GRAY [AP ENGLISH SYLLABUS (2013-2014)] 1

Advanced Placement (AP) English Literature and Composition Syllabus 2013-2014

COURSE DESCRIPTION This AP Literature and Composition course engages students in interpretative reading and intense analysis of several literary works from multiple genres poetry, drama, novel, and short story ranging primarily from sixteenth century through late twentieth century but briefly exploring ancient world literary pieces. Students examine literature from a variety of geographical locations; however, the chief study will focus on works from British and American literature. This course demands effectual intense reading, evaluation, interpretation, and comprehension from the students of all mandate reading texts and other texts introduced throughout the course. Additionally, emphasis is placed on analysis and synthesis of works via multiple devices and techniques. The intent of this AP course is to effectively mimic the academic expectations and provisions of a college level literature course. Therefore, this course not only requires reading intensity but it also expects students to compose extensive written assignments, both in class and outside the classroom. Writing assignments consist of expository, analytical, and argumentative focus through discussion, or journal, and essay formats. Outside written assignments and in-class essays are evaluated for effective word choice, inventive sentence structure, effective overall organization, clear emphasis, and excellence of argument, including exhaustive supportive evidence (i.e., quotations) and clear, persuasive, elegant connection of this evidence to your overall argument. Discussion, or journal, writing incites thinking, stimulates discussion, and focuses on issues of plot, characterization, and theme. Active reading enables students to

GRAY [AP ENGLISH SYLLABUS (2013-2014)] 2 effectively analyze and interpret textual details, establish observational links, and logically infer about an interpretative conclusion for the production of clear and concise written evidence. This AP course is offered as a preparatory tool and assistive device for students who desire to complete the AP Literature and Composition exam administered annually in May. Students who adequately complete all assigned coursework are duly prepared for the exam. Students read, write, and discuss poetry, fiction, and drama at a collegiate ordinance. Students access online resources to aid in the development of analytical and critical skills of literature. Students evaluate mandated literary works, peer writing, and their own compositions to further advance the sophisticated use of literary devices and vocabulary. The students produce prompted, timed essays that display evidence of collegiate skill in grammar, mechanics, and advanced usage of Standard American English in addition to precision organizational skill and rhetoric. COURSE OUTCOMES This AP course influences students to produce these outcomes: improve close, active reading skills and analytical strategies broaden their mind's eye in reaction to literature interpretation improve their ability to discover and explain (through discussion and writing) the value in literature revisit the purposes and strategies of rhetoric develop an effective use of rhetoric, including tone control, establishment and maintenance of voice, and appropriation of diction and sentence structure improve organization in writing through techniques to improve coherence, such as repetition, transitions, and emphasis

GRAY [AP ENGLISH SYLLABUS (2013-2014)] 3 effectively state, support and explain their claims in argument advance vocabulary skills to cope with unfamiliar language INSTRUCTIONAL METHODOLOGY Discussion, not lecture, is a principal mode of instruction. Typically, discussion involves more than one persons inputted conversation; therefore, class discussions may be student or teacher led, yet they require the participation of all who sit in the classroom. In addition to inclass discussion, some discussion may be exerted online via the class website. Reading, in itself, should serve a form of instruction, as well should writing and the feedback from such. Cooperative learning carries an extensive part of the learning process in this course. Nevertheless, some broad assignments require individual completion. COURSE REQUIREMENTS Students are expected to meet all of the following requirements to maintain class success:

Attend class regularly. Participate in all class discussions. Complete all reading and written assignments by the assigned due dates. Define and apply key literary terms. Analyze and interpret familiar and unfamiliar literature presented in class. Respond orally and/or in writing to material presented in class and to independent and assigned reading.

Complete quizzes and tests on readings, terms, and vocabulary. Utilize library resources and technology to find and evaluate critical essays. Prepare for the Advanced Placement English Literature and Composition Examination.

MATERIALS NEEDED

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Flash drive (2GB is sufficient) Three-ring binder Tab Dividers for

o o o o o o

Helpful Handouts Reading Revelation Poetry & Prose Ponderings Classmate Critique & Faculty Feedback Discussion Details (class notes) The Return (graded assignments & written feedback)

Highlighters Post-it notes Pens and pencils

LATE WORK POLICY For each day an assignment is late, there is a ten-point deduction from the grade. Missed tests and timed writings result in a grade of zero. Students must make up these assignments within two school days of their return to school. Make-up times must be agreed upon by the student and teacher and must not conflict with other school related tasks. All assignments due dates are effective regardless of student absenteeism. WRITING PROCEDURES Proficient writing comes with practice. Students keep record of graded writings, errors, revisions, and research projects in a designated section (The Return) of the course

GRAY [AP ENGLISH SYLLABUS (2013-2014)] 5 binder. This enables students to have dialogues with the teacher and with their peers about their writing process throughout the school year. In class writing assignments may consist of in-class timed, prompted essays/ free response questions (FRQ) taken from previous years AP exams (20 throughout the school year) or reflective writings that enable students to respond to the assigned reading that takes place outside of class. The in-class timed, prompted essays are scored in correlation with the AP English Literature and Composition reader scoring guide and graded on an accorded scale. Students are presented a copy of the guide via the class website, so that they better know and understand the reason for their received scores. A portion of the reflective writing is completed outside of class for referred poetry & prose reading responses (30 of each completed throughout school year). Poetry & prose reading responses should be kept in a section of the course binder labeled Poetry & Prose Ponderings. Directions for all out of class writing assignments are forthwith delivered in class and posted to the class website with a rubric and/or checklist. Questions may be directed to the instructor via the class websites teacher contact link or person-to-person for prompt feedback. Peer critiquing follows first draft writing, so that students can consider revisions based on the feedback comments from their peers. Peers may look at organization and transitions, as well as fluency of sentence structure, and effectiveness of the entire essay. The teacher meets with students at various times before, during, and after writing to provide feedback on the students strengths and weaknesses. MAJOR WRITING ASSIGNMENTS Students submit two Major Writing Assignments during the course: an Annotated Bibliography (first semester) and a Literature Review

GRAY [AP ENGLISH SYLLABUS (2013-2014)] 6 (second semester). Students receive explicit instruction, expectations, and support in preparation and completion of these assignments. READING MANDATES & CLASS DISCUSSION Students should read each days assignment once or twice (several times for poems). The reading assignment should be fresh in students minds upon class entry on the following day. Students must keep a journal as they read assignments by making comments or asking questions in a Daily Reading Revelation section of the course binder using the double-entry format. These questions and comments will form the basis of class discussions. Actively participation in class discussions is required because participation helps students to comprehend and retain the material. In class discussions, students involvement should include questions and responses to authors purpose and intention, the theme, verbiage, and tone of the work, and peers comments. Students should take notes during class discussions in the notes section of the class binder. Students should jot down important terms, concepts, passages, quotations, themes, stylistic devices, etc. discussed by the teacher and peers. GRADING Quarterly grades reflect students who turn in late work or display excessive absenteeism; however, generally, the grades for this course are a derivative of advancement and effort. Grading is an individualized process; the student is in competition no one except self. Students who consistently show effort, improvement, and evidence of such will receive quarterly grades

GRAY [AP ENGLISH SYLLABUS (2013-2014)] 7 of A even if feedback grades do not reflect perfection. Quarterly grades reflect sustained commitment of the students to perform at their capacity of excellence. Commitment includes, but is not limited to: attention to self-knowledge and self-improvement in the study of literature; submitting assignment in a timely manner; attending class; assisting peers through cooperative work to increase knowledge of literature and to help others develop better composition skills. Grading is based on class discussion and activities during class; out-of-class reading and other assignments; and on the papers written both in class and out of class. This course grade is declared by the students choices to display their best and not on an unconditional norm of apparent merit resolute by a societal standard. I have no reservations about providing every student who justly earns it with an A. COURSE TEXTS: (All text subject to change at the instructors discretion) This course incorporates a variety of literary works that focus on many universal themes, social commentaries, and more from a plethora of genres, lengths, and styles. The texts are taken predominantly from the sixteenth century through the twentieth century from British and American artistry. However, a small bounty of the texts comes from ancient world literature or other European literature. The primary textbook for this AP course is Elements of Literature: Literature of Britain with World Classics, sixth course, (Edited by Holt, Rinehart, and Winston). This textbook provides an exceptional assembly of poetry and prose from British literature in combination with a wide exploration of world literature. The textbook allots opportune moments to explore vocabulary of unfamiliar verbiage and literary devices in the midst of literary work study. It also includes guidelines to writing for a variety of essay styles

GRAY [AP ENGLISH SYLLABUS (2013-2014)] 8 persuasive, analysis, literary interpretation, compare and contrast, etc. In addition to the formerly mentioned textbook, The Norton Introduction to Literature (Edited by Mays) is incorporated occasionally because of its exceptional delivery of commentaries on many of stories/poems, example analysis, and sample student essays as well as instruction on writing about literature. In addition to the works that students examine from the textbook, they study instructorchosen prose pieces by authors, such as Faulkner, Gilman, Coleridge, Milton, Hawthorne, Chaucer, Chopin, and Swift. Additionally, the students scrutinize an assortment of poetry selected by the teacher from a variety of poets (e.g., Dunbar, Wordsworth, Dickinson, Yeats, Blake, Keats, Frost, and Young Lee). All students read the following novels (or plays): Jane Eyre, Death of a Salesman, Othello, Beloved, Their Eyes Were Watching God, Oedipus Rex, and Heart of Darkness. The students submit specific activities before, after, and during the reading of each of the aforementioned text to achieve accurate evaluation through assessment. Students also independently read from a wide array of other novels from a provided list. Included in the open-choice reading list: The Great Gatsby, Hamlet, The Invisible Man, Pride and Prejudice, The Awakening, Adventures of Huckleberry Finn, and Crime and Punishment, Wide Sargasso Sea, and other novels and plays from American, British, and alternate elements of world literature. Students read at least three works from this list during the course and complete abbreviated Major Works Data Sheets for each ASSIGNMENT CONTINUUM The following procedures are conducted as mini-lessons throughout the course of the year and arise in the midst of major units. These enhancements never receive solitary whole unit

GRAY [AP ENGLISH SYLLABUS (2013-2014)] 9 activities, but instead are deemed supportive to the skills of vocabulary enrichment, close reading and analysis, and on-demand writing. Therefore, these activities are provided as supplements. Please note that the activities occur throughout school year and are not further mentioned in this syllabus. Frequently, the multiple choice or free response questions are aligned with the subjects, forms, or thematic contents identified in the long term projects. Multiple Choice Questions Approximately every two weeks the students read and answer a sample multiple choice selection from past AP exams. The class, as a whole, discusses the necessary focal information in the close reading of the prompt, so that comprehension of the assessment, its implications, and appropriate strategies are accounted to further enhance multiple choice responses in correlation with literary analysis. Multiple choice selections are recorded in the course grade book as a quiz grade. Free response question/ in-class essays Bi-weekly students view and respond to an AP FRQs from prior years exams. The FRQs are timed (40 minutes). Dates for these FRQs are designated on the assignments calendar provided on the class website. Though students know when the FRQ is delivered, they do not have prior knowledge of the prompt. Throughout the first quarter, the students identify the request of the prompt aloud before beginning the FRQ. During the second quarter, students identify the prompts request in a brief discussion after the FRQ is completed. The students compose FRQs in the third and fourth quarters without discussion before or after as a class. However, instructor feedback is given when necessary. FRQs are scored according to the AP scoring guidelines from the beginning of the course until the end. FRQ scores (0-9) are translated into corresponding letter grades (A-F) for the course record book.

GRAY [AP ENGLISH SYLLABUS (2013-2014)] 10 Vocabulary Vocabulary comprehension is essential to understanding, discussing, and analyzing literature. Students utilize literary terminology and vocabulary gathered during reading throughout this AP course. During each lesson/unit, the class identifies unknown vocabulary used in the various texts and/or in sample AP text materials. The students define, study, review, and test on the vocabulary during ten minute bell-ringers at the beginning of class in addition to context visualization. Though not described unit by unit because of redundancy, students use the attained vocabulary in writing composition throughout the course. The ten minute bell-ringers are recorded as daily completion grades in the course grade book. Poetry & prose responses The ability to read and express is fundamental to literary comprehension. Considering the vast display of poetry that students need to become familiar with, students independently read and respond to one poem weekly chosen from a provided list. Additionally, students read a prose piece, respond to that work, and then reply to one other students response in a blog on the class website. Poetry & prose responses are given an apportioned grade in the course record book. COURSE LAYOUT (Any element of this course layout is subject to change ) FIRST QUARTER-----Week One Two: Course Introduction IN CLASS o Review Syllabus and Course Calendar

GRAY [AP ENGLISH SYLLABUS (2013-2014)] 11 Introduce Class Website, Assignment Continuum (Poetry & Prose Responses), Major Works Data Sheets (MWDS), Multiple Choice expectations and criteria, and FRQ instructions o Present list of Vocabulary terms Literary Devices

o Assessment: Discussion and Quiz Independent Reading Oedipus Rex o Assessment: study guide, class blog, in-class discussion (brief), MWDS Week Three Four: IN CLASS o Explore Marlowes Doctor Faustus o Kiplings White Mans Burden, o Achebes critique of Heart of Darkness o Choose essay topics for Heart of Darkness o Assessment: Discussion and class blog Independent Reading Heart of Darkness Assessment: reading guide, in-class discussion, summative test, MWDS, Literary Analysis Essay Week Five Seven: IN CLASS o Renaissance Poetry A Closer Look Spenser, Marlowe, Raleigh, Marvell, Donne, Shakespeare, Lovelace

o Assessment: Discussion, Quiz, Compare and Contrast Essay

GRAY [AP ENGLISH SYLLABUS (2013-2014)] 12 o Writers Workshop Peer Advisory, Teacher Feedback, Grammar & Mechanics Rules (Essays: Heart of Darkness and poetry compare and contrast)

o Assessment: Final Draft Essay(s) Independent Reading Othello o Assessment: MWDS, in-class discussion, class blog, summative test, interpretive essay Week Eight Nine IN CLASS o A Look at World Religious Literary Works King James Bible (Genesis 1-3, Psalm 23, Psalm 137, The Parable of the Good Samaritan), the Koran (Night), Buddhist Traditional (Zen Parables), Sayings of Saadi, Taoist Anecdotes, Jabo Proverbs, and Confucius sayings o Miltons Fall of Satan from Paradise Lost o End of Quarter Test Review o Writers Workshop Peer Advisory, Teacher Feedback, Grammar & Mechanics Rules o (Essay: Othello)

Assessment: Essay Final Draft

o Assessment: class blog, in-class discussion, Group presentation SECOND QUARTER -----Week One Four: IN CLASS

GRAY [AP ENGLISH SYLLABUS (2013-2014)] 13 o Examine Swifts A Modest Proposal and Gullivers Travels (Part One & Part Two) o Romantic poetry A Closer Look Coleridge, Wordsworth, Whitman, Thoreau, Emerson, Blake, Keats, Shelley, and Lord Byron o Investigate literary criticisms Swifts satires Restoration poetry

o Assessment: Discussion, Persuasive Satirical essay, Literary critique, quiz, and class blog Independent Reading Jane Eyre o Assessment: reading guide, in-class discussion, summative test, MWDS, Character, setting, and symbols reflection/interpretation portfolio Week Five Six: IN CLASS o Victorian Poets A Closer Look Housman, Tennyson, and Browning

o Assessment: Discussion, quiz, class blog o Research preparation and application for Annotated Bibliography o Assessment: List of references (6) and topic, class blog o Writers Workshop (X2) Peer Advisory, Teacher Feedback, Grammar & Mechanics Rules (Persuasive Satirical Essay and Literary Criticism)

GRAY [AP ENGLISH SYLLABUS (2013-2014)] 14 o Assessment: Final Draft Essay(s) Independent Reading How Much Land Does a Man Need? Tolstoy; Mark of the Beast Kipling o Assessment: discussion, quiz Week Seven Nine IN CLASS o Poetry influenced poetry Larkin and Eliot o Solzhenitsyn poems o Drama from Norway Isbens A Doll House o Short Story (Early twentieth century) Rocking Horse Winner (Lawrence) and Araby (Joyce) o Assessment discussion, Group presentation, class blog, quiz o Writers Workshop Peer Advisory, Teacher Feedback, Grammar & Mechanics Rules (Annotated Bibliography) Assessment: Final Draft Annotated Bibliography

o End of Quarter Test Review o Assessment: Quarterly Summative Assessment o THIRD QUARTER -----Week One Three: IN CLASS o Study of Mid-Twentieth Century Short Stories Marriage is a Private Affair Achebe

GRAY [AP ENGLISH SYLLABUS (2013-2014)] 15 My Oedipus Complex Frank O Connor A Good Man is Hard to Find Flannery O Connor

o War Poet Exploration Auden, Heaney, Woolf, and Orwell

o Examine literary critiques of War Poetry o Twains The War Prayer Analysis o Assessment: Discussion, Literary critique, quiz, Group project, and class blog Independent Reading Death of A Salesman o Assessment: reading guide, in-class discussion, summative test, MWDS, Problem/Solution Essay Week Four Six: IN CLASS o Analyze African-American poetry Rita Dove, Maya Angelou, Langston Hughes, and Paul Laurence Dunbar

o Scrutiny of the Speech I Have a Dream King and Aint I A Woman? Truth

o Explore Everyday Use Alice Walker o Review dialect, theme, tone, mood, and other important literary elements of African-American literature o Compile speech or poem Politically, socially, and/or culturally entailed Modern day circumstances

o Assessment: Discussion, quiz, class blog, Speech/Poem (Final Draft)

GRAY [AP ENGLISH SYLLABUS (2013-2014)] 16 o Research preparation and application for Literature Review o Assessment: List of references, evidence of topic and thesis statement, class blog o Writers Workshop (X2) Peer Advisory, Teacher Feedback, Grammar & Mechanics Rules (Problem Solution and Literary Criticism)

o Assessment: Final Draft Essay(s) Independent Reading Their Eyes Were Watching God o Assessment: discussion, quiz, Compare and Contrast Essay (against another approved novel), Collaborative presentation Week Seven Nine IN CLASS o A Look at Short Stories by authors from Mississippi Faulkner, Welty, Wright

o Study of Mississippi poets Etheridge Knight, Margaret Alexander Walker, and Tennessee Williams o Assessment discussion, class blog, quiz, Group project o Writers Workshop Peer Advisory, Teacher Feedback, Grammar & Mechanics Rules (Compare and Contrast Essay)

o Assessment Final Draft Compare and Contrast Essay o Revisiting Literary Devices

GRAY [AP ENGLISH SYLLABUS (2013-2014)] 17 Assessment discussion, class blog, quiz

o End of Quarter Test Review o Assessment: Quarterly Summative Assessment FOURTH QUARTER -----Week One Three: IN CLASS o Deliberate Douglass (Frederick Douglass) o More American Short Stories The Lottery Shirley Jackson; The Yellow Wallpaper Sarah Perkins Gilman Literary Criticism of Jacksons and Perkins works

o Assessment: Discussion, Literary critique, quiz, and class blog Independent Reading Beloved o Assessment: reading guide, in-class discussion, summative test, MWDS, Collaborated project Week Four Five: IN CLASS o Overview of Released Poetry and Prose Passages from Previous Years AP Exam o Delve Deep into Chosen Poems Emily Dickinson, Sir Phillip Sidney, Richard Wilbur

o Scrutinize with skill the short story o The Ministers Black Veil" Hawthorne

GRAY [AP ENGLISH SYLLABUS (2013-2014)] 18 o Assessment: Discussion, quiz, class blog, interpretive essay Week Six Eight IN CLASS o Daily Practice Assessments from previously released AP exams o Summative Assessment: AP Exam o Tone, Theme, and Mood of To Kill a Mockingbird o Assessment: Compare and Comparison Essay o Revisit Literary Devices/Terms o Assessment: Interactive Group Quiz Week Nine and Final Exam Week IN CLASS o Interrogate Chopins The Story of an Hour o Womans World Working Poems Angelou, Walker, Pollitt, Howe, Duffy, and Atwood

o End of Quarter Test Review o Assessment: Quarterly Summative Assessment Independent Reading: Vindication of the Rights of Women Assessment: Class blog, discussion, quiz, Essay (Interpretive, Cause and Effect, Compare and Contrast, or Argumentative)

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