Course Description:

As a college-level course in literature and composition, Advanced Placement English Literature and Composition engages students in the careful reading and critical analysis of representative literary works from various genres and periods, concentrating on works of recognized literary merit which invite and gratify rereading, accompanied by thoughtful discussion and writing about the works. Careful attention to textual detail and historical context will provide a foundation for written and oral interpretation and critical analysis of a work’s style, structure, and themes as well as the authors’ use of narrative, poetic, and rhetorical techniques in order to write to understand, write to explain, and write to evaluate.

The class is designed to be a writer’s workshop where students analyze a variety of literary texts and then focus on the devices authors use to develop those texts. Students will write, rewrite, and write again on their analysis of such works. Workshopping their writing will allow students the opportunity to be exposed to their own conscious choice of diction, syntax, and organization as they learn how to balance generalized writing with all types of expansive details in an effort to rhetorically create an effective whole product.

Overall, this class is structured to prepare students for The College Board’s Advanced Placement Examination in English Literature and Composition, which will be administered at SAHS the morning of Wednesday, May 3rd, 2017 (8 a.m.).It is required that ALL students receiving credit for the AP Lit class take the AP Lit Exam or complete an alternative assignment given by Ms. LeDosquet and communicate that such is the student’s desire BEFORE the day of the AP exam.

Instructional Objectives

a. Students will broaden their ability to recognize quality works of literature in many different genres and styles.

  1. Students will practice critical analysis of selected pieces of literature.
  2. Students will practice and use a variety of methods to communicate effectively through written compositions and oral presentations.

d. Students will prepare for the Advanced Placement Exam in English Literature and Composition.

  1. Students will work cooperatively to improve composition and thinking skills.
  2. Students will engage in on-going self-evaluation and reflection on learning.

Course Materials

a.Basic Text: Carol Jago, Renee H. Shea, Lawrence Scanlon, Robin DissinAufses, Literature & Composition: Reading, Writing, Thinking, Bedford/St. Martin’s, 2011.

b.Vocabulary Text: Vocabulary from Latin & Greek Roots, Prestwick House, 2008.

c.Writing Handbook: A Writer’s Reference, Bedford/St. Martin’s, 7thed.

d.Each term, students will study poetry, fiction, and drama. In addition to literature included in the basic text, the following works are likely choices for class study:

Conrad, Heart of Darkness

Ellison, The Invisible Man

Fitzgerald, The Great Gatsby

Hurston, Their Eyes Were Watching God

Ibsen, A Doll’s House

Shelley, Frankenstein*

Miller, The Crucible

Shakespeare, Hamlet; As You Like It

Twain, The Adventures of Huckleberry Finn

NOTE: Some students may be interested in purchasing a Test Prep Book for the AP Literature and Composition Test. There are many options available. I suggest that you find a Test Prep Book endorsed by College Board. Also, an invaluable resource for students this year will be: In addition to a lot of other information, this website offers students assistance on the SAT II. Some students may find it helpful to take the SAT II “Subject Tests” (January testing date) which will not only provide practice for AP exams but are recommended by many colleges for admissions and placement.

Format and Procedures & Course Requirements

Teacher Behaviors: The teacher will facilitate a variety of learning activities, including:

a.Class discussions of literary selections; these will involve such subjects as religion, culture, politics, and other potentially controversial topics as they are raised by authors in works of literature; students will be involved in exploring their own and authors’ ideas and beliefs as revealed and examined in works of literature.

b.Written assignments—in and out of class; these may also involve ideas in “a” above; the teacher will use these solely to promote thinking and not to evaluate a student’s beliefs or seek to alter a student’s ideas.

c.Tests and quizzes

d.Direct instruction in vocabulary and historical and critical background related to literature

e.Vocabulary study

f.Individual conferences

g.Exercises in style analysis and sentence and paragraph refinement

h.Cooperative learning opportunities

Student Behaviors:The student will be expected to fulfill the following:

  1. Complete all assignments & turn them in ON TIME.
  2. Participate in class discussions and activities
  3. Participate in peer group activities
  4. Maintain both class and personal learning logs in response to assigned reading; this writing will include personal exploration of ideas, attitudes, and/or beliefs
  5. Read voraciously, critically, and thoughtfully texts assigned for the whole class and personally selected reading.
  6. Maintain at least a “B” average each term
  7. Attend class regularly and on time
  8. Participate in good faith with a positive attitude that encourages the participation of all members of the class without judgment or prejudice
  9. Take the AP Literature and Composition Exam.

On the next page is a copy of the details of how the instructional scope and sequence for the class will be organized throughout the year. Obviously, adjustments will be made from time to time according to the needs of the class.

SAHS 11th grade AP Literature & Composition English Curriculum Scope & Sequence Instructional Calendar 2016-17

Textbook & Novel Resources: Literature & Composition: Reading, Writing, Thinking, A Doll’s House, Huckleberry Finn, As You Like It, Hamlet, The Great Gatsby, Metamorphosis, (The Invisible Man), Their Eyes Were Watching God, Heart of Darkness, 1984, The Crucible

Week # / Curriculum category / Assessments / Genre / Skills Development / Common Core Standard
First Semester:
1.
Aug. 20th: First Day of School!
Details on how each curriculum category is executed are given in this week but not repeated in every week of the year for the purpose of conserving space. / Syllabus, Class expectations & procedures, Summer reading assignment discussion
Vocabulary - Literary Terms list for semester. TermsPre-assessment coming.
Writing – Allusions & Timed Writings on an alternating schedule.
Allusion #1 – Due Friday 8/28/15
Reading – Class Textbook: Literature & Composition & assigned novels. Readingactivities connected to selections.
Review using Unit Nine: Art & Artist
Theme: “The pain of life teaches us what joy is.” Michel de Montaigne
Analysis - Voice Lessons activities as class starters.
Speaking & Listening - Socratic Seminar on Crime & Punishment 2nd full class period of the quarter. / Rhetorical terms –101 Key Terms - Glossary of Important Grammatical, Literary, and Rhetorical Terms. See Assign to students, and present as WOD each Lit class period starting with classes on Wed. 9/7.
Literary terms identification - Test next week on 20 most obvious: simile, metaphor, etc… Then, the next 20 will be assigned and presented to class as W.O.D. words.
Allusion study will be an on-going focus where students practice their writing, research, and analysis skills in order to produce a one-page single-spaced typed allusion each Friday class is held. Allusion study Part 1 helps students make religious/Greek & Latin connections in classical literature. Part 2 requires students to read current informational texts in the form of daily newspapers, magazines, and other informational sources for the purpose of identifying how literary allusions are used in all types of writing. Each allusion will be worth 20 points and will be due every Friday that we have class throughout the school year.
Timed Writing Prompts will be given at the beginning of class during the alternating week of the Allusion assignment. They will be 40 minutes in length in order to mimic the time given for each essay on the actual AP test that students will take in the Spring. Prompts will be chosen from past AP Open-Essay Prompts 1971-2015. Students will be given a copy of these prompts.
Close reading practice – students will read passages from the class text and complete various in-text “activities” to sharpen analysis skills.
Analysis – Each class (minus Timed Write class period Thursdays) will start with a close-reading practice from the text Voice Lessons by Nancy Dean. Each analysis exercise will be worth 10 points. When five close-reading written analysis responses are completed, they will be turned in for a 50 point assignment. On the day the analysis packets are turned in, a quiz maybe given to demonstrate the absorption of the skills practiced.
8/24: Analysis 1:1 - Diction p. 3
8/26: Analysis 1:2 - Detail p. 25
8/29: Analysis 1:3 - Imagery p. 47
Listening & Speaking – At the end of reading a major work, discussion questions will be generated at first by the teacher and then by the class and used as a means to initiate a student-led collaborative class discussion on the text, literary strategies used in the text, and the universal issues developed by the author throughout the text. / Language Standards: 4-6
Reading Standards for Informational Text: 1, 5-7,10; Writing Standards: 1-2, 4-10
Writing Standards 1-10
Reading Standards for Literature 1-10;
Reading Standards for Literature: 1-7, 9-10
Speaking and Listening Standards 1-6

Late Class Work: As a Summit Academy High School English Department policy, NO LATE WORK WILL BE ACCEPTED.

Students who are sick or absent due to school-sponsored activities, etc. - I follow the school’s homework policy on work missed due to absence. Also, I will NOT remind students that they were absent on the day an assignment was due. This is THE STUDENT’s responsibility to turn in his/her work when absent. Also, students should turn in late-excused assignment(s) with a sticky note (post-it) attached that explains why they are handing their work in late (i.e. “Ms. LeDosquet, this assignment is late because I was absent yesterday.”). I will then verify with the school attendance records that the student was, indeed, absent. If students miss a test - Tests must be made up before or after school. NO make-up tests will be given during class time. It is the student’s responsibility to arrange test make-up times with me before or after class. Make-up timesshould be scheduled as soon as a student returns from an absence.

Grading Procedures

Final quarter grades will be calculated according to the total points earned by the student. All skills we focus on in class will essentially be categorized as either a reading skill or a writing skill and points will be determined based on the difficulty of the assignment and the amount of time expected to complete the assignment.Some assignments will be graded by participation only. Other assignments, especially essays, are scored on an AP recommended 9 point scale and then converted to traditional point system. Also, students should know that if they expect to earn an “A” on an assignment, they need to do work that is “superior or excellent; accomplishing work well above and beyond what is expected; exemplary work” (SAHS Student Handbook, p. 23).

At any time during the term, students with grades below 70% will be asked to participate in a consultation between teacher and student (and parents, if necessary). A grade of Incomplete (I) may be an option, with a two week “window of opportunity” to revise and rewrite assignments not meeting AP standard.

Any plagiarism on written assignments will result in an automatic “F” with no make-up possible. Cheating (i.e. copying the work of another student) will result in both parties receiving an “F” on the assignment with no make-up possible.

Class Schedule Outline

Date/Day / Activity/Assignment: This schedule is a loose representation of what students can expect by what date. However, unless otherwise directed, Due dates are to be kept without specific reminders, and HW is due the next class period after it is assigned. Not EVERYTHING we will do in this class is detailed here, so attendance is critical. Anything listed here is subject to change.
Day 1
Wed. Aug. 24th
Start of 1st Qtr. / First Day of Class: Greeting and Introduction to AP Literature; Review syllabus and general schedule of curriculum.
Turn in Summer Reading Assignment
-Go over allusion assignment
-First VOICE lesson
Day 2
Fri. Aug. 26th / Due: Allusion #1
Day 3
Mon. Aug. 29th
Day 4
Wed. Aug 31st
Day 5
Wed. Sep. 7th
Day 6
Fri. Sep 9th / Due: Allusion #2
Day 7 Mon. Sep 12th
Day 8
Wed Sep 14th
Day 9
Mon Sep 19th
Day 10
Wed. Sep 21st
Day 11
Mon. Sep 26th
Day 12
Wed. Sep 28th
Day 13
Fri Sep 30th / Due: Allusion #3
Day 14
Mon. Oct. 3rd
Day 15 Wed. Oct 5th
Day 16 Mon. Oct 10th
Day 17 Wed. Oct 12th
Day 18 Fri. Oct 14th / Due: Allusion #4
Day 19
Mon Oct 17th
Day 20 Wed. Oct. 19th
End of 1st Qtr.
Day 21 Mon. Oct 24th
Day 22 Wed. Oct 26th
Day 23 Mon Oct 31st
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25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
End of 2nd Qtr.
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
End of 3rd Qtr.
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
Day 79,
AP Exam, Wed. May 4th @ 8 am
80
81
82
83
84
85
86
87
Day 88, Fri. June 2
Last Day of class

Summit Academy High School

Advanced Placement English Literature and Composition

Performance Contract 2016-2017

The success in our AP English Literature and Composition course depends on all of us meeting our responsibilities. This requires a partnership including student, teacher, and parent. Please read and sign this performance contract, have one of your parents sign and return it to Ms. LeDosquet by Monday, August 29, 2016. Signing this document lets me know that you have read the Disclosure Document and agree to the items listed below.

As a student enrolled in AP English Lit and Comp, I agree to:

1.Attend class punctually and regularly.

2.Approach material in class (and out of class) intellectually engaged and seeking better understanding.

2.Complete all reading assignments by the assigned due dates.

3.Complete all writing assignments by the assigned due dates.

4.Fully participate in class discussions as both an active listener and speaker.

5.Respect a variety of points of view in interpreting literature.

6.Strive to continually improve my skills by reading demanding literature and analyzing literature in both timed and out of class essays.

7.Ask for help, in a timely manner, when I need assistance on understanding assignments or successfully completing them.

8.Take the AP Literature and Composition Exam.

______

Student SignatureStudent Printed Name

______

Student Email Address

As a parent with a student in AP English Lit and Comp, I agree to:

1.Recognize that my son/daughter has elected to take a college level course offered at our high school requiring more commitment than many other courses.

2.Support my son/daughter in completing course work on time.

3.Encourage my son/daughter to attend class punctually and regularly.

4.Recognize that much of the out of class work required in the course is challenging reading.

5.Encourage and support my son/daughter in taking the AP Literature and Composition Exam.

______

Parent SignatureParent Printed Name

______

Parent Email Address