English Literature and Composition

Document Sample
English Literature and Composition Powered By Docstoc
					Susan Miller Dorsey High School and Magnet Center AP English Literature and Composition Mrs. Kinney Syllabus
Course Overview and Expectations:  My thematic organization for the year (―Quest for Power – Combating Stereotypes‖) is exciting and broad enough for students to understand the connection to each text that we will be reading.  Our year is divided into six thematic units which are developed around core texts and accompanied by texts of shorter lengths and of various genres to include non-print texts. In brief, each unit is a multi-genre study.  Students should expect to develop and complete (per semester) 3-4 papers (3-5 pages each) outside of class, 3-5 in-class analysis papers, and a variety of quizzes/short test assignments to include timed writes and practice multiple choice tests taken from prior AP exams per semester.  Students are never without a reading or writing assignment during the school year. My goal is to prepare students for the Literature exam in May.  Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.  Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.  Students will actively read and take Cornell Notes to aid in understanding fiction as social commentary.

Understandings: Students will understand that: • Literature provides a mirror to help us understand ourselves and others. • Writing is a form of communication across the ages. • Literature reflects the human condition. • Literature deals with universal themes, i.e., man vs. man, man vs. nature, man vs. self, man vs. God.

Essential Questions: Aside from developing their own essential questions, students will discuss: • How does literature help us understand ourselves and others? • How has writing become a communication tool across the ages? • How does literature reflect the human condition? • How does literature express universal themes? Major concepts/content AP English Literature and Composition is designed to be a college/university-level course. This course will provide students with the intellectual challenges and workload consistent with a typical undergraduate university English literature/Humanities course. As a culmination to the course, students will take the AP English Literature and Composition Exam given in May. 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 grade of 3 or above on the exam will be granted college credit at most colleges and universities throughout the United States.

Course Goals 1. To study representative works from various genres and periods (from the sixteenth to the twentieth century) but know a few works extremely well. 2. To carefully read and critically analyze literature. 3. To understand a work’s complexity, to absorb richness of meaning, and to analyze how meaning is embodied in literary form. 4. To 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. 5. To consider the social and historical values a work reflects and embodies. 6. To write focusing on critical analysis of literature including expository, analytical, and argumentative essays as well as creative writing to sharpen understanding of writers' accomplishments and deepen appreciation of literary artistry. 7. To become aware through speaking, listening, reading and chiefly writing of the resources of language: connotation, metaphor, irony, syntax, and tone. Required Texts and Materials In the AP Literature and Composition course, the student should consider obtaining a personal copy of the various novels, plays, epics, poems, and short fiction used in the course. You may purchase copies from a local new or used bookstore, or from an online book source. If available, you may check out books from your school’s English Department. All titles may also be found in the local library branches. Some of the works used can also be accessed online.

Preliminary list of novels, dramas and anthologized material: • Song of Solomon, Toni Morrison • Native Son, Richard Wright • Frankenstein, Mary Shelley • A Doll House, Henrik Ibsen • Othello, William Shakespeare ―The Ones Who Walk Away From Omelas,‖ Ursula LeGuinn • Short Fiction, Essays, and Poetry—as selected from Perrine’s Literature—Structure, Sound, and Sense – 9th Edition, Thomas R, Arp and Greg Johnson, Editors Performance Tasks:  Timed essays based on past AP prompts  Essay questions as required of college-level writers  Reading/responding/analyzing novels, drama, fiction, non-fiction and poetry  Imaginative writing includes but is not limited to: poetry and imitative  Literary analysis papers—expository and persuasive  Personal essay  Graphic organizers, double-entry journals, paragraph responses, questions  Students will create their own essential questions and use them in Socratic Seminar and small groups to explore meaning by using textual support. Writing Expectations As this is a literature and a composition course, students will be expected to use every assignment that involves writing to practice their best composition skills. Composition assignments will include: statements, paragraphs, timed writes (essay tests), and formal essays (personal, expository and argumentative). No matter the kind of writing assigned, students’ best composition skills should be practiced. We will work with various composition constructions, Standard Written English, sentence variety, and word choice. Pre-Course Assignment • Actively read Kaffir Boy and be prepared to write your first analytical essay during week 1.

Semester I Unit 1: ―Some glad mornin’…I’ll fly away‖
Core Novel: Song of Solomon, Toni Morrison Short Stories and Excerpts:  ―The Myth of Daedelus and Icarus‖  Virginia Hamilton’s ―The People Could Fly‖  Excerpt from Paule Marshall’s Praisesong For the Widow Poetry: ―To a Friend Whose Work Has Come to Triumph‖ 6 weeks

Essential questions: What does the term flight mean? Can the meaning differ depending of the cultural or ethnic group? How does Morrison use this term as a culturally specific key element in the text? Through class discussions and writing assignments, students will display the ability to draw parallels and distinctions between the above listed texts. From their evidence, students will determine and support meaning, the human condition, and cultural relevance. Unit Expectations: Students will gain experience with:  Creating their own essential questions  Identifying and exploring symbols and other figurative devices  Socratic Seminar  Close reading  On-demand writing and evaluation with the use of a scoring guide  Outside analytical essay writing and student generated scoring guide

Unit 2: Personal Essay for College Admission/Scholarship Application
2 Weeks • Writers often use the personal reminiscence/personal essay/essay of experience to state an opinion, explain a viewpoint, clarify the significance of a person or event. • The personal essay may take one of three forms: personal essay, personal reminiscence, and essay of experience. Unit Objectives • Students will explore ideas about themselves to determine their topics for writing. • Students will understand and work with personal writing including but not limited to anecdote, dialogue, details, language, syntax, and varied structures. • Direct composition instruction on introduction/openings, voice, use of firstperson pronouns, apostrophe, and conventions o Students will work with conventions of Standard Written English. o Students will participate in peer editing, rewriting/revising • Students will complete at least one personal essay for college admission.

Unit 3: Socially Created Monsters
9 Weeks Novels: Frankenstein, Shelley Native Son, Wright

Non-Print: Political Cartoon from Spain, 1873 Non-fiction: The Lynching of Claude Neal Short Story: ―The Ones Who Walk Away From Omelas‖ Essential Questions: Is rage inflicted upon society the result of social abandonment/rejection/isolation? How does the creation of ―a monster‖ parallel to the ills within our society? Unit Expectations  Students will explore society as ―Creator‖  Students will begin thinking about how society can impact human behavior  Formal analysis/literary paper comparing and contrasting the tragic fate of both protagonists in both core novels. Essay will be expository and analytical in nature. Students will write, edit, and rewrite. Paper will emphasize imagery and dramatic irony and will work with incorporating quotes, word choice, syntax and understanding of the dialogue and details presented as support to writing. Direct composition instruction: active verbs, clear viable thesis statement, incorporation of lines and dialogue, conventions as necessary.  Timed write on tragedy, including scoring guide.  Student led Socratic Seminar – Social vs. Personal Responsibility

Semester II
Unit 4:Introduction to Poetry 4 Weeks Text: Perrine’s Literature – Structure, Sound, and Sense – 9th Edition Titles: ―Ars Poetica,‖ Archibald MacLeish ―Introduction to Poetry,‖ Billy Collins ―My Mistress’ Eyes,‖ Williams Shakespeare ―Sonnet XV,‖ Edmund Spenser ―To His Coy Mistress,‖ Andrew Marvell ―My Last Duchess,‖ Robert Browning ―Dream Deferred,‖ Langston Hughes ―Ballad of Bermingham,‖ Dudley Randall ―Between the World and Me,‖ Richard Wright Students will learn that: • Reading poetry well means responding to it: if one responds on a feeling level, he or she is likely to read more accurately, with deeper understanding, and with greater pleasure. • Reading poetry accurately, and with attention to detail, will enable one to respond to it on an emotional level. • Reading poetry involves conscious articulation through language and emotional response very early on. • Paying close attention to the text in poetry makes one appreciate, and understand, texts and its possibilities.

Unit Expectations: Students will study and analyze poems from the Renaissance through the Civil Rights era. In addition, students will practice with:  Introduction: Essay of analysis. This essay is a literary analysis (expository)—Richard Wright’s ―Between the World and Me‖ including teacher model and rubric. Essay will be shared in class and emphasis will include form, paraphrase, imagery, syntax, and poetic language paying particular attention to SOAPS  Ballads  Sonnets—study and analyze multiple sonnets, write an original sonnet  Dramatic Poetry  Timed Write—literary analysis comparing and contrasting two poems including samples and scoring guide, direct composition instruction: comparison and contrast, and thesis statement  Multiple-choice practice exams

Unit 5:

―To fit, or not to fit…‖

4 Weeks Core Text: A Doll House, Henrik Ibsen, taken from Perrine’s Literature— Structure, Sound, and Sense Short Story: ―Cinderella,‖ Walt Disney Poetry: ―Cinderella,‖ Anne Sexton Essay: ―Cinderella’s Stepsisters,‖ Toni Morrison Essential Questions: Does society continue to view women as ―the weaker vessel?‖ How should women be viewed? How does society reinforce the belief that men should lead and women should follow? Unit Expectations:  Students will conduct a brief study on societal gender stereotypes through fiction, some of which has been passed down through generations  Students will continue to analyze symbolism used in fictional works and the social impact of each  In small groups, students will discuss the relevance of such stereotypes as they relate to our society  In small groups, students will create and present a symbols chart taken from the texts and will discuss the relevance of each symbol as it relates to the work overall.  Students will write a comparison paper using A Doll House and one of the other three texts Unit 6:―Jealousy is as cruel as the grave…‖ 6 Weeks Core Text: Othello, the Moor of Venice, taken from Perrine’s Literature— Structure, Sound, and Sense Poem: ―Porphyria’s Lover,‖ Robert Browning Film: Othello, starring Lawrence Fishbourne

Essential Questions: Is it safe to say that society is becoming more accepting of interracial couples? Can society cause those in interracial relationships to experience jealousy and rage? How is jealousy as cruel as the grave? Who should we blame for Desdemona’s death? How would you characterize Othello (the character)? Unit Expectations:  This study addresses Othello as a tragic hero  We will study Shakespeare’s language, form, and function of tragedy  We will have a student led Socratic seminar on the correlation between Othello and our societal views of stereotypes and racism  Literary analysis paper AP Exam After the Exam During the period after the AP Exam, I have given students the opportunity to complete their research project that we start the beginning of the second semester. Although our school has deadlines for each step of the process, AP students receive extensions because of the intensive preparation for the exam. In addition, I have used Brave New World, a science fiction book that prompts students to discuss the issues such as cloning and stem cell research. The final piece of writing is the final draft of students’ research papers. In class writing consists of two types: free-response questions taken from past AP exams and tests that I create based on books we read as a class. Tests on books consist of passage identification to include say/mean/matter, short answer questions, and one essay (based on questions students are likely to see on the AP Exam). Papers prepared outside of class weigh more than essays written in class. The research paper is equal to two papers. I use portions of the multiple choice sections of past AP exams. I also quiz students periodically on their reading, using passage-identification and short answers. Percentage Breakdown: Quizzes Research Paper Essays, Tests 10% 15% 75%