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AP Literature and Composition Syllabus by Vfqhu01


									AP Literature and Composition Syllabus                                         Ms. Hummel, instructor
Black Hills High School                                       

                              “Much effort, much prosperity.” – Euripides

Course Overview: As specified by the College Board, AP Literature and Composition is a rigorous
college-level course centered on the analysis of challenging literature. Writing will be frequent and will
require an independent, critical and analytical mind. Class discussions and activities will be held regularly
and will require your participation. Homework will be daily and will often require significant time to
complete. As a culmination to the course, students take the AP Literature and Composition Exam in May. A
student who earns a 3, 4, or 5 on the exam will be granted college credit at most colleges and universities
throughout the United States.

Course Goals:
   1. To become critical and appreciative readers of complex, and at times, ambiguous imaginative
   2. To employ style knowledge and skills in analysis and composition.
   3. To study works of literary merit from various genres spanning the sixteenth through the twenty-
      first century and consider the social and historical values these works represent.
   4. To write confidently on assertions made about literature, especially on topics concerning craft and

Conceptual Context: In order to focus our thinking and writing, the following will serve as core
concepts/ideas for this course:

    Enduring Understandings:
            1. Literature helps us understand ourselves and others.
            2. Literature reflects the human condition with its inherent and inevitable choices, conflicts,
               and consequences.
            3. Literature examines cultural and societal values, beliefs, and standards and the struggles
               between individuality and conformity.
            4. Literature presents universal and timeless themes to discuss and contemplate in connection
               with ourselves and others
Writing: Since one of the main goals of this course is for you to read like writers and write like readers,
this is (drum roll, please) a writing-intensive course. You will write every day, you will respond to your
peers’ writing, the texts read and write on topics of your own.

Because the reading/writing connection is so vital to understanding the intricacies of the writer’s craft,
writing instruction will occur daily, and when not being taught explicitly will be embedded in our study of
literature. The course includes frequent opportunities for students to write and rewrite formal, extended
analyses and timed in-class responses. Each essay will be returned with feedback on appropriate
audience, use of evidence, organization, vocabulary, sentence and paragraph structure, effective
argument, and grammar.

Our writing will encompass a variety of forms, and be both analytical and creative. Regardless of form,
your writing should demonstrate through analysis and explanation (explicitly and/or implicitly) deep levels
of understanding. Formal essays will be presented with a rubric specific to that essay. Make sure you
consult the rubric prior to handing in. AP essays will be returned with a scoring guide as feedback. These
will be scoring guides as used by the AP English Literature and Composition Exam for that specific

The forms   of writing that this course will include but not limited to the following:
           Annotation/close reading notes
           Timed essays based on past AP prompts
           Essay questions as required of college-level writers
           Reading/responding to/analyzing novels, drama, fiction, nonfiction, essays and poetry
           Imaginative writing including but not limited to: poetry and short story
           Literary analysis papers—expository and persuasive
           Personal and college entrance essays
           Graphic organizers, journals, paragraph responses, questions

Reading: This is a literature course, so it is vitally important that you not only read the required books
on time, but thoroughly. This means that you will have to plan time in your busy schedule to read the
assigned novels and plays, and you will have to schedule ample time for extended reading efforts -
annotation, which should include rereading, journaling, research, etc. This holds true for the poetry we’ll
study as well; poetry might utilize less ink than a novel or play, but we know that poetry is usually an
exercise in density.

Speaking and Listening: Success in this class will rely on your participation of successful discussions.
Too often a class discussion will have few participants -more confident students take over, the insecure
but outgoing students waste time, the shy students retreat, and the disengaged students further
disengage. A good discussion has structure, and students should be conscious of what makes that
structure work. We will take the time to learn how to have more productive discussions and you will be
assessed in your ability to contribute to the class learning community.

Required Texts: Because of the need to respond to text within the text (annotate), students are asked
purchase individual copies of the following:
     Required Texts
      o How to Read Literature Like a Professor,       Alternative/Extention Texts
          Thomas C. Foster                                   o Macbeth, William Shakespeare
      o Hamlet, William Shakespeare                          o Song of Solomon, Toni Morrison
      o Frankenstein, Mary Shelley                           o The Awakening, Kate Chopin
      o Heart of Darkness, Joseph Conrad                     o Poetry, as selected
      o Invisible Man, Ralph Ellison

       *BHHS library has all texts available for check out

Course Activities: Students can expect to engage in the following activities on a regular basis:
       Class discussions – this is HUGE
       Reading Response Journals for the required texts.
       Timed essays
       Literary analysis papers and essays
             o draft to publication
       In-class analytical activities (individual & small group)
       AP-style exams
       Frequent formal and informal presentations
       Literature circles, student led discussions and Socratic seminars

Units of Study:
   o Unit Objectives
        Students will explore the world of literature through the reading of non-fiction, novels, plays,
          poems, and short stories.
        Students will review Elements of Fiction to include; plot, character, setting, p.o.v, symbolism,
          theme, as well as style, tone and irony.
        Students will work on their knowledge of key literary terms.
        Students will explore the intricacies of language used by authors to convey their message
          through literary responses.
          o Students will use these responses to explore the use of figurative language, imagery,
              symbolism and theme in novels through an expository essay.
        Students will demonstrate their understanding of literary works through formal presentations to
          the class.
        Students will better understand the complexities of the literary world and the connections that
          exist among many works across different genres and cultures.

          Students will gain an understanding of how the time period influenced the works that were
          Students will explore the literary world of William Shakespeare and his contemporaries to better
           understand the works produced.
          What does all of this mean? Students will explore the etymology of language to better
           understand the language of the time period.
          Gain an understanding of MLA formatting, poetic language and devices, and the three levels of
          Students will gain an understanding of how to properly annotate poetry as well as instruction
           on meter, rhythm and rhyme and how these different literary techniques can alter the meaning
           of a work.
          Students will explore and understand literary time periods, focusing of themes.
          Understand the relationship between American and British Romanticism. Students will also
           explore the differences between the two philosophies.
          Students will improve their ability to answer questions correctly and gain an understanding in
           how to take an AP test.
          Students will improve their AP test taking skills.
          Students will continue to examination of how American writers defined “the new man on the
           new continent.”
          Students will gain an understanding of the Creole culture that brought The Awakening and
           explore the themes and symbolism associated with it.
          Students will gain and understanding of how time periods influenced authors and how some
           authors struck out against society with their writing.
          Students will explore the roles that social class, theme and setting play in literature.
          Students will understand the effect that British Colonization had on many parts of the world and
           explore the effect that this colonization has had on literature.
          Students will work to understand how cultural influences shape author’s writing.
          Students will explore the differences in style between cultures.

GRADING POLICY: As a nation and as a District, schools are undergoing a paradigm shift in how we
educate students and assess their learning. BHHS is also shifting paradigms. We are being asked to
examine everything from learning standard to grading scales. Change is never pretty and we are all still
in the learning stages, so thank you in advance for your understanding and patience. The BHHS English
department’s goal this year is to align as much as possible with this paradigm shift in education. Our
grading policies are an attempt to reflect a more accurate and equitable assessment of the student’s
academic achievements to date and to open communications between parent, student and teacher. As a
department we are in the process of modifying our instruction, grading practices and policies.

       English Grading Policy: All academic grades will be based solely on summative assessments. The
       purpose of this emphasis is to accurately and reliably represent the mastery demonstrated by
       students by the end of the teaching units, rather than the incomplete understanding demonstrated
       before students have had a full opportunity to develop their skills. Homework, class participation
       and progress will be monitored, but will not be a factor in the calculation of students’ academic
       grades. However, two additional categories – Independent Work and Self Regulation will be
       included in student grade reports. These will provide valuable information regarding the students’
       work habits and classroom behaviors that help build the mastery assessed in the term’s academic

APE students will be assessments in both the AP Standards and the Washington State Common Core
Standards areas of Reading, Writing, Speaking and Listening, and Language. You can find these
Standards on my class wiki page In this ongoing process, and in our
attempts for compliance with this shift to report learning rather than the behavior (known as work ethic),
we have seen high achieving students grades somewhat fall. We have adopted the philosophy that
achieving is not only about “doing the work” or accumulating points, but about demonstrating the learning
at any given point. Yes, some units of study are going to be more challenging than others, and yes, some
scores will be lower. The primary purpose of grades is to communicate student achievement at given
intervals and to give the teachers data to reflect and act upon.

ASSESSMENT: Students can expect to engage in the following assessments on a regular basis:

           Literary Responses for the required               Pre AP/Advanced exams and (Applied Practice
            texts                                              and Holt Textbook)
           Timed essays and responses                        District and Site driven Benchmarks
           Literary analysis essays                          Unit tests and quizzes
                o draft to publication                        Frequent formal and informal class discussions
           In-class analytical activities (individual
            & small group)

SKYWARD: All assignments and grades are accessible on the Skyward link found at the BHHS web page A Tuesday progress report will automatically be sent via email. It
is your responsibility to follow your academic progress. Grades are calculated on a weighted point basis:

               25%   Common    Core   Reading
               25%   Common    Core   Writing
               25%   Common    Core   Listening and Speaking (Seminar)
               25%   Common    Core   Language

ACADEMIC GRADING SCALE: An "A" in this course means nothing less than excellent. Because of the
high academic expectations set forth at BHHS, students who go above and beyond to provide
independent, sophisticated, focused, thorough analysis will earn an “A”. Earning a "B" in this course is
perfectly acceptable because this grade means the student has worked to proficiency (proficiency in
Honors exceeds expectations of the traditional classroom).

A = 100- 93                    B = 86.99 – 83               C = 76.99 – 73              F = 59.99 - 0
A- = 92.99 – 90                B- = 82.99 – 80              C- = 72.99 -70
B+ = 89.99 – 87                C+ = 79.99 77                D = 69.99 – 60

NON-ACADEMIC SCORES: Pre-APE will no longer factor in daily work/homework or behavior as a part of
the total achievement grade. Communication regarding your student’s achievement in these areas will be
tracked in Skyward in a “no count” category. “Homework” in Pre-APE is the work we do outside of class
so we can have class. It is essential for the class to function. If students are not prepared and have not
done the required reading and pre-discussion activities our learning community (know as a class) will be
intellectually crippled.

Our learning community takes ALL of us to be successful. I will never assign “homework” that does not
have an immediate impact on what we are doing. It is your choice to be a prepared, active and
enlightened participant in this community. Your ability to be successful is tied to your commitment to the
goals of the learning community, if you choose not to work towards the goals you are missing out and
your assessment will show this trend.

Daily Work/Homework Rubric

Score   Standard      Achievement of Standard
4       Excellent     Student demonstrates the required knowledge and skills with a high degree of
                      effectiveness and completion.

                      Homework is turned in on time. All questions/required concepts are addressed in details
                      and in a thoughtful way. Demonstrates deep understanding of English concepts.
3       Proficient    Student demonstrates the required knowledge and skills with a considerable degree of
                      effectiveness and completion.

                      All questions/required concepts are addressed, but details are missing and/or concepts
                      and links are not conveyed clearly. Demonstrates proficient understanding of English

2         Near         Student demonstrates the required knowledge and skills with a limited degree of
          Target       effectiveness and completion.

                       Questions /required concepts are only partially addressed. Concepts and links are not
                       conveyed clearly (and/or homework is not turned in on time). Lacking sufficient
                       understanding of English concepts.
1         Below        Student has not demonstrated the required knowledge and skills. Extensive remediation
          Target       is required.
0          NE          No Evidence /Not Attempted

Behavior Rubric

Independent Work
    Fulfills responsibilities and commitments within the learning environment.
    Completes and submits class work, homework, and assignments according to timeline
    Independently monitors, assesses, and revises plans to complete tasks and meet goals
    Uses class time appropriately to complete tasks
    Follows instructions with minimal supervision
    Comes prepared to complete tasks

Self -   Regulation
         Monitors, controls, and suits behavior to task and learning environment
         Sets own individual goals and monitors progress towards achieving them
         Seeks clarification or assistance when needed
         Assesses and reflects on own strengths, areas of needs and interests
         Identifies learning opportunities, choices and strategies to meet personal needs and achieve goals
         Perseveres and makes an effort when responding to challenges

Score     Standard     Achievement of Standard
4         Excellent    Student always take a voluntary, thoughtful, and active role in their own learning,
                       challenging themselves on a daily basis. Through participation and inquiry, they
                       consistently demonstrate a genuine desire to learn and share ideas with the teacher
                       and their classmates. They initiate discussions, ask significant questions, and act as
                       leaders within the group. They are willing to take risks, to assert an opinion and
                       support it, and to listen actively to others. They are always well prepared to
                       contribute to the class as a result of having thoughtfully completed assignments, and
                       the thoroughness of their work demonstrates the high regard they hold for learning.
3         Proficient   Student consistently takes an active role in their own learning. They participate
                       regularly in class discussions and frequently volunteer their ideas, ask thoughtful
                       questions, and defend opinions. They listen respectfully to their classmates and are
                       willing to share ideas as a result of having completed assignments. Though never
                       causing disruption to the class, they do not always demonstrate a consistent
                       commitment to make the most out of our class time each and every day.
2         Near         Student sometimes takes an active role in their own learning, sharing relevant ideas
          Target       and asking appropriate questions. Although reluctant to take risks, they contribute
                       regularly to class discussions. These students listen to their classmates and respect
                       their opinions. As a result of having completed assignments, they are prepared to
                       answer questions when called upon. They may need occasional reminders to stay on
                       task, to make the most of our class time, and to increase their level of commitment to
                       the course
1         Below        Student occasionally takes an active role in their own learning. They participate and
          Target       ask questions infrequently. They hesitate to share their ideas or to take risks, and
                       they may not always listen to or respect the opinions of others. They usually
                       participate only when called upon. As a result of assignments being sometimes
                       incomplete or missing, they may not be prepared to answer thoughtfully with detail or
                       substance. They need regular reminders to stay on task, and a conference with the
                       teacher and parent(s) is required to re-establish the expectations for participation.
0      No          Student rarely takes an active role in their own learning. They often do not participate
       Evidence    and rarely share ideas or ask questions. These students display poor listening skills,
                   and they may be intolerant of the opinions of others. As a result of being unprepared
                   for or disengaged from class, they often refuse to offer ideas even when called upon.
                   They are more of a liability than an asset to the overall progress of the class, and a
                   conference with the grade-level administrator and parent(s) is required to re-establish
                   classroom expectations and identify clear consequences for inappropriate participation.

       *Extra Credit: There will be no extra credit opportunities so please focus all energy on the
learning at hand.

CLASSROOM & STUDENT EXPECTATIONS: Standards of expected behaviors in my classrooms are 4
simple behaviors: Be Prepared, Be Respectful, Be Responsible, Be Safe.

     Progressive Discipline: our classroom needs to maintain a rigorous academic environment. Due to
     the nature of our learning community behavior disruptions destroy our learning rather quickly. I ask
     that you maintain this community’s academic integrity.
          1st Time: Warning
          2nd Time: - Behavior Intervention Form (BIF): Sent to the pod / communication home

            3rd Time: - BIF or sent to office/reflection room (ISS) and communication home
            Severe Disruption and you will be sent to ISS or Office immediately and communication
            See Student Handbook for further consequences.

     Positive Reinforcement:
         Enjoy learning.
         Receive an uninterrupted education.
         Receive a good grade because you, the student, chose to learn and devote your time to the

     Absent: Please follow the Student Handbook on absent policy. Due to the interactive nature of our
     learning community your absence will be felt deeply. I ask that you maintain this community’s
     academic integrity by checking in with your study partner and getting the class assignments from the
     wiki page prior to your return. It is your responsibility to know what you missed and communicate
     with me upon your return.

     Tardy: Please follow the Student Handbook on Tardy policy. Our 10/10 and Start on Time policies
     are intended for students to arrive on time to class and stay in class. If you find yourself excessively
     tardy, you will come to the attention of Student Court.

ACADEMIC DISHONESTY: This applies to both written work and oral presentations. Examples of
academic dishonesty include, but are not limited to, the following: the willful giving or receiving of an
unauthorized text, unfair, dishonest, or unscrupulous advantage in academic work over other students
using fraud, duress, deception, theft, trickery, talking, signs, gestures, copying, or any other
methodology. Academic Dishonesty will be reported on your permanent record.

     Plagiarism: This applies to both written work and oral presentations. Examples of plagiarism:
     submitting or presenting another person’s work as one’s own without proper documentation,
     including downloaded information from the Internet; using another student’s material without proper
     approval. A collective brain is a good thing, but you need to think for yourself.

     Cheating: Giving or receiving information during a test, quiz, and/or class work assignment without
     teacher authorization; using hand signals, gestures, and the like during tests or quizzes to
     obtain/give information; using unauthorized materials during a test or quiz.

                                “Much effort, much prosperity.” – Euripides
As a culmination of the course, it is expected for students to take the AP English Literature and
Composition exam. A grade of 4 or 5 on this exam is considered equivalent to a 3.3-4.0 for comparable
courses at the college or university level. A student who earns a 3 or above will be granted college credit
at most colleges and universities throughout the U.S.

This course has been approved by the College Board after submitting to an extensive audit, therefore, we
must require that all students enrolled in the course take an official AP Exam as a final assessment of the
standards therein. To meet this requirement, students may do one of the following:

Take the official AP English Literature and Composition Exam: time and day TBD (fee required, payment
plans and financial assistance available to qualified families)

Note to Parents/Guardians: Your student will have daily homework. This homework will take the form
of nightly readings and responses, and, routinely, larger writing assignments. You can contact the class
wiki at to verify what your student should be working on. If you have
any questions or concerns, please feel free to email me.


   Key Ideas and Details
   1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite
      specific textual evidence when writing or speaking to support conclusions drawn from the text.
   2. Determine central ideas or themes of a text and analyze their development; summarize the key
      supporting details and ideas.
   3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

   Craft and Structure
   4. Interpret words and phrases as they are used in a text, including determining technical,
      connotative, and figurative meanings, and analyze how specific word choices shape meaning or
   5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of
      the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
   6. Assess how point of view or purpose shapes the content and style of a text.

   Integration of Knowledge and Ideas
   7. Integrate and evaluate content presented in diverse formats and media, including visually and
      quantitatively, as well as in words.
   8. Delineate and evaluate the argument and specific claims in a text, including the validity of the
      reasoning as well as the relevance and sufficiency of the evidence.
   9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to
      compare the approaches the authors take.

   Range of Reading and Level of Text Complexity
   10. Read and comprehend complex literary and informational texts independently and proficiently.


   Text Types and Purposes
   1. Write arguments to support claims in an analysis of substantive topics or texts, using valid
      reasoning and relevant and sufficient evidence.
   2. Write informative/explanatory texts to examine and convey complex ideas and information clearly
      and accurately through the effective selection, organization, and analysis of content.
   3. Write narratives to develop real or imagined experiences or events using effective technique, well-
      chosen details, and well-structured event sequences.

  Production and Distribution of Writing
  4. Produce clear and coherent writing in which the development, organization, and style are
     appropriate to task, purpose, and audience.
  5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
  6. Use technology, including the Internet, to produce and publish writing and to interact and
     collaborate with others.

  Research to Build and Present Knowledge
  7. Conduct short as well as more sustained research projects based on focused questions,
     demonstrating understanding of the subject under investigation.
  8. Gather relevant information from multiple print and digital sources, assess the credibility and
     accuracy of each source, and integrate the information while avoiding plagiarism.
  9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

  Range of Writing
  10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter
      time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.


  Comprehension and Collaboration
  1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups,
      and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’
      ideas and expressing their own clearly and persuasively.
           Come to discussions prepared having read and researched material under study; explicitly
              draw on that preparation by referring to evidence from texts and other research on the topic
              or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
           Work with peers to set rules for collegial discussions and decision-making (e.g., informal
              consensus, taking votes on key issues, and presentation of alternate views), clear goals and
              deadlines, and individual roles as needed.
           Propel conversations by posing and responding to questions that relate the current
              discussion to broader themes or larger ideas; actively incorporate others into the
              discussion; and clarify, verify, or challenge ideas and conclusions.
           Respond thoughtfully to diverse perspectives, summarize points of agreement and
              disagreement, and, when warranted, qualify or justify their own views and understanding
              and make new connections in light of the evidence and reasoning presented.
  2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually,
  quantitatively, orally) evaluating the credibility and accuracy of each source.
  3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any
  fallacious reasoning or exaggerated or distorted evidence.

  Presentation of Knowledge and Ideas
  4. Present information, findings, and supporting evidence clearly, concisely, and logically such that
      listeners can follow the line of reasoning and the organization, development, substance, and style
      are appropriate to purpose, audience, and task.
  5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements)
  in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
  6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
  indicated or appropriate.

  Conventions of Standard English
  1. Demonstrate command of the conventions of standard English grammar and usage when writing or
  1. Demonstrate command of the conventions of standard English capitalization, punctuation, and
     spelling when writing.
Knowledge of Language
2. Apply knowledge of language to understand how language functions in different contexts, to make
   effective choices for meaning or style, and to comprehend more fully when reading or listening.

Vocabulary Acquisition and Use
3. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using
   context clues, analyzing meaningful word parts, and consulting general and specialized reference
   materials, as appropriate.
4. Demonstrate understanding of word relationships and nuances in word meanings.
5. Acquire and use accurately a range of general academic and domain-specific words and phrases
   sufficient for reading, writing, speaking, and listening at the college and career readiness level;
   demonstrate independence in gathering vocabulary knowledge when considering a word or phrase
   important to comprehension or expression.

Student / Parent contract for Ms. Hummel
Parents and Guardians: Please be sure to read over and discuss my classroom expectations and
procedures with your child. Sign the Student / Parent contract to verify your understanding.
I have read and I understand the Honors English program expectations and will commit to demonstrating
them to the best of my ability at all times.

Print student name_____________________________________________________________

Student signature ______________________________________________ Date ___________

Print Parent/Guardian name ______________________________________________________

Parent/Guardian signature _______________________________________Date ____________

Parent Email

Daytime phone number __________________________________________

Students & Parents/Guardians: Please include any information that will help make you/your student
successful this year. Thank you.

Student / Parent contract for Ms. Hummel
Parents and Guardians: Please be sure to read over and discuss my classroom expectations and
procedures with your child. Sign the Student / Parent contract to verify your understanding.
I have read and I understand the Honors English program expectations and will commit to demonstrating
them to the best of my ability at all times.

Print student name_____________________________________________________________

Student signature ______________________________________________ Date ___________

Print Parent/Guardian name ______________________________________________________

Parent/Guardian signature _______________________________________Date ____________

Parent Email

Daytime phone number __________________________________________


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