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2009-2010 Advanced Placement English Literature & Composition – Mrs. Deborah Wilson

General Description

This course is designed to prepare you both for college---specifically, to read, understand, and communicate orally and in writing about demanding literature with skill and power---and for the Advanced Placement (AP) English Literature test given by the College Board in May. All students taking the course must take the AP test. Literature covered in the course comes from selections used in past tests and other college-level novels, plays, short stories, and poems. You should expect that the rigors of this course will be comparable to an entry-level college course. The course has an accelerated pace, independent activities, minimum repetition, materials with advanced content and high degree of complexity and abstraction, heavy assignments, and high expectations.

The following are plays and novels planned but may be amended for the course from British, American, and other writers:

  • A Prayer for Owen Meany (Irving)
  • Cannery Row (Steinbeck)
  • Death of a Salesman (Miller)
  • Siddhartha (Hesse)
  • Life of Pi (Martel)
  • Othello (Shakespeare)
  • Poisonwood Bible (Kingsolver)
  • Pride and Prejudice (Austen)
  • Song of Solomon (Morrison)
  • The Stranger (Camus)

Objectives

Our objectives for this year are to help you become skilled in---

  • Understanding, analyzing, and evaluating the structure, style, themes, and historical contexts of a wide range of literature.
  • Planning, writing, and revising expository, analytical, and argumentative essays, both formal and informal.
  • Using a variety of sentence structures, including subordination and coordination, logical organization, and effective use of rhetoric.
  • Developing and using a significantly expanded, wide-ranging vocabulary.
  • Developing skills to collect, organize, analyze, cite, and present information in written and oral research projects.
  • Planning, creating, presenting, and critically observing oral presentations.
  • Applying literary terms, including figurative language, imagery, symbolism & tone, in analysis of literature and drama.
  • Using technology to access, organize, and present information.
  • Responding successfully to major standardized tests in English.

Approach

The course focuses on 3 major, related activities: improving your writing skills, expanding your vocabulary, and helping you understand and communicate about literature.

With respect to writing activities, there is extensive instruction in word use (including word selection, variety, clichés, and specificity), sentence construction (including sentence variety, clause subordination and coordination, and structure), paragraph development (including organization, repetition, transitions, and emphasis), and essay design (including thesis statements, illustrative detail and evidence, rhetoric, tone, and voice). You will have many opportunities to write informal work, and formal descriptive, analytical and argumentative essays. Indeed, you will write almost every day for a variety of purposes, on different topics, formally and informally, in extended analyses, and in timed, in-class responses. You will have an opportunity to read and discuss the best essays written by your colleagues and others. Additionally, the course includes research and long essays designed to improve your skills in evaluating, using, and citing primary and secondary sources. There are frequent opportunities for you to write and rewrite your written work, as well as practice writing timed, high-stakes essays for a grade.

In addition and related to writing and reading effectively, you will expand your reading and writing vocabularies significantly. In addition to other novels, the class reads a novel specifically designed to use Scholastic Aptitude Test words in the context of sentences and in an entertaining story. Students in past AP Literature classes increased their vocabularies in excess of 400 to 500 words.

Finally, you will read extensively from a large variety of demanding literary works from different genres and time periods---approximately one novel or play per month, as well as numerous related short stories and poems at the same time. The literature is designed for active class discussion and your writing on its historical and social context, structure, style, technique, and themes. Importantly, you will build upon and apply your knowledge of literary concepts and terms in class discussion and writing. Different theories of literary criticism will be the lenses through which analysis is learned and applied.

Assessment

You will have many opportunities to show your abilities and understanding, both for practice and instruction, and for a grade. Some of these opportunities include---

  • Essays, literary analyses, and timed responses
  • Homework
  • Oral presentations
  • Class discussions and participation
  • Group work
  • Culminating Project/presentation
  • Quizzes, Objective & essay tests and exams

Students who have done poorly in my past classes most often failed to submit assignments on time, failed to study adequately for tests, especially vocabulary quizzes, or failed to respond adequately to instruction on ways to improve their written work.

A rubric, proposed below and finalized in class, will be applied to in-class essays and is intended to correspond to grades given in the AP examination. This rubric will be analyzed, discussed and revised, as needed, in our first class periods.

AP Score

/

HHS Grade

/ Description
8-9 / A / Very persuasive, on point, clear analysis, keenly perceptive, insightful, apt and specific text references, clear, sophisticated writing, exceptional diction & syntax, adequate length, perfect mechanics.
6-7 / B / Reasonably effective analysis, competent, less thorough and precise than above, very good insight, references the text.
5 / C / Tends to be superficial or undeveloped, thin support, reliance on paraphrase, vague and formulaic answers, marred by mechanical errors.
3-4 / D / Inadequate analysis and weak understanding of question and/or literature, partial answers, inadequate length, unconvincing or irrelevant arguments, weak support, many mechanical errors.
0-2 / F / Weaknesses of above, pervasive errors, significant misreading, unacceptably brief, little or no support.

When designated, your out-of-class written assignments should be typed (12point font such as Times New Roman, doublespaced, 1" margins). For work completed in class or if a computer is not available, assignments should be neatly handwritten (blue or black ink, singlespaced, onesided). Remember the AP exam as well as other assessments are written by hand and graded by individuals who must easily understand your hand.

Grading Policy

I will give each assignment, essay, quiz, test or other graded activity, when assigned, a point value according to its importance, difficulty, and time required. At the end of the grading period, I will total the number of points you earn on all assignments and the total number of possible points for the period. Interim and final quarter grades are calculated by dividing the total points earned for all assignments by the total points possible, and then converting this percentage to a letter grade.

The following is the new Loudoun County Public Schools Grading Scale:

Letter Grade Percentage

Please be aware that

an “A” is representative A+98-100

of EXCELLENT work,A93-97

regardless of percentage.A-90-92

“B” is good, above average.B+87-89

“C” is solid, average work.B83-86

“D” is marginal, many errors.B-80-82

“F” is a failure to meet the C+77-79

requirements of assignments.C73-76

C-70-72

D+67-69

D63-66

D-60-62

F 0-59

Late Work

“Late” is defined as any time after the work is collected, which is usually at the beginning of class. By this time in high school, you are expected to turn in all work on time. The fact that this course is college level material demands college level behavior. Individual exceptions will be due to extreme situations which are generally out of the student’s control. A date will be announced near the end of each quarter after which no late work will be accepted for that quarter.

Books Required

Textbook:Kennedy, X.J., and Dana Gioia. Literature: An Introduction to Fiction, Poetry, and Drama. New York: Pearson Longman, 2005.

Writing:Glaser, Joe. Understanding Style. New York: Oxford U. P., 1999.

Wyrick, Jean. Steps to Writing Well. Boston: Thomson Wadsworth, 2005.

Vocabulary:Sadlier- Oxford, Level H (which may be purchased)

Novels:Various paperbacks

You are strongly encouraged to purchase your own paperback books in which to write notes and annotate the text. Paperback books, however, will be provided to any student requiring them. Please note that books issued to- you are your responsibility. Take good care of your books and remember that if you damage or fail to return a book you must pay to replace it.

Supplies Required

Every day, you will need to bring to class the following items:

  • 3ring binder (at least 1-1/2” wide and, preferably, with tabs)
  • Journal (this may be a separate section in the binder)
  • Lined paper
  • Blue or black pen

Please, have these supplies in class by the second day of class. Additional supplies may be required as needed. You will need to bring your textbook or paperback book as required.

In addition, students will need access to a computer for research and typed assignments. Students are responsible for properly backing up their work on a disk, thumb-drive or hard-drive.

Classroom Policies

In order to create a climate in which everyone can learn, you are expected to respect yourself and others. You are expected to follow all school and class rules: be honest, be prepared, be punctual, be cooperative,and earn your “pay”. I will work with you on relearning any policy you neglect, and obviously must consider the needs of the majority of the class and fairness.

Class Attendance

Attendance is crucial to your success. Stay healthy and make good choices. The consequences for unexcused tardiness and absences are severe and stressful. You are responsible for learning what happened in class during your absence, completing missed assignments, and obtaining handouts, notes and other materials.

My calendar will be updated regularly and the class may be supported with blogs and discussions on-line. If you have questions about assignments, do not wait until class to find an answer. E-mail, classmates and telephones are expected to be used. I will accept, with no penalty, missed assignments from an excused absence for assignments submitted no later than the second class following your return to school. For example, if you are absent on Monday and miss an assignment that is due on Wednesday, you will have an opportunity to return to class on Wednesday and learn about the assignment, and make up the work by Friday with no penalty. After that time and for unexcused absences, I will deduct points from your grade for each weekday you miss submitting the assignment until the assignment receives a grade of F.

I will try to help you, but YOU are ultimately responsible for learning about, scheduling, and making up missed assignments. Remember, it is always preferable to submit a late assignment than not to submit an assignment at all. An assignment that is not submitted will receive a zero.

My Availability

I am available before and after school on most school days, with the exception of Wednesday afternoons. If you would like special help, please schedule an appointment. If you have any questions or concerns, please contact me at Heritage High School, at 571-252-2800, e-mail (), or come by and see me in my classroom (409).

AP ENGLISH LITERATURE & COMPOSITION 2009-2010 (Revisions under construction)

Course Theme: The Individual’s Place in Society

1st Quarter: Sept. 8-Oct.301st Quarter Theme: Outside Determining Forces & One’s Role in Society: The structure and dynamics of society and our personal role are influenced by outside forces. Poverty, racism, gender, historical incidents, geography, and a plethora of human emotions and cosmic accidents can play determining roles in what society is and our role within it. Essential questions are: What outside forces shape society and our role? How can we successfully confront these forces? What happens if we fail?

Novels/Plays & Related Poetry
(Notes: * refers to works discussed in class / “HO” refers to handout) / Short Stories & Related Poetry
(Notes: Page numbers only refer to Kennedy textbook / “HO” refers to handout / * refers to works discussed in class / “STWW” refers to Steps to Writing Well) /

Graded Assessments

(Notes: “AR” refers to Accelerated Reader Programs / “T&N” refers to Tooth & Nail / “E.g.” is an example of one of the essay or oral presentation prompts used in the activity) / In-Class Activities
(Notes: In-Class Graded Assessments listed in adjacent column are not duplicated in this column to save space / “M/C” refers to multiple choice quizzes / “US” refers to Understanding Style / “SV” refers to Sadlier Vocab)
Sept. / *Shakespeare: Othello (summer assignment)
*Shakespeare: “Let Me Not…” (HO)
*Wroth: “This Strange Labyrinth” (HO)
Stivers: “Chelsea” (HO)
Jones: “The Loft” (HO)
Shakespeare:“Since There is no Help” (HO) / Reading Poetry (697-703, 788-789, 931-932, 715-716, 882, 2147-2148 / STWW 430-4330 / & HO)
Plot & Short Stories (12-15) / Myth (974-976, 987, & 995-996)
*Grimm: “Godfather Death” (9-12)
Death Personified *Dickinson: “Because I Would Not” (1103)
*Collins: “My Number” (HO)
*Donne: “Death Be Not Proud” (1162)
*cummings: “Buffalo Bill’s” (938)

Point of View (23-28) / Analyzing Imagery (808-812)

*Faulkner: “A Rose for Emily” (29-36)
*Sexton: “Her Kind” (730)(witch)
*Chesterton: “The Donkey” (1157)(animal)
*Wordsworth: “A Slumber Did…” (865)(imagery)
*Housman: “The Night is Freezing Fast” (HO)(imagery)
Point of View (Continued)(gender issues)
*Gilman: “The Yellow Wallpaper” (571-584)(historical context)
Gender Issues *Browning: “My Last Duchess” (712)(dramatic poem)
*Mew: “The Farmer’s Bride” (1210)
*Rose: “Julia” (HO)(historical context)
Rilke: “A Woman’s Fate” (HO)
*Williams: “The Red Wheelbarrow (731)(context) / AR Comprehension Test: Othello
“Card Report”/Summary of Othello (2170-2173)
Timed Essay: Othello (E.g., Explain how the final death scene contributes to the meaning of the complete work.)
Group Oral Debates: Othello (E.g., What motivates Iago?)
Timed Essay: “The Dead”. Multiple rewrites. (Prompt: Discuss Gabriel’s character, referring to imagery, point of view, motif, diction and/or syntax.)
Test: Literature Terms & Concepts using examples from McCarthy’s The Crossing & Shakespeare’s “My Mistress’ Eyes are Nothing…”
Vocabulary quizzes: SVUnits. 1-6
Journal: 7 entries. (E.g., Discuss your personal experience in facing a moral dilemma.) / Field trip to Folger or Shakespeare Theatre
Discuss & develop rubric for essay assignments using AP released essays on Blake’s “Chimney Sweep” & Chopin’s “The Awakening”
AP practice tests:
. Shakespeare: “Let Me Not…” (essay)
. Shakespeare: “Then Hate Me…” (M/C)
. “King Richard” (M/C)
. Hardy: “On Moonlit Heath” (essay)
. Millay: “Now Goes Under” (M/C)
(Note: The AP practice tests listed above and below under this “In-Class Activities” column for other quarters are given for homework and discussed in class.)
Read & discuss model Othello essays (1800-1804) and HO). Rewrite essays. (Note: Model student essays are anonymous.)
Draft and discuss thesis statements and approach to essay on “Let Me Not…” relating to diction, syntax, imagery &/or structure. Rewrite drafts.
Discuss plot, personification, point of view, and gender issues in play, short stories & related poetry (see left & 2nd from left columns).
Discuss & study literature terms & concepts (HO)
Discuss/study SV vocabulary Units 1-6
Oct. /

* Morrison: Song of Solomon

Tradition / Racial Issues Hughes: “Mother to Son” (1117)
Merwin: “Utterance” (HO)
Klein: Heirloom” (HO)
Blake: “Little Black Boy” (HO)
Solomon: “Song of Songs” (HO)

Crane: “My G’ndmother’s Love Letters” (1160)

/
Character (91-94)
*Carver: “Cathedral” (111-121)
Blindness / Disability *Milton: “When I Consider…” (1212)
*Rilke: “Going Blind” (HO)
Dickinson: “We Grow Accustomed…” (HO) (graded essay)
Frost: “Acquainted with the Night” (919) (graded essay)
Setting (124-126) & Connotation/Denotation (776-778)
*Poe: “Masque of Red Death” (386-390)
End of the World *Frost: “Fire & Ice” (784)(diction)
*Frost: “Once by the Pacific” (HO)
Frost: “On Looking up by Chance” (HO)
Macleish: “End of the World” (HO) (practice M/C test)
Momaday: “The Burning” (HO)
Tone / Style (170-174)
*Hemingway: “A Clean, Well-Lighted Place” (174-178)
Isolation *Frost: “Stopping by Woods” (1177)
*Frost: “Desert Places” (876)
Lowell: “Skunk Hour” (1206) / AR Comprehension Test: Song of Solomon
Group Oral Presentations: Song of Solomon (E.g., Explain what Morrison is saying about race & race relations.)
Personal genealogy assignment for Song of Solomon
Timed Essay: Song of Solomon (E.g., Explain Milkman’s search to find himself, assess his success & how his search contributes to the meaning of the work.)
Research/Annotated Bibliography on “How to write a good college essay.” (2179-2193 & STWW 355-406)
Homework Essay: college application. Peer Review & multiple rewrites.
Timed Essay: Compare/contrast point of view, imagery & structure in Frost & Dickinson poems
Timed Essay: Compare/contrast poetic techniques in Blake & Wordsworth poems
Vocabulary quiz: #_____
Journal: 4 entries (E.g., Describe your first experience with death.) / See & discuss similarities/differences with Song of Solomon’s bildungsroman.
AP practice tests:
. “Station wagons” (M/C)
. “Journey” (essay)
. “Sestina” (M/C)
. Macleish: “End of the World” (M/C)
. “Sunday morning service…” (M/C)
. Wright: “Albuquerque Graveyard” (MC)
. Ellison: Invisible Man (M/C)
Read & discuss model Song of Solomon essays (HO)
Discuss character development, blindness motif, setting, tone, style, & isolation, religion & tradition subjects in novel, short story & poetry (see left & 2nd from left columns).
Discuss/study vocabulary Unit ____
Note: Throughout the year, students receive instruction & practice in writing. This entails the following:
Word Use, including selection, variety & clichés (STWW 141-159)(US 65-75 & 76-78). Vocabulary expansion is vital.
Sentence Construction, including structure, variety, subordination & transitions (STWW 70-71 & 115-139)(US 102-110 & 157-177).
Paragraph Construction, including topic sentences, critical thinking, making arguments, transitions, repetition and emphasis (STWW 59-62)(US 111-114 & 175-177).
Essay Construction, including thesis statements (STWW 32-45), argument development (STWW 98-100 & 273-285), transitions (STWW 77), use of evidence (STWW 179-185), comparison & contrast (STWW 211-215), writing about poetry (Kennedy 2147)(STWW 430-433) & other literature (STWW 407-413, 421-424 & 437-439), tone & voice (US 3-25), research (Kennedy 2179-2193)(STWW 355-406).
Readings and lessons are incorporated into daily instruction, homework, comments on essays, discussion on model essays, and rewriting.
Nov. / Continued / Continued / Continued / Continued

2nd Quarter: Nov. 4-Jan. 292nd Quarter Theme: Social Barriers to Personal Fulfillment & Happiness: We all wrestle with the question of what will make us happy, but so often find that society is a barrier to our goals. Even apart from economic, family, moral, and structural limitations on personal choices, there is the fundamental challenge of what constitutes a well-spent life. Essential questions include: What will best give us happiness and fulfillment? What responsibilities to we have to society? What answers are provided by society, including organized religion and philosophy?