This course is offered at an academy-based school of choice where students apply for admission to one of six academies: the Cambridge Academy, the Academy of Communications and Entertainment Technology, the Academy of Entrepreneurship, the Academy of Health Science, the Academy of Technical and Industrial Services, and the Academy of Telecommunication and Information. Once accepted, students choose specific career pathways or strands in their academies.
Demographically, the school is diverse both culturally and economically because students apply from some of the most affluent and from some of the most economically depressed areas in the region. The student population consists of 70 percent Hispanics, 24 percent African Americans and 6 percent other. Although 70 of the students are classified as Hispanics, these students represent more than ten different Spanish speaking nations.
The Advanced Placement Literature and Composition course is a college level course that engages students in the careful reading and critical analysis of literature. Students who take this course read literature from multiple literary genres representing a variety of cultures and literary periods. AP Literature and Composition is open to any student in eleventh or twelfth grade who is willing to fulfill the rigorous requirements of the course. This course is designed to comply with the curricular requirements described in the AP English Course Description.
Students enrolled in the AP Literature and Composition courses are expected to
attend all class sessions;
complete all assignments and submit them when they are due;
purchase novels and other works read but not supplied in the supplied texts;
demonstrate understanding of works read through class discussion, informal and formal writing; and
demonstrate the acquisition of those skills necessary to be successful on the Advanced Placement English Literature and Composition Test by scoring at least a three of better on the examination.
GRADING All writing grades as based on a rubric which will be given to the student prior to the assignment. For all formal and some informal writing assignments, students will have opportunities to conference with peers and /or the teacher before submitting a final draft. All formal writing assignments must go through at least one revision and may go through as many as three revisions before the student submits a final draft.
Students earn points during the grading session as follows:
The total points earned is divided by the total possible points and grades are determined as follows:
90% - 100% = A
80% - 89% = B
70% - 79% = C
60% - 69% = D
0% - 59% = F
TEXTS ISSUED TO STUDENTS
Arp, Thomas R. and Johnson, Greg eds. Perrine’s Literature: Structure, Sound, and Sense, Eighth Edition. United States: Thompson Wadsworth, 2002.
Applebee, Arthur N., Bermudez, Andrea b, et al. The Language of Literature: British Literature, Florida Edition. Evanston, Illinois: McDougald Littell, 2003.
Odell, Lee, Richard Vacca, Renee Hobbs, and John D. Warriner eds. Elements of Language: Sixth Course. Orlando: Holt, Rhinehart, Winston, 2001.
How to Read Literature Like a Professor
List of novels, drama and anthologized material
Chaucer, Geoffrey, The Canterbury Tales (excerpts)
Coelho, Pablo, The Alchemist (Summer Reading Assignment)
Dickens, Charles, Great Expectations (Summer Reading Assignment)
Hurston, Zora Neal, Their Eyes Were Watching God
Ibsen, Henrik, A Doll House
Miller, Arthur, Death of a Salesman
Shakespeare, William, Hamlet; Othello the Moor
Sophocles, Oedipus Rex
Wilson, August, Fences
Selected works from Perrine
Students are encouraged to purchase their own novels; however, if purchasing is a hardship, a supply of sticky notes will work almost as well as marginal notes, highlighting and/or underlining.
Bernstein, Susan Naomi. A Brief Guide to the Novel. New York: Addison Wesley Longman, Inc., 2003.
Daniel, Karen M. Oedipus the King. Villa Maria, PA: The Center for Learning, 1990.
Kovacs, Mary Anne Jo Reed, Shirley Strobel. Advanced Placement English. Villa Maria, PA: The Center for Learning, 1992.
Manear, John. Advanced Placement Poetry. Villa Maria, PA: The Center for Learning, 2002.
to develop the student’s metacognitive abilities
to improve the student’s vocabulary through reading a variety of literature and to use the newly acquired vocabulary effectively in oral and written discussions of the literature
to increase the students ability to comprehend, interpret, and evaluate a variety of literature
to identify terminology and to understand its use in a variety of text and its effect on the text and the reader
to improve the student’s ability to go beyond the superficial reading of text and to understand the subtext in a variety of works
to recognize and evaluate the importance of a work within or to the culture that produced it
to provide the student with opportunities to react to text for a variety of purposes and in a variety of modes
to provide the student with opportunities to share and/or publish written work with a variety of audiences
to provide the student with composition experiences that help to develop a distinct voice and a more mature writing style
to improve the student’s writing through practice activities in syntax, diction, grammar and mechanics
to assist the student in developing a writing portfolio
to provide students with opportunities to become familiar with the advanced placement examination through test practice and deconstruction of the answers
to provide timed writing activities that have been used as previous AP essay question
to provide students with a comfort level for taking the Advanced Placement English Literature and Composition Test
Additionally, you will have the opportunity to do a great deal of writing throughout the entire year. Your writing may also be used as a tool for learning. A piece might consist of random thoughts or questions you might have as you read. Some of this writing will be developed into formal papers of four to seven pages while others will be pieces you put in portfolio for later. Whenever you write, you will have an opportunity to share your writing with others. You may read some out loud and solicit comments from others in the class; you may share with a peer; or you may share with me. All writing will be kept in your writing portfolio.
Formal papers, papers of four or more pages, must always be shared with a peer editor and with me. You will have several opportunities to make sure that your final product is the very best you can produce. I will give a rubric that will be used to judge you writing before you are given an assignment. The only exceptions to this is the writing you must do for your timed writing tests (you will get the rubric after your have tested) and your final examination. Formal papers must be typed and double spaces. Use Arial or New Times Roman font of 11 point or 12 point.
Informal papers, timed writings or in-class papers of one to four pages, will be shared in class with a peer editor and possibly with me. If these are done outside of class they should be formatted in the same manner as the formal papers. If they are done in class, they must be written in ink.
You will be issued a copy of Holt, Rhinehart, Winston’s The Elements of Language, Sixth Course to use for exercises in grammar and usage. Lessons from Advanced Placement English and Advanced Placement Poetry from the Center for Learning will supplement your composition instruction.
A word about Capstone: As a senior you a required to complete a Capstone written product in addition to your practical presentation. For some of you that product has been defined by your technical teacher. For others of you, we will need to come up with a written product together. After we have received the Capstone Timeline from your respective technical teachers we will work out a Capstone schedule for each of you.
FIRST NINE WEEKS
“Role of Good Reading” and “The Writing Process” pp 1 -36 from
C. The Canterbury Tales from The Language of Literature, British Literature
pp 107 – 170
Discussion language and style, tone and diction
Vocabulary – framed story,
Review the writing process and writing a thesis
“Some Common Writing Assignments” pp. 38 - 50 from Writing About Literature
D. In-class writing “What Makes A Hero?”
Reading the Short Story pp51 -57 from Perrine’s
A. “The Most Dangerous Game” from Perrine’s pp 57 -76
Discussion – “The Elements of Fiction” (Lesson 1, handout 1 Advanced Placement English, The Center for Learning)
B. “Plot and Structure” and selected short stories pp 107 – 166 from Perrine’s
“The Destructors” by Graham Green pp. 115 – 130
“Interpreter of Maladies” by Jhumpa Lahiri pp147 - 167
Discussion – plot, narrative structure, artistic unity, protagonist, antagonist, conflict, setting, elements of suspense, types of endings
C. Peer editing of “What Makes a Hero?” Revise and submit for assessment
D. “Writing About Short Stories” pp. 50 – 75 Writing About Literature E. Timed Writing Practice focus on language and style; review of practice
writing with rubric
F. “Characterization” pp. 168 -173; “Point of View” pp.238 - 245 from
“Everyday Use” by Alice Walker pp. 173 – 181
“Miss Brill” by Katherine Mansfield pp. 182 – 186
Discussion – methods of characterization, types of characters, epiphany
point of view, symbols, diction, tone
G. “Theme” from Perrine’s pp.203 – 210
“Once Upon a Time” by Nadine Gordimer pp. 231 – 237
Grammar review – sentence structure; sentence variety in writing
H. Informal Paper – “Suggestions for Writing #2” from Perrine’s p.237
Presentation of Informal Paper to for class comments
Rough draft to instructor for comments
I. “The Japanese Quince” by John Galsworthy and “The Jockey” by
Carson McCullers (copies will be given to students to read before class)
Discussion – analysis of conflict for theme; (Lesson 2, handouts 2; Lesson 3, handout 3; Advanced Placement English)
Group Analysis of “The Short Happy Life of Francis Macomber” from