AP English Literature and Composition

AP English Literature and Composition Instructor: Mrs. Jill Bowers jkbower@carrollk12.org D205 Course Description: This AP English Literature and Composition course is designed to engage students in the careful reading and critical analysis of imaginative literature. Through the close reading of selected texts, students will deepen their understanding of the ways writers use language to provide both meaning and pleasure for their readers. As they read, students will consider a work s structure, style and themes, as well as such smaller-scale elements as the use of figurative language, imagery, symbolism and tone. This course follows the curricular requirements and includes an intensive study of representative works such as those by authors cited in the AP English Course Description. The kinds of writings in this course are varied, but include writing to understand, writing to explain, and writing to evaluate. In order for this class to function as a true workshop, you will have frequent opportunities to write and rewrite formal, extended analyses and timed, in-class responses, and to revise certain pieces into polished final drafts. My goal is to provide instruction and feedback on your writing assignments, both before and after you revise, in order for you to become sophisticated readers and writers of literature. What I expect most of all from our class is hard work on the part of the individual writer, careful reading and discussion on the part of the class. Units of Study: 1. Intro to AP Lit with poetry and Prose and the AP Literature Test- @ 2wks Included are works by: May Swenson The Centaur Billy Collins Introduction to Poetry and On Turning Ten F. Scott Fitzgerald Focus: revisiting of the basics of figurative language. The writing assignment for this will focus on the use of figurative language in poetry and its impact on conveying the theme. Vocabulary: students will begin a glossary of specific literary terms to draw from when discussing works; it includes both literary and rhetorical terms. *timed poetry writing included in this section (40 minutes) * - essay discussion will follow, using AP rubric, peer editing sessions and revise/rewrite time. Discussion of structure and style will follow the first writing; look at exemplars and how the student writings can be improved. *instructor conferencing will follow revision to find strengths and weakness to focus on in later writings* 2. American writings main work The Scarlett Letter - @3wks Other works included: Hawthorne Young Goodman Brown Poe: A look at several short stories and poetry use of suspense and archetype Focus: the writing assignment will focus on the interpretation of The Scarlet Letter making sure to look at symbols and tone. Annotation techniques will be discussed so students can properly annotate the readings in the course. Literary circles discussion of symbol in Hawthorne s works; analysis of characters and choices in choice reading works by Fitzgerald, Salinger, Hemingway, & Kingsolver. Close reading graded assignments Young Goodman Brown and The Prison Door by Hawthorne Achievement. Page 1

Vocabulary: all discussions of the works will include analysis of difficult or uncommon vocabulary and finding its meaning *timed prose writing included in this section (40 minutes) * essay discussion will follow, using AP rubric, peer editing sessions and revise/rewrite time will follow *timed practice multiple choice test, a review of the correct answers as well as discussion of questions will follow the practice * 2a. American poets. Included are works by, but not limited to: I carry your heart with me Cummings, Out, Out and The Road less Travelled Frost, Annabelle Lee Poe, Still I rise and I know why the caged bird sings Angelou and The World is too much with us and Oh me, oh life Whitman Focus: the writing assignment will focus on how figurative language, structure and style can impact meaning. *timed prose writing (40 minutes) * - essay discussion will follow, using AP rubric, peer editing sessions and revise/rewrite time Discussion of structure and style will follow; look at exemplars and how the student writings can be improved. Presentation: students will analyze a poem of their choice to share with the class. Analysis will focus on structure, style, diction, figurative language, theme and shift. Their notes, response journal and annotations will be utilized for this project. *full length multiple choice practice in this section (timed to match AP test) to foster test taking skills, a review of the correct answers as well as discussion of questions will follow the practice * 3. The African-American Experience main work Their Eyes were Watching God - @3wks Included in this unit: Speeches by MLK Jr. and Malcolm X A look at the Harlem Renaissance and the poetry of Hughes, Baldwin, Cullen and McKay Focus: the writing assignment will look at the rhetorical devices great speakers use to persuade audiences, citing textual evidence to support the findings. Sentences structure and the variety of sentences will be reviewed. Vocabulary: all discussions of the works will include analysis of difficult or uncommon vocabulary and finding its meaning Writing assignment: students will write a persuasive piece focusing on rhetorical devices and a variety of sentence structures to create interest. Grammatical conventions will be reviewed and then utilized in the persuasive piece. Instruction will take place in class but the extended writing will be completed at home. Peer editing workshop and discussions will aid in the revision and rewriting for improvements. Literary circles: several discussions analyzing the social and historical impact on the characters and readers of Their Eyes Were Watching God, the use of symbols in the novel, the impact of dialect and sentence structure to enhance the story. Writing assignment: students will take the ideas shared in the literary circles to write an analytical essay the detailing the social and historical significance of Their Eyes Were Watching God. 4. The Romantic Brits long readings and poetry from 1600-1900 - @3wks *Choice extended texts: Frankenstein by Shelley, Dracula by Stoker, Emma by Austen, and Brave New World by Huxley as well as other British authors. Achievement. Page 2

Students will choose a text and keep an extensive reading response journal they will utilize in the scheduled class discussions of the novel. *Poetry: We multiple works from the following authors with these titles and more: A Valediction Forbidding Mourning John Donne Delight in Disorder Herrick Kubla Kahn Coleridge Ozymandius Shelley She Walks in Beauty Byron The Passionate Shepherd to His Love Marlowe The Nymph s Reply Raleigh The World is Too Much With Us Wordsworth The Human Seasons Keats Focus: the writing will be an interpretive essay focusing structure, style, theme and the use of figurative language, using textual evidence for support. Annotation and literary circle discussions will prepare students for the writing assessment by giving the students opportunity share and analyze ideas regarding the texts. *shorter, AP style multiple choice test focusing on English poetry will be given to foster test taking skills, a review of the correct answers as well as discussion of questions will follow the practice * 4a. Sonnets: We will take an in-depth look at the English sonnet: Shakespeare: 18, 60, 80, 129 and 132 along with student choices Spenser: 2, 22 and 75 Focus discussion of structure and meter along with careful observation of the text for use of figurative language and the importance of structure to the style. Presentation: students will create a presentation where they share their analysis of a sonnet of their choice focusing on literary devices, theme, tone and shift and supporting the ideas with textual evidence. *full length multiple choice practice in this section (timed to match AP test)* 5. Drama main works Hamlet and Rosencrantz and Guildenstern Are Dead- @3wks Focus Hamlet will be examined through a lens of social, historical and cultural values. The conventions of the theater will be discussed, especially that of tragedy. We will look at tragic flaw and hubris and analyze the text for examples. The character of Hamlet will be explored, along with what makes him complex. The dialogue and other conventions of theater, such as soliloquy and aside, will be examined for their contribution to the overall theme and plot. *shorter, AP style multiple choice test focusing on Hamlet and Shakespeare in general will be given and reviews to foster test taking skills, a review of the correct answers as well as discussion of questions will follow the practice * Writing assignment for Hamlet- an extended analysis or interpretation of the text, written outside of class, using textual evidence to support the findings of the essay. Vocabulary: all discussions of the works will include analysis of difficult or uncommon vocabulary and finding its meaning Achievement. Page 3

Student reading and response journals will be kept regularly and used as preparation for the literary circle discussions we will have for each act as well as the final writing piece. The tone, characterization and setting should be discussed as well as their impact on Hamlet as a whole. Writing workshops with individual writing discussions with the instructor will aid in drafting and revising work. Focus on Rosencrantz and Guildenstern are dead This will be used to discuss the theater of the absurd and the philosophical basis behind it. Stoppard s artistry of integration of his play with Hamlet will be examined as well as looking at his work with Romeo and Juliet and Shakespeare in Love. Writing assignment students will write an extended essay looking at the tenants of the theater of the absurd, existentialism and Rosencrantz and Guildenstern are Dead and how they add or take away from Shakespeare s Hamlet. A pre writing conference reviewing ideas and textual support for the essay will be discussed before the extended outside piece is written. 6. Survey of Dickens We will take a look at excerpts from several stories to get a sense of the style and theme prevalent in Dickens works. @1wk Works include: A Christmas Carol, Bleak House, Oliver Twist, Great Expectations and A Tale of Two Cities Focus Dickens works will be examined through the lens of his style and artistry and their impact on the social situation of the time. Vocabulary: all discussions of the works will include analysis of difficult or uncommon vocabulary and finding its meaning *timed prose writing (40 minutes) * - essay discussion will follow, using AP rubric, peer editing sessions and revise/rewrite time - the writing excerpt will be a Dickens selection. 7. Modern Works main work 1984 - @3wks Focus: dystopian literature and how it fits into the historical context of the time. -Comparison of dystopian work to satire and the reading of A Modest Proposal by Swift and Harrison Bergeron by Vonnegut. Writing: An evaluation of the ability for this type of writing to make social commentary textual evidence including rhetorical devices, diction, sentence structure and tone will be used to support thesis. Vocabulary: all discussions of the works will include analysis of difficult or uncommon vocabulary and finding its meaning *full length multiple choice practice in this section, a review of the correct answers as well as discussion of questions will follow the practice * 8. Survey of Joyce: Main selection The Dead @1wk Short excerpts from The Dubliners and a look at poetry selections including Dear Heart, why will you use me so? My dove, my beautiful one and Bid adieu to girlie days Focus using readings to uncover the style of Joyce. Students will examine the modernist writer by looking at stream of consciousness, structure, diction and rhetorical devices to create a portrait of the artist, Joyce. From The Dubliners students will complete a close reading of the selection as a means of discussion of Joyce s style and use of literary devices. Achievement. Page 4

The Dead students will annotate and create several free response writings to the story to prepare for a literary circle. Discussion focus will be on theme, tone, characters and stylistic choices Joyce makes in the work and the overall impact. *double timed writing- students will have 1 mod to complete 2 AP essay prompts to simulate the time they will have in test conditions. - Essay discussion will follow, using AP rubric. After group discussion and peer commentary on writings, the instructor will conference with each student to discuss. What you will need: 1. A single subject spiral notebook OR a binder 2. A pocket folder 3. Pens (blue or black for writing and red, purple or green for editing) 4. Pencils 5. index cards 6. USB drive Work written in ink other than standard blue or black will NOT be accepted. The first time it will be returned to be rewritten, after that, it will be given a zero. My expectations of you: o you must complete all assignments on time. o you must come to class on time-this means, be sitting in your seat with your coat off and notebook and pen ready at the time when class is scheduled to start. o you must come to every class prepared -this means, having done all assignments and readings, with all supplies (like pen and paper), and ready to participate. o you must not ask questions at inappropriate times o you must respect yourself and others o you may not wear hats during class o you may not have your cell phone out during class unless specified by Bowers. Behavior Consequences: My expectations for class behavior are outlined above. There will be consequences for those who cannot handle themselves with proper decorum. The chain of consequences is as follows: 1. Verbal warning 2. Parent contact 3. Detention 4. Time out room 5. Referral Some interventions may be bypassed depending on the infraction. To avoid the irritation of punishment, come to class, be prepared, be friendly, work and enjoy what you are doing. We ll all be just fine that way. Cell Phone Policy: Cell phones are not permitted in class UNLESS expressly specified by the teacher. Phones should be on silent and away in backpacks or purses. No phone should be placed on a desk unless in use for educational purposes Sleeping in Class: While it seems that is should go without saying, I do not tolerate sleeping in my class. I also do not tolerate heads down in class. If your head hits your desk during class you will receive one warning to sit up. If you do it again you will lose your desk for the rest of the class. A third time will result in you losing your desk for 5 class periods in a row and a phone call home. If I can be prepared to teach and stand for a class mod, you can certainly sit up. Achievement. Page 5

Attendance & Absences: You have a responsibility to yourself and to others to be present and to participate every day. The more you participate, the more you will learn! At the secondary level, it is the individual student s responsibility to request missed assignments upon returning to school. Students shall have the number of days equal to the number of days absent to turn in completed make-up work, unless a greater extension is granted by the teacher. The student must request that extension within the original make-up work grace period. Grading Policies: Your grade is designed to reflect your achievement in mastering content standards and course outcomes. Grading Scale: A = 90-100%, B = 80-89.5%, C = 70-79.5%, D = 60-69.5%, F = 0-59.5% Percent scores shall be rounded to the nearest whole number. Any score below.5 rounds down, and any score.5 and above rounds up. General Assignment Information All long term assignments will have a syllabus and rubric designed specifically for that assignment. Due dates are given well in advance as well as built in work time. Lateness, therefore, should not be an issue. Please make sure deadlines for work are noted with each assignment. If something is happening that will interfere with assigned work, it should be discussed with Bowers as soon as possible to make alternative arrangements. Discussing issues after the fact will result in little leniency. Reading Assignments: The most important requirement for this course is that students read every assignment read it with care and on time. 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 three times. Novels in particular require planning. You will NOT get by on Sparknotes or internet summaries. Beware. Choice Reading: 3 to 4 choice books will be assigned throughout the course. While we will have some class time dedicated to discussing these novels, the reading is to be done entirely outside of class. There will be four weeks given to read each choice book, but it will need to be read while maintaining the in class reading assignments. The discussions will have a focus and each member of the group will have specific things to look for and discuss in the meeting. Writing Assignments: Students will write a number of creative assignments in parallel with the critical writings. In general, each critical paper will use specific and well-chosen evidence to articulate an argument about poems, drama, and fiction. Specifically, these critical essays are based on close textual analysis of structure, style (figurative language, imagery, symbolism, tone), and social/historical values. I will often require a rough draft for papers to be workshopped during class. In-class Writing, Quizzes and Exams: We will, on occasion, have an essay exam that asks you to synthesize your understanding of our work. Inclass writings will primarily be AP-based examinations, though there will also be quick-response, in-class writings as Achievement. Page 6

a basis for discussion. I will not announce quizzes ahead of time, and we will have a number of them, both straightforward reading types and others that ask you to engage an idea. Questions on reading quizzes will be straightforward and simple as long as you ve done the required reading. A final exam will be given and will be worth 1/10 th of the student s final grade. Writing Guidelines: Many writings will be done in class and times but outside research writings will be assigned from time to time. Turn in work that is original. Any cheating or plagiarism will not be tolerated. Please adhere to the guidelines regarding Academic Dishonesty in CCPS Student/Parent Handbook. Any words or ideas students gather from other sources should be cited using appropriate MLA format. See the following website for information regarding proper MLA formatting: http://owl.english.purdue.edu/ Type all formal writing assignments using 12pt. font on double-spaced pages with one inch margins. Use spell check. In the event of printer problems, writing assignments may be emailed to the instructor by the assigned due date at jkbower@carrollk12.org. Printing issues are NOT reasons for a late paper. When in doubt, email and you can print it here. Drafts of papers are due at the beginning of the class period, with final copies due by 2:20pm. I am happy to have writing conferences with students during FLEX or after school before the assignment is due. Discussions: Class discussions will be held regularly in a variety of formats. You are responsible for being prepared to add something meaningful to the discussion. I will always be listening and you will be graded on the quality of your commentary, not just the quantity. They are vital to the learning in this course, it is a means for you to analyze literature without writing. Missing discussions also means missing the valuable input from your classmates. Discussions will be made up through writing assignments to show your understanding of the content. Homework: All homework assignments shall be meaningful. Homework will be assigned on an as-needed basis to fulfill one of the following purposes: o To prepare for a subsequent lesson (e.g. reading assignments) o To practice or review to strengthen concept or skill development. o To evaluate what students know by applying, extending, or integrating their knowledge and understanding through projects or other assignments. Group Grades: Group grades will not be assigned. Students will be graded individually for their work and contribution to collaborative assignments. Second-Chance Learning: Timed writing essays will be reviewed and discussed. Chances for rewrites will be given after each writing is discussed in class and compared to the AP essay rubric. While you will have the ability to revisit and revise work to earn an enhanced grade on that assignment, the focus of the rewriting is to improve any areas you may be week in, not just earn extra points. Conferencing will also occur on a one on one basis to put strategies in place to help each student improve their writing. Other conference times can be requested after school or during FLEX times if additional help is needed. Achievement. Page 7

Grade Reporting: Use the Home Access Center to view grade information. You will be able to see each published grade assignment. As I periodically update grades, you will have the most updated access to your progress. Please keep in mind that certain assignments take longer for grading than others, so please allow some flexibility in the time frame for updating grades. If you feel too much time has passed after an assignment is due and the grade has not yet been updated, please contact the teacher (HAC Information Letter 1/18/11). My plan is to update grades every Friday afternoon. Please do not email me mid day regarding your 0 grade on an assignment you are sure you turned in. Chances are that I am literally in the middle of inputting assignments and have not gotten to your name yet. If it is after 3pm and you have a blank grade box under an assignment, then email me regarding it. I will contact home if the student s class average is a D or an F, or if the student s grade drops two letter grades or more. Achievement. Page 8