an introduction and outline, score each essay with justification, compare scores with actual scores, and draw conclusions.

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