Major Works Data Sheet the Importance of Being Earnest by otw54778


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									                         Advanced Placement Literature and Composition Course Syllabus
                                                 Mrs. Sandy Caldwell
Voice Mail: 622-3255 x 4299                           Room 242                      E-mail:
“Rigorous curriculum is a greater factor in determining college graduation rates than class standing, standardized
test scores, or grade point average” (Adelman 1999).

                                                  Course Description
          “An Advanced Placement English course in Literature and Composition should engage students in the
careful reading and critical analysis of imaginative literature. Through close reading of selected texts, students
should deepen their understanding of the ways writers use language to provide both meaning and pleasure for their
readers. As they read, students should 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” (Advanced Placement Course
          AP English is designed to be a challenging, engaging exploration of literature as art. The course will be a
seminar course (more dependent on class discussion rather than on teacher lecture). Students thus carry
considerable intellectual responsibility for course preparation. This class is a joint venture between the teacher and
students, not a “teacher monologue”; student participation is essential to understanding, growth, and refinement of
          The reading selections and writing assignments are rich and challenging; the pace of the class will be
intense. The goal of the course is to prepare the student for the AP exam, for college, and for life beyond the
classroom. Students should be motivated and prepared to work on a college level.

                                               Explanations and Goals
In Advanced Placement Literature and Composition, students will
    1. write and revise compositions to explicate given literary selections;
    2. write and revise critical essays that explicate poetry, including considerations of structure and style as they
        affect content;
    3. explicate, in discussion or critical essay, short prose narratives;
    4. explicate, in discussion or critical essay, selected novels and complementary plays
    5. write, and/or present orally, critical analyses of plays, differentiating dramatic literature from other genres;
    6. write, and/or present orally, critical analyses that explain historical development of techniques and thematic
        emphases of modern drama as differentiated from classical and Shakespearean drama;
    7. examine, in discussion and critical essay, the logic, language, syntax, structure, and tone of short nonfiction
        prose passages, as those elements combine to produce an effect on the reader;
    8. write documented evaluative and expository essays on topics relating to literature;
    9. develop and practice procedures for answering objective and subjective test items such as those appearing
        on the Advanced Placement Examination in English Literature and Composition.

                                              Preliminary Class Texts

Summer Reading
Beowulf – translation by Seamus Heaney
Extremely Loud and Incredibly Close - Jonathan Safran Foer
How to Read Literature Like a Professor - Thomas C. Foster

Novels / Plays
Oedipus Trilogy – Sophocles                                              Death of a Salesman – Arthur Miller
Grendel – John Gardner                                                   Heart of Darkness – Joseph Conrad
Brave New World – Aldous Huxley                                          The Awakening – Kate Chopin
A Doll’s House – Henrik Ibsen                                            Brave New World – Aldous Huxley
The Importance of Being Earnest – Oscar Wilde                            The Kite Runner – Khaled Hosseini
Hamlet – William Shakespeare                                             Jane Eyre – Charlotte Brontë

Various poems and short stories from Perrine’s Structure, Sound, and Sense

Note: This list is tentative. Expect some works to be added and/or subtracted from this list as we run into time
constraints and/or opportunities to read other works present themselves.

A Note about Books: It is strongly suggested that, whenever possible, you try to provide your own copies of the
paperback classics we study. Doing so enables you to write notes and underline in the book, a useful study habit for

                                        Class Assignments & Requirements
1. Writing Expectations:
        a. Throughout the year, students will write timed, in-class responses to literature (approximately one every
        two weeks) and formal essays on narrative techniques and resources of language within assigned literary
        works: diction, imagery, tone, symbolism, point of view, characterization, syntax, etc. These writings will
        be exploratory in nature (e.g., free writing), expository, or analytical.
        b. Throughout the year, students will choose one poem from the Poetry Response list and write a response
        to that poem.
        c. Students will also complete one argumentative formal research paper in which they evaluate a selected
        work’s artistry and quality or social and cultural values.
        d. The AP teacher will provide instruction and feedback on these assigned writings, both before and after
        students revise their work. Students will learn how to evaluate their own and their peers’ work with regard
        to vocabulary usage, sentence structure and variety, logical organization and coherence, use of details and
        textual support, effective use of rhetoric (tone, voice, and diction) and grammatical / mechanical
        e. Throughout the year, further writing instruction will address students’ needs as they arise.
Note: All assignments for formal papers will include a specific grading rubric which will be explained prior to the
assignment. Timed writes will be scored according to the AP English Literature and Composition exam guidelines.

2. Tests:
        a. Multiple choice tests and practices will be given, as there is a significant multiple choice section on the
        AP test.
        b. Students will also complete essay examinations on select major works throughout the year.

3. Homework (Annotated Works, Double-Entry Journals, Major Works Data Sheets, daily activities, etc.) &
Class Participation:
        a. Students will annotate the text, complete a reading journal, or complete a major works date sheet for
        each major work. Doing so will entail students writing responses to the literature, keeping a list of new
        vocabulary (including literary terms), and completing close reading of selected passages.
        b. For the purpose of reviewing major works in preparation for the AP exam, students will complete data
        sheets that require students to identify pertinent information regarding the text.
        c. A holistically graded category, class participation includes active and informed participation in class
        discussion (offering and asking questions), as well as more formal activities such as Socratic seminars.
        d. All homework assignments will be posted in the classroom. The majority of the reading assignments
        will be done outside of class. It is imperative that students organize their time and plan wisely. Any out-
        of-class writing assignment will be generally given one week in advance of the due date.
        e. All formal assignments (i.e., essays and projects, but not journal entries) must be typed and must be
        printed out. This must be done outside of school or in the media center, which charges students to make
        copies and/or printouts.
        f. Students will turn in assignments to to avoid inadvertent plagiarism.
        g. If a major assignment has been given and a student is absent on the day that major assignment is due, the
        student should try to make arrangements to get the assignment to school. If you cannot get the assignment
        to school, e-mail me the assignment and then bring me a hard copy of the assignment on the day you return.
        Failure to do so will result in a late or zero credit for the assignment.
        h. If the student misses class but is in school that day, the student is still responsible to get the work to me
        by the end of the day. Failure to do so will result in a late or zero credit for the assignment.
        i. If a student has been given a homework assignment and the student is absent on the day the homework is
        due, the student must turn the assignment in upon return to class to avoid late or zero credit.

4. Materials:
        a. Students will need a three-ring binder, which is to be kept in chronological order.
        b. Students will need blue or black ink pens and lined, loose-leaf notebook paper.
        c. Students will need "Post-It" notes for annotating works studied.

5. Make-up Work:
       a. Students will follow the guidelines for make-up work for absences as set up in the student planner.
       b. Students are responsible for what goes on in class. If a student is absent, it is the student's
       responsibility to get any notes or work missed. Unless otherwise stated, a student will have the number of
       days absent, plus one additional day, to request and submit make-up work to the teacher. There will be NO
       chance to turn in work at the end of the grading period. Any missing assignments will count as zeros.
       c. Students are to see the instructor before school to get make-up work. Once the bell rings, I need to take
       attendance and get the day's activities started.
       d. In most cases, tests and quizzes must be made up before school the day a student returns.

6. Late Work:
        a. If a student does not have an assignment completed on the due date, the student must speak to me
        personally on that date or before to let me know the reason; otherwise, no points will be given for a late
        assignment. Honest communication is essential. The student will be required to fill out a late form,
        which I will keep on file.
        b. Points will be deducted for every day that an assignment is late. All assignments must be completed;
        however, the later the assignment is turned in, the fewer points it will earn.
        c. Serious emergencies will be handled on an individual basis.

7. Expectations:
       a. A student’s ability to succeed in this class depends in large part on being present each day. Good
       attendance is one of the most important ingredients of success in this class. According to school board
       policy, class credit may be denied for excessive absences. The school attendance policy that is outlined in
       the student planner will be followed. Excessive tardies will result in disciplinary action.
       b. Academic integrity is expected of each student. Opportunities for plagiarism exist via the Internet and
       other students. Checking sites like once in a while for help on a particular point in a text
       is acceptable as long as the student does not rely on the site as an intellectual crutch.
       c. When working on group assignments, students are expected to do all the work. Splitting up the task and
       then copying each other's work is a form of plagiarism.
       d. A good student comes prepared to learn. Each student is to have the appropriate text and class materials
       in class each day.
       e. Class participation is required as a listener and as a contributor. Students are expected to complete all
       assigned reading, writing, and homework.
       f. All written work must be done in blue or black ink. Work done in pencil, done on paper torn from a
       spiral notebook, or done in other than blue or black ink will not be accepted.
       g. Students are expected to check the web page for assignments.

8. Extra Help and Parent Contact:
        a. I will call or arrange a conference to talk with the parents or guardians of any student who fails to do the
        b. Students can come in before school for extra help or make-up work.
        c. Parents wishing to contact me may leave a voice mail message, and I will return calls promptly.

9. Assessment Practices:
        a. Grades will be determined using a point scale. Types of assignments such as homework, quizzes, class
        notes, and group work will receive fewer points than major assignments such as essays, tests, and projects.
        b. Types of assignments will include tests, quizzes, projects, portfolios, notebooks, daily assignments,
        homework, writing assignments, etc.
        c. Types of assessments will include points, rubrics, checks for completion, graded for accuracy, etc.

         d. Each student begins a grading period with a Life Skill grade of 100. Five (5) points will be deducted for
         an unexcused tardy to class, for failure to bring the textbook to class, for inappropriate behavior or
         language, or for failure to pay attention, i.e. sleeping, writing notes.
         e. Many class periods will begin with a timed writing assignment. Any student with an unexcused tardy to
         class will not be allowed to do the assignment and will receive a zero for the assignment. Students who are
         absent must make-up the timed writing.
         f. The number of homework assignments will vary with the course study.
         g. Students not meeting attendance requirements will take a comprehensive exam. Failure to pass the
         comprehensive exam will prevent the student from receiving credit for the class.

10. Grading Scale: A 90 - 100; B 80 - 89; C 70 - 79; D 60 - 60; F 0 - 59

Summer / Pre-Course Assignment:
    Students will be complete the assignments for How to Read Literature like a Professor.
    Students will actively read Beowulf (as translated by Seamus Heaney) and Jonathan Safran Foer’s
      Extremely Loud and Incredibly Close.
    Students will create a list of Beowulf’s heroic qualities and ultimately include these in a graphic organizer
      comparing the epic hero, the classical tragic hero, and the modern tragic hero.
    Students will read Extremely Loud and Incredibly Close.

Unit 1: Course Introduction (5 weeks)

Other Readings
Oedipus Trilogy – Sophocles
Death of a Salesman – Arthur Miller
Grendel – John Gardner

Focus: Critical analyses that emphasize the historical development of the tragic, epic, and anti-hero in works of
poetry, drama, and prose.

Unit Expectations and Evaluation:
     Students will engage in close reading of selected passages from the assigned summer works in order to
        identify aspects of an author’s style and various literary devices.
     Students will learn how to annotate texts with a focus on such aspects as vocabulary, style, characterization,
        and theme.
     Students will write timed essays which will assess their understanding of the texts as well as their ability to
        identify such aspects as characterization, theme, and resources of language.
     Students will understand and use the Advanced Placement Literature and Composition timed write rubric.
     Students will engage in a Socratic seminar on the nature of heroism.
     Students will write a formal (expository and analytical) essay comparing and contrasting the tragic nature
        of the protagonists. Students will write, edit, and revise this essay.

Unit Two: Personal Essay for College Admission / Scholarship (1 week)

Focus: Students will begin the unit with a senior autobiography in preparation for writing a personal essay. The
autobiography includes such information as students’ goals, accomplishments, personal experiences, and
extracurricular activities. The unit will culminate in the writing of a personal essay for college and/or scholarship

Unit Expectations and Evaluation:
     Students will understand the difference between personal and objective writing.
     Students will receive instruction on introductions, voice, first-person pronouns, and importance of
        conventions of Standard Written English.

Unit Three: Hamlet (4 weeks)

Focus: Students will evaluate Hamlet as a work of literary merit. Emphasis will be placed on universal themes in
an effort for students to see the play’s applicability to their own lives. Analysis will include the complexities of
Shakespeare’s characterization and language.

Unit Expectations and Evaluation:
     Students will review the nature of tragedy and the tragic hero in an effort to place the Renaissance tragic
        hero in its historical perspective.
     Students will understand characteristics of Elizabethan drama.
     Students will complete two timed writes, one on an analysis of the language within a specific passage and
        another on the thematic purpose of the play as a whole.
     Students will receive direct writing instruction on the incorporation of lines and dialogue in writing.
     Students will perform select scenes from Hamlet in which they analyze the scene and relate it to modern
        issues. In doing so, students will have to take on the role of a specific character and understand that
        character’s motivation.

Unit Four: The Novel (9 weeks)

Heart of Darkness – Joseph Conrad
Brave New World – Aldous Huxley
Jane Eyre – Charlotte Brontë
The Kite Runner – Khaled Hosseini

Focus: Instructor will first focus on critical approaches to literature using short stories to illustrate various
approaches, such as psychological, sociological, historical, etc. Such study will take approximately one week.
Instruction will then focus on Heart of Darkness, considered by critics as the first modern novel. From there, the
class will read at least two modern novels and consider critical approaches to each.

Unit Expectations and Evaluation:
     Students will complete a reading journal for one novel and annotate a second.
     Students will explore various literary techniques including frame narrative, structure, style, symbolism,
        themes, etc.
     Students will analyze each novel within its social and historical context.
     Students will complete multiple choice, short answer, and/or essay tests on each novel.
     Students will collaboratively complete and present a tracking poster on a motif within one work in order to
        understand the author’s purpose in utilizing such a motif.
     Students will write a timed essay which will include analysis of a specific passage with a focus on language
        and/or rhetorical devices.
     Students will complete an argumentative formal research paper in which they evaluate a selected work’s
        artistry and quality or social and cultural values based on a critical approach.

Unit Five: Critical Approaches – Feminism (4 weeks)

Selected Works:
The Awakening – Kate Chopin
A Doll’s House – Henrik Ibsen
Short stories, to include “The Yellow Wallpaper (Charlotte Perkins Gilman) and “A Rose for Emily” (William

Focus: In an effort to diversify the curriculum, students will read various works by female authors and/or study
works in which the protagonist is a female. Students will study these works from a feminist perspective.

Unit Expectations and Evaluation:
     Students will understand the different techniques involved in writing and reading a play, a novel, and a
        work of short fiction.
     Students will analyze such devices as language, syntax, structure, and tone in the above works and their
        effects on the reader.
     Students will write a formal comparison/contrast essay based on the works listed above.

Unit Six: Satire (4 weeks)

Selected Works:
The Importance of Being Earnest – Oscar Wilde
Selected short works and/or excerpts from Mark Twain and Jonathan Swift

Focus: In this unit, students will read several satirical works, including a play, a short novel, and various excerpts,
in order to understand the purpose and techniques of satire.

Unit Expectations and Evaluation:
     Students will understand literary terms which specifically pertain to satire.
     Students will be aware of the various types of irony and how they contribute to a satiric tone.
     Students will identify the differences between Horatian and Juvenalian satire.
     Students will create their own work of satire, which may include a video production, a mock website, a
        mock newspaper, etc.
     Students will do a timed write on the techniques of satire and irony as it pertains to one of the above works.

Unit Seven: Poetry (5 weeks)

Focus: In the beginning of the unit, emphasis will be based on students’ personal reactions to poetry. Focus will
then turn to poetic forms and poetic devices, specifically how they contribute to the poem’s meaning and thus the
effect of the poem on the reader.

Unit Expectations and Evaluation:
     Students will read various poems and through exploratory writing, record their personal feelings about
        them. From there, the students will seek to identify how poetic devices evoke such feelings.
     Students will study and analyze poems from the Renaissance to the modern area.
     Students will identify various poetic forms; meters; and devices such as figurative language, imagery,
        symbolism, and tone and understand their purpose within the poem.
     Students will study and analyze multiple sonnets and write an original sonnet.
     Students will complete a timed write in which they compare and/or contrast two poems.

Unit Eight: Exam Review (1 week)

Focus: Practice Test


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