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					Advanced Placement English 12 Literature and Composition Course Syllabus

Renee Brown Thompson High School r5brown@shelbyed.k12.al.us

Overview This course will offer learning experiences equivalent in pace, scope, depth and methodology to a freshman college literature and composition course. The curriculum will also comply with the Alabama Course of Study and Shelby County requirements for English 12; therefore, the AP strategies and skills will be intertwined with a survey of British literature from the Anglo-Saxon period to the 20th century. Course Objectives One obvious objective is for you to pass the AP exam in May…with a five! The means to that end—and the overarching objective—is to enhance close reading- and accurate writing skills through lively personal and scholarly interaction with significant literature and—in response—the careful crafting of a variety of significant composition styles. (Reading—Thinking—Writing) Required Texts (provided by THS)

Literature, The Reader’s Choice: British Literature. Jeffrey D. Wilhelm, PhD, Ed. NY: Glencoe, 2009. Meyer, Michael. The Bedford Introduction to Literature: Reading – Thinking – Writing. Boston:
Bedford/St. Martin’s, 2008.

MLA Handbook for Writers of Research Papers . Sixth Edition. Joseph Gibaldi, Ed. NY: MLAA, 2003. Murfin, Ross and Supryia M. Ray. Bedford Glossary of Critical and Literal Terms. Boston: Bedford/St.
Martin’s, 2003. Additional Texts – I will assign outside novels, plays, and/or anthologies with ample time for you to obtain a copy from a library or bookstore of your choice. Advisory about the literature – Shelby County Board of Education has selected the primary text because it is a highly regarded college freshmen book. All supplemental literature is recognized as College Board AP canon; however, many of these works contain mature situations, language, and themes. Remember that AP English 12 Literature and Composition is an elective course. You have maturely chosen this endeavor and will undoubtedly choose to respond maturely to the content and themes of the literature. Required supplies and materials (please bring to class on or before Monday, August 11, 2008)  Three-ring binder (filled with plenty of paper) dedicated to this class only.  Pencils, pens, highlighter Course Outline - First Quarter Welcome to AP Lit and Comp August 13 – 14, 2009 8/13 – Reading vs. ―reading about‖ demonstration with MWDS distribution; Procedures overview; Levelized question introduction using Brueghel and friends; syllabus read-through. HW: Select painting/photograph for ekphrastic poem project; MWDS for summer reading; find AP Starting Point Terms on Quizlet.com. 8/14 – Code of Conduct extravaganza (open-book test) and lateral learning opportunity for MWDS completion. Reminder: MWDS for Jane Eyre and A Doll’s House are due Monday.

Fun with Summer Reading! August 17 – 21, 2009 8/17 – Jane Eyre and A Doll’s House themes/motifs/character review in small groups; large group discussion to prepare for in-class essay; essay rubric overview; vocabulary Unit One (quiz Friday). Jane Eyre and A Doll’s House MWDS due at the EOP. HW: Prepare for essay. 8/18 – In-class essay: plan and craft a well-supported response to one of two prompts pertaining to Jane Eyre and A Doll’s House. HW: Spend time with ekphrastic poem project, VocU1, and/or 1984. 8/19 – 1984 and Gospel According to Larry themes/motifs/character review in small groups; large group discussion to prepare for in-class essay; 1984 MWDS due at EOP. HW: Continue work on ekphrastic poem presentation (due Friday) and study VocU1. 8/20 – In-class essay: plan and cleverly craft a well-supported response to one of two prompts pertaining to 1984 or GALarry. HW: Complete ekphrastic poem project (due tomorrow) and study for vocab quiz. 8/21 – VocU1 quiz; ekphrastic poem presentation party. College and College Board Prep August 24 – 28, 2009 8/24 – College admissions resume assignment; summer reading essays returned for review/discussion; VocU2 assignment and AP Starting Point Terms established using Quizlet. com. HW: draft college admissions essay; gather data for resume. 8/25 – Admissions essay draft peer review/editing session; resume format options overview. Bedford text distribution. HW: polish essay (due Thursday), write resume (due Thursday), study VocU2 and continue to review AP starting point terms (Make a note to bring book back to class August 31.) 8/26 – AP Test format and strategies overview using AP Test Prep workbooks and lecturette. Sample essay calibration exercise. HW: Complete college admissions essay and resume. Remember to bring your work on paper AND electronically to save to school directory. 8/27 – College admissions essay and resume due (submit on paper AND save in your personal file on the THS student directory); AP multiple choice test strategies and practice test. HW: study vocab. 8/28 – VocU2 quiz; MC test journal/tracking system set-up. Reading Fiction Responsively: The Short Story August 31 – September 11, 2009 8/31 – VocU3 assigned. Read READING FICTION RESPONSIVELY, pp. 13 - 22 in the Bedford, including ―Story of an Hour‖ by Chopin, sample annotation and student essay. VocU3 HW: read ―The Chaser‖ by John Collier. Annotate the story as your read it ; draft an essay in which you analyze Collier’s purpose and explain how he uses literary techniques to economically create this meaning. 9/1 - Share and workshop the essay drafts. File drafts. Scan the section about formula fiction on pages 23 – 38 including excerpts of A Secret Sorrow (excerpts) by Van der Zee. New term: epigraph. Read and discuss the epigraph on page 39. HW: Read ―A Sorrowful Woman‖ by Gail Godwin, pp. 39 – 43. Write 4 level one questions w/correct answers, 3 level two questions w/your interpretation, and 2 level three questions w/your speculation/extension for the Godwin story. 9/2 – Take AP Starting Point Vocabulary test. Submit levelized questions; play inner circle/outer circle. HW: Draft an essay in which you analyze Godwin’s purpose and explain how she uses literary techniques to create this meaning. 9/3 – Share and evaluate essay drafts in workshop setting. Review the Collier and Godwin essays; select one to perfect. Perfected essay will be due September 9, 2009. HW: study VocU3; work on essay. 9/4 – AP multiple choice practice test. Scan and add the results to your tracking log. HW: enjoy your long weekend. See you Tuesday. 2

Temporary syllabus addendum – AP Lit and Comp

9/1 – Labor day; do not labor. 9/2 – Vocab unit FOUR – MC test words! Daily writing: What is literature? Walk through ―outer circle, inner circle‖ using three level one questions and one each of the level two and three questions found in last week’s reading journal assignment. Segue to the ―canon‖ for the AP exam. Take notes on and discuss AP test structure, with special attention devoted to the types of essays and the types of multiple-choice questions. Handouts to be filed in AP test section notebook include works referenced on AP open questions since the 1970’s, scoring information, and College Board website specifics. Receive second summer reading essay. Choose one of the two drafts to revise. Typed, perfected, MLA-formatted 200point essay due one week from today. HW: Read ―Three Girls‖ (p.77) and write in reading journal: 5 – 10 level one questions AND ANSWERS to highlight significant elements of setting, character, conflict(s), diction, point of view; 3 – 6 level two questions to focus on details, the ending, the mood of the piece; 1 – 3 level three questions to reflect on what you perceive to be a theme of the work. 9/3 – Daily writing – Answer one of your level three questions; be persuasive and confident in your response. Conduct inner circle/outer circle for this work. Read ―Summer‖ (p. 376). Record notes in reading journal: in the first column, list level one-type details; in the second column, list level two and three observations: motifs, symbols, use of detail, how point of view affects the tone, what theme(s) is/are successfully communicated… HW: study vocab/work on essay revision 9/4 – Daily writing – How does imagination or perception v. reality play a role in these stories? Discuss. Read ―Love in the Air‖ (p. 84) recording notes in the same manner as for ―Summer.‖ Discuss the elements of imagination/perception v. reality affect the tension levels in all three works. What other commonalities are noteworthy? Now what is distinctly different? Settings? Point of view? Share responses and—in small groups, draft two thesis statements. Individually, choose one thesis statement to develop into a theoretical paper by completing a graphic organizer. GO due at EOP tomorrow. 9/5 – Vocab Unit Four Quiz. AP Multiple Choice Practice Test!! 30 minutes (1/2 the questions of a full 60 min. MC test) =============================================

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9/8 – Vocab Unit Five! Debrief after distributing the results from last week’s Multiple Choice Practice Test. Evaluate the success/failure rate for distinct TYPES of questions. Set goals for next MC test. Back in the book! Read Chopin’s ―The Story of an Hour‖ together; discuss using elements on pages 48 – 50. (Also, document accordingly in Reading Journal section of your notebook.) Read Gail Godwin’s ―A Sorrowful Woman.‖ 8/27 – Write a brief in-class response to last night’s reading; discuss Chopin’s surprising short story; discuss formula fiction elements (pp. 23 – 30); read two stories—stopping to predict/compare: Van der Zee’s A Secret Sorrow (excerpts) and Gail Godwin’s ―A Sorrowful Woman.‖ HW: complete ―A Sorrowful Woman,‖ complete reading journal entries for each work; write 4 level one questions (provide correct answers), 3 level two questions (provide your opinion), and 2 level three questions (provide your speculation/extension) for the Godwin story. 8/28 – Submit levelized questions; play inner circle/outer circle. HW: Draft an essay using the following prompt: ―Serious literature is more _____ than formula fiction because _____.‖ Use Secret Sorrow and ―Sorrowful Woman‖ for your primary data to support each claim. Be persuasive!

9/4 – Submit essay draft. Read ―Killings‖ (p. 107) and generate levelized questions—discuss. HW – Read ―A Rose for Emily‖ (p. 95) and generate 5 level one questions, 3 level two and 1 level three. 9/5 – VOCAB UNIT FOUR quiz. Discuss ―A Rose for Emily‖ using last night’s questions.
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9/8 – Read ―Barn Burning‖ (p. 499) using close reading questions handout and study questions on pp. 510511. Generate graphic organizer that effectively compares and contrasts all three works. (See 9/3). HW: Essay draft due at BOP. VOCAB UNIT FIVE 9/9 – Submit essay draft. Compare this draft with the previous draft. Select one to hone to perfection. MLA style formatted (and cited) essay due BOP Friday, 12/12. 9/10 – Close reading exercise/multiple choice practice test for prose selection. HW: work on formal essay 9/11 – Debrief multiple-choice answers; analyze types of questions/error frequency, etc. Read ―Miss Brill,‖ taking copious notes in reading journal. In pairs (or individually) carefully craft a bank of multiplechoice test featuring two questions of each type. Due at EOP. HW: Complete essay 9/12 – Submit perfected essay. VOCAB UNIT FIVE quiz. Administer multiple-choice test to rival teams. Score them; gloat, etc.
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Approaches to Fiction: the novella September 15 - 26, 2008 9/15 – Intro to Heart of Darkness by Joseph Conrad. VOCAB UNIT SIX. Begin MWDS and reading journal file-ette. Begin (p. 65 in combo edition) and read through the top of page 83. (Begin in class and complete through ―…woolly head fall on his breastbone‖ on the top of p. 83.) 9/16 – Share journal questions/answers. Complete part one (in-class and for homework). 9/17 – Demonstrate level one, two and three grasp of part one. Read/document/discuss Part II, pp. 4

99 – 113 ―…white blindness of the fog‖ (in-class and for homework). 9/18 – Share journal questions/answers. Complete part two (in-class and for homework). 9/19 - Demonstrate level one, two and three grasp of the part two. VOCAB UNIT SIX quiz. Read part III through p. 144 ―…not much heavier than a child‖ (in-class and for HW—sorry!)
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9/22 – Discuss part III so far. Complete the novella (in-class and for homework)!  VOCAB UNIT SEVEN. HW: work on the MWDS (due 9/25) 9/23 – Discuss conclusion of inner narrative and reconnection with the frame. Read three practice free response questions. Complete provided graphic organizers for each one. 9/24 – Using the graphic organizer of your choice, complete a timed free response essay – 40 minutes. 9/25 – Submit MWDS. Tackle multiple choice practice test using HoD passages. 9/26 – VOCAB UNIT SEVEN quiz. Review rubric; calibrate free response essays. Say, ―Farewell‖ to Heart of Darkness …sort of. British Lit – Anglo-Saxon/Medieval periods September 29 – October 14, 2008 9/29 – Anglo-Saxon cultural lecture/discussion (three big ideas). VOCAB UNIT EIGHT. Language development demonstration; memorization assignment. Begin Beowulf. HW – complete Beowulf through p. 34, line 420. 9/30 – Discuss scops, big ideas 1 and 2, Comitatus/wyrd/wergild. Read ―Battle with Grendel’s Mother‖ and discuss. Begin ―Battle with the Dragon‖ on p. 38…look for elegiac elements as you read through the end of that section (p. 49). 10/1 – Demonstrate understanding of that section. Read ―Funeral Fire.‖ Write/present a eulogy. Epic Hero for Today assignment (handout). 10/2 – In-class essay; timed free response practice using Beowulf passage as the text. HW: rehearse/complete epic hero assignment. 10/3 – VOCAB UNIT EIGHT quiz. Epic Hero for Today presentations.
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10/6 – Intro to the General Prologue to the Canterbury Tales. (Memorization practice, too). VOCAB UNIT NINE. Begin character grid to track indirect characterization details, and both reliable and ironic direct characterization. HW: finish through the 12th character, the Cook, p. 104. 10/7 – Continue tracking characters through gen prog; chart 13 – 23. Say memorization for 15 bonus points.HW: complete chart and write paragraph (choose prompt from bank of three). 10/8 – Short answer study questions—due at EOP. Say memorization for 10 bonus points. HW: Read ―The Pardoner’s Tale‖ and complete irony worksheet. 10/9 – Discuss the lovely irony from last night’s reading. Place bellringer in sealed envelope! Read ―The Wife of Bath’s Tale.‖ Complete reflection questions individually. Say memorization for 5 bonus points. (Time limited today...plan ahead). 10/10 – VOCAB UNIT NINE quiz. Discuss reflection questions from yesterday. Begin fictional character descriptive essay using indirect and direct characterization; also include a healthy dose of irony. Say memorization—last day! Enjoy your three-day weekend.
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Annotated Bibliography/British Lit – Renaissance 10/13 – Teachers work; you relax

October 14 – November 7, 2008

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10/14 – Share descriptive essays. VOCAB UNIT TEN. Create visual/physical/symbolic representations. Begin Annotated Bibliography Research Project. (handout review) HW: preliminary research; five candidates due at BOP 10/15 – Discuss five candidates; vie for positions if necessary. Select author and begin research in earnest. (Computer lab ______). HW: Continue research at home. 10/16 – Begin Renaissance! Read Spenser’s ―Sonnet 30‖ and ―75.‖ TPCASST each. Draft a thesis statement that would establish a supportable, specific claim. Share. HW: Read Marlowe’s ―Passionate Shepherd to His Love‖ (p. 277) and ―The Nymph’s Reply to the Shepherd‖ by Sir Walter Raleigh (p. 279). Draft a thesis statement that establishes a supportable, specific claim about what contributes to the tone(s) of these works. 10/17 – Renaissance drama introduction. (KWL about it…)

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