AP English Literature and Composition Syllabus
Course Description
AP English provides students with a learning experience equivalent to an undergraduate college course. This means the course requirements will demand more of students. We will closely read literature, discuss literature and write about literature. There are nightly readings and writings as well as daily discussions and writings.
Literature will include poetry, drama, fiction, non-fiction and short stories. Writings will emphasize critical analysis, research based writing as well as creative writing selections. Grammar and vocabulary are also stressed.
At the end of course, you will take the AP English Literature and Composition Exam. Students who score a grade of 3 or above on the exam will receive college credit at most colleges and universities.

Course Goals
Students will
1. Demonstrate after reading understanding and interpretation of both fiction and non-fiction text including comparing and contrasting texts using themes, settings, characters and idea as well as making and supporting assertions about text (1.1.11)
2. establish a reading vocabulary (1.1.11)
3. analyze the relationships, uses and effectiveness of literary elements used by one or more authors in similar genres including characterization, setting, plot, theme, point of view, tone and style (1.3.11)
4. analyze the effectiveness, in terms of literary quality, the author’s use of literary devices
including sound techniques, figurative language and literary structure (1.3.11)
5. write complex information pieces including research papers, analyses, evaluations and essays
6. write with a sharp, distinct focus including identifying topic, task and audience as well as establishing and maintaining a controlling point of view (1.5.11)
7. write using well developed content appropriate for the topic (1.5.11)
8. write with a command of the stylistic aspects of composition including using different types and lengths of sentences and the use of precise language (1.5.11)
9. contribute to discussions by asking relevant, clarifying questions; responding with relevant information or opinions; and introducing relevant, facilitating information, ideas and opinions to enrich the discussion (1.6.11)
10. use media for learning purposes (1.6.11)
11. organize, summarize and present the main ideas from research (1.8.11.)

Methods of Instruction
Discussion is the primary format of instruction within the AP classroom. Students should come to class prepared to both ask and answer questions about the text. Discussion will take place in large group format as well as small group format. As the class size for AP is smaller, there will be time for one on one instruction as well. Projects and assignments may be assigned individually or as group work.
Reading Assignments
Nightly reading assignments are a standard of the AP classroom. Longer works are divided into chapters or pages that will determine a starting and stopping point for the next day’s discussion. Shorter works of literature (poetry, drama, or short fiction) must be read thoroughly and carefully and may require less time to read. Homework and nightly readings are a requirement of the AP classroom but will be assigned with respect to the student’s other class work obligations.
Writing Assignments
Students will write extensively during this course. These writings will fall into one of two categories: critical or creative. No matter what type of writing is assigned, each is expected to adhere to the highest standards of composition. A strict emphasis is placed on the focus, content, organization and style of each piece of writing. This includes effective word choices, sentence structure, logical order, transitions as well as control of language. Additionally, students are expected to writing utilizing textual support (quotations) and effective arguments (both persuasive and explanatory).
There will be mini lessons throughout the course with a focus on grammar and usage, sentence construction and diction. Essays will be peer reviewed, revised and resubmitted.
Critical Writings
Critical writings include writings that are completed in the classroom and outside of the classroom. Students will write analysis essays of both poetry and drama. These papers require students to explicate how a piece of literature conveys its meaning. Areas of emphasis include theme, structure, language and poetic devices. Students will submit rough drafts for many of these essays, conference with either the teacher or a peer reviewer and then submit a final copy. Other essays will be written during a timed format. Students will receive feedback from these essays as well as an overall score.
Students will write research based critical essays as well as a persuasive research paper. Students will present the findings of their research through a speech format.
Formal papers will be graded according to a specific grading rubric. Timed writings will be graded using the AP English Literature and Composition scoring guide.
Creative Writings
Writings that fall into this category focus on the student’s ability to produce work in a literary genre. For example, students will write an iambic pentameter poem similar to the format utilized by Chaucer. This type of writing allows students to apply and demonstrate the knowledge gained through the course. Other writings may include the application of style, voice, tone, or figurative language.
Vocabulary
Weekly vocabulary will be assigned.
Assessment
Quizzes, tests, writings, projects and homework assignments are the main forms of assessment.
Quizzes will be utilized for vocabulary as well as reading comprehension checks. Tests will be given after each unit of study. A variety of writing assignments accompany each unit of study; therefore, writing grades may include essays, journals, timed writings, reflective pieces, etc. Projects may be individually assigned or as part of a group assignment. Group work will receive an individual grade as well as a group grade. Homework may include study guides, daily questions, summary statements, etc.
Grades are based on total number of points available during any given nine weeks. The overall grade for this course is weighted.
Required Text
Texts will be provided for each student. If a student plans to annotate a text, they should consider purchasing their own copy. All books are property of Jefferson-Morgan and must be returned.
Elements of Literature, Textbook
Oedipus/Antigone, Sophocles
Great Expectations, Dickens
Things Fall Apart, Achebe
Animal Farm, Orwell
Frankenstein, Shelley
The Old Man and the Sea, Hemingway
Death of a Salesman, Miller
Pride and Prejudice, Austen
Life of Pi, Martel
Poetry- as selected
Short Fiction and Essays- as selected
First Nine Weeks
Week 1: Epic Poetry
Excerpts from Beowulf and The Iliad
Characteristics of an Epic Poem and Literary Devices; Compare and Contrast Epic heroes Beowulf and Achilles
College Application Essay. This essay is expository in nature. Essay will be shared in class and emphasis includes thesis statement, syntax/sentence structure and audience.

Weeks 2 -4: Narrative Poetry
The Canterbury Tales Prologue, The Pardoner’s Tale, The Wife of Bath’s Tale, The Nun’s Priest’s Tale
Structure: diction, symbolism and imagery; Characterization and Irony; Theme: chivalric values, love, and human behavior
Students will conduct research on a Canterbury Character. Students will present a speech based on their research in which they portray their Canterbury Character. Students will write and memorize an original Iambic Pentameter poem for the presentation
Character Analysis Essay. This essay is expository in nature. Emphasis includes summary/paraphrase, sentence structure, diction, point of view and tone.
Timed Writing utilizing past AP Exam Essay topic:
In many works of literature, a physical journey - the literal movement from one place to another - plays a central role. Choose a novel, play, or epic poem in which a physical journey is an important element and discuss how the journey adds to the meaning of the work as a whole. Avoid mere plot summary. (2006)
Students will have the opportunity to revise both pieces of writing.
Weeks 5-6: Drama
Oedipus; Antigone
Characterization and Irony, Structure of Greek Tragedies, Theme: fate and freewill
Essay on personal character flaw. Emphasis includes summary/paraphrase, sentence structure, and diction.
Annotations of quotes from play.

Weeks 7-9: Tragedy
Things Fall Apart; Death of a Salesman
Journal Writing for each selection
Research on Cultural Values of Ibo people. Students will develop an oral presentation focusing on introduction/conclusion, relevant details, organization and proper public speaking format. Students will develop a rubric.
Timed Writing on Theme utilizing past AP Exam topic:

Novels and plays often depict characters caught between colliding cultures -- national, regional, ethnic, religious, institutional. Such collisions can call a character's sense of identity into question. Select a novel or play in which a character responds to such a cultural collision. Then write a well-organized essay in which you describe the character's response and explain its relevance to the work as a whole. (2003)

Second Nine Weeks
Weeks 1-2: Satire
Animal Farm; A Modest Proposal
Independent Reading Journal
The use of Satire in Literature
Research on historical aspects of both pieces. Students will write a 2-3 page essay reflecting on the historical aspects of one of the pieces.
Analysis of effective use of satire
Timed Writing:
Many works of literature deal with political or social issues. Choose a novel or play that focuses on a political or social issue. Then write an essay in which you analyze how the author uses literary elements to explore this issue and explain how the issue contributes to the meaning of the work as a whole. Do not merely summarize the plot. (2009)
Week 3: The Novel
The Old Man and the Sea
Independent Reading Journal
Students will write an original monologue utilizing either Santiago or the boy as a main character. Focus on detail, dialogue, point of view, and tone.
Written analysis of Theme: Man’s choice to overcome challenges in life.

Weeks 4-6: The Novel
Frankenstein
Independent Reading Journal
Frame Story
Timed Writing:
In many works of literature, a main character has a mentor or mentor-like acquaintance whose influence dramatically changes how the character views not only himself or herself, but the world as well. Choose a novel or play in which a mentor exhibits such a strong influence, either beneficial or harmful, on one of the main characters. Then, in a well-organized essay, discuss the nature of the mentor's influence and its significance to the work as a whole. (2008)

Weeks 7-9: The Novel
Student Selected Reading
This is a three-week unit where students will select two novels for independent study. Students will be provided supplemental support information during this unit.
Students will complete independent reading logs as well as a final analysis of the selected literature. Students utilize reading journals to develop an interpretive essay based on a central theme in one of the novels. Students may select a theme of their own. Emphasis on introduction/conclusion, sentence structure, and grammar/usage.
Students may select from: 1984, Brave New World, Othello, The House on Mango Street, Pride and Prejudice and Great Expectations.

Third Nine Weeks
Weeks 1-2: Research Paper
Persuasive Research Paper
Students will review proper MLA style, research skills, drafting and revision techniques as well as formal paper structure. This essay is persuasive in nature. Students will develop a rubric. Emphasis on introduction/conclusion, organization format, use of textual support, sentence variety, summary/paraphrasing, parenthetical documentation, syntax, point of view and tone. Students will peer review essays and revise for submission.
Weeks 3-7: Poetry Unit
This is a month long poetry unit dedicated to how to read a poem as well as the recognition of literary techniques and style. Sound techniques, Diction, Figurative Language, Tone, and Style will be addressed.
Works will include Keats, Wordsworth, Browning, Tennyson, Dickinson, Frost, Donne, Milton, Auden, Marvell, Pope, Coleridge
Essay writing will include three poetry analysis essays in which students will consider the author’s use of literary devices including sound techniques, figurative language and literary structure, themes as well as historical, cultural or social implications. This essay is analytical in nature. Essay will focus on sentence structure, details, usage, summary/paraphrase.
Sample AP Exam questions
Weeks 8-9: Shakespeare
Macbeth
Structure of Shakespearean plays as well as poetic styles
Theme
Timed Writing utilizing past AP Exam Topic:
In a literary work, a minor character, often known as a foil, possesses traits that emphasize, by contrast or comparison, the distinctive characteristics and qualities of the main character. For example, the ideas or behavior of the minor character might be used to highlight the weaknesses or strengths of the main character. Choose a novel or play in which a minor character serves as a foil to a main character. Then write an essay in which you analyze how the relation between the minor character and the major character illuminates the meaning of the work.
Comparison/Contrast Essay of Macbeth and another Tragic Hero

Fourth Nine Weeks
Weeks 1-2: Short Fiction
Teacher selected pieces that emphasize the major components of short fiction: theme, structure, character, plot, dialogue and point of view. Students will select one piece of short fiction and analyze how one of the above-mentioned components of short fiction contributes to overall meaning.
Eudora Welty “Why I Live at the P.O.”, Nellie Wong “When I was growing up”, Gloria Steinem “Ruth’s Song”, Tillie Olsen “I Stand Here Ironing”, John Steinbeck “The Chrysanthemums”, James Thurber “The Catbird Seat”, O’Conner “A Good Man is Hard to Find”, “Araby” James Joyce, Nadine Gordimer “Once Upon a Time”, Anton Chekhov “The Bet”.
Weeks 3-4: Test Prep
Review of texts covered this year as well as in subsequent years.
Practice of both multiple choice and essay questions
Weeks 5-6: Resume Packet
Students will create a career packet that includes the following: resume, cover letter, thank you letter, references, and answers to interview questions.
Students will participate in mock interviews.

 

The instructor reserves the right to make modifications to this syllabus as necessary.  This includes changing the order of the lessons as well as making changes to literature selections.