Boonsboro High School AP Literature and Composition Mrs. Brooke Jozik e-mail: JozikBro@wcps.k12.md.us website: www.mrsjozik.weebly.

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Through observing, reading, discussing, thinking, writing, and reflecting, the student has an opportunity to further develop his/her understanding of humanity and his skills in studying appropriate literary selections. AP students in Literature and Composition will engage in the careful reading of literary works. Through such study, students will sharpen their awareness of language and understanding of the writers craft. They will also develop critical standards for the independent appreciation of any literary work, and increase their sensitivity to literature as a shared experience. To achieve these goals, students will study the individual work, its language, characters, action, and theme. Students will consider its structure, meaning, and value, and its relationship to contemporary experiences as well as to the context in which it is written. AP students will focus on the critical analysis of literature and will include essays in exposition and argument. Although much of the writing in the course will be about literature, speaking, and writing, different kinds of subjects should further develop their sense of how style, subject, and audience are related. Occasionally, the students assignments in the personal narrative essays and in the writing of stories, poems, or plays may be appropriate. Also, students will plan, draft, revise, and edit in several rhetorical modes: comparison and contrast, process analysis, description, argument, etc. Within these writings, students will practice and receive feedback on various forms of sentence structure and other elements of grammar. The desired goals are the honest and effective use of language and the organization of ideas in a clear, coherent, and persuasive way. The majority of works studied will be taken from World Literature. The themes of Mans Search for Identity, The Human Condition and Inhumanity, and Female Oppression will be explored (a list of works is attached). Scholars will be responsible for reading all the selections independently. This is over and above what is assigned in class.

Course Description: This semester long AP English Literature and Composition course is designed to allow secondary students, who are capable and willing, to attempt reading and writing on works typically found in the college curriculum. Students are strongly encouraged to take the national examination in May, for which the school will pay one-half the cost, to gain credit for their college English requirements; otherwise, the student will take a release form of a previous national exam before completing the general requirements of this course. The direction of the class is geared to prepare students for a successful exam experience. The course engages students in careful reading and critical analysis of literature. Through close reading of selected texts, the students deepen their understanding of the ways writers use their craft to provide both meaning and pleasure for their readers. As we read, we consider a works structure, style, themes, as well as such elements as figurative language, imagery, symbolism, and tone. As we write, we apply both deductive and inductive reasoning. Philosophy and Major Goals: The purposes of this course are to help students further develop and refine skills in analytical reading, expository writing, and investigative methods of research. Representative literary works and argumentation essays are studied.

Objectives: 1. COGNITIVE OBJECTIVES Demonstrate knowledge of selected works of literature from fiction, non-fiction, drama, film, and poetry Demonstrate knowledge of mans relationship to himself, to others, to the universe through identifying philosophical concepts and major concerns Demonstrate analytical skill in reading and writing about literature Demonstrate skills in investigative research Demonstrate skills in argument and persuasion 2. AFFECTIVE OBJECTIVES Demonstrate an involvement in literary selections through recognizing ideas and values presented by the writers and responding to their values as well as the readers values Demonstrate involvement in the process of identifying ideas and values in literature and testing those against the readers ideas and values Demonstrate involvement in the process of identifying the basic emotions of man through recognizing those expressed in literature and relating those to his or her own emotional responses Demonstrate involvement in the process of identifying topics appropriate for argumentation and persuasion and in understanding own values

Expectations: The major works we study were chosen for their literary merit, the authors recognized styles, and the works frequent appearances on the AP exams. Keep in mind that this course is patterned after a college course, and follows the curricular requirements described in the AP English Course Description; therefore, students are expected to handle sophisticated material with maturity and grace. Further, students must dedicate themselves to read every assignment given. The students goal is to enhance their understanding of a text; to that end, students must allot enough time to read, analyze, interpret, appreciate, and respond. Student-led discussions will also be conducted to share thoughts and to respond to others comments. Assessment: Assessment is accomplished primarily through essays using the AP rubric, practice AP objective tests, weekly poetry explications, poetry seminar presentations, extended essays, and other group and individual projects where the students analyze the literary works presented or chosen. Students will be expected to edit and revise essays until they achieve a 7-8-9 score. Grading: 9 97 8 92 7 88 6 83 5 77 4 70 3 65 2 60 1 55

Methodology: Seminars, lectures, large and small group discussions, individual study, and conferences are utilized Selected film and other media, plus attending or viewing current productions are used to enrich the students learning experiences Throughout the course, the students are involved in reading, discussing, and writing about ideas and values found in major works in all genres

Syllabus
Concept and Competencies Narrative and dramatic techniques--The student will recognize how the effective use of narrative techniques creates both story and theme Poetic TechniquesThe student will appreciate how the effective use of poetic devices generates the poems theme Essay structureStudents will master a variety of essay and rhetorical structures - analysis, comparison, contrast, argument Critical thinking skillsStudents will recognize rationalization, assumption, and fallacy ResearchStudents will use literary critiques to support their analysis and evaluation of a work. By doing so, they will use both internet resources and references from the library using the standard MLA format for documentation VocabularyStudents will learn a technical vocabulary germane to the AP exam vocabulary appropriate to the subject Test-taking strategiesStudents will practice and apply objective testtaking techniques appropriate to timed examinations

The following is a list of novels and plays that will be read and analyzed in their entirety. They will be studied individually, seminar-style, and/or as a class: The Awakening Chopin Great Expectations Dickens The Kite Runner Hosseini A Dolls House Ibsen Dubliners Joyce Metamorphosis Kafka The Poisonwood Bible Kingsolver The Death of a Salesman Miller Hamlet Shakespeare *one other class selection from the most frequently cited list on the AP Open Response Question

The following is a list of novels and plays from which the students will read and analyze excerpts. They will be studied individually, seminarstyle, and/or as a class: Things Fall Apart Whos Afraid of Virginia Wolf Pride and Prejudice Waiting for Godot The Alchemist The Great Gatsby The Scarlet Letter Catch-22 The Sun Also Rises A Prayer for Owen Meany The Crucible Paradise Lost Othello Dr. Jekyll and Mr. Hyde The Joy Luck Club Achebe Albee Austen Beckett Coelho Fitzgerald Hawthorne Heller Hemingway Irving Miller Milton Shakespeare Stevenson Tan

Students may also study works from the following poets throughout the courses three phases: W.H. Auden, Elizabeth Bishop, William Blake, Anne Bradstreet, E.K. Brathwaite, Gwendolyn Brooks, Robert Browning, Lord Byron, Geoffrey Chaucer, Billy Collins, Emily Dickinson, John Donne, T.S. Eliot, Robert Frost, Joy Harjo, Seamus Heaney, George Herbert, Gerard Manley Hopkins, Langston Hughes, Ben Jonson, John Keats, Philip Larkin, Andrew Marvell, John Milton, Marianne Moore, Sylvia Plath, Edgar Allan Poe, Alexander Pope, Adrienne Rich, William Shakespeare, Percy Bysshe Shelley, Leslie Marmon Silko, Cathy Song, Samuel Taylor Coleridge, Alfred Lord Tennyson, Derek Walcott, Walt Whitman, William Carlos Williams, William Wordsworth, William Butler Yeats The following playwrights may also be included throughout the courses three phases: Sophocles, Aeschylus, Anton Chekhov, William Congreve, Oliver Goldsmith, Lillian Helman, Ben Jonson, Moliere, Sean OCasey, Eugene ONeill, Harold Pinter, George Bernard Shaw, Oscar Wilde, Tennessee Williams, August Wilson Course Description: Tutoring is available by appointment before and after school. Students respond to AP prompts weekly. These essays are timed response writings. Practicing with this method helps students become accustomed to writing within a shortened time frame, and enables them to respond to literature that they are reading. Students practice AP Objective tests weekly. Students practice peer revisions that focus on specific rhetorical elements in their drafts. Students will respond daily to quotes from various authors and poets; these quotes are usually taken from the works studied. Diagnostic Tests: AP Essay/Objective Test are administered. Students annotate pertinent information on each work read and studied. They focus on determining various literary and stylistic devices used and purposes for each, traits of characters in their

works and their purpose, and identifying significant quotations from the works and explain their purposes, among other areas of analysis. To emphasize the importance of organizational skills, students maintain writing portfolios for all essays and binders for all other class work. Within these notebooks, students keep vocabulary journals that they use while reading texts, writing essays, and revising additional assignments. Students compose timed writings in response to literature they read, all as part of becoming accustomed to timed writing.

Required Materials: Three ring binder Six dividers labeled with the following: Vocabulary, Test prep, Unit 1, Unit 2, Unit 3, and Unit 4 Spiral notebook for quotation analysis and brainstorming Colored pens Pencils Two-pocketed folder (for research and essays) USB flash drive (optional)

AP Literature Course Syllabus Phase 1: Mans Search for Identity Weeks Week 1: Introduction to the Course Week 2: Novel Objectives Responding to and analyzing literature; the nature of writing assignments; online resources; the AP Exam Narrative techniques and authors style Reading Selections Assessments In-class Essaypractice AP exam (multiple-choice) Objective test on The Kite Runner Weekly Poetry Analysis Time Prose/Poetry Analysis Essay; AP Objective test Objective test on Hamlet Weekly Poetry Analysis Time Prose/Poetry Analysis Essay; AP Objective test Objective test of Death of a Salesman Weekly Poetry Analysis Time Prose/Poetry Analysis Essay; AP Objective test Timed Open Response In-class Essay Poetry Analysis Formalist criticism of a chosen work Poetry Seminar: Types of Poems

The Kite Runner; from The Music of Poetry; Poetry Focus #1

Week 3: Drama

Dramatic techniques and language

Hamlet; from Hamlet and His Problems; Poetry Focus #2

Week 4: Drama

Structure, Plot, Character, Setting, Symbol, Irony, Foreshadowing, Theme, Naturalism, and Expressionism In peer groups, analyze the various types of poems

Death of a Salesman; from The Theater Essays of Arthur Miller; Poetry Focus #3; Great Expectations (Chapters 1-19) Poetry Focus #4; from OnWe Real Cool; Great Expectations (Chapters 20-29)

Week 5:

Short Story Focus: from On Writing (Raymond Carver)Commonplace but Precise Language A & P (John Updike)Narrative Structure The Things They Carried (Tim OBrien) Conflict and Style Sonnys Blues (James Baldwin)Point-of-View from Autobiographical Notes (James Baldwin)Race and the African American Writer

Poetry Focus: The Sound of Poetry From The Music of Poetry (T.S. Eliot)Listening to Poetry 1) Break, Break, Break (Alfred, Lord Tennyson)Rhythm 2) When I was one-and-twenty (A.E.Housman)Meter 3) Gods Grandeur (Gerard Manley Hopkins)Sound Devices 4) We Real Cool (Gwendolyn Brooks)Rhythm From OnWe Real Cool (Gwendolyn Brooks)Hearing We Real Cool Poetry Seminar: Types of Poems Aunt Jennifers Tigers (Adrienne Rich)Lyric Poetry Out, Out (Robert Frost)Narrative Poetry My Last Duchess (Robert Browning)Dramatic Monologue Narcissus and Echo (Fred Chappell)Echo Verse

Phase 2: The Human Condition / Inhumanity Weeks Week 6: Novel Objectives Point-of-View, Dynamic Character, Victorian Literature, and Pathos Reading Selections Great Expectations; from A Few Donts (Ezra Pound); Poetry Focus #5 Assessments Objective Test on Great Expectations Weekly Poetry Analysis Time Prose/Poetry Analysis Essay; AP Objective test Objective Test on Metamorphosis Weekly Poetry Analysis Time Prose/Poetry Analysis Essay; AP Objective test Timed Open Response In-class Essay Poetry Analysis Formalist criticism of a chosen work Poetry Seminar: Form

Week 7: Novel

Existentialism, Characterization, Point-ofView, Irony

Metamorphosis; Poetry Focus #6

Week 8

In peer groups, analyze the form of various poems

from Education by Poetry (Robert Frost); Poetry Focus #7

Short Story Focus: Deeper Meanings The Lottery (Shirley Jackson)Symbol from Come Along with Me (Shirley Jackson)Biography of a Story Young Goodman Brown (Nathaniel Hawthorne) Allegory and Symbol The Chrysanthemums (John Steinbeck)Symbol

Poetry Focus: The Language of Poetry from A Few Donts (Ezra Pound)The Image 5) The winter evening settles down (T.S. Eliot)Imagery 6) Bright Star! Would I were steadfast as thou art (John Keats)Imagery from Education by Poetry (Robert Frost)The Importance of the Poetic Metaphor 7) Money (Dana Gioia)Figures of Speech Poetry Seminar: Form from Crooked Roads Without Improvement: Some Thoughts on Formal Verse (A.E. Stallings)On Form and Artifice This living hand, now warm and capable (John Keats)Blank Verse Since theres no help, come let us kiss and part (Michael Drayton)English or Shakespearean Sonnet Acquainted with the Night (Robert Frost)Italian Sonnet Do not go gentle into the good night (Dylan Thomas)Villanelle from preface to the centennial edition of Leaves of Grass (Walt Whitman) The Poetry of the Future Ancient Stairway (Denise Levertov)Open Form Grass (Carl Sandburg)Open Form

Phase 3: Female Oppression Weeks Week 9: Novel Objectives Setting, Roles of Men and Women, Symbolism, Figurative Language, and Imagery Social and Historical Context, Freytags Pyramid, Irony, and Foreshadowing Reading Selections The Awakening; from When We Dead Awaken: Writing as Re-Vision (Adrienne Rich); Poetry Focus #8 A Dolls House; Poetry Focus #9 Assessments Objective Test on The Awakening Weekly Poetry Analysis Time Prose/Poetry Analysis Essay; AP Objective test Objective Test on A Dolls House Weekly Poetry Analysis Time Prose/Poetry Analysis Essay; AP Objective test Objective Test on The Poisonwood Bible Weekly Poetry Analysis Time Prose/Poetry Analysis Essay; AP Objective test Timed Open Response In-class Essay Poetry Analysis Formalist criticism of a chosen work Literary Motif Seminar

Week 10: Drama

Week 11: Novel

Historical and Biblical Allusions, Style, Tone, and Figurative Language, Cultural Values

The Poisonwood Bible; Poetry Focus #10

Week 12:

Trace the use and development of various motifs throughout many works of literature

Review of Works

Short Story Focus: from Mother Tongue (Amy Tan)Setting the Voice Barn Burning (William Faulkner)Tone and Style How I Met My Husband (Alice Munro)Theme

Poetry Focus: Speaker and Point-of-View from When We Dead Awaken: Writing as Re-Vision (Adrienne Rich) 8) Her Kind (Anne Sexton)The speaker 9) Monologue for an Onion (Suji Kwock Kim)The speaker 10) White Lies (Natasha Trethewey)The speaker, persona

Phase 4: Reviewing the Essentials * This unit will be used primarily for AP Literature and Composition test preparation.

Weeks Week 13: Novel Week 14: Week 15: Short Story Week 16:

Objectives

Reading Selections Self-Selected Novel

Theme, Motif, Point-of-View, Irony, Symbolism, and Historical and Political Context

Dubliners

Assessments Time Prose/Poetry Analysis Essay; AP Objective test Time Prose/Poetry Analysis Essay; AP Objective test Time Prose/Poetry Analysis Essay; AP Objective test Extended Critical Analysis Focusing on several works throughout the course

Short Story Focus: Cathedral (Raymond Carver)Character The Lottery (Shirley Jackson)Symbol The Jilting of Granny Weatherall (Katherine Anne Porter)Character

Poetry Focus: Recognizing Excellence Thoughts on Capital Punishment (Rod McKuen)Language Traveling Through the Dark (William Stafford)Language Sailing to Byzantium (William Butler Yeats)Theme The Enigmas (Jorge Luis Borges)Form and Speaker