12th Grade Advanced Placement English Literature & Composition 2012-2013
Central Dauphin East High School
“Dulce et decorum est pro patria mori,”
In this AP Literature course we explore the archetype of the hero. This character appears throughout literature in many guises. Some seem to have walked straight out of our dreams; others are the very making of our worst nightmares. The hero is as standard a figure in literature as he is mercurial in nature. So persuasive in every form, at times so very likeable, the world becomes convinced that he walks among us; does he? At other times, the hero is so distasteful to us, we hope his likeness in reality is unfathomable.
Course Description: (as seen on AP Central at collegeboard.com)
“An AP English Literature and Composition course engages students in the careful reading and critical analysis of imaginative literature. Through the close reading of selected texts, students deepen their understanding of the ways writers use language to provide both meaning and pleasure for their readers. As they read, students 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.”
Course Requirements:
. Narrative/College Essay
· Two 4-5 page papers which will analyze a work through at least one theoretical lens in addition to formalist. One paper will be due before Winter Break and the other before Spring Break. I urge you to write them when you have the inspiration and the time. One must be in MLA format, the other in APA.
. A 2 page “review essay” on a short story, essay, article, or poem that you have found
. Journal: You will prepare a total of six journal entries each semester. You may turn them in the LAST DAY OF CLASS EACH WEEK. You may hand in as many as TWO entries in a one week period. YOU MUST SUMBIT AT LEAST THREE ENTRIES BY THE END OF NOVEMBER FOR THE FIRST SEMESTER SIX. YOU MUST SUBMIT AT LEAST THREE ENTRIES BY THE END OF MARCH FOR THE SECOND SEMESTER SIX.
A journal entry includes the following: at LEAST one typed page (double-spaced), in which you respond informally but thoughtfully on the work assigned for the next day or offer ORIGINAL thoughts concerning a particular day’s class activity, discussion, presentation, etc. Comment on characters, themes, connections between works, etc. YOU MAY WRITE THREE CREATIVE ENTRIES (poems, reminiscences, mini-stories, observations about something you’ve read or seen outside of class, etc.) Finally, you can comment on a critical article that I haven’t assigned (as well, of course, those that I have assigned).Keep you journal entries in a folder with pockets and hand in the folder each time you hand in a journal entry. The best entries will include provocative, pithy questions for discussion. DATE EACH ENTRY, INDICATE MATERIAL AND PAGE NUMBERS COVERED OR DATE AND SUBJECT MATTER OF CLASS BEING DISCUSSED. You will receive a grade for each entry.
. Once during each semester, you and a partner will prepare a 15 -20 minute presentation in which you employ research tools. You may consider critical, social, historical, biographical backgrounds, contemporary responses, etc. that will enhance the understanding of a text. These presentations must be made before or during our discussion of a work.
. You will assume full responsibility for a class.
Suggestions for Leading a Class
1. Completely familiarize yourself with the text.
2. Focus your attention on helping the class derive meaning from the work, not plot summary.
3. Create questions that ask “why” or “how” instead of “what” or “who.”
4. Ask questions that require your classmates to analyze important passages or quotes from the text.
5. Do NOT answer your own questions as you ask them. If you do, the class can do little but agree or disagree with you.
6. Do not feel obligated to cover all of the questions you’ve come up with, but make sure you have enough to cover 45 minutes. (Prepare with a minimum of 10 very provocative, thoughtful questions.)
7. Be patient. Let your classmate have time to stew over your amazingly brilliant questions. Don’t panic if 10 seconds teensy seconds go by.
8. Be open to a variety of interpretations, but insist classmates support their statements with specific evidence.
9. Do NOT be a page flipper. Prepare. Be organized. Do NOT wing it.
10. Present the audience with materials you would like them to peruse before engaging in discussion.
· Weekly vocabulary quizzes. These consist of literary terms and others drawn from the text.
· Students are expected to be active participants in class discussions. Be prepared each day with a WRITTEN question or thoughtful, original response to the previous night’s reading (INCLUDE PAGE OR LINE NUMBER) or previous day’s class activity (BE ABLE TO REFERENCE THE COMMENTS OR MOMENT OF AN ACTIVITY THAT PROVOKED YOUR RESPONSE.)
. POP READING QUIZZES: I find giving these types of quizzes tedious and insulting, but if I sense that you are not keeping up with the reading or looking up unfamiliar words, quizzes will begin to rain down at a relentless pace.
. Timed in-class essays will be spread liberally throughout each marking period.
· An exam is given at the end of the first semester. In the education community we call this a midterm.
· Students who take the AP test in May are not required to take the second semester exam (Final Exam).
Note: YOU MAY REWRITE TWO PAPERS. THE ORIGINAL GRADE AND THE REVISION GRADE WILL COUNT SEPERATELY.
Missing/Late Assignments:
· All missed assignments can be submitted within two days of an EXCUSED absence.
· NO LATE assignments will be accepted if you are present but have not completed the work.
· If you have a planned absence, any pending assignments must be submitted before you leave.
· Should you be absent the day a major assignment is due, you must email the completed assignment to me by the time our class meets (). Failure to do so will be the equivalent of not doing the assignment.
Grading:
· Standard English Department Scale
o A: 100-90
o B: 89-80
o C: 79-70
o D: 69-60
o F: 59-0.
· AP Rubric is used for scoring essays
· Extra credit is not available in this course.
· Grades are calculated using the Standard English Department Grading Protocol (outlined below)
English Grading Protocol
2012-2013
· Assessments (Individual for 2012/2013; Common Assessments for 2013/2014)
o 50% Assessments (end of unit assessments: essays, tests, final projects)
§ Tests are categorized as Individualized Assessments taken in the classroom (no group or take home assessments).
§ No test/essay retakes
§ End of unit essays will be graded based on the PA Writing Assessment Domain Scoring Guide
§ For grades 10-12: During the research paper, any preliminary steps to achieve the final draft may be included in the assessment category (For example: notecards, rough drafts, outlines, thesis/introductions, etc.)
§ Note:
· No Extra Credit can be earned on an assessment.
· Teachers should not drop the lowest test grade from the gradebook.
· For security reasons, tests may not leave the classroom (unless being given to another faculty member for a student to take outside of the classroom).
§ Late work will be accepted as follows:
*The earned percentage grade will be reduced by 50% for one day late, and will be reduced by an extra 10% for each day thereafter. (Example: If a student earns an 80% on the assignment and it is one day late, the final grade will equal a 40%, with two days late, 30%, and three days late, 20%.)
*After three school days, late work will no longer be accepted.
*If students only have class three days out of a cycle, they are still responsible for turning in late work the next school day.
*For AP classes, late work will not be accepted.
*Absentee late work will follow district guidelines.
· 25% Quizzes (formative assessments, plot knowledge, reading comprehension and vocabulary)
· 25%- Miscellaneous
o Teachers may use their discretion to separate this category. Ex: 15% Homework, 10% Classwork, etc.
o Late work policy for miscellaneous items should be consistent with the policy set above. If homework/classwork is gone over in class, late work does not have to be accepted unless student was absent.
o No extra credit may be given.
Habits of Mind: The University of California and California State University released a joint report in 2003 listing those “habits of mind” that lead to university success:
Broad Intellectual Practices:
· Exhibit curiosity
· Experiment with new ideas
· See other points of view
· Challenge one’s own beliefs
· Engage in intellectual discussions
· Ask provocative questions
· Generate hypotheses
· Exhibit respect for other viewpoints
· Read with awareness of self and others
Classroom Behaviors:
· Ask questions
· Be attentive in class
· Come to class prepared
· Complete assignments on time
· Contribute to class discussions
· Attend class regularly and on time
Attendance:
Follow school policies outlined in the planner. Vacations are not automatically excused absences.
Inconsistent attendance invariably leads to increased stress: too much make up work, loss of continuity with class activities, and inability to participate fully in discussions.
Senior year is a time when many of you are overwhelmed by the demands of several AP classes and college visits. Also, many of you hold leadership positions in the school or participate in athletics, band or drama. Learning to manage yourself is essential to your success at home, in school, and at work.
In addition, you should not assume it is okay to miss class just because a teacher or advisor asks you to. Presenting a note from a teacher or advisor after the fact will not be acceptable behavior. I will count such absences as unexcused; I will not accept late work under such circumstances. Please tell your teacher or advisor that you cannot miss a class unless you have been excused BEFOREHAND for an approved school activity (e.g. a tournament, special concert, leadership workshop, etc.)
Use good judgment and demonstrate responsible decision-making to ensure your success in this class and your adult life (www.englishcompanion.com/apenglish).
First Marking Period Schedule of Reading and Writing:
Please note: I reserve the right to amend this schedule as best serves the needs of each class. A schedule for each successive marking period will be distributed before it begins.
Understanding the Schedule:
· All units of study and major texts are listed on the left under the dates on which the class will be discussing and writing on them.
· All supplementary texts (short stories, excerpts from longer texts, articles, poems, etc.) being read primarily or in conjunction with larger texts can be found in the right hand column, along with information pertaining to writing assignments which will be bolded.
TAKE EVERY OPPORTUNITY TO READ AND WRITE AHEAD AS THE WORK LOAD IS RIGOROUS.
Week / Date1 / Aug 27-Aug 31
The Odyssey / · The Odyssey Summer Reading Test
· Introduction to Narrative Writing: Assign Introductory Letter Assignment
· Narrative Writing: Introductory Letter Assignment Due
· Sign up for paired presentations
· Summer Reading Assignment Due First Day of School: The Odyssey
2 / Sept 4-7
Close Reading of Text
Short Story / · Perrine: THE ELEMENTS OF FICTION (EoF) Chapter One/Escape and Interpretation pgs. 3-7
· “The Most Dangerous Game” Connell pgs. 8-24
· “The Child by Tiger” Wolfe pgs. 24-40
· Narrative Writing: College Essay Assignment
3 / Sept 10-14
Close Reading of Text
Short Story / · Perrine: THE ELEMENTS OF POETRY (EoP) Chapter One/ What Is Poetry? pgs. 561-568
· Poetry/Perrine: “Spring” Shakespeare
· Narrative Writing: Teacher/Peer Revision of College Essay Assignment due
· Narrative Writing: College Essay Assignment Due
4 / Sept 17-21
Close Reading of
Text
Short Story / · Perrine: EoF Chapter Two/ Plot and Structure pgs. 41-49
· “The Destructors” Greene pgs. 49-61
· EoF Chapter Three/ Character pgs.76-80
· “Everyday Use” Walker pgs. 90-97
· “Miss Brill” Mansfield pgs. 97-101
· Student Paired Presentation – Plot and Structure; Characterization
· Poem/Perrine: “The Whipping” Hayden
5 / Sept 24-28
Close Reading of
Text
Short Story
Drama
Oedipus Rex / · Perrine: EoF Chapter Four/ Theme pgs. 102-109
· “The Lesson” Bambara pgs. 109-115
· “Once Upon a Time” Gordimer pgs. 252-257
· Student Paired Presentation - Theme
· Perrine: The Elements of Drama (EoD) Chapter One/ The Nature of Drama pgs. 909-912
EoD Chapter Three/ Tragedy and Comedy pgs. 1079-1086
· Perrine: Oedipus Rex pgs. 1086-1129
· Poem/Perrine: “The Computation” Donne pgs. 570-571
6 / Oct 1-5
Drama
Oedipus Rex / · Perrine: EoD Oedipus Rex pgs. 1086-1129
· Student Paired Presentation –Poem “Ballad of Birmingham” pg. 572-573
· Perrine: WRITING ABOUT LITERATURE VII. Writing In-Class Essay Tests (Handout)
· Oedipus Rex Timed In-class Essay
7 / Oct 9-Oct 12
Close Reading of Text
Short Story / · Perrine: EoF Chapter Five/ Point of View pgs. 148-154
· “Paul’s Case” Cather pgs. 154-169
· “Hills Like White Elephants” Hemingway pgs. 170-174
· “The Jilting of Granny Weatherall” Porter pgs. 174-181
· Student Paired Presentation – Point of View
· Poem/Perrine: “The Red Wheelbarrow” Williams
8 / Oct 15-Oct 19
Close Reading of Text
Short Story
Pilgrim’s Progress / · Perrine: EoF Chapter Six/ Symbol, Allegory, and Fantasy (Handout)
· “Where Are You Going, Where Have You Been?” Oates (Handout)
· “A Very Old Man with Enormous Wings” (Handout)
· Student Paired Presentation – Symbol, Allegory, and Fantasy
· Pilgrim’s Progress (Handout)
· Poem/Perrine: “The Pasture” Frost pgs. 573-574
9 / Oct 22-26
Pilgrim’s Progress / · Pilgrim’s Progress
· Student led class on Pilgrim’s Progress
· Poem/Perrine: “Ars Poetica” MacLeish pg. 576
· Pilgrim’s Progress Timed In-Class Essay
10 / Oct 29-Nov 2
Poetry
Oct 30th – End of
1st Marking Period / · Perrine: EoP Chapter Two/Reading the Poem pgs. 578-594
· Perrine: EoP Chapter Three/Denotation and Connotation pgs. 595-606
· Student Paired Presentations – Poetry
I reserve the right to amend this list of major works as I see fit based on the changing needs of the course and availability of texts.