AP English IV: Advanced Placement Literature and Composition

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1 AP English IV: Advanced Placement Literature and Composition Ms. Savko ext: Remind- to the number That is part of the beauty of all literature. You discover that your longings are universal longings, that you're not lonely and isolated from anyone. You belong. F. Scott Fitzgerald If writing is thinking and discovery and selection and order and meaning, it is also awe and reverence and mystery and magic. Toni Morrison, The Site of Memory The AP English Literature and Composition course aligns to an introductory college-level literary analysis course. The course engages students in the close reading and critical analysis of imaginative literature to deepen their understanding of the ways writers use language to provide both meaning and pleasure. As they read, students consider a work s structure, style, and themes, as well as its use of figurative language, imagery, symbolism, and tone. Writing assignments include expository, analytical, and argumentative essays that require students to analyze and interpret literary works. Student Expectations Be respectful. Follow CIMS and classroom codes of conduct Treat everyone with respect. Use respectful language, in writing and discussion. Show respect for the classroom by keeping it neat and clean. Be responsible. Arrive in class on time and with necessary materials. Complete assignments on time, ask questions when necessary and stay aware of deadlines. Communicate with me if you need assistance or are struggling. Be appropriate. Conduct yourself as a mature, well-mannered young adult. Think before speaking and make sure that all contributions to class dialogue are meaningful, positive, and pertinent. Be involved. Participate to the fullest you can. Stay awake. Take part in the discussion. Ask questions. Answer questions. Stay on task. Take notes. Use class time efficiently. Listen. Watch. Participate. Be honest. Do your own work. Do not cheat, and do not plagiarize. Do not attempt to sneak around the rules. Accept consequences for your mistakes, and learn from them. Actively practice for the Literature and Composition Advanced Placement Test online and/or purchase study guided to work on separately from class assignments. Take Literature and Composition Advanced Placement Test on Wednesday, May 9, 2018 at 8:00am.

2 Classroom Management In order for each student to feel safe and comfortable in my classroom, a positive and respectful attitude is expected of all students. This includes respecting other s thoughts, work, feelings, and individuality. If a student does not demonstrate positive behavior, I will give a warning, and then visit with him or her to try and resolve the issue together. If this proves unsuccessful the student may be sent out of class, the parents may be called, or a detention may be assigned. After a third offense, students will be given a referral to the discipline office. Course Texts Arp, Thomas R. and Greg Johnson. Perrine's Literature: Structure, Sound and Sense. 10th Edition. Boston: Wadsworth Publishing, Print. Foster, Thomas C. How to Read Literature Like a Professor: A Lively and Entertaining Guide to Reading between the Lines, Revised Edition. New York: Harper Perennial, Print. There will be additional novels that we will read in class and at home. I recommend that if possible all students buy copies of the novels we read in class. This allows students to annotate the text and refer to the text after we have finished reading it. Read a thousand books and your words will flow like a river -Virginia Woolf Grading Numerical Scale Reporting Grades A B C D 0-55 F Assessments and Grading Homework/ Classwork /Participation (30%) includes readings, vocabulary, notes, daily warm-ups, discussion write-ups and class participation. Quizzes (30%) includes reward for reading, formative assessments, multiple choice AP practice, and other quizzes announced and unannounced. Essays /Tests /Projects (40%) includes all summative assessments, essays in class and take home, and projects. Required Materials Folder with metal prongs Highlighters (in at least 3 colors) Red or Purple correcting pen Post-it notes Black and Blue pens

3 Reading Assignments The most important requirement for this course is that students read every assignment on time and with care. Students unused to literature courses will need to plan time in their schedule for more reading than most courses require. Poetry, though usually not long, is dense and complicated and should always be read at least twice. Novels in particular require planning. While student read they will be required to complete a variety of assignments that will help ensure comprehension and retention. These may include annotations, dialectical journals, close reading, and in class discussions. Writing Assignments Each student will write several critical papers, explicating poetry and drama, and perform close readings of novels, including one that is research based. Writing will be completed both in class, as a timed assignment and at home for longer studies of a work. I will be more specific on what I expect from these critical assignments later on, but in general each paper will use specific and well-chosen evidence to articulate an argument about poems, drama, and fiction. These critical papers must be typed in MLA format, double-spaced, and proofread and will be approximately two to three double-spaced pages, with the research-based paper around five to six pages. Writing will be graded according to a standard 9 point rubric. I will often require a rough draft for papers. Writing will be workshopped during class by peers and there will be opportunities for one on one student led conferences to improve essays. Feedback and writing instruction will focus on helping the students to develop a wide-ranging vocabulary used appropriately and effectively; a variety of sentence structures, including appropriate use of subordination and coordination; logical organization, enhanced by specific techniques to increase coherence, such as repetition, transitions, and emphasis; helping them balance generalization with specific, illustrative detail; and effective use of rhetoric, including controlling tone, establishing and maintaining voice, and achieving appropriate emphasis through diction and sentence structure The course will require writing to understand through activities like dialectical journals, reviews, and extended questions; writing to explain through expository and analytical essays; and writing to evaluate though evaluative essays that make judgments about the quality of work, and the social and cultural value of a work. Essays will include careful study of textual elements such as the use of figurative language, imagery, symbolism, and tone; the work s structure, style, and themes; and the social and historical values it reflects and embodies. In class timed writings must be written in black or blue pen. These in class writings can be revised after a conference with Ms. Savko.

4 Literature and Composition Advanced Placement Test Wednesday, May 9, 2018 at 8:00am Assessment Overview The AP English Literature and Composition Exam employs multiple-choice questions and freeresponse prompts to test students skills in literary analysis of passages from prose and poetry texts. Format of Assessment Section i: Multiple Choice 60 Minutes 55 Questions 45% of Exam Score Includes excerpts from several published works of drama, poetry, or prose fiction Each excerpt is accompanied by several multiple-choice questions or prompts Section ii: Free Response 120 Minutes 3 Questions 55% of Exam Score Students have 120 minutes to write essay responses to three free-response prompts from the following categories: o A literary analysis of a given poem o A literary analysis of a given passage of prose fiction o An analysis that examines a specific concept, issue, or element in a work of literary merit selected by the student Academic Integrity Cobalt Institute of Math and Science defines academic integrity as the pursuit of scholarly activity in an open, honest and responsible manner. All students should act with personal integrity, respect other students dignity, rights and property, and help create and maintain an environment in which all can succeed through the fruits of their efforts. Dishonesty will not be tolerated in this course. This includes, but is not limited to, cheating, plagiarizing, fabricating information or citations, facilitating acts of academic dishonesty by others, having unauthorized possession of examinations, submitting work of another person or work previously used, or tampering with the academic work of other students. Students who are found to be dishonest will receive disciplinary actions such as an F grade on the assignment, exam, and/or in the course. They will also be reported to the administration for possible further disciplinary action. Make Up Work Policy It is the absent student s responsibility to check with classmates and with the teacher for missed work. This is regardless for the reason of the absence. Students will have two school days to complete and turn in make-up work. When turning in work, the student should include a note (on the assignment itself) to remind the teacher of his or her absence on the date of the assignment. Failure to do so may result in the student receiving a zero. Assessments (tests, quizzes, in-class essays) must be made up within two school days of the original test date, by appointment before school, at lunch or after school.

5 Units of Study Semester 1 Unit 1: The Short Story Various short stories in Perrine's Literature: Structure, Sound and Sense, 10th Edition, including but not limited to Alice Munro, How I Met My Husband, Alice Walker, Everyday Use, Tim Gautreaux, Welding with Children, Ernest Hemingway, Hills Like White Elephants, and Nathaniel Hawthorne, Young Goodman Brown. Annotation and close reading of the text, answering extended questions both in writing and in discussion, participating in whole class and small group discussions, writing discussion notes and summaries, students will be taught to write an interpretation of various short stories basing their essays on a careful observation of textual details, considering such elements as the use of figurative language, imagery, symbolism, and tone. Unit 2: Shakespeare Hamlet, The Prince of Denmark by William Shakespeare In class readings, viewing recorded performances, annotation and close reading of the text, answering extended questions both in writing and in discussion, vocabulary instruction for both reading comprehension and improved writing, participating in whole class and small group discussions, writing discussion notes and summaries, students will be taught to write an in class interpretation of Hamlet basing their essays on a careful observation of textual details, considering the social and historical values it reflects and embodies. Students will also work on a longer writing piece outside of class which will have at least two drafts. The teacher s instruction and feedback on students writing assignments will focus on helping them develop a variety of sentence structures, including appropriate use of subordination and coordination Unit 3: Romanticism Frankenstein by Mary Shelley Paradise Lost by John Milton Rime of the Ancient Mariner by Samuel Taylor Coleridge Various poems including but not limited to the works of Lord Byron, John Keats, Percy Bysshe Shelley, Samuel Taylor Coleridge, and William Wordsworth. In class and at home readings, annotation, close reading of the text, answering extended

6 questions both in writing and in discussion, participating in whole class and small group discussions, writing discussion notes and summaries, while reading Frankenstein students will use dialectical journals to discover the process of meta-cognition, students will also write an essay focusing on the influences that the associated works had on Mary Shelley and her writing of Frankenstein. This will lead to a study of allusion. Finally students will also write an expository, analytical essay in which they draw upon textual details to develop an extended explanation/interpretation of the meanings of a literary text. Semester 2 Winter Break: Independent Reading of a novel from AP Literature list, assessment upon return. Unit 4: Poetry-Victorian to Today Various poems including but not limited to the works of Robert Browning, Alfred, Lord Tennyson, Wilfred Owen, Emily Dickinson, William Carlos Williams, Langston Hughes, John Donne, Sylvia Plath, Adrienne Rich, Robert Frost, Maya Angelou, Walt Whitman, Margaret Atwood, and T. S. Eliot. Students will use strategies like SOAPStone, TPCASTT, and other poetry analysis tools to better understand poetry and prepare students for the poetry on the AP exam. These will include in class and at home readings, annotation, close reading of the text, answering extended questions both in writing and in discussion, participating in whole class and small group discussions, and writing discussion notes and summaries. During the study of poetry students will be taught to write an interpretation of the poems we study basing their essays on a careful observation of textual details, considering such elements as the use of figurative language, imagery, symbolism, and tone. Students will also write an evaluative essay in which they draw upon textual details to make and explain judgments about the work s artistry and quality, and its social and cultural values Unit 5: The Novel A Prayer for Owen Meany by John Irving Annotation and close reading of the text, in class and at home readings, answering extended questions both in writing and in discussion, participating in whole class and small group discussions, writing discussion notes and summaries, will all be incorporated into the unit to help students gain a better grasp of the study of the novel. During the novel unit students will be taught to write an interpretation of A Prayer of Owen Meany basing their essays on a careful observation of textual details, considering the way the work s structure and style help convey its theme. As a part of this unit the teacher s instruction

7 and feedback on students writing assignments will focus on helping them develop logical organization, enhanced by specific techniques to increase coherence, such as repetition, transitions, and emphasis. Spring Break: Independent Reading of a play from AP Literature list, assessment upon return. Unit 6: AP Preparation and Review Various excerpts of plays, poems, short stories, and novels to prepare students for writing and multiple choice portions of the AP exam. Using skills acquired throughout the year students will practice AP exam skills including timed multiple choice, in class timed essays, analysis of past prompts, self evaluation, group and individual study skills, scoring other student s essays, reviewing pre scored essays to understand what AP readers are looking for, reviewing novels for the open ended question, and revising and rewriting past essays to improve scores. In writing the will continue to engage with the teacher and will receive feedback on wide-ranging vocabulary, variety of sentence structure, and logical organization. Unit 7: Satire The Importance of Being Earnest by Oscar Wilde Excerpts from Mark Twain, George Orwell, Kurt Vonnegut, and others. Video and print examples of modern satire Reading aloud, public speaking, play analysis, annotation and close reading of the text, in class and at home readings, answering extended questions both in writing and in discussion, participating in whole class and small group discussions, writing discussion notes and summaries. The year will culminate with a satire project that will show the students understanding of satire in their own lives. Writing will focus on an evaluative essay in which they draw upon textual details to make and explain judgments about the work s artistry and quality, and its social and cultural values.