AP Lit & Comp
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AP Lit & Comp Course Description
SCORING COMPONENTS
SC1 The course includes an intensive study of representative works such as those by authors cited in the AP English Course Description. By the time the student completes English Literature and Composition, he or she will have studied during high school literature from both British and American writers, as well as works written in several genres from the sixteenth century to contemporary times.
SC2 The course teaches students to write an interpretation of a piece of literature that is based on a careful observation of textual details, considering such elements as the use of figurative language, imagery, symbolism and tone.
SC3 The course teaches students to 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.
SC4 The course teaches students to write an interpretation of a piece of literature that is based on a careful observation of textual details, considering the work’s social, cultural and/or historical values.
SC5 The course includes frequent opportunities for students to write and rewrite timed, in-class responses
SC6 The course includes frequent opportunities for students to write and rewrite formal, extended analyses outside of class.
SC7 The course requires writing to understand: Informal/exploratory writing activities that enable students to discover what they think in the process of writing about their reading (such assignments could include annotation, free writing, keeping a reading journal, reaction/response papers, and/or dialectical notebooks).
SC8 The course requires writing to explain: Expository, analytical essays in which students draw upon textual details to develop an extended interpretation of a literary text.
SC9 The course requires writing to evaluate: Analytical, argumentative essays in which students draw upon textual details to make and explain judgments about a work’s artistry and quality.
SC10 The course requires writing to evaluate: Analytical, argumentative essays in which students draw upon textual details to make and explain judgments about a work’s social, historical and/or cultural values.
SC11 The AP teacher provides instruction and feedback on students’ writing assignments, both before and after the students revise their work that help the students develop a wide-ranging vocabulary used appropriately.
SC12 The AP teacher provides instruction and feedback on students’ writing assignments, both before and after the students revise their work that help the students develop a variety of sentence structures.
SC13 The AP teacher provides instruction and feedback on students’ writing assignments, both before and after the students revise their work that help the students develop logical organization, enhanced by specific techniques to increase coherence. Such techniques may include traditional rhetorical structures, graphic organizers, and work on repetition, transitions, and emphasis.
SC14 The AP teacher provides instruction and feedback on students’ writing assignments both before and after they revise their work that help the students develop a balance of generalization and specific, illustrative detail.
SC15 The AP teacher provides instruction and feedback on students’ writing assignments both before and after they revise their work that help the students establish an effective use of rhetoric including controlling tone and a voice appropriate to the writer’s audience.
Course Description
This college-preparatory course is designed for seniors who wish to expand their literary background, develop analytical skills, broaden vocabulary, and enhance their writing skills. The workload is commensurate with a college course and will help to prepare students for the spring AP English Literature and Composition Exam. This course is designed to comply with the curricular requirements described in the AP English Course Description.
Through critical reading and analysis of literature, this course will engage students in deepening their understanding of selected texts. We will examine literature from many angles, including how writers use language, style, themes, figurative language, imagery, symbolism, tone, and structure to create meaning. Because this is an AP course, reading will include religious texts and adult themes and content.
We will study a wide range of scholarly literature, most of which will be read outside class. Assessment will take the form of discussions, essays, projects, performances, presentations, peer review, individual conferences, and tests. Successful students will demonstrate a high level of motivation, take responsibility for their own learning, work independently, and practice efficient time management.
I do not follow the exact sequence nor teach the same books outlined here each year, and I add or subtract texts as the year progresses. My thematic organization (“The Tragic Figure in Literature,” “The Search for Identity”) is broad enough to allow for substitutions and additions. Students are never without a reading assignment or an outside paper due date.
Our year is divided into nine-week quarters. Students may expect to write and rewrite two to three papers (three to six pages each) outside of class and two to three in-class essays (rhetorical or literary analysis) and to complete a variety of quiz/short test assignments per quarter.
Ongoing Assignments
AP Practice M-C Exams – Released exams are given quarterly under simulated test-taking conditions. Students are provided with the appropriate formula to compute their practice scores to assess strengths and areas for improvement. [SC 1-4; 11-15]
In-class Timed Essays – Respond/react to, interpret, defend, explain, and/or evaluate a variety of media (including, but not limited to: editorials, book reviews, comic strips, quotations, art, photos, poems, essays); 3-4 times per quarter, may include a specific prompt. Essays receive separate grades/feedback for content and mechanics. A few especially well-developed, responsive essays will be presented to the class. [SC 2-5; 7-10]
Analytical Essays – Each quarter, students will write at least one 3-5 page formal, analytical essay.
Students will interpret, explain, compare, contrast, and evaluate required literature and individually-chosen works. Essays will use specific textual detail to support observations emphasizing structure, style, and themes; social, historical, and cultural context; figurative language, imagery, symbolism, and tone; and contemporary relevance. All students will receive individual feedback, in writing and in conference, with specific suggestions for revision. All students are encouraged to revise and resubmit the papers; for those who earn a “C” (or lower), revision and resubmission are required. [SC 2-4; 6-15]
Double Entry Journal – Double entry journals teach readers to explore a text by using the critical art of close reading. It forces the reader to slow down, focus, and think about the details, the author’s style, and literary elements. Students must complete thirty-five entries, spaced evenly throughout the novel or play. The assignment will be evaluated based on the variety of entries, quantity, and the quality of responses. [SC 1-4, 7]
Vocabulary, Grammar, Proofreading, Sentence Structure, and Literary Terms – Bell ringer and class activities (practice, correction, and drill tailored to expand students’ repertoire of writing skills and to ameliorate specific problem areas encountered in student writing), 4-5 times per week. [SC 7, 11, 12]
* Note Regarding Academic Integrity, Plagiarism, and Cheating:
It is my expectation that students will not always use outside sources, such as study guides (Internet or otherwise), to aid in producing assignments. However, if students do choose to visit such sources for help or to affirm their own thinking, it is absolutely imperative to properly document any ideas OR direct quotations used. Failure to do so is an act of plagiarism and a violation of the academic integrity policy. Students also need to only submit their own work vs. copying or cheating from another classmate, or allowing someone to cheat using their work. Any violation will result in a permanent zero on the assignment! Any occurrence will result in an individual student-teacher conference and communication home to the student’s parent or guardian.
QUARTER I: Story Analysis
Topic/Unit: Introduction to AP Literature and Composition
Approximate number of weeks: 1.5 (short week due to special opening school assemblies)
> Review course overview, syllabus, and class expectations
> Practice AP Essay Writing
> Overview of AP rubric and grading
> How To: Theme and analysis exploration
> Diction vs. Syntax
Topic/Unit: Old World Origins
Approximate number of weeks: 4
This unit provides the foundation for understanding the literary traditions and allusions that inform English literature.
“Because the Bible and Greek and Roman mythology are central to much Western literature, students should have some familiarity with them. These religious concepts and stories have influenced and informed Western literary creation since the Middle Ages…” (the AP English Literature and Composition Exam online guide – www.collegeboard.com).
> Hebrew Story Telling
Practicing “chunking,” analyze your chosen Hebrew story considering:
-Social, historical, and/or cultural significance of the chosen individual or event
-Theme, literary devices
-Practice thesis sentence writing
-Which 3 literary terms did you select? How will you incorporate these into the story?
-Prepare props and present your dramatic extemporaneous interpretation to the class in 1st POV.
> Mythology of the Greeks and Romans
-Students will research Greek and Roman gods, filling out a chart.
-In groups of four, students will research different aspects of Greek theatre, culture, or myths, read and analyze a myth, completing a jigsaw activity. After conducting their research, each group will in turn teach their theatre topic to the class, including a learning activity.
-Individually, students will each write their own myths.
> Medieval Epic Theatre
-In groups of 4, students will research one of the following epic poems: Beowulf, Chanson de Roland, El Cid, The Inferno, or Niebelungenlied. Students are not required to read the entire poem, but are expected to read prose summaries, literary criticism, and online study guides. Each group member will write a brief analysis (1-2 pages) of one or more of the following research areas:
Context – When, where, by whom was it written? What was happening there at that time? Impact/significance?
Purpose met?
Setting – When, where does the story take place? What was happening there at that time? Impact/significance? Purpose met?
Conflict Analysis – Identify the conflict(s). How does it work out in the end? Impact/significance? Purpose met?
Characters – Who are the main characters? Describe their appearance, motivation, beliefs, social status, influence on events (remember hamartia from the Greeks?). Impact/significance? Purpose met?
Theme – What abstract idea(s) was the poet exploring? What social issues/problems did they try to resolve through the outcome of the story? Impact/Significance. Purpose met?
Tone – Identify passages that show how the poet felt about those issues/problems. Impact/Significance. Purpose met?
-Each group will choose a pivotal scene from your epic to perform for the class. Be ready to explain your reasoning behind picking this scene, and how it portrays important characterization and themes from the epic as a whole.
Topic/Unit: Short Story Workshop
Approximate number of weeks: 1.5 Weeks
> Archetypes and critical lenses overview
> In groups, students will read short stories and complete body biographies on them. Stories may include: “Paul’s Case”- Cather, “A Woman with a Past” – Fitzgerald, “The Destructors” – Greene, “Hills like White Elephants” – Hemingway, “The Worn Path” – Welty, “Garden Party” – Mansfield, “A Good Man is Hard to Find” – O’Connor, “The Sniper”- O’Flaherty, “The Open Window” – Saki.
-Each group will present their body biographies (in which they have drawn an image of the main character and filled it with symbols, a summary, 5 important quotes, literary devices, theme, etc.) to the class.
-Each member of the group will individually write a 2 page critical analysis of the short story, practicing “chunking.”
Topic/Unit: The Oedipal Complex
Approximate number of weeks: 2
> Reading and analyzation of Oedipus Rex:
-Discussion of the conflict between faith and doubt, Oedipus representing any of us who wrestle with our own
problems of faith and doubt. What else might Oedipus also represent?
-Sophocles wanted Oedipus to teach that man’s confidence in his own abilities is an illusion if he abandons the idea of a higher power.
-This play seeks truth about the cosmos. Every detail is contrived to reinforce the conception of order disturbed
and order restored.
-Knowledge comes through suffering. “Even though Jesus was God’s Son, he learned obedience from the things he suffered.” Hebrews 5:8, NLT
-It was not going to happen because it was foretold. It was foretold because it was going to happen.
-Character is fate.
> Supplement with D.H. Lawrence’s “The Rocking Chair Winner”
> 2 page critical analysis of Oedipus Rex. Choose an essay prompt:
a. Fate—Do we make our own, or are we “playthings of the gods?” Does the Greek view of this question differ from our “modern” ideas? If so, how?
b. Blindness—“There are none so blind as those who will not see.”
c. Arrogance—Is too much self-esteem a negative trait?
d. Temper—Does a “short fuse” blow up in one’s own face?
e. Crime and Punishment—Did the “punishments” of Jocasta and Oedipus fit the crimes?
Clearly, most of these topics will mainly involve a character analysis of Oedipus himself, though several might be best developed through contrasts with other characters such as Creon (c & d) or Tiresias (b). Topics a and e would also involve analysis of Jocasta’s actions.
Topic/Unit: Outside AP Novel
Approximate number of weeks: 9
> You have 9 weeks to read a novel from the AP list, completing a double entry journal on it:
Medea by Euripides Antigone by Sophocles
The Crucible by Arthur Miller Hamlet by Shakespeare
A Raisin in the Sun by Lorraine Hansberry Rosencrantz and Guildenstern Are Dead by Tom Stoppard
Portrait of the Artist as a Young Man by James Joyce Song of Solomon by Toni Morrison
The Odyssey by Homer The Scarlet Letter by Nathaniel Hawthorne
QUARTER II: Poetry Analysis
Topic/Unit: Introduction to Poetry
Approximate number of weeks: 2
>The Dance of Poetry
-When does a poem truly live: when it is written, or when it is read? And who decides on its impact of meaning: the author or the reader? Poetry is a dance of our whole bodies and minds with the text. Without us, a poem never truly lives. The reader is the heart and soul of a poem. To read poetry is to respond on an emotional level to the conscious articulation of language. Attention to detail provides greater pleasure and connection.
-AP English poetry terms and TPCASTT orientation
-“Sonnet #5” by Seamus Heaney: analyze together
-“The World is Too Much With Us” by William Wordsworth: analyze individually and discuss together
Topic/Unit: Poetry Study
Approximate number of weeks: 2
> Focus on writing and analyzing lyric poetry (elegy, odes, sonnets, dramatic monologues, confessional, occasional), narrative poetry (ballads), and didactic poetry.
> Resource: The Norton Introduction to Literature (9th Edition), W.W. Norton & Company, Inc., New York: 1986:
534-545 Experiencing Poetry 640-648 Symbols
563-575 Expectation and Surprise 650-660 Structure
585-595 Speaker 667-678 Sound
602-612 Situation/Setting 684-686 Look
618-626 Words 690-696 Stanza and Verse Forms
632-637 Metaphor and Simile
> Choose 2 sonnets by different authors to analyze, paying close attention to how they treat the same theme.
> Write your own sonnet on the same theme. Be prepared to read your original sonnet to the class.
> 40 minute timed essay write on comparison/contrast between 2 sonnets (AP Prompt)
Topic/Unit: Modified Research Paper
Approximate number of weeks: 2
Choose an “AP approved” poet and present an interpretation of one of the poet’s most representative works. Explain the poem in depth. Analysis must address both the poem’s context and content, figurative language, and structure. Your 3-5 page paper must be submitted with a typed outline and a bibliography (APA format). Students need to find only one source to apply to their chosen poem then write an original and complete analytical evaluation of the poem. The analysis of the poem must be based on some published work that offers a theory of why people behave the way they do. For example, your paper may analyze your poem using a work that explores how childhood friendships and/or traumas become fixations in adult life. Students may use any work as long as it is a primary source – i.e., use Sigmund Freud vs. someone else’s interpretation of Freud. Theories of why people behave as they do may come from the fields of psychology, philosophy, theology, political science, or sociology. Citations throughout the paper should only come from 2 sources – the poem itself and the work the student chooses as the basis for the analysis.
Topic/Unit: Poetic Tragedy & the Play
Approximate number of weeks: 3
> Shakespeare’s Macbeth vs. Arthur Miller’s Death of a Salesman
> Modern playwrights have interpreted Aristotle’s definition of tragedy to include humankind’s perception of the universal human lot. The primary amendments made by modern playwrights are that the tragic hero need not be high born and the language of the play need not be verse. In his essay entitled “Tragedy and the Common Man,” Arthur Miller asserts, “that the common man is an apt subject for tragedy in its highest sense as kings were.”
> Theme explications via double entry journals, focusing on how the symbols/motifs, poetry meter, and characterization
bring the theme to life
> AP 40 minute timed essay prompt
Topic/Unit: Outside AP Novel
Approximate number of weeks: 9
> You have 9 weeks to read a novel from the AP list, completing a double entry journal on it:
Othello by Shakespeare Paradise Lost by John Milton
King Lear by Shakespeare Merchant of Venice by Shakespeare
The Tempest by Shakespeare “Love Song of J. Alfred Prufrock” by T. S. Eliot
Twelfth Night by Shakespeare Murder in the Cathedral by TS Eliot
QUARTER III: Satire & Tragedy
Topic/Unit: Satire Study
Approximate number of weeks: 2
“Satire is a sort of glass, wherein beholders do generally discover everybody’s face but their own; which is the chief reason for that kind of reception it meets in the world, and that so very few are offended with it.” – Jonathan Swift
> The Sting of Satire: “A Modest Proposal,” selections from Swift’s Gulliver’s Travels and Voltaire’s Candide
> AP 40 minute timed essay write prompt comparing/contrasting Swift and Voltaire’s works
Topic/Unit: Chaucer – Puppet Theatre
Approximate number of weeks: 2
Students will assume the role of one of Chaucer’s pilgrims and write a 2-5 minute script for the appropriate tale. Each student will create a handbill advertising the performance. Handbills must include the following information:
Plot Summary
Theme – Stated as a question.
Cast of Characters – Provide revealing nicknames or epithets.
Type of Tale – Is it a fable, tragedy, romance, parable, etc.?
Advertising Gimmicks – Develop ethical, logical, and emotional appeals to attract an audience.
Logo – Foreshadowing or symbolizing the most significant idea in the story.
Pilgrim/Puppeteer’s Name and Credentials – Who tells this tale? Why should we believe you?
Topic/Unit: Satire Meets Tragedy
Approximate number of weeks: 5
> Charles Dickens’ Great Expectations
Dickens wrote over 5 million words and created over 2,000 characters. His writing is distinct—rich with humor, drama, and satire—and his characters are some of the most well known in the history of literature. In this serialized novel with its autobiographical flair, Dickens dramatizes the moral struggles and faults of the age. Dickens himself described his novel as a “combination of comedy and tragedy.” Great Expectations does combine social satire using caricature-like characters with the tragedy of their situations and struggles.
“That was a memorable day to me, for it made great changes in me. But, it is the same with any life. Imagine one selected day struck out of it, and think how different its course would have been. Pause you who read this, and think for a moment of the long chain of iron or gold, of thorns or flowers, that would never have bound you, but for the formation of the first link on one memorable day.” – Charles Dickens, Great Expectations
> Archetype study; social commentary; characterization; symbols; mood; bildungsroman
> AP timed write: critical analysis essay on an assigned prompt
Topic/Unit: Outside AP Novel
Approximate number of weeks: 9
> You have 9 weeks to read a novel from the AP list, completing a double entry journal on it:
A Streetcar Named Desire by Tennessee Williams The Glass Menagerie by Tennessee Williams
A Doll’s House by Henrik Ibsen Waiting for Godot by Samuel Beckett
Who’s Afraid of Virginia Woolf? by Edward Albee The Importance of Being Earnest by Oscar Wilde
The Adventures of Huckleberry Finn by Mark Twain The Cherry Orchard by Anton Checkhov
Anna Karenina by Leo Tolstoy Frankenstein by Mary Shelley
Their Eyes Were Watching God by Zorah Neale Hurston Jane Eyre by Charlotte Bronte
Beloved by Toni Morrison The Color Purple by Alice Walker
Song of Solomon by Toni Morrison Native Son by Richard Wright
Tess of the D’Urbervilles by Thomas Hardy
QUARTER IV: Focus on the Novel
Topic/Unit: The Search for Identity
Approximate number of weeks: 4
> Joseph Conrad’s Heart of Darkness vs. Ralph Ellison’s The Invisible Man
> “’The sea molds character,’ he said, ‘yet, in setting the conditions for shipboard drama – as to some extent it inevitably must – it reveals, like a mirror, the face of character itself.’”
> Recognize and trace the steps of the journey from innocence to experience that fit the archetypical search-for-self saga. Ellison’s use of symbols and recurring motifs provide opportunities to explore possible meanings and their significances.
> Joseph Conrad’s Heart of Darkness “is the most vividly realized account in literature of the experiences of a European in colonial Africa, and as such is a document of historical importance as well as a literary classic.”
> Students will explore the literary techniques of impressionistic writing, frame narrative, inference, and symbolism.
> AP timed write: critical analysis essay on an assigned prompt
Topic/Unit: Gothic Romanticism
Approximate number of weeks: 3
> Emily Bronte’s Wuthering Heights
> Gothic elements in literature study
“The word Gothic is from an architectural style of the late Middle Ages in Europe. People later used ‘gothic’ to describe romantic, scary novels in Germany in the late 1700s and early 1800s. These eerie Gothic novels displayed a mysterious atmosphere suggested by all those old castles and cathedrals, whose dark dungeons or secret passageways witnessed any number of sinister or supernatural events” (Sime 276).*
> AP timed write: critical analysis essay on an assigned prompt
* Sime, Richard. Elements of Literature: Fifth Course Literature of the United States. Austin: Holt, Rinehart,
and Winston, 1997.
Topic/Unit: AP Review
Approximate number of weeks: 2
> Review of poetry and prose analysis
> Focus on timed writes and multiple-choice tests
Topic/Unit: Outside AP Novel
Approximate number of weeks: 6
> Due to the reading schedule of this quarter (with the focus on the novel) and the AP test preparations students will be absorbed in, no outside AP novel read is required this final quarter.
CLASSROOM PROCEDURES
Class Expectations:
The class rules will be determined collaboratively within each class and will be categorized under one or more of the following expectations:
Expectation 1: Show respect for yourself and others.
Expectation 2: Take responsibility for your actions.
Expectation 3: Come to class prepared to learn.
Grading:
Grading is based on how well students meet the standards on which the assignments are based. Students have a week to retake a test; however, it is a student’s responsibility to prepare, set up this retake with the teacher, AND factor in time to meet with the teacher beforehand to ensure the material is learned properly. Due dates are important to observe; any assignment handed in late will not be eligible for an A. Absent students must ensure they follow the district’s policy for getting any assignments in within the proper timeframe. Long-term assignments with due dates provided in advance cannot be made up for late work. This includes excused absences. These assignments must be completed in advance of an absence. Grades will not be rounded. Extra credit is earned, not given simply to raise a GPA, and is not available to any student with a missing assignment or a “0.”
KCHS uses the following point scale in grading:
A (above standard) 90-100%
B (proficiently meets standard) 80-89%
C (meets standard) 70-79%
D (below standard) 60-69%
F (failing standard) 59% or below
20%: Employability = Classroom behavior and preparedness
40%: Projects, Tests and Quizzes
40%: Daily Work
1st Quarter only: 5% Summer Work; 35% Daily Work
Students who are caught cheating on any assignment or helping others cheat will receive zero points with no opportunity for redoing the assignment. All students who are involved in copying either classwork or homework or plagiarizing materials (including rewording information and not providing a citation) will receive zero points on the assignment, regardless of how it affects their GPA or the weight of the assignment. Any occurrence will result in an individual student-teacher conference and communication home to the student’s parent or guardian. A copy of the copied or plagiarized assignment can be emailed or mailed home at a parent or guardian’s request. Cheating or plagiarizing will factor into a student’s evaluation and will impact their final score for a unit.
Necessary Supplies:
• LARGE 3-ring binder or similar organizational tool
• Journal (Steno pad, spiral notebook, or composition book)
• Notebook paper (paper torn from a notebook is acceptable if the edges are trimmed)
• Writing utensils (pencil or pen, blue or black ink only please)
• Erasers or White-Out, depending on the chosen writing utensil
• Highlighters
• Sticky notes (Post-Its)
I would also suggest getting the following supplies when it is possible, or sharing such supplies with fellow classmates:
• Art supplies (pens, colored pencils, paper, etc.) – some will be available for use in class
• Flash drive
Planner Use & Passes:
Students must bring their own official KCHS planner to class every day. A student cannot leave the classroom without using the planner as a pass. Students should habitually use their planner to stay on top of this important information. Their class’s weekly work will be posted in my classroom and on the blog, so there is no excuse for missing assignments. Students should use passing time between classes to go to their lockers, the drinking fountain, or the restroom. Students must use passes from their own official KCHS planner. Please let me know when there are special circumstances that require a student to leave class often or on short notice so that I can be sensitive to those needs. Misuse of passes may result in loss of this privilege. Misusing restroom breaks may result in not being allowed to leave during class. Being absent from class longer than 5 minutes while using a pass will result in being marked “unexcused absent.”
Food/Beverages:
Food (including candy or any edible object) is not allowed in class without permission. Students may bring beverages as long as they are in a sealed container that will not spill (e.g. water bottles).
Clothing:
All clothing must adhere to the KCHS student handbook guidelines, or students will be required to change. Furthermore, any clothing that is inappropriate or borderline when seated will result in students being required to change. Hats and hoods will be mandated to be removed before entering class (exception: unless part of a costume for school spirit week).
Electronics:
Cell phones, iPods, and other electronic devices will occasionally be used in class for specific assignments. Students who follow the classroom procedure for electronics use will be allowed to use these devices for these assignments. Students who abuse the privilege will have their devices taken and turned in to the office where they can be retrieved at the end of the day. Parents, please support your student’s responsible use of these devices by not calling or texting them during class.
Individual Help:
Students who need my help on assignments or concepts are welcome to talk to me. I am comfortable meeting before or after school. If a student tries to meet with me during another class’s time, I will not be able to provide help. I believe that each class is important and expect students to show courtesy and respect to their other teachers’ schedules. I also ask that students give me some warning before meeting with me so I can gather any useful supplies or information; asking me for help on an assignment ten minutes before it is due will not allow me to prepare adequately.
Mrs. Schneider
AP Literature & Composition
jschneider@kpbsd.k12.ak.us
KCHS: (907) 283-2167
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