BENTON HIGH SCHOOL Advanced Placement Literature and Composition English III Syllabus I. PREREQUISITE: Honors English II or teacher recommendation and summer readings. II. COURSE DESCRIPTIONS: This course includes the study of American Literature as well as grammar and composition skills in preparation for the ACT and AP tests. A cumulative weekly vocabulary quiz, extensive writing (including a research paper), and in-depth literary analysis are features of the course. III. CREDIT: 1 credit for completing 2 semesters weighted (must attain 70% on summer reading test to received weighted grade first semester) IV. LEARNER OUTCOMES: By the end of English III, my hope is that students will begin to see literature as a catalyst for thought, debate, and action. Students should be able to effectively deconstruct and analyze what they read and then choose an effective writing style to express their insights and arguments. AP Literature and Composition at BCHS is divided into two one-year sections. AP English III covers American Literature (with the addition of Shakespeare s Hamlet) while AP English IV is devoted to British Literature. This course is designed to meet the requirements of the Advanced Placement English Course Description in preparation of taking the AP examination as well as preparing for college level reading and writing. Units focus on the skills necessary to be an insightful and critical reader and writer. In general, students will be assigned a reading (prose or poetry) that is not only by an American author but also addresses what it means to be American in relation to American Literary periods, social and historical events, writing styles, and themes. Students will be expected to complete short, reflective writings and assignments as they read and participate in peer discussions. Culminating writing assignments will ask students to examine the works on various levels, including literary devices (i.e. theme, tone, symbolism, diction), as reflections or commentary on American society/history, and as tools for personal reflection. Each culminating writing assignment will require self, peer, and/or teacher critiques followed by rewrites. Although a variety of tools will be used, most assignments will be entered into Writers Workbench for evaluation before being graded. Students receive a grade and teacher feedback for all writings and will be able to revise after all peer and self edits; however, they will also choose works to refine and turn in for formal grading throughout the year. All assignments should demonstrate a clearly developed thesis, effective organizational skills, source evidence, varied and interesting sentence structure, and proper diction and grammar. Each writing assignment will have a specific rubric which we will review before writing, during revision, and after grading. Above all, we will work on being clear and succinct in all writings. On going assignments: Students will read daily Students should expect to write each class period Students will have a weekly vocabulary assessment Students will usually complete a formal writing assignment every 2-3 weeks Initial grammar review will additional lessons throughout the year as needed Formal assessment of all reading assignments Writings on/analysis of the poems from the Poetry Packet V. MATERIALS Texts Used for AP English III Elements of Literature Fifth Course Literature of the United States. Austin: Holt, Rinehart, and Winston: 2000. Write for College A Student Handbook. Wilmington: Houghton Mifflin: 2007. Individual copies of novels listed on the last page.
VI. COURSE OUTLINE: Unit 1: One-Two Weeks Summer Readings Tennessee Williams A Streetcar Named Desire Mark Twain The Adventures of Huckleberry Finn John Steinbeck The Grapes of Wrath Various American Authors 18 Works by Important American Poets (packet) The first three days of class (Block Schedule), students will be introduced to the AP program, be assessed on the 3 summer readings (one per class), and have class discussion on the each work. Using the Writing a Limited Literary Analysis chapter from Write for College, we will then begin to study what it means to write about literature, examining analysis of literature, organization, and citation of source material. On the fourth day, students will be expected complete an in-class writing. On these analytical papers, students will choose one of three prompts on the three summer readings. Students will peer edit for grammar and textual support, make corrections, and then submit the papers to the Writers Workbench. I will then critique these drafts to assess students current writing level and needs. Students will then be given a choice of poem from the packet and write a line by line explication on the interplay of symbolism and theme (Write for College, page 206 and notes on poetry evaluation including the acronym TO PASS: Title, Occasion, Purpose, Audience, Subject, Speaker). Drafts will be entered into Criterion and then critiqued by me. Unit Two: Approximately Two Weeks Herman Melville Billy Budd Melville is a master of language. We will study Billy Budd as an example of how a fairly simple plot can be supremely dense in every other way. Specifically, we will examine Melville s sentence structure, symbolism, use of allegory, and historical and nautical references as needed to understand the plot. 1. Students will research a topic (historical, religious, nautical, and biographical) from Billy Budd prior to reading. Students will present their information. A reading guide will be created with this information to aid in comprehending Melville s work. 2. Reading quizzes and a final assessment. 3. An acrostic on one of the themes or motifs of the novella 4. Concision Contest: students will describe Billy Budd in 20 (no more or less) words. Students will vote on the best. 5. In-class timed analysis paper on Melville s Tone in Billy Budd focusing on effectively using contextual details (entered into Writers Workbench and teacher feedback). Unit Three: Approximately Three Weeks Arthur Miller The Crucible Students will gain an appreciation of the Puritan period by reading selections from William Bradford s Of Plymouth Plantation as an introduction. Students will study The Crucible as a work of drama (structure, character, theme, direction, plot, monologue/soliloquy) as well as a work of social commentary. Students will also read a selection from Sinners in the Hands of an Angry God by Jonathan Edwards. 1. Character analysis packet focusing on motivation 2. Rewrite a scene assignment 4. Essay of Argumentation (Write for College, page 239): students will take a position on the need for freedom, safety, liberty, or order as it relates to The Crucible, McCarthyism, and today s world (entered into Writers Workbench after teacher feedback emphasizing use and preservation of clear controlling tone). 5. Students will choose one of the three previous essays to polish and turn in for stringent, final grading.
Unit Four: Approximately Three Weeks Nathaniel Hawthorne The Scarlet Letter Characteristics of Romantic Literature are introduced with The Scarlet Letter. The use of symbolism, Nature, fate, and ornate language are emphasized. An examination of the theme of sin and redemption is also discussed. 1. Reading Guide and Journal 2. Identification of symbols and how they transform throughout the novel 4. In-class essay on character analysis (Write for College, p. 219) submitted to Writers Workbench after peer editing. Unit Five: Approximately Four-Five Weeks Poetry/Research Paper This is a tandem unit. The main focus is on the research paper. Students will complete an 8-10 page paper on a significant American author including an examination of his/her works, style, and common themes. Students will use Write for College Research Writing section, the current MLA Style Guide, and a teacher created packet as guides to using MLA documentation style (other styles will be examined), evaluating sources, recording and organizing information, outlining, balancing cited information with original thought, effective written expression, and plagiarism. Students work with a writing partner throughout the unit and continually get teacher feedback. Before turning in a final draft, papers must be edited by three peers. To balance this unit and allow groups to rotate on the classroom computers when the lab is unavailable, we will also be reviewing techniques for interpreting and explicating poems. Students will use the packet provided at the beginning of the year which contains 18 poems by significant American poets, many of which have appeared on the AP Exams. Students will have timed writings and AP like multiple choices quizzes that will require them to analyze individual poems based on textual details and understanding of common poetic devices. Unit Six: Winter Break Independent Novel Unit Choices: Flowers for Algernon, My Antonia, All the Pretty Horses, As I Lay Dying, The Bell Jar, Their Eyes Were Watching God, Slaughterhouse Five, Fahrenheit 451, One Flew Over the Cuckoo s Nest, The Awakening, The Joy Luck Club, or a novel approved by Mrs. Morris. Before Thanksgiving Break, students choose a partner and a novel to read outside of class. All assignments should be completed when we return from Winter Break. 1. PowerPoint covering the author, a basic plot outline, themes, tone, and at least 3 major literary devices. Unit Seven: Approximately Two Weeks Edgar Allan Poe The Raven The Pit and the Pendulum The Masque of the Red Death Characteristics of Romantic Literature are further discussed with the works of Poe. The use of symbolism, ornate language, and atmosphere are emphasized. Elements of Gothic literature are discussed. Introduce the Compare and Contrast essay using teacher generated handouts and graphic organizers and Write for College page 193. 1. Quizzes after each reading 2. Compare and Contrast Essay on Romantic Literature: The Scarlet Letter vs. Poe s works. Students will begin by working in pairs to develop points of comparison. Essay ideas and organization will be reviewed by teacher and peer edited before being entered on Writers Workbench. 3. Students will choose either the character analysis or the compare and contrast essays to be formally graded.
Out of Class Unit: Assigned After Winter Break The American Short Story Students are provided a list of approximately 25 American Short Stories. Students are to read the story outside of class, create a PowerPoint to teach to story, and develop a 10 question quiz. On short story days, two students will present, and the rest of the class will have chosen one of the two stories to read prior to class and on which will be tested. All presentations will be completed prior to Spring Break. 1. PowerPoint covering the author, a basic plot outline, themes, tone, and at least 3 major literary devices. 2. Read one of the two short stories on the appropriate days 3. Student Created Reading Assessment Unit Eight: Approximately 3 Weeks William Shakespeare Hamlet Using the Kenneth Branagh film version of Hamlet (a full-text version), students study the play not only as a work of drama but also for its poetry. Tragedy is discussed with an emphasis on the tragic flaw. As reading assignments, students study Hamlet s soliloquies and produce original, modern translations. 1. Soliloquy Translations 3. In-class Writing examining one of the major themes (peer edited and corrected using Writer s Workbench) Unit 9: Approximately Three-Four Weeks F. Scott Fitzgerald The Great Gatsby I must confess: this is favorite novel of the year. Gatsby will be used to review most of the literary devices and styles students have studied throughout the year. The unit will begin with an introduction to Modern Literature. Throughout the novel, students will be asked to closely and critically examine character description and development, symbolism (color and location especially), reoccurring motifs, the tragic novel (fatal flaw), and indirect allusions to Greek literature. 1. Reading Guide 2. Color Journal 4. Creative Writing (Rewrite the end, add a chapter, or approved alternative) 5. In-class Writing examining one of the major themes (peer edited and corrected using Writer s Workbench) Unit 10: Approximately 2 Weeks (As time allows) John Steinbeck Of Mice and Men Students continue to explore the characteristics of Modern American literature. While reading, students complete a reflection guide that asks them to reflect on Steinbeck s use of language, symbolism, and development of counterparts. 1. Reading Guide 3. In-class persuasive writing (Write for College, page 244) on one of the controversial elements of Steinbeck s novel: obscene language, violence, depiction of women (peer edited and corrected using Writer s Workbench) 4. Students will choose one of the final three essays on Hamlet, Gatsby, or Of Mice and Men to refine into a final demonstration of their writing abilities.
NOTE: Many years we do not have enough time for the completion of this unit. If time is short, we will watch one of the film versions to watch in class. VII. STUDENT EVALUATION At the end of nearly every unit, students will be tested. We will review these tests carefully to try to help students improve their test taking skills. Throughout the year, we will be working on this skill in preparation for the AP Exams and the Prairie State Achievement Examination. Students will work with the AP practice materials (both individually and in reflection groups) as well as taking practice tests (both AP and ACT) online at LearningExpressAdvantage.com. We will also examine the rubrics to effective scoring to understand how essays are evaluated. Students will complete a comprehensive exam at the end of each semester. Students are graded on a total point system. Points will come from the following areas. Reading Quizzes Unit Tests By-weekly essays Homework Participation grades including daily Class Starters Projects Weekly Vocabulary Quizzes Advanced Placement Literature and Composition English III: American Literature Reading List Tennessee Williams A Streetcar Named Desire Mark Twain The Adventures of Huckleberry Finn John Steinbeck The Grapes of Wrath Herman Melville Billy Budd William Bradford Selection from Of Plymouth Plantation Jonathan Edwards Selection from Sinner in the Hands of an Angry God Arthur Miller The Crucible Nathaniel Hawthorne The Scarlet Letter Edgar Allan Poe The Masque of the Red Death, The Pit and the Pendulum, The Raven, and some years The Fall of the House of Usher William Shakespeare Hamlet F. Scott Fitzgerald The Great Gatsby John Steinbeck Of Mice and Men Independent Reading American Short Stories Independent Reading American Novels Independent American Poems