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AP Literature and Composition - Lecture Notes - United State Literature - Mr. Stephen Willey, Study notes of American literature

AP Literature and Composition North Dorchester High School Mr. Stephen Willey, Instructor AP English Literature and Composition is designed to be a college/university level course, thus the “AP” designation on a transcript rather than “H” (Honors) or “CCP” (Career/College Prep). This course will provide students with the intellectual challenges and workload consistent with a typical undergraduate university English literature/humanities course. In May, students will be encouraged to take the Ad

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2010/2011

Uploaded on 12/20/2011

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AP Literature and Composition

Period 2

North Dorchester High School Room: B-

Mr. Stephen Willey, Instructor Planning Period: 7

Email: [email protected] Phone: 410-943-

Introduction:

AP English Literature and Composition is designed to be a college/university level course, thus the “AP”

designation on a transcript rather than “H” (Honors) or “CCP” (Career/College Prep). This course will provide

students with the intellectual challenges and workload consistent with a typical undergraduate university

English literature/humanities course. In May, students will be encouraged to take the Advanced Placement

English Literature and Composition Exam. A student who achieves a score of 3 or higher on the AP Exam will

be granted college credit at most colleges and universities in the United States.

Essential Concepts:

 Literature provides a mirror to help us understand ourselves and others.

 Literature deals with universal themes that help us understand truths about the human condition and

the world in which we live.

 Writing is a form of communication across the ages.

Course Goals:

 To engage in close analytical reading of works of literature

 To consider a work’s structure, style, and themes

 To understand how authors use diction, figurative language, syntax, imagery symbolism, and tone to

communicate meaning

 To study representative works from various genres and periods

 To focus on a few major works in depth in order to understand the work’s complexities

 To write analytical, argumentative essays in which students draw upon textual details to make and

explain judgments about a work's artistry and quality.

 To write analytical, argumentative essays in which students draw upon textual details to make and

explain judgments about a work's social, historical and/or cultural values.

 Grading Policy :

AP English is a year-long one credit course that includes fifty minute classes. Each semester grade will be

composed of two term grades and a final exam grade that counts ten percent of the overall semester average.

Grades will include the following:

 Content based exams on the literature selections

 Timed writings and sample objective tests modeled from public release AP exams

 Major individual research project

 Periodic quizzes on the assigned reading

 Various creative response options, including student-led seminars

Required Materials

 Notebook: three-ringed plastic binder with one inch spine

 Spiral notebook for journals

 Flash Drive

 NDHS Agenda

 Highlighter, post-it notes (3x3 or 3x5), pen, pencil

 3x5 and 4x6 index cards

 Separate Writing Folder kept in room (provided by teacher) where major pieces of writing will be filed

Guidelines for Success

1. You must arrange your notes and handouts in a very organized and retrievable fashion. These materials are

also very helpful for college-bound honors students. Decide on a system that works for you and stick to it! You

may use a binder with specific sections or separate folders for each unit.

2. You will need a notebook to use as a journal for daily warm-ups and nightly homework assignments. This

must be an 8 ½ by 11 notebook that is separate from your binder because it will be collected and graded at

unannounced times. You do not need to skip lines in your journal, and you may write on the back of the

pages, but you must write in ink. Be sure to date and title each entry. You may complete your nightly journal

assignments on a computer, as long as you keep everything together neatly, and you have the printed entries

in class each day.

3. Be prepared every day with your required books, notebooks, journals, or handouts needed for class. When

in doubt, check the syllabus or my website.

4. All formal out of class written work should follow MLA format and be typed.

5. Late assignments will be penalized one full letter grade for each day they are late.

 Be mindful of Dorchester County’s homework and late policies.

 Because homework is a valuable component to the course work, it is expected to be done on time.

 You must be prepared to make up tests, quizzes, or assignments on your own time. You may not

complete these during class.

 I will be more than glad to help you with your assignments and deadlines during the process if you are

struggling; however, I cannot help after the fact, on the due date. It is your responsibility to be sure

your computer, printer, email, and other technologies are up to date when a deadline arrives.

Computer problems are not legitimate excuses for lateness. Do not leave work on my desk. If I am

not available, give the work to one of the secretaries to place in my mailbox.

6. If you are absent, it is your responsibility to get the work you have missed. You may pick it up during my

planning period, retrieve it in your missing work folder during class, or pick it up after school. If you know you

are going to be absent from class, see me in advance, and I will provide the work for you. When possible, I will

email the assignments to you.

7. For each major work (novels, plays, major poems), you will read at least one critical essay. In some events,

you will be encouraged to search and to retrieve your own critical literature.

Weeks 10-11: Truth and Beauty: Man and Nature

Texts: Selected poetry from the following authors: William Blake, Samuel Taylor Coleridge, John Keats, Percy

Bysshe Shelley, and William Wordsworth

Assessment: AP timed writings - comparative analysis of two or more poems

Evaluative Essay 3

Weeks 12-16: The Emerging Identity Part III: The Individual in a Changing Society

Texts: Frankenstein by Mary Shelley 2 nd^ Novel is upcoming

Assessment: Objective/essay test Analytical Essay 2 Creative response options

Weeks 17-18: Emerging Identity Part IV: Encounters with Crisis

Texts: Selected Short Stories—“Araby” by James Joyce “The Rocking-Horse Winner” by D.H. Lawrence “The Lagoon” by Joseph Conrad Selected Nonfiction—From A Room of One’s Own by Virginia Woolf “Shooting an Elephant” by George Orwell

Assessment: Final examination, comprehensive content-based written examination on literature from semester one Evaluative Essay 4

Semester Two Reading and Writing Schedule:

Entry Reading Requirement Before entering the second semester of this course, students must select and read one of the following works:

Anna Karenina by Leo Tolstoy Beloved by Toni Morrison Ceremony by Leslie Marmon Silko Crime and Punishment by Fyodor Dostoyevsky Heart of Darkness by Joseph Conrad House Made of Dawn by N Scott Momaday Invisible Man by Ralph Ellison Jane E y re by Charlotte Bronte King Lear by William Shakespeare The Mayor of Casterbridge by Thomas Hardy Silas Marner by George Eliot One Hundred Years of Solitude by Gabriel Garcia Marquez Portrait of the Artist as a Young Man by James Joyce

Sons and Lovers by D.H. Lawrence

Students will complete a Written Response Journal/Quote Project for the work they select and submit the journal on the first day of second semester. The first major unit of the second semester will culminate in a research paper based on some particular aspect of the chosen work.

Week 1: Literary Criticism and Analysis: Seven Approaches to Literary Criticism

Texts: “Critical Strategies for Reading.” The Bedford Introduction to Literature. Boston: Bedford/St. Martin’s, 2005. “Story of an Hour” by Kate Chopin “Eveline” by James Joyce

Assessment: Cooperative group application/presentation of various critical strategies

Weeks 2-4: Independent Literary Research and Critical Analysis

 Instruction in location, retrieval, and use of information from various sources as applied to a writer’s thesis  Instruction in documentation of primary and secondary source information – MLA format  Completion of a literary analysis research paper

Texts: Selected novels (see previously cited entry reading requirements)

Assessment: Student research papers assessed using rubric and student checklist; ongoing process assessment through note card submissions and draft thesis statement

Weeks 5-8: The Enigma

Texts: Hamlet by William Shakespeare Various critical analysis essays Film: Kenneth’s Branaugh’s Hamlet

Assessment: AP timed writings from Hamlet’s soliloquies Objective/essay tests Analytical Essay 3 Student pairs report on selected essays

Weeks 9-11: Literary Techniques: Connotative Language and Literary Devices

Texts: Selected works from poets Frost, Yeats, Donne, Blake, Plath, Wordsworth, Walcott, Hughes, Keats, Coleridge, and Shelley

Assessment: Written analysis of literary devices such as allegory, allusion, conceit, irony, metaphor, paradox, simile, and symbol in the context of selected poems