Esembler grade book and attendance: https://grades.pasco.k12.fl.us
Course Description and Overview
This course is designed to expose students to a wide array of literature composed by authors of varying eras, genders, ethnicities, political and religious affiliations, and social standings and to aid students in honing the skills necessary to comprehend, analyze, synthesize, and evaluate those works. This course will also address deficits and augment fortes in written composition, rhetorical fluency, and critical literary analysis.
As a result of taking A.P. Literature, students will:
demonstrate and apply knowledge of literary elements and devices
criticize and analyze literature through classroom discussion, written composition, use of technology for communication, and other activities that require higher order thinking
demonstrate rhetorical fluency in all verbal communication
write for a variety of purposes and audiences
write in various modes and styles
explain the relationships between and among author, style, subject, theme, and audience
recognize both the universality of and the uniqueness of human experiences on individual, societal , and global levels, as expressed through literature and writing
A.P. Literature and Composition students should possess the following characteristics:
Strong work ethic
Any student enrolled in A.P. Literature and Composition understands that he or she will be expected to complete a great deal of reading, writing, listening, viewing, and speaking. Students should expect a fast-paced and rigorous college-level curriculum that will prepare them for the A.P. exam and for future literature and composition courses.
A.P. students are expected take responsibility for their own work, make and meet deadlines, submit assignments in a timely fashion, and graciously accept the consequences administered for late work, incomplete assignments, substandard effort, and academic dishonesty.
Academic dishonesty comprises any attempt to utilize without citing and/or claim credit for part or all of another person’s intellectual property, including ideas, opinions, words, or products of any sort. Students are expected to cite all unoriginal information using proper MLA formatting. The consequence for academic dishonesty (also called plagiarism) is a non-negotiable zero on the assignment or assessment and a disciplinary referral for academic dishonesty.
The student must purchase the following literary works and/or textbooks:
Chopin, Kate. The Awakening. Any standard edition.
One dystopian novel from the list provided in the course agenda. Sign up for your novel in moodle to make sure there is space for you in that reading circle BEFORE purchasing the novel.
MLA Handbook. Any standard edition. 2009 (newest version).
Rankin, Estelle and Barbara L. Murphy. 5 Steps to a 5: AP Literature. New York: McGraw Hill. Newest edition.
The student must acquire (bypurchasing or by checking out from a library)the following novels/literary works:
Steinbeck, John. East of Eden. Any standard edition.
Wright, Richard. Native Son. Any standard edition.
The following texts will be provided by the school:
The Language of Literature. Florida British Literature. Illinois: McDougal Littell, 2003.
Students are required to provide for themselves the following materials:
A binder (1½ + “) in which to keep all work, notes, handouts, etc.
Tabbed dividers (organization is essential to success)
Loose-leaf notebook paper
Writing utensils—pencil and blue and black ink are acceptable; work submitted in any other medium will be discarded and assigned a grade of zero.
Post-it notes of various sizes (recommended)
Senior Project: 20%
90-100 = A
80-89 = B
70-79 = C
60-69 = D
0-59 = F
Attendance, Tardy, and Pass Policies
This is a college-level course, and college level participation is expected; therefore, attendance is mandatory. Attendance will be taken every day within the first fifteen minutes of class. Much of the learning that takes place in this class is acquired through discussion, lecture, and reciprocal teaching. Absence from class will have a profoundly negative impact on your grade. Large-scale/ long-term assignments cannot be made up if you have an unexcused absence on the due date.
Tardiness to class is a mark of disrespect and will negatively impact your grade. If tardiness becomes a chronic issue for a student, I reserve the right to devise my own consequence for that student, apart from the school’s consequence. School-wide consequences for tardies are as follows:
Lunch detention and parent notification
Saturday School or ISS
Disciplinary Referral and ISS
Your student planner is your hallway pass, and you are expected to carry it with you at all times. I will not sign your planner during class unless it is an emergency: as college-level students, you are expected to take care of personal business on your own time. Please ask at the beginning or end of class and have your pass filled out before you approach me.
Make-up and Late Work:
Work missed due to excused absence will be subject to school policy: one day is allowed for each day absent if the assignment was given during the absence. If you were given a due date and then become absent, the due date is still in effect as stated. If you have an SRA, you are still expected to turn in any assignments due that day. Failure to do this results in a zero.
Quizzes and tests should be made up promptly. The only time you may make up a test or a quiz is by appointment before or after school. It is your responsibility to approach me with an appointment time in mind. You will complete numerous timed writings in class, so these also will need to be made up if you are absent.
Since this is a college-level course, late work is extremely unfavorable and will therefore not be accepted. Each student receives one grace period per quarter – you may hand in one of the essays or projects after it is due (up to 2 days).
No other late work will be accepted.
You may do make-up work for poor performance. This means that if you are not happy with your grade on an assignment (not quizzes, tests, or timed writings), you may choose to do the assignment over within 48 hours after the graded work is returned. The grade for a make-up assignment may be an average of the two grades or added points, depending on the assignment.
Description of Coursework
Analytical: Students will analyze the form, structure, style, literary elements, etc. of major works in the form of written essays of 3-5 pages.
Comparative: Students will compare the forms, structures, styles, literary elements, etc. of multiple major works from various genres, authors, and/or literary movements in the form of written essays of 5-8 pages.
Test-preparation: Students will practice timed writings using prompts that have appeared on A.P. Literature exams in previous years. These will be graded using the A.P. Rubric on a sliding scale.
Practice Multiple Choice passages
Independent Reading Projects: Students will read and annotate a novel and create a study guide for that novel. A new novel and study guide is due at the end of each quarter. Each study guide must integrate the study of the literature/concepts/themes. Annotated novels may or may not be collected for a grade: best to be prepared!
Recitations: Each quarter, students will be required to recite a poem of the instructor’s choosing. Students must recite the poem on or before the due date: no late recitations will be accepted under any circumstances, so students are strongly advised not to procrastinate. Extra credit is sometimes available for early recitation, so there is a great deal of incentive to recite early.
Senior Project: The Senior Project consists of four elements:
a physical project requiring a minimum number of hours working with a mentor;
an extended written portfolio; and
an eight to ten minute presentation before a panel of judges.
This project is an authentic assessment tool that provides students with an opportunity to demonstrate the knowledge and skills they gained throughout their years in the educational system. The purpose of the Senior Project is to expose students to real world application in a meaningful and practical learning experience. Because this is an individualized program of study, students will have the opportunity to showcase their abilities to themselves and to the community. (Year-long)
Other Critical Thinking Activities including but not limited to:
Student-led discussions and lessons (reciprocal teaching)
Vocabulary and Literary Term study
Students will have monthly quizzes on the vocabulary words given in the Warm-ups/Do-nows and the vocabulary that students identify as challenging during in-class practice activities.
The vocabulary words should appear in students’ written composition. Required numbers of vocabulary words will be determined on an assignment-by-assignment basis.
Students will receive a list of literary terms, their definitions, and examples, and students will be expected to demonstrate competence in the application of these terms to classroom discussion and written assignments.
Mechanics, Usage, and Grammar: Instruction on these topics will take place as needed and/or in the context of writing instruction.
A Weekly dose of GLEA: Each week, students will have to research and define a Greek root/affix, a Latin phrase, an Eponym, and an Allusion. This assignment will form a foundation for the background knowledge students will need in order to analyze literature.
Friday Poetry: Each Friday, the warm-up will be the presentation of a poem. The students will discuss the poem until they have run out of things to say about it; at that time, we will move on to other activities. This activity will help to demystify poetry and the analysis process and will help students to apply and share their background knowledge, specialized knowledge, and analytical processes regularly.
Group projects: group projects help students to learn from one another while streamlining the grading process, allowing for students to receive more immediate feedback. Group project grades will always include an individual as well as a group component. Group projects include, but are not limited to, the Allusions project, the Literary Genres / Movements project, and some in-class writing assignments.
This agenda is a guideline and may be subject to change, depending on student needs, school-level interruptions, and availability of resources.
Discuss syllabus and course agenda
Review Summer Assignment—Due Friday, 26 August 2011
Choose a novel by one of the authors from the list provided, and use the Guiding Questions for the Literature Study Guide to build your analysis. Cite all texts, sources, and resources in MLA format at the end of the study guide. Student will SUBMIT STUDY GUIDES and WRITE AN AP ESSAY at the beginning of class on
Quarter 1: WEDNESDAY, 05 OCTOBER 2011 (20th century fiction)
Quarter 2: WEDNESDAY, 07 DECEMBER 2011 (18th or 19th century fiction)
Quarter 3: WEDNESDAY, 29 FEBRUARY 2012 (Drama, from list in drama section)
Quarter 4: WEDNESDAY, 25 APRIL 2012 (Choice work, from AP list)
SENIOR PROJECT (Throughout all four quarters)
All students memorize & recite the first 11 lines of the Prologue to Beowulf in Old English to understand and experience the language of the times—Recite on or before 19 October 2011
Unit One: Writing About Literature (BEGIN READING THE AWAKENING BY KATE CHOPIN) Review Writing About Literature
Understanding the AP Rubric –highlighting; self-rating
Answering the "So What?" question—How to P.E.E. (or E.E.E. or I.S.P.)
What makes a good, even great, AP essay?
“Birthday Party” essay and anchor papers
Improvements needed by category
Unit Two: The Basics of the Novel Sign up for a Dystopian novel reading circle. The groups will be assigned electronically through a “Choice Assignment” in moodle, and reading circle groups are first come, first served. Native son BY RICHARD WRIGHT
Analytical Focus: plot, point of view, diction, tone, genre / movement, cultural moment (practice creating study guides); Marxist Criticism
Thematic Focus: Racism, Anti-Semitism, and Individual vs. Society
The Time Machine by H.G. Wells
Unit Six: Social Reform Commentary and Criticism Complete Unit Five, Dystopian Novel
(BEGIN READING A CHRISTMAS CAROL) Social Criticism Essayists: Excerpts from Thomas Carlyle’s Past and Present; Excerpts from Matthew Arnold’s Culture and Anarchy; Excerpts from John Stuart Mill’s On the Subjection of Women Victorian Social Reform Poetry Begin A CHRISTMAS CAROLBY CHARLES DICKENS—Finish during Winter Break
Analytical Focus: Characterization, irony, Social Criticism, Marxist Criticism
Thematic Focus: Gender roles, power structures, class system, “Captains of Industry”
All students memorize & recite the opening to the GP in Middle English to understand and experience the language of the times—Recite on or before14 December 2011
Semester exam: A practice AP exam is given as the 1st semester exam.
WINTER BREAK ASSIGNMENT: Finish reading A Christmas Carol. Complete a chart that shows connections between Dickens’s novella and the essays we have studied.
QUARTER THREE Complete Unit Six, A Christmas Carol Unit Seven: Short Fiction
Class Focus: “Young Goodman Brown” by Nathaniel Hawthorne; “Miss Brill” by Katherine Mansfield
Discussion: The Changing Face of Drama (Classical influences; stage directions; “The Well-Made Play”)
AP PRACTICE ESSAY
All students memorize & recite Portia’s “The Quality of Mercy” speech from The Merchant of Venice in Early Modern English to understand and experience the language of the times— Recite on or before 07 March 2012
QUARTER FOUR Complete Unit Eight, Drama
Unit Nine: The Method Behind the Madness
Student-generated prompts for reading assignments
Student-generated multiple choice questions for reading assignments
Practice tests using student-generated test questions
All students memorize & recite “If” by Rudyard Kipling— Recite on or before 09 May 2012